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 Computers & Education xxx (2010) 1–8

Contents lists available at ScienceDirect

Computers & Education

journal homepage: www.elsevier.com/locate/compedu

Learning science via animated movies: Its effect on students’ thinking and
motivation
Miri Barak*, Tamar Ashkar, Yehudit J. Dori
The Department of Education in Science and Technology and The Division of Continuing Education and External Studies, Technion, Israel Institute of Technology, Haifa 32000, Israel

a r t i c l e i n f o a b s t r a c t

Article history: Some researchers claim that animations may hinder students’ meaningful learning or evoke misun-
Received 31 January 2010 derstandings. In order to examine these assertions, our study investigated the effect of animated movies
Received in revised form on students’ learning outcomes and motivation to learn. Applying the quantitative methodology, two
20 October 2010
pre- and post-questionnaires were administered: Science thinking skills and Motivation to learn science.
Accepted 21 October 2010
Students’ overall achievement in science was examined by their report card scores. The research pop-
ulation (N ¼ 1335) was divided into experimental (N ¼ 926) and control (N ¼ 409) groups from 11
Keywords:
elementary schools. Findings indicated that the use of animated movies promoted students’ explanation
Elementary education
Evaluation of CAL systems ability and their understanding of scientific concepts. Findings also indicated that students who studied
Interactive learning environments science with the use of animated movies developed higher motivation to learn science, in terms of: self-
Multimedia/hypermedia system efficacy, interest and enjoyment, connection to daily life, and importance to their future, compared to the
control students. Following the definition of multimedia, the students who study with the use of
animated movies, applied all three learning styles: visual, auditory and kinesthetic. The use of multi-
media and the fact that the students were engaged in exploring new concepts, that were relevant to their
daily life experiences, can explain the positive results.
Ó 2010 Elsevier Ltd. All rights reserved.

1. Introduction

The development of Java, Flash, and other web-based applications allow teachers and educators, nowadays, to present complex
animations. In science education, computerized modeling and animations are used for describing, explaining, and predicting scientific
processes. Abstract scientific phenomena occurring in the macroscopic level (such as the movement of planets) or in the microscopic level
(such as molecules and atoms) can be attractively illustrated by animated movies. Animations are employed for enhancing the transitions
from abstract to concrete mental operations and vice versa (Barak & Dori, 2005; Barak, 2007; Dori & Belcher, 2005). These transitions may
promote higher order thinking skill. Among the various higher order thinking skills, reasoning and explanation abilities are fundamental for
the development of learners’ critical thinking, and thus, for meaningful learning of science (Barak & Dori, 2009).
Studies that investigated the use of animations in the science classroom found that animated movies had a positive effect on students’
learning process (Najjar, 1998; Rieber, 1990; Williamson & Abraham, 1995) and thinking skills (Rosen, 2009). However, other researchers
claim that since animations are in most cases a simplified version of a phenomenon, they carry potential for misconceptions (Mayer, Heiser,
& Lonn, 2001) and may harm learning by preventing students from using their imagination in creating their own mental models (Schnotz &
Rasch, 2005). In order to examine the conflicting claims, our study investigated the effect of learning via animated movies on elementary
students’ understanding of scientific concepts and their explanation ability. We also investigated the effect of animated movies on students’
motivation to learn science.

2. Literature review

Science teaching deals with abstract phenomenon and processes that very often can’t be seen or felt. Many studies indicated difficulties
in learning and teaching science among students as well as teachers (Barak & Dori, 2005; Barnea & Dori, 2000; Williamson & Abraham,

* Corresponding author. Tel.: þ972 4 8295173; fax: þ972 4 8295634.

E-mail addresses: bmiriam@technion.ac.il (M. Barak), ashkar@technion.ac.il (T. Ashkar), yjdori@technion.ac.il (Y.J. Dori).

