Multimedia Activities Research Articles

Interactive Multimedia in Teaching Physics Concepts Effectively

Multimedia communication refers to more than one medium of communication. For example, if we consider a textbook, it has some text at a minimum. It may also have pictures, graphs, tables of data, and so on. In the modern era of digital technology, its span has widened to audio and video recordings and interactive animations. This paper investigates the effectiveness of interactive multimedia tools in improving student learning of physics concepts in introductory college courses. We implemented interactive multimedia tools in the studio-style and Student-Centered Active Learning Environment for Undergraduate Programs (SCALE-UP) classroom settings, and studied their impact on student learning of physics concepts through surveys on their perceptions related to the learning activities based on those tools. Our analysis of the survey data shows that the majority of the students who participated in the surveys found the interactive multimedia activities helpful for learning physics concepts.

University Students' Attitudes and Perceptions on Learning English with Mobile Apps

This study investigates university students' attitudes and perceptions toward using mobile applications for English language learning. Conducted at Universitas Negeri Yogyakarta with 43 master's students, the research employed a survey to assess various aspects of mobile app usage. Results indicate a generally positive view, with high engagement in listening and multimedia activities, underscoring the effectiveness of mobile apps in these areas. However, there are concerns about content accuracy and the need for improved support for writing skills. Students found mobile apps convenient and enjoyable, suggesting their significant potential to enhance language education. Recommendations include integrating mobile apps more systematically into curricula, focusing on features that support writing skills, and addressing concerns about information reliability. Future research should explore long-term impacts, effective integration strategies, and the role of specific app features in language development

The IGCP 714 Project “3GEO – Geoclimbing & Geotrekking in Geoparks” – Selection of Geodiversity Sites Equipped for Climbing for Combining Outdoor and Multimedia Activities

The IGCP 714 project “3GEO – Geoclimbing & Geotrekking in Geoparks” is financed by the International Geoscience Programme (IGCP) and supported by the International Union of Geological Sciences (IUGS). In this paper, we report on the results of the first phase of the project focused on the criteria to be adopted to select geodiversity sites equipped for climbing or trekking. The selection of geoclimbing sites and geotrekking routes is aimed at combining multimedia tools and outdoor activities for Geosciences promotion and conservation in UNESCO Global Geoparks, aspiring geoparks or geoparks project, and also in protected areas featuring geoheritage sites. Indeed, both outdoor activities and multimedia tools favour the pursuing of many of the United Nations Sustainable Development Goals (e.g., 3, 4, 8, 11). An international consortium of geoscientists from 12 different countries selected, through the proposed procedure, 22 geoclimbing sites, and then they also detected 30 geotrekking routes mirroring Earth geodiversity. At some test sites (geoclimbing and geotrekking) multimedia tools and digital outcrop models have been developed through different methodological approaches (e.g., Structure from Motion and Multi-View Stereo photogrammetry), to open the way to the second part of the project still in progress. These sites and the relative virtual models are herein also shown. The final aim of the IGCP 714 project is indeed to create an open data repository (digital outcrop models, videos, virtual tours, photos, scientific information, and interpretations) to upload data of the selected sites to mirror Earth geodiversity for different users including tourists and school groups.

Scripting of mediated tasks in the learning of French as a foreign language

This article examines how new technologies are increasingly integrated into the teaching of French as a foreign language (FLE). The scripting of mediated tasks, which is based on sequences of structured and multimedia activities, is considered a promising approach. Technologies such as mobile apps and virtual reality offer opportunities to improve learning of French as a foreign language. The article examines the definition of mediated tasks, how new technologies can be used effectively in their design, and how this affects learners' motivation. In short, it helps to understand how learning French as a foreign language has changed in the era of new technologies.

Middle school students’ experiences and perceptions about flipped classroom applications used in geometry lessons

The purpose of the study was to investigate the experiences and perceptions of middle school students about the flipped classroom applications used in geometry lessons. The research was designed as a case study. Data were collected through field notes, focus group interviews, and semi-structured interviews. The sample consisted of 26 eighth-grade students studying in a state middle school in Turkey. Within the scope of the flipped classroom, lecture videos and summaries, multimedia activities, and exercises were sent to the students through the Education Information Network (EIN) lesson module. The results indicated that students could control their learning at their pace and the lesson module were generally comprehensible. Moreover, the in-class activities enabled students to learn mathematics in a meaningful and in-depth manner. There was enough time for the application and implementation of classroom tasks. Furthermore, students learned better by getting support from their friends in the group, the interaction between student-student and student-teacher improved, and they were actively involved in the lessons. Additionally, students' bias towards mathematics decreased.

