Computer-based Interactive Multimedia Research Articles

The Utilization of Computer-Based Interactive Multimedia in Improving Entrepreneurial Attitudes of High School Students

Entrepreneurship education is important to be delivered by students in the digital era. Through an entrepreneurial learning process that is integrated with the use of digital learning media, it is hoped that it will create a more dynamic, active and student-centered learning environment so that it can facilitate students in achieving the learning goals that have been set. This study aims to convey the results of the interactive multimedia effectiveness test on improving students' entrepreneurial attitudes in learning craft and entrepreneurship for high school students. This research method is an experimental method with a quasi-experimental design with pre and posttest in the control class and experimental class. The data collection instrument used was an attitude scale questionnaire. This study was followed by high school students, the sample selection used cluster random sampling which was taken in a certain class which is equivalent. The results showed that through the use of interactive multimedia, there was a significant effect and was followed by an increase in students' entrepreneurial attitudes. This study concludes that interactive multimedia is considered quite effective in influencing and improving students' entrepreneurial attitudes as an effort to achieve learning objectives. Therefore, interactive multimedia is very suitable for use as a learning medium for craft and entrepreneurship subjects in high school.

Analisis Penggunaan Multimedia Pembelajaran Interaktif Terhadap Motivasi Belajar Peserta Didik pada Mata Pelajaran Matematika

The purpose of this study was to determine and identify the extent how far the use of computer-based interactive multimedia made by the Lectora application on the motivation of students and their responses. The author uses qualitative research method with a descriptive approach. The research was held at MA Assa'adah Jamanis Tasikmalaya. The research subjects were students and mathematics teachers 10 th grade. The selection was made purposively. Because of the Covid 19 pandemic condition, the number of students is limited to 50% of the computer laboratory capacity, which is 16 people. The technique of collection data are semi-structured interviews, observation of active participation in data collection, and documentation. The instruments used in this study are (1) interview instruments, (2) observation instruments, (3) document instruments. Data were analyzed using the Analysis Interactive model with several stages, namely data collection, data reduction, data presentation, and drawing conclusions. The results showed that the use of interactive multimedia learning media, students were motivated and active. They feel happy and challenged. They also don't feel bored when they are at the computer. This learning media presents material complete and attractive material. This interactive learning media is easy to use, contains mathematical concepts, material can be repeated, both written and video material. This media can create a more focused learning condition. The media is relevant to the material being studied. However, it is important to note, that although technology can be learning resource, it still cannot replace the teacher's position.

Developing English interactive learning multimedia of listening and speaking for the tenth-grade students

This research aims to develop a computer-based interactive learning multimedia for the teaching of English Listening and Speaking for the tenth grade students in Pelabuhanratu. This study adapted the development model suggested by Sugiyono (2014), the steps are: (1) exploration (2) development of the prototype, (3) expert validation and revision, and (4) try-out and final revision. The findings indicate that the appropriate learning multimedia for the tenth grade students in Pelabuhanratu are the learning multimedia that: (1) gives students a lot of oral cycle practice, (2) generates low pressure learning, (3) promotes student-centred learning, (4) trains students to practice micro skills of listening and speaking and (5) provides Bahasa Indonesia translation in the learning instruction. This product is rated as “very good”. Experts scored the product 3.22 and 3.28, whereas users scored the product 3.61 and 3.79 for its content and appearance respectively. The results indicate that the developed product is considered “appropriate” for the teaching of English.

Computer-based interactive multimedia: a study on the effectiveness of integrative thematic learning in elementary schools

Computer-based interactive multimedia is one of the media that can be used to deliver learning materials to students. The purpose of this research is to know the effectiveness of computer-based interactive multimedia on integrative thematic learning in elementary school. Design this study applies two groups of respondents, namely Experimental class Group and Control class group. This study refers to the concept of the pre-test post-test control group. The results of this study showed that learning using interactive computer-based interactive applications more effectively in comparison with conventional media. This is because learning using interactive multimedia computer-based, students can control the learning activities and students determine the speed of learning and choose the sequence of learning activities in accordance with needs.

Learning Foreign Language through an Interactive Multimedia Program: An Experimental Study on the Effects of the Relevance Component of the ARCS Model

This experimental study investigated effects of intrinsic motivation and embedded relevance enhancement within a computer-based interactive multimedia (CBIM) lesson for English as a foreign language (EFL) learners. Subjects, categorized as having a higher or lower level of intrinsic motivation, were randomly assigned to learn concepts related to criticism using a CBIM program featuring English language text, videos, and exercises either with or without enhanced relevance components. Two dependent variables, comprehension, as measured by a posttest, and perceptions of motivation, as measured by the Modified Instructional Material Motivation Survey (MIMMS), were assessed after students completed the CBIM program. Two-way ANOVA was used to analyze the collected data. The findings indicated that (a) the use of relevance enhancement strategies facilitated students' language learning regardless of learners' level of intrinsic motivation, (b) more highly intrinsically motivated students performed better regardless of the specific treatments they received, (c) the effects of the two variables were additive; intrinsically motivated students who learned from the program with embedded instructional strategies performed the best overall, and (d) there was no significant interaction between the two variables.

