Multimedia Educational Materials Research Articles

The role, importance, and motivational characteristics of multimedia educational materials in learning, teaching, and evaluation of foreign languages.

Mazkur maqola bugungi kunda chet tillarni o'qitishda o'quvchilarning bilim olishi, nutqiy ko'nikmalarini rivojlantirish maqsadida multimedia ta'lim texnologiyalaridan, xususan, interaktiv elektron darsliklardan sifatli va mazmunli foydalanish yuzasidan muallif tomonidan bildirilgan fikrlarga bag'ishlanadi. Shunindek, ta'lim jarayonida multimedia ta'lim resurslaridan foydalanish maqsadlari va mazmuni kengroqyoritib berilgan.

MULTIMEDIA EDUCATIONAL MATERIALS WITH DYNAMIC GRAPHICS

The paper discusses the peculiarities of using multimedia educational materials with dynamic graphics. The main types of multimedia educational material are presented. The approaches to the analysis of the quality of multimedia educational material are ch

Професійна підготовка фахівця соціономічного профілю: іноземна мова для психологів

The article analyzes the content of educational programs in English for psychologists for compliance with the modern realities of the educational process and the demands of postmodern society. The purpose of this study is to analyze the known forms and organizational and methodological conditions of training psychologists in the professional literature, in particular, regarding the training of future psychologists to solve consulting activities. For this, the method of system-structural analysis, descriptive-analytical and typological methods are applied. It is claimed that modern educational programs are more than ever a field of combination, cooperation and contradictions between traditional and modern principles, forms, methods, means of education. Given the processes of European integration in Ukraine, the need for a radical update of educational programs, approaches and methods in the sense of connection with practical activities and everyday life, in accordance with the principles of interactivity, digitalization, continuous learning and self-education, etc. is recognized. In order to form the key competencies of the modern age, traditional forms, means, and methods of training specialists in the socio-economic profile need to be changed. It is about increasing the number of practical classes, strengthening international ties, further active use of multimedia educational materials, case method and means of socio-psychological interactive theater, introduction of new topics on intercultural communication and cognitive biases. Emphasis is placed on the expression of forms of independent work of students and strengthening of international ties. However, the question of finding the optimal balance between traditional (classical) and new approaches in the educational process, in particular in curricula, remains open.

A Study on EFL Instructional Design from the Perspective of Cognitive Load Theory

Cognitive load is commonly defined as the amount of mental effort that performing a specific task imposes on a learner’s cognitive system. For EFL learners, with their limited English proficiency and cultural immersion, always find it overwhelming to comprehend a content lesson delivered in English. Cognitive load theory draws on an understanding of human cognitive architecture to provide explanations for why certain designs of multimedia educational materials are effective and why some are not. This study evaluated the split-attention and redundancy principles in an Intensive Reading lesson for non-English majored students and their potential to decrease mental effort and increase learning.

Incremental levels of diagnostic information incentivize health-seeking in non-alcoholic fatty liver: a randomized clinical trial

Patients with chronic disorders like non-alcoholic fatty liver disease (NAFLD) face important challenges adhering to diagnostic and treatment tracks. As NAFLD increases, the need to incentivize health-seeking behaviors grows. No evidence-based interventions to address this gap exist. The aim of the study was to estimate the effect of providing increasing levels of diagnostic information on medical care-seeking in adults newly diagnosed with NAFLD. We randomly assigned adults with a sonographic diagnosis of NAFLD at a check-up unit in Mexico to one of five groups. All groups received medical consultation. A: no further interventions; B: received multimedia educational material (MEM); C: MEM + NAFLD-fibrosis-score (NFS); D: MEM + transient elastography (TE); E: MEM + NFS + TE. 1209 participants were randomized, follow-up rate 91%; 82% male, BMI 30.5 ± 4 kg/m2. There were no differences in the proportion of patients undergoing further diagnostic evaluation of liver fibrosis (A 0.4%, E 0.4%, P-for-trend = 0.269). Groups who received more information sought specialized medical care more frequently: A 22%, E 30% (P-for-trend = 0.047). A trend to receive treatment was also observed at higher levels of information: A 26.7%, E 36.3% (P-for-trend = 0.134). Increasing the amount of diagnostic information seemed to increase patient’s health-seeking. Tailoring the communication of information obtained for diagnosis could help to increase health-seeking in chronic disease patients.Trial registration: NCT01874249 (full date of first registration 11-06-2013).

