Interactive multimedia database resources

FIE '98. 28th Annual Frontiers in Education Conference. Moving from 'Teacher-Centered' to 'Learner-Centered' Education. Conference Proceedings (Cat. No.98CH36214), 1998

Complex Technologies are very difficult to explain because they include a lot of related concepts comprising a large number of non-excluding or excluding subconcepts. Usually, complex technologies education is based on the analysis of specific devices of several manufacturers, but this method is not suitable because it gives only a particular insight. This situation demands a new methodology that summarizes all the characteristics of a particular technology and makes a dynamic link between the related concepts possible. From this perspective this paper describes an original method for the characterization of complex technologies and proposes the hypermedia technique as a suitable solution for its practical implementation [1]. The method has been applied for teaching Programmable Logic Devices (PLDs), a very complex technology that constitutes one of the most dynamic areas of Microelectronics [2].

Computers in Human Behavior, 1995

Although the term multimedia has been used for decades, its origin might be traced back to eras which precede the advent of the microprocessor. Historically, usage of the term characterized those situations which employed multiple audio and/or video devices (such as slide projectors, video players/monitors, audiotape decks, synthesizers, and other stand-alone hardware) in a variety of instructional and noninstructional settings. With the arrival of the microcomputer, however, these devices were modified such that they could be programmed and controlled automatically. This capability to store and recall upon demand various combinations of settings has added new meaning to the term multimedia and currently depicts its more recently popular definition (Burger, 1993). The current notion of hypermedia is formed by the confluence of two very different streams of development. One branch, multimedia, has media (and media research) as its source. The provenance for the other, hypertext, is computer science or, more specifically, the engineering ancestors of computer science. The apparent fusion of hypertext and multimedia into the term hypermedia implies a link between the two streams that is misleading. The two thrusts were spawned from different perceived needs and, until very recently, were largely developed with little knowledge of each other. Since the underlying intentions and subsequent development of each are important to education and training, it is worth briefly summarizing their histories.

Jurnal Pendidikan Teknologi Informasi dan Vokasional, 2020

This research is based on the need to design learning media that can make students can interact with learning media, can be used easily, and can be used at any time in biology learning. The purpose of this research is to create biology learning media in the form of interactive multimedia based on hypertext that is feasible for use in learning. The research method used in this research is Lee & Owens development model which consists of 4 steps namely analysis, design, implemnetation and development, and evaluation. The resulting development product is interactive multimedia. Based on the description of the results and discussions, it can be concluded that hypertext-based interactive multimedia is categorized as very feasible with an average validity percentage of media experts of 83.3%, material experts of 88.19%, and students of 95.83%. These results show that hypertext-based interactive multimedia developed is very feasible to be used in biology learning, believed to facilitate the achievement of learning objectives, increase interest, motivation, mastery of concepts, and student learning outcomes.

The adaptation of hypermedia educational systems to the specific needs of each of the students' increases their functionality and th eir capabilities, in general. This paper presents issues related to the design and development of an adaptive hypermedia educational system for training adult employees via the Internet. More specifically, we present the structure of the system, i.e. the abstract machine, the trainer's subsystem (interactive user interface), the student's subsystem (adaptive hypermedia user interface, student's model and profile, pedagogical module, evaluation module) and the navigation, storage and management module (knowledge base and hypermedia database).

1999

This paper presents the implementation of a Computer Assisted Learning system, from Local Area Networks to Hypermedia environment. The user Professor is endowed with authoring support for tutorials and multiple-choice tests, with knowledge data-bases managing facilities and ...

In this technologically driven world, the use of digital contents for creating, storing, managing and sharing information has been a norm among teachers and students, witnessing a transformation that allows both parties to share their experiences in a more natural and compelling form using the key elements of multimedia (pictures, audios, videos, and word processed text) in an interactive manner. Drawing from these platform, it is possible to make learning occurs through interaction with rich learning environments using online or standalone interactive multimedia and hypermedia thus making a significant progress in information management in educational setting. Consequently, the interactivity embedded in these technologies will build a new layer of competency; encourage the growth of learner responsibility, commitment, initiative, decision-making, intentional learning and ownership over the acquired knowledge, thus making the learner an active processor of information. This paper discusses the basic elements of interactive multimedia and hypermedia for enhancing information management in educational settings, the structure of interactive multimedia and hypermedia instruction, the design principles of interactive multimedia and hypermedia instruction. Finally, the paper portrayed the potential benefits to teachers and students.

There are numerous benefits associated with integrating hypermedia applications into teaching and learning environments. However, simply adding a hypertextual component does not ensure increased success in teaching or learning. Various issues can transform hypermedia into a constraint rather than an enabler of learning. For instance, problems occur when users are new to either hypermedia environments or the topic of study in which the hypermedia is integrated. We argue that a web-based database can act as an intermediary in the integration of hypermedia applications into learning environments. In this paper, we describe the reasons for using a web-based database as well as stages of implementation. We conclude with two examples of projects that utilize databases in hypermedia learning environments as well as methods for the development of database-driven hypermedia environments.

The American journal of social science and education innovations, 2020

This article provides the basics of creating and using an interactive electronic training course based on multimedia technologies. The article emphasizes the need to use interactive e-learning courses, how to create interactive e-learning courses and procedures in the learning process, and lecture sessions.

Using the Internet to enhance e-learning has become a trend in modern higher education institutes. E-learning platforms are increasingly becoming a significant part of the strategy for delivering online and flexible e-learning. The advance of the multimedia learning depends mainly on the development of the information technology. Recently, technological capabilities of the multimedia are in the exact meaning of the express incredible.Therefor, this paper will propose a new approach of Interactive Multimedia for Effictive e-learning for Media Programming, that is combines pedagogical strategies with the external and internal factors of e-learning environments for using interactive media. The main aim of this paper is to critically evaluate the framework to assess the effectiveness of programming existing fused media in e-learning environments and to investigate the impact of pedagogical for design and deliver a fused media that can be used by creative media designers and producers for learning techical skills.

Proceedings of the Third International Conference on Web Information Systems and Technologies, 2007

Teaching children is a very critical task due to several factors. Attention in children is limited in time, very often the kind of information they face at school is conveyed in abstract and formal way and, most of all, it is not playful. Moreover, they have to deal with devices normally designed for adults (i.e. mouse and keyboard among all) and could have psychomotor difficulties to their firs use. For these reasons, the learning-by-doing approach, together with the edutainment philosophy, are ideal learning methods in courses designed for children. In this work we present a teaching framework based on the learning-by-doing approach to support several subjects in primary school curricula, especially computer science courses preparation, but also used successfully in foreign language courses preparation.