Healthcare informatics taking big steps in use of media, including animation, for learning

Innovations in Health Education: Digital Media and Its Capacity for Front-Line Health Worker Training, Kunal D. Patel and Tom O’Callaghan, in Global Health Informatics: Principles of eHealth and mHealth to Improve Quality of Care, Eds. Leo Anthony G. Celi, Hamish S.F. Fraser, Vipan Nikore, Juan Sebastian Osorio, and Kenneth Paik, 2017, MIT Press

The major takeaways covered in this book chapter include findings that the authors state are:

  • Digital media can lower costs, improve efficiency, and introduce peer-to-peer learning for health worker training
  • Visuals and animation alongside text can dramatically improve training outcomes as well as overcome barriers such as disability
  • Deployment of digital training and online learning can be rapid and provide a platform for learning surveillance.
  • (p. 389)

    Back to the topic, ID and animation tools

    I have a tendency to try to study everything at once, especially when it is such an interesting topic and has so many applications. The following article is about instructional designers use of media in their work. To me, one of the findings is that neither novice nor expert instructional designers included the media choice in their analysis phase even though most ADDIE compilations will extend the first step analysis to the learners, the content, the objectives and the tools or media used.

    Hoard, Stephen Brent, “The Influence of Multimedia Production Knowledge on the Design Decisions of the Instructional Designer” (2016). STEMPS Theses & Dissertations. 11. http://digitalcommons.odu.edu/stemps_etds/11

    “In the present study, one particular trend stood out from even the variance in depth of analysis between experts and novices. Certain instructional designers were adopting media as an initial step in their instructional design workflow and, if they used analysis at all, analysis was used only at a cursory level to rule out the early media selection. Both expert and novice instructional designers exhibited this media-first behavior, though the novices did so at greater rates.” p. 54

    More engaging, motivating, attractive instructional materials

    The Development of Monograph with 3-Dimensional
    Illustrations Titled “Augmented Chemistry: Hydrocarbon” as Learning Enrichment Materials
    D Ernawati and J Ikhsan Department of Mathematics Education, Universitas Negeri Yogyakarta, Jl. Colombo
    No. 1, Caturtunggal, Yogyakarta 55281, Indonesia

    Authors used the ADDIE model and the interactive features of Adobe InDesign publishing tool to design the interactive monograph and exercises. Evaluation included summative and formative components and utilized experts. Great use of tested model and new publishing technology. Adobe InDesign has a medium steep learning curve but is within the capability of most teachers and professors. Should be part of the teacher education and instructional design curriculum.

    Also See:
    Interaction Design and Implementation of Hydrocarbon Augmented Reality
    Hotman Silitonga, Sekolah Teknik Elektro dan Informatika –Institut Teknologi Bandung

    Example of research results for Static and Dynamic Content

    In this article the researchers have some strong results in their comparisons of the instructional effects using either static or dynamic content. Such results go a long way in affecting the use of animations for better instruction. I applaud these researchers as the results are meaningful and clearly presented.

    “There is an increase between the grade obtained by the students in the pre-test and post-test, indicating that the augmented reality application developed and both approaches for static and dynamic contents, are effective in teaching the concepts described in second section as is observed in Figure 4 and 5. Additionally, the average increment grade for the second approach is higher (M=4.53, SD=0.971) than the obtained using the first approach (M=3.594, SD=1.102). Besides, it is worth to mention that the interaction of students with the application was short and the amount of taught and tested concept was high. p. 312

    From the results can be concluded that the augmented reality application using the two approaches for configuring dynamic and static contents are effective for teaching concepts of the fundamentals of electronics course. Additionally, it can be observed that there is a difference in the learning performance of students when they use dynamic contents, besides better results were obtained using the second approach.
    On the other side, the perception of students is that learning the concepts is more easily when they use dynamic contents than when they use static ones. Additionally, a major percentage of students consider that it is easier to understand the concepts using the second M. H. Montoya et al.
    approach than using the first approach. This last conclusion is affirmed by the performance results obtained. pp. 315-316

    EURASIA Journal of Mathematics Science and Technology Education © Authors. Terms and conditions of Creative Commons Attribution 4.0 International (CC BY 4.0) apply. Correspondence: Mauricio Hincapié Montoya, Institución Universitaria Salazar y Herrera, Carrera 70 N° 52-49, Barrio los colores, 0000 Medellín, Colombia mauricio.hincapie@salazaryherrera.edu.co
    Evaluating the Effect on User Perception and Performance of Static and Dynamic Contents Deployed in Augmented Reality based Learning Application
    Mauricio Hincapié Montoya Institución Universitaria Salazar y Herrera, COLOMBIA Christian Andrés Díaz
    Institución Universitaria Salazar y Herrera, COLOMBIA Gustavo Adolfo Moreno Institución Universitaria Salazar y Herrera, COLOMBIA

    Some WOWs here for the animators learning about cultural considerations

    3D Animation for Transferring Technology to the Community in Rural, International Journal of Knowledge Engineering, Vol. 2, No. 4, December 2016, Ambar Yoganingrum, Wahyoe Soeprihantoro, Agusto W. Martosudirdjo, and Ira Maryati

    Not only does the animation help the rural communities learn how to make devices that can help in their daily lives, but the animators and researchers took the time to adapt the users’ needs and the users’ language to the animation.

