Multimedia Learning Research Articles

Pelatihan dan Pendampingan Pembuatan Media Pembelajaran Berbasis Multimedia Interaktif di SMK

The training program at SMK Negeri 2 Dompu aims to improve teachers' abilities in developing interactive multimedia-based learning media. This training was held to overcome the challenges of using conventional learning media which is less attractive to students, as well as teachers' lack of understanding regarding educational technology which affects learning effectiveness. This program is designed so that teachers can utilize digital technology to support the implementation of the Independent Curriculum and create interactive learning that is relevant to the digital era. Program implementation includes three stages: preparation, implementation, and monitoring. In the preparation stage, a teacher needs survey was carried out and training materials were prepared which included the creation of multimedia learning media and the use of the Learning Management System (LMS) application. The implementation phase includes training in creating interactive multimedia learning media, developing materials in line with the Independent Curriculum, training in using the LMS, as well as assistance in creating interactive media using the Canva and LMS applications. Monitoring is carried out after training to evaluate the success of the program through assessing participant performance and measuring results through questionnaires and analysis. Program results showed a significant increase in teachers' understanding regarding the use of multimedia in learning, with 90% of participants reporting increased understanding and 80% successfully developing multimedia-based modules. In terms of LMS usage, 70% of participants successfully created an account and started using the platform. Increasing teachers' understanding and skills in interactive multimedia and LMS technology is very positive, helping teachers utilize technology to create more interesting and effective learning, as well as monitor student progress digitally, showing great potential in developing teacher competence to face educational challenges in the technological era.

Analysis of the Need for Interactive Multimedia Development for Second Language Learning in Primary Schools

Nowadays, there are still many students who still have difficulty learning a second language—Indonesian, especially in the city of Yogyakarta. Students still have difficulty mastering the system or rules of the language used and understanding the social rules of using a language. The next problem is that students are less able to interact using a second language. Therefore, this study aims to analyze the need for the development of interactive multimedia for second language learning in elementary school. This research is included in the type of qualitative research. The data sources in this study are students and teachers of grade II elementary school in Yogyakarta City. The data collection techniques used are questionnaires, observations, interviews, and documentation. The instruments used are questionnaires, observation sheets, interview guidelines, and documentation equipment. Meanwhile, the data analysis technique used is the Miles Huberman interactive model data analysis technique which includes data condensation, data display, and conclusion drawing/verification. The findings of this study are that the development of effective and relevant interactive multimedia is needed to facilitate more optimal second language learning in elementary schools. The implication is that the development of interactive multimedia for second language learning in elementary schools is expected to have a positive impact on improving the quality of education and student learning outcomes.

Pemanfaatan Multimedia Pembelajaran Interaktif bagi Guru PAUD

The aim of this research is to find out an overview of the use of interactive multimedia learning for PAUD teachers. This research uses the library research method or literature review. Data was obtained through 9 scientific articles related to the use of multimedia, interactive learning, PAUD teachers. Data was analyzed using content analysis. The research results show that the use of interactive multimedia in learning can also increase understanding, positive emotions and behavior of PAUD children during the learning process. In conclusion, multimedia can be useful in increasing interaction between teachers and students in PAUD in the learning process. The implication of this research is to provide an understanding of the importance of improving teacher competence, especially in preparing interesting, innovative, efficient and effective learning media in accordance with the growth and development of early childhood in PAUD.

Pengembangan Multimedia Pembelajaran pada Materi Sistem Ekskresi Manusia Mata Pelajaran IPA Kelas VIII SMP

This research aims to develop multimedia learning that can help students to understand the process of the human excretory system and can facilitate students to learn independently. This type of research is research and development (R&D) with a 4-D development model. The results of the study obtained that the average validity score by material experts was 4.85 with the category of "very valid"." The average validity score from validator 1 is 4.88, also categorized as "very valid," while the average score from validator 2 is 4.79, categorized as "very valid." Subsequently, a practicality test was conducted with 20 students, resulting in a score of 4.62, categorized as "very practical." Based on the practicality test results, it is concluded that the learning multimedia on the topic of the human excretory system for eighth-grade science subjects can be used in the teaching and learning process.

