Kyle W. McGregor, Tarleton State University
Steve Fraze, Texas Tech University
Matt Baker, Texas Tech University
Jacqui Haygood, Texas Tech University
Lance Kieth, West Texas A&M University
The utilization of visual elaboration has been a key component of the educational process for instructors of agricultural power technology. Traditionally, still illustration and representatives of real equipment (realia) have been utilized to teach the hidden theoretical concepts that comprise the most basic operational processes of the internal combustion engine and its accompanying systems. Exponential technology advancement has allowed the development of a new mode of visual elaboration in the form of high-quality computer-generated animation. This study, which is one part of a larger study, investigated the affects of computer-generated animations on high-level cognition in undergraduates. The dual-coding theory was utilized as the investigation’s theoretical framework. Computer-generated animations are most effective when used with topics that are abstract, vague, hidden or too fast or slow to view. When applied to operational theory of common internal combustion engines, animation is a natural fit. The study utilized an experimental pretest posttest control group design. Participants were undergraduate students (n=47) enrolled in “Agricultural Power Units”, an undergraduate agricultural power course at a university in Texas. Following pretest and immediate posttest, a delayed posttest was administered in order that learning decay could be measured. For this investigation, the dependent measure, (multiple choice test) consisted of high-level cognitive questions only. Two hypotheses were developed. Results indicate that no significant differences existed between the traditional and animated groups. The authors call for replication and further study of the utilization of animation in agricultural mechanization topics.