0360-1315/$ – see front matter Ó 2010 Elsevier Ltd. All rights reserved.
doi:10.1016/j.compedu.2010.10.025

Please cite this article in press as: Barak, M., et al., Learning science via animated movies: Its effect on students’ thinking and motivation,
Computers & Education (2010), doi:10.1016/j.compedu.2010.10.025
2 M. Barak et al. / Computers & Education xxx (2010) 1–8

1995). These difficulties are even more acute among young students in elementary schools. In order to reveal the “hidden”, science
education researchers recommend the use of visualization (Barak & Dori, 2005; Williamson & Abraham, 1995). In recent years, dynamic
visualizations like animations have become a ubiquitous component of computer-based learning environments. Computerized visualization
and animations are promising methods to promote science education (Dori, Barak, & Adir, 2003; Williamson & Abraham, 1995). They are
used in research and teaching for describing, explaining, and predicting scientific phenomena (Dori & Belcher, 2005; Kaberman & Dori,
2009).
Animation is conceptualized as the act, process, or result of imparting life. It relates to the art or process of preparing animated movies
that involves the illusion of movement on a screen. Throughout the years, animated movies were presented in cinema and television. Today,
many educational animations can be found on the Internet. In the context of learning, animation is effective especially in visualizing
processes that cannot be seen or that are difficult to explain in class (Barnea & Dori, 2000; Williamson & Abraham, 1995). Animation can
contribute to a better understanding of the learning material in two ways. First, it enables the creation of mental representations of concepts,
phenomenon, and processes. Second, it can be used to replace challenging cognitive processes (such as abstraction, imagination, or crea-
tivity) that some learners are short of. A research that examined the use of animation among learners found that the more visualized means
are used, the better the learning process become (Najjar, 1998). The study showed that the best method for teaching dynamic processes is
through the use of computerized animation. Other studies show that the use of animations and visualizations contributes to students’
conceptual understanding (Barak & Dori, 2005), learning achievements (Dori et al., 2003), spatial abilities (Barnea & Dori, 2000), and
motivation to learn science (Rosen, 2009). These positive results can be explained due to the animations’ ability to construct mental pictures
among students that are similar to the mental model of scientists.
A survey of empirical studies on the use of visualization and animations in teaching and learning indicated the following
recommendations:

 Use animation when complicated spatial structures and dynamic processes are involved (Dori & Barak, 2001; Najjar, 1998).
 Integrate visual representations together with verbal explanations (Kaberman & Dori, 2009; Najjar, 1998).
 Use animation only when they are directly connected to the curriculum and in condition that they have additional significant
contribution (Hoffler & Leutner, 2007; Mayer et al., 2001).
 Do not use animations when the learners have the ability to imagine the phenomenon or the process independently (Schnotz & Rasch, 2005).
 Encourage active learning and collaboration among students while learning with animations (Barak, Harward, Kocur, & Lerman, 2007;
Betrancourt, 2005).

Furthermore, due to the animations’ dynamic and vibrant traits, the information displayed is constantly changing and might vanish
before learners had the chance to assimilate it. Consequently, if the animation is ill-designed, and too much information is displayed in
a short time, it may be cognitively overwhelming for students. At the same time, animations may also be underwhelming in that they may
lead to overly passive information processing and prevent learners from performing effortful cognitive processes required for a deeper
understanding (Schnotz & Rasch, 2005).
The animations’ promises and drawbacks in education and science education yield ambiguous thoughts concerning their instructional
effectiveness. ‘A picture is worth a thousand words’, is a known phrase, but can we also say that ’an animation is worth a thousand pictures’?
The following study attempts to contribute to the growing body of knowledge on the use of animations in science education among
elementary school students.

3. Research goal and question

Our research was based on an innovative program in Israel that integrated web-based animated movies into the science curriculum of
4th and 5th grade students. Our goal was to investigate the effect of animated movies on students’ learning outcomes and motivation to
learn science. This goal raised the following research question: Can, and if so in what way, learning via animated movies effect students’: a)
understanding of science concepts and phenomena, b) explanation ability, c) motivation to learn science and d) scores in science as reflected
in their report card?

4. Research methodology and tools

The research was based on the quantitative methodology using the pre- and post-experimental design (Campbell & Stanley 1963;
Kerlinger, 1973). The teaching/learning method (the integration of animations) was the independent variable, and the dependant vari-
ables were:

1. Students’ understanding of scientific concepts and phenomenon – examined by eight closed-ended questions (based on national
science standards) and four true/false questions.
2. Students’ explanation ability – examined by analyzing students’ written explanations.
3. Students’ motivation to learn science – examined by a 1-to-5 Likert-type questionnaire adapted from SMQ – Science Motivation
Questionnaire (Glynn & Koballa, 2006).
4. Students’ overall achievement in science – examined by their grades in their report cards.

