Multimedia Learning Resources Research Articles

Social annotations and second language viewers’ engagement with multimedia learning resources in LMOOCs: a self-determination theory perspective

Social annotations and second language viewers’ engagement with multimedia learning resources in LMOOCs: a self-determination theory perspective

Classification and Retrieval of Multimedia Audio Learning Resources

With the development of the Internet and new media, multimedia and audio learning resources have been widely used in teaching and learning. However, their classification and retrieval have become important and urgent issues to be addressed. This study conducted in-depth research on the classification system, construction, and retrieval of multimedia audio learning resources, with the aim of solving several problems with existing research methods, such as timeconsuming manual labeling, inconsistent labeling, and traditional retrieval methods neglecting the correlation between audio and metadata. First, a classification model of audio learning resources was constructed. It processed single-mode data from audios and annotated texts and further abstracted the single-mode information into high-level feature vectors. Then the complementarity between multi-modalities was used to fuse the abstract features or decisionmaking results and eliminate information redundancy between modalities, thereby learning a better feature representation of multimedia audio learning resources. Second, a retrieval method for the resources based on self-similarity matrix filtering was proposed, which aimed to improve the accuracy and efficiency of retrieval. This study provides a new theoretical and practical perspective for classifying and retrieving multimedia audio learning resources.

THIẾT KẾ NGUỒN HỌC LIỆU ĐA PHƯƠNG TIỆN TRONG DẠY HỌC VIẾT VĂN BẢN THÔNG TIN Ở MÔN NGỮ VĂN CHO HỌC SINH PHỔ THÔNG

Designing multimedia learning resources for teaching writing informational texts in the Language of Arts is a new approach to promoting learners' active activeness and creative thinking. In this article, we will approach the problem by analyzing the advantages of integrating information technology and the roles of multimedia learning resources in teaching and writing informational texts - one factual text type. From there, the article proposes some orientations and processes for designing multimedia learning resources in teaching writing informational texts approaching the process to meet the requirements and content of the General Education Curriculum in the Language of Arts (2018).

E-Learning

This research paper presents a comprehensive study on the implementation and impact of the "E learning" project, which aims as online learning, refers to the use of digital technologies to facilitate education and training. It has become increasingly popular in recent years due to its flexibility, accessibility, and cost-effectiveness. E-learning can take many forms, including online courses, virtual classrooms, webinars, and multimedia learning resources. The e-learning approach typically involves the use of various digital technologies, including learning management systems, videoconferencing tools, and multimedia resources such as videos, podcasts, and interactive simulations. This approach allows learners to access educational materials and interact with instructors and other learners from any location with an internet connection

Implementation of Curriculum Development Based on KTSP Principles at SD Negeri Cibiru 06 Cileunyi Bandung City

This type of research is qualitative research using inductive data analysis because this research seeks to determine curriculum development at SD Negeri Cibiru 06 Cileunyi. The method used in collecting data is observation, interviews, and documentation. The main roles in the development of the KTSP are the principal, teachers, and school committee. Curriculum development involves the government, universities, curriculum experts, and various walks of life. The results of this study are goal orientation, relevance, efficiency, flexibility, continuity, balance, integration, and quality. In the implementation of the curriculum at SD Negeri Cibiru 06 Cileunyi the following principles are applied: 1) Implementation of the curriculum is based on the potential, development, and condition of students to acquire competencies that are beneficial to students. 2). The curriculum is implemented by adhering to the five pillars of learning. 3) Implementation of the curriculum allows students to use the service. 4). The curriculum is delivered in an atmosphere of student-educator relations that provides power and strength, builds enthusiasm and initiative, and provides examples and role models going forward. 5). The curriculum is implemented using a multi-strategic and multimedia approach, learning resources, and technology. 6) The curriculum is carried out with optimal content of all learning materials, utilizing natural, social and cultural conditions as well as local wealth for educational success. 7) The curriculum which contains all elements of professional competence, local content, and self development is carried out with a balance, linkage, and continuity that is reasonable and appropriate between classes and levels of education

