Undoubtedly, technology has been changing the way we live, communicate and educate. Learning has not been an exception as well. In its various forms which include unlimited access to network, computed-animations, and immediacy to information among others, technology has become a significant part of learning until we people stopped noticing it. For the most part, technology has changed learning in terms of space, time and potential. Students can learn at any point, have access to information and devices 24 hours a day.
One of the most remarkable technologies that have changed learning is computer-generated animation. Numerous studies have analyzed their efficacy to find out whether they enhance learning. In recent research, findings indicate that medical students have difficulty in learning science because the material is conceptually challenging and they lack motivation (Berney & Betrancourt, 2016). The advent of computer-generated animations offers learners a means of addressing the challenges. The animations depict molecules and cells interacting in 3D space which makes it easier for student to understand the concepts. They enable students watch step by step dynamic biomolecular processes other than relying on mere imaginations. In addition, animations provide visually stimulating presentations that capture the attention of the students.
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Part II
The best way to remember different aspects of proteins, carbohydrates, nucleic acids, and proteins is through watching computer-generated graphics. Visual presentations help concepts stick in the mind easier other than mere theory learning (Reynolds, 2016). To my fellow classmates I would recommend drawing pictures to help differentiate basic structures of the macromolecules. The structures vary from one macromolecule to another in terms of the number of carbon, hydrogen, and oxygen atoms. For the purpose of memorization, I would teach my classmates to know the basic templates for various macromolecules. In proteins, for instance, letter R represents the variations that make the different types of monomers (Reynolds, 2016). In the context of their functions, I would give a mnemonic that makes association easier. I would also suggest that we do practice quizzes, putting macromolecules with the associated polymer and making flow charts.
References
Berney, S., & Bétrancourt, M. (2016). Does animation enhance learning? A meta-analysis. Computers & Education , 101 , 150-167.
Reynolds, G. (2016). Presentation Zen.