Not Another PDF, please: Using ThingLink scenarios and Camtasia to build engaging virtual learning objects

In this resource showcase, I presented ‘Refine Your Writing: Better Proofreading,’ a multimedia digital learning sequence I created as a Writing Skills Officer in the Academic Skills Service of the University of Southampton. This learning object sprang from my (and colleagues’) dissatisfaction with existing resources about proofreading: these largely elevate the ‘what’ over the ‘how,’ comprising little more than checklists of potential errors to look out for. I set out to create a resource that went beyond cataloguing to instead equip students with active strategies to interact with and enhance their texts. In developing this resource, I followed best practices conveyed via the Learning Object Review Instrument (LORI), as well as Universal Design for Learning (UDL) principles (Leacock and Nesbit, 2007; CAST, 2018). My presentation outlined how the ThingLink ‘Scenarios’ feature can be used to build inclusive virtual objects through which learners advance at their own pace. Incorporating original videos edited in Camtasia, the result was a resource that was not only accessible, but more likely than a text-based webpage or narrated PowerPoint webinar to sustain learners’ interest. Indeed, I argued that aesthetics and delivery energy must be prioritised in the creation of digital objects whose use is suggested to, but not required of, university learners (i.e., resources maintained by academic skills services, writing centres, and so on). Although the primary focus was on inclusive virtual objects, my presentation was of interest to conference attendees looking to expand their knowledge of the IT skills, software, and platforms underpinning their resource designs. To support this, I shared my ‘lessons learned’ after diving into ThingLink and Camtasis with this project.

Information and communication technology-based patient education for autoimmune inflammatory rheumatic diseases: A scoping review

ObjectiveThis review aimed to map the existing the information and communication technology (ICT)-based patient education for autoimmune inflammatory rheumatic diseases and identify key effectiveness factors and guidelines for professionals. MethodsA scoping review systematically reviewed PubMed, Cochrane library, EMBASE and Web of Science. We designed search strategies to identify ICT-based patient education for autoimmune inflammatory rheumatic diseases focused on rheumatoid arthritis, ankylosing spondylitis, and systemic lupus erythematosus, published between January 2011 and October 2023. Data extraction was independently screened by two reviewers according to the eligibility criteria. ResultsOf 13,861 records, 18 met the eligibility criteria. Most studies were randomized controlled trials, primarily conducted in the USA, focusing on rheumatoid arthritis. ICT-based interventions included web-based platforms, aiming to improve self-management, medication adherence, with most interventions showing significant improvements. Digital tools such as websites, chatbots were common. Five groups representing the ICT functions were identified: digital self-management tools, multimedia learning materials, personalized educational sessions, behavior change and empathy games, and interactive online communities and peer support. Most studies lacked theoretical frameworks, or guidelines for developing patient education. ConclusionICT-based patient education has significant potential for enhancing self-management and behavior changes in patients with autoimmune inflammatory rheumatic diseases.

Using Animation to Address Disparities in Kidney Transplantation

ABSTRACT This essay reviews an arts-based project based in Buffalo, New York, seeking to educate patients with kidney failure and their social network about the transplantation process. Through a multi-phase arts-based research project, informed by a community-based steering committee and key stakeholders, 33 educational animated videos were developed and tested for efficacy in samples of diverse patients at a regional transplant center. Animation was chosen for its potential to better explain health concepts more sensibly to patients and support knowledge dissemination to their social network, who may donate a kidney or support a recipient or donor. The videos are 2D, short in duration, and designed for easy viewing on small devices using characters, scenes, narration, and movement. Aesthetic choices reinforce learning: characters have confident posture, memorable features (e.g. hair style, clothing color) with minimal detail, and model diverse races, ethnicities, gender, and body types. Scenes feature light backgrounds, illuminate main images, and are as large as possible for small screens. Narration is slow, calm, and uses strategic pauses to introduce concepts. Movement is selective to reinforce the message (signaling). The animation was guided by self-efficacy theory and the cognitive theory of multimedia learning. Findings to date indicate promising results with respect to patient knowledge and the feasibility of using animation to address disparities in kidney transplantation. Figures illustrate the evolution of the project and provide examples of the art used to capture a given aspect of the transplantation process.

