TEACHING E-SAFETY FOR YOUNG STUDENT THROUGH ANIMATION: AN EXPERIMENTAL STUDY

What makes more effective and attractive teaching to young students?
Teacher’s always try to advance students learning, make it more attractive and engaging using different strategies, using their subject knowledge to understand how students think about different concepts and identify common misconceptions. The quality of instruction is also very important, whether that is verbal or using traditional study text books. To understand how effective the methods have been, assessment and higher-order questioning can be adopted into normal lesson structure. However, above all things that are incorporated into a lesson, school educators know that use of technology can change lesson dynamics and develop on every pupil’s learning experience. With fast movement of technologies, students need to adapt to interactive visual learning systems, so that they can improve their learning and skills of retrieving information. It is indispensable to create a high quality and realistic learning environment for students. Visual learning can be easier for young learners to understand and deal with their learning. For our research we have developed visual learning materials (an overview of e-safety, chat room) in the form of video clips for Year 7 students using different multimedia application tools displayed on digital devices such as Air for Android.

The aim of our work is to examine the impact of student’s abilities to obtain new knowledge through the use of visual learning materials (animation video) and combine visual learning materials with teacher’s instructions. We have applied this study in our academy in order to enforce the importance of e-safety and increase awareness of context that can promote effective learning.

We had conducted teaching with three different groups of students:
(i) teacher taught students using the traditional rote-learning system, then later assessed with materials similar to what they were taught with
(ii) group two was presented with only visual learning material and assessed with questionnaires consisting of 15 questions
(iii) group three was taught with the video of e-learning combined with teacher’s instructions and assessed with the same questionnaires.

This integration of visual materials (e-learning, chat room) with verbal instructions is a combined approach of learning. The interactive combined approach greatly promoted students ability of acquisition of knowledge and skills.