European Journal of Education Studies
ISSN: 2501 - 1111
ISSN-L: 2501 - 1111
Available on-line at: www.oapub.org/edu
Volume 3 │ Issue 2 │ 2017
doi: 10.5281/zenodo.239093
THE EFFECT OF INTERACTIVE COMPUTER SOFTWARE AND
VISUAL MATERIALS ON ACADEMIC SUCCESS IN PHYSICS
İsmet Ergini
Associate Professor Dr., Physics Education Instructor,
Education Manager and Teacher Training School, Ankara, Turkey
Abstract:
This study researched the effect of interactive computer programs and visual materials
on the success and retention of physics lesson. Inclined projectile motion was selected
as the subject. While the lessons were taught with interactive physics, various visual
computer programs and the support of computer in the experimental group, they were
taught according to the conventional teaching method in the control group. As a
consequence, it was aimed to compare the effect of these two applications upon the
academic success and retention of learning. The sample of the study was consisted of 84
students receiving education at a secondary school in Ankara. Pretest-posttest
experimental design with control group was used in the study. According to the t-test
results of independent groups that were performed on experimental and control groups
after teaching, it was concluded that the teaching, which was performed on the
experimental group with interactive computer programs and visual materials, were
more successful compared to the teaching, which was performed on the control group
with conventional methods. At the end of the study, the required suggestions were
presented according to the data obtained from applications, which were performed
with interactive computer programs and visual materials.
Keywords: interactive computer programs, visual materials, conventional method,
inclined projectile motion
1. Introduction
Rapid progress of information and communication technology makes it inevitable to
avail of these technological facilities in school and class environment, as well. In that
i
Correspondence: email ismet.ergin@gmail.com
Copyright © The Author(s). All Rights Reserved.
© 2015 – 2017 Open Access Publishing Group
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THE EFFECT OF INTERACTIVE COMPUTER SOFTWARE AND VISUAL MATERIALS
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context, the use of teaching technologies in teaching environments presents students
better learning conditions, arouses interest, places the student in the center and
increases their motivations. From this aspect, the use of technology plays a significant
role especially in the learning-teaching process of interactive education (Isman et al.,
2002).
Interactive education is an educational technique, which enables people to
receive qualified education via computer units wherever and whenever they desire.
Education could be made permanent with the help of visual, audial and probably
affective animation techniques that are used within the program (Aydogan, 2008). In
the interactive computer assisted teaching method, while the teacher mainly supervises
the time-scale progress of the program, summarizes the subject according to the
program and enables the information flow; the interaction mechanisms of the systems
enable the student to structure her/his own thoughts and try to develop the problemsolving skill of the student and reveal her/his creativity. Teacher leaves the students
alone in individual parts of the lesson by including the computer aid within the general
lesson plan and s/he emphasizes the basic points related to the lesson by enabling
students to listen to her/him in parts, which would be taught in company with the class
(Kaya, 2008).
The findings, which support the fact that the use of computer in educational
environments enables effective learning, have caused a more effective use of computers
in constructivist teaching environments, where the students would participate actively,
various learning activities could be applied and students could easily associate different
information with one another Hancer & Yalcın, 2007). General purpose of computer
assisted teaching could be expressed as enabling the student to learn according to
her/his own speed by individualising the process of learning, providing the complete
learning by starting over a subject that has been missed, enabling the subject repetition,
having a less cost and increasing the retention by performing the process of teaching
with visualization (Tavukcu, 2008). Another purpose of education is to individualise
and ease the education. It is not possible to analyse some dangerous or expensive
experiments and studies in the laboratory environment empirically. Visual programs
and animations enable this ideally and serve for a visual, fast and tenacious learning.
Visual programs and animations present all these features in company with color and
sound in motion and together with simple graphic symbols that symbolize the nature of
motion ‚rıcı & Dalkılıc,
. It is of a great importance to use interactive computer
programs and visual materials in education and especially physical sciences. Physical
sciences constitute the method of questioning the accuracy of scientific information or
the process of reasoning, comprehending the nature of information and producing new
information (Dogan et al., 2003). Many countries consider the scientific problemsolving skills to be the educational target of 2000s. The most efficient way of attaining
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THE EFFECT OF INTERACTIVE COMPUTER SOFTWARE AND VISUAL MATERIALS
ON ACADEMIC SUCCESS IN PHYSICS
this goal is to use the technology for the solution of scientific problems (Halis, 2002).