SERVICE TO THE COMMUNITY COVID-19 DISASTER VOLUNTEERS (PKM-BC19) IN LIMAU MANIS SELATAN VILLAGE, PAUH SUBDISTRICT, PADANG CITY, WEST SUMATRA PROVINCE

Community Service disaster Covid-19 (PKM-BC19) is the theme of activities in this pandemic period carried out by students accompanied by lecturers. Students as covid-19 volunteers to help the community know covid-19 and the symptoms it causes, how to prevent it, so that the community is more careful and protect themselves from the virus that is currently spreading. Activities are carried out in their respective residences and help the community in accordance with health protocols that apply in their respective regions. The location of the implementation in Limau Manis Selatan Village, Pauh Subdistrict, Padang City, West Sumatra Province. The work program implemented includes main activities, supporting activities and multimedia activities or additional activities. The main activities are activities related to Covid-19. Supporting activities are activities related to the economy, environment, social and education to the community. Multimedia activities or additional activities such as making tutorial videos or educational videos that are then uploaded to social media such as Youtube and Instagram.

Residence in an Area with Environmental Exposure to Heavy Metals and Neurobehavioral Performance in Children 9-11 Years Old: An Explorative Study.

We explored the association between residence in an area polluted with metals and neurobehavioral performance in children aged 9 to 11. A cross-sectional study was conducted with thirty boys and thirty girls aged 9 to 11 from public schools in a heavily industrialized area, matched by age (±4 months) and gender with 15 boys and 15 girls from public schools in cities without relevant industrial activity. Neurobehavioral performance was assessed with the Behavioral Assessment and Research System. Linear regression models were used, adjusting for age, sex, social class and multimedia activities to predict each of the neurobehavioral outcome variables. No differences in neurobehavioral performance were found when all children with residence in areas with environmental exposure to metals were classified as exposed and the children from the other provinces as unexposed. However, when we compared children living <1 km from an industrial area with respect to those living more than 1 km away, significant differences were found. Children living <1 km away had lower scores on Finger Tapping (p = 0.03), Symbol-Digit (p = 0.07) and Continuous Performance (p = 0.02) than those living farther away. Our results support the hypothesis that residing close to an area with industrial activity (<1 km) is associated with deficits in neurobehavioral performance among children aged 9 to 11.

Effects of a multimedia campaign on HIV self-testing and PrEP outcomes among young people in South Africa: a mixed-methods impact evaluation of ‘MTV Shuga Down South’

IntroductionInnovative HIV technologies can help to reduce HIV incidence, yet uptake of such tools is relatively low among young people. To create awareness and demand among adolescents and young adults,...

In the world of digital media. The role of information technology in Polish and Czech secondary education

Public schools have a basis for creating a new offer of multimedia activities. Every school should plan its development based on its resources and competences. Keeping up with the ever-changing reality, rather than sticking to once chosen directions, is the way to digital school individualization. Only such a school model allows to achieve beneficial for society educational results in the beginning of the 21st century. The types and scopes of proposed activities depend on the requirements for audiovisual equipment, and the competence of teachers. Multimedia is a combination of several different ways of conveying information in order to provide the audience with better prepared information. The article presents the results of a survey on the use of Information Technology in upper secondary education by teachers, which shows the extent of teachers’ knowledge of media education of young people, the support for this education, and the opinions about it at school. A selection of two secondary schools with similar fields of study in Poland and the Czech Republic is juxtaposed. The school should play a major role in the blended learning system by initiating and enabling remote learning (using the equipment of laboratories - computers with Internet access and the knowledge and skills of teachers).

