Multimedia Design Research Articles

Text-to-Speech Software and Learning: Investigating the Relevancy of the Voice Effect

Technology advances quickly in today’s society. This is particularly true in regard to instructional multimedia. One increasingly important aspect of instructional multimedia design is determining the type of voice that will provide the narration; however, research in the area is dated and limited in scope. Using a randomized pretest–posttest design, we examined the efficacy of learning from an instructional animation where narration was provided by an older text-to-speech engine, a modern text-to-speech engine, or a recorded human voice. In most respects, those who learned from the modern text-to-speech engine were not statistically different in regard to their perceptions, learning outcomes, or cognitive efficiency measures compared with those who learned from the recorded human voice. Our results imply that software technologies may have reached a point where they can credibly and effectively deliver the narration for multimedia learning environments.

Development and Evaluation of Multimedia Software of Vital Drug Prescription and Calculation Principles

Background: Considering the advancement of information technology, the use of new educational methods, such as e-learning, is undeniable. The purpose of the present study was to design and evaluate drug dose calculation multimedia software to nursing students. Methods: After providing educational content, the software was prepared based on research findings in the field of e-learning, including Mayer’s multimedia design principles, educational evaluation criteria and an educational materials checklist. Software evaluation was done by a number of multi-disciplinary experts (n=15) and students (n=32) and by polling forms that included the characteristics of electronic resources. SPSS 20 was used to analyze the data.Independent t tests, analysis of variance (ANOVA) and Pearson correlation were used to assess the relationship. Also, the data are presented using mean (standard deviation) and frequency(percentages) for numeric and categorical variables. Results: Software evaluation by students resulted in a mean score of 57.73 (SD=10.964)(range: 14 to 70) of the maximum possible score of 70, indicating that software evaluation was excellent. There was a significant difference between the mean total score provided by female(mean=61.8, SD=6.03) compared to male (mean=52.5, SD=9.02) students (P < 0.05). Female students rated the software higher than male students (P < 0.05). Evaluation of the software by multi-disciplinary experts resulted in a mean score of 160.72 (SD=30.796), with scores ranging from 40 to 200 out of a maximum score of 200. Conclusion: Vital drug prescription and calculation principles multimedia software was developed using Mayer’s theory and evidence-based evaluation criteria. Results showed an excellent evaluation of the software by multi-disciplinary experts and students

Multimedia Learning Science Development in improving the Problem Solving Skill of Elementary School Student

This study aims to develop multimedia products and measure the effectiveness of multimedia in improving the problem solving skills of primary school students. The type of this research is development research that is by developing media product content of science matter of influence of heat 2 to change body shape and temperature. The research subjects consisted of 50 respondents in 5th grade. The development model used was Lee and Owens model which was adapted to the research with steps: 1) analysis, 2) multimedia design, 3) multimedia development, 4) empirical analysis, 5)implementation, 6) final product. Effectiveness test was conducted to measure problem solving skill through pre-test and post-test then processed using t-test. The result of t-test indicate that there is a difference of the mean value of pretest and posttest value with trust level α = 0.05, there is an increase of mean value or in other words, Ho is rejected, mean pre-test value 61.12 and average post-test value 75. Respondents also showed positive attitude using multimedia supported with the result of questionnaire response value 81% with criteria very good. Based on the results of effective multimedia used by learners in learning and improve problem solving skills.

Design of Web-based Lightweight Interactive Multimedia for Distance Learning

Electronic learning based on Information and Communication Technology is one of the backbone behind the success of distance learning because it is actually able to save cost, time, and resources. To optimize the quality of this learning, more variety and interactive content with the support of multimedia elements (such as text, images, animations, sounds and video) is required. This research proposes a design of web-based lightweight interactive multimedia application combined with a game approach to support distance learning. This design employs web technologies based on pure HTML5, CSS3, and AJAX scripting that offer rich interactivity and lightweight performance. This research produces an interesting and fun learning application design that able to motivate students to self-learning.

Design and Assessment of Online, Interactive Tutorials That Teach Science Process Skills.