Students get used to comprehend the life through using the scientific information,
which are learned by means of the science education they receive (Cepni et al., 1997).
Secondary education is the first phase of attaining the science in a conscious way
and the everyday events are also related with physics, chemistry and biology. When the
students become scientific literates, this will promote their future lives. Physics lesson is
related with events that are encountered by individuals in daily life and explains these
events. If the students comprehend the fact that the information of physics lesson are
related with their own lives, in other words, if they realize that the information of
physics lesson are not abstract, they will learn willingly since their interest in and
attitude towards the lesson will increase and by this way, the learning will become
more permanent. It is obvious that the physics education is necessary for people to
perceive and interpret the technological developments, which affect every phase of life
(Bakac & Kumru, 1998). It is required to use the educational technologies in such a way
to be effective in the educational condition, in order to enable the students to envisage
abstract concepts better, learn on their own with trial-and-error method and in short, to
be successful in physics education. A physics lesson that is performed with computer
enables the student to learn the complicated concepts and relations between these
concepts. Additionally, being different from conventional methods, computers should
also be used in an attempt to make the students love the lesson and increase the
efficiency of the lesson. It is a well-known fact that today s students are considerably
interested in technological developments. The fact that this interest is also shown
towards computerized physics education will enable the new-generation students to
become individuals equipped with innovations of the era, who can use information and
technology efficiently in the following years Isman,
; Saka & Yılmaz
. Within
the scope of relevant scientific studies, it is mentioned that perceived computer selfefficacy is a significant parameter in using computers ‚skar, & Umay
; Isıksal,
2003; Isman & Celikli, 2009) and various scales were used to measure perceived
computer self-efficacy (Harrison & Kelly, 1992; Torkzadeh & Koufteros 1994;
Akkoyunlu, Orhan & Umay, 2005). The basic outcome expected from the education
institutes is to train self-learning individuals equipped with knowledge and talents,
who can manipulate technology (Akkoyunlu & Orhan, 2003). Among the problems
caused by conventional teaching applications are that the information being taught are
not permanent, they are memorized for exams and then rapidly forgotten, majority of
information are misunderstood by students and that students cannot use the
information and skills they learn efficiently in their future lives. Such problems that are
caused by the conventional understanding have enabled the educators to develop more
effective, efficient and attractive teaching applications (Ergin, 2006).
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2. The study
2.1 Model that was used in the study
Experimental model was used in the study. Emphasizing the importance of
experimental studies in Science and Technology, Novak indicated that such studies
especially support programs, make the students active and reveal a number of features
(Yaman, 2003). The basic feature of all these experimental studies is that they can
control the independent variables (McMillan, 2000).
2.2 Experimental pattern of the study
Experimental pattern of the study is the experimental pattern with pretest-posttest
control group. The variable whose effect was analysed on the experimental group is the
computer assisted educational (CAE) approach, where interactive computer programs
and visual materials are applied. On the other hand, a conventional learning-based
approach was followed in the control group. In other words; no variable was used on
this group that would affect the measured features positively or negatively. The same
dependent variables were observed on both of the groups and comparisons were made
between and within the groups by using the pretest-posttest scores.
Table 1: Experimental pattern of the study
Group
Method
Pre-Test
Post-Test
Retention Test
Experimental
CAE
MCSTIPM
MCSTIPM
MCSTIPM
Control
TM
MCSTIPM
MCSTIPM
MCSTIPM
CAE
MCSTIPM
TM
: Computer Assisted Educational
: Multiple-Choice Success Test of Inclined Projectile Motion
: Traditional Method
2.3 Target population of the study
Target population of this study is consisted of 84 students receiving education at a
secondary school in Ankara. Sample of the study, on the other hand, is consisted of
totally 84 10th grade students at this school. Among these students, experimental and
control groups were selected in an objective and random way. While two departments
were determined as the experimental group (2nd and 3rd departments), other two
departments were determined as the control group (1st and 4th departments).
