Computer-based Multimedia Research Articles

Exploring the Phenomenon of the Additive Colour Process While Using a Computer Programme by 7–8-Year-Old Students

The research described in this article concerns the understanding of the additive colour process by children aged seven to eight years (N = 24) and the effectiveness of learning about this phenomenon while using a computer-based multimedia educational programme (MEP). First the children’s knowledge of the phenomenon was tested, then an intervention was organised for the experimental group during which they used the MEP, after which the children’s knowledge was tested again. Based on an analysis of the children’s conversations and their drawings, the way of understanding the phenomenon of additive colour was established. Three children’s conceptions of the understanding of the effect of the additive colour phenomenon are described (e.g., confusion with pigment mixing (RGB = CMY) and the claim that the effect of combining two additive colour creates a third colour (R + G = B)). Children’s behaviour during the use of the educational computer programme was also described and evaluated in terms of how close they were to the teaching strategy developed by the programme’s authors. The partial effectiveness of the MPE for the use of conclusions in a paper-and-pencil test was also investigated.

The Application of Computer-Based Multimedia Technology in Cognitive Computing.

With the continuous development of science and technology, people's research on computer-related technologies is gradually deepening. The proposal of artificial intelligence makes the research of intelligent AI in urgent need for seeking breakthroughs. Among them, cognitive computing methods are important for computers and human brain thinking. Model learning is even more meaningful. This article aims to study the application of computer-based multimedia technology in cognitive computing methods. For this, this article proposes a method of distributed multimedia technology and a method of two-way cognition for cognitive computing through this technology to deepen the rapid improvement of cognition. In addition, this article finally designed relating experiments to study it. The experimental results show that the cognitive accuracy of the improved cognitive computing method has increased by 32.9%, and the cognitive ability has also been greatly improved compared to the past.

Digitizing Learning Media of Advertising Communication Based on Multimedia Animation at Politeknik Negeri Media Kreatif

Learning Media has a very important role in the lecture process. Currently, the State Polytechnic of Creative Media (Polymedia) is not maximal in Digitizing Learning Media, lecturers still use the lecture method in explaining Advertising Communication material, Polymedia should have multimedia and animate interesting lectures for students. The State Polytechnic of Creative Media, Jakarta campus, is the object of research. The specific objective of this research is the digitization of Learning Media in the Multimedia Animation-Based Advertising Communication course. The urgency of the research is the importance of computer-based multimedia in learning so that real efforts need to be made in order to improve the quality of learning so that learning objectives can be effectively achieved. This study uses the Multimedia Development Life Cycle (MDLC) method with six stages, namely: Design, Material Collecting, Assembly, Testing, and Distribution

Strengthening Human Resources as Lecturers Through the E-Learning Learning Method

Introduction: The concept of e-learning is an alternative for students who are unable to attend faceto-face lectures. The use of e-learning as an alternative learning is increasing in line with technologicaldevelopments. Aim: This study applies e-learning learning methods to strengthen educational humanresources as lecturers using Computer-based Multimedia Communication (CMC). Method: Thisresearch is a pre-experimental study. The research was conducted in STIKes Yarsi Mataram, Indonesiain 2020. The measuring instrument used a questionnaire. The study population was all students, witha total sample of 81 students. The independent variables include a method of learning. The dependentvariable in this study was knowledge. The analysis used was univariate and bivariate using paired t-test.Result and Discussion: frequency of e-learning based on CMC in the experimental group, namely 63%in the evaluation and 80% in the implementation process. While in the control group using conventionalmethods, 50% of the intervention and 23% of the implementation. Conclusion: Improving studentlearning outcomes in the community nursing process by using the CMC learning method is moreeffective than using conventional methods.

