Interactive Multimedia Module Research Articles

Proof of Concept for a Novel Social-Emotional Learning Programming: The B.E. M.Y. F.R.I.E.N.D. Framework

Despite the known benefits of social-emotional learning (SEL) for children, evidence-based, culturally sensitive, and multisensory SEL programs are limited. To address existing challenges in SEL for underprivileged youth, we developed the multicomponent B.E. M.Y. F.R.I.E.N.D. (BMF) framework that capitalizes on (1) cultural tailoring to foster acceptability, (2) tools and strategies to build healthy habits, (3) parental engagement using the Child-Mediated Health Communication Model, (4) social engagement of teachers via peer interaction during learning experiences, and (5) multisensory learning. Each letter (component) of the BMF stands for a unique SEL skill. To test the BMF framework, we developed a proof of concept (POC) focused on one component of the BMF—mindfulness and gratitude SEL (M-letter). The POC includes a description of immersive and interactive multimedia modules with tailor-made music, digital games, cartoons, and booster activities. The outcomes from the POC will inform the development of fully powered randomized studies of each component of BMF and, ultimately, the implementation and dissemination of the entire BMF program. The Multisensory Multilevel Health Education Model (MMHEM) guided the design of the program. In the POC, we used a learning management system (LMS) platform to facilitate program scalability. The modules encompassed culturally and age-relevant real-world examples and were digitized and integrated with traditional learning approaches. This article presents qualitative and quantitative data evaluating feasibility, preliminary acceptability, and preliminary outcomes from the mindfulness and gratitude modules (letter “M” of the BMF). The studies were conducted with 4th and 5th-grade students (Studies 2–4) attending a New York City public school-affiliated after-school program in the Bronx and Queens and their teachers (Study 1). Study #1 presents the focus group data on teachers and principals; Study #2 shows the focus group data on minoritized students; Study #3 presents data from the pilot testing of study-specific outcome measures; and Study #4 presents data on the preliminary efficacy of the BMF mindfulness and gratitude modules using a within-subjects repeated measures pre-posttest study design. Results suggest that the “M” component (mindfulness and gratitude) of the BMF framework is feasible and highly engaging among minoritized children, with high acceptability among teachers and students. We also found a positive impact of the intervention on measures of gratitude and life satisfaction (preliminary efficacy).

A Novel Approach to Addiction Medicine Education for Undergraduate Medical Students

A virtual addiction medicine elective was developed using interactive multimedia modules, active learning strategies, and patient-based cases. Student had opportunities for professional networking and interacting with physicians and patients. The elective was successful in boosting Year-1 medical students’ confidence to screen, manage, and treat patients with substance abuse disorder.

PENGEMBANGAN MODUL MULTIMEDIA INTERAKTIF BERBASIS SKENARIO PADA MATA KULIAH KOMUNIKASI ANTARBUDAYA & RESOLUSI KONFLIK

This development research aims to produce an interactive digital multimedia module in the Intercultural Communication and Conflict Resolution Course at Universitas Multimedia Nusantara. This development research uses the ADDIE model which consists of five stages, namely analysis, design, develop, implementation, and evaluation. The resulting product is an interactive digital module that uses scenario-based and is compiled on the elearning.umn.ac.id moodle platform. Data collection in this study used interviews, questionnaires, and tests which were then analyzed qualitatively and quantitatively. The trial process in this study involved experts and users. The experts involved are material experts, learning design experts, and instructional media experts. The user trial was carried out by involving students from the Communication Studies Program. Experts and users are given the opportunity to use interactive multimedia products and provide responses to the given questionnaire. The results of the final analysis show the level of product validity and feasibility is 84%. Furthermore, an evaluation test was carried out using the n-gain score to measure the effectiveness of the product by using a test of 20 questions pretest and posttes. The result is an n-gain score of 71%. Based on these data, it can be said that the product is feasible to use and effective enough to be a medium of learning in intercultural communication and conflict resolution courses.

