MEDT 7490

Research in Visual and Media Literacy:

Using Cartoons for Learning
Corey Barnwell
November 22, 2015

Article 1: The Effect of Learning Integers Using Cartoons on 7th Grade Students Attitude to
Mathematics by Sare Sengl and Mehtap Dereli
Summary:
This articles main focus was studying a group of 7th grade students and their ability and
attitude towards learn new math content through educational cartoons. Sixty-one seventh graders
learned about integers through seventeen different math cartoons that were specifically designed
for the material covered in the unit over a six week time period. As it turns out, the method of use
of cartoons in teaching math lessons positively affected the interest in the mathematics course
(Sengul, S., & Dereli, M., 2013). Cartoons are a great way to enable the use of visual content,
and increase student motivation and discussion in the classroom. Students that may not have a
strong sense of math knowledge can use these cartoons to spark interest and attention, and help
aid the students in interactive discussion and learning.
Literature:
The study was based off of extensive research from the authors. They cited many articles
of study and had a vast amount of research to prove why the study was being conducted.
Analysis of methodology:
The following study was done on sixty-one 7th grade students attending school in Bolu
during the 2008-2009 academic year. They were learning how to use integers. A pre-test and
post-test with a quasi-experimental control group was formed. 7 homogenous groups, each
consisting of four students learned integers during six weeks using seventeen different cartoons.
Data was collected d using a Mathematics Attitude Scale and through the written opinions of

the students. The quantitative data was analyzed by performing a t-test for dependent and
independent samples, the qualitative data was analyzed descriptively.
Results:
The purpose of this study was to discover the effects on students attitudes towards
learning mathematics when cartoons were used in teaching. The study suggested that the
cartoons exerted a positive effect on students attitudes toward mathematics, and that cartoons
improve students attitudes towards mathematics.
Opinion of research:
I appreciate this study because I am a math teacher. This study proves that students what
struggle with math or that may dislike the subject and be encouraged and actually enjoy their
learning simply by using cartoons to teach them. I feel they could have done a better job
explaining the literature behind why they conducted the study in the first place, but overall I
benefited from reading this article.
Learning:
I have learned that I should continue to use the program enVision when teaching math
concepts. This program uses cartoon characters to teach different lessons, similar to this study.
This article proved that utilizing cartoons in education is a great strategy to actively engage
students in the learning process and keep their attention and focus.
APA citation:
Sengl, S., & Dereli, M. (2013). The Effect of Learning Integers Using Cartoons on 7th
Grade Students' Attitude to Mathematics. Educational Sciences: Theory And
Practice, 13(4), 2526-2534.

Article 2: The Effects of an Animation-Based On-line Learning Environment on Transfer of

Knowledge and on Motivation for Science and Technology Learning, by Yigal Rosen
Summary:
This article was based on a study done by Yigal Rosen in 2009. I chose this particular
article because it focused specifically on science and technology learning. The previous article
was done on cartoon learning in mathematics. This article is done based on a specific program
called BrainPOP, which I use on a regular bases in my classroom. The justification for using
BrainPOP is the fact that it has a high potential to enhance students understanding and learning
motivation.
Literature:
The author reviewed a lot of studies that examined the effectiveness of animation-based
learning environments, and supported rational in completing her study. There was a challenge for
the author when deciding what evaluation criteria to use to support her study.
Analysis of methodology:
Four hundred eighteen 5th and 7th grade students across Israel participated in a study.
Students in the experimental group participated at least once a week in science and technology
lessons that integrated the cartoon animation on-line. The experiment was continued for 2 to 3
months. Students were given a pre and posttest to assess students knowledge transfer. There was
a control group that stuck to traditional based learning, without technology integration and the
program BrainPOP and the experimental group, where students utilized the program in and out
of school.