Other variables such as: gender, parents’ occupation, and extracurricular activities in science education (after school hours), were also
analyzed for controlling their effect.
Our study included two questionnaires: a. Science thinking skills and b. Motivation to learn science.
The Science thinking skills questionnaire (Appendix A) included two versions – one for 4th and one for 5th grade students, according to
the national standards and topics. Both questionnaires included two parts. The first part examined students’ understanding of science

Please cite this article in press as: Barak, M., et al., Learning science via animated movies: Its effect on students’ thinking and motivation,
Computers & Education (2010), doi:10.1016/j.compedu.2010.10.025
 M. Barak et al. / Computers & Education xxx (2010) 1–8 3

concepts through eight multiple choice questions. The second part examined students’ explanation ability through four true/false questions
that require explanations. Each of the 4th and 5th grade questionnaires had two versions (A and B) that included the same questions but in
a different order. Students receiving version A for their pre-questionnaire, were given version B for their post-questionnaire, and vice versa.
The Motivation to learn science questionnaire (Appendix B), included 20 1-to-5 Likert-type items, divided into four categories:

a. Self-efficacy (statements: 4, 10, 14, 15, 19*)

b. Interest and enjoyment (statements: 1, 7, 8*, 11, 17)
c. Connection to daily life (statements: 2, 3, 12, 16, 20*)
d. Importance to the student (statements: 5*, 6, 9, 13, 18)

One statement in each category (marked with *) was a negative statement that was recoded for statistical analysis.
The Motivation to learn science questionnaire was based on SMQ – Science Motivation Questionnaire (Glynn & Koballa, 2006). It was
adapted to fit elementary school students since the original version targeted college students.
Both questionnaires were validated by four experts in science education and three elementary school teachers, reaching 100% consent.
Cronbach’s Alpha coefficient for Internal Consistency was 0.88 for the Motivation to learn science questionnaire. Kuder Richardson KR-20 for
determining the reliability of dichotomy scales indicated 0.72 for 4th grade Science thinking skills questionnaire, and 0.68 for 5th grade
Science thinking skills questionnaire.
As part of our study, both the Science thinking skills and the Motivation to learn science questionnaires were administered before and after
learning with animated movies – at the beginning and at the end of the school year.

5. Research settings

The research included two stages: a) pilot study – conducted in order to establish the research tools’ reliability and validity, b) main
study – conducted in order to answer the research questions. The main study included elementary schools in one municipality, in the central
part of Israel. The schools were divided into experimental and control groups according to the school principle and the science teachers’
preferences. Since there were more than 2000 students participating in the program, the stratified sampling technique was employed
(Pedhazur & Schmelkin, 1991) to ensure that students from different cohorts and age groups will be well represented. The experimental
classes were sampled based on the criterion that all the students studied science while using BrainPop animated movies and supplementary
activities at least once a week. The control classes were sampled based on the fact that the students used only textbooks and still-pictures for
learning science. Our sample included 67% of the population that participated in this program.
BrainPop website (http://www.brainpop.com) provided three to five minutes animated movies that explain hundreds of scientific
concepts in an entertaining way. Each movie included animated characters who lead the students through educational activities, including
interactive quizzes and experiments (Fig. 1). The animated movies provide curriculum-based content that is aligned with the Israeli national
science education standards. The teachers’ section contains lesson plans and ideas for using BrainPop animated movies in the classroom.
At the beginning of the study, the experimental teachers received a two-hour workshop, focusing on pedagogical principles and teaching
strategies for integrating the web-based animations. In addition, the experimental teachers received guidance throughout the year by
BrainPop experts.

Fig. 1. A screenshot of the BrainPop website.

Please cite this article in press as: Barak, M., et al., Learning science via animated movies: Its effect on students’ thinking and motivation,
Computers & Education (2010), doi:10.1016/j.compedu.2010.10.025
4 M. Barak et al. / Computers & Education xxx (2010) 1–8

Table 1
The research population distributed by research groups.