THE IMPACT OF ANIMATED AND STATIC PEDAGOGICAL AGENTS ON STUDENTS’ LEARNING ACHIEVEMENT IN AN INTRODUCTORY PSYCHOLOGY COURSE

The use of a Pedagogical Agent (PA) to promote multimedia learning comes in various multimedia designs. Many PA designs from prior studies are found to exist without the combination of animation, human recorded voice, interactivity, and narration. In the current study, two interactive multimedia modules (IMMs) were developed, comprising two diferent types of PAs, namely animated PA (APA) with emotive responses and static PA (SPA) designs. Both IMMs conveyed the fundamental of psychology lessons to students. At the end of the intervention, a set of achievement tests was used to measure students’ learning achievement in Introductory Psychology knowledge acquisition. This study is to compare students’ learning achievement between APA and SPA groups in Introductory Psychology through a two-group posttest only experimental design. Thirty-two participants were recruited and equally allocated to APA and SPA groups to interact with the two diferent types of PA designs in the learning modules. The research fndings corroborate the hypothesis that learning through the use of APA with animated characters and spoken text/recorded voice features is more efective than SPA with static characters and written text features in acquiring Introductory Psychology knowledge.
 
 
 Keywords: animation, human recorded voice, learning achievement, multimedia learning, pedagogical agents, psychology
 
 
 
 
 
 

Pengembangan Multimedia Interaktif E-Modul Menggunakan Kvisoft Flipbook Maker dan Kinemaster dengan Model Anchor Instruction pada Materi Genetika

The development of interactive electronic multimedia modules is the development of electronic book teaching materials in which there are text, image, audio, video, and graphics. Anchor instruction is a learning model that trains students to be able to solve problems presented through videos with certain steps. The kvisoft flipbook maker and kinemaster applications are supporting applications for creating electronic multimedia modules based on the anchor instruction model. The purpose of this research is to develop and know the exact multimedia by using the ADDIE development model (analysis, design, development, implementation, evaluation). Where the development has reached the development stage. The multimedia development stage has been validated for linguists, material experts, media experts, supporting lecturers, and a readability test was held for students. The results are then analyzed to determine the suitability of multimedia in the hope of providing interactive multimedia that is interesting for students.

Design and Manufacture of Interactive Multimedia Modules Based on Macromedia Director MX in Simulation and Digital Communication Subjects

This research and development aims to produce products in the form of Learning Media Interactive Multimedia Module Based on Macromedia Director MX for Class X in SMK-SMAK Padang. This research uses the Research and Development (R&D) research method which refers to the 4D Model with the stages passed in this research are the definition stage, the design stage, the development stage, and the deployment stage. Data retrieval is done to the user of the Interactive Multimedia Module. The research sample consisted of 33 people consisting of 32 students and 1 teacher of the subject of Simulation and Digital Communication (SIMKOMDIG) SMK-SMAK Padang. Validity test results by experts Overall assessment of the validator test on Learning Media Interactive Multimedia Module Based on Macromedia Director MX is 90.35%, so that the level of validity can be interpreted very validly used. Overall practicality assessment of learning media Interactive Multimedia Module Based on Macromedia Director MX is 87.72%, so that the level of practicality can be interpreted very practically used. For effectiveness test Overall assessment of the effectiveness of learning media Interactive Multimedia Module Based on Macromedia Director MX at 85.51%, so that the level of effectiveness can be interpreted effectively used. MX has been tested for eligibility, is practically used and is effectively used in the learning process in Simulation and Digital Communication (SIMKOMDIG) subjects at SMK-SMAK Padang

Perancangan Dan Pembuatan Modul Multimedia Interaktif Berbasis Macromedia Director MX Pada Mata Pelajaran Simulasi dan Komunikasi Digital

This research and development aims to produce products in the form of Learning Media Interactive Multimedia Module Based on Macromedia Director MX for Class X in SMK-SMAK Padang. This research uses the Research and Development (R&D) research method which refers to the 4D Model with the stages passed in this research are the definition stage, the design stage, the development stage, and the deployment stage. Data retrieval is done to the user of the Interactive Multimedia Module. The research sample consisted of 33 people consisting of 32 students and 1 teacher of the subject of Simulation and Digital Communication (SIMKOMDIG) SMK-SMAK Padang. Validity test results by experts Overall assessment of the validator test on Learning Media Interactive Multimedia Module Based on Macromedia Director MX is 90.35%, so that the level of validity can be interpreted very validly used. Overall practicality assessment of learning media Interactive Multimedia Module Based on Macromedia Director MX is 87.72%, so that the level of practicality can be interpreted very practically used. For effectiveness test Overall assessment of the effectiveness of learning media Interactive Multimedia Module Based on Macromedia Director MX at 85.51%, so that the level of effectiveness can be interpreted effectively used. MX has been tested for eligibility, is practically used and is effectively used in the learning process in Simulation and Digital Communication (SIMKOMDIG) subjects at SMK-SMAK Padang.

