COMPUTER ANIMATION IN 7TH GRADE ALGEBRA LESSONS: RESULTS OF EXPERIMENTAL WORK

Statement of the problem. The article deals with the problem of visualization in teaching mathematics using animated drawings. The purpose of the article is to present the analysis of the experimental work on computer animation in the GeoGebra environment as a means of improving mathematical education at school. Research methodology. The methodological foundations of the research include activity-based, informational and visual approaches to teaching mathematics, a synthesis of the author’s work experience in testing computer animation at school. Research results. The results of the experimental work confirmed the expediency of using computer animation in the process of teaching algebra in the 7th grade (educational activity of students increased, as well as interest in research work and quality of mastering mathematical knowledge and skills). Conclusion. The use of computer animation in math lessons at school increases the level of understanding and assimilation of mathematical knowledge by providing clear illustrations of mathematical concepts and statements. The analysis of experimental work using the animation capabilities of computer environments shows an increase in the technological equipment of modern mathematics teachers, which help them achieve higher educational results.

The development and testing of Thai facial soft tissue thickness data in three-dimensional computerized forensic facial reconstruction

Forensic facial reconstruction is a useful tool to assist the public in recognizing human remains, leading to positive forensic investigation outcomes. To reproduce a virtual face, facial soft tissue thickness is one of the major guidelines to reach the accuracy and reliability for three-dimensional computerized facial reconstruction, a method that is making a significant contribution to improving forensic investigation and identification. This study aimed to develop a facial soft tissue thickness dataset for a Thai population, and test its reliability in the context of facial reconstruction. Three-dimensional facial reconstruction was conducted on four skulls (2 males and 2 females, with ages ranging between 51 to 60 years). Two main tools of three-dimensional computer animation and modeling software—Blender and Autodesk Maya—were used to rebuild the three-dimensional virtual face. The three-dimensional coordinate ( x, y, z) cutaneous landmarks on the mesh templates were aligned homologous to the facial soft tissue thickness markers on the three-dimensional skull model. The final three-dimensional virtual face was compared to the target frontal photograph using face pool comparison. Four three-dimensional virtual faces were matched at low to moderate levels, ranging from 30% to 70% accuracy. These results demonstrate that the facial soft tissue thickness database of a Thai population applied in this study could be useful for three-dimensional computerized facial reconstruction purposes.

Research on Intelligent Control System Based on Feature Recognition

Fountain is an important facility in modern landscape art. Ordinary fountains are regulated by water valves, which makes the water column of the fountain very high, so the height of the fountain cannot be changed flexibly, the fountain is the product of the combination of the most popular garden architecture and appreciation in recent years. In this paper, intelligent control system based on feature recognition is designed. According to the system, fountain forms and features can be recognized automatically. At the same time, the system can also be integrated with computer animation, which makes the melody, emotion, rhythm and waterscape art to realize harmonious and unified.

Student Perceptions Towards the Use of the Mobile Flipped Classroom Approach

This study aimed at identifying students’ perception in terms of motivation, learning and engagement in using mobile flipped classroom approach based on Kolb’s Learning Cycle (1984). This quantitative study was conducted using a questionnaire to collect the data. The collected data was analyzed using descriptive analysis (percentage, means and standard deviations) utilizing the SPSS 20. The research took place in one of the top private universities in Malaysia and equipped with adequate free internet access. The researcher applied homogenous purposive sampling by selecting 40 undergraduate students registered in multimedia and computer animation course. The result showed that students had positive perceptions in terms of students’ motivation, learning and engagement in multimedia and animation course using mobile flipped classroom approach. Future research is recommended to focus on different age and a group of participants to obtain in-depth information on the implementation of mobile flipped classroom approach in a different context.

The Effect of Interactive Computer Animation and Simulation on Students’ Achievement and Motivation in Learning Electrochemistry

Electrochemistry is difficult to learn due to its abstract concepts involving macroscopic, microscopic, and symbolic representation levels. Studies have shown that students can visualize and improve their understanding of chemistry by using interactive computer animation and simulation. This study reports the effect of interactive computer animation and simulation module named “Interactive Electrolysis of Aqueous Solution” (IEAS) developed to aid students in learning electrolysis. A pre and post-test control quasi-experimental design was carried out to investigate the effects of the IEAS on students’ achievement and motivation in electrochemistry topics. This study involved 62 16-years-old male students from two different secondary schools. Pre and post electrochemistry achievement tests (EAT) and pre and post- Instructional Material Motivation Surveys (IMMS) were used. For EAT, using one-way ANOVA, it shows that there was a significant difference in the post-test mean score in this study on the understanding of the electrolysis concept between students in the treatment and control groups [F (1, 60) = 5.15, p <0.05]. The qualitative results also provided evidence that the students in the treatment group had a better conceptual understanding than the control group, especially at the microscopic representation level. For the IMMS test, there was a significant difference between the treatment and control groups in terms of the mean score of the post motivation IMMS test where p <0.05 in chemistry learning [F (1,59) = 266.89, p <0.05]. Thus, it can be concluded that IEAS has an impact on enhancing the students’ understanding of the electrolysis concept, and the students are more motivated to learn electrochemistry.