Research groups Experimental (%) Control (%)

Gender Boys 47.00 50.40
Girls 53.00 49.60
Class 4th grade 49.50 50.30
5th grade 50.50 49.70
Parents’ occupation Science 10.90 12.00
Other 89.10 88.00
Extracurricular activities Science 13.00 11.00
Other 87.00 89.00

The animated movies were presented to the students at least once a week, about one animation for each topic taught in class. Each movie
started with a question that was sent by an imaginary young student to Tim (an animated boy) and Moby (an animated robot). All the
questions were about scientific phenomena that are connected to students’ daily life (motion and forces, the life on earth, environmental
issues, and more). Following the question, an answer is provided through an animation that illustrates the phenomenon together with
simple, clear and entertaining scientific explanations.
In our study, the experimental teachers presented the animated movies to their students in the classroom and encouraged students to
work on their own or in pairs in computer clusters. The teachers used the animations to explain complicated organ structures such as human
lungs or dynamic processes such as electrical energy. They used them to provoke class discussions or to summarize a topic by carrying
out short assignments. The teachers added verbal explanations while presenting the animated movies. They used the animations only
when they were directly connected to the curriculum and added group or individual assignments such as solving riddles, crosswords, and
puzzles to encourage active learning and collaboration among their students.
In the control group classes, the teachers used traditional methods for teaching. They followed the sequence of a textbook, teaching one
chapter after the other, covering the topics suggested by the Israeli national standards. The textbook included colorful pictures and photos
of scientific topics such as: animals in their natural habitat, the human body, geological materials, and more. Most classes started with
teachers’ explanations following students’ responding to questions or working on assignments, either individually or in pairs. Toward the
end of the lesson, students were asked to participate in a class discussion.
The teaching and learning methods of both the experimental and control groups were similar, except for the integration of animated
movies. The exploration of the animated movies (individually or in small groups), together with class discussions and written assignments
encouraged students to exchange ideas in a verbal or written way. Our assumption was that the animated movies will enhance students’
explanation abilities, resulting in conceptual understanding and meaningful learning.

6. Research population

The research population included 1335 students. The experimental group included 926 students from five elementary schools (4th
graders: N ¼ 435 and 5th graders: N ¼ 491). The control group included 409 students from two elementary schools (4th graders: N ¼ 206
and 5th graders: N ¼ 203). Gender distribution was close to even (50.3% girls), 11.3% declared that their parents’ occupation involves
a scientific field (medical doctors, scientists, engineers etc.), and 12.8% declared that they participate in extracurricular activities in science
education. Table 1 presents the research population distribution by research groups.
Pearson Chi-Square test indicated no statistically significant differences between the research groups in respect to gender, class, parents’
occupation, and extracurricular activities distribution.

7. Results

The following section includes four parts. Each part provides an answer to one of the research questions. First section details students’
understanding of scientific concepts and phenomenon. Second section describes students’ explanation ability. The data presented in the first
two sections were collected from the science thinking skills questionnaire. The third section presents students’ motivation to learn science
as retrieved from the motivation to learn science questionnaire. The fourth section details students’ science scores as reported in their report
cards, before and after carrying out the research.

Table 2
Students’ mean scores, standard deviations and ANCOVA test comparing pre- and post-thinking questionnaires results.

Research group N Pre-questionnaire Post-questionnaire F p<

Mean (0–100) SD Mean (0–100) SD

Program Experiment 926 55.76 17.70 70.34 21.78 127.50 0.001
Control 409 49.24 18.81 55.17 19.54
Gender Girls 663 53.16 18.18 66.31 22.26 0.76 NS
Boys 655 54.84 18.22 65.54 22.36
Parents occupation Science 137 56.67 15.21 66.08 23.50 0.06 NS
Other 1077 53.32 18.57 65.95 22.18
Extracurricular activities Science 156 56.00 18.94 69.07 21.87 2.80 NS
Other 1052 53.21 18.14 65.36 22.33

NS-Non Significant.

Please cite this article in press as: Barak, M., et al., Learning science via animated movies: Its effect on students’ thinking and motivation,
Computers & Education (2010), doi:10.1016/j.compedu.2010.10.025
 M. Barak et al. / Computers & Education xxx (2010) 1–8 5

Table 3
Examples for students’ explanations, divided by three explanation levels.

Scientific concept Correct explanation Partial explanation Incorrect explanation

Wind It’s inanimate since it cannot reproduce,
grow, or breathe.
A seed It’s a living organism since it needs water,
can breathe and reproduce.
Gold Although it has relative high conductivity,
this metal is not good for producing
electrical wires since it is too expensive.
It’s inanimate since the wind does not It’s a living organism since it moves.
grow.
It’s a living organism because it can It’s inanimate because it does not move.
reproduce.
This metal is not good for producing Gold is good for producing electrical
electrical wires since they are made wires since it is made from metal.
from copper.

