Long-term effect of animation-based learning: The case of electronic devices

In 2011, an introductory animation-based course on the subject of semiconductor devices was taught for the first time at a technological college in Israel. A previous study showed a significant gap of more than 10%, on average, between the academic achievements of students studying the basics of electronic devices through animation and the achievements of their peers who studied the same topic using static diagrams. The present longitudinal research used quantitative instruments alongside qualitative ones to examine whether this gap is maintained in advanced analog electronics courses. The study indicates that even a year after the completion of the basic course, the academic achievements of students who studied the subject of electronic devices through animation remained significantly higher than those of their colleagues.