Analysis of the Cognitive Load Produced by the Use of Subtitles in Multimedia Educational Material and Its Relationship with Learning

The research aims to develop an analysis of the cognitive load produced by the use of subtitles in multimedia educational material and its relationship with learning. The methodology used for the development of the research presents a qualitative approach of experimental type, the population selected for experimentation is made up of 100 students of the fifth year of secondary school of Regular Basic Education, of which a sample of 45 students was selected through a simple random sampling, which have been divided into 3 groups of 15 students each, four learning sessions are developed using subtitled multimedia videos and without subtitle and a pre test and post test are applied in order to analyze the cognitive load involved in the use of subtitled videos in the learning sessions, the scale standardized by Pass and Van Merrienboer is used. The results show that the application of subtitles in the videos mean a potential proposal in the teaching-learning processes, due to the improvement in learning since 30% of students improve their performance in relation to the initial Pretest, in addition to promoting inclusion through support for people with hearing disabilities, they also represent a constant support material. In conclusion, the application of subtitles in multimedia material is evaluated by the student and the developer, because not all videos are productive to apply them if there are videos where subtitles of an intralinguistic, bilingual and other nature are required; except for situations where the learning condition warrants it.

Which Tools in Multimedia Are Best for Learning Outcomes? A Study Grounded in Cognitive Load Structures.

The main objective of this study is to investigate the importance of three compositions in multimedia for learning outcomes (LOs) in relation to individual differences in short-term memory (STM) capacity. The study is based on a survey of 378 individuals at the bachelor level (military officers, teachers, and psychology students). The LOs of three different multimedia compositions (means) were tested. This applied to individuals with low, medium, and high STM capacity. The results show that the successive presentation (Type II) of learning materials through multiple representation forms/channels (speech, pictures, and screen text/labels) provides a better LO than just speech (Type I) and simultaneous presentation (Type III). Overall, visual and verbal channel capacities did not contribute to the LO in any of the three tools tested, but some specific STM capacity types or substructures (visual and verbal progressive capacities) and non-verbal (RAPM) types have significance, particularly in exploiting successive presentation (Type II) for learning. Although the tools used in the multimedia educational material had a low cognitive load, the individuals with low capacity learned relatively less than the individuals with higher capacity. A symbolic form of expression was introduced concerning the relationship between cognitive load structure (CLS) and LOs through various tools in multimedia as an aid in the theoretical and empirical analyses. This is referred to as the CLS-LO formula. The main assumption of this study, based on previous empirical and theoretical ones, is that the relationship between CLS and LO is expressed with the following CLS-LO formula: . Based on this study, the relationship became: . This basic research study is primarily a contribution to understanding underlying cognitive processes in STM and their importance for learning in multimodal forms compared with analogue text. The findings will also be relevant as a basis for performance analysis and decision-making under high information pressure, risk, and unpredictable conditions.

Cognitively adapted multimedia educational instructions for teaching information technologies in a multilingual university environment

