Multimedia in Education

The paper deals with the use of multimedia DVDs as tool for training diplomats, civil servants, NGO activist and journalists on specialized topics of current international affairs.  It suggests how a multimedia DVD may be conceived, which elements it should contain, and how it may be used for self- learning. It offers, as an illustration of the pedagogical use of multimedia, a list of DVDs and other audiovisual documents produced and available on Internet in the form of Webstreaming.

A new way of spending leisure time browsing the Internet, using social networking sites, and playing games has created a new health problem: cell phone addiction. So-called phonoholism or netholism is most thriving among young people, who prioritize entertainment in the real world, which most often necessitates physical activity, over entertainment in the virtual world, which requires a more static approach. However, some companies have gone against the traditional use of phone games by creating multimedia city games that require a dynamic-movement approach. The aim of this review is to gather current theoretical knowledge about electronic forms of entertainment in the context of their influence on users' physical activity, creation of health potential and formation of risk of addiction to such forms of entertainment.

Multimedia computers have grown rapidly. Various kinds of multimedia programs have been produced by combining text, video and sound features. This capability has been developed to form interactive programs such as tutorials. SWiSH Max is software to create animations that has become a standard in the web industry with a large and growing number of users. This software was first introduced in 1999 as software to made vector-based animations with navigation capabilities, graphic illustrations and file sizes that are small enough to be able to pass an Internet connection using a normal modem. The results of this study are designed learning software about SWISH Max. With this software, users can learn how to use SWiSH Max independently because the material displayed in video so the material can be repeated and re-learned.

The current use of podcasts, as a new channel to input knowledge, has effectively been promoting listening comprehension which consequently has increased the acquisition of target language. The objective of the present study is to investigate the effects of video-podcasts integration on listening comprehension. The twelve-week quantitative study employed a quasi-experimental pre-test post-test design. Samples included in both the control and experimental groups were 120 English major male undergraduates from a University in Saudi Arabia. The Findings of ANCOVA analysis showed that the video-podcast group significantly outperformed the control group on the post-test. The findings imply that video-podcasts are useful resource for enhancing EFL learners’ listening comprehension. Article visualizations:

Information Technology (IT) infrastructure and related research communities can help tackle environmental challenges in developing countries through environmentally sustainable models of economic development. The paper sought to examine the status of current and emerging environmentally friendly technologies, equipment and applications in supporting programs that play a role in addressing environment degradation in Kenya. It also sought to underscore the role of IT in environmentally sustainable consumption. The paper examines what constitutes environment degradation and explores the negative effects of IT infrastructure on the environment. The consequences of E-waste on environment are discussed followed by green IT as part of the solution to environment degradation as a result of adoption of IT. The papers also discuss the available IT infrastructure that can be used to combat the challenges of environment degradation. The paper ends with possible IT infrastructure measures that c...

Multimedia such as animations are increasingly common in science teaching. Existing research overwhelmingly focuses on developing principles for designing multimedia that support cognitive processing of information. This chapter meets an urgent need to foreground teaching and knowledge in order to develop pedagogic principles for teaching multimedia that support learning science. To do so, the chapter extends existing limited uses of the notion of ‘affordance’ to examine how the knowledge practices expressed by multimedia relate to those central to specific classroom tasks.These epistemic affordances are revealed through an innovative form of autonomy analysis that shows how the diverse elements of complex multimedia objects relate to the contents and purposes of specific classroom tasks. In-depth analyses of two contrasting examples of science teaching with animations show the pedagogic work required to integrate such multimedia and how LCT offers a way of getting to grips with these complex objects in real-world contexts.

International Conference on Education, Pedagogy and Technology (EDUPT 2022) will act as a major forum for the presentation of innovative ideas, approaches, developments, and research projects in the areas of Education, pedagogy & Technology. It also aims to provide a platform for exchanging ideas in new emerging trends that needs more focus and exposure and will attempt to publish proposals that strengthen our goals.

innovation and methodology in teaching interattivaI digital natives interact with a virtual world. The new media remain outside the classroom scolastica.Le transactions carried out on the surface Interactive can be the basis "technique"
for the construction of exercises of association,sorting and recognition.