Results:
This study showed a significant positive impact of cartoon-based on-line learning.
Students improved with their transfer of knowledge skills and on learning motivation. The results
also showed that students changed their negative opinion of science and technology learning as a
result of teaching and learning with cartoon animations. Students thought of themselves as
playing a more central role in classroom interactions, felt greater interest in learning, and
emphasized more the use of technology and experiments during classroom lessons.
Opinion of research:
I agree whole-heartedly that programs like this work. I see this in my classroom when I
use this specific program. They talk about the main cartoon characters, Tim and Moby, like they
are one of their friends. They also enjoy navigating through the other features of the website,
which includes interactive graphic organizers, on line games associated with the content, and
even a Joke-of the Day.
Learning:
I am beginning to see a common theme in these articles when using cartoons in education
and learning. The main reason behind using programs like BrainPOP is to encourage student
learning and achievement, while encouraging classroom participation and discussion. Students
were proven to have a more active role in classroom learning after using this program, as well as
enjoy learning new content.
APA citation:
Rosen, Y. (2009). The Effects of an Animation-Based On-Line Learning Environment on
Transfer of Knowledge and on Motivation for Science and Technology Learning. Journal
Of Educational Computing Research, 40(4), 451-467.

Article 3: Teachers Views About Problem-Based Learning Through Concept Cartoons by Ali
Gunay Balim, Suat Turkoguz Ummuhan Ormanci, Sevinc Kacar, Ertug Evrekli, Erkan
Ozcan

Summary:
The final article I chose is based on teachers perspectives of using cartoons in the
classroom. The first two articles were focused on the methodology of the effects on student
learning, one in math and the other in science education. I chose this article to get a consensus of
teachers thoughts about utilizing cartoons in the classroom. This article comes from the Journal
of Baltic Science Education and was written in 2014.
Literature:
This study was conducted because there was a lack of information about problem-based
learning and cartoons coinciding. Teachers views on problem-based learning and cartoons were
lacking in literature, as well.
Analysis of methodology:
Data was gathered through qualitative research methods. Participants of this study were
science and technology teachers from 9 elementary schools in the city of Izmir in the 2011-2012.
A 30-hour workshop that included theoretical subjects, applications and experimental treatments
about concept cartoons was presented to teachers. Interviews were conducted with teachers.
After teachers participated in the workshop, they were requested to apply all these applications
and experimental treatments in their classrooms. After teachers did this, the interviews were
conducted again with the same teachers.

Results:
There were both positive and negative effects after the practice had been implemented.
According to the findings, teachers indicated that problem-based learning modules as a whole
improve students' critical thinking, inquiry learning skills and help them relate their knowledge
to daily life. The modules aided in behavior management, but there seemed to be a lack of time
to implement the procedures, as well as students needed to adjust to the new learning style.
Opinion of research:
Overall, I felt like I could relate this to the new implementation of the STEM program.
This article focused on the subject of science, as does STEM. Though I have a positive opinion
on implementation of this, there is a lack of time to conduct these research activities, as well as
the fact that students have to get used to the new way of hands on learning.
Learning:
As a whole, I did learn that including cartoons in problem based learning is important for
our students in their future. Applying this type of learning in the classroom prepares our students
for life skills. Cartoons in problem based learning also improves students' critical thinking,
inquiry learning skills. I enjoyed hearing other educators viewpoints on utilizing cartoons and
problem based learning in the classroom, and could relate to both the positive and negative
effects of this learning in the classroom.
APA citation:
Balim, A. G., Turkoguz, S., Ormanci, U., Kacar, S., Evrekli, E., & Ozcan, E. (2014).
Teachers views about problem-based learning through concept cartoons. Journal Of
Baltic Science Education, 13(4), 458.

Overall Reflection of Assignment:

This assignment refreshed my research skills and my ability to utilize research based
journal articles. I chose the concept of using cartoons in classroom learning because I do this
often and see positive results. As an elementary educator, my experience with using cartoons to
teach has been incredibly helpful when keeping my students engaged and entertained in their
learning. These articles continue to prove what I witness in my classroom when using cartoons to
teach new concepts. Students become more interested in the content being discussed. Not only
do they show more interest, some students that tend to dislike certain subjects begin to change
their attitudes towards the subject simply because they enjoy the cartoons that teach them.
I use a program during my math lessons called enVision that breaks math concepts up
into short lessons. Each lesson contains a cartoon video of students their age explaining the
concepts. My students perk up and get excited to see which character will be teaching them their
lesson, and are engaged throughout the whole video. I also use a program called BrainPOP,
which one of the articles as specifically focused on. The characters, Moby and Tim, are loved by
my students. They use humor and kid friendly language to explain math, science and social
studies concepts. They are short and to the point, and my students really benefit educationally
from them. Overall, this research assignment encourages me to continue using my methods of
cartoon learning, and I now have proof to support my theory that cartoon learning enhances
interest and learning in our students.