Gaze and hand behaviors during haptic abilities testing-An update to multimedia learning theory.

The Cognitive Theory of Multimedia Learning (CTML) suggests humans learn through visual and auditory sensory channels. Haptics represent a third channel within CTML and a missing component for experiential learning. The objective was to measure visual and haptic behaviors during spatial tasks. The haptic abilities test (HAT) quantifies results in several realms, accuracy, time, and strategy. The HAT was completed under three sensory conditions using sight (S), haptics (H), and sight with haptics (SH). Subjects (n = 22, 13 females (F), 20-28 years) completed the MRT (10.6 ± 5.0, mean ± SD) and were classified as high or low spatial abilities scores with respect to mean MRT: high spatial abilities (HSA) (n = 12, 6F, MRT = 13.7 ± 3.0), and low spatial ability (LSA) groups (n = 10, 7F, MRT = 5.6 ± 2.0). Video recordings gaze and hand behaviors were compared between HSA and LSA groups across HAT conditions. The HSA group spent less time fixating on mirrored objects, an erroneous answer option, of HAT compared to the LSA group (11.0 ± 4.7 vs. 17.8 ± 7.3 s, p = 0.020) in S conditions. In haptic conditions, HSA utilized a hand-object interaction strategy characterized as palpation, significantly less than the LSA group (23.2 ± 16.0 vs. 43.1 ± 21.5 percent, p = 0.022). Before this study, it was unclear whether haptic sensory inputs appended to the mental schema models of the CTML. These data suggest that if spatial abilities are challenged, LSA persons both benefit and utilize strategies beyond the classic CTML framework by using their hands as a third input channel. This data suggest haptic behaviors offer a third type of sensory memory resulting in improved cognitive performance.

The Role of Cognitive Learner Prerequisites for Cognitive Load and Learning Outcomes in AR-Supported Lab Work

Augmented Reality (AR) can enhance student-centered lab work by bridging the spatial and temporal split between virtual information and observed real-world phenomena. While the Cognitive Theory of Multimedia Learning and the Cognitive Load Theory suggest that AR can reduce extraneous cognitive load (ECL) and foster learning, the empirical results remain inconsistent. This re-analysis of three related studies with different target groups and AR devices explores whether learners’ spatial abilities and verbal working memory capacity moderate the effect of AR support in lab work settings on ECL and conceptual knowledge gains. Although these moderators could not be confirmed consistently, the results indicate that tablet-based AR holds the potential to support learners with low spatial abilities. Moreover, low verbal working memory learners were demonstrated to be particularly vulnerable to the spatial contiguity failure that can be caused by smartglasses AR. Moderation effects were only observed for ECL but not for conceptual knowledge gains. The findings highlight that the benefit of AR support can depend on learners’ cognitive prerequisites and additional contextual factors, such as the AR device used and the age of the target group. The design and implementation of AR-supported lab work environments should account for these factors to optimize the learning outcomes.

Pengembangan Multimedia Pembelajaran Berbasis Web Pada Mata Pelajaran IPA Kelas VIII SMP

The lack of utilization of learning media is one of the factors in students' low understanding of the material discussed and students feel bored during the learning process. Science subjects are one of the subjects that have a high level of understanding, one of the materials is animal cells and plant cells, therefore multimedia learning can help visualize this concept so that it is easier for students to understand. This research aims to find out how the process of developing multimedia learning and find out the results of validity tests and practicality tests. The development used is Research & Development (R&D). with a development model, namely a 4D model consisting of define, design, develop and disseminate. The results of the data analysis showed that the media validity with validator 1 got an average result of 4.93 in the "very valid" category and the result with validator 2 got an average of 4.80 in the "very valid" category. The acquisition of material validity by material validators obtained an average result of 4.80 with the category of "very valid". This learning multimedia is practical based on a practicality test with an average of 4.52. Based on the results of the practicality test, it was concluded that multimedia learning in science subjects in grade VIII junior high school can be used in the teaching and learning process.