Students studying at Russian universities in a non-native language in mixed language groups experience a significant cognitive load in the process of completing practical tasks in the disciplines of the information direction using traditional teaching materials. The article analyzes important aspects of cognitive and multimedia learning theories in the context of developing learning instructions, as well as specific problems of pedagogical design of multimedia materials for the use in mixed language groups in teaching computer science. As a result of the study, generalized recommendations were formulated for the development of educational multimedia materials on a cognitive basis for teaching in a non-native language, related to the semantic-contextual formalization of the structure (formulation of SMART goals; logical and semantic text structuring; presentation of content at several levels of collapse; organization of educational material in sequence from declarative to procedural knowledge; systematization and generalization of significant information at intermediate stages of reasoning; providing support for individual educational needs) and cognitive-semantic adaptation of multimedia content (consistent presentation of meaning; presentation of samples of assignments; graphical presentation of significant relevant information; video / audio dubbing of difficult to understand fragments of educational material through dynamic graphics; audio dubbing of difficult to understand fragments of educational material in the intermediate language; design of educational material using thoughtful sets of styles, pictograms, colors). The results of the study are of high practical importance: the development of multimedia educational materials adapted for teaching in a foreign language in a multilingual educational environment based on a cognitive approach can significantly reduce cognitive load, improve understanding and memorization of material, and facilitate language and academic adaptation.

Organization of methodological support of the educational process in higher education

The creation and improvement of modern information technologies require higher education institutions to introduce new approaches to learning, ensuring the development of communicative, creative and professional knowledge, and the need for self-education. The introduction of information technology in the educational process of universities is moving to a new stage - the introduction of new multimedia educational materials. A large number of diverse information resources are being created in Russia, which have significantly improved the quality of educational and scientific activities. More and more often multimedia technologies are used in training, the spectrum of which has expanded significantly: from the creation of training programs to the development of a holistic concept for building educational programs in the field of multimedia, the formation of new learning tools. Methodically, the textbooks are structured in such a way that they meet the programs of leading universities in Europe and the requirements of a credit-modular system for organizing the educational process, which laid the foundation in our country like the ECTS system adopted in the Bologna process. The practical value lies in the fact that the textbooks allow students, bachelors, masters and graduate students of technical universities to independently master the knowledge of modern electronics. The materials of the textbook will help specialists in practice in the development, implementation and operation of electronic devices and systems, which are an integral part of electrical, radio engineering, telecommunications, computer, biomedical and other devices and complexes, technological equipment for automating technological processes, marine, space and defense equipment.

A Smartphone App for Patients With Acute Coronary Syndrome (MoTER-ACS): User-Centered Design Approach.

BackgroundPostdischarge interventions are limited for patients with acute coronary syndrome (ACS) due to few scheduled visits to outpatient clinics and the need to travel from remote areas. Smartphones have become viable lifestyle technology to deliver home-based educational and health interventions.ObjectiveThe aim of this study was to develop a smartphone-based intervention for providing postdischarge support to patients with ACS.MethodsThe content of Mobile Technology–Enabled Rehabilitation for Patients with ACS (MoTER-ACS) was derived from a series of small studies, termed prestudy surveys, conducted in 2017. The prestudy surveys were conducted in Prince Charles Hospital, Queensland, Australia, and consisted of questionnaires among a convenience sample of patients with ACS (n=30), a focus group discussion with health care professionals (n=10), and an online survey among cardiologists (n=15). Responses from the patient survey identified educational topics of MoTER-ACS. The focus group with health care professionals assisted with identifying educational materials, health monitoring, and self-management interventions. Based on the results of the cardiologists’ survey, monitoring of symptoms related to heart failure exacerbation was considered as a weekly diary.ResultsThe MoTER-ACS app covers multimedia educational materials to adopt a healthy lifestyle and includes user-friendly tools to monitor physiological and health parameters such as blood pressure, weight, and pain, assisting patients in self-managing their condition. A web portal that is linked to the data from the smartphone app is available to clinicians to regularly access patients’ data and provide support.ConclusionsThe MoTER-ACS platform extends the capabilities of previous mobile health platforms by providing a home-based educational and self-management intervention for patients with ACS following discharge from the hospital. The MoTER-ACS intervention narrows the gap between existing hospital-based programs and home-based interventions by complementing the postdischarge program for patients with ACS.

Using a Multimedia Tool for Informed Consent in Mohs Surgery: A Randomized Trial Measuring Effects on Patient Anxiety, Knowledge, and Satisfaction.

