Interactive Multimedia Program Research Articles

Spatial problem-solving in year 7 mathematics: An examination of the effects of use of a computer-mediated software program

Strong claims have been made about the ability of Interactive Multimedia (IMM) programs to positively affect student learning outcomes. This study sought to evaluate the design of a specific IMM program,Working Mathematically: Space, and to see if use of the program would promote student learning in spatial mathematics when compared to non-computer based instruction. An evaluative framework was established to facilitate examination of program design and focussed attention on the technical and cognitive interaction between student and program. Subsequent investigation focused on the impact of the software use on Year 7 students’ problem-solving processes, their spatial mathematics performance, and student-to-student interaction in teacher supported and unsupported learning environments. Use of the IMM program was not associated with any gain in problem-solving performance when compared with the use of small blocks to solve a tower-building task. The IMM program did, however, result in increased frequency of low-level interaction between student pairs, which appeared to be associated with the technical design of the software. Several aspects of the design seemed to negatively impact on the processing events undertaken by students. Although the results of this study are limited to the detailed examination of one task using one IMM program, the outcomes of the evaluation point to areas that should be of concern to program developers and teachers.

Learning genetics with computer dragons

Over the past decades, genetics has remained a difficult topic in school science. This paper presents an interactive multimedia program, BioLogica, used to teach Grade 10 (14- and 15-year-olds) Australian students about genetics. Over six weeks, the teacher used different representations in the teaching and engaged students in computer activities of BioLogica, which features linked multiple representations. The study used an interpretive, case-based design with both qualitative and quantitative data from multiple sources. Participating students' perceptions of their learning were analysed using taxonomy of intrinsic motivations that incorporated challenge, curiosity, control and fantasy. Evidence shows that students' motivation affected their task engagement and interaction with BioLogica, and that most students progressed in their genetics reasoning.

Constructivism and Problem-Solving: Multimedia Projects in Schools

This case study investigates preparatory collaborative problem-solving employed by some upper primary school students in readiness for an interactive multimedia project undertaken by them. This study was set within the constructivist paradigm to enable students to construct their learning and build upon their knowledge through collaboration. Two groups of students, one each from Grade 5 and Grade 6 participated in the preparatory problem-solving exercises using de Bono’s 6 Hats and Jonassen’s Mindtools, and each group was required to work collaboratively. The group members were observed for the collaborative problemsolving strategies that they chose to employ. Evaluation of the study was also set within the constructivist paradigm, using Fourth Generation Evaluation (4GE) (Guba & Lincoln, 1989). This study showed that when students have experience in using appropriate problem-solving preparatory strategies for working with interactive multimedia programs, they are able to work collaboratively and more effectively in the construction of their knowledge in the project. It is recommended that problem-solving techniques be taught to all children working with multimedia programs to enable them to find useful and constructive ways of making informed decisions and group co-operation to achieve satisfactory learning outcomes.

An e-learning caregiving program for prostate cancer patients and family members.

e-health interventions have the potential to augment caregiving training for management of chronic disease. Instruction on caregiving functions often key to patients and families' well being is time consuming but not reimbursable in our current health care system. A theoretically defined interactive multimedia program is described which would assess patient and family member's level of preparedness for specific caregiving functions for prostate cancer and provide tailored skill building vignettes on caregiving techniques. Maximizing today's technology, this program is best designed for a hybrid delivery utilizing both web-based resources and a CD-ROM. Feedback from 45 prostate patients and family members from a Midwest cancer center on perceived needs for caregiving training underscores the potential value of a computer supported intervention for some patients and families. Implementation of the software, marketing, and distribution will be guided in part by recent e-health experiences that leave many health professionals appropriately skeptical about the utility of such products.

