Animações de química baseadas em personagens para aumentar o interesse dos alunos: design, implementação e avaliação por meio de métodos mistos

Trang Nguyen Thi Thuy

doi:10.22633/rpge.v29iesp4.20768

Authors

Trang Nguyen Thi Thuy Hue University https://orcid.org/0000-0002-2175-1909

DOI:

https://doi.org/10.22633/rpge.v29iesp4.20768

Keywords:

Animated videos, Chemistry education, Educational technology, Instructional design, Situational interest

Abstract

The decline in student interest in Chemistry poses challenges for science education, often linked to the subject’s abstract and demanding nature. This study designed and evaluated character-based animated videos to foster engagement in Chemistry learning. Thirty animations were developed for seven units of the Vietnamese Grade 10 curriculum. Depending on learning objectives, each theme comprised one or more pairs of complementary videos following a dual structure: problem-posing videos introducing real-life contextual challenges and explanatory videos visualizing molecular-level processes. The research adopted a mixed-methods design involving 57 Chemistry teachers and 137 students in Vietnam. Quantitative data were analyzed using descriptive statistics and Kruskal–Wallis tests, while thematic analysis was applied to qualitative responses. Both teachers and students rated the videos highly for clarity, pedagogical value, and emotional appeal. Character-driven storytelling enhanced curiosity and sustained attention, while the dual-video design effectively supported inquiry-based learning.

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Author Biography

Trang Nguyen Thi Thuy, Hue University

University of Education, Hue University (HUEdU), Hue – Vietnam. Lecturer, Department of Chemistry Education.

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