Using the ARCS model in animating the Atomic Structure chapter

Motivation makes a great contribution to the development of the educational process, contributing to students’ academic performance. Mastering the means of measuring motivation contributes to the analysis of the effectiveness of various learning strategies and technologies and the choice of pedagogical learning technologies. Some researchers suggest that animation can prevent students from getting a quality education and can lead to a wrong concept in the learning process. In the course of searching for a solution to this problem, we conducted a study of the Open Toonz animation program and the impact on students’ motivation to study using the motivation measurement tool IMMS. After completing the chapter "Atomic structure", we analyzed the impact of the animation created for this lesson on the quality of students' knowledge and the level of mastering the topic. In our study, classes were conducted in accordance with the college curriculum in atomic physics with coverage of 121 students. The classes were focused on determining the effectiveness of animation on the topic "Atomic Structure" using an IMMS survey. The level of assimilation of topics was analyzed by the questionnaire method. Using numerical methodology, students have shown that they can describe the structure of atoms after animated lessons. We also found out that using audio animation capabilities during the lesson improves students' thinking, helps to understand science more deeply, and use their knowledge during the lesson. Animations on the topic "Atomic structure" showed an increase in visual literacy of students. With the help of animation, most students began to distinguish the most important components of atoms: protons, neutrons, electrons and determine their structure. During the lesson, with the help of various animations, students comprehend the Rutherford atom model and form ideas about the structure of the atom.