Virtual Reality (VR) is creation of virtual environment that can be experienced  as if it is really there. The creation of  a DIT 3D Virtual Reality Tour Guide, by modeling an environment of 3D digital images and through the game engine environment, user will be a ble to tour through virtually online and offline.
3D virtual environments offer sufficient assistance to (especially novice) users in navigating the virtual environment, find objects/places of interests, and easy commands to interact with them. This project proposes the adoption of guided tours of virtual environments as an effective user aid and describes a novel tool that provides automatic code generation for adding such guided tours to 3D virtual environments.

The aim of this study was to find out the impact of multimedia effect on science learning by the student teachers (N=312) in three districts of Tamil Nadu State. The investigator prepared multimedia is Cell divisions content. Multimedia 5-point Likert type utility scale was used as a tool for this study and concluded that Multimedia learning is effectively in science subjects. There is a significant difference occurred within the demographic variables

Teaching and learning can easily be influenced with the use of technological tools. The quality of teaching and learning is actually enhanced and improved through the use of technology integration. There is the need to encourage teachers to adopt and integrate ICT tools and techniques in teaching and learning to help ensures that the grounds for which it is implemented is realized to its potentials. The research aims at encouraging teachers in OFCE in integrating technology (ICT tools) in teaching and learning environment to improve the teaching and learning process. The researcher adopted the use of observations, questionnaires and interviews to collect data on the grounds that teachers exhibit lack of interest and a lot of challenges in the use of ICT tools for teaching and learning which renders the teaching and learning process boring and less effective. Teachers were exposed to the various guidelines, skills and techniques for designing, the preparation and the application of technology integration in education through workshops and hand-on activities on how to design and use interactive multimedia and software simulation for lesson delivery. The various interventions proved very constructive as teachers enjoyed using ICT tools for lesson preparation and delivery. However, teachers who had always thought of computers as serving but only one purpose, that is, for entertainment realized that to be a dreadful misconception. Hence, Training should be specifically organized to help keep teachers well abreast with the modern dynamics of the approaches, technologies, techniques and strategies for teaching and learning using the various ICT tool equip teachers with the necessary ICT skills, knowledge and expertise to apply to the teaching and learning process.

Internet technologies are changing our lives and educational systems in many ways. Multimedia is an integral part of the educational environment through online distance learning. This survey,
through the selected literature, explores the definitions and history of multimedia in distance learning, especially for adult learners. It shows advances made in capabilities and multimedia uses. Learning management systems enable the growing use of multimedia in distance learning programs. The impact of integrating multimedia and interactivity provides substantial benefits, some drawbacks, some unresolved questions, and an uncertain future. Information technology continues to advance. Many sources disagree on future predictions, but most agree on the necessity of good instructional design and development for multimedia use in online distance learning.

This study was designed to examine the effect of the redundancy principle in a multimedia presentation constructed for foreign language vocabulary learning on undergraduate students' retention. During the experiment, students received a multimedia presentation on Turkish vocabulary and answered questions on retention test. Some students received animation, concurrent narration and concurrent text (ANT group); other students received only animation and concurrent narration (AN group). According to the redundancy principle, adding redundant on-screen text to a multimedia explanation where it is already narrated, results in poorer learning (Kalyuga, Chandler & Sweller, 1999; Mayer, Heiser & Lonn, 2001). That is, when making a multimedia presentation with a narration and animation, the designers should not add on-screen text that duplicates words that are already spoken in the narration although students have more exposure to the multimedia presentation when it is delivered in three ways (animation, narration and text). The reason for removing on-screen text from the multimedia presentation is because of the cognitive theory of multimedia learning that is based on three assumptions: dual-channel (Clark & Paivio, 1991), limited capacity (Baddeley, 1992) and generative learning assumption (Mayer, 1996) or active processing. On the other hand, the reason for adding on-screen text is based on the information delivery hypothesis, which states that students learn more when the same information is delivered by means of more paths rather than fewer paths (Mayer et al, 2001). That is, " adding on-screen text to a narrated animation will result in better performance on tests of learning that focus on remembering verbal explanation (ie, retention test) " (Mayer et al, 2001, p. 190).Therefore, the underlying hypothesis of this study is that when the students are exposed to the material in multiple ways through ANT, the learning and the retention will have better results in foreign language learning. Early research on vocabulary learning with text and pictures has consistently found that when the written vocabulary words are paired with pictures, there is a better retention of vocabulary words (Paivio, Clark & Lambert, 1988; Plass & Jones, 2005). Besides, presenting both on-screen text and narration at the same time is better than presenting just on-screen text or narration because students might choose the one that best fits their learning style (Mayer et al, 2001). This small study is expected to contribute to the cognitive theory of multimedia learning literature in three ways. First, the study was realized in ecologically more valid environment than Mayer's experiments, because the experiment was done through authentic classroom experience. Unlike the experiments done in Mayer's cognitive laboratory, this study was done within regular classroom settings. Classroom research is an important way to establish external validity of findings when using multimedia. Second, the study was done in a different content area, foreign language learning. It was suggested by Plass and Jones (2005, p. 483) that an area for future research is " the integration of second-language acquisition theory and cognitive theories of multimedia learning. " Third, the study was conducted with non-Turkish speaking students, which is also another contribution to the literature on multimedia learning. Besides, students'

