Multimedia Computer-assisted Instruction Research Articles

Application of Artificial Intelligence Technology and Network Technology in Multimedia Courseware Making Course Education

With the continuous advancement of curriculum reform, how to improve the classroom efficiency and optimize the learning classroom model has become a topic of increasing concern for scholars and teachers. With the development and popularization of computer network, distance education has been widely used. It is in this case that the resource library came into being, which provides rich resources for Liu Xiye to make multimedia courseware. The learning of courses plays a fundamental role in education, which is reflected in modern distance education, that is, how to make courseware better. At the same time, online courses are also getting more and more attention from people. Online educators have higher and higher requirements for the design of each part of online courses. How to design feedback in the learning of online courses is also a must for every designer. Based on artificial intelligence education courseware, this paper introduces some audio and video technologies used in making multimedia CAI (computer-assisted instruction) courseware.

Development of Computer Assisted Instruction as a Means of Independent Learning

The development of Science, Technology, and Arts (IPTEKS) which so rapidly affects the process of implementing education can no longer be done conventionally. The learning methodology needs to adapt to these technological developments so that it can be carried out efficiently and effectively. This challenges education experts to continue to innovate in developing learning methods and strategies. How the learning process is carried out in a short time, and not always face to face between the lecturers and students but get the results as expected. One alternative to overcome this problem is to utilize computer-assisted instruction (CAI). This study aims to develop multi-media computer-assisted instruction (CAI) as a means of independent learning. This study uses the Multimedia Development Life Cycle method by Luther (1994), which includes six stages of development, namely concept (concept), design (design), material collection, assembly (manufacture), testing (testing), and distribution (distribution). At the testing stage, an alpha (alpha test) was carried out by the experts, while at the distribution stage the students were tested with indicators of usability, ease of use, ease of learning, and satisfaction. Conclusion for all aspects of the overall validity, practicability, and feasibility test, it can be ignored that multi-media computer-assisted instruction (CAI) is valid, practical, and worthy of being used as a means of independent learning

The application of basketball technology multimedia computer-assisted instruction courseware in physical education

Computer-assisted instruction, as a new type of education method, uses modern media to optimize the classroom teaching structure. Multimedia technology integrates graphics, text and sound into one, with a large amount of information, rich content, good human-computer interaction, timely feedback, can effectively stimulate students’ interest, attract students’ attention, and enable students to produce strong Learn the desire to develop students’ active learning ideas. We should adapt to the changes of modern teaching methods as soon as possible, combine traditional physical education teaching methods with multimedia computer networks, and effectively carry out physical education teaching activities. Basketball is one of the majors in college sports competition teaching, and it is also one of the sports that college students like to see. For a long time, the teaching of basketball has been carried out through the teaching and demonstration of teachers, which is a bit boring and weak in the face of the infinite charm of basketball. Nowadays, CAI courseware will inject new vitality and vitality into traditional basketball teaching. In order to combine this method organically with basketball teaching, this research develops a set of CAI courseware based on network basketball tactics based on the characteristics of basketball tactics and the development of computer multimedia courseware. CAI is the abbreviation of computer-assisted instruction. The basketball class of the second-grade students of the general department of the university conducted an eight-week teaching experiment to explore the feasibility of applying CAI courseware in basketball teaching, and provided a feasible reference for the physical education teachers to develop teaching courseware and timely application in basketball teaching.

Effects of instructional materials in multimedia computer-assisted instruction in teaching folk dance

This study aimed to determine the performance level of second year BPED students in teaching folk dance through multimedia computer-assisted instruction and demonstration methods. A quasi-experimental design was utilized. Sixty (60) students participated in the study with two intact heterogeneous classes. A validated researcher-made performance instrument was used to collect data. Descriptive statistics was utilized such as mean, standard deviation, and ANCOVA for the treatment of data. Findings in the pre-test revealed that the performance level of second-year BPED was “developing.” After employing MCAI, the group obtained a “proficient” level of performance in the post-test. The performance level of second-year BPED in the pre-test was “developing.” After employing the demonstration method, the group obtained a “proficient” performance level in the post-test. Students in demonstration method had significantly higher mean scores than those exposed to multimedia computer-assisted instruction. It can thus be concluded that the demonstration method is highly significant in enhancing the performance level of second-year BPED students in teaching folk dance. It was recommended among others that physical educators may conduct more studies related to the good quality of MCAI and may adopt the combination of MCAI and the demonstration methods in teaching folk dance.

