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Systeem dynamische modelrepresentaties en animaties : leiden ze samen tot een beter begrip?

Mulder, Yanan G. (2014) Systeem dynamische modelrepresentaties en animaties : leiden ze samen tot een beter begrip?

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Abstract:This research focused on the use of system dynamic models in secondary education. To make these models more understandable for students, it was thought that salience in the form of an animation and the congruency principle had a beneficial effect. Three versions of the model were designed for the study: a static model (n = 14), a dynamic non-congruent model (n = 15) and a dynamic congruent model (n = 15). The amount of attention was measured with a thinking aloud-task when studying the model. The amount of knowledge gained was measured with a knowledge quiz about the subject of the model. No significant differences were found between the scores of the three groups that prove that an animation offers advantages to understanding a system dynamic model. On the contrary: the students in the static condition scored significantly better on the dynamic parts of the quiz, than students in the dynamic condition. This might be because the animation had a distracting effect, or maybe because there is a limit on the level of complexity the students of this age can cope with in a system dynamic model.
Item Type:Essay (Bachelor)
Faculty:BMS: Behavioural, Management and Social Sciences
Subject:77 psychology
Programme:Psychology BSc (56604)
Link to this item:http://purl.utwente.nl/essays/65950
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