Multimedia educational materials have been found to improve aspects of informed consent, although data in the context of Mohs micrographic surgery (MMS) is limited. To assess whether a preoperative educational video decreases anxiety, increases comprehension, and improves overall satisfaction for patients undergoing same-day office consultation and MMS. This single-center randomized controlled trial included patients above the age of 18 years undergoing MMS for skin cancer between October 2015 and December 2015. Patients were randomized to view a short preoperative video on MMS in addition to traditional informed consent versus informed consent without video viewing. Questionnaires were used to assess preoperative anxiety, knowledge, and satisfaction. From 231 consecutively enrolled subjects, there were no significant differences in anxiety (p = .626) or satisfaction (p = .065) between groups. Subjects receiving the intervention were able to more accurately recognize risks of MMS (88% vs 69% of controls, p < .001) and had improved subject-reported confidence in understanding procedural risks and benefits (89% vs 71% of controls, p = .049). Composite comprehension scores were similar between groups (p = .131). A preoperative MMS educational video increased recognition of procedural risks, but did not improve patient anxiety or satisfaction.

Transforming the Imaging Experience While Decreasing Sedation Rates

ObjectiveTo evaluate the effect of the MRI-am-a-Hero program on sedation utilization for outpatient pediatric MRI studies. MethodsThe MRI-am-a-Hero program, which utilizes multimedia educational material and popular comic book characters to educate and support pediatric patients during MRI scan, was implemented at the radiology facility of a single tertiary care, academic medical center. The effect of the MRI-am-a-Hero program on sedation utilization for pediatric MRI was retrospectively evaluated using multivariate regressions yielding odds ratio of sedation before and after program implementation. The institutional review board approved the study with HIPAA compliancy. Effectiveness of the program was evaluated while controlling for age, neurological MRI examination, number of examinations in the case, and use of intravenous contrast. Further analysis was performed in subgroups categorized by age, neurological MRI versus nonneurological MRI, and the use of contrast. ResultsThe percent of MRI cases with sedation decreased from 22.9% to 17.3% after the MRI-am-a-Hero program was implemented. When controlling for other variables, including patient age, neurological MRI, number of examinations in a case, and use of intravenous contrast, the odds of a study being performed with sedation after program implementation are 40% less than the odds before program implementation (odds ratio [OR] 0.60, P < .001). The effect of the program was greatest for patients aged 4 to 7 (OR 0.56, P < .001), followed by patients aged 8 to 11 (OR 0.64, P = .019). It was not statistically significant for patients aged 12 to 15 (OR 0.97, P = .919). ConclusionMRI-am-a-Hero is a generalizable and inexpensive program for reducing sedation utilization for outpatient pediatric MRI studies, especially for patients aged 4 to 11.

Selection and Structuring of Training Multimedia Educational Materials for University Students: Practical Recommendations

Selection and Structuring of Training Multimedia Educational Materials for University Students: Practical Recommendations

The Impact of an Educational Video on Clinical Trial Enrollment and Knowledge in Ethnic Minorities: A Randomized Control Trial.

Introduction: Innovative methods to increase awareness about clinical trials and address barriers associated with low participation among racial/ethnic minorities are desperately needed. African Americans comprise 5% of all clinical trial participants, and Hispanics make up 1%. Use of multimedia educational material has shown promise as an effective strategy to increase minority clinical trial enrollment. However, this approach has not been broadly implemented. We tested the effect of a video educational program on clinical trial knowledge and enrollment in a sample of oncology outpatients.Methods: A randomized controlled trial was conducted with 63 oncology patients without previous history of clinical trial participation. Participants were randomly assigned to the intervention, to watch a clinical trial educational video in the office, or to the control group which did not receive in-office education. The Clinical Trial Knowledge survey was administered before the intervention and 1 week after the intervention. Participation in clinical trials was assessed 1-year post study participation. Results for white participants and ethnic minorities were compared. Ethnicity was self-reported through the electronic health record and confirmed by self-reporting on questionnaire.Results: Sixty-three participants were recruited in this study. At 1-year follow-up, 3 participants enrolled in clinical trials in the study group which had received office-based video intervention and 2 participants enrolled in the control group (Z = 0.39, p = 0.69). These results were not statistically significant. Impact of the intervention by ethnicity could not be assessed due to low total clinical trial enrollment. The video intervention did not change knowledge, attitudes, or barriers as measured by the Clinical Trial Knowledge Survey. Minority participants did report significantly more negative beliefs and barriers to participation than white participants.Conclusions: Increasing awareness and knowledge about clinical trials in underrepresented communities is an important step to providing opportunities for participation. Future studies should focus on how to address the negative expectations of clinical trials and the greater information needs in minority populations. Tailored or personalized messaging may address negative perceptions of clinical trial participation.