Logiciel multimédia conçu pour l'apprentissage du FLE en autonomie. Niveau DELF B1 atteint et B2 en cours d'acquisition.
L’objectif général du logiciel multimédia est de faire produire aux apprenants, de façon collective, des récits/témoignages/carnets de voyage. Les apprenants seront amenés à découvrir d’autres cultures par le biais de témoignages d’expériences réelles vécues par des personnes étant parties vivre ailleurs, et faire découvrir leur propres cultures. Pour atteindre ce but, le travail sera organisé en plusieurs étapes pendant lesquelles les apprenants travailleront individuellement, en tandem et en équipe. Chaque équipe devra concevoir un projet  devant combiner textes, images et son. Ils seront publiés soit sur internet, soit sous forme d’une vidéo, soit en format papier.

Ce logiciel multimédia est lié à un projet TICE et FLE de l'Alliance française de La Havane (création de plusieurs logiciels multimédias). J'ai été sélectionnée par l'OMF pour présenter ce projet mais l'Alliance française m'a imposé un droit de reserve que j'ai tenu a respecter. Alors, le logiciel multimédia sera présenté en Liège 2016.

Le guide pédagogique du logiciel multimédia " Vivre à l’étranger : partagez l’expérience ! " se veut un outil d’aide pour l’enseignant de Français Langue Étrangère souhaitant utiliser le logiciel multimédia avec ses apprenants, afin d’enrichir son cours en présentiel grâce à l’utilisation des TICE.
J'ai fait une version du guide en français, anglais et espagnol. Elles sont tous les trois disponibles sur ce site.
Sur les plans méthodologique et technique, le guide pédagogique tente d’expliciter la navigation sur le multimédia et donne des pistes sur la planification des séances de travail. Sur le plan didactique, il fournit des suggestions quant à la configuration de la participation, l’insertion dans une progression pédagogique globale et de possibles élargissements (avec des propositions de sites Web balisés par étape de travail) pour la réalisation des différentes activités ainsi que de la tâche finale.

This study determined the effect of Arthus-Bertrand’s film ‘Home’ on the environmental awareness of senior students at Romblon State University Science High School during the school year 2011-2012, consistent with the Global Agenda 21 for sustainable development and supported by Laird’s Sensory Stimulation theory. The posttest only control group research design was utilized. An Environmental Awareness Scale and self-administered questionnaire were used as data collection tools. It was found out that regardless of whether or not students watched the film, their environmental awareness is lower than the international standard group. While their attitudes towards the environment are comparable to the standards, their intentions to do something are consistently low. Although the group who watched the film obtained higher mean scores in the test conducted, it is not sufficient to infer that the film has effectively raised the students’ environmental awareness. Extraneous factors were implicated to have affected the result like language barrier, past exposure to environmental media, and the nature of the multimedia material thereby posing challenge to science educators to take precaution in utilizing instructional materials because even the best of these sometimes fail.