The Usage of Interactive Multimedia- Based Modules to Improve Students’ Vocabulary

Vocabulary is a very important element in learning the Kadazandusun language. If students does not have sufficient vocabulary, students will face difficulty in understanding the language either in written form or in communication during Kadazandusun language teaching and learning sessions, and difficulty in mastering other language skills too. In that regard, this study was conducted to identify the usage of interactive multimedia-based modules in teaching and learning to enhance student vocabulary, especially in the Kadazandusun language subject. This study is a quasi-experimental study. Quantitative approaches are used in conjunction with pre- and post-test instruments. A total of 40 Year Four students at a school in Tambunan District were the sample of this study, divided into controlled groups (20 people) and treatment groups (20 people). The results showed that there were significant differences in the improvement of vocabulary among the pupils under controlled group and treatment group before and after the teacher uses the interactive multimedia module with a mean pre-test mean score of 3.45 and a mean post-test mean 7.25 whereas for pre-test mean values of the treatment group. is 3.05 and the mean test value is 8.15. Implications of the study show that using interactive multimedia-based modules can be a platform for students to learn vocabulary and can help teachers in adding teaching aids for Kadazandusun language subjects. In conclusion, learning methods using interactive multimedia-based modules are effective in order to improve students’ vocabulary.

PENGUJIAN VALIDITAS MODUL INTERAKTIF SIMULASI DAN KOMUNUKASI DIGITAL BERBASIS MACROMEDIA DIRECTOR MX

This study aims to determine the level of product validity testing in the form of Interactive Multimedia Learning Media Based on Macromedia Director MX for Class X in SMK-SMAK Padang. This research uses research and development research and development (R&D) methods. Validation is carried out by validators, media experts, material experts and multimedia experts. Evaluation from validator for Learning Media Interactive Multimedia Module Based on Macromedia Director MX in terms of aspects (1) Content worthiness is obtained by an average of 90.4%; (2) the linguistic component is obtained an average of 91.00%; (3) Presentation Components obtained an average of 89.5%; (4) The components of the graphics are 90.3% on average. . Overall validator test assessment of Interactive Multimedia Module Learning Media Based on Macromedia Director MX obtained an overall average of 90.35%, so that the level of validity can be interpreted very validly used so that Learning Media Interactive Multimedia Module Based on Macromedia Director MX for Class X in Padang Vocational High School is interpreted to be very valid in use. Based on the assessment along with expert input and the results of the field testing of learning media Interactive Multimedia Module Based on Macromedia Director MX, it can be concluded that the feasibility has been tested.

Initial studies for development of interactive multimedia modules assisted games to increase the critical thinking skill of Senior High School students

This research and development aim to produce a game-assisted interactive multimedia module for 10th grade senior high school students. This interactive multimedia module aims to facilitate the teacher in delivering the material and raises the critical thinking of the students. The method used to find out the results of research with the development of Reeves models. The development of interactive multimedia module that covers learning material; measurement, vector and straight motion. In this paper, we will discuss the analysis of the need to develop game-assisted interactive multimedia modules.

Preliminary study of the use of games interactive multimedia module to increase critical thinking of students in senior high school

The poor of students critical thinking skill in senior high school is happened because the materials used do not challenge them to think high. Therefore, it is important to do some efforts to produce challenging materials for students using critical thinking proces. One of them is by develoving interactive multimedia module in a form of games to increase students critical thinking skill. The study is research and development using Plomp model. This model consisted of 3 phases: preliminary research, prototyping phase, and assessment phase. In preliminary research, problem analysis use questionnaire followed by literature study. Based on analysis finding in preliminary research, the student interest in learning physics is high enough, it is around 65.3%, the student interest in using multimedia and games is high, they are around 86.2% and 85.6%, however of the use of technology and games level in learning process is low enough, they are around 37.6% and 36.5%. In learning activity, teachers tend to use more lecture methode or teachers center than student center. In the use of materials, especially module, teachers tend to use printed module existed in market. It cause the poor of students critical thinking skill.

