Interactive Multimedia Tools Research Articles

Жиһаз индустриясы үшін мамандар даярлаудағы инновациялық цифрлық шешімдер

In the context of the rapid development of technologies and changing market requirements, this approach is becoming increasingly relevant, as it contributes to the formation of creative and innovative specialists. The purpose of the study is to analyze the use of digital design and design thinking in the educational process, as well as to assess their impact on the formation of professional competencies of students. The paper examines modern practices and methodologies, including the use of 3D modeling software, virtual reality and other digital tools that allow students to interact with real-time projects. The study used interactive multimedia tools, digital methods of graphic design, and virtual experiences adapted in the learning process. The results of the analysis show that the integration of digital technologies into training not only increases the level of student participation, but also contributes to the development of critical thinking, teamwork skills and the ability to solve practical problems in furniture design and production. These conclusions indicate the need to adapt educational programs to modern requirements and challenges, and also open up new opportunities for the use of innovative teaching methods in the furniture industry, which, in turn, can contribute to increasing the competitiveness of specialists in the labor market.

Examining Students' Attitudes Towards iPads as Interactive Multimedia Tools and their Impact on Learning Quality in Indonesian Private Secondary School

This study explores students' attitudes toward using iPads as interactive multimedia tools in learning Islamic education (PAI) and examines the impact of this approach on learning quality. With the growing integration of technology in education, understanding the effects of interactive multimedia like iPads on students' learning experiences is critical. A mixed-methods approach was employed, involving both quantitative and qualitative analysis. A sample of 123 students from grades 7 to 9 was selected through stratified random sampling from a school that uses iPads in its learning system. Additionally, ten students were purposively chosen for interviews based on varying levels of iPad engagement. Quantitative data were analyzed using descriptive statistics and regression analysis, while qualitative data were analyzed thematically. The findings indicated that students generally had a positive attitude toward using iPads in PAI learning. In both quantitative and qualitative assessments, students described the iPad-based learning as "fun," "interesting," "flexible," and preferred over traditional textbooks. Regression analysis revealed a significant positive effect of students' attitudes on PAI learning quality (Sig = 0.000 0.05). Qualitative data further showed that using iPads improved comprehension, learning effectiveness, and outcomes. The positive attitudes toward iPads suggest that interactive multimedia can enhance student engagement and learning in PAI. This study highlights how the use of iPads positively impacts both the learning process and outcomes, supporting more effective Islamic education. This research demonstrates that students’ positive attitudes toward iPads significantly improve the quality of PAI learning. The findings underscore the importance of incorporating interactive multimedia tools like iPads in teaching to enhance student learning experiences.

The Effect of Mobile-based Interactive Multimedia on Thinking Engagement and Cooperation

Recent studies show limited research in the Algerian context on the development of learning multimedia that effectively addresses 21st century skills such as critical thinking, communication, cooperation, and creativity. However, with the continuous growth of digital multimedia and information technologies, there is an urge for utilizing 21st century skills and interacting with others through interactive multimedia tools. This study aims to investigate the effect of mobile-based interactive multimedia on developing students of English as a foreign language thinking engagement, cooperation, in higher education. A convenient sampling method was used to select one sample of students (n= 60) who received a post-treatment test. Data were analyzed through performing descriptive statistics and one sample t-test. Findings assured that mobile-based interactive multimedia has persistently shaped the education setting, and it can afford the potential to positively promote students’ thinking engagement and cooperation. Keywords: integrative multimedia, thinking skills, EFL students, cooperation, Algeria

РОЗВИТОК ТВОРЧИХ ЗДІБНОСТЕЙ МАЙБУТНІХ УЧИТЕЛІВ ТРУДОВОГО НАВЧАННЯ ТА ТЕХНОЛОГІЙ ЧЕРЕЗ ВИКОРИСТАННЯ НЕТРАДИЦІЙНИХ МЕТОДІВ ВІЗУАЛІЗАЦІЇ В ТЕХНОЛОГІЧНІЙ ОСВІТІ