    “This research aims to analyze the usage of 3D animation for transferring technology to the rural community as well remote area. The technology in this research is an appropriate technology consisting of solar drying cabinet (SDC) and sealer as well as reservoir. Meanwhile the community is people who live in Tanjung Batang Island, a small Island in Indonesia. Interview and observation are employed in data collection. The result shows that the content of the media has to be revised by using local terms as well as more focused and detailed. The conclusion is that 3D animation could be a prospective media for transferring technology to the rural community without assistance.”

    Book Chapter adds to the discussion of animation, instruction and learning

    Something new being discussed is the effects on social emotional learning.

    Bringing Life to Illustration and Illustrating the World in Movement through Visual Literacy
    Carpe Pérez, Inmaculada Concepción ; Pedersen, Hanne
    Editor: Susana Rams, Inma Carpe, Garcia Rams, Maria Susana

    Abstract:
    “‘If a picture is worth a thousand words’ as Arthur Brisbane said, journalist of the New York Times in 1911 Fig.1 How many words would equal the hundreds of frames containing in an animation? In this equation as any other, illustration and animation are complex visual expressions, full of shapes considered as symbols, characters of stories, real or fantasies which have strong links that increasingly intermingle thanks to the new technologies and applications that the transmedia world allows. Through visual literacy, either as still images or in movement, we learn to see, to feel and re-think our reality by playing with images, full of emotions. These ones are extremely relevant in the learning process and interpretation of experiences which produce our thoughts and feelings. Emotions affect our decision making, problem solving and focus attention, features which we work on during the creative process of an animated movie or making illustrations. We present animation, including illustration as part of the process, as a social emotional learning tool and media to enhance wellbeing and work neuroplasticity; by means working on aspects from cognitive neuroscience, such as attention, transportation or emotional simulation. There are numerous scientists such as Richard Davidson, Paul Ekman or Dan Siegel, who study the affects of our emotions in our behavior and brain functions; unfortunately there are almost no existing references regarding how the creative process of images or animated movies help our emotional brain to develop and learn to perceive or recreate data. The closest attempts are the studies from professors Uri Hasson, Paul Zack or Je Zacks, who acknowledge the impact of storytelling and live action movies on our brains and behaviors. Thanks to the emerging CrossMedia, Transmedia and Multiplatform; together with books, video games and digital applications; we can easily combine illustration and animation, learning more about their common aspects and differences. Under this perspective it doesn’t seem so different illustrating the animated world, as animating the world that we try to illustrate.”

    Teaching Dentistry using animation

    A summary and citations:

    The use of technology via computer games contributes to the learning process and stimulates the advancement of new behavioral skills. Moreover, its use coupled with the opportunity to carry out simulations of daily occurrences reduces costs and also makes the dissemination of knowledge feasible in a more interactive and didactic way (Paiva, Machado, Valença, & Moraes, 2013). The use of audiovisual resources, such as animations, has been of the upmost importance in application for better assimilation of knowledge, since it uses a language the students are more comfortable with, and provides understanding without the need to reproduce an imagined reality, and generates a message that the professor wishes to convey that goes beyond verbal language (Junior et al., 2014).

    Paiva, P. V. F. et al. (2013). Uma Proposta de Serious Game para o Ensino de Biossegurança em Odontologia. Pesquisa Brasileira em Odontopediatria e Clínica Integrada, 13(2), 135-139. http://dx.doi.org/10.4034/PBOCI.2013.132.00
    Junior, A. de S. O. et al (2014). Desenvolvimento de animação para a odontologia como ferramenta no processo educacional. RFOUPF, 19(3). Retrieved from http://seer.upf.br/index.php/rfo/article/view/3861/3296

    International Education Studies; Vol. 10, No. 4; 2017
    Published by Canadian Center of Science and Education
    The Use of Technologies for Teaching Dentistry in Brazil: Reflections from an Integrative Review Henrique Salustiano Silva1, Rita Catia Bariani2, Hatsuo Kubo2, Tais Pereira Leal2, Roberta Ilinsky2, Thalita Borges2, Kurt Faltin Jr.2 & Cristina Lucia Feijó Ortolani2