Kinetic vs static computer-generated visuals for facilitating college students' understanding of reaction mechanisms in organic chemistry

Using animated computer-generated graphics to assist instruction has recently attracted the attention of educators and educational researchers. The specific focus of this study was to compare the influence of animated visuals with static visuals upon college students' understanding of organic reaction mechanisms in chemistry. This study also focuses on the relationship between students' achievement and spatial ability. The results indicate that students using animated visuals did significantly better than students using static visuals, which in turn did significantly better than a control group with respect to knowledge of organic reaction mechanisms. A positive correlation was found between students' spatial ability and their achievement in chemistry.