The influence of computer-based Multimedia materials on learning outcomes of class VII students on the set material in SMP N 6 Bengkulu Selatan

This research is a quantitative study aimed at knowing the multimedia teaching materials based on SMP 06 Kota Bengkulu in the results of mathematics learning. Sampling in this study used random sampling techniques with a research sample of 20 class VII. The collection of data used in this research is poll and test. Data in the study was further analyzed using Test T, based on the results of the analysis came to the conclusion that computer-based multimedia teaching materials have a positive influence on the results of the mathematics of students in SMP N 06 Bengkulu South.

A randomised controlled study of face-to-face versus internet-based teaching of CBT skills for healthcare professionals in Sudan.

A need has been identified for affordable and scalable methods for disseminating cognitive-behavioural therapy (CBT) to countries with barriers to traditional methods of teaching. This study evaluated the effectiveness of internet-based teaching versus face-to-face teaching in improving the CBT theory, assessment, and formulation skills of a group of mental health practitioners in Khartoum, Sudan. Participants (N = 36) were randomly assigned to (a) a 3 h live lecture, or (b) a computer-based multimedia recorded lecture of the same duration. Participants were rated before and after training for their ability to assess a simulated patient and construct a CBT formulation of the presenting difficulties. Participants also rated the feasibility and acceptability of the training they had received. Both teaching methods resulted in significant improvements in participants' abilities to carry out the assessment and formulation tasks. However, participants allocated to computer-based teaching performed better than those allocated to live teaching (between-groups effect size d = 0.26-0.74). Both teaching methods were rated as highly acceptable and feasible by participants. Computer-based teaching could offer a cheaper and effective method to help disseminate CBT to countries with limited resources and expertise, replacing and supplementing other costly traditional methods such as face-to-face teaching.

PENGARUH PENGGUNAAN MULTIMEDIA BERBASIS KOMPUTER OLEH GURU PAK TERHADAP MINAT BELAJAR

Abstract - The research aim was to determine the positive and significant effect between the use of computer-based multimedia on the learning interest of tenth-grade students of SMA Negeri 1 Pahae Julu in Academic Year 2018/2019. The research design was correlational research using descriptive and inferential statistic. The result of the analysis showed that Fcount=12,48Ftable=1,51, then H0 was rejected and Ha was accepted. The study concluded that there was a positive and significant effect of the use of computer-based multimedia by Christian Education teachers on learning interest of tenth-grade students of SMA Negeri 1 Pahae Julu in Academic Year 2018/2019 reached 23,72%. Based on the result of the study, it is suggested to Christian Education teachers to apply computer-based multimedia to increase student’s learning interest.Keywords: Multimedia Computer-Based, Learning Intere

The impact of Co-actors on cognitive load: When the mere presence of others makes learning more difficult

A large body of research has established the value of learner characteristics on cognitive load. However, little attention has been paid to the physical environment where learning takes place. The present study takes a step to address this gap by studying the impact of the presence of others during learning on cognitive load. In a between-subject design, participants (N = 115) were randomly arranged in groups of different group sizes to study computer-based multimedia materials (group size range: 1-13, continuous variable). Further, participants' working memory capacity, topic interest, and their prior knowledge were measured to reveal relevant learner characteristics. Dependent variables were learning performance, perceived task difficulty (mental load), and invested mental effort. We tested the predictions from cognitive load theory with alternative path models to identify the best model fit. Our results show that group size predicted learners' perceived task difficulty: the larger the group of co-actors in the learning situation was, the higher the perceived task difficulty. Moreover, higher topic interest led to lower perceived task difficulty, and more mental effort, although that effect became non-significant after multiple testing adjustment. Perceived task difficulty mediated the effect of group size and topic interest on mental effort.