Application of Multimedia Technology in Vocabulary Learning for Engineering Students

The study of vocabulary is essential in learning a second language. The traditional way of foreign language learning only allows students to learn what the teacher chooses to teach. Knowledge is force-fed by the teacher to the students, but this way cannot meet the needs of the students and society. The development of multimedia technology meets the demands for new ways of teaching language. The purpose of this study is to test whether it is effective to use computer-assisted instruction (CAI) in individualized learning and whether multimedia CAI techniques can improve vocabulary learning and memory. According to analysis of the experimental data, CAI-supported vocabulary learning is more effective than traditional methods. The results show that, through CAI, knowledge can be learned faster and retained longer in the students’ memory.

Multimedia computer-assisted instruction for carers on exercise for older people: development and testing

This paper is a report of a study conducted to develop a multimedia computer-assisted instruction for informal carers and test its content validity, user difficulty and user satisfaction. Healthy ageing is an increasingly important public health target globally. Changes in technology offer the opportunity for e-health promotion as a means of educating populations and healthcare staff to meet public health targets. Computer-assisted instruction was developed and tested systematically in four phases during 2008, and these are outlined. Phase 1 consisted of topic and content identification using a literature review. Phase 2 comprised refinement of the content using an academic panel of experts. Phase 3 was the production of computer-assisted instruction comprising problem clarification, algorithm designing with reference to a cognitive theory of multimedia learning and program coding. Phase 4 consisted of testing for content validity, and writing a computer-assisted instruction manual and testing it for user difficulty and satisfaction. The data from each phase informed the development and refinement of the computer-assisted instruction. Content validity was confirmed and 'test' users reported few difficulties in its use and high satisfaction. This e-health promotion initiative is an example of how computer-assisted instruction may be developed to teach carers of older people.

Multimedia CAI Program for Students With Mathematics Difficulties

This study investigated the effectiveness of Math Explorer at enhancing the word problem-solving skills of students with mathematics difficulties (MD). The study, which had a multiple-probe-across-subjects design, was conducted over 18 weeks. Four students with MD in Grades 2 and 3 participated. All students were able to use the four-step cognitive and three-step metacognitive strategies to solve addition and subtraction word problems and improved their word problem-solving performance on the computer- and paper/pencil-based tests. After the intervention phase, three out of the four students successfully maintained their improved word problem-solving performance levels during the follow-up phase. Implications for teachers and future software programmers are discussed, and directions for future computer-assisted instruction (CAI) research are suggested.

The identification, implementation, and evaluation of critical user interface design features of computer-assisted instruction programs in mathematics for students with learning disabilities

Critical user interface design features of computer-assisted instruction programs in mathematics for students with learning disabilities and corresponding implementation guidelines were identified in this study. Based on the identified features and guidelines, a multimedia computer-assisted instruction program, ‘Math Explorer’, which delivers addition and subtraction word problem-solving instruction for students with learning disabilities at the early elementary level, was designed and developed. Lastly, usability testing was conducted to assess whether Math Explorer was well-designed in terms of the interface for students with learning disabilities. Given the results of the usability testing, this study corroborated the fact that the critical user interface design features and guidelines in mathematics computer-assisted instruction programs would be essential for facilitating the mathematical learning of students with learning disabilities. Implications for practice and future research were discussed.

Student attitude and learning outcomes of multimedia computer-assisted versus traditional instruction in basketball

The purpose of this study was to examine the effect of multimedia computer-assisted instruction (MCAI), traditional instruction (TI), and combined instruction (CI) methods on learning the skill of shooting in basketball. Additionally, a comparison of the students' attitudes towards the MCAI and TI methods was made. Seventy-five middle school students of seventh and eighth grade were randomly assigned into three teaching method groups: TI, MCAI and CI. Each group received ten 45-min periods of instruction divided into three sections: (a) 5-min introduction, (b) 30-min instructional time and (c) 10-min questions and review. Students took pre-, post-, and retention written test covering techniques and rules of the games. Participants in the CI group also completed a post-test attitude survey towards the MCAI and TI methods. Two-way analysis of variances (ANOVA), with repeated measures on the last factor, were conducted to determine effect of method groups (MCAI, TI, CI) and measures (pre-test, post-test, re-test) on knowledge test. Paired samples t-test analyses were conducted to measure students' attitude towards the MCAI and TI methods. Post-test results indicated no significant differences between the groups concerning the written test. Nevertheless, the attitude test scores of the CI group were more favourable to MCAI method than the TI method. Retention test results showed that groups retained the knowledge acquisition. However, the combine method of instruction tended to be the most effective on cognitive learning.

Genomics innovative teaching pattern based upon amalgamation between modern educational technology and constructivism studying theory

In order to overcome various malpractices in the traditional teaching methods, and also as part of the Guangdong province molecular biology perfect course project, some reforms were carried out to the teaching pattern of genomics. The reforms include using the foreign original teaching materials, bilingual teaching, as well as taking the constructivism-directed discussion teaching method and the multimedia computer-assisted instruction. To improve the scoring way and the laboratory course of the subject, we carried on a multiplex inspection systems and a self-designing experiments. Through the teaching reform on Genomics, we have gradually consummated the construction of molecular biology curriculum system.