Explicit emphasis on teaching science process skills leads to both gains in the skills themselves and, strikingly, deeper understanding of content. Here, we created and tested a series of online, interactive tutorials with the goal of helping undergraduate students develop science process skills. We designed the tutorials in accordance with evidence-based multimedia design principles and student feedback from usability testing. We then tested the efficacy of the tutorials in an introductory undergraduate biology class. On the basis of a multivariate ordinary least-squares regression model, students who received the tutorials are predicted to score 0.82 points higher on a 15-point science process skill assessment than their peers who received traditional textbook instruction on the same topic. This moderate but significant impact indicates that well-designed online tutorials can be more effective than traditional ways of teaching science process skills to undergraduate students. We also found trends that suggest the tutorials are especially effective for nonnative English-speaking students. However, due to a limited sample size, we were unable to confirm that these trends occurred due to more than just variation in the student group sampled.

Mapping Patterns of Relations in an Online Graduate Course

This study explores the patterns of relations that emerged and mutated during a particular semester of an online, graduate course, Multimedia Design for Learning. The assemblage, a learning community, was comprised of a professor-course designer, learners, the course content, digital connectivity, a learning management system (LMS), digital media production software, learning tasks, assessment criteria, and emergent activities. We describe the expected and unexpected relational interplays observed among the actors and map the performativity of the learning community. Within this interplay we were more concerned about how particular nodal points (actors within a network) came to operate as sites of attachments (bonds between actors), and simultaneously promulgated different sensibilities and new relations, which in turn, worked to transform material/digital/human objects into agents. Our main interest was to better understand how, from an initially fragile assemblage, an online learning community could emerge, reconstitute, and/or dissolve. We first describe Sørensen’s (2009) patterns of relations (regions, networks, and fluids) metaphor. Then, we consider the shaping, reshaping, and co-constitution of the patterns of relations (Mol &amp; Law, 1994). We also describe the role of obligatory points of passage, and sites of attachment that held the assemblage’s network together. Our methodological approach drew upon Hine’s (2000; 2004) principles for undertaking a virtual ethnographical study. In order to gather our data, we conducted online, structured, asynchronous, text-based interviews with seven of the fourteen course participants. A second data set was derived from the course designer-instructor’s (also a co-author here) reflective notes. As a research-group, we spent reflexive time constructing and applying a guiding conceptual framework for data analysis. We engaged in two rounds of coding. The first round was descriptive; the second round was self-reflective. In this paper, we focus on key themes that describe student-participant’s chosen sites for: 1) finding familiarity/continuity in the processes of navigating synchronous and asynchronous communication channels and associated resources initially chosen by the instructor, (2) finding ways to collaboratively engage in knowledge construction within the course, and (3) circumventing the patterns of relations initially implemented within the course design. We conclude the paper by discussing how initial attempts to create spaces for specific patterns of relations (“design choices”) appeared to evolve within the learning community assemblage; that is, how activities emerged unexpectedly.

How can pictorial representations stimulate the imaginative capacity of experienced multimedia designers?

Designers value imaginative capacity and consider it the basis for cultivating creative ideas, but research on designer imagination is scant. Prior research has indicated that pictorial representations stimulate designers to imagine how their designs look or feel when they are used. Therefore, the present study explored the types of pictorial representation that stimulate the imaginative capacity of experienced multimedia designers as well as how this is achieved. This study conducted a series of in-depth interviews focusing on 10 indicators of imaginative capacity with 20 experienced multimedia designers. The results indicate that each indicator of imaginative capacity can be stimulated by various types or combinations of pictorial representation. How these stimulations occur largely depends on design problems and needs. The potential changes in design resulting from referring to pictorial representations were considered on the basis of five facets: optimal combination, presentation intentions, user experience, client needs, and resource availability. Resource availability was identified as a key determinant of final decisions made by experienced designers.