This article is devoted to the study of the impact of non-traditional visualization methods on the development of creative abilities of future teachers of labor education and technology in the context of technological education. The study examines current trends in the field of technological education and emphasizes the importance of developing the creative potential of students for the effectiveness of their future pedagogical activities. The article analyzes the theoretical aspects of creative thinking and visualization, reveals their relationship and role in the pedagogical process. The key psychological mechanisms that support the development of creative abilities and creative thinking in students are singled out. The article presents a wide range of non-traditional visualization methods that can be successfully implemented in technological education. In particular, she examines in detail the use of graphic organizers and mind maps, interactive multimedia and the latest technologies such as virtual and augmented reality. Non-traditional drawing techniques and paper-making are studied separately as creative means to stimulate creativity and imagination in students. Based on real examples of successful implementation of non-traditional visualization methods, case studies are presented that demonstrate the positive impact of such an approach on the development of creative abilities of future teachers of labor education and technology. The article also draws attention to the challenges and obstacles faced by educators when implementing non-traditional methods. It provides recommendations for successful implementation and effective overcoming of these obstacles, in particular, focusing on the need for cooperation between teachers and technical specialists, adaptation of educational programs and support of creative initiatives of students. It was determined that the use of such methods as virtual reality, augmented reality, multimedia presentations, graphic illustrations, creative projects and experimental drawing techniques makes the educational process interesting, exciting and stimulates students to actively express themselves. Keywords: creative abilities, future teachers of labor training and technologies, visualization, non-traditional methods, interactive multimedia tools, virtual reality, drawing, paper-making, technological education.

E-Learning Strategies For Enhancing Second Language Acquisition In Madrasah Ibtidaiyah

This research aims to explore the implementation of e-learning strategies for enhancing second language acquisition in Madrasah Ibtidaiyah through a library research approach. The study investigates the key e-learning strategies employed in Madrasah Ibtidaiyah and explores their differences from traditional classroom approaches. It exploress the effectiveness of e-learning in enhancing second language acquisition for students, considering factors such as age, gender, and language proficiency level. Additionally, the role of interactive multimedia tools in supporting second language acquisition and its engagement with students in the learning process is explored. The extent to which e-learning platforms in Madrasah Ibtidaiyah offer personalized learning experiences tailored to individual students' needs and learning styles, and its impact on second language acquisition outcomes are studied. Finally, the challenges faced by teachers in implementing e-learning strategies for second language acquisition and the measures taken to address these challenges effectively are discussed. This research provides valuable insights into the use of e-learning strategies to enhance second language acquisition in Madrasah Ibtidaiyah, offering practical implications for educators and policymakers in the field of language education.

Digital Humanities Projects

The author considers the Digital Humanities as a tendency towards a constructive synthesis of computer technology and humanitarian science in the context of their claim to make a paradigm shift in the humanities. As part of this review, the author raises a question about the role of interactive multimedia tools in the humanities, and tried to evaluate the novelty and content that scientific and educational projects receive with their help. The author develops and justifies the principle of systematization of Digital Humanities projects, based on the priority of distinguishing projects by the nature of the relationship between their humanitarian and computer (technological) components. Considering both the actual digital projects and the academic publications devoted to them in the context of their systematization, the author observes that many projects are largely experimental in nature due to the use of ever new multimedia tools, so it is premature to talk about a meaningful transformation of humanitarian science. Focusing on the issue of a successful synthesis of digital technologies and the humanities, the author notes that new technological tools (multimedia, AI or neural networks, etc) allow raising new questions, updating additional objects of research and creating new methods. However, new tools do not always set the completeness of the new content, only supplementing it, and the acquired interactivity does not always directly work for scientific character. In this case, we face with the reverse situation, when the claims of technologically determined disciplines to be scientific are intertwined with the claims of disciplinary science to manufacturability. As a result, the author concludes that the direction of Digital Humanities is significantly influenced by technoscience with its dissolution of the boundaries between fundamental and applied research and the desire for new technologies that transform the processes under study, which makes McLuhan’s concept especially relevant.