Cognitive Approach to the Use of Multimedia in Maharoh Kalam Learning

Mastery of speaking skills in learning Arabic often faces challenges related to student engagement and the effectiveness of traditional teaching methods. Conventional teaching methods are usually considered less attractive and unable to meet the learning needs of students effectively. This study aims to explore the use of multimedia based on a cognitive approach to improving students' speaking skills in the Special Arabic Language Learning Program (PKPBA) UIN Malang. Qualitative research methods were used, involving in-depth observations and interviews with students and faculty to collect data on the experience and impact of multimedia use. The results showed that multimedia designed with a cognitive approach significantly improved students' speaking skills, increased motivation, and enriched the learning experience. These findings make an important contribution to cognitive theory by demonstrating the practical application of multimedia in language learning, as well as providing guidance for educators in designing more effective learning materials. This research also emphasizes the need for inclusive technology development, attention to ethics, and the protection of users' data. Keywords: Speaking Skills, Multimedia, Cognitive

Online Learning from the Learning Cycle Perspective: Discovering Patterns in Recent Research

We propose a method for automatically extracting new trends and best practices from the recent literature on online learning, aligned with the learning cycle perspective. Using titles and abstracts of research articles published in high ranked educational journals, we assign topic proportions to the articles, where the topics are aligned with the components of the learning cycle: engagement, exploration, explanation, elaboration, evaluation, and evolution. The topic analysis is conducted using keyword-based Latent Dirichlet allocation, and the topic keywords are chosen to reflect the nature of the learning cycle components. Our analysis reveals the time dynamics of research topics aligned on learning cycle components, component weights, and interconnections between them in the current research focus. Connections between the topics and user-defined learning elements are discovered. Concretely, we examine how effective learning elements such as virtual reality, multimedia, gamification, and problem-based learning are related to the learning cycle components in the literature. In this way, any innovative learning strategy or learning element can be placed in the landscape of the learning cycle topics. The analysis can be helpful to other researches when designing effective learning activities that address particular components of the learning cycle.

EduMangrove SMAN 6 Tanjungpinang: Integrasi Multimedia Pembelajaran pada Proyek Kolaboratif Berkelanjutan untuk Pelestarian Pantai Sebauk Laut, Kota Tanjungpinang dari Abrasi

The EduMangrove community service activity at SMAN 6 Tanjungpinang aims to raise awareness and increase students' concern for the Sebauk Laut coastal environment through education by integrating creative and innovative learning multimedia in the form of documentary videos and video demonstrations about the importance of mangroves for preserving the Sebauk Laut beach from abrasion, as well as involving students in real action in a sustainable collaborative project to plant mangroves. This activity succeeded in increasing students' awareness and concern for the Sebauk Laut coastal environment. Apart from that, this activity also provides a significant increase in students' knowledge regarding the importance of the mangrove ecosystem as protecting the Sebauk Laut coastline from abrasion, as well as practical skills in planting mangroves properly and correctly in areas that are prone to abrasion. Evaluation was carried out through the distribution of pre- and post-education questionnaires, observations and interviews, which showed a significant increase in students' environmental awareness, knowledge and skills. The EduMangrove program shows the great potential of using multimedia learning in increasing environmental awareness and student involvement in coastal conservation efforts.

Informatization of the professional training of future teachers of physical education in the conditions of distance education

The article shows the importance of the use of new information technologies in the process of professional training of future teachers of physical education at the current stage of the development of society in the conditions of distance learning. The main directions and tasks regarding the use of info-communication and multimedia learning tools in the professional training of students from the specialty 014 Secondary education are defined. (physical culture). The educational component "sports-pedagogical informatics" was introduced into the educational process, the curriculum and diagnostic technology for assessing success according to the modular rating system for this course were developed. It has been established that the implementation of such innovative tasks in full will make it possible to significantly optimize the professional training of future specialists in the conditions of distance learning and to quickly integrate into the European educational space. In addition, the main stages of the introduction of computer and multimedia tools into the educational process of future teachers of physical culture are determined. The justified need to introduce the educational component "Sports and pedagogical informatics" into the educational process of students from the specialty 014 Secondary education (physical culture). Carrying out such innovative tasks in full will make it possible to significantly optimize the professional training of students in the specialty 014 Secondary education (physical education) in the conditions of distance learning.