Table 2: The number of students in the experimental and control groups
Group
Experimental
Control
Departments
N
2. Department
22
3. Department
1. Department
4. Department
22
19
21
84
Total
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Examining Table 2; it is seen that there are totally 84 students (44 in the experimental
group where Interactive Computer Programs and Visual Materials are applied and
in the control group where conventional teaching is used).
2.4 Application
The applications that were performed in this study were performed within the scope of
Inclined Projectile Motion . While the subject was taught with the support of
interactive computer programs and visual materials in two departments, it was taught
with conventional methods in the other two departments. In departments where the
lessons were taught with conventional methods, the subjects were written on the board,
concepts were expressed verbally and sample problems solvings were performed. In
the physics lesson that was taught with the support of interactive computer programs
and visual materials, on the other hand, the same subjects were presented to students
through a presentation, which was constituted with computer programs and visual
materials that were prepared in accordance with the content of the subject, various
interactive computer programs and animations were presented to students during the
lesson, and an interactive lesson, which would be learned by students through
experience, was performed with the help of students who used these programs and
animations.
In the study; before the practice in physics lesson, which was taught for 2 lesson
hours in a week, students in the experimental group were separated into groups of five
and six people. In order to enable the students to use the cooperation time effectively,
they were enabled to constitute their own groups, the teacher did not intervene in
groups. Group study is a method that is especially effective upon projects, cooperative
learning, problem-solving studies and practical studies (Walker Angelo, 1998). The
purpose of separating the students into groups during the application of interactive
computer programs and visual materials is to create an environment of competition
between the groups and enable them to help one another in cooperation. For it would
provide assistance in teaching the subject, a lesson note that was prepared in
accordance with interactive computer programs and visual materials was presented to
the experimental group and a lesson note that was prepared in accordance with
conventional teaching was presented to the control group and steps were taken
according to these lesson notes during the lessons of both groups. Besides, interactive
computer programs and visual materials were used in an attempt to enable the
experimental group students to envisage the subject being taught during the lesson and
increase the visual richness. In addition to these programs, animations and
performances that were found by the researcher through various resources were
presented to students via computer. Interactive computer programs and visual
materials were used for experimental group students, on which interactive computer
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programs and visual materials were applied. By this way, they could apply these
programs and materials through experience and various examples of the subject in the
training centers of computer assisted education (CAE). The visual materials that were
related with the subject were prepared for students before they came to classes and
designed in such a way to draw their attentions to the lesson and the students were
required to be occupied with materials during the lesson (Figure 1).
Figure 1: Pictures of pre-prepared lesson with visual support materials
While students are taught inclined projectile motion in the applications of computer
assisted education classes, the change of horizontal range and the connection of the
angle to the range are analysed by changing the angle of the substance with the
horizontal that was thrown during the inclined projectile motion, with the help the
interactive physics program in Figure 2. Using the application interactively, the
students observed the changes related with the inclined projectile motion as a result of
the values they changed. They explored new ideas about the motion. While the lesson
was taught via the presentation of these applications, students were enabled to
participate in the lesson by changing the variables on applications related with the
subject of the inclined projectile motion in the program.
Students were required to exchange opinions within the group via computers in
the class and pay their attention to interactive physics program, as well as relevant
visual programs, animations and computer shows on the web site without spoiling the
groups. Students were also required to observe the incidents and note down the events,
shapes on working papers by changing the concepts such as speed, projectile angle, etc.
on the relevant displays in this program. Similarly, they were required to note down the
necessary details related with the subject by examining the displays and animations on
the web site. While students were noting on their papers, answers were sought for the
following questions and they were required to pay attention to find answers:
Pay attention to force or forces that affect the unconstant throughout the
projectile motion.
Pay attention to the acceleration of the unconstant.
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Pay attention to the change on the orbit of the unconstant when the initial speed
is increased or slowed.
Does the change on the initial speed make a change on the advance performed
by the substance vertically and horizontally? Pay attention to this (Figure 2).
Figure 2. The display image of interactive physics program
Although the students did not experience the events in the display image of Figure 2,
they had the opportunity of commanding the event by changing some of the concepts
on the computer displays. These activities tried to enable the exploration and
comprehension of the subject properly. Students were also required to review and
remember the concepts that were theoretically observed throughout this phase. They
were required to be very careful observers at this point and this situation was
constantly followed.