Requirements Analysis of Media Development Interactive Multimedia-Based Learning on Three Dimensional Geometry Materials

Three-dimensional geometry is one of the branches of Mathematics that is considered difficult by students. This is indicated by the low score of the National Examination achieved compared to other Mathematics materials, one of the causes of the difficulty is the problem of visualizing the materials in three-dimensional geometry. This study aims to analyze the need for the development of interactive multimedia-based learning media combined with mind mapping learning methods on three-dimensional geometry material. The research method was conducted in the form of distributing questionnaires to 28 teachers and 101 students. Based on the results of the questionnaire conducted for teachers, data obtained as much as 89.29% had difficulty in conveying three-dimensional geometry material, which is caused by the difficulty of students in imagining the material without using visual aids (33.93%). In the learning process 92.86% only use the blackboard as a learning medium. Teachers agree 100% interactive multimedia tools will help visualize three-dimensional geometry material. Students also view that even this material is difficult by 77%, the biggest cause is that it is difficult to imagine (visualize) by 39.42%. Based on the results of the questionnaire, it was also found that 65.35% of students had used multimedia-based aids, 75.24% of students were interested (if any) using multimedia-based teaching tools related to three-dimensional geometry, 63.37% of students thought it could increase motivation and 68.32% will improve learning outcomes.

Learning Reading Skills Independently Using Interactive Multimedia

This article presents a need analysis survey result on improving reading skills using interactive multimedia. 46 participants were involved in this study and they were chosen using random sampling. Result shows that there is no significant difference between interactive multimedia and gender by t = -.839, p = .830 (p> .05). Result also shows that there was no significant difference between interactive multimedia and school locations with the value of t = 1.05, p = .885 (p> .05). This finding shows that teachers in urban and rural areas have similar views on developing interactive multimedia learning tools for students with specific learning difficulties. The result of the Pearson correlation test shows a significant r = .321* value (p <.005). These results show that students with specific learning difficulties and needs for developing interactive multimedia tools are positive variables and it also shows a strong influence on the teaching and learning process. Thus, interactive multimedia tools will lead to a significant increase in reading skills among students with specific learning difficulties. Recommendations are made related to the needs of developing interactive multimedia learning tools for intervention program. By using interactive multimedia as instructional tools, students with specific learning difficulties will be able to learn independently in more fun environment. As conclusion, teachers need to move together towards evolution in education and implement a more enjoyable and meaningful learning in their instruction using interactive multimedia tools.

THE COMPETENCE AND KNOWLEDGE APPROACHES: PHILOSOPHICAL AND EDUCATIONAL PROBLEMS OF UNDERSTANDING AND APPLICATION

The article considers historical aspects of the experience in the development and formation of digital education in the USA and Western Europe. It has been determined that the introduction of the latest information technologies in education has made it possible to advance the solution of quality, accessibility and effectiveness issues, revealing such problems as occurrence of computer addiction, fragmentation and unsystematic knowledge, redundancy of information, insufficient motivation and others. Tendencies in the development of digitalization in the Russian Federation are highlighted. The generalized definition is given of the information and communication educational environment as a purposefully organized system of technical and information resources, electronic didactic materials, telecommunication facilities which ensure the effective mastering of professional educational programs. The educational information system should be harmonized with the curriculum and work programs of disciplines and integrated with electronic library resources. The trends and possibilities of digital education in Russia are identified and briefly characterized from the point of view of modernization and solving problems of higher education quality. The main directions of developing the electronic communication system in teaching technical and general technical disciplines as a means of managing students» research activities are considered. The article also presents a generalized classification of e-learning implementation models for the disciplines under consideration. It is noted that the choice of optimal models is determined by the tasks being solved by educational goals. It was highlighted that modern theoretical training, within the framework of modernization trends, involves active use of modern computer technologies, interactive multimedia tools (webinars, presentations, video lectures) and exchange of information via telecommunication channels (online consultations). It was emphasized that it is desirable to carry out a laboratory workshop in a real environment, rather than a virtual one (on modern equipment). The conclusion is made that the digitalization of education in Russia will contribute to increasing the efficiency, accessibility and quality of education with the high quality of the components and subjects of the information and communication system.