Use of Computer-Based Learning Multimedia at English Departement of Universitas Sembilanbelas November Kolaka

In an attempt to help the students of the English Study Program in Universitas Sembilanbelas November improve their English proficiency, the researcher used computer-based learning multimedia. The objective of the treatment was to overcome the students’ low performance in English by creating an enjoyable atmosphere. To investigate how computer-based learning multimedia improve the students’ English students’performance at the English Study Program of Universitas Sembilanbelas November, the researcher adopted Plomp’s (1997) development method which consists of five steps; namely, preliminary investigation; planning; realization/construction; test, evaluation, and revision; and implementation. Based on the results of this research, it can be concluded that in order to improve the English ability of students, it will need to be presented in the form of activities that are more creative and innovative. One is through the use of computer-based learning multimedia. This has been done in order to provide a more attractive presentation of the material and relevant to the conditions and characteristics of the students.

The Effect of Animation in Multimedia Computer-Based Learning and Learning Style to the Learning Results

The effectiveness of a learning depends on four main elements, they are content, desired learning outcome, instructional method and the delivery media. The integration of those four elements can be manifested into a learning modul which is called multimedia learning or learning by using multimedia. In learning context by using computer-based multimedia, there are two main things that need to be noticed so that the learning process can run effectively: how the content is presented, and what the learner’s chosen way in accepting and processing the information into a meaningful knowledge. First it is related with the way to visualize the content and how people learn. The second one is related with the learning style of the learner. This research aims to investigate the effect of the type of visualization—static vs animated—on a multimedia computer-based learning, and learning styles—visual vs verbal, towards the students’ capability in applying the concepts, procedures, principles of Java programming. Visualization type act as independent variables, and learning styles of the students act as a moderator variable. Moreover, the instructional strategies followed the Component Display Theory of Merril, and the format of presentation of multimedia followed the Seven Principles of Multimedia Learning of Mayer and Moreno. Learning with the multimedia computer-based learning has been done in the classroom. The subject of this research was the student of STMIK-STIKOM Bali in odd semester 2016-2017 which followed the course of Java programming. The Design experiments used multivariate analysis of variance, MANOVA 2 x 2, with a large sample of 138 students in 4 classes. Based on the results of the analysis, it can be concluded that the animation in multimedia interactive learning gave a positive effect in improving students’ learning outcomes, particularly in the applying the concepts, procedures, and principles of Java programming. The difference of students’ learning styles—visual or verbal, it can also gave the different effect in students' learning results acquisition. There was no interaction effect between the factors of visualization type and learning styles.

E - Learning and Computer-Based Multimedia Intervention and its Education Effect on The Relationship between Knowledge, Attitude and Practices of Rural Women

E - Learning and Computer-Based Multimedia Intervention and its Education Effect on The Relationship between Knowledge, Attitude and Practices of Rural Women

Cultural acceptability and personal willingness of Iranian students toward cadaveric donation.

Cadaver dissection stands as a crucial component in medical curricula around the world, although computer-based multimedia programs have been introduced in order to replace the need for cadaver donations. Due to a decrease in the number of unclaimed bodies and rather few donations, there is an insufficient number of cadavers for anatomical studies in Iran. This study was carried out to evaluate medical students' awareness and willingness regarding body donation in Kashan University of Medical Sciences, Iran. In this study, a questionnaire was designed to focus on the cultural acceptability and personal willingness to donate one's body after death. Students from the university's anatomy classes (n = 331) participated in this study. Seventy-seven percent of the students expressed their agreement toward the idea of utilizing body donation services, though only 25.4% of participants were willing to donate their own bodies. None of the demographic factors were associated with cultural acceptability or personal willingness towards body donation. These findings indicated that besides "payment", other factors were associated with students' willingness to become donors. All factors of awareness except "previous awareness of organization" were associated with cultural acceptability. In this study, students suggested that encouraging people to register for body donation using mass media (25.6%) and teaching students to respect cadavers in the dissection environment (24.8%) were the best solutions for addressing the lack of cadavers. These findings indicated that a lack of awareness about body donation might be the main factor responsible for unwillingness towards body donation; therefore, improving the public's awareness and addressing the willingness of students regarding body donation may help overcome the current lack of donated cadavers. Anat Sci Educ 10: 120-126. © 2016 American Association of Anatomists.

