![]() Results from the interview showed that the instructional method used had impact on the performance of the learners. A paired t-test carried out on the results of the performance test presents a p-value of 0.008 indicative of a numerically significant difference between the mean marks of participants during the experiments that used 3D animation method as against the experiments that used the text base method. Programming concepts considered included programming environments, loops, functions sequential and conditional execution of programs. This research work was conducted with 100 students of Akroso Senior High School in the Birim central municipality of the eastern region of Ghana who were generally programming novice. These results were also explored through the use of state-transition diagrams and GOMS models, both of which supported the experimental data gathered.Ī quasi experiment with interview was adopted to study the aptness of using 3D animations as an instructional method to introduce programming concepts to students at the Senior High School level. Within the context of the puzzle-solving game, the children solved significantly fewer puzzles, and they were less motivated using the version that utilized a drag-and-drop interaction style as compared to the version that utilized a point-and-click interaction style. The results were similar to previous results reported for adults: the point-and-click interaction style was faster fewer errors were committed using it and it was preferred over the drag-and-drop interaction style. Experiment I used an interactive learning environment as children played two versions of an educational puzzle-solving game, each version utilizing a different mouse interaction style experiment II used a mouse-controlled software environment modeled after the educational game. The two interaction styles were also compared based on children's achievement and motivation, within a commercial software environment. ![]() The interaction styles were experimentally compared to determine if either method was superior to the other in terms of speed, error rate, or user preference, for children. This research investigates children's use of two common mouse interaction styles, drag-and-drop and point-and-click, to determine whether the choice of interaction style impacts children's performance in interactive learning environments.
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