ЕЛЕКТРОННІ ПІДРУЧНИКИ ДЛЯ НОВОЇ УКРАЇНСЬКОЇ ШКОЛИ: ДОСВІД ВПРОВАДЖЕННЯ ТА ПРОПОЗИЦІЇ

The problem of using e-textbooks in educational institutions is becoming especially relevant today, due to the rapid pace of digitalization of education. The article analyses the current legislation on the introduction of e-textbooks in the educational process of modern schools, identifies requirements for their content, structural components and capabilities. Proposals of electronic teaching aids for general secondary education institutions have been analysed. It has been noted that the active development of the market of electronic publications is due to educational needs and the reform of the New Ukrainian School. An analysis of e-textbooks for primary school, recommended by the Ministry of Education and Science of Ukraine for use in educational institutions within the All-Ukrainian experiment «Electronic textbook for general secondary education», has been conducted, their compliance with national standards has been determined taking into account the requirements set out in «The Regulations on electronic textbooks». It has been found out that the state educational policy in Ukraine contributes to the digital transformation of education, determines the priorities of electronic educational resources, and outlines the mechanisms of transition from static scanned versions of paper textbooks to interactive multimedia tools that would meet modern challenges and tasks of providing qualitative educational service. The emphasis is placed on the need to take into account and borrow the best international experience in creating and implementing electronic textbooks in educational institutions, which is dictated by the need to form a competitive and competent person capable of responding quickly to today’s challenges of informatization of all spheres of public life.

Collaborative learning methods and multimedia tools for the education and training of instructors

PurposeThe purpose of this paper is to analyze the new collaborative learning methods and tools used by elite FIFA referee technical instructors, referees and assistant referees to master the Laws of the Game. These tools allow instructors to learn through practical exercises off the field of play, while they carry out activities in a participative context in which they can share and improve their knowledge regarding the Laws of the Game and consequently the interpretations and the considerations soccer referees throughout the world use to make decisions on the field of play.Design/methodology/approachIn this work, we assess a collaborative learning experience that took place during the annual FIFA FUTURO III courses that FIFA provided to FIFA referee technical instructors from its six confederations between 2013 and 2015, where 48 referee technical instructors selected from 211 national associations participated. These instructors constitute the elite of FIFA’s professional training and development chain. They teach other referee technical instructors who will then instruct international referees and assistant referees all over the world with the aim of achieving uniformity when applying the Laws of the Game.FindingsThe course participants showed a high degree of satisfaction with respect to these materials and methods, especially regarding the possibilities they offer for organizing group discussions and for “learning by doing,” and a lack of skills in ICT management has been detected for some participants, who have shown a willingness and interest to improve their skills in this field.Research limitations/implicationsThe training and education of soccer referees is one of the most heterogeneous training processes in the world. This complex task is even more difficult because of the growing demand for video technology in referee decision making where successful teamwork requires a high level of communication and agreement among its members.Practical implicationsWith 211 associations, FIFA is one of the largest organizations in the world. In international competitions such as the FIFA World Cup, the referees’ decisions are analyzed by media, thousands of fans and millions of viewers. Preparing new professionals for match analysis, interpretation of Laws of the Game and working in a team is a priority for FIFA and the world of soccer.Originality/valueIt is the first time that collaborative learning methods are used with interactive multimedia tools that facilitate collaborative work in the training environment of soccer referee instructors, international soccer referees and assistant referees. This paper establishes a basis and a reference for future research on the effectiveness of the new collaborative technologies used by FIFA for the training of international referees and assistant referees in general.

Impact of multimedia as a teaching tool on the performance of the 1st year MBBS students for academic achievements in India

Background: There are various methods of teaching adopted by teachers/professors in medical colleges to deliver the lectures to the students. The present study aimed to find out the impact of multimedia as a teaching tool on the performance of the 1st year Bachelor of Medicine and Bachelor of Surgery (MBBS) students for academic achievements. Methods: This was a Quasi-experimental study, conducted for three months (April to June 2016) at Muzaffarnagar Medical College, Muzaffarnagar, India.Total of 150 students of the 1st year MBBS were recruited for this study and two groups were formed (i.e. Group I and Group II). Each group included 75 students. Group I were taught by a traditional way of teaching and Group II were taught by using multimedia. Two tools were used viz, pre and posttest based on MCQs to assess the impact of multimedia on students’ academic achievement. After taking the post-academic test, both groups were rotated i.e. in group I, lectures were delivered by using multimedia and in group II, lectures were delivered by the traditional way of teaching in order to get feedback from all 150 students to know the better way of teaching method. Results: There was no significant difference in the average marks obtained by students between Group I and II (18.73±3.39 % vs. 18.8±3.76 %) before delivering lectures to them. However, after delivering the lectures, the average mark obtained by the students of Group II was found to be significantly higher as compared to Group I (70.78±12.01 % vs. 49.33±9.75 %). Conclusion: The use of interactive multimedia tool found to be more effective for presenting the information than the traditional way of teaching.

