A study of the effects of computer animation on college students’ learning of Leadership in Energy and Environmental Design - LEED

Razieh Nilforooshan; Nicoletta Adamo-Villani; Hazar Dib

Research Article

A study of the effects of computer animation on college students’ learning of Leadership in Energy and Environmental Design - LEED

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@ARTICLE{10.4108/el.1.3.e3,
    author={Razieh Nilforooshan and Nicoletta Adamo-Villani and Hazar Dib},
    title={A study of the effects of computer animation on college students’ learning of Leadership in Energy and Environmental Design - LEED},
    journal={EAI Endorsed Transactions on e-Learning},
    volume={1},
    number={3},
    publisher={ICST},
    journal_a={EL},
    year={2013},
    month={10},
    keywords={computer animation, engineering education, LEED, e-learning, building sustainability.},
    doi={10.4108/el.1.3.e3}
}

Razieh Nilforooshan
Nicoletta Adamo-Villani
Hazar Dib
Year: 2013
A study of the effects of computer animation on college students’ learning of Leadership in Energy and Environmental Design - LEED
EL
ICST
DOI: 10.4108/el.1.3.e3

Razieh Nilforooshan¹, Nicoletta Adamo-Villani¹, Hazar Dib²

1: Purdue University, Department of Computer Graphics Technology, West Lafayette, IN, 47907
2: Purdue University, Department of Building Construction Management, West Lafayette, IN, 47907

Abstract

This paper presents ongoing research aimed at investigating the efficacy of computer animations in improving college students’ learning of building sustainability concepts and practices. The use of animations in educational contexts is not new, however scientific evidence that supports their effectiveness as educational materials is still limited. This paper reports an experiment that explored the impact of an educational digital animation, called “LEED-ERS”, on college students’ learning of Leadership in Energy and Environmental Design (LEED) rating system. Specifically, the animation focused on the LEED category of Sustainable Site. Results of a study with 68 students show that viewing the animation led to an increase in subjects’ declarative knowledge by 15%. Compared to traditional learning methods (e.g. reading assignments with static images), viewing the animation led to significantly higher declarative knowledge gains.

Keywords: computer animation, engineering education, LEED, e-learning, building sustainability.

Received: 2013-07-14
Accepted: 2013-09-06
Published: 2013-10-16
Publisher: ICST

: http://dx.doi.org/10.4108/el.1.3.e3

Copyright © 2013 Adamo-Villani et al., licensed to ICST. This is an open access article distributed under the terms of the Creative Commons Attribution licence (http://creativecommons.org/licenses/by/3.0/), which permits unlimited use, distribution and reproduction in any medium so long as the original work is properly cited.