Computerized Adaptive Testing Design for Students with Visual Impairment

Computerized Adaptive Testing (CAT), a product of scientific advancements and new technologies in the field of measurement and evaluation in education, may be considered beneficial in reaching more valid and reliable test results for students with visual impairment. CAT renders more reliable test results in less time with fewer items that are well-matched to the ability levels of students. When these basic properties of CAT are considered, we can state that the use of CAT in assessing the ability levels of students with visual impairment may provide a significant step in attaining fair and comparative test results. The aim of this research is to develop audio-based CAT software for visually impaired students and to guide future studies by providing assessment, development, and design procedures. We created an item pool comprised of 166 audible items to assess the listening comprehension levels of students with visual impairment at secondary school. We have reported all data that indicate the validity and reliability scores through test development process, such as the acquisition analyses, expert opinions, pre-trial application (n=196), trial application (n=608), assumptions for the Item Response Theory. We have depicted of all the steps of software development on the basis of multimedia design principles in detail. Parameter estimates and software development studies were made according to 3 parameter logistic model. During item development and software testing, opinions of 7 students with visual impairment were considered. As a result, a valid and reliable CAT, named SesliTest , has been developed for students with visual impairment at secondary school. The research carries great importance since it proves CAT is applicable for students with visual impairment.

Online Lectures in Undergraduate Medical Education: Scoping Review.

BackgroundThe adoption of the flipped classroom in undergraduate medical education calls on students to learn from various self-paced tools—including online lectures—before attending in-class sessions. Hence, the design of online lectures merits special attention, given that applying multimedia design principles has been shown to enhance learning outcomes.ObjectiveThe aim of this study was to understand how online lectures have been integrated into medical school curricula, and whether published literature employs well-accepted principles of multimedia design.MethodsThis scoping review followed the methodology outlined by Arksey and O'Malley (2005). Databases, including MEDLINE, PsycINFO, Education Source, FRANCIS, ERIC, and ProQuest, were searched to find articles from 2006 to 2016 related to online lecture use in undergraduate medical education.ResultsIn total, 45 articles met our inclusion criteria. Online lectures were used in preclinical and clinical years, covering basic sciences, clinical medicine, and clinical skills. The use of multimedia design principles was seldom reported. Almost all studies described high student satisfaction and improvement on knowledge tests following online lecture use.ConclusionsIntegration of online lectures into undergraduate medical education is well-received by students and appears to improve learning outcomes. Future studies should apply established multimedia design principles to the development of online lectures to maximize their educational potential.

THE DEVELOPMENT OF INTERACTIVE MULTIMEDIA WITH DRILL AND PRACTICE MODEL ON MULTIMEDIA II (TWO DIMENTION ANIMATION) COURSE IN POLITEKNIK GANESHA GURU

This study aims (1) To create interactive multimedia design with drill and practice model at Multimedia II (animation 2 dimension) course, (2) To know the feasibility of interactive multimedia with drill and practice model at Multimedia II (animation 2 dimension) course. The type of study used was Research and Development by using development model of Dick &amp; Carey. This study involved the first grade students of Informatika Management program at Politeknik Ganesha Guru. Based on the result of data analysis which is derived from the content feasibility aspect performed by the content expert showed that the product was acceptable with SAP of Multimedia II (animation 2 dimension) course. In the tests which were performed by the media expert obtained 85% calculation results are in good qualification. In the tests which were done by the design of the learning expert obtained 88% calculation results are in good qualification. The user/lectures gave good response. Field trials that were conducted obtained a calculation of 89% are in good qualification.

AugmentedWorld: Facilitating the creation of location-based questions

This paper presents AugmentedWorld, an open and adaptive location-based platform, designed to facilitate the creation of multimedia-rich questions while connecting scientific topics to relevant locations, real-world applications, and learners' daily life. Prior to its implementation in schools, we conducted a study among 98 prospective science teachers to examine the quality of location-based questions and participants' epistemic views. Data were collected through encoding of questions' quality, participants' grades, and semi-structured interviews. The findings indicated medium results for the quality of location-based questions, with multimedia design as the weakest feature. The participants' early experience in exam-writing and gender were found as significant predictors of the quality of questions. In addition, the data indicated a significant relationship between the questions' quality and participants' technological and pedagogical knowledge. Four competencies were identified with reference to the educational importance of location-based questions: contextualization, creativity, critical thinking, and information and communication technology (ICT) literacy. The current study underlines the importance of location-based questions as a form of learning and alternative assessment.