МУЛЬТИМЕДІЙНИЙ ПІДХІД У ВИКЛАДАННІ ВОЄННО-ДИПЛОМАТИЧНОГО КУРСУ АНГЛІЙСЬКОЇ МОВИ

Introduction. The introduction of the New Education Model at the Military Diplomatic Academy sets new requirements to future diplomatic staff training, implying innovations in the formation of their foreign language communication skills. According to the regulations of the Model, the would-be Masters of Command and Control are to acquire general communicative and professional communicative skills within a short period of time (two years). Therefore, the problem of finding effective pedagogical approaches to the solution of this task is extremely urgent. The implementation of the multimedia approach to teaching Military Diplomatic English makes the educational process more mobile, differentiated, individualized and interactive.Purpose. It is to analyse modern interactive teaching methods that can be combined with the multimedia approach implementation to teaching Military Diplomatic English.Methods. Analysis of the researched problem; systematization and generalization of the information obtained from the theoretical sources; methods of comparative analysis, classification, abstraction, induction and deduction.Results. It has been defined that «multimedia approach» to teaching Military Diplomatic English is to direct the educational process to mastering the educational material through the integrated use of multimedia tools and products and their interaction that is aimed at optimisation of the forms of teaching.The main methodical peculiarities of the multimedia approach are elicited and characterized in the research.Projects’ method, web-quest and web-case are proved to be the most reasonable interactive methods for Military Diplomatic English teaching, as they contribute not only to mastering students’ language skills but also to preparing for their future professional activities.Originality. A new idea of the concept «multimedia approach» within the framework of Military Diplomatic English teaching is introduced and its main methodical peculiarities are defined. The author has also made a comprehensive analysis of projects’ method, web quest and web case as they can be successfully combined with the application of the multimedia approach.Conclusion. The implementation of the multimedia approach through the systematic and organized use of interactive teaching methods (projects’ method, web quest and web case), multimedia tools and products greatly contributes to mastering language skills and forms a wide range of competencies necessary for the would-be Masters of Command and Control.Prospects for further research – development of a model for Military Diplomatic English teaching by means of multimedia approach implementation in conditions that imitate real professional communication.

Feasibility of 2D Fine Art Learning Media Using I-Spring Technology for Class X SMA Batik 2 Surakarta

The development of learning media in fine art material very much needed at this time. This study aims to determine the characteristics and feasibility of I-Spring technology learning media in two-dimensional art material. I-Spring is a computer-based application that can package learning materials with interactive multimedia and hasnevaluation tools that attract students' attention. The method of research used is researchand development with research subjects as much as 26 (twenty-six) students of class X SMA Batik 2 Surakarta. Development of I-Spring technology learning media must include stages; (1) preliminary research, (2) development, design, (3) production, (4)product validation Then the product validation stage, the stage where the product in the form of two-dimensional art learning media produced, tested for feasibility throughseveral stages, namely; (1) expert test, (2) revision I, (3) small group trial, (4) revision II, (5) large group trial, (6) revision III. The results showed that media feasibility was measured through product alidation by media experts, material experts, and students with completeness criteria of 64% in the good category. The material expert test results were 89% very good criteria, and the media expert test was 93% very good criteria, provided that they had to go through the revision stage I, then the small group test results were 88% very good criteria to revise II requirements, and large group test results 90% very good category with revision III quirements. Based on the results of product validation, it can conclude that I-Spring technology learning edia in twodimensional art material for class X high school declared feasible to be mass produced and applied in the classroom

PENGGUNAAN MULTIMEDIA INTERAKTIF DALAM PEMBELAJARAN BAHASA INGGRIS (STUDI KASUS DI SDN 3 TARUBASAN KLATEN)

