After viewing a chemical demonstration and two different animations of the same redox reaction, 55 students provided a particulate explanation for this reaction.  This extremely rich data set allowed the researchers to (1) identify student misinterpretations and/or misconceptions associated with both animations, (2) determine which of the two animations led to more correct student conceptions, (3) determine whether the order of viewing the animations affected students' conceptions, and (4) determine whether viewing either animation helped the students interpret the images presented in the other animation.  This paper will summarize the results of these four research studies and will discuss the implications of these studies on the development of and instruction using computer animations.

Comparing students' particulate explanations of two computer animations depicting a simple redox reaction

247th National Meeting (2014)

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