Interactive Multimedia Module Research Articles

PENGARUH MEDIA PEMBELAJARAN DAN KECERDASAN GANDA TERHADAP HASIL BELAJAR TEKNOLOGI INFORMASI DAN KOMPUTER (TIK) MAHASISWA PGSD UNIVERSITAS NEGERI MEDAN

Abstract: The Effect Of Instructional Media And Multiple Intelligences On Student’s Learning Achievement On Information And Comunication Technology (ICT) Of Primary Teacher Education, State University Of Medan. The objectives of this quasi – experimental research were to discover: 1) whether the students learning achievement of Primary Teacher Education (PTE) in ICT taught by using CD interactive multimedia interactive instructional media was higher than learning achievement of PTE taught by using module instructional media, 2) whether the students learning achievement of PTE in ICT with spasial visual multiple intelligences was higher than student’s with verbal linguistic multiple intelligences, and 3) the interaction between instructional media and multiple intelligences in affecting the student’s learning achievement in ICT. The population of the study was 180 students of PTE who took the ICT from 6 classes namely 2 regular classes, 3 extension classes from the city government Academic year 2010/2011.Based on cluster random sampling technique 4 clasess taken from 2 reguler classes and 2 extention classes. The A regular class and A extension class using CD interactive multimedia instructional media and module was used in B regular class and B extention class. The research findings showed that : (1) the students’ learning achievement in ICT taught by using CD interactive multimedia instructional media was higher than the students’ taught by using module instructional media with Fcount = 11.65 > Ftables = 4.00 at the level of significance α = 0.05; (2) the students’ learning achievement in ICT with multiple intelligences spatial visual was higher than students’learning achievement with multiple intelligences verbal linguistic with Fcount = 11.65 > Ftables = 4.00 at the level of significance α = 0.05, and (3) there was an interaction between instructional media and multiple intelligences on students’ learning achievement in ICT where Fcount = 8,85 > Ftable = 4.00 at the level of significance α = 0.05. The conclusion of research is that application of the instructional media in the instructional process can improve the student’s learning achievement especially for PTE. Therefore, the implication is lecturers should be trained in order they can apply a more variative instructional process. So, it is the suggested that the lecturers should able use a variety of media for the success of the instructional process. Keywords : instructional media, multiple intelligences, interactive multimedia, module, spatial visual, verbal linguistic.

Interactive Multimedia Module with Pedagogical Agents: Formative Evaluation

Electrochemistry is found to be a difficult topic to learn due to its abstract concepts that involve three representation levels. Research showed that animation and simulation using Information and Communication Technology can help students to visualize and thus enhance students’ understanding in learning abstract chemistry topics. As a result, an interactive multimedia module with a pedagogical agent (IMMPA) named EC Lab was developed to assist students in the learning of Electrochemistry. There were 35 students and seven experts involved in this formative evaluation to test the usability and effectiveness of the module developed. Instruments involved were module evaluation questionnaire, module reliability questionnaire, module validity questionnaire, pretest, post-test and motivation questionnaire. Results showed that the students and experts rated the module developed as high (M = 3.94) and very high quality (M = 4.45). Besides, the respondents also see the module as reliable (M = 3.87) and valid (M = 4.51). Students have higher scores on their post-test and have gained higher motivation level after learning with the IMMPA EC Lab. However, some corrections and modifications have been made based on feedback and suggestions from the respondents to improve the quality of IMMPA EC Lab.

Students' Characteristics: Implications to the Design of Interactive Multimedia Module with Pedagogical Agent (IMMPA) in the Learning of Electrochemistry

Students' Characteristics: Implications to the Design of Interactive Multimedia Module with Pedagogical Agent (IMMPA) in the Learning of Electrochemistry

Interactive Multimedia Module in the Learning of Electrochemistry: Effects on Students' Understanding and Motivation

Interactive multimedia module with pedagogical agent (IMMPA) named EC Lab was developed in order to assist students in the learning of Electrochemistry. A non-equivalent pre-test post-test control group design investigation was carried out in order to gauge the effects of EC Lab on students' understanding and motivation in the learning of Electrochemistry. Some 127 Form Four students from two secondary schools were involved in the study. Instruments involved were achievement tests, motivation questionnaires and EC Lab. Results showed significant difference between control group and treatment group in the understanding of concepts in the learning of Electrochemistry.