Enhancing Multimodal Interaction and Communicative Competence through Task-Based Language Teaching (TBLT) in Synchronous Computer-Mediated Communication (SCMC)

The number of publications on live online teaching and distance learning has significantly increased over the past two years since the outbreak and worldwide spread of the COVID-19 pandemic, but more research is needed on effective methodologies and their impact on the learning process. This research aimed to analyze student interaction and multimodal communication through Task-Based Language Teaching (TBLT) in a Synchronous Computer-Mediated Communication (SCMC) environment. For this purpose, 90 teacher candidates enrolled in the subject Applied Linguistics at a university were randomly assigned in different teams to create collaboratively digital infographics based on different language teaching methods. Then, all the teams explained their projects online and the classmates completed two multimedia activities based on each method. Finally, the participants discussed the self-perceived benefits (relevance, enjoyment, interest) and limitations (connectivity, distraction) of SCMC in language learning. Quantitative and qualitative data were gathered through pre- and post-tests, class observation and online discussion. The statistical data and research findings revealed a positive attitude towards the integration of TBLT in an SCMC environment and a high level of satisfaction with multimodal communication (written, verbal, visual) and student interaction. However, the language teacher candidates complained about the low quality of the digital materials, the use of technology just for substitution, and the lack of peer-to-peer interaction in their live online classes during the pandemic.

SERVICE TO THE COMMUNITY OF THE COVID 19 DISASTER (PKM-BC19) IN LIMBUKAN KELURAHAN, SELATAN PAYAKUMBUH DISTRICT, PAYAKUMBUH CITY

Community Service for the Covid-19 Disaster (PKM-BC19) is the theme Community Service Program (KKN) thematic Faculty of Agricultural Technology, Andalas University.Service activities are more focused on Covid-19 volunteers who are tasked with educating the public. Students accompanied by lecturers carry out activities individually at their respective residences and occasionally come downdirectly to residents while still adhering to health protocols.The location for the implementation of student KKN is in Limbukan Village, South Payakumbuh District, Payakumbuh City. The work program carried out during KKN includes main activities, supporting activities and multimedia activities. The main activities are activities related to Covid-19. Supporting activities are activities related to economic, environmental, social improvement and public education.Additional activities or multimedia activities that students do are making educational videos which are then uploaded to social media such as Instagram, WhatsApp and Youtube.

Maximizing Learning Management Systems to Support Mathematical Problem Solving in Online Learning

Mathematical problem solving is a complex cognitive activity, which poses difficulties for students with and without disabilities in inclusive learning environments. With a variety of functions, Learning Management Systems (LMSs) have the potential to enhance personalized learning to meet the diverse needs of all students. This paper provides teachers guidance on using LMSs to implement evidence-based practices for math problem solving in an online learning environment. This paper introduced multiple functions commonly available in most LMSs, such as quiz, multimedia content editor, Learning Tools Interoperability (LTI), and learning analytics. Guidance is provided to teachers to leverage these features to maximize student learning experiences, such as engaging in multimedia learning activities, interacting with the teacher and peers, and receiving tailored feedback.

A scalable and customizable multimedia framework for behavioral intervention

We present a novel web-based computational framework to aid behavioral interventions for people with autism spectrum disorder (ASD). The development of the framework aims on providing resources for creating, editing, storing, and applying multimedia activities, as well as tools for tracking and analyzing the students’ progress. We have conducted the design and development of our framework based on principles from applied behavior analysis and behavioral psychology. We evaluated our framework, testing it with five professionals (participants) that freely explored it. During the tests, we tackled minor adjustments pointed by them, while the users’ general suggestions are assisting us to further improvements. The participants answered two questionnaires about their profiles, as well as how they explored the framework. After the tests, we observed that the use of the framework can be positive for the interventions, considering both the activities created by each professional and their reports. Last but not least, the user tests were conducted, in Brazil, during the period of social isolation due to Sars-cov-2 pandemic, where the participants had the opportunity to explicit how technologies, in particular our framework, can benefit their work.

The Online Art Museum

This article was migrated. The article was marked as recommended. With the onset of the coronavirus-19 (COVID-19) pandemic, we transformed an in-person art museum-based course for medical students into an online format. This brought new challenges but offered unexpected advantages. The course included daily close-looking of artworks using the Visual Thinking Strategies method, group arts-based activities, reflective writing, and independent creating assignments. The virtual format allowed us to incorporate important features that were unavailable in our in-person elective: multi-media activities, access to nearly unlimited international works of art, and personal reflection from one's private space. As instructors, the experience enlightened us on the value of online arts-based teaching.

