– Computer Animations for Nursery Pupils in Nigeria –

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ABSTRACT

The research work “ for nursery pupils” is an application that uses animation in educating nursery students. This system replaces the manual way of which include the use of static materials with dynamic materials.

Chapter one is an introduction to the project to describe what the project entails. It discusses the problems in the existing system. Also described in chapter one are the aim, the objectives, the significance and the limitation of the study.

Chapter two is the literature review of the project which contain diverse research and scholarly articles written of this project while chapter three describes the method of data collection, system analysis and design and improvement on the proposed system.

Chapter four describes the implementation and result of the project and lastly, chapter five gives the summary, conclusion and recommendation.

TABLE OF CONTENTS

TITLE PAGE      i

CERTIFICATION      ii

DEDICATION        iii

ACKNOWLEDGEMENT        iv

ABSTRACT       v

TABLE OF CONTENTS      vi

LIST OF TABLES     vii

LIST OF FIGURES     viii

CHAPTER ONE:  INTRODUCTION

1.1          BACKGROUND TO THE STUDY       1

1.2          STATEMENT OF PROBLEMS     2

1.3          AIM AND OBJECTIVES OF THE STUDY       2

1.4          METHODOLOGY      3

1.5          SIGNIFICANCE OF THE STUDY         3

1.6          SCOPE OF THE STUDY       3

1.7          LIMITATION OF THE STUDY     4

1.8          DEFINITION OF TERMS   4

CHAPTER TWO: LITERATURE REVIEW

2.0          INTRODUCTION      5

2.1          APPLICATIONS OF COMPUTER GRAPHICS 5

2.2          HISTORY OF COMPUTER ANIMATION     6

2.3          THE USE OF INSTRUCTIONAL MATERIALS FOR MEANINGFUL LEARNING 9

2.4          INSTRUCTIONAL USES OF EDUCATIONAL ANIMATION  10

2.5          THE HISTORY OF INSTRUCTIONAL MATERIALS     11

2.6          TYPES OF ANIMATION AND THEIR USES    12

2.7          HISTORY OF LIZBEY MODEL SCHOOL, LAGOS.  13

2.8          ORGANOGRAM OF LIZBEY MODEL SCHOOLS, LAGOS.     14

CHAPTER THREE:              RESEARCH METHODOLOGY

3.0          INTRODUCTION          15

3.1          ANALYSIS OF THE EXISTING SYSTEM   16

3.2          OVERVIEW OF THE PROPOSED SYSTEM    17

3.3          METHOD OF DATA COLLECTION     18

3.4          SYSTEM DESIGN  18

3.4.1      FLOWCHART   18

3.4.2      ER-DIAGRAM   22

3.5          DATABASE STRUCTURE   23

3.5.1      INPUT STRUCTURE   23

3.5.2      OUTPUT STRUCTURE    24

CHAPTER FOUR:               SYSTEM TESTING AND IMPLEMENTATION

4.0          INTRODUCTION        25

4.1          CHOICE OF PROGRAMMING LANGUAGE AND DATABASE25

4.2          SYSTEM REQUIREMENT   25

4.2.1      HARDWARE REQUIREMENT AND SPECIFICATIONS        26

4.2.2      SOFTWARE REQUIREMENT AND SPECIFICATIONS         26

4.3          RESULT INTERFACE    27

4.4          SYSTEM TESTING AND IMPLEMENTATION     31

4.5          DESCRIPTION OF FINDINGS    34

4.6          SYSTEM DOCUMENTATION    35

4.6.1      HOW TO LOAD THE SOFTWARE   35

4.6.2      HOW TO RUN THE SOFTWARE   35

4.6.3      THE PLATFORM        35

CHAPTER FIVE:  SUMMARY, CONCLUSION AND RECOMMENDATION

5.1          SUMMARY  36

5.2          CONCLUSION     36

5.3          RECOMMENDATION    37

REFERENCES       38

APPENDIX       39

INTRODUCTION

Long before the development of cinematography, humans have attempted to depict motion as far back as the Paleolithic period. Shadow play and the magic lantern offered popular shows with projected images on a screen moving as the result of manipulation by hand and/or some .

The presence of several examples of untimely sequential images that may seem related to set of animation drawings.

Although, it is not likely that these images were directed to be seen as animation but most of these instance of images would only allow a very low frame rate when animated, giving rise to an unpolished animations that are not very lifelike.

The possibility of that could have been deployed in the periods of their creation, but no definite evidence in artifacts or descriptions have been found.

It is often debated that these untimely or are translated as pre-cinema too easily by minds accustomed to film, comic books and other modern sequential images, while it is uncertain that the creators of these images envisioned anything like it.

The notion of instances smaller than a second that are necessary to break down an action into sufficient phases for fluent animation would not really develop before the 19th century.

REFERENCES

Aguokogbuo, C.N (2000). Instructional materials in teaching English language effectiveness. Retrieved from http://www.doublegist.com/ on April 13, 2018

Alphabet Recognition (n.d). Retrieved from http://www.reading-tutors.com on April 12, 2018

Animation as a Learning tool, (n.d). Retrieved from http://www/viauc.com/ on April 20, 2018

Bétrancourt, M. (n.d). The animation, interactivity principles in R.E. Mayer. Handbook of Multimedia, Cambridge University Press, (2001). A brief history of multimedia. Retrieved from http://cnet.com/webbuilding/0-3883-8-4874826-1.html on March 30, 2018

Jimoh R.G (2013). Introduction to Computer Graphics. Department of Computer Science, University of Ilorin, Nigeria.

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