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3-D Computer Animation vs. Live-Action Video: Differences in Viewers’ Response to Instructional Vignettes
ARTICLE

, , , Texas A & M, United States

CITE Journal Volume 12, Number 1, ISSN 1528-5804 Publisher: Society for Information Technology & Teacher Education, Waynesville, NC USA

Abstract

This study explored computer animation vignettes as a replacement for live-action video scenarios of classroom behavior situations previously used as an instructional resource in teacher education courses in classroom management strategies. The focus of the research was to determine if the embedded behavioral information perceived in a live-action video version of classroom management situations was the same as a 3-D computer animation version of the same content. Preservice teachers (N = 55) were randomly assigned to watch the video or an animated vignette and to complete a questionnaire. The results indicated there were no differences between the groups in identifying the critical behaviors. These findings have significant implications for the development of instructional resources and expanding learning environments to support all levels of teaching and learning. Rapidly advancing animation technology may offer multiple advantages or viable alternatives to staged actors and static content of live-action video in creating dynamic professional learning experiences.

Citation

Smith, D., McLaughlin, T. & Brown, I. (2012). 3-D Computer Animation vs. Live-Action Video: Differences in Viewers’ Response to Instructional Vignettes. Contemporary Issues in Technology and Teacher Education, 12(1), 41-54. Waynesville, NC USA: Society for Information Technology & Teacher Education. Retrieved June 18, 2019 from .

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