摘要：The aim of this study is to investigate the effects of segmented-animation and continuous-animation presentation in facilitating the learning of students, with different spatial visualization ability. An animation showing the cellular signal transmission process was developed for the purpose of this research. It was tested under a teacher-controlled projected presentation condition, which makes it different from many of the other previous similar studies. Pre-test and post-test experimental designs were used on two different groups. Spatial visualization ability was determined through a SVAT test. The data collected was statistically analyzed using Univariate Analysis of Covariance (ANCOVA). The results indicate that segmented-animation, which was presented with an LCD projector on a large white screen, was significantly more effective than continuous-animation in enhancing students’ learning performance; specifically in memory recollection aspects. The results also show that segmented-animation presentation was beneficial for both low and high spatial visualization ability students, in conducting necessary cognitive processes, in order to develop more accurate mental model of the information depicted in the animation.