The Transformation of Instruction through Technology: Promoting Inclusive Learning Communities in Teacher Education Courses

This study investigates how a group of experienced teacher educators and doctoral students used the hypermedia program Reading Classroom Explorer (RCE) in their literacy methodology courses and how the program impacted instructors and their teaching. The study focuses on how RCE was used, how well it fit with instructors' course goals and assignments, and the conditions that influenced its continued use. Findings reveal that all instructors found ways to integrate RCE into their courses in order to solve various teaching dilemmas. However, doctoral students faced unique challenges in comparison to experienced instructors as they attempted to meaningfully integrate RCE into their courses. RCE challenged all instructors to think about teaching, learning, and learners in new and different ways and inspired them to use more learner-centered teaching approaches. This, in turn, provided their students with opportunities to participate in and learn about teaching strategies that support a more inclusive learning community.

The Development and Validation of an Interactive Hypermedia Program for Teaching a Self-Advocacy Strategy to Students with Disabilities

Educators agree that students with disabilities need to acquire self-advocacy skills. Despite the existence of validated methods to teach these skills, evidence suggests that they are seldom explicitly taught. Time and opportunities to teach these skills in both the general and special education setting are minimal. One possible solution is to use instructional technology. The purpose of this project was to develop and validate an Interactive Hypermedia Program (IHP) to teach a self-advocacy strategy to secondary-level students with disabilities. The strategy for which the IHP was developed and tested is the Self-Advocacy Strategy (Van Reusen, Bos, Schumaker, & Deshler, 1994). The instruction for the strategy was originally validated by Van Reusen, Deshler, and Schumaker (1989). With input from student, teacher, design, and technical consultants, the IHP was created. Students who had learning disabilities, behavior disorders, and other health impairments learned the strategy via the IHP or through live instruction. A multiple-baseline design was used to show the effects of the instruction. In addition, a no-treatment comparison group was included for comparative purposes. At the conclusion of instruction, each student ran his or her own IEP conference. Results showed that the IHP was as effective in teaching students with learning disabilities to use the strategy as live instruction. Further research is warranted to determine if this medium is effective in teaching students other types of strategies.

Learning, Media, and the Case of Dax Cowart: A Comparison of Text, Film, and Interactive Multimedia

This study reports the results of a 3-year investigation into the comparative advantages of using interactive multimedia in the presentation of a case study in Ethics. The study involved undergraduate students in philosophy courses at Carnegie Mellon and the use of the case of Dax Cowart, a burn patient who wished to be allowed to die. In representing the case, we strove for functional equivalence in the content of the media chosen: a literary narrative plus expert commentary (text), a 1-hr documentary (film), and the Guided Inquiry/Archive sections of an interactive multimedia program (A Right to Die? The Dax Cowart Case). We also strove for functional equivalence in the use of the material: an evening assignment and a follow-up essay exam. The results of our research demonstrate a statistical difference in learning outcomes based on the medium used. Students in the interactive CD group outperformed students in the text and film groups with regard to (a) understanding the complex perspectives and positions of the principals in the case and (b) analyzing the case with respect to its morally relevant details.

Assessment of a computer‐supported alcohol education intervention program

Summarizes the results of an evaluation of an interactive multimedia program designed to inform young adults on the physical and behavioral consequences of excessive use of alcohol. The sample of 710 participating undergraduate students were referred to the university because of some violation of code of conduct regarding alcohol use. Of these, 610 students were assigned to use of an alcohol harm reduction computer program versus writing an essay on responsible drinking. Analysis of alcohol expectations found that the software users, as compared to the comparison group, reported significantly more changes in expectations about alcohol post‐intervention and intentions to change behavior towards greater safety and responsibility. Such an approach is potentially (in terms of resources) available on a campus for this type of educational programming and has the advantage of targeting students during a teachable moment introduced through a university sanction. Suggests that computer supported programs might evolve to be an effective method for health education.

The impact of a new educational strategy on acquiring neonatology skills.

A shortage of staff for teaching neonatology skills to large numbers of students, in small groups and following a new curriculum, necessitated an innovative educational strategy. This entailed the development and implementation of an interactive multimedia program (CD-ROM) to deliver information about skills and to demonstrate them. Students had to study a specific skill using the CD-ROM and then practise in the Skills Laboratory, supported by lecturers who provided formative evaluation. The aims of this study were to assess the students' perspectives on the new strategy, and to compare the skills of students following the new curriculum to those of students following the traditional curriculum, who do not follow structured programmes on practical skills but experience a practical neonatology rotation. The evaluation of the CD-ROM program was very favourable. The majority of students still preferred live demonstrations but found the CD-ROM useful for revision purposes. With the exception of one skill, endotracheal intubation, the new curriculum students were found to be as competent as the students following the traditional curriculum and performed mask ventilation and cardiac massage significantly better than them.