Development of computer-based interactive multimedia : study on learning in elementary education

Computer-based learning media is the use of a computer to help present learning materials to students, monitor the progress of learning or choose additional learning materials in accordance with student learning needs individually or is a form of application and use of computers that are applied in student learning directly to convey the content of the lesson, providing student learning exercises. The purpose of this study is the development of interactive multimedia computer-based on the subject of civic education in elementary education. This research method using an approach of research and development with stages: requirement analysis, design, and validation expert. The results of this study found that interactive multimedia applications based on computer valid and suitable for use in teaching and learning activities in primary schools.

The Effect of Presentation Variety of Interactive Multimedia Learning to the Learning Result

research aims to investigate the impact of many kinds of computer-based interactive multimedia learning presentation to the learning result by controlling the student's prior knowledge. The kinds of learning presentation consist of multimedia learning with high interactivity ((animation visualization + narration) and (static visualization + clue + narration)) and multimedia learning with low interactivity ((animation visualization + narration) and (static visualization + clue + narration)). The research method used quasi experimental approach, with the kinds of multimedia learning presentation act as independent variable with 4 kinds of treatment, the student's learning result as the dependent variable, and student's prior knowledge as the covariate variable. The research was conducted in STMIK STIKOM Bali with the research subject is the students of even semester 2013/2014, and the analysis method used the Covariance Analysis. Based on the analysis results, it can be concluded that by controlling the student's prior knowledge of high interactivity multimedia learning group (built by Adobe Flash) is more effective than the low interactivity multimedia learning group (built by PowerPoint and Screencast-O-Matic). Besides that, on the high interactivity multimedia learning group, the effectiveness of the visualization content through animation+narration is equal with the content visualization through static visualization+clue+narration. This condition is also applied with the low interractivity multimedia learning. Keywordslearning, animation, high interactivity, low interactivity, prior knowledge, learning result.

THE ENHANCEMENT OF JUNIOR HIGH SCHOOL STUDENTS MATHEMATICAL SPATIAL SENSE ABILITIES THROUGH COMPUTER-BASED INTERACTIVE MULTIMEDIA INSTRUCTION

Geometry is a basic mathematical concept studied at all education levels. However empirical evidence suggests there are many students who have difficulties learning geometry. One of many factors that enhances the success of students’ understanding of geometry is students’ sense of spatial ability. Seeking ways to support students’ development of spatial sense, researchers studied the impact of Computer-Based Interactive Multimedia Instruction. This study was quasi experimental in nature with Pretest and Post-test Control Group Design. The participants of the study were second grade students of two public junior high schools that were classified as schools of high and middle level ranking, in Bandung. The instruments utilized in this study consisted of prior mathematical skills test (KAM) and spatial sense ability test. The results suggested that: (1a) generally the students’ spatial sense ability and learning independency were enhanced using Computer-Based Interactive Multimedia Instruction, compared with conventional learning; (1b) there were no differences in the enhancement achievements between students’ spatial sense ability and conventional learning related to school ranking level; (1c) according to KAM, there were significant enhancements of student’s spatial sense ability between high, middle, and low KAM; (2) There is no interaction of effect between learning (CBIM and CVL) and school level to the enhancement of ability of students’ spatial sense. (3) There is no interaction of effect between learning (CBIM and CVL) and KAM to the enhancement of ability of students’ spatial sense. Keywords: geometry, spatial sense, computer-based interactive multimedia, learning difficulties.

An interactive multimedia program to prevent HIV transmission in men with intellectual disability.

The efficacy of a computer-based interactive multimedia HIV/AIDS prevention program for men with intellectual disability (ID) was examined using a quasi-experimental within-subjects design. Thirty-seven men with mild to moderate intellectual disability evaluated the program. The pretest and posttest instruments assessed HIV/AIDS knowledge (high-risk fluids, HIV transmission, and condom facts) and condom application skills. All outcome measures showed statistically significant gains from pretest to posttest, with medium to large effect sizes. In addition, a second study was conducted with twelve service providers who work with men with ID. Service providers reviewed the HIV/AIDS prevention program, completed a demographics questionnaire, and a program satisfaction survey. Overall, service providers rated the program highly on several outcome measures (stimulation, relevance, and usability).

