The effects of digital animation technology on the academic achievement and spatial perception of middle school students

This study aimed at determining the effects of digital animation technology on students' academic achievements and spatial perceptions within the scope of the "Journey to History" unit of the social studies course. In addition, the sub-goals included revealing whether there was a relationship between academic success and spatial perception and whether academic success was a predictor of spatial perception. This research was conducted with a quasi-experimental design with a pretest/posttest control group. The sample consisted of a total of 82 students (EG1=30, EG2=24, CG=28) studying in a secondary school in T & uuml;rkiye. Research data were collected through the academic achievement test and the spatial perception scale. It was determined that there was no statistically significant difference in the pretest academic achievement at the level of all groups, but there was a significant difference in the posttest in favor of the experimental group. In addition, a positive development was detected in the spatial perception of the students in the experimental group towards animation. It was found that there was a positive correlation between the posttest scores of the experimental groups and the spatial perception scale administered after the posttest. In addition, the posttest of the experimental groups predicted the spatial perception scale applied with the posttest. As a result of the research, it was observed that the learning method with animation technology had a significant positive impact on students' academic achievement and their spatial perception.

Dergi

INTERNATIONAL JOURNAL OF ASSESSMENT TOOLS IN EDUCATION

Yıl

2025

Cilt

12

Sayı

3

Sayfa

576-599

ISSN

2148-7456

DOI

10.21449/ijate.1582567

WoS UID

WOS:001567963600004