7.1. Students’ understanding of scientific concepts and phenomenon

Table 2 presents the mean scores and standard deviations of students answers in the pre- and post-thinking questionnaires of the whole
population (grades 4 and 5 together). Table 2 also presents the results of ANCOVA – Analysis of Covariance test – used for equating the pre-
questionnaire results when testing for statistical significant difference in the post-questionnaire results. The number of students (N) do not
sum up to 1335 in all categories because some of the students did not respond to several parts in the personal information section.
The only statistical significant difference indicated in Table 2 was found between experimental and control group students. This means
that the only difference in students’ gain in ‘science thinking skills’ is explained by their participation in the BrainPop animated movies
program, and not by gender, class, parents occupation or participation in extracurricular activities. In other words, students who experi-
enced the use of animated movies as part of their science learning, improved their understanding and implementation of science concepts
and phenomenon, compared to students who used only textbooks and still-pictures. Eta Squared analysis indicated that 9.3% of the growth
in students’ science thinking skills can be explained by their use of animated movies.

7.2. Students’ explanation ability

Students’ explanations to the true/false questions were analyzed and categorized into four explanation levels:

a. Correct explanation – providing scientific data and a solid rational.

b. Partial explanation – providing incomplete or partial scientific data.
c. Incorrect explanation – providing an incorrect answer or irrelevant details.
d. Missing explanation – providing no explanation at all.

Table 3 provides examples of students’ explanations sorted by levels.

The percentages of the students that provided correct, partial, incorrect, or missing explanations are presented in Fig. 2.
Comparing students’ levels of explanations (Fig. 2), ANCOVA test indicated that the experimental group students provided significantly
higher percentage of correct explanations compared to their control group peers (F(1,623) ¼ 7.10 p < 0.05). Eta Squared analysis indicated that
22.0% of the growth in students’ explanation skills can be explained by their use of animated movies. The percentage of the experimental
students that presented partial, incorrect, or no explanations was lower than that of the control students. However, no statistical significant
difference was found between the research groups.

7.3. Students’ motivation to learn science

The comparison between experimental and control groups in their motivation to learn science is presented in Table 4.
The ANCOVA test presented in Table 4 indicated that the experimental group students asserted significantly higher motivation in all
categories, compared to the control group students. This result suggests that the use of BrainPop animated movies enhances students’
motivation to learn science, compared to just using textbooks and still-pictures.

Fig. 2. The percentage of students that provided correct, partial, incorrect, or missing explanations.

Please cite this article in press as: Barak, M., et al., Learning science via animated movies: Its effect on students’ thinking and motivation,
Computers & Education (2010), doi:10.1016/j.compedu.2010.10.025
6 M. Barak et al. / Computers & Education xxx (2010) 1–8

Table 4
Students’ motivation to learn science, comparing between experimental and control groups.

Category Research group Pre-questionnaire Post-questionnaire F p<

Mean (1-to-5) Std. deviation Mean (1-to-5) Std. deviation

Self-efficacy Experimental 3.20 1.04 3.67 0.97 18.16 0.001
Control 3.07 0.88 3.40 0.95
Interest and enjoyment Experimental 3.76 1.29 4.15 0.98 38.03 0.001
Control 3.45 1.06 3.69 1.08
Connection to daily life Experimental 3.17 1.04 3.79 0.90 35.50 0.001
Control 2.92 0.87 3.39 0.94
Importance to the student Experimental 3.65 1.10 4.14 0.86 73.87 0.001
Control 3.27 1.01 3.60 0.91
General motivation Experimental 3.44 0.99 3.94 0.78 53.48 0.001
Control 3.18 0.76 3.52 0.78

Table 5
Correlations between students’ motivation to learn science and their thinking skills.

Research group Variable N Mean net gain Std. deviation r p<

Experimental Motivation 920 0.56a 1.13 0.21 0.001
Thinking skills 887 14.82b 26.46
Control Motivation 377 0.37a 0.94 0.13 0.05
Thinking skills 373 5.57b 25.80
a
On a scale of 1-to-5.
b
On a scale of 0-to-100.

The net gains (post minus pre scores) of students’ motivation to learn science and their thinking skills were calculated among those that
provided answers to all the questions in both parts of the pre- and post-questionnaires. Pearson correlations between students’ net gains are
presented in Table 5.
Table 5 shows that for both research groups (experimental and control), students’ increase in motivation to learn science and their
thinking skills were statistically significant correlated. This result suggests that throughout the academic year all the students developed
scientific understanding, parallel to developing positive motivation toward science learning. However, it is important to note that the
correlation between the two variables (motivation and thinking skills) among the experimental group students was almost twice as high
compared to the same correlation among the control group.