During the lessons of the experimental group, the experimental apparatus in
Figure 3 was established and the students performed applications with inclined
projectile gun by changing the angles made with the horizontal. These applications
increased both the learning levels of the subject and interest of students in the lesson
and subject.
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Figure 3: Image picture experimental apparatus
Similarly, during the lessons of the experimental group, visual images in Figure 4, 5, 6
were displayed in the form of a presentation as vital examples.
Figure 4: Inclined projectile motion pictures image assisted
v
x
Figure 5: Inclined projectile motion pictures image assisted
x
h
Figure 6: Inclined projectile motion pictures image assisted
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During the lessons of the experimental group, the motion of the substance performing
inclined projectile motion in Figure 7 and the formulas that were used during the
motion are shown on the figure in detail.
Vertical (y)
A
y
A
0
0
α
x = 0x
B
B = 0x = 0 . cosα
y=0
hm = 0y² / 2g
C
y
α
C
α
xm = 0x.t
D
α
y
Horizontal (x)
yer
Figure 7: Image display formulas of inclined projectile motion
2.5 Data collection techniques and tools
Independent groups were compared with one another, in an attempt to adjust the
similarity levels of experimental and control groups, on which the study would be
performed. Statistical techniques that were performed for that purpose became
independent groups, t-test and correlation coefficient. Examining these data, the groups
were determined to be similar.
In order to measure the academical success levels of students regarding the
Inclined Projectile Motion, Multiple-Choice Success Test of Inclined Projectile Motion
(MCSTIPM) was prepared by the researcher and applied as an assessment instrument.
The validity and reliability studies of the test, which was performed before the
experimental phase of the study, were implemented by the researcher. Reliability of the
MCSTIPM was found as (0.88).
At the end of the study process, MCSTIPM was performed on both of the
experimental and control groups as posttest. Additionally, in order to understand
which method was more effective upon the determination of retention, MCSTIPM was
reapplied 4 weeks after the posttest application, as the test of the determination of
retention. In each application of these tests, changes were made on the order of
questions and locations of answer options. The data that were obtained from all these
tests were entered into the statistical packaged software and analyses were performed
by determining the required statistical techniques.
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3. Findings
Findings of the data, which were obtained from experimental and control groups where
interactive computer programs, visual materials and conventional method were
applied, are presented below.
A. Findings that were obtained before the experimental process and the
ınterpretations
Pre-experimental process t-test results for MCSTIPM are seen in Table 3.
Table 3: Results of independent groups t-test analyzing about MCSTIPM pre-test scores in
relation to students in experimental and control groups
Group
N
Control
Experimental
40
44
s
sd
t
p
3.281
3.028
82
.888
.377
X
10.000
9.386
p0.05
Examining Table 3; two average score values are very close to one another. Whether the
difference between these averages was statistically significant was examined through
the t-test of independent groups and no significant difference was observed between
the groups according to the calculated t value and significance level.
B. Findings that were obtained after the experimental process and the ınterpretations
Post-experimental process t-test results for MCSTIPM are seen in Table 4.
Table 4: Results of independent groups t-test analyzing about MCSTIPM post-test scores in
relation to students in experimental and control groups
Group
N
Control
40
18.575
3.062
Experimental
p0.05
44
24.272
2.128
X
s
sd
t
p
82
9.809
.000
Examining Table 4; it is seen that the two average score values are very different from
one another. Whether the difference between these averages was statistically significant
was examined through the t-test of independent groups and a significant difference was
observed between the groups in favour of the experimental group, according to the
calculated t value and significance level.
Observing that experimental group was more successful according to the
MCSTIPM posttest scores of experimental and control group, the relation between the
pretest-posttest scores of experimental and control group were tried to be revealed.
Results of the t-test analysis of independent groups, which was performed in an
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attempt to determine whether there was a significant difference between pretestposttest scores of experimental and control groups, are seen in Table 5 and Table 6.
Table 5: Results of dependent groups t-test analyzing about MCSTIPM
pre-test post-test scores in relation to students in experimental group
Measurement
N
Pre-Test
44
9.386
3.028
Post-Test
44
24.272
2.128
X
s
sd
t
p
43
23.543
.000
p0.05
Examining Table 5; it is seen that two average score values are very different from one
another. As a result of the t-test analysis that was performed for dependent groups, a
significant difference was observed between the pretest-posttest scores of the
experimental group in favour of posttest scores of the experimental group, in terms of
MCSTIPM according to the calculated t value and significance level.