„Времето“ като аспект в творбата (избрани примери от полско концептуално изкуство, собствени и студентски творби)

Attempting to visualize concept of “time” has a great tradition in contemporary art, in particular in conceptual art in the 20th century. The starting point for that consideration are conceptual activities in Polish contemporary art and their influence on the didactic program of teaching photography – the topics and selections taken for the visual structure of the work. Discussion on the example of selected works of Polish conceptual art of the 20th century, including the effects of the didactic process of the Photography and Multimedia Activities Studio that I run at the Academy of Fine Arts in Łódź. As a part of research and didactic observations, for many years students have been given the task of creating a visual work that shows the passage of time. The selection of photographic pictures and the method of working should be treated as an attempt to create a personal commentary on the surrounding reality. Students are choosing a theme, planning and recording over for a long period of time, for example a few weeks or months, the natural variability of the motif with particular emphasis on the type of light resulting from the time of day and the environment. The collections are presented in the form of a slide show, and the rhythm of the appearing photographs can be variable, consciously used as an additional artistic element. In the initial phase, the students discuss the selected issue and chosen artistic convention, while the technique and artistic form are free. In my own artistic work, too, the aspect of the “time” is an important factor. In many art works and art projects it is an important semantic element. Years later, I return to the same themes or places to reinterpret them and relate to the past. It concerns both the topic, issues and the composition of the visual implementation. Examples of artistic projects implemented over many years are cycles regarding the identity of the home city, for example “Postcards from Łódź”, “genius_lodzi” or “The Origin”.

Propuesta pedagógica: JClic como herramienta didáctica en la Educación Primaria

El uso de las Tecnologías de Información y Comunicación (TIC) en la educación ha sido un pilar fundamental en las políticas educativas del estado venezolano, y llevarlas al aula no ha sido nada fácil, no obstante, pese a la resistencia de algunos docentes tradicionalistas, la realidad demanda docentes que estén a la vanguardia del desarrollo y avance tecnológico, mediante la utilización de herramientas que rompan con la rutina y transformen el proceso educativo. Por ello, se pretende develar el potencial del programa JClic como una herramienta interesante, con facilidad de uso y acceso, la cual la convierte en una herramienta de gran utilidad para los maestros, en la elaboración de actividades multimedia poca inversión de tiempo y de manera sencilla, favoreciendo procesos de enseñanza dinámicos, interactivos, atractivos y significativos, haciendo énfasis en la importancia de la actualización docente para poner en práctica el software JClic, siendo esta una herramienta que complementa su labor en el aula y facilita el aprendizaje de los estudiantes en educación primaria.

Dijital Veri Güvenliği Farkındalığı ve Bilgi Okuryazarlığı ile Alınan Hizmetiçi Eğitimin Etkisi

The aim of this research is to examine the effect of in-service training with digital data security awareness and information literacy of individuals working in a public service organization. The participants of this explanatory sequential mixed design study consisted of a total of 69 staff (37 female and 32 male). Forty seven of the participants had previously received an in-service training on “Information and Digital Data Security”, while 22 did not. In this study, data were collected by using “Information Literacy Scale” and “Digital Data Security Awareness Scale”. In addition, participants' opinions were collected through semi-structured open ended questions. Pearson Correlation and MANOVA were used for the data analysis. The data obtained from the open ended questions were analysed by using content analysis technique. The results of the study demonstrated a moderately positive and significant relationship between participants' information literacy and digital data security awareness. However, it was found that the in-service training did not have a significant effect on participants’ digital data security awareness and information literacy. In order to examine the possible reasons for this result, detailed views of the participants on both the content and the method of in-service training process were obtained. In line with these views, some suggestions were given about different educational contents and methods such as providing online in-service trainings rather than face-to-face trainings, creating virtual worlds, group activities on social networks and creating multimedia activities.

