Developing and using conceptual computer animations for chemistry instruction

Multimedia technology has advanced rapidly within the past two years. In particular, it is now possible to distribute multimedia presentations via the World Wide Web. Faculty members should work with a design team who have knowledge or expertise in instructional design, computer animation, and graphic and sound production. Developers of computer animations must be aware of copyright issues concerning the use of images, graphs, illustrations, or sounds. The use of computer animations along with demonstrations presents all three level of representation: microscopic, macroscopic, and symbolic. When instructors take the time to emphasize the PNM and conceptual issues through the use of computer animations, students' understanding and performance on conceptual exam questions increases. Using computer animations does take some additional time. Instructors should decide whether it is more important time. Instructors should decide whether it is more important to "cover" or "uncover" material, and whether to adhere to a "less is more" chemistry curriculum (51).