Full title: Video-based approaches in health education: a systematic review and meta-analysis

This study evaluates the impact of video-based approaches on health education. PUBMED, Web of Science, EMBASE, CENTRAL, and LILACS databases were searched from their inception until November 2022. Randomised controlled trials (RCTs) and non-randomized studies on interventions were included in this review. Studies were grouped according to their reported learning outcomes. A random effects meta-analysis was performed. Meta-regression analyses were used to explore the effects of confounding variables on the overall estimates. Forty studies were included in this meta-analysis. The results showed that video-based learning (VBL) has a significant effect on ‘knowledge acquisition’ in dentistry (Cohen’s d = 2.18), moderate effect in medicine (Cohen’s d = 0.67); moderate effect on ‘skills development’ in medicine (Cohen’s d = 0.76) and nursing (Cohen’s d = 0.59); overall moderate effect on ‘attitude’ (Cohen’s d = 0.74). Egger’s test was performed to assess potential publication bias. VBL offers a valuable educational tool for knowledge acquisition, skill development, and attitude changes in health education. The theoretical and practical implications of these findings are also discussed. To strengthen the evidence base, future research should address the limitations found, such as the high risk of bias (RoB), and employ rigorous study designs when investigating the role of multimedia learning in various academic disciplines.

Analysis of Computational Bibliometric Mapping in Multimedia for Art Learning Media Publications using VOSviewer

This research explores the development of fine arts learning media using interactive multimedia research. The goal can be a reference for researchers in conducting and defining research themes, especially around multimedia learning. The method is used through a bibliographic approach with computational mapping analysis using VOSviewer. Article data is retrieved from the Google Scholar database using a publish-or-perish reference management application. Article titles and abstracts serve as guidelines when searching for keywords like "art," "learning media," and "multimedia." We found 447 seemingly related articles. The study period used as learning material is a paper from the last five years (2018 to 2023) indexed by Google Scholar. The results of research on fine arts learning media using interactive multimedia can be classified into four terms. The first term "Training" belongs to cluster 2 with a total of 34 links, an overall link strength of 138, and 59 events. The second term, "Media", belongs to cluster 2, with a total of 30 links, an overall connection strength of 142, and 74 events. The third term, "Multimedia", belongs to cluster 2, with a total of 27 links, an overall connection strength of 110, and 55 events. The fourth term "art" belongs to cluster 1 with a total of 34 links, an overall link strength of 138 and 59 events. From 2018 to 2020, the survey found research fluctuations in several media-based art learning media studies (65, 110, and 124 publications per year, respectively). The number of studies decreased from 44 (2021) to 16 (2023) from 2021 to 2023. Thus, there are still many opportunities for researchers to discuss it.

THE EFFECT OF COLOUR-CODING ON LEARNING ENGLISH SENTENCE STRUCTURE

Colour carries a psychologically relevant meaning, and the colours we see affect our psychological performance. Colour-coding impacts learners’ cognitive processing as material-oriented interventions in multimedia learning. For educational purposes, colours can be used to stimulate neural activity, allowing pupils to learn, memorize, and retain new information more efficiently. Especially for those who are visual learners, the brighter the colours are, the more they are able to capture the attention for particular types of information. (Elliot and Maier: 2012). Colour-Coding Strategy can help pupils make connections, gain knowledge and have a positive impact on attention inside the classroom. So it is not a kind of fun. Using such a strategy in teaching and learning grammar can be as simple as just asking your pupils to take out their booklets and colouring pens and markers. The current research focuses on determining the effectiveness of using colour-coding as a better tool for learning sentence structure at the primary level. In light of the aim, the research’s null hypothesis has been formulated to be tested. The design of one group has been adopted, pre and post-tests used. The sample includes (32) female pupils who are randomly selected from Qubat Al Sakhrah primary school in Mosul city.

Facilitating active learning of sectional anatomy with technology-enhanced small-group tasks: Assessment of knowledge gains, technology usability, and students' perceptions.