A computer‐based interactive multimedia program to reduce HIV transmission for women with intellectual disability

AbstractBackground Despite recent recognition of the need for preventive sexual health materials for people with intellectual disability (ID), there have been remarkably few health‐based interventions designed for people with mild to moderate ID. The purpose of this study was to evaluate the effects of a computer‐based interactive multimedia (CBIM) program to teach HIV/AIDS knowledge, skills and decision making.Methods Twenty‐five women with mild to moderate ID evaluated the program. The study used a quasi‐experimental within‐subjects design to assess the efficacy of the CBIM program. Research participants completed five qualitative and quantitative instruments that assessed HIV knowledge, and decision‐making skills regarding HIV prevention practices and condom application skills (i.e. demonstration of skills opening a condom and putting it on a model penis). In addition, 18 service providers who work with women with ID reviewed the program and completed a demographics questionnaire and a professional customer satisfaction survey.Results Women with ID showed statistically significant increases from pre‐test to post‐test in all knowledge and skill domains. Furthermore, the statistical gains were accompanied by medium to large effect sizes. Overall, service providers rated the program highly on several outcome measures (stimulation, relevance and usability).Conclusions The results of this study indicate the CBIM program was effective in increasing HIV/AIDS knowledge and skills among women with ID, who live both semi‐independently and independently, in a single‐session intervention. As the CBIM program is not dependent on staff for instructional delivery, it is a highly efficient teaching tool; and CBIM is an efficacious means to provide behavioural health content, compensating for the dearth of available health promotion materials for people with ID. As such, it has a potential for broad distribution and implementation by medical practitioners, and public health offices. People with ID are part of our society, yet continue to be overlooked, particularly in the area of health promotion. Special tools need to be developed in order to address the health disparities experienced by people with ID.

Interactive Multimedia for Promoting Physical Activity (IMPACT) in Children

To develop and examine the efficacy of a computer-based interactive multimedia curriculum for promoting physical activity in fourth grade children. The participants were 209 fourth grade children (mean age of 9.5 +/- 0.4 years) from four schools. Two schools received an 8-week multimedia intervention delivered by interactive CD-ROM, supplemented by four classroom and four homework assignments. Two control schools received educational CD-ROMS not related to health outcomes. Measures conducted before and after intervention included height, weight, percentage body fat (bioimpedance analysis), physical activity (5-day accelerometry), and psychosocial aspects of physical activity by questionnaire. All outcomes were examined using general linear models. There was a significant treatment effect for obesity reduction in girls but not in boys. There were no significant treatment effects on total physical activity by accelerometry (total counts per minute), but there was an overall treatment effect on reducing percent of time in moderate-intensity activity (16.5% to 15% of the time) and significant sex-by- treatment interactions for light-intensity activities (reduction in boys from 78% to 75% of the time and an increase in girls from 78% to 81% of the time). There were marginal/significant treatment effects for improvements in behavioral outcomes, including self-efficacy (p = 0.06), social norms (p = 0.07), and outcome expectancies (p = 0.049). The interactive multimedia curriculum favored an improvement in obesity indices in girls and was associated with subtle changes in physical activity in girls and general improvement in psychosocial outcomes related to physical activity.

Inventory and characterization of wetland habitat on the Winnebago upper pool lakes, Wisconsin, USA: An integrated multimedia-gis approach

An integrated, multimedia-geographic information system (GIS) approach to inventorying and characterizing thirty-nine wetland sites identified on the Winnebago Upper Pool Lakes in Wisconsin, USA was developed. Available black-and-white aerial photogrpahs recorded in 1937, 1957, and 1981 and color digital orthophotos of 2000 were employed as primary data sources to develop a spatio-temporal GIS database using a combination of digital image processing, GIS, Global Positioning System (GPS), and field survey techniques. Ten representative sites were selected to investigate the physical, chemical, and biological characteristics of the wetland habitat in the study area further. Multimedia information as text, graphics, ground photogrpahs, and digital video was then developed to highlight the ecosystem function and structure of those representative wetlands. A computer-based interactive multimedia system, consisting of a graphical user interface and a GIS application module, was constructed to allow easy access to both the spatial data sets and the multimedia information. Given the increased concern over environmental preservation, expansion of urban development, and agricultural land use, it is anticipated that the database will prove valuable for a series of management tasks. The integrated approach provides an innovative way for integrating, analyzing, and presenting wetland information, thus enabling truly interactive collaborations among resource managers, policy makers, reserachers, and stakeholders.

Erratum: “Impossibly distinct: On form/content and word/image in two pieces of computer-based interactive multimedia” by Anne Frances Wysocki

Erratum: “Impossibly distinct: On form/content and word/image in two pieces of computer-based interactive multimedia” by Anne Frances Wysocki

Impossibly distinct: On form/content and word/image in two pieces of computer-based interactive multimedia

Much that is written to assist students in composing with or judging the visual aspects of texts assumes that those visual aspects work as form or theme or emotion or assistance to memory; in such writing the visual is separate from and made to support the words or content or message or information of the text. Through a comparative analysis of two pieces of computer-based interactive multimedia whose words are similar but visual structures different, this article argues that the visual aspects of these texts are idea and assertion, doing the work of content and information. We need then to expand or modify the conceptual categories we use in our teaching about the visual aspects of texts.

Interactive multimedia in training: a case study in underground railway application

Computer-based interactive multimedia technology is providing an exciting new environment for training. This article describes a development of this innovative technology by Hong Kong Mass Transit Railway Corporation. Summarising the success and lessons learnt from the experience, the article reviews the system design concepts used and discusses the advantages and limitations of this technology. Concluding remarks focus on the future where the article explores the potential use of multimedia in the real-time operation of the railway.