The five elements of the framework for development of multimedia-based interactive online learning can be presented as application architecture (figure 2). In figure 2, it appears that to build a interactivemultimedialearning modules needed a PC/Laptop with a capacity as above (item 1) which has been installed Adobe Captivate 10 (Window or Mac), content in the form of digital material that will be taught (divided into several topics and subtopics), and the model of development of DELPHI. Using Adobe Captivate 10, these materials are processed into modules of interactivemultimedialearning. There are two modes, when building a interactivemultimedialearning modules, namely a responsive mode (some form of desktop, iPad, mobile phone or gadget display) and desktop mode (one type of display on the PC/Laptop). Nevertheless, the construction of the interactivemultimedialearning modules is done via the desktop mode can also be converted to a responsive mode, of course, need an adjustment against the display it generates (iPad, mobile/gadget), so by all designs can be obtained a variety of display when in publish. However, in Adobe captivate 10, the condition can be
Learning media is increasingly diverse, ranging from the conventional media like books or traditional teaching devices to modern audio-visual media such as tapes, videos, and other modern teaching devices. Learning media that are used to facilitate communication in the learning process, pursued optimally in order to foster creativity and motivation in learning activities to improve the quality of education. One of the media used in learning and is believed to be more exciting interest of students in lectures are interactivemultimedialearning. This learning media is also one of the alternative means that can optimize an activity-based learning computer technology. Interactivemultimedia applications is conditioned to present learning materials with a more attractive and informative, which is expected to facilitate and increase the interest of students to learn. Efforts are made to obtain the maximum results in learning fashion design making digital format needs to be designed and developed to optimize the use of innovative instructional media and directly related to the mechanisms of computer-based learning. Efforts are underway are expected to improve the quality of learning and motivate students to actively construct knowledge and skills in fashion design making digital format, so that the learning process of the students become more meaningful. The use of multimedia in addition assumed to be increasing mastery of concepts about the process of designing clothes, are also expected to develop students' skills in making fashion design digital format. This research was specifically conducted to develop improved concepts and skills of designing clothes digital format which is strongly associated with the ability to optimize the use of computer equipment, no one has done. This study
Lastly, five selected pupils were interviewed to receive feedback regarding their opinions in using MIG in learning grammar. The pupils were selected based on their active participation in the class. Interviews were conducted to engage five participants in one-on-one dialogue in the least formal style to encourage the participants to elaborate their thoughts in the least intimidating manner. Interview questions which served as a guideline were prepared using the English language. However, during the interview session, I had adjusted the language used to meet the participants’ levels and to ensure they were able to understand the questions posed. The participants were given a choice to either speak in English or in Bahasa Malaysia. Each session with the participant lasted around four to five minutes. Overall, the entire interview session was conducted for approximately half an hour.
What makes a giant, complex and interactivemultimedia environment any more than a 10 metre tall touch screen? What makes it achieve any more than a mesmerizing Las Vegas-style mass of glittering lights? We are presently able to construct such complex systems and have begun to introduce them into higher education institutions; however, we have limited insight into learning experiences in such environments. The question of what makes learning possible is related not only to the technology and its capabilities, but also to the way humans interact with and experience learning in such environments. This paper presents the first phase of an investigation into the experience of learning, from the perspective of various stakeholders in The Cube environment. Figure 1 portrays parts of The Cube space.
According to Tarouco et al. (2014), Learning Object concept (LO) is neither easy nor consensual. Its definition arises according to its own conception about the usefulness and importance of the Object for teaching and learning and varies according to the proposed approach and the aspects that are associated with its educational use. For Wiley (2000), the notion of learning objects is confused in part because there are dozens of definitions of the term learning object (LO) as well as several phrases referring to the same notion of reusable digital educa- tional resources. Wiley (2000) states that learning objects are elements of a new type of computer-based instruction based on the object-oriented paradigm of computer science. However, when it comes to searching for the concept of Learning Objects (LOs) many authors conceptualize the learning object as “… any entity, digital or non-digital, that can be used, reused or referenced during technology-supported learning” (Ying & Qunli, 2011).
The development of mobile technology leads to changing of learning style and environment. This situation encourage the educators uses the mobile technology as media or tools to support learning activities. Many developer and researchers have been completed their works to explore about application for learning English. This research attempted to complete preliminary research to understand main feature and interface design of application for learning English in Indonesia. The phases of research methodology are literature review, data collection, use case modelling, interface design and report. As the result, we grouped the interface design based on learning categories, including speaking, writing, listening and reading. Moreover, application must support for accessing content and communicating with native speakers or other users to support learning English. The further study is collecting data from student in senior high school and building application by using mobile technology.