The Impact of Different Forms of Multimedia CAI on Students' Science Achievement

The study described in this paper has explored the effects of teacher-centred vs. student-centred multimedia computer-assisted instruction (CAI) on the science achievements of tenth-grade students. A total of 244 tenth-grade senior high-school students (attending six science classes) participated in this pre-test/post-test comparison-group experiment. During a one-week period, one group of students ( n = 123)were taught by a teacher-centred multimedia CAI scheme (TMCAI)whereas the other group of students ( n = 121) was subjected to a student-centred multimedia CAI (SMCAI) effect. An analysis of covariance on the Earth Science Achievement Test post-test scores with students' pre-test scores as the covariate revealed that the teacher-centred teaching approach was more effective in promoting students' science achievements than was the student-centred method - especially on the knowledge and application levels of the cognitive domain. Some implications for the implementation of multimedia CAI within secondary-science classrooms are discussed.

A consumer-oriented model for evaluating computer-assisted instructional materials for medical education

Computer-assisted instruction (CAI) can enhance medical education, but course directors and curriculum designers need thorough, credible evaluative data to make sound decisions about procuring and implementing CAI programs. There has been extensive research on the merits of CAI in general (although much of it is flawed by methodologic shortcomings), but sufficient evaluative data on specific programs are rarely available. The author proposes that a consumer-oriented model would be useful for evaluating CAI programs, and he discusses one published, consumer-oriented evaluation of a multimedia CAI program for ophthalmology students. The author contends that if CAI programs were routinely evaluated using the consumer-oriented model, and if CAI program developers used this model to evaluate their programs during the developmental phase, medical educators would be better able to choose and implement the programs that would best serve their needs.

The Affordability and Efficacy of MCAI

The recent article describing multimedia computer-assisted instruction (MCAI) in cardiology represents the future of medical education in many ways. 1 However, the article leaves the impression that the implementation of MCAI is only possible with funding that is well beyond the reach of the average clinician-teacher. The description by Waugh et al 1 should be complemented with descriptions of less expensive, equally effective demonstrations of MCAI. We use MCAI regularly in two different domains of academic medicine: ambulatory adult medicine and pediatric oncology. Our efforts in a community health center offer insight into the assistance of such technology in a primary care setting. A video camera is used to capture short quick-time movie clips of important physical findings, which are then easily and quickly transferred to video-editing software. A written case history of clinical dilemma along with video footage can be assembled in literally minutes. A small library of clinical

The Affordability and Efficacy of MCAI-Reply

In reply We appreciate the comments of Wofford and Wofford and the opportunity to respond. With regard to the expense of multimedia computer-assisted instruction (MCAI), there are two types of cost associated with its production: system costs and development costs. System costs are determined primarily by hardware, eg, laser disc vs CD-ROM technology. We chose the former in order to achieve the highest possible video quality. Development costs depend on a variety of factors, including whether the authoring program is off-the-shelf or has to be developed and the number of people involved with the effort. We developed authoring and administrative software and chose a consortium approach. These steps have afforded unique software advantages and have allowed us to draw on a diverse pool of talent for illustrative materials as well as program design and content. Some initial costs, such as those related to hardware and software development, were considerable but

Multimedia Computer-Assisted Instruction in Cardiology

Medical education faces problems caused by increasing restraints on resources. A multicenter consortium combined simulation and multimedia computer-assisted instruction (MCAI) to develop unique interactive teaching programs that can address a number of these problems. We describe the consortium, the MCAI system, the programs, and a multicenter evaluation of technical and educational performance. The MCAI system uses computer-controlled access to full-screen, full-motion, and full-color laser disc video in combination with digitized sound, images, and graphics stored on removable media. The Socratic teaching method enhances interaction and guides learners through the patient's history, cardiovascular physical examination, laboratory evaluation, and therapy. Self-instruction and instructor-led modes of function are possible. The first five programs, based on simulations of specific cardiology problems, were distributed to four medical centers. Questionnaires evaluated technical function and medical student opinions, while behaviors and scores were automatically tracked and tabulated by program administration software. The MCAI system functioned reliably and accurately in all modes and at all sites. The programs were highly rated. Student ratings, scores, and behaviors were independent of institution and mode of use. A multicenter educational consortium developed a system to produce unique, sophisticated MCAI programs in cardiology. Both system and programs functioned reliably at four institutions and were highly rated by fourth-year medical students. With this enthusiastic reception, the economies and strengths associated with MCAI make it an attractive solution to a number of problem areas, and it will likely play an increasingly important role.

Multimedia computer-assisted instruction in cardiology

Multimedia computer-assisted instruction in cardiology