7.4. Students’ scores in science as reported in their report cards

At the end of every academic year, students in Israel receive report cards that summarize their overall achievements based on their
examinations and accomplishments. They receive numeric grades, from 55-to-100, for each subject they study. In our study, we examined
students’ overall achievements in science as reported in their report cards at the end of the research period. We found that the exper-
imental students’ mean scores were higher than the mean scores of the control students, and that their standard deviations were lower
(MeanExp ¼ 80.57, SDExp ¼ 11.12; MeanCon ¼ 78.52, SDCon ¼ 13.03, respectively). When controlling students’ science scores in their
report cards prior to the study, the differences between the research groups, subsequent to the study, was statistically significant in 90%
(F(1,314) ¼ 2.74, p ¼ 0.09). This suggests that the assimilation of animated movies into science courses may enhance students’ achieve-
ments in science and reduce the gap between high and low-achievers.

8. Summary and recommendations

Research addressing whether animations help learners understand dynamic phenomena has produced positive as well as negative
results (Ainsworth, 2008; Schnotz & Rasch, 2005). One reason for this variety of results is that animation is a general term that refers to
different forms of representation. This study examined the use of short animated movies that start with a question addressed to Tom and
Moby (animated characters), with simple, clear and entertaining explanations. In our study we found that the use of this type of animation,
followed by individual or group assignments and class discussions enhanced students’ understanding of scientific concepts and explanation
ability. Our study also indicated that students who studied science with the use of animated movies developed higher motivation to learn
science, in terms of: self-efficacy, interest and enjoyment, connection to daily life, and importance to the student’s future, in comparison to
students who studied science in a traditional way, using only textbooks with still-pictures.
Mayer’s cognitive theory (2002) maintains that knowledge is represented and manipulated through two cognitive channels: visual-
pictorial and auditory-verbal. The animated movies, presented in our study, were a combination of the two channels. The written text and
the animated characters created the visual-pictorial channel. The music and the characters’ voice formed the auditory-verbal cannel.
Following the definition of multimedia, the students who studied with the use of animations, applied three learning styles: visual, auditory
and kinesthetic, and used three senses: seeing, hearing, and touching. Similar to other studies on multimedia (Dori, Hult, Breslow, & Belcher,
2007; Garcia, Quiros, Gallego, Martin, & Fernanz, 2007), our research showed that the usage of multi-senses for the construction of
knowledge, promotes meaningful learning.
The success of the experimental group students in answering questions and providing correct explanations can be explained by their
engagement in three important cognitive processes: selecting, organizing, and integrating (Mayer, 1997). While viewing the animated

Please cite this article in press as: Barak, M., et al., Learning science via animated movies: Its effect on students’ thinking and motivation,
Computers & Education (2010), doi:10.1016/j.compedu.2010.10.025
 M. Barak et al. / Computers & Education xxx (2010) 1–8 7

movies the students were paying attention to the presented material, cognitively selecting images and text (visual sensations) and words
(auditory sensations). While carrying out the learning assignments and participating in class discussions, the students were engaged in
organizing the newly introduced scientific concepts and integrating them into a coherent structure of knowledge.
The use of multimedia and the fact that the students were engaged in exploring new concepts, that were relevant to their daily life
experiences, can explain the positive and high correlation between their thinking skills and motivation to learn science. It can also explain
their high scores in science as reflected in their report cards, in comparison to students who studied in a traditional way.
In light of the positive results described in this research, we recommend to encourage teachers from both science and other disciplines
(such as: English, Bible, Literature etc.) to integrate the use of animated movies, along with educational activities as suggested in the website.
We recommend that more animated movies be created for secondary, high school, and even university students. We also recommend using
the website as a platform for creating communities of learners among both teachers and students in Israel and around the world.
The current study has both practical and theoretical implications. The practical implications lie in the integration of animated movies
within science courses for primary school students. The use of animated movies in this study encouraged students to explore new concepts,
provide possible answers to daily life questions, and participate in class discourse. The exploration of the animated movies encouraged
students to exchange ideas in a verbal and written way. The animated movies were the trigger for the enhancement of students’ conceptual
understanding, explanation ability, and motivation to learn science.
This study holds theoretical implications as well. It contributes to the growing body of knowledge on the use of animations for teaching
and learning by pointing out the importance and benefits of integrating animated movies at the elementary school level and by providing
a tested setting and an instructional framework. It also contributes to the knowledge on primary school students’ conceptual understanding
and their motivation to learn science.
This study was based on the classical experimental design for research (Campbell & Stanley, 1963). While experiments are quite useful for
demonstrating cause and effect relationships, they might suffer from some disadvantages if they are conducted within a similar social-
cultural environment. In our study, we examined more than one thousand and three hundred primary school students; however they were
all from the same city and religion. This raise a question regarding the generalization of the findings to other contexts. In order to establish
external validity and generalization, further research should be conducted among students from different cultures, religions, and countries.

