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Introduction
In any level of education, teaching is about establishing effective communication with the students in the classroom. Effective teachers are effective communicators. They understand that communication and learning are inter-dependent. Barnlund’s (1970) transactional model stresses that communication is complex, and individuals ultimately act on the meaning they construct. While some may infer meaning from physical cues, others may focus on the verbal message. All the elements help to shape understanding (Powell and Dana, 2004). The introduction of computers has changed the mode of communication in modern day classrooms, and it is successfully enhancing students’ learning. Advancements in information technology (IT) have led to the development of various applications that help students better understanding of concepts and theories (Bakırcı et al., 2011; Koong and Wu, 2011). IT applications have transformed learning methods by creating an active learning environment (de Koning-Veenstra et al., 2014). Information and communications technology (ICT) tools are encouraging a “playful approach” to learning, placing problems in “meaningful” contexts and leading to collaborative work and discussion (Whiteboard, 2006).
Many researchers have suggested that technology is a highly effective tool for learning in primary education (Chauhan, 2016). The use of technological tools, such as animation, in the classroom is becoming more and more popular (Xio, 2013), as it helps to increase conceptual understanding by promoting the formation of dynamic mental models of phenomena. The use of animation may promote a deeper encoding of information than that of static pictures (Williamson and Abraham, 1995). Computer animation facilitates students’ understanding of complicated concepts (Karamustafaoğlu, 2012), and animated cartoons are effective in inducing scientific thinking among students (Dalacosta et al., 2009). The use of animation in classrooms can improve students’ understanding of scientific concepts (Kelly and Jones, 2007). Animated game-based learning engages the learners in authentic problem solving by providing enjoyable and motivating learning experiences (Barzilai and Blau, 2014). Many studies have observed that the use of animation both improves engagement with the audience (Mayer, 2008) and the quality of communication, by focusing on the specificity and accuracy of the message in classroom (Hegarty and Kriz, 2008). Using animation enables expressions, emotions and other life-like qualities to be depicted more effectively (Rogers, 2008). Moreover, it can help reduce students’ cognitive load, as it can...