The aim of this didactic unit is to exploit one of the poems withing Roald Dahl’s work The Revolting Rhymes.
This didactic unit can easily be worked by the students belonging to the 1st and 2nd year of the English Bilingual Programme since Roald Dahl is one of the authors suggested inside the official curriculum.
With this unit, students will be able to have a near view to the author as well as working on one of its funniest works.
At the same time, the aim is that the students end up creating their own revolting stories using Roald Dahl and some traditional fairy tales belonging to our culture as their inspirations.

Stephen M. Alessi is an Associate Professor at the University of Iowa, on Psychological and Quantitative Foundations Department. He received his Ph.D. in Educational Psychology form University of Illinois in 1979. His principal research interests are Educational Technology, Multimedia Design, Web-Based Learning and Instructional Simulation. Stephen M. Alessi is an active member of American Educational Research Association, Association for Educational Communications and Technology, European Association for Research on Learning and Instruction and System Dynamics Society.
Stanley R. Trollip is an Associate Professor at Capella University, Minneapolis. His main interests are Higher Education, Educational Assessment and Educational Technology. He has published more than 50 publications on topics like Computer based technology, Education methods and development, Classroom management, Educational Software. Stanley R. Trollip is an active member of American Educational Research Association, Association for Educational Communications and Technology

The current emphasis on using literature in schools as a mean to improve the standard of English in Malaysia has received positive feedback from educators, parents and the general public (Ministry of Education Malaysia, 2003). Yet, what approach would be sensible, effective and interesting when teaching literature in a second language classroom?  This research reports the effectiveness of Task Based Approach through the integration of multimedia in the teaching and learning of a poem to lower secondary students in a second language classroom. According to Adams (2009), Task-Based language teaching (TBLT) has been practiced at the nexus of theories including input processing (Van Patten, 1996), information process (Levelt, 1989), the interactionist approach (Mackey & Gass, 2006), and neo-Vygotskian socio-cultural theory (Lantolf, 2000). By doing so, language teachers encourage meaningful communication and provide a context for learners to study the language (Willis, 1996). However, when implementing TBLT in language classrooms, language teachers face some difficulties and uncertainties in terms of classroom managerial and disciplinary issues, learners’ language proficiency, or teachers’ competence and theoretical knowledge (Carless, 2003; Littlewood, 2004; Plews & Zhao, 2010). This study explores the integration of multimedia through TBLT in a literary classroom. This is in line with Malaysians’ National Blueprint, ‘to transform the system to maximize the use of ICT for distance and self paced learning to expand capacity and allow more customized learning’. The following questions guided the study were:
a) How can TBLT through the integration improve students’ comprehension of the poem used in the literary classroom?
b) To what extent can the TBLT approach through the integration of multimedia help to motivate students to learn literature?
Quasi-experimental mode was used to arrive at the results of the study. The findings of the research were tabulated and analyzed to come to a conclusion. The findings showed promising results in terms of the effectiveness of the proposed method, and lead to recommendations on implementing tasks for Malaysian language teacher education programmes that would be beneficial for teachers to make their lessons meaningful and enjoyable for students in this multimedia-rich era.

With this dissertation, I developed the first creation-as-research thesis accepted in the Department of Education at Concordia University in Montreal, Quebec. This research methodology recognizes an interconnected process of creation and research as part of the development of artifacts that aim to directly enhance the discourse of a specified discipline.

My work examines the semiotics & cultural nuances of multimedia and interactivity within the context of instruction, focusing on theoretical and practical representations in video game design. There are 4 parts to this thesis:

1) A traditional written document

2) A 15-module online course in video game design entitled Gaming, Interactive, and Multiplatform Media

LINK: https://youtu.be/wS8o0w4cB-g

3) 15 summary videos of the online course in video game design

LINK: https://youtu.be/gYEEP5GVam0

4) The performative creation-as-research dissertation presentation.

LINK: https://youtu.be/XQL_7tRUlps

This thesis highlights the teaching practices surrounding video game design principles, while emulating those design principles as part of the instructional design, and submitted materials. The 4 parts of this thesis, collectively, are a manifestation of the findings in the written component, which suggests that video games, through their innate interactivity via the inclusion of multimedia as part of their design, hold critical implementation frameworks for course-based instructional design, when multimedia is used as part of the instructional process.

