The effect of introducing animated computer instructional aid in the learning of fluid mechanics

Abstract

This study was carried out to investigate the effect of introducing animated computer instructional aid (ACIA) in the learning of fluid mechanics. It was also intended as a means to evaluate the Constructionist Computer-Animated Instructional Model of Learning (CCAIML), which was developed and proposed for learning fluid mechanics. CCAIML includes the use of ACIA as a learning aid. Three theories underpins CCAIML learning model: the Constructionist learning theory, Media-Affects-learning hypothesis and Multiple representation principle. The study participants were the intact classes of first-time fluid mechanics’ students in Mechanical Engineering in four South African universities, who offer Bachelor of Engineering degrees in Mechanical Engineering. The study followed a mixed method approach: involving a static group design and a descriptive survey design. The control groups were the two consecutive, immediately preceding intact groups, who were taught fluid mechanics through the traditional lecturing method. The intervention groups were the non-randomized mechanical engineering students, who were taught by the same lecturer, who taught the control groups the same course material through a traditional approach, but taught the intervention group using the CCAIML learning approach. The findings of the study showed that: - ACIA facilitated the learning of the fluid mechanics module taught during the intervention, in CCAIML learning environment; - ACIA aroused the study participants’ interest in the learning of fluid mechanics module taught during the intervention; - The study participants understood the fluid mechanics module taught during the intervention better, in CCAIML learning environment, and were able to demonstrate this in the post intervention examination; - CCAIML learning approach encouraged classroom interaction, group and individual knowledge construction, practical demonstration of understanding of concepts and consequently improved classroom dynamics; - The majority of the study participants achieved higher scores in the fluid module taught during the intervention at the post intervention examination, by using CCAIML learning approach compared to the traditional approach; - No relationship was established between the level of study participants’ interest in the software used to aid learning ACIA and the study participants’ post-intervention achievement; and - Where the language medium of the instructional aid was different to that of the classroom medium of instruction, the learners’ achievement was affected.