Goal specificity and learning with a hypermedia program.

Problem solving research has found that a nonspecific goal (NSG) leads to better learning than a specific goal (SG). This effect can be understood in terms of dual-space search theories of problem solving. To apply the theory, we studied goal specificity effects with a hypermedia program in which participants had to learn about the outbreak of World War 1, either with the goal to find twenty dates (i.e., SG) or with the goal to explain the reasons for the war (i.e., NSG). As expected, compared to the SG-group, the NSG-group correctly answered more factual questions about the text during the task, spent more time on average per page, and more often looked for extra information. In a final questionnaire with factual and inferential questions, the NSG-group still performed better than the SG-group. The NSG-group may also show better transfer of what they had learnt to a new situation.

Using web-based animations to teach histology.

We have been experimenting with the use of animations to teach histology as part of an interactive multimedia program we are developing to replace the traditional lecture/laboratory-based histology course in our medical and dental curricula. This program, called HistoQuest, uses animations to illustrate basic histologic principles, explain dynamic processes, integrate histologic structure with physiological function, and assist students in forming mental models with which to organize and integrate new information into their learning. With this article, we first briefly discuss the theory of mental modeling, principles of visual presentation, and how mental modeling and visual presentation can be integrated to create effective animations. We then discuss the major Web-based animation technologies that are currently available and their suitability for different visual styles and navigational structures. Finally, we describe the process we use to produce animations for our program. The approach described in this study can be used by other developers to create animations for delivery over the Internet for the teaching of histology.

Continuing Education Program to Teach Early Pregnancy Diagnosis by Ultrasound in Dairy Cattle

Reducing days open is an important goal in dairy reproductive management. Cows that are not pregnant have to be re-inseminated as soon as possible. Pregnancy diagnosis in cattle has been based on rectal palpation from day 35 and 32 post-insemination (pi) in cows and heifers, respectively. Due to progress in technology, early pregnancy diagnosis by ultrasound became available from day 29 pi and 25 pi in cows and heifers, respectively. However, intensive training is required to achieve high accuracy in those stages. The objective of this project was to develop an interactive multimedia program to teach early pregnancy diagnosis by ultrasound in dairy cows and heifers. With the program, practitioners and veterinary students can shorten the training time and acquire experience in this diagnostic method.

Interactive multimedia program contributes toimproved attitude toward healthful eating

Interactive multimedia program contributes toimproved attitude toward healthful eating

The effects of learning style and hypermedia prior experience on behavioral disorders knowledge and time on task: a case-based hypermedia environment

This study involved 17 graduate students enrolled in a Behavioral Disorders course. As a part of the course, they engaged in an extensive case-based hypermedia program designed to enhance their ability to solve student emotional and behavioral problems. Results include: (1) students increased their knowledge about behavioral disorders; (2) those students with more hypermedia experience spent more time using the hypermedia program; (3) those students who acquired greater knowledge also wrote better student reports; and (4) students, regardless of learning style (as measured by Kolb's Learning Style Inventory), benefited equally from using the hypermedia program.

Using Interactive Multimedia Nutrition Education to Reach Low-Income Persons: An Effectiveness Evaluation

Two units of La Cocina Saludable, a nutrition education program taught by abuelas (Hispanic grandmothers), were adapted to a bilingual interactive multimedia (IMM) program and evaluated: “Make It Healthy” (MIH) and “Make A Change” (MAC).The program was designed to be delivered via touch-screen computers to participants of food and other assistance programs. A 2 × 2 × 3 factorial design with assessments at entry, posteducation, and follow-up was completed. Repeated-measures analysis of variance was used to analyze the knowledge gains and reported behavior changes among participants who completed the program with a computer and those who completed it with an abuela. Forty-six percent of the 95 participants spoke some Spanish and more than 80% participated in one or more assistance programs. Significant knowledge gains (p ≤ .05) were observed with both methods of delivery for both modules. The MIH module, however, had significantly more gains (p ≤ .05) for that outcome among those who had the abuela than those who used the computer. No difference was observed between groups for the MAC unit. A few differences were reported for changes of choosing low-fat foods and addition of salt to foods. Overall, participants liked using the IMM program.