Penelitian ini bertujuan untuk mencari tahu apakah penggunaan multimedia interaktif memberikan pengaruh yang cukup signifikan terhadap keberhasilan proses pembelajaran Bahasa Inggris. Penelitian ini dilaksanakan di kelas III SDN 3 Tarubasan, Klaten. Penelitian ini termasuk ke dalam kelompok Penelitian Tindakan kelas yang dilaksanakan dalam dua siklus. Masing-masing siklus dilaksankan dalam lima kali pertemuan sesuai dengan jumlah materi yang harus diselesaikan pada semester genap 2015/2016. Sebelum penggunaan multimedia interaktif diberlakukan, subyek penelitian diberi sebuah pre-test untuk mengetahui bekal awal sebelum perlakuan. Nilai rata-rata dari pre-test adalah 68,7 dengan hanya 3 subyek penelitian yang sudah memenuhi batas minimal KKM yang sebesar 69. Pada akhir Siklus I diperoleh nilai rata-rata 70,7 dengan jumlah subyek yang memiliki nilai di atas KKM sebesar 61.5% dari total subyek yang diteliti. Pada Siklus II nilai rata-rata meningkat ke angka 82,6 sehingga terjadi peningkatan sebesar 11,9 point dari Siklus I ke Siklus II dan sebesar 13,9 poin. Seluruh subyek penelitian di akhir pelaksanaan Siklus II mendapat nilai yang sudah melampaui batas KKM. Dengan demikian dapat disimpulkan bahwa penggunaan multimedia interaktf terbukti memberikan pengaruh yang positif terhadap keberhasilan proses pembelajaran.

Funciones de las herramientas multimedia interactivas para la enseñanza en educación preescolar

El desarrollo de los sistemas informáticos de la última década, ha consolidado la notoriedad de herramientas multimedia que tienen como propiedad la interactividad, lo cual las ha afianzado como apoyo didáctico. Desde esta perspectiva, se propuso determinarlas funciones de las Herramientas Multimedia Interactivas (HMI) usadas por los docentes para la enseñanza en educación preescolar de las instituciones educativas pertenecientes a la comuna 6 de Santa Marta–Colombia. Metodológicamente, se orientó en un enfoque positivista, con tipo de investigación descriptiva y diseño de campo, no experimental. En cuanto a la población objeto de estudio, estuvo constituida por 38 docentes de preescolar de las instituciones educativas pertenecientes a la comuna. Como técnica de recolección de datos se empleó la observación por encuesta y el instrumento fue el cuestionario. Luego de analizar los datos se encontró que son tres funciones de las HMI asociadas a la enseñanza en educación preescolar, concluyendo que los docentes se ubicaron en la categoría de poco usada o promovida en las funciones Exploratoria y experimentación, además de la instructiva o entrenadora, mientras que la función motivadora es medianamente usada o promovida por los docentes.

Tools For Interactive Learning And Self-Management Of Diabetes

Diabetes is a widespread disease and its control is dependent upon the patient. Although there is no permanent cure for diabetes, there are several available treatments which, when followed regularly, allow the patient to have a good quality of life. Patient education, especially about eating habits, is key to keep glucose levels stable both in the short and in the long term. This should include nutritional counselling, physical exercise, and the self monitoring of glucose levels. The University of Coimbra and the Serviço de Endocrinologia, Diabetes e Metabolismo of Centro Hospitalar e Universitário de Coimbra started a collaboration to develop interactive tools for the learning and improvement of carbohydrate counting by patients. The approach presented in this paper is an interactive multimedia tool, available to patients through either the web or a smartphone. It helps them to learn how to maintain a healthy diet and how to monitor their insulin levels correctly by measuring the carbo-hidrate “equivalents” in meals. This application will create a more dynamic and interactive way of educating patients, improving solutions currently used in the Serviço de Endocrinologia, Diabetes e Metabolismo of the Centro Hospitalar e Universitário de Coimbra.

Digital News Stories: Building Language Learners' Content Knowledge and Speaking Skills

AbstractThe study explored how the use of digital news stories promoted the development of content knowledge and oral language skills. The study involved 15 advanced Spanish students who used VoiceThread, an interactive multimedia tool, to create and exchange digital news regarding current events over the course of one semester. Both quantitative and qualitative data collected from post‐surveys, transcribed digital recordings, blog reflections, and final interviews were analyzed. Data showed that digital news empowered students to use their own voices for self‐expression and self‐reflection and that social interaction helped establish a sense of community in which students supported each other by offering new ideas and feedback on each other's writing. In addition, students gained multi‐literacy skills and further improved their speaking fluency. The findings also suggest that well‐designed tasks are vital and that the instructor's guidance is needed to facilitate critical reflection.