Table 6: Results of dependent groups t-test analyzing about MCSTIPM pre-test-post test scores
in relation to students in control group
Measurement
N
Pre-Test
Post-Test
40
40
X
10.000
18.575
s
sd
t
p
3.281
3.062
39
14.856
.000
p0.05
Examining Table 6; it is seen that two average score values are very different from one
another. As a result of the t-test analysis that was performed for dependent groups, a
significant difference was observed between the pretest-posttest scores of the control
group in favour of posttest scores of the control group, in terms of MCSTIPM according
to the calculated t value and significance level. Comparing the groups; while the
MCSTIPM pretest score average of the experimental group is 9.386 and pretest score
average of the control group is 10.000; posttest score average of the experimental group
is 24.272 and posttest score average of the control group is 18.575. As is seen in results,
although there is no difference in pretest scores of groups, there is a significant
difference in posttest scores in favour of the experimental group.
The results of t-test, which was performed on the experimental group students
who were taught according to interactive computer programs and visual materials and
control group students who were taught according to conventional teaching in an
attempt to determine the retention of MCSTIPM 4 weeks after the experimental process,
are seen in Table 7.
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Table 7: Results of independent groups t-test analyzing about MCSTIPM determination
retention test scores in relation to students in experimental and control groups
Group
N
Control
Experimental
40
44
X
14.525
21.590
s
sd
t
p
5.602
3.907
82
6.642
.000
p0.05
Examining Table 7; it is seen that two average score values are very different from one
another. Whether the difference between these averages was statistically significant was
examined through the t-test of independent groups and a significant difference was
observed between the groups in favour of the experimental group, according to the
calculated t value and significance level.
4. Conclusions
It is clearly seen that the success of education will increase as the use of interactive
computer programs and visual materials is efficiently reflected on education; however,
the planning of technological use in education is restricted with the facilities of schools.
It is obvious that an education that is planned to be provided with unavailable and
unsupported instruments will do more harm than good. The teachings being performed
shall always be supported by the use of interactive computer programs and visual
materials, in accordance with the facilities of schools. In our country, teachers and
students shall be informed about this subject and required projects shall be constituted
for education, which is supported by interactive computer programs and visual
materials. In-service training of both administrators and teachers has a great importance
for the use of interactive computer programs and visual materials in education.
Advantages of teaching that is supported by interactive computer programs and visual
materials shall be used in bringing features such as the use of scientific method,
problem solving, objective thinking, making accurate decisions, learning the learning,
which are revealed by contemporary learning and teaching theories, in students and
developing those features. Rather than an objective, the teaching method that is
supported by interactive computer programs and visual materials shall be considered
an instrument that would support teachers and students. Lesson programs that are
convenient for the features of information technologies and teaching principles shall be
prepared and generalized according to subject contents of the physics lesson. The
benefit to be obtained from the method of teaching that is supported by interactive
computer programs and visual materials is closely related with the development of
effective educational programs. During the preparation of educational programs, which
directly affect the success in the application process of the teaching that is supported by
interactive computer programs and visual materials, visual program techniques shall be
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applied for the purpose of addressing to all of the sense organs. During the application
of the method of teaching that is supported by interactive computer programs and
visual materials; it shall be taken into consideration that students are supposed to
participate in learning actively, students learn with very different ways and speeds and
that learning is a process for both individuals and groups. Teaching programs that are
supported by interactive computer programs and visual materials shall be prepared in
such a way to consider the age group of the target student, convey the information
ideally, focus the interest through the effects of color, sound and image, reward the
success, support the process of learning with games and make even the most boring or
difficult subjests entertaining.
In this study, which was conducted in an attempt to contribute to the assessment
of teaching activities that are supported by interactive computer programs and visual
materials and have increased together with the inclusion of computers within schools as
teaching instruments in parallel with rapid changes in technology, the effect of the
subject of Inclined Projectile Motion upon the learning of 10th grade physics students
was tried to be determined through the use of interactive physics program, within the
scope of experimental method. Before teaching the students this subject, no significant
difference was determined between the results of the pretest that was performed on
experimental and control groups. In other words, experimental and control groups are
on the same level in the beginning, in terms of inclined projectile motion.