An examination of gender and situational interest in multimedia learning environments

AbstractExisting research highlights conflicting results attempting to capture gender preferences with respect to unimodal versus multimodal designs in online learning. As online learning continues to expand, more research examining the role of gender in multimedia design holds considerable potential. However, the presence of multimedia in online learning contexts presents a more complex problem when taking into consideration the concept of learner interest. The current study sought to investigate gender differences in situational interest (SI) with respect to three different but related designs of an online, multimedia learning environment for continuing, professional education in emergency medical services. The content in these designs was identical, but applied different combinations of the redundancy and modality multimedia principles. A two‐way analysis of variance was used to examine the types of SI by gender and type of multimedia design. While no significant difference or interaction effect was identified between gender and triggered SI, an interaction effect was observed for females and the different multimedia designs. Specifically, females reported a higher maintained SI when animation, narration and text were effectively combined. The findings of this study provide insight into best practices for instructional and media designers developing multimedia learning environments as well as future research implications.

Research on Impacts of the Learning Motivation on the Modality Effects in Multimedia Design

The modality effect is one of the cognitive load theory effects. It mainly introduces that the images and texts would be presented to learners at the same time when designing multimedia and compared with learning the text information by visual modality, learning by auditory modality is more helpful. The related researches in the past only proved the objective correctness of this effect from different aspects. However, few people had discussed the relationship between motivation and this effect, that is whether the motivation would impact on the modality effect or not and what the impact should be. This research explored those mentioned issues by the empirical method, and the conclusion is as following: learning motivation has indeed influence on the modality effect; learning content in courseware can stimulate the motivation of learners; the results of dual modality and motivation are significantly higher than single modality.

Exploring the effect of using different levels of emotional design features in multimedia science learning

The current study aims to examine the influence of incorporating different emotional design approaches into multimedia on 7th grade middle school students’ positive emotions, mental effort investments and learning achievements (recall and transfer). To this end, four different instructional materials were created. Each material was identical, with only the extent of emotional design differing. For the Neutral Design (ND) group, none of the emotional design principles were used (monochromatic grayscale). For the Colorful Design (CD) group, attention-grabbing, bright and saturated colors were added to the material. For the Anthropomorphic Design (AD) group, expressive facial expressions (anthropomorphism of lifeless objects and expressive facial expressions of human characters) were incorporated into the material. Finally, for the Anthropomorphic Design and Sound Effects (ADSE) group, interesting sound effects were also used. The study was conducted at a middle school with a group of 106 students. Positive emotions were measured using an emWave emotion detection device. Results revealed that positive emotions generally increased as the amount of emotional design features increased. However, while students who used the Colorful Design invested more mental effort compared to students who used the Neutral Design, students who used the Anthropomorphic Design and Sound Effects (ADSE) invested less mental effort compared to students who used the Colorful Design. In addition, students who used the Colorful Design outperformed students who used the Neutral Design in terms of their recall scores. No significant difference in terms of transfer of learning scores was observed across the groups. Results were discussed with respect to different views in the literature regarding the use of emotional design in multimedia.

The application of the Mayer multimedia learning theory to medical PowerPoint slide show presentations

PowerPoint™ and other slideware have the potential to be overused and abused. Presentations should be tailored using scientifically derived principles in order to maximise teaching potential. This paper applies the Mayer Multimedia Learning Theory (with its twelve evidence-based principles of multimedia design) to medical slide show presentations. The best way to avoid audience boredom or mortification is to adhere to these precepts. Presentations stand or fall on the quality, relevance, and integrity of the content. Slide shows should supplement a presentation, and not substitute for it. The key principles are brevity, cogency and clarity.

Design of Android Interactive Multimedia for the Concept of Aromatic Compound

Some organic chemistry lectures material is abstract. The lack of development of appropriate learning media has become one of the causes of the difficulty of the student in understanding organic chemistry. The purpose of this study is to create interactive multimedia that can facilitate students in studying the material of organic chemistry course especially on the concept of aromatic compound. To support this research, methods of Research and Development used in this study. Stages of research done with the development of design and manufacture of applications on the Android operating system and analyse the results of limited trials. Based on the results of the study, the manufacture of interactive multimedia on this Android system has the potential to be applied to the learning of organic chemistry especially on the aromatic compound subject. It is because the existence of interactive multimedia makes it easier for the student to study organic chemistry especially on the concept of aromatic compound.

