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Enhancing Learning Experience With Dynamic Animation

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2002 Annual Conference


Montreal, Canada

Publication Date

June 16, 2002

Start Date

June 16, 2002

End Date

June 19, 2002



Conference Session

Undergraduate Research and New Directions

Page Count


Page Numbers

7.508.1 - 7.508.13



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Paper Authors

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Daphne Chang

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NOTE: The first page of text has been automatically extracted and included below in lieu of an abstract

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Enhancing Learning Experience with Dynamic Animation

Timothy Chang1 and Daphne Chang2 1 Dept. of Electrical & Computer Engineering, New Jersey Institute of Technology, NJ 07102 2 Counseling Department, Passaic County Community College, NJ 07505

Keywords: Animation, Simulink, Dynamic System, Control

Abstract: This paper reports on the use of dynamic animation to enhance learning and interest for a senior level course on system analysis. This course includes analytic methods from both frequency and time domains with emphasis on real world problems. Ansim, the freely available Mathworks animation toolbox, was chosen because it works seamlessly with Matlab/Simulink, a required software for the EE undergraduate curriculum. A series of lab sessions are introduced to the class to complement the lecture materials and to guide the students into the design project. The use of animation provides many advantages: better visual effects, improved communications, and higher interest levels. Student response has been very positive. A number of recommendations are made in this work based on instructor observation and course evaluations.

(I) Introduction System analysis is a multidisciplinary subject encompassing all fields of engineering applications. However, the traditional treatment (in the sense of teaching pedagogy) of this subject tends to be highly theoretical and mathematical with heavy emphasis on equation derivation and algorithmic development. Such approach is convenient from the instructor's point of view but may not be beneficial to the students who are classified as sensing types (MBTI), or visual (ILS), or concrete experience Kolb's [11] model.

It is observed that about 70% of learners are not analytic learners. Kolb’s experiential learning theory advocates a holistic approach to combine experience, perception, cognition and behavior. This curriculum is designed to adopt Kolb’s theory and to adapt to students’ learning needs. These class activities allow students with various learning styles to move through stages of experiential learning for one would learn best when one uses all four processes: 1) Concrete Experience, 2) Reflective Observation, 3) Abstract Conceptualization and 4) Active Experimentation.

One of the major functions of education is to shape students’ attitude toward learning and to develop effective learning skills. The authors hope to accomplish these objectives by using dynamic animation and team project. It is not merely about including practical experiences but utilizing these experiences to induce higher levels of learning. Furthermore, students will be

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Chang, D. (2002, June), Enhancing Learning Experience With Dynamic Animation Paper presented at 2002 Annual Conference, Montreal, Canada. 10.18260/1-2--11333

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