Effects of whiteboard and frame-by-frame animation on secondary students' knowledge acquisition of Pascal's law

Animation-based learning has seen increasing interest in science education due to its role in illustrating dynamic phenomena. Concepts such as Pascal's Law present a challenge due to the abstract nature and the complexity of the relationships involved, coupled with limited comparative classroom evidence to guide the selection of the most effective animation techniques. This study examined the impact of whiteboard and frame-by-frame animation on secondary school students' acquisition of knowledge of Pascal's Law using a quasi-experimental pre-test/post-test design. The results revealed significant improvements in knowledge levels in both groups after the intervention ( p < 0.001). However, no significant difference was observed between the two animation techniques in overall post-test knowledge. The study provides controlled classroom evidence on the comparative use of these animation techniques in high school physics education, and suggests that educational effectiveness depends more on pedagogical integration than on the animation format alone.