The effect of online learning environment based on caricature animation on students' success, motivation for learning science and attitude to humour

This study aims to examine the effect of online learning environment based on caricature animation on students' success, motivation for learning science and attitude to humour. For the research, we used a quasi-experimental design with a pretest-posttest control group. Independent variable of the research is online learning environment. Online learning environment has two sublevels with reference to the existence and the lack of caricature animations. Dependent variables of the research are the students' success, their motivation for learning science and their attitudes to humour. The research's working group consists of the 7th grade students receiving education in Kırşehir Hüsnü M. Özyeğin Primary School and taking the Science and Technology Course in the education year of 2012-2013. The research was carried out with the participation of 46 students in total, 23 of them were in the experimental group and 23 were in the control group. In order to collect the data, we used achievement tests, a scale of motivation for learning science, a scale of attitude to humour, online discussion environment and student interview form. As a result of the study, it was found out that the success levels of the students studying in an online learning environment with caricature animations are significantly higher than those of the students studying in an online learning environment which lacks caricature animations. There was not any significant difference between the points of attitude to humour and motivation for science learning regarding the students from the both groups. It was also observed that the students studying in an environment with caricature animation expressed positive opinions about the environment and they enjoyed, appreciated and derived pleasure from studying.