Features of professional training of multimedia design specialists in higher education institutions of the people’s Republic of China

The professional training of specialists in multimedia design in higher educational establishments of the People's Republic of China is considered. The results of the analysis of scientific and methodological literature on the research problem indicate that its various aspects were reflected in the scientific works of scientists who considered the professional skills of future design professionals at the level of higher education (E. Antonovich, Liu Guilin, Liu Chunilin, Schi Chanfa, Yu Zuguan, A. Antipovsky, N. Borevskaya, L. Kalashnik, Liu Donmin, V. Danilenko, M. Opalev, N. Pazura, Su Xiaohuan, N. Franchuk, Zhu Mutsu, Jia Yachen, M. Yakovlev, etc.). At the same time, the problem of professional development of specialists in multimedia design is not sufficiently researched. The psychological and pedagogical peculiarities and organizational and pedagogical conditions of the development of professional training of specialists in multimedia design in higher educational institutions of the artistic profile of the People's Republic of China are theoretically proven. The systematization, comprehension and generalization of the research results are carried out; the features and general tendencies of the modern media industry and its influence on the development of professional training of specialists in multimedia design in higher educational institutions are established; the characteristics of the media environment are outlined, the content and structure of multimedia activities are substantiated, its classification is identified. The essence of the basic concepts of research (professional training, multimedia design, media design) has been specified. The expediency of the main educational blocks, which provide activation of creative possibilities and professional training of specialists in multimedia design in higher educational institutions, is determined; the essence of their constituents is revealed; the theoretical conclusions are specified, the prospects for studying the problem in question are specified.

Uso del modelo de aprendizaje invertido en un bachillerato público

espanolLos modelos tecno-educativos que se han venido desarrollando buscan la aplicacion de las tecnologias de informacion y comunicacion (TIC) mas adecuada al diseno instruccional que se tiene planeado ejecutar. De entre los modelos revisados para el desarrollo del presente trabajo, el modelo de aprendizaje invertidopresenta oportunidades de aplicabilidad en la educacion publica de nivel medio superior.Dicho modelo propone, en terminos generales, sustituir la catedra del profesor por materiales de aprendizajeque puedan ser atendidos fuera de clase, mientras la tipica tarea se convierte en actividades ejecutadas dentro del aula. A partir de ello, se describe una experiencia de invertir el aula en la materia“Comprension de textos escritos en ingles como lengua extranjera” de quinto semestrede un bachillerato publicoenla ciudad de Xalapa, Veracruz(Mexico). El apoyo tecnologico fue conformado por un curso, alojado en una plataforma Moodle, elcual maneja recursos digitalesy actividades multimedia de practica.Se eligio un enfoque cuantitativo con diseno cuasi-experimental de pre-prueba y post-prueba con grupodecontrol y experimentalasi como pruebas estandarizadas para la evaluacion de lacomprension detextos. Los resultados muestranevidencias estadisticamente significativas que permiten realizar algunas consideraciones prometedoras EnglishThe purpose of the techno-pedagogical models that have been developed is to apply the most accurate information and communicationtechnologies (ICT) use to the instructional design that is planned to be executed. Among the different models revised to develop the current research, the flipped learning model reveals application possibilities in the public high schools. In general, theflipped learning model proposes that the direct instruction is replaced by learning materials, which are delivered outside the class while typical homework activities are implemented in class time. On this basis, a flipped classroom experience was carriedout in the “Reading comprehension in English as a foreign language” class in the fifth semester of apublichigh schoolin the city of Xalapa, Veracruz(Mexico). Digital resources and multimedia activities were developedand hosted in a Moodle platform. Aquantitative-based approach was used along with a quasi-experimental design with control and experimental groups. Standardized tests for preand post assessment of written text comprehension were also used. The results show statistically important evidences that allow to make some promising considerations

DEDOS: An Authoring Toolkit to Create Educational Multimedia Activities for Multiple Devices

Information and Communication Technologies offer new possibilities for teachers to enhance their teaching methods. The increasing use of personal computers, tablets, interactive whiteboards, or even multitouch tabletops in the classrooms seems to attract the interest of the students. However, there are not many tools that allow teachers to create multimedia activities for all these technologies in an effortless way. Most of current authoring tools either focus on creating content for only one device or they do not fully exploit the benefits of rich content for designing engaging educational activities. In this paper, we present an authoring toolkit composed by two applications: DEDOS-Editor, which allow teachers to design their own learning activities, and DEDOS-Web, which allows the students to perform those activities adapting them to multiple devices. To test both tools, we have performed two evaluations. One with teachers to test the authoring tools and a second one with primary school students to test if the activities designed with this tool enhance their learning process. Results show that DEDOS-Editor is an easy to learn authoring tool which helps teachers to complement their learning methods while DEDOS-Web is flexible enough to create several learning scenarios from just one set of activities, factors which lead to achieving positive learning outcomes.