Not all of the principles outlined by Park and Hannafin could be considered constructivist. For example, principles 3 and 4 read, in part, “… supplied organisation of concepts to be learned” and “knowledge to be learned needs to be organised …” (Park & Hannafin, 1993, p. 70). These comments imply a transmissive view more easily aligned with objectivism than with constructivism. Other principles such as 10 and 11 which refer to authentic contexts and multiple perspectives are more clearly related to constructivist approaches. Although possibly ahead of its time when first published, this is indicative of the eclectic approach favoured by many modern theorists. For example, Jonassen, a well known proponent of constructivism, wrote “objectivism and constructivism offer different perspectives on the learning process. To impose a single belief or perspective is decidedly nonconstructivist. Rather, I prefer to think of them as complementary design tools” (Jonassen, 1999, p. 217). Constructivism, even as it relates to informing design of IMM, is consistent with Jonassen’s stance and does not present a single, monolithic view. It is possible to identify some general principles and there are some cogent statements of these. However, there is also a diverse group of approaches to constructivist design for learning including situated cognition and cognitive apprenticeship (Brown et al., 1989; Choi & Hannafin, 1995; Collins et al., 1989; Palincsar, 1989), anchored instruction (Bransford et al., 1990; Cognition and Technology Group at Vanderbilt, 1990, 1992), cognitive flexibility theory (Spiro et al., 1991b; Spiro & Jehng, 1990), goal based scenarios (Schank, Fano, Bell, & Jona, 1993), open learning environments (Hannafin et al., 1999; Hill & Hannafin, 1995; Land & Hannafin, 1997) and problem based learning as described previously. There are some common threads to these approaches from which some general principles of constructivist design may be gleaned. In discussion of PBL as an exemplar of constructivist learning environments, but without reference to constructivism in IMM, Savery and Duffy (1995) derived eight instructional principles from constructivism. These were:
Many students at diploma level are weak in mathematics even after spending eleven years in Malaysian education system. However, throughout the world there are research studies been done with mixed results using technology and collaborative learning. The objective of this paper is to analyze the effect of learning pre-algebra using interactive courseware with collaborative learning by using STAD set ups with interactive courseware using e-mail facilities during team discussion only. Quasi experimental type research was used. The gain score (differences between post and pre test) between the two equivalent groups. of Diploma Information Technology first year students in two different intake years 2009 and 2010 in UTHM were employed. „t-test‟ results revealed the second group using e-mail is statistically significantly inferior to the group using purely interactivemultimedia courseware CDiCL only with STAD team discussion. On average participants experienced higher gain scores in the first group (Mean = 3.28, SE=0.433), than participants in the second group (M=0.77, SE=0.354). This difference was statistically significant (t (74) = 4.51, p<0.05); however, it did show a medium effect size of r = 0.45. Some clinical interviews and video recordings were taken to support that teams prefer using traditional collaborative learning method with more face to face interactions rather than e-mails in solving problem.
Research has suggested that, despite support through policy and resource provision, information and communications technologies (ICTs) have made little impact on the practice of education and that limited teacher preparation for the use of ICTs represents a partial explanation. The purpose of this study was to investigate what form of professional education might be effective in preparing pre-service teachers to integrate ICTs into their teaching. Self-efficacy beliefs about teaching with computers were identified as a potentially significant source of influence on teachers’ use of ICTs for teaching. It was proposed that interactivemultimedia using a problem-based learning design (IMM-PBL) should be an effective tool for increasing self-efficacy. Principles for the design of IMM-PBL were derived from the relevant literature.
31 the form and consideration of coastal physical access features needs incorporation into CM policies to include depth perception and spatial awareness concerns. Other issues include education in health and safety as well as natural beach processes, and the necessity for informed and, where possible, self-advocacy among learning disabled visitors, who are usually dependent on gatekeepers to provide transport and protection. There is also a significant demand for inclusive access for care workers, family members and friends in addition to providing for the needs of visitors with LD. The ICAM model provides a systematic approach for those wishing to improve coastal access for all coastal visitors. As expressed by Tregaskis (2004), improvements pertaining to the inclusion of the disabled generally benefit the wider population as well. Finally, it is evident that the LD ‘silent majority’ of the designated disabled population need further consideration within ICM. However, this consideration will require further baseline studies and development of an ICAM that embeds findings into ICM.
User modeling contains the system’s assumptions about all aspects of the user which are considered relevant for tailoring the dialog behavior of the system to user .  has claimed that the more user models have accommodated, only then the need of different kind of users are able to be fulfilled. In this related work, the author is comprehensible elucidate and elaborate the limitations and challenges sustain in today InteractiveMultimedia. This research is focus in the method or ways to produce a more personalize interactivemultimedia and to ensure sufficient communication is transmitted between spectator and multimedia creator. Moreover, concise introduction of Human Computer Interaction and which is the better way of interaction between human and machine. By the following, feature’s code studies to determine the best suitable feature’s code for hand gesture. As well as, further illustration of feature’s code proposed and algorithm will be obtainable in Proposed Method. Lastly, different kind of user modelling will be accommodated in this paper comprehensively. Eventually, Bayesian Network will be used to evaluate the user modelling and delivery the final outcome which is the most similar and match to the spectator actual intention.