Preliminary analysis of Problem Based Learning model implementation in the development of module assisted multimedia interactive game for improving critical thinking skill learners

This preliminary research study aims to perform needs analysis in conducting research on the implementation of problem-based learning (PBL) model in the development of interactive multimedia module with game aid to improve critical thinking skill of students. Preliminary analyzes performed are preliminary analysis and analysis of learners. Initial analysis akhi include performance analysis, job analysis, SKL analysis and analysis of learning difficulties. While the analysis of learners consists of attitude analysis, knowledge analysis and skill analysis. The method used is descriptive method. The subjects of this research were physics teacher and students of class X State Senior High School 14 Padang. The type of data in this study is the primary data obtained through questionnaires that are qualitative. Data analysis technique performed in the form of scoring using Likert scale. The final preliminary analysis results, for the analysis of the results obtained 82% included in either category, job analysis 83% including good category, analysis SKL 70% included in both categories, and on analysis of learning difficulties 65% and included in good category. The result of the analysis of the students obtained attitude analysis 85%, included in good category, knowledge analysis 58% with enough category and skill analysis 55% are in enough category.

Pembuatan Modul Pembelajaran Multimedia Interaktif Berbasis Adobe Dircetor pada Mata Pelajaran Sistem Operasi Sekolah Menengah Kejuruan

This study aims to design and create interactive multimedia learning modules that meet Valid, Practical and Effective requirements for operating system subjects in Vocational High School. The type of this research is Research and Development research conducted in Vocational High School class 10. The population of this study is the students of class 10 SMK Negeri Batipuh West Sumatra. The sample of this research is students of class 10 Multimedia SMK N Batipuh West Sumatra. The results of the assessment of the three validators overall validator assessment of the Interactive multimedia learning module amounted to 83.93 percent so that the validity level can be interpreted Valid is used. Overall assessment of the practicality level of use Interactive multimedia learning module as a learning resource of 89.19 percent, so the level of practicality can be interpreted Very Practical use and the effectiveness assessment of Interactive multimedia learning module as a learning resource of 86.90 percent so that the level of effectiveness can be interpreted Very Effective use.
 Keywords: Adobe Director, Interactive Multimedia Module, Operating System

Mobile Technology in E-Learning for Undergraduate Medical Education on Emergent Otorhinolaryngology-Head and Neck Surgery Disorders: Pilot Randomized Controlled Trial.

BackgroundThe use of mobile technology in e-learning (M-TEL) can add new levels of experience and significantly increase the attractiveness of e-learning in medical education. Whether an innovative interactive e-learning multimedia (IM) module or a conventional PowerPoint show (PPS) module using M-TEL to teach emergent otorhinolaryngology–head and neck surgery (ORL-HNS) disorders is feasible and efficient in undergraduate medical students is unknown.ObjectiveThe aim of this study was to compare the impact of a novel IM module with a conventional PPS module using M-TEL for emergent ORL-HNS disorders with regard to learning outcomes, satisfaction, and learning experience.MethodsThis pilot study was conducted at an academic teaching hospital and included 24 undergraduate medical students who were novices in ORL-HNS. The cognitive style was determined using the Group Embedded Figures Test. The participants were randomly allocated (1:1) to one of the two groups matched by age, sex, and cognitive style: the IM group and the PPS group. During the 100-min learning period, the participants were unblinded to use the IM or PPS courseware on a 7-inch tablet. Pretests and posttests using multiple-choice questions to evaluate knowledge and multimedia situational tests to evaluate competence were administered. Participants evaluated their satisfaction and learning experience by the AttrakDiff2 questionnaire, and provided feedback about the modules.ResultsOverall, the participants had significant gains in knowledge (median of percentage change 71, 95% CI 1-100, P<.001) and competence (median of percentage change 25, 95% CI 0-33, P=.007) after 100 min of learning. Although there was no significant difference in knowledge gain between the two groups (median of difference of percentage change 24, 95% CI −75 to 36; P=.55), competence gain was significantly lower in the IM group compared with the PPS group (median of difference of percentage change −41, 95% CI −67 to −20; P=.008). However, the IM group had significantly higher scores of satisfaction (difference 2, 95% CI 2-4; P=.01), pragmatic quality (difference 1.7, 95% CI 0.1-2.7; P=.03), and hedonic stimulation (difference 1.9, 95% CI 0.3-3.1; P=.01) compared with the PPS group. Qualitative feedback indicated that the various games in the IM module attracted the participants’ attention but that the nonlinearly arranged materials affected their learning.ConclusionsUsing M-TEL for undergraduate medical education on emergent ORL-HNS disorders, an IM module seems to be useful for gaining knowledge, but competency may need to occur elsewhere. While the small sample size reduces the statistical power of our results, its design seems to be appropriate to determine the effects of M-TEL using a larger group.Trial RegistrationClinicalTrials.gov NCT02971735; https://clinicaltrials.gov/ct2/show/NCT02971735 (Archived by WebCite at http://www.webcitation.org/6waoOpCEV)