Deaf students have different abilities from students who have the ability to hear a lesson at school. Barriers to hear experienced by students with hearing impairment can affect the language, academic, and social skills of deaf students. Deaf students can still obtain information from other senses that are still functioning, such as the senses of sight, touch, taste and smell or of residual hearing that still exist. In the world of education, one way to overcome this obstacle is by making multimedia based learning materials which consider the principles of learning for learners with hearing impairment; a series of development of the elements of audio, visual, and digital technology to facilitate the learning activities of deaf students so that the passion, quality, and achievement of deaf students can be improved.

Udžbenik sadrži više poglavlja i koncipiran/podijeljen je u dva dijela. U prvom, teorijskom, nalaze se sadržaji u kojima se analizira metodika suvremene nastave s naglaskom na studij Glazbene pedagogije. Korelativnim i integrativnim pristupom, autorice ujedinjuju gradivo kolegija Metodika nastave glazbe, Metodički praktikum i Poznavanje glazbene literature, te ih dovode u neposrednu vezu s teorijskim postavkama korištenja suvremene nastavne tehnologije. U drugom, praktičnom dijelu, nalaze se poglavlja u kojima su prikazani načini konkretne primjene različitih medija u nastavi i u kojima usmjeravaju studente prema krativnom oblikovanju nastavnog procesa.

Technology is developing quickly. Multimedia, a form of technology, is being used as a teaching tool these days. Many researchers and educators have found suitable ways to design multimedia applications in order to achieve fruitful educational outcomes. Not that all we are going to discuss here, the definition of multimedia, and the connection between multimedia and learning tools, concept of multimedia applications, how they are formed using a different media, the type of educational element that effect to learn in their natural environment and the real-world issues. The definitions and characteristics of multimedia and educational elements are explained in this article.

Konsep multimedia seringkali berubah dari waktu ke waktu mengikuti perkembangan zaman. multimedia sebagai suatu sistem komnikasi interaktif berbasis komputer yang mampu menciptakan, menyimpan, menyajikan, dan mengakses kembali infomasi berupa teks, grafik, suara, video, atau animasi.

This study examined the effects of multimedia instructional strategies on chemistry students’ science process skills acquisition and achievement in Kano state. Six research questions and six null hypotheses guided the study. Researchers have revealed that students perform poorly in practical chemistry in spite of all that has been done to improve science teaching and learning in secondary schools. This situation could hamper their overall achievement in chemistry and therefore could cripple the realization of national goals for scientific and technological development. Literature has also shown that the use of innovative teaching methods such as multimedia instructional strategy could enhance science process skills acquisition and achievement in science, including chemistry. It is on this note that this study was carry out. The design of the study was quasi-experimental, specifically pre-test, post-test, non-equivalent control group design. A random sampling technique using balloting method was used in selecting three public senior secondary schools out of the sixty-five (65) secondary schools in Nassarawa Education Zone because of the experimental nature of the study. Eighty-one (81) students were used for the two experimental groups and thirty-nine (39) students were used for the control group. All the groups were intact classes. The instruments used in data collection are science process skills acquisition test (SPSAT) which is designed to assess the level of students’ science process skills acquired in qualitative analysis and qualitative analysis concepts achievement test (QACAT) which is to measure the level of knowledge attained in qualitative analysis concepts in chemistry. The instruments were validated by experts in chemistry education and measurement and evaluation based on content coverage, clarity, non-ambiguity, relevance and to the level of the students’ knowledge. Split half reliability technique was used to estimate the reliability coefficient of SPSAT. The scores were correlated using Pearson product moment correlation analysis and found to be 0.79.On the other hand, the reliability coefficient of QACAT was calculated using test, retest procedure of two weeks interval. The scores of the two tests were also correlated using Pearson product moment correlation and found to be 0.88. The data collected were analyzed using mean, standard deviation, t-test, analyzing of covariance (ANCOVA) and Scheffe post hoc test at 0.05level of significance. The findings of this study revealed that multimedia instructional strategy improved both the acquisition of science process skills and academic achievement better than the conventional laboratory method. The study also found that there is statistically significant difference between the two experimental groups.