Effectiveness of Digital Multimedia Educational Aids Produced by Intensive Care Unit Providers.

Multimedia improves understanding of information. Professionally developed digital multimedia educational modules are expensive. We tested educational modules developed by a medical student without extensive multimedia production training. The modules were developed with neonatologist collaboration, uploaded to YouTube, and presented via iPad to neonatal intensive care unit family members who were ≥ 18 years, English literate, and unexposed to topic they were reviewing. Thirty-six participants viewed the modules once and then answered topic-specific key questions. Thirty of 36 (83%) of the participants answered 4/4 (100%) of questions correctly and 6/36 (17%) answered three-fourths (75%) correctly, demonstrating success of the educational modules. Health care workers can economically create effective digital multimedia educational materials without extensive training.

Evaluating multimedia learning materials in primary education using eye tracking

The development of multimedia educational materials aimed at primary school students is of great importance today. The design, mainly of images and text, can influence the efficiency of these materials in the teaching-learning process. One of the most widespread theories that deals with the correct design of multimedia materials is the Mayer's Cognitive Theory of multimedia learning. In this research work we are interested in validating some of the principles enunciated by this theory in materials aimed at primary school students (children aged seven and eleven) and in the field of geometry teaching. For this purpose, we performed four experiments using the eye tracking technique in the data collection process. Using eye tracking, we can analyze how the process of the visual observation of multimedia contents is produced. The main contribution of this study is the proposal for the use of this evaluation method, which allows us to validate empirically and objectively (physiologically) aspects such as the comprehension process of multimedia content, the attention of the students while analyzing the information provided or the cognitive load of the supplied materials. Faced with questionnaires or surveys, which have been used traditionally to analyze the efficiency of multimedia materials and have a more subjective nature, eye tracking provides information not consciously controlled by the students. Its use is a particularly interesting and useful source of information in the case of children, allowing us to collect information on their interests and preferences, which is more difficult to obtain using traditional techniques.

PP152 Options To Approach Health Litigation In Brazil: A Policy Brief

Introduction:In Brazil, health is a constitutional right and the government is responsible for its guarantee. The Brazilian health system is characterized by universality, equality, and integrality, but citizens still strive to guarantee their rights through litigation. This work aimed to develop an evidence brief to support the decision-making process of judges with respect to health technologies, based on scientific evidence.Methods:Support tools from the Evidence-Informed Policy Network (EVIPNet) were used to develop the evidence brief. After defining and describing the problem, a comprehensive search was conducted in PubMed, Health Systems Evidence, The Campbell Library, The Cochrane Library, Rx for Change, and PDQ-Evidence for systematic reviews published from 2010 to 2016. Nine systematic reviews were found. Review selection and quality appraisal were conducted independently by two reviewers. Three strategies for addressing the health litigation were defined. Evidence was summarized on benefits, harms, resource use, cost-effectiveness, uncertainties, and implementation. Implementation barriers and facilitators were also described.Results:Three strategies were found: (i) Rapid response services to support evidence-informed decision making in health technology decisions—educational activities and materials were described as an effective way to involve different stakeholders and inform decision making, even when financial reallocation is needed; (ii) Continuing education programs focused on developing health technology assessment knowledge among law workers—continued education and educational outreach may be effective in knowledge and ability acquisition and retention, changing professional practices. Eventual lack of interest from or availability of the professionals can be addressed by involving leaders and opinion makers, as well as offering multimedia educational materials and activities adapted for the public; and (iii) Restorative justice conferencing (RJC) focused on the litigation of health technologies—the use of RJC through face-to-face meetings or social councils involves citizens in the decision-making process, including resource management. There are multiple barriers to this option (e.g. a lack of understanding among the public, conflicts of interest, a lack of professionals capable of conducting RJCs, and the need for legal reformulation) because of its unprecedented use in the healthcare setting. Opinion leaders should be invited to facilitate communication and the decision-making process among citizens, government, and the law.Conclusions:This evidence brief will be debated among interested parties and presented to the health minister and state secretaries in order to implement the strategy options, once regional specificities are taken into account.