Cognitive Style and Mobile E-Learning in Emergent Otorhinolaryngology-Head and Neck Surgery Disorders for Millennial Undergraduate Medical Students: Randomized Controlled Trial.

BackgroundElectronic learning (e-learning) through mobile technology represents a novel way to teach emergent otorhinolaryngology-head and neck surgery (ORL-HNS) disorders to undergraduate medical students. Whether a cognitive style of education combined with learning modules can impact learning outcomes and satisfaction in millennial medical students is unknown.ObjectiveThe aim of this study was to assess the impact of cognitive styles and learning modules using mobile e-learning on knowledge gain, competence gain, and satisfaction for emergent ORL-HNS disorders.MethodsThis randomized controlled trial included 60 undergraduate medical students who were novices in ORL-HNS at an academic teaching hospital. The cognitive style of the participants was assessed using the group embedded figures test. The students were randomly assigned (1:1) to a novel interactive multimedia (IM) group and conventional Microsoft PowerPoint show (PPS) group matched by age, sex, and cognitive style. The content for the gamified IM module was derived from and corresponded to the textbook-based learning material of the PPS module (video lectures). The participants were unblinded and used fully automated courseware containing the IM or PPS module on a 7-inch tablet for 100 min. Knowledge and competence were assessed using multiple-choice questions and multimedia situation tests, respectively. Each participant also rated their global satisfaction.ResultsAll of the participants (median age 23 years, range 22-26 years; 36 males and 24 females) received the intended intervention after randomization. Overall, the participants had significant gains in knowledge (median 50%, interquartile range [IQR]=17%-80%, P<.001) and competence (median 13%, IQR=0%-33%, P=.006). There were no significant differences in knowledge gain (40%, IQR=13%-76% vs 60%, IQR=20%-100%, P=.42) and competence gain (0%, IQR= −21% to 38% vs 25%, IQR=0%-33%, P=.16) between the IM and PPS groups. However, the IM group had a higher satisfaction score (8, IQR=6-9 vs 6, IQR=4-7, P=.01) compared with the PPS group. Using Friedman’s two-way nonparametric analysis of variance, cognitive styles (field-independent, field-intermediate, or field-dependent classification) and learning modules (IM or PPS) had significant effects on both knowledge gain (both adjusted P<.001) and satisfaction (both adjusted P<.001).ConclusionsMobile e-learning is an effective modality to improve knowledge of emergent ORL-HNS in millennial undergraduate medical students. Our findings suggest the necessity of developing various modules for undergraduate medical students with different cognitive styles.Trial RegistrationClinicaltrials.gov NCT02971735; https://clinicaltrials.gov/ct2/show/NCT02971735 (Archived by WebCite at http://www.webcitation.org/6waoOpCEV)

Dissemination of good dairy farming practices through interactive educational multimedia module- An innovative approach in farm technology transfer

Dissemination of good dairy farming practices through interactive educational multimedia module- An innovative approach in farm technology transfer

