Abstract
The paper describes the results of a study that compared
the academic achievements of practical engineering students who
learned about the bipolar junction transistor through animation with
those of students who learned using static drawings and
summarizing notes from the blackboard. A significant gap in favor
of the first was found. The gap can be attributed to the findings,
obtained from interviews with students, and indicating that the
animation reduces the cognitive load imposed on the student and
creates interest in the study material.
the academic achievements of practical engineering students who
learned about the bipolar junction transistor through animation with
those of students who learned using static drawings and
summarizing notes from the blackboard. A significant gap in favor
of the first was found. The gap can be attributed to the findings,
obtained from interviews with students, and indicating that the
animation reduces the cognitive load imposed on the student and
creates interest in the study material.
| Original language | American English |
|---|---|
| Title of host publication | Proceedings of the 9th European Workshop on Microelectronics Education |
| Pages | 3-5 |
| Number of pages | 3 |
| ISBN (Electronic) | 978-2-35500-019-5 |
| State | Published - 2012 |