[ Les animations graphiques et leur impact sur l’apprentissage de l’immunologie par les élèves de la 3ème année du collège: Cas de l’immunité innée ]
Volume 41, Issue 3, January 2024, Pages 804–813
Mouad CHAT1, Anouar AIDOUN2, El Mostafa AMIRI3, and Rachid Janati-Idrissi4
1 Equipe de recherche en ingénierie pédagogique et didactique des sciences (ERIPDS), Ecole normale supérieure, Abdelmalek Essaadi University, Tetouan, Morocco
2 Laboratoire Interdisciplinaire de Recherche en Ingénierie Pédagogique (LIRIP), Université Abdelmalek Essaadi, Ecole Normale Supérieure, Tétouan, Morocco
3 Laboratoire Interdisciplinaire de Recherche en Ingénierie Pédagogique (LIRIP), Université Abdelmalek Essaadi, Ecole Normale Supérieure, Tétouan, Morocco
4 Département des sciences de la matière et de la vie, Ecole Normale Supérieure, Université Abdel Malek Essaâdi, Tétouan, Morocco
Original language: French
Copyright © 2024 ISSR Journals. This is an open access article distributed under the Creative Commons Attribution License, which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited.
The integration of information and communication technologies in the teaching of scientific disciplines multiplies the teaching capacities which makes it possible to approach scientific concepts and notions. In the same context, the use of graphic animations for learning is more and more frequent, especially to show complex, invisible and dynamic phenomena. The main objective of our work is to examine the impact of graphic animations on the learning of innate immunity by third-year college students. To do this, a sample of 66 students was divided into a control group (n=33) and an experimental group (n=33) whose only difference was the use or non-use of graphic animations. The two groups of students took a knowledge test twice: The first before the course (pre-test) and the second after the course (post-test). Statistical analyzes were performed with the independent samples t-test to compare the post-test scores as well as the relative learning gain between the two groups of students. The results showed clearly that the grades and the relative learning gain of students in the experimental group (taught with the animations) are higher and significantly different from those of the students in the control group (taught in the traditional way). This shows that teaching with graphic animations can have a very positive impact on student learning and on improving their academic performance.
Author Keywords: ICT, graphic animations, learning, immunology, innate immunity.
Volume 41, Issue 3, January 2024, Pages 804–813
Mouad CHAT1, Anouar AIDOUN2, El Mostafa AMIRI3, and Rachid Janati-Idrissi4
1 Equipe de recherche en ingénierie pédagogique et didactique des sciences (ERIPDS), Ecole normale supérieure, Abdelmalek Essaadi University, Tetouan, Morocco
2 Laboratoire Interdisciplinaire de Recherche en Ingénierie Pédagogique (LIRIP), Université Abdelmalek Essaadi, Ecole Normale Supérieure, Tétouan, Morocco
3 Laboratoire Interdisciplinaire de Recherche en Ingénierie Pédagogique (LIRIP), Université Abdelmalek Essaadi, Ecole Normale Supérieure, Tétouan, Morocco
4 Département des sciences de la matière et de la vie, Ecole Normale Supérieure, Université Abdel Malek Essaâdi, Tétouan, Morocco
Original language: French
Copyright © 2024 ISSR Journals. This is an open access article distributed under the Creative Commons Attribution License, which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited.
Abstract
The integration of information and communication technologies in the teaching of scientific disciplines multiplies the teaching capacities which makes it possible to approach scientific concepts and notions. In the same context, the use of graphic animations for learning is more and more frequent, especially to show complex, invisible and dynamic phenomena. The main objective of our work is to examine the impact of graphic animations on the learning of innate immunity by third-year college students. To do this, a sample of 66 students was divided into a control group (n=33) and an experimental group (n=33) whose only difference was the use or non-use of graphic animations. The two groups of students took a knowledge test twice: The first before the course (pre-test) and the second after the course (post-test). Statistical analyzes were performed with the independent samples t-test to compare the post-test scores as well as the relative learning gain between the two groups of students. The results showed clearly that the grades and the relative learning gain of students in the experimental group (taught with the animations) are higher and significantly different from those of the students in the control group (taught in the traditional way). This shows that teaching with graphic animations can have a very positive impact on student learning and on improving their academic performance.
Author Keywords: ICT, graphic animations, learning, immunology, innate immunity.
Abstract: (french)
L’intégration des technologies de l’information et de la communication dans l’enseignement des disciplines scientifiques multiplie les capacités pédagogiques qui permettent d’approcher les concepts et les notions scientifiques. Dans le même contexte, l’usage des animations graphiques pour l’apprentissage est de plus en plus fréquent, surtout pour visualiser les phénomènes complexes, invisibles et dynamiques. L’objectif principal de notre travail est d’examiner l’impact des animations graphiques sur l’apprentissage de l’immunité innée par les apprenants de la troisième année du collège. Pour ce faire, un échantillon composé de 66 élèves était divisé en un groupe témoin (n=33) et un groupe expérimental (n=33) dont la seule différence est l’utilisation ou la non utilisation des animations graphiques. Les deux groupes d’élèves ont passé un test de connaissance à deux reprises: La première avant la réalisation du cours (pré-test) et la deuxième après la réalisation du cours (post-test). Les analyses statistiques ont été effectués avec le test t pour échantillons indépendants pour comparer les notes du post-test ainsi que le gain relatif d’apprentissage entre les deux groupes d’élèves. Les résultats ont clairement indiqué que les notes et le gain relatif d’apprentissage des élèves du groupe expérimental (enseigné avec les animations) sont plus élevés et significativement différents de ceux des élèves du groupe témoin (enseigné de manière traditionnelle). Ce qui montre que l’enseignement avec les animations graphiques peut avoir un impact très positif sur l’apprentissage des élèves et sur l’amélioration de leurs performances scolaires.
Author Keywords: TIC, animation graphique, apprentissage, immunologie, immunité innée.
How to Cite this Article
Mouad CHAT, Anouar AIDOUN, El Mostafa AMIRI, and Rachid Janati-Idrissi, “Graphic animations and their impact on the learning of immunology by 3rd year college students: Case of innate immunity,” International Journal of Innovation and Applied Studies, vol. 41, no. 3, pp. 804–813, January 2024.