Computer Based Training Authors' and Designers' training

This communication, through couple of studies driven since 10 years, tries to show how important is the training of authors in Computer Based Training (CBT). We submit here an approach to prepare designers mastering Interactive Multimedia modules in this domain. Which institutions are really dedicating their efforts in training authors and designers in this area of CBTs? Television devices and broadcast organisations offered since year 60s' a first support for Distance Learning. New media, New Information and Communication Technologies (NICT) allowed several public and private organisations to start Distance Learning projects. As usual some of them met their training objectives, other of them failed. Did their really failed? Currently, nobody has the right answer. Today, we do not have enough efficient tools allowing us to evaluate trainees' acquisition in a short term view. Training evaluation needs more than 10 to 20 years of elapsed time to bring reliable measures. Nevertheless, given the high investments already done in this area, we cannot wait until the final results of the pedagogical evaluation. A lot of analyses showed relevant issues which can be used as directions for CBTs authors and designers training. Warning - Our studies and the derived conclusions are mainly based on projects driven in the field. We additionally bring our several years experience in the training of movie film authors in the design of interactive multimedia products. Some of our examples are extracting from vocational training projects where we were involved in all development phases from the analysis of needs to the evaluation of the acquisition within the trainee's / employee job's. Obviously, we cannot bring and exhaustive approach in this domain where a lot of parameters are involved as frame for the CBT interactive multimedia modules authors' and designers' training.

Multimedia in the informed consent process for endoscopic sinus surgery: A randomized control trial.

To determine patient recall of specific risks associated with endoscopic sinus surgery and whether an adjunct multimedia education module is an effective patient tool in enhancing the standard informed consent process. Prospective, randomized, controlled trial. Fifty consecutive adult patients scheduled for endoscopic sinus surgery at a rhinology clinic of a tertiary care hospital were recruited for this study. Informed consent was studied by comparing the number of risks recalled when patients had a verbal discussion in conjunction with a 6-minute interactive module or the verbal discussion alone. Early recall was measured immediately following the informed consent process, and delayed recall was measured 3 to 4 weeks after patient preference details were also collected. Early risk recall in the multimedia group was significantly higher than the control group (P = .0036); however, there was no difference between the groups in delayed risk recall. Seventy-six percent of participants expressed interest in viewing the multimedia module if available online between the preoperative and procedural day. Sixty-eight percent of patients preferred having the multimedia module as an adjunct to the informed consent process as opposed to the multimedia consent process alone. There is an early improvement in overall risk recall in patients who complete an interactive multimedia module, with a clear patient preference for this method. Here we emphasize the well-known challenges of patient education and demonstrate the effectiveness of integrating technology into clinical practice in order to enhance the informed consent process. 1b Laryngoscope, 126:1273-1278, 2016.

Development of Interactive Multimedia Module with Pedagogical Agent (IMMPA) in the Learning of Electrochemistry: Needs Assessment

A needs assessment was carried out as preliminary step for the development of Interactive Multimedia Module with Pedagogical Agent (IMMPA) in the learning of Electrochemistry. Seven Chemistry teachers as well as 223 students from three secondary schools were involved in this needs assessment survey to investigate the felt needs and normative needs in the learning of Electrochemistry. Results showed that both teachers and students rated the Electrochemistry chapter as the second most difficult chapter from the eight chapters in the Malaysian Chemistry syllabus. Students demonstrated high confidence in answering the Electrochemistry test despite obtaining poor results in the achievement test. IMMPA named EC Lab was recommended in order to help the students visualize the abstract concepts in the learning of Electrochemistry via the application of animations and simulations.

IMPACT OF INTERACTIVE MULTIMEDIA MODULE WITH PEDAGOGICAL AGENTS ON STUDENTS’ UNDERSTANDING AND MOTIVATION IN THE LEARNING OF ELECTROCHEMISTRY

The Electrochemistry topic is found to be difficult to learn due to its abstract concepts involving macroscopic, microscopic, and symbolic representation levels. Studies have shown that animation and simulation using information and communication technology (ICT) can help students to visualize and hence enhance their understanding in learning abstract chemistry topics. As a result, an interactive multimedia module with the pedagogical agent (IMMPA) named the EC Lab (Electrochemistry Lab) was developed in order to assist students in the learning of Electrochemistry topics. A non-equivalent pretest–posttest control group design investigation was carried out in order to gauge the effect of the IMMPA EC Lab on students’ understanding and motivation in the learning of Electrochemistry. Some 127 Form Four students from two secondary schools in one of the districts in Malaysia were involved in the study. Each school had one treatment group and one control group taught by the same Chemistry teacher. Instruments involved were a pre- and posttest, a pre- and post-motivation questionnaire, and the IMMPA EC Lab. Results showed a significant difference between the control groups and treatment groups in the understanding of concepts in the learning of Electrochemistry.