Developing instructional multimedia for teaching line and angle to the seventh grade students of junior high school

This study was aimed at : (1) developing an instructional multimedia design for teaching line and angle to the seventh grade students of junior high school; (2) describing the result of the implementation of the multimedia using GeoGebra as media of exploration, Camtasia Studio as an application for sound and video editing, Lectora Inspire as the application for making layout and quiz;(3) finding out the validity of the multimedia for teaching line and angle to the seventh grade students of junior high school. The study used DDD-E model that consists of deciding, design, develop, and evaluate stages. The product was tried out in several stages which were done by instructional materials experts, and students at different schools and used qualitative and descriptive quantitative data analysis techniques. The result showed that the multimedia for teaching line and angle could be accepted as instructional media with the average score of 43.5 from the instructional material experts falling into valid criterion, and the mean score given by the material experts was17 falling into valid criterion. The multimedia that has been developed also got a very good response from the students with the average score of 47.63. Based on the result that has been obtained, the multimedia that has been developed as a good qualification and is good for use in the process of teaching the topics of line and angle.

Prevedil – the development of a mobile application for the prevention of workplace injury

This research protocol is concerning the development of a mobile application for the prevention of workplace injury and work-related pathologies through the design and use of multimedia and interactive learning tools in offline. The design idea aims at protecting the health through the winning approach of two apparently distant thematic areas, namely modern technologies and prevention. From this mixture, we are projecting to make a resolution product or, at the very least, a contributor to hinder one of the major woes of our day: accidents at work. Our challenge is to correct behavioral models and little virtuous attitudes (deriving from cultural, social, familial factors, etc.) related to work procedures, using the new technology communication systems to promote health culture and Safety in workplaces and the dissemination of good operating practices and guidelines aimed at increasing awareness, perception of risks and critical thinking.

Signaling Text-Picture Relations in Multimedia Learning: The Influence of Prior Knowledge.

Multimedia integration signals highlight correspondences between text and pictures with the aim of supporting learning from multimedia. A recent meta-analysis revealed that only learners with low domain-specific prior knowledge benefit from multimedia integration signals. To more thoroughly investigate the influence of prior knowledge on the multimedia signaling effect in a more ecologically valid context, we conducted a quasi-experimental field study with 8th graders. They learned with a digital multimedia textbook in 1 of the 2 versions: (a) a basic version with signals that supported only the selection and organization of information from either text or pictures or (b) an extended version with additional multimedia integration signals to support the integration of information from text and pictures (e.g., color coding, deictic references). Results of a contrast analysis revealed that low-prior-knowledge learners learned better with the extended version compared with the basic version, whereas adding multimedia integration signals was detrimental for learning outcomes of high-prior-knowledge learners. This expertise reversal effect could only partially be explained by cognitive load measures, in that high-prior-knowledge learners had higher extraneous cognitive load in the condition with multimedia integration signals. The results suggest a need for a more individualized multimedia design that considers students’ prior knowledge. (PsycINFO Database Record (c) 2018 APA, all rights reserved)

Computer Multimedia Assisted English Vocabulary Teaching Courseware

English vocabulary is often regarded as the most boring link in English learning. However, English vocabulary is the basis of all aspects of English learning. Therefore, enriching the process of English vocabulary learning and stimulating the interest of English vocabulary learning are the keys to the reform of English vocabulary teaching. The computer multimedia is developing and popularizing rapidly with the rapid development of informationization and networking, which plays its role in more and more fields. The application of multimedia technology in the field of teaching is no longer strange. This paper mainly studied the design of computer multimedia assisted English vocabulary teaching courseware. First of all, this paper gave an overview of computer multimedia technology from the aspects of concept, characteristics, development and application situation, which cited and analyzed the cognitive learning theory and memory law. Under the guidance of scientific laws and in combination with the requirement analysis and pattern construction of English vocabulary teaching, this paper realized the module design, style design and database design of English vocabulary courseware. Finally, the content of English vocabulary teaching courseware was demonstrated, and its application effect was verified through the combination of subjective evaluation and objective evaluation. This article has an important guiding significance for stimulating students’ interest in English vocabulary learning and enhancing the quality of vocabulary teaching.