Examining the data about the analysis of academical success and retention levels
of learning, regarding the experimental and control groups that were used in the study;
it is seen that the experimental group is more successful. Besides, examining the
successes of the retention test, the experimental group was determined to be more
successful.
Regarding the experimental and control groups, their pretest-posttest scores
within the group and posttest successes between the groups were compared
statistically. As a result of the posttest comparison of both groups, it was concluded that
the teaching, which was performed on the experimental group with the help of
interactive computer programs and visual materials, was more successful compared to
the teaching, which was performed on the control group with conventional methods.
This result, which shows that the success that is obtained through interactive computer
programs and visual materials are more effective than conventional methods, is
supported by some studies (Andoloro et al., 1997; Rodrigues, 1997). (Kahvecioglu,
200 ; ‚ytun,
, ‚yvacı, Ozsevgec ‚ydın,
; Ozmen Kolomuc, 2004; Yigit
Akdeniz, 2003; Chang, 2002; Jimoyiannis & Komis, 2001; Hacker & Sova, 1998;
Yalcınalp, Geban & Ozkan,
, Geban, ‚skar & Ozkan,
; Hounshell & Hill,
that are performed on computer assisted teaching.
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5. Suggestions
Considering the findings revealed by the study, which examines the effect of the
learning environment supported by interactive computer programs and visual
materials upon the academical success of the 10th grade secondary education students
and the retention; the following suggestions were made for new studies:
This study examined the effect of interactive computer programs and visual
materials upon the academical success of students and the retention, regarding
the
Inclined Projectile Motion . In future studies, the effect of interactive
computer programs and visual materials upon students of different class and age
groups might be examined in different units or different lessons, in terms of
various variables.
Computers and information technology classes at schools shall keep pace with
the technological developments of the era in terms of both hardware and
software, and be updated.
Outside of lessons, the computers in the school laboratory shall be opened to the
use of interactive computer programs and visual materials related with lessons
that are hardly understood by students and students shall be enabled to avail of
computers and internet efficiently. By this way, the interest of students in the
lesson might be increased.
In order to make a country-wide generalization with the obtained results, studies
shall be conducted with larger student groups that are selected from different
regions and schools.
Teachers shall be supported with the in-service training related with the method
of computer assisted teaching and by this way, they will be enabled to avail of
technology and especially computers effectively in their lessons.
Use of technological devices (computer, projection device, multimedia, smart
board, etc.) shall be emphasized during the physics lesson.
Considering on the basis of physics subject, in order to take the heavy
mathematical pressure off students and make the physics subjects more
understandable, programs, animations and visual materials regarding this
subject shall necessarily be included in the educational environment and enabled
to be used.
In order to develop the computer literacy of physics teachers, the required
computer infrastructure education shall be provided for teachers during both the
undergraduate study and occupational processes.
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Interactive computer programs and visual materials might enable the teaching of
difficult physics concepts regarding the inclined projectile motion and the related
diagrams and figures could be displayed.
The use of animations and simulations with interactive computer programs and
visual materials might enable the expensive and time-consuming laboratory
experiments to be cheaper and less dangerous.
Students desire of participating in learning activities actively plays an important
role in the efficiency of learning. In that context, it was seen in this study that activities
where interactive computer programs and visual materials are applied are effective
upon motivating students and increasing their desire of participating in laboratory
activities. Therefore, a visual teaching to be performed with the help of interactive
computer programs and visual materials is thought to make a positive contribution to
the student success, in terms of many physics concepts and subjects. However, it should
not be forgotten that the use of a program that is well-arranged with interactive
computer programs and visual materials is not enough alone and in order to obtain a
good efficiency from teaching, the programs to be used shall be supported by
instructional programs regarding the relevant subjects and concepts. Additionally, the
plan of the subject to be taught shall be revealed in detail and the transactions to be
carried out by the student in association with the use of the prepared programs and
parameters related with the subject or concept that could be changed on the system
shall clearly be defined. It is believed that by this way, the learning will become
permanent for the student after the activities, which will be conducted for the physics
education within the scope of interactive computer programs and visual materials.
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