Appendix A. Example questions from the science thinking skills questionnaire

Understanding and implementation of scientific concepts:

 In the Galilee there are industrial factories that dispense their sewage into groundwater. The people who live in the area use the water
for drinking and might become sick. Which of the following solutions can be the best solution for this problem?
a. To close all the industrial factories that pollutes the area.
b. To treat the sewage and remove the waste.
c. To move the polluting factories to the Negev.
d. To look for substitute sources for drinking water.
 Tami boiled water in a kettle and placed an empty and cold glass near it. A few minutes later the glass was covered with drops of water.
Where did the drops of water come from?
a. The water was in the glass from the beginning.
b. The glass “perspired” and discharged water.
c. The water that evaporated from the kettle to the air condensed on the glass.
d. There is no connection between the water drops on the glass and the water in the kettle.
 A certain lung disease damages the Alveolus (tiny air sacs in the lungs that help to absorb oxygen and release carbon dioxide). What
action can reduce the disease damages?
a. To supply the patient with less oxygen because there aren’t enough Alveolus to deliver oxygen to the body.
b. To supply the patient with less oxygen because there is a larger space in the lungs.
c. To supply the patient with more oxygen to compensate for the absence of the Alveolus.
d. To supply the patient with a normal quantity of oxygen, similar to a healthy person.
 During a soccer game, Rami fell and broke his leg. In the hospital the doctors decided to put a cast. What would have happened to the
broken bone if Rami did not wear a cast?
a. The bone would not have healed without the cast.
b. The bone would have healed but it would have taken longer and could have healed wrongly.
c. The bone would have healed because Rami is young and only elders need casts.
d. The bone wouldn’t have healed at all because of lack of new tissue.

Explanation ability:
In the right column in the table below, indicate whether the object is a living organism or an inanimate object and explain your choice.

Living Inanimate Explanation

Wind , ,
A flower , ,
Avocado seed , ,
Milk , ,

Appendix B. Motivation to learn science questionnaire

Please indicate how strongly you agree or disagree with each of the following statements by marking the appropriate box.

Please cite this article in press as: Barak, M., et al., Learning science via animated movies: Its effect on students’ thinking and motivation,
Computers & Education (2010), doi:10.1016/j.compedu.2010.10.025
8 M. Barak et al. / Computers & Education xxx (2010) 1–8

Statement Agree strongly Agree Agree partially Disagree Disagree strongly

1. I think that science is a very interesting subject. , , , , ,
2. In science lessons I can get answers to questions that intrigue me. , , , , ,
3. In science lessons I can express my own ideas. , , , , ,
4. I can succeed in science even without the teacher’s help. , , , , ,
5. Science shouldn’t be an obligatory subject in schools. , , , , ,
6. The number of hours per-week for science lessons should be increased. , , , , ,
7. Science lessons fascinate me. , , , , ,
8. Science lessons bore me. , , , , ,
9. It is important for me to understand the topics taught in science lessons. , , , , ,
10. Science lessons are easy for me to study. , , , , ,
11. I enjoy learning science. , , , , ,
12. In the future I would like to be a scientist. , , , , ,
13. Science studies enable me to understand daily phenomenon. , , , , ,
14. I have confidence in my ability to succeed in science studies. , , , , ,
15. I help others in science lessons. , , , , ,
16. I read articles and watch TV broadcasts that present science topics. , , , , ,
17. I am very interested in explanations of scientific phenomenon. , , , , ,
18. I think that understanding science is important to everyone. , , , , ,
19. It is difficult for me to learn science. , , , , ,
20. Science has no connection to my life. , , , , ,

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Please cite this article in press as: Barak, M., et al., Learning science via animated movies: Its effect on students’ thinking and motivation,
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