A Survey of the Current Utilization of Asynchronous Education Among Emergency Medicine Residents in the United States

Medical education is transitioning from traditional learning methods. Resident interest in easily accessible education materials is forcing educators to reevaluate teaching methodology. To determine emergency medicine residents' current methods of and preferences for obtaining medical knowledge, the authors created a survey and sent it to residents, at all levels of training throughout the United States, whose e-mail addresses were available via their residency's official Web site (June-December 2012). The eight-question voluntary survey asked respondents about demographics, their use of extracurricular time, and the materials they perceived as most beneficial. The authors used descriptive statistics to analyze results. Of the 401 residents who received the e-mailed survey, 226 (56.3%) completed it. Of these, 97.7% reported spending at least one hour per week engaging in extracurricular education, and 34.5% reported spending two to four hours per week (P < .001). Time listening to podcasts was the most popular (reported by 35.0% of residents), followed by reading textbooks (33.6%) and searching Google (21.4%; P < .001). Residents endorsed podcasts as the most beneficial (endorsed by 70.3%) compared with textbooks (endorsed by 54.3%), journals (36.5%), and Google (33.8%; P < .001). Most respondents reported evaluating the quality of evidence or reviewing references "rarely" or less than half the time. A majority (80.0%) selected the topics they accessed based on recent clinical encounters. The results suggest that residents are using more open access interactive multimedia tools. Medical educators must engage with current learners to guide appropriate use of these.

The comparative validity of interactive multimedia questionnaires to paper-administered questionnaires for beverage intake and physical activity: pilot study.

BackgroundBrief, valid, and reliable dietary and physical activity assessment tools are needed, and interactive computerized assessments (ie, those with visual cues, pictures, sounds, and voiceovers) can reduce administration and scoring burdens commonly encountered with paper-based assessments.ObjectiveThe purpose of this pilot investigation was to evaluate the comparative validity and reliability of interactive multimedia (IMM) versions (ie, IMM-1 and IMM-2) compared to validated paper-administered (PP) versions of the beverage intake questionnaire (BEVQ-15) and Stanford Leisure-Time Activity Categorical Item (L-Cat); a secondary purpose was to evaluate results across two education attainment levels.MethodsAdults 21 years or older (n=60) were recruited to complete three laboratory sessions, separated by three to seven days in a randomly assigned sequence, with the following assessments–demographic information, two IMM and one paper-based (PP) version of the BEVQ-15 and L-Cat, health literacy, and an IMM usability survey.ResultsResponses across beverage categories from the IMM-1 and PP versions (validity; r=.34-.98) and the IMM-1 and IMM-2 administrations (reliability; r=.61-.94) (all P<.001) were significantly correlated. Paired t tests revealed significant differences in sugar-sweetened beverage (SSB) grams and kcal (P=.02 and P=.01, respectively) and total beverage kcal (P=.03), on IMM-1 and IMM-2; however, comparative validity was demonstrated between IMM-2 and the PP version suggesting familiarization with the IMM tool may influence participant responses (mean differences: SSB 63 grams, SEM 87; P=.52; SSB 21 kcal, SEM 33; P=.48; total beverage 65 kcal, SEM 49; P=.19). Overall mean scores between the PP and both IMM versions of the L-Cat were different (both P<.001); however, responses on all versions were correlated (P<.001). Differences between education categories were noted at each L-Cat administration (IMM-1: P=.008; IMM-2: P=.001; PP: P=.002). Major and minor themes from user feedback suggest that the IMM questionnaires were easy to complete, and relevant to participants' typical beverage choices and physical activity habits.ConclusionsIn general, less educated participants consumed more total beverage and SSB energy, and reported less engagement in physical activity. The IMM BEVQ-15 appears to be a valid and reliable measure to assess habitual beverage intake, although software familiarization may increase response accuracy. The IMM-L-Cat can be considered reliable and may have permitted respondents to more freely disclose actual physical activity levels versus the paper-administered tool. Future larger-scale investigations are warranted to confirm these possibilities.