Benefits of adding anxiety-reducing features to a computer-based multimedia lesson on statistics

The present study examined the effectiveness of techniques intended to reduce anxiety as students learn mathematical content from a computer-based lesson. In a between-subjects experiment, students learned statistical rules through worked examples in a computer-based learning environment that either did (treatment group) or did not (control group) include anxiety reducing features—a coping message delivered through the lesson by an online pedagogical agent concerning how to manage feelings of anxiety, and prompts for expressive writing, in which students summarize their thoughts and feelings. An independent samples t-test showed that the treatment group, which received added anxiety-reducing features, showed higher accuracy than the control group on solving practice problems (d = 0.71) and retention problems (d = 0.63) and reported higher perceived effort on learning the multimedia lesson (d = 0.66). In addition, a standard multiple linear regression found that anxiety, self-efficacy, and cognitive load as a set predicted performance (R2 = 0.56), with self-efficacy as the strongest predictor (β = 0.63). Adding anxiety-reducing features to an online lesson may encourage greater effort, which leads to better learning outcomes.

Examining the effects of learning in dyads with computer-based multimedia on third-grade students' performance in history

The research examined the impact of multimedia within the context of collaborative dyadic learning on students' performance in a third-grade history lesson, taking into consideration students' individual collaborative skills and dyad collaboration level. Participants were divided into a control group and an experimental group. The same learning materials were used for both groups, with the difference that the learning materials for the experimental group were delivered via a computer. Students in the control group worked in dyads with print materials, whereas students in the experimental group worked in dyads with a multimedia computer application. After considering the effects of learners' individual collaborative skills and dyad collaboration level, the results showed that the experimental group outperformed the control group exemplifying the positive influence of the dyadic collaboration around a computer on learning outcomes.

The Effect of Using a Computer-based Multimedia Educational Program on Learning Some Basic Skills in Tennis

The Effect of Using a Computer-based Multimedia Educational Program on Learning Some Basic Skills in Tennis

Transitional feedback schedules during computer-based problem-solving practice

Feedback has a strong influence on effective learning from computer-based instruction. Prior research on feedback in computer-based instruction has mainly focused on static feedback schedules that employ the same feedback schedule throughout an instructional session. This study examined transitional feedback schedules in computer-based multimedia instruction on procedural problem-solving in electrical circuit analysis. Specifically, we compared two transitional feedback schedules: the TFS-P schedule switched from initial feedback after each problem step to feedback after a complete problem at later learning states; the TFP-S schedule transitioned from feedback after a complete problem to feedback after each problem step. As control conditions, we also considered two static feedback schedules, namely providing feedback after each practice problem-solving step (SFS) or providing feedback after attempting a complete multi-step practice problem (SFP). Results indicate that the static stepwise (SFS) and transitional stepwise to problem (TFS-P) feedback produce higher problem solving near-transfer post-test performance than static problem (SFP) and transitional problem to step (TFP-S) feedback. Also, TFS-P resulted in higher ratings of program liking and feedback helpfulness than TFP-S. Overall, the study results indicate benefits of maintaining high feedback frequency (SFS) and reducing feedback frequency (TFS-P) compared to low feedback frequency (SFP) or increasing feedback frequency (TFP-S) as novice learners acquire engineering problem solving skills.

Penerapan Model Mengajar Menginduksi Perubahan Konsep (M3PK) Simson Tarigan Dan Cooperative Learning Tipe STAD Dengan Menggunakan Multimedia Berbasis Komputer Dalam Meningkatkan Sikap Toleransi Dan Hasil Belajar Larutan Penyangga Pada Siswa Kelas XI MAN