Comparison of traditional methods with 3D computer models in the instruction of hepatobiliary anatomy

This study was designed to determine whether an interactive three-dimensional presentation depicting liver and biliary anatomy is more effective for teaching medical students than a traditional textbook format presentation of the same material. Forty-six medical students volunteered for participation in this study. Baseline demographic information, spatial ability, and knowledge of relevant anatomy were measured. Participants were randomized into two groups and presented with a computer-based interactive learning module comprised of animations and still images to highlight various anatomical structures (3D group), or a computer-based text document containing the same images and text without animation or interactive features (2D group). Following each teaching module, students completed a satisfaction survey and nine-item anatomic knowledge post-test. The 3D group scored higher on the post-test than the 2D group, with a mean score of 74% and 64%, respectively; however, when baseline differences in pretest scores were accounted for, this difference was not statistically significant (P = 0.33). Spatial ability did not statistically significantly correlate with post-test scores for the 3D group or the 2D group. In the post-test satisfaction survey the 3D group expressed a statistically significantly higher overall satisfaction rating compared to students in the 2D control group (4.5 versus 3.7 out of 5, P = 0.02). While the interactive 3D multimedia module received higher satisfaction ratings from students, it neither enhanced nor inhibited learning of complex hepatobiliary anatomy compared to an informationally equivalent traditional textbook style approach. .

An Analog Electronics Mobile Course with a Competitive Learning Approach

In the last years several mobile learning courses have been experimented. The increasing popularity and additional features of mobile devices is one of the key reasons for mobile learning courses development. The superior portability and accessibility of those equipments makes them suitable for remote and interactive learning courses. In this context, this paper focuses on the implementation of a mobile learning framework for an analog electronics course. This course was designed as a complement to the classic analog electronics courses. This course consists of several interactive multimedia modules, at the end of which students have to answer several oriented questions. These give feedback about the learning process to the teacher, which receives SMS messages with the results. A specific module is responsible for storing and managing the answers in a server, where all the results from students are processed in a competitive learning based methodology application.

Controlled Crossover Trial of Surgical Interactive Multimedia Module (SIMM) on Knowledge, Clinical Reasoning and Satisfaction

Controlled Crossover Trial of Surgical Interactive Multimedia Module (SIMM) on Knowledge, Clinical Reasoning and Satisfaction

Using Interactive Multimedia to Build Child Welfare Competencies in Social Workers

Interactive multimedia has been used in a limited fashion in preservice social work education. Building Family Foundations (BFF) consists of 10 competency-based interactive multimedia modules for preparing social workers for child welfare issues they may encounter in their professional practice. This article will review the process used to develop and produce the program and describe research that evaluated the program in terms of social work students’ content knowledge, self-efficacy, and attitudes toward technology. All measures showed significant pre- to posttreatment changes in knowledge of the material in the module, confidence in applying the new skills in social work practica and on the job, and greater comfort and ease using computers and interactive multimedia in an educational setting.

Cost-effective science education in the 21st century–the role of educational technology

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Bridging Between Craft and Academic Knowledge: A Computer Supported, Problem-based Learning Model for Professional Preparation in Special Education

This article describes and discusses Project CASELINK, an OSEP-funded three-year project that uses a problem-based learning (PBL) perspective to frame design and development of eight interactive multimedia modules on the Internet to augment new and existing introductory courses in special education anywhere in the nation. The project responds to critical questions about the distinction between craft knowledge that develops from practical experience and academic knowledge acquired through formal study. CASELINK attempts to bridge the gap between these ways of knowing so that all relevant professional knowledge can be identified and applied to improving outcomes for students with disabilities. We describe how and why interactive, multimedia, and distance learning technologies are used by CASELINK in support of the larger purposes of problem-based learning.

Interactive Multimedia Modules in Mathematics, Engineering, and Science

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