Los portafolios digitales grupales: un estudio diacrónico en la Universidad Pablo Olavide (2009-2015) = The group e-portfolio: A diachronic study at University Pablo de Olavide in Spain (2009-2015)

The present research analyzes the experiences in educational innovation of 607 students from Social Educator and Social Work University degrees at the University Pablo de Olavide in Seville, Spain, over six academic years (2009 to 2015). These experiences consist of the use of group e-portfolios inside and outside the classrooms, which were applied by the students to verify the achievements, difficulties, and most relevant evidence in the planning and implementation of a multimedia educational material (MEM) aimed at prevention and social awareness, with emphasis on social groups at risk and social vulnerability. The results, obtained by using a qualitative methodology, support that group e-portfolios improve the capacity of students to work collaboratively, enable an awareness of their own mistakes, facilitate their self-assessment, and provide evidence of their academic progress. Students consider the considerable time and effort needed to implement group e-portfolios as among the limitations of their use. Finally, we found that these educational tools could be useful instruments for enhancing teaching strategies, analyzing the educational praxis, and promoting professional development and formative evaluation toward improving higher education.

Material didático multimídia aplicado a educação se-mipresencial: um relato de experiência na graduação

Errata: This article was removed because it was erroneously published in two editions. The correct version is maintained in the volume 22, nº 2 (2014): http://dx.doi.org/10.5753/rbie.2014.22.02.88 Studies have shown that the triad audio-visual synesthesia, seen as the way people assimilate information, tend to segment people into groups that identify with each of these stiles of learning, and that these people tend to ignore the information contained the other two stiles. A challenge in education, particularly in distance education, is therefore the use and management techniques and teaching materials that would, at the same time, the three different categories of assimilation of knowledge. In this context, is presented in this paper an approach that aims to fill this gap and enable to reach both the public profile of learning audio, visual and kinesthetic. The approach was applied to students of the newly created course of Atmospheric Sciences at Federal University of Itajubá and consisted of application of question for lifting the profile of student learning and form a diagnosis before and after application of a video, which allowed raise the effectiveness of the learning process. Finally, a multimedia educational material was developed with the concern to cover all the learning techniques associated with three categories of learning mentioned above, as recommended by Felder &amp; Silverman [1]. One way to establish the effectiveness measure of the approach discussed in this paper is presented.

Material educacional multimídia interativo sobre movimentos de massa: produção e uso em sala de aula

O artigo descreve experiência de produção do material educacional multimídia interativo em código aberto, que objetiva estudar movimentos de massa. A investigação foi realizada por meio da observação do uso de CD educacional em sala de aula, apresentado em turmas de graduação de Ciências da Terra e Engenharia, e aplicação de questionários. Os dados foram graficamente catalogados. Os resultados obtidos sinalizaram que a produção de CDs educacionais facilita a compreensão e fixação da matéria, pois a interatividade desperta a curiosidade dos alunos e promove maior atenção e concentração. Um desafio na utilização do material é a necessidade de mudar o perfil do professor: se por um lado os avanços tecnológicos exigem que ele tenha respostas rápidas, precisas e imediatas para alunos com grande quantidade de informação e acostumados à velocidade da internet, por outro lado muitos docentes ainda se mostram refratários às mudanças, insistindo no estereótipo da relação professor-aluno.