Assessment of a touch-screen health promotion system in independent community pharmacies

Kiosks containing an interactive multimedia touch-screen computer program providing advice on individual lifestyle habits were placed in three independent community pharmacies for two months. User characteristics were recorded by internal monitoring. Health promotion activity was assessed by changes in leaflet uptake and queries to the pharmacy staff. In one of the pharmacies only, individuals with a higher body-mass index and those under 20 years of age were less likely to complete the program. There was a significant increase in the number of leaflets taken and queries made to the pharmacy staff. Multimedia kiosks are useful tools for health promotion in independent com munity pharmacies and could lead to an increase in health promotion in the pharmacy.

Learning about the dynamic swallowing process using an interactive multimedia program.

The management of dysphagia is the largest recognized subspecialty in the field of speech-language pathology. Practicing speech-language pathologists require a comprehensive theoretical and functional knowledge base to underpin the safe and effective management of people with dysphagia. Students need to develop an understanding of the normal integrated swallow and how it can be affected to appreciate the assessment or treatment of dysphagia. Although students are well motivated to learn this material, assimilating knowledge of the dynamic nature of the swallow has typically been problematic because of its complex character. The limitations of currently available teaching resources have been addressed by the production of an interactive multimedia program that includes integrated presentation of text, graphics, voice-overs, and video and animation sequences to highlight various aspects of the swallowing process. Students can selectively manipulate parts of this process to understand the normal swallow and to simulate different aspects of dysfunction and the consequent effects on swallow safety and efficiency. Feedback from students, faculty, and experts has demonstrated that The Dynamic Swallow would be a valued tool in the teaching of dysphagia.

A priori theories for multimedia design, production and integration

This paper intends to explore the more fundamental theoretical notions underlying the design and configuration of educational multimedia systems. Though it starts its initial inventory with the more traditional theories, it also looks at the more alternative approaches based upon constructivism, adult learning and theories related to creativity and problem solving. Seen from the prospects in multimedia and hypermedia, vocational and adult training have the potential to place the learner in an active and more responsible position. At the same time, however, we see that the product rather than the process-oriented assessment paradigms will survive for several decades. This brings us to the conclusion that it is essentially the local actor (the teacher) and the managers of the local setting who should decide upon the balance between reproduction, understanding and constructionist effects for the student. The versatility of hypermedia programs seem to provide an excellent opportunity for teachers and training officers to decide in a more explicit way upon the instructional impact.

The Story of Proyecto Papán‐Folktales and Their Potential for Foreign Language Education

ABSTRACT After a theoretical discussion of the potential for stories in the foreign language curriculum, the author presents the results of a qualitative research study in which twenty‐two stories from the oral traditions of Argentina, Colombia, and Mexico were presented to students in five different media formats: picturebooks; audiotape; videotape; a Web page; and a Hypermedia program. The study found that most students understood unfamiliar vocabulary and past tense verbs in the context of the stories and were able to use this vocabulary in their story retellings and original story productions. Students were able to create their own folktales by recycling oral features from the stories into their own work. Overall, students across proficiency levels produced stories in Spanish that contained the main elements of story structure, advanced vocabulary and stylistic features that mimicked the folktales from the unit.

ATOD-TV: A Case Study on Developing Interactive Multimedia

ABSTRACT ATOD-TV (Alcohol, Tobacco, and Other Drugs-TV), an interactive multimedia program funded by the National Institute on Drug Abuse, was designed to teach the general public about the importance of substance abuse research and treatment. This article examines the process used to develop the program and argues that its success is due more to careful planning and formative evaluation than the use of sophisticated tools and techniques.