This journal is an interdisciplinary form for educators who wish to improve the quality of instruction through the use of computers and how to implement it effectively into instruction. This forum also aims to provide a platform for exchanging ideas in new emerging trends that needs more focus and exposure and will attempt to publish proposals that strengthen our goals.

Teknologi sangat berkembang pesat  seperti adanya visual programming language (vpl). Sebuah vpl sebagai lingkungan pemrograman yang berisi compiler dan editor. Dengan perkembangan  tools yang membuat bahasa visual lengkap. Diantaranya aplikasi kodu games lab dari microsoft merupakan permainan free game creation engine untuk anak-anak dan orang dewasa, dalam penelitiannya akan dilakukan cara pembuatan game kodu sederhana dan kelebihan dan kekurangan game kodu itu sendiri.

It may be surprising for many but the history of the term 'multimedia' reaches back to the early 1970s, when computers were still huge, unfriendly devices, which required air-conditioned environments and costed fortunes. The term referred, however, not to the computer applications but to the resource kits typically combined of pupils' booklets, teachers' guides, film strips, audio tapes, and photographic slides. Such products certainly offered multiple media packed within one box, but still fragmented. To integrate them was a difficult task for teachers and the result was often confusing for pupils. Most schools found, thus, multimedia kits rather trouble than advantage (Feldman 1997). Despite the failure of that remote introduction of multimedia it has been developing fast since then and has become a fact indeed not only in the field of education. It seems, therefore, to be useful to examine an evolving definition of the term 'multimedia' as used in different contexts during the last several years: Year 1992 " Multimedia is a class of computer-driven interactive communication systems which create, store, transmit , and retrieve textual, graphic, and auditory networks of information. Embedded in the above definition are three elements: the computer, graphics and networks, which when combined provide a new and powerful technology. " (Gayeski, 1992) Year 1995 " Media: drawings, photographs, written text, slides, overhead projections, video, computer images, computer animations, spoken word, music, etc. Multi-media: the conflation of a wide range of separate media into one suitable computing environment. Hyper-media: an integrated presentation involving an interactive cross-referenced sequence of multi-media. " (Maver and Petric, 1995) 152 eCAADe 20 [design e-ducation] Education and Curricula, Traditional and Education Areas. Session 04 This paper seeks to illustrate the meaning of multimedia, and more significantly, the importance of implementation of the technology in architectural education and practice as it is today. In order to achieve this, the paper presents an analysis examining the evolution of the definition of multimedia, and then, attempts a classification of multimedia applications in architecture. For the first time, such a classification was created in 1995. It is timely, then, seven years later and in the context of a dramatic advancement in the field, to take stock of how multime-dia technology is impacting the sphere of architectural education and practice and to suggest an updated classification.

International Journal of Education (IJE) is a Quarterly peer-reviewed and refereed open access journal that publishes articles which contribute new results in all areas of Education. The journal is devoted to the publication of high quality papers on theoretical and practical aspects of Educational research.

This study is aimed to analysis the needs of developing an Interactive Multimedia Courseware in Engineering Hydrology Learning. Model design and development Hannafin Peck as is used the basis for instructional design model. This study is the first phase of the four phases, which includes requirements analysis, design, development and evaluation. This phase consists of three different steps carried out on student who take this course and find it difficult to achieve excellent grades through the conventional method of 'chalk and talk'. Learning methods which apply the cognitive theory of multimedia learning by using the interactive multimedia courseware in learning weblog Engineering Hydrology courses can improve the results of teaching and learning in line with Bloom's Taxonomy and Anderson. The instruments used are interviews and questionnaires. Analysis using SPSS with Alpha Cronbach 0.977 was achieved. Therefore, it was proven that student ability, achievement and skill acquired were positively higher. Delphi Technique consisting of three rounds was modified with the construction of a survey instrument using open interview involving experts in this field. Meanwhile in the second round, questionnaires were constructed and developed. The third round was aimed at developing the interactive Learning Cousereware Multimedia Weblog for the Engineering Hydrology course. Data analysis was done to determine the lavel of consistency between the analysis sample and Wilcoxon sign-rank test.
Keywords: Blogs, Interactive Multimedia, Courseware Engineering Hydrology, Delphi technique.