Research on animated physics courseware technology for digital media

Author:

Zhou Bo1,Zhao Jie2,Xu Jiangyong1

Affiliation:

1. College of Physics and Engineering Technology , Minzu Normal University of Xingyi , Xingyi , Guizhou , , China .

2. College of Biology and Chemistry , Minzu Normal University of Xingyi , Xingyi , Guizhou , , China .

Abstract

Abstract Education informatization is an important means to improve the quality of education and teaching as well as a basic condition for the innovative reform and application of education and teaching, which also means that education informatization cannot be separated from the construction of digital learning resources. This paper utilizes the advantage of Flash technology’s integration of multiple media elements to design physics animation courseware. Then, it combines the color histogram and edge density analysis algorithm to segment the animated visual scene of physics courseware, optimize the production process of Flash physics animated courseware, and establish a scientific evaluation standard for courseware quality. The average scores of the four dimensions of manipulability, stability, aesthetics, and compatibility in the evaluation results of physics animated courseware in this paper are all higher than 4 points. The students who apply physics animated courseware to teach improve their learning attitudes, learning behaviors, and learning effects by 11.61, 7.33, and 6.54, respectively, compared with the traditional physics teaching, and all of them are significantly different (P<0.05). This paper’s physics animation courseware is effective in improving students’ performance in physics courses and provides valuable information for the development of digital teaching resources in the future.

Publisher

Walter de Gruyter GmbH

Reference16 articles.

1. Nwoye, A. N., & Chibuzo, O. S. O. (2019). Educational Attainment of Secondary School Physics Students [In Electrostatics] Under Computer-Assisted Instruction with Animation. The International Journal of Humanities & Social Studies.

2. Chen, F., Li, W., Wei, L., Qin, Z., & Ning, F. (2022, August). The Influence of Pictures, Animations and Videos in Teaching Courseware on Students’ Listening Comprehension. In International Conference of Artificial Intelligence, Medical Engineering, Education (pp. 607-615). Cham: Springer Nature Switzerland.

3. Safitri, I., Pasaribu, R., Simamora, S. S., & Lubis, K. (2019). The effectiveness of android application as a student aid tool in understanding physics project assignments. Jurnal Pendidikan IPA Indonesia, 8(4), 512-520.

4. Panis, I. C., & Ki’i, O. A. (2017, May). The Utilizing Of Phet Simulation As A Computer-Based Learning Media To Improve The Understanding Of College Student’s Physics Concepts. In 1st Yogyakarta International Conference on Educational Management/Administration and Pedagogy (YICEMAP 2017) (pp. 55-58). Atlantis Press.

5. Gunawan, G., Harjono, A., Herayanti, L., & Husein, S. (2019). Problem-based learning approach with supported interactive multimedia in physics course: Its effects on critical thinking disposition. Journal for the Education of Gifted Young Scientists, 7(4), 1075-1089.

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