Learning 2D sectional anatomy facilitates the comprehension of 3D anatomical structures, anatomical relationships, and radiological anatomy. However, the efficacy of technology-enhanced collaborative instructional activities in sectional anatomy remains unclear, especially if theoretical frameworks, namely the Cognitive Theory of Multimedia Learning (CTML), are applied in instructional design. Thus, this study compared the educational impact of distinct 45-min-long technology-enhanced collaborative learning tasks in sectional anatomy. A sample of 115 first-year medical students was randomly divided into three experimental groups that used different supporting technologies to learn the sectional anatomy of the chest: IMAIOS e-learning platform and Microsoft Surface Hub (n = 37); anatomage table (n = 38); anatomage table with CTML-based presets (n = 40). Prelearning and postlearning tests revealed that significant knowledge gains in sectional anatomy were obtained by all groups even though no inter-group differences were found. Moreover, a five-point Likert scale questionnaire showed that the learning session was highly valued by all participants and that users of the anatomage with CTML-based presets reported higher enjoyment than users of the IMAIOS system (mean difference = 0.400; p = 0.037). In addition, students using the IMAIOS system and the anatomage with CTML-based presets provided System Usability Scale (SUS) scores of 67.64 and 67.69, respectively, reaching the benchmark of usability. By contrast, students using the anatomage table without presets awarded a SUS score of 64.14. These results suggest that the integration of multimedia technologies in anatomy teaching and learning should be grounded on CTML principles of instructional design. Otherwise, students' perceptions of ed-tech usability are potentially hindered.

Bibliometric Analysis: Interactive Multimedia For Mathematics Learning

With the development of technology in the 5.0 era, it is possible for students to use technology-based learning media such as interactive multimedia which combines video, animation and audio, thus allowing users to interact and understand the material, as well as increasing learning that is more interesting and interactive. This research aims to see the trend of publication of interactive learning media in mathematics learning from 1993-2023 on Scopus, to see the most countries that study interactive multimedia articles in mathematics learning, to find out published journals regarding interactive multimedia in mathematics learning, and to find out the level of education who use interactive multimedia a lot in mathematics learning. The method used is descriptive research using bibliometrics for publication mapping with the help of VOS viewer. Data collection techniques use Scopus with the keyword’s interactive multimedia and mathematics. The amount of data retrieved from 359 articles to 38 articles regarding interactive multimedia in learning mathematics. Research results show development publication in 1993-2023 on search sqopus the highest in 2010 was 4 publications with 0.12%. Mathematics education for 29 years has increased every year. Malaysia is the country with the largest number of articles on interactive multimedia, namely 87 articles. The journal that publishes interactive multimedia articles is Educational Technology and Society with 79 articles. Writer article the highest of each is article written by (Goodwin, 2008). The level of education that often uses interactive multimedia is Junior High School (SMP) with 10 articles.

The Effectiveness of Website-Assisted Learning Multimedia to Improve Mathematics Learning Achievement of Elementary School Students

This study aims to determine the effectiveness of web-assisted learning multimedia in improving Maths learning achievement among primary school students. This study used a quasi-experimental approach, using a pre-test and post-test design to measure students' learning achievement. Data collection was conducted using test instruments designed to assess learning outcomes in a structured and objective manner. The effectiveness of the web-based multimedia intervention was measured through the Normalised Gain (N-Gain) test, which evaluates the level of improvement in students' mathematics learning achievement. Differences in the dependent variable between the experimental and control groups were further analysed using Paired Samples t-test and Independent t-test. The results of the N-Gain test indicated that the experimental group showed significantly greater improvement in Mathematics learning achievement compared to the control group, with the experimental group achieving a medium category N-Gain score of 0.68, while the control group's score was categorised as low at 0.17. In addition, the Paired Samples t-test and Independent t-test showed significance levels below 0.05, further validating the substantial impact of the web-based multimedia on student achievement. These findings underscore the potential of web-based multimedia as an effective instructional tool to improve students' learning achievement, especially in the area of Mathematics. This research contributes to the growing body of knowledge in educational technology and offers practical insights to enhance the learning process among young learners