Building Blocks: An Interdisciplinary Approach to the Design and Production of Stopmotion LEGO® Animations for University Mathematics

DOI: https://doi.org/10.24140/ijfma.v10i1.10732

Abstract

University mathematics is notoriously abstract, making it challenging for students to visualise concepts and build mental models. Traditional teaching methods often rely on two-dimensional diagrams coupled with arm waving from the lecturer to represent complicated three-dimensional systems. These techniques have limited success in face-to-face settings and even less effectiveness in online teaching and learning.

During the extensive lockdowns of 2020-2021, a mathematician and aspiring animator used the time to create a series of stop-motion LEGO® animations. The animations aimed to help science and engineering students convert word problems into formal mathematics, to visualise abstract concepts and to illustrate complicated mathematical processes involving multiple steps, which are challenging to convey through static representations.

Using an action research methodology, this paper examines how working in an interdisciplinary team with animation students affected the process, development and production quality of three new maths-focused LEGO® animations. Reflective examination was used to draw out insights, highlighting learnings from the animation processes, including the impact of interdisciplinary collaboration on narrative focus and production quality. Key findings focus on the need to establish common goals and to find a bridging language that supports communication between experts in different disciplines.

Author Biographies

Emily Cook, Swinburne University of Technology

Emily Cook is a physicist, educator and aspiring animator. Emily is a Senior Lecturer in STEM Education at Swinburne University of Technology with interests in overcoming maths anxiety, project-based learning and using animation to help students visualise abstract mathematical concepts.

Steven Murdoch, Swinburne University of Technology

Steven Murdoch is a Senior Lecturer in Animation at Swinburne University of Technology. His research interests include animation practice, process and education. Steven’s work explores do/be/feel goal modelling as method to foster collaboration in the making of animation, and the use of animation as an agent for social change.

Marianne Bravo, Swinburne University of Technology

Marianne Bravo is an animator, illustrator and designer based in Naarm / Melbourne, currently undergoing her Bachelor of Animation at Swinburne University of Technology. Primarily a 2D artist, she has more recently discovered a passion for 3D modelling and stop-motion animation through her studies.

Anndrew Herbohn, Swinburne University of Technology

Anndrew Herbohn (Drew) is a Double-Degree Bachelor student at Swinburne University of Technology, studying Animation, games, and Interactivity. He is an avid animator with five years of traditional 3D and CGI animation experience, tailoring his work towards education and user experience within newly approached mediums like stop-motion and game design.

Fiona Liu, Swinburne University of Technology

Fiona Liu is studying a Bachelor of Animation at Swinburne University of Technology. She is intrigued by all forms of animation including 2D, 3D and stop-motion. Fiona’s interests also lie in character design, background design and motion design. Patient, diligent and creative, Fiona loves to come up with new ideas and solutions.

Published
2025-11-24
Issue
Vol. 10 No. 1 (2025): Special Issue: Valleys Deep, Mountains High – The peaks and troughs of animation practice
Section
Full Papers

Copyright (c) 2025 International Journal of Film and Media Arts

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