With a view to giving the application added-value, it was designed not only to be used by the instructor in the classroom, but so that it also adapted to independent self-learning by the user. The characteristics of distance education teaching materials therefore also had to be taken into account. This would lend itself to an integrated and flexible learning environment that enables greater adaptation to students’ varying timetables and rhythm of learning (Cornélis, Cochinaux, Garady, Ferrant, & Webb, 1997). This is why it was also appropriate to give the application other complementary elements apart from interactivity, a suitable selection of activities, a user-friendly and intuitive interface, and the above-mentioned navigation, tracking and self-assessment systems. An interactive glossary of concepts, with users being able to access key study content terminology, would help with the training and would make the learning process easier. A help module would provide basic information about the way that the application operated and tell the user which actions had to be carried out on any screen at any time. In other respects, a suitable entry module linked to the tracking system would allow users to organise their study and pick up working where they had previously left off in earlier sessions. In short, the aim was to develop a tool that would facilitate student training in the subject matter within a constructivist approach without attending normal on-site classes being essential. The implementation and detailed analysis of these elements in the application is presented in the following section, as it is one of the results of this research.
With the rapid advancement of interactivemultimedia (IMM) courseware in the form of stand-alone CDs/DVDs and the web, students has been provided with exciting new sources of information and entertainment and thus a new meaning to education, that is, “edutainment”. Our students are able to interact with the content in a particular curriculum using the IMM courseware. The establishment of Smart Schools across Malaysia has activated a demand for more locally produced educational multimedia courseware. Foreign educational multimedia courseware, which was once used without much thought given to its relevance and impact, is now considered not quite appropriate for the Malaysian educational environment and learning needs.
It can be concluded this product is valid and it can be used in the field, the level of practicality of this product are included in the practical criteria, so it eases the user. Multimedia also has an interesting attractiveness rate, means that the students are very happy to learn to use these product and the problems of weaknesses level of students' interest in learning can be minimized here. Effectiveness aspect also indicates to work, it can be said that these product can minimize students' poor performance during all this time. The development of this product is based on the identification of the existing problems at SDN Pandanwangi 1 Malang, but the materials were developed in accordance with the content of the standards curriculum 2013, it means that the material can be used for large scale, not only in SDN Pandanwangi 1 Malang, so that if it needs dissemination, it does not require big revision. To see the characteristics of multimedia which one of them is to be interactive, so that the students can interact with multimedia then this product can be disseminated as teaching materials that can be used by students at home. To be considered for the similar research further, it can be aware of some the weaknesses found by researchers in these product that interactivemultimedia which is developed only as a supplement for learning and it can only achieve KI 3 (knowledge). Moreover, because the product contains a lot of instructions in the form of audio, it is recommended to each computer is equipped by headset to minimize noise blared from each student's computer. This product has successfully integrated thematic learning steps on the theme History of Indonesian Civilization by the sub-theme of Islamic kingdomss in Indonesia into an interactivemultimedia, so it needs to develop similar product with the theme and other sub-themes. This product development more emphasizes on the achievement of KI 3 (knowledge), so that it needs to develop the next product to achieve KI 1, KI 2 and KI 4. For the similar research development, it needs to do an experimental stage to test the effectiveness of the product more thoroughly.
College students will produce many kinds of emotions in the learning process, especially when they encounter various difficulties. If their bad feelings can't get controlled, they will be under the pressure of bad emotions for a long term. It will seriously affect the psychological health of them and even endanger the peace and stability of the society. solfeggio and ear training teaching reform and practice may be a better guide for the students' mental health. It could stabilize its students’ heart so that the students could form a healthy state of mind and the state get sublimation.
The purpose of this study is to determine whether computer graphics design, more specifically, instructional multimedia can be used as a tool to improve physical activity. The final product, an instructional DVD for experienced coaches and swimmers, will prove that instructional multimedia does have an impact on physical activity, and can be used as an effective means for teaching and improving upon physical skills. The finished DVD will include mainly videos and text combined with additional audio, imagery, photographs, icons, and animation. Subjects pulled from the target audience will go through the program, answering a questionaire and evaluating the effectiveness and impact the program had on them. My goal is to determine whether people can improve physical activity by using a computer application, and ultimately to create and sell similar products if it is effective.
At the end of the study, a five-point Likert scale ques- tionnaire was used to gather data regarding multiple modes of representation and students ’ attitudes toward interactivemultimedia eBook and traditional Power- Point. Mean scores for all Likert scale questions are listed in Table 1. Within our study, students responded to the question, “Would you like to have more learning material like this in your training?” only 32% of partici- pants in the TPP group answered ” agree ” versus 92.3% in the IME group. For the question, “ Did you enjoy study- ing the provided learning material?” in the TPP group, only 36% chose “ agree ” , compared to 88.5% in the IME group. When asked “ Did you think the learning method of delivery helped my core skills?” only 24% answered “ agree ” in the TPP group versus 92.3% in the IME group. Furthermore, when asked “ Was this kind of learning intui- tive and user friendly?” 12% chose “agree” in the TPP group versus 84.6% in the IME group. Finally, when asked the question, ” Do you feel confident in the domain of blood cell morphology now? ” 32% in the TPP group an- swered “ agree ” , compared to 92.3% in the IME group (Fig. 5).