This study aims to determine: (1) The effect of the application of M3PK and Cooperative Learning STAD to tolerance towards students and student learning outcomes. (2) Effect of computer-based multimedia and media tolerance of real objects on students and student learning outcomes. (3) The interaction between M3PK and Cooperative Learning STAD with computer-based multimedia and real objects media to tolerance towards students and student learning outcomes. (4) The most optimal learning model to improve the tolerance of students and student learning outcomes. The population in this study were all students of Madrasah Aliyah is in Banda Aceh second semester of academic year 2012/2013, and the sample was 115 people came from two classes of experiments in Madrasah Aliyah Negeri 1 Banda Aceh, and two classes of experiments in Madrasah Aliyah Negeri 3 Banda Aceh. 1 experimental class taught by Teaching Model Induces Changes in Concept (M3PK) multimedia-based computer. 1 experimental class taught by Teaching Model Induces Changes in Concept (M3PK) using media real thing. 3 experimental class taught by cooperative learning STAD type of multimedia-based computer. 4 experimental class taught by cooperative learning STAD type using media real thing. The research data were collected from a sample of students' tolerance is data obtained from observation and student learning outcome data were obtained from the achievement test in the form of multiple choice. Has made the data requirements in the form of normality and homogeneity test, which showed that normal data and homogeneous. The hypothesis was tested by Two Way ANOVA at the significant level of 0.05 using SPSS program for Windows 19 version. Based on the data analysis and hypothesis testing are carried out found that: (1) There is a significant effect of learning strategies to students' tolerance. (2) There is a significant effect of learning strategies on learning outcomes of students. (3) There is no significant effect of multimedia learning tolerance attitude towards students. (4) There is no significant effect of multimedia learning on student learning outcomes. (5) There is interaction between learning strategy and learning multimedia tolerance attitude towards students. (6) There is interaction between learning strategy with multimedia learning on student learning outcomes. (7) The model of learning that the most optimal in improving tolerance M3PK students are learning model that integrates with media use real objects in the learning process. (8) The model lesson that the most optimal in improving student learning outcomes is M3PK learning model that integrates with media use real objects in the learning process.

A New Ecology of Tertiary Education in China from the Perspective of Multimedia Technology

Starting from the present condition, the paper analyzed the changes happened after the introduction of modern computer-based multimedia technology in current education system across China. There is a sharp change in the relationship between the teacher and the students and there are also a lot of shifts in teaching methods, environments, requirements, objectives, assessments, etc caused by modern technology. Why there are so many changes? The paper answered from 3 perspective ways: physical environment, social environment, and spiritual needs. All of the three lead to the fundamental changes in a modern classroom instruction in China under the context of globalization. At last, the paper presents suggestions to optimize the ecology of tertiary education in China.

The Cultivation of Multiliteracies in the Context of Multimedia Instruction

As the digital, network and multimedia technology has been penetrating gradually and applied widely into the education, increasing number of courses have introduced computer-based multimedia equipment to supplement the teaching process, which poses a huge challenge for the students as they need to be able to obtain, interpret, sift and recreate multimodal information in hypertexts. That means the cultivation of multiliteracies is in urgent need. Therefore, the multimodal teaching mode is proposed in this paper, together with the feasible ways to apply it in daily teaching practice by analyzing and discussing the concept and pedagogy of multilieracies.

The effects of single and dual coded multimedia instructional methods on Chinese character learning

AbstractThis study investigated the effects of single and dual coded instructional methods using computer-based multimedia on Chinese character learning. 42 college students with no prior knowledge of Chinese language were randomly assigned to a single coded group (text-only and animation-only) and a dual coded group (animation plus text and animation plus narration) to learn 12 concrete (pictograph) Chinese characters and 12 abstract (ideograph) Chinese characters. The results showed there was a significant difference between the single coded and the dual coded instructional methods and there was also a main effect in the character type. In addition, the findings indicated that within the single coded group, there was a significant difference between two character types and a significant difference between two single coded methods with the animation-only method leading to better achievement score than the text-only method. For the dual coded group, the results revealed a significant difference between two character types as well and a significant difference between two dual coded methods with the animation plus narration method outperforming the animation plus text method.