Virtual manipulation: An on-screen interactive visual design for science learning

Abstract

Interactivity in e-learning environment is an innovative approach in teaching-learning. Predominantly theoretical justification of interactive learning environment has been discussed on the basis of the process of visual and auditory information in the memory system emphasizing the result oriented perspective in the sense that they have given importance on computer response to learner action rather than learner activity and engagement in computer programming. However, by definition interactivity is described as ‘to act’. In this view point the present research attempts to explore the effectiveness of enactment by manipulating virtual features in interactive visualization when compared with visual animation. To investigate the effectiveness of different visual condition researchers have developed two different types of instructional module (interactive virtual manipulation and animated visual). Total 360 students have been selected to implement the study with different matching criteria. MANOVA is conducted to find out the group difference in different condition. Result showed a momentous mean difference in different condition i.e., in virtual manipulation (execution of action) condition where student perform virtually in the on-screen object better than animation (observed action) in respect to various learning outcome. Result is discussed critically from several theoretical focal points.