Comparing the effectiveness of video and stereoscopic 360° virtual reality‐supported instruction in high school biology courses

AbstractThe promise of using immersive technologies in learning has increasingly been attracting researchers' and practitioners' attention. However, relevant empirical works are usually conducted in fully controlled Virtual Reality (VR) laboratories, as opposed to conventional settings. This quasi‐experimental study compares the effectiveness of video learning resources to that of stereoscopic 360° VR, as supplements to the traditional instructional approach. The potential of such methods was examined in high school settings, in the context of the ‘Life and Evolution’ module, with participants (n = 70) divided equally into control and experimental groups. As a point of reference (control condition), we considered the adoption of Video Learning Resources, as students are more acquainted with this instructional method. In the intervention approach (experimental condition), students adopted the use of low‐end mobile‐VR (VeeR Mini VR Goggles). The key findings indicate differences in the learning motivation, confidence and satisfaction, but no statistically significant difference was identified regarding the factual or conceptual knowledge gains. The study offers insights on the potential of the investigated technologies in the subject of secondary school Biology and further provides implications for theory and practice. Practitioner notesWhat is already known about this topic Researchers' interest over the potential of Virtual Reality on different STEM disciplines is increasing consistently. An increasing number of efforts can be identified discussing the integration of multimedia learning resources in the secondary school context. Empirical studies on the subject of Biology are focusing on students' academic performance and achievement but not on learning motivation and satisfaction. What this paper adds This quasi‐experimental study comparatively examines academic performance, with the focus being on learning motivation and satisfaction, across different modalities (stereoscopic 360° Virtual Reality applications‐VR, Video Learning Recourses‐VLR). The findings demonstrate that both instructional methods are sufficient in enhancing students' knowledge acquisition and academic performance. The adoption of stereoscopic 360° VR influences students' learning motivation and impacts long‐term memory retention. Implications for practice and policy Educators are advised to consider the systematic adoption of “immersive” multimedia tools to enhance the subject of Biology as they can greatly encourage scientific inquiry. Instructional designers are advised to adopt open educational resources aligned to the curriculum of the local context. Educational researchers are advised to integrate stereoscopic 360°‐VR solutions in the conventional classroom settings.

Meningkatkan Kemampuan Kognitif Siswa SMA Dalam Materi Bunga Tabungan Dan Pajak Menggunakan Desain Multimedia Interaktif

The purpose of this research is to develop interactive multimedia applications that are valid, realistic, and practical for economic mathematics subjects in high school on interest on savings and taxes. This research uses development procedures that include: (1) evaluation and analysis of needs, curriculum, materials, and learning resources, (2) designing product designs, (3) developing product designs, (4) evaluating the feasibility of product designs, (5) evaluating product design. The research instruments and tools used included: media and material expert validation sheets as well as questionnaires on student responses. Subjects who contributed to data collection were 30 students who were included in the experimental class and 30 students in the control class. Meanwhile, the trial phase involved 30 students who had received single flower material. A limited test was conducted at SMA Negeri 2 Semarang. In accordance with the acquisition of accuracy from the validator getting very good criteria from learning media experts obtaining 89.6%, learning material experts obtaining 89.4%, then from the acquisition of student response questionnaires it shows 88% of students are very interested in using this interactive multimedia. In accordance with the results of the study, it can be concluded that interactive multimedia learning resources in terms of increasing the cognitive capacity of high school students have proven to be accurate and effective to be applied to the teaching and learning process of high school mathematics. Keywords: design, interactive multimedia, interest on savings and taxes

‘Learners’ Trove’: A Learner Centric Initiative Using DSpace

At a time when the learner is occupying the center stage in the whole process of knowledge dissemination and assimilation, it is time for the centers of learning, particularly the Higher Education Institutions (HEIs) to provide learning resources in multiple formats that are fully mapped to their course curricula. ‘Learners’ Trove’ is one such innovation that takes advantage of the power of Information and Communication Technologies to provide digital platform of learning resources to the students and teachers. Objective: The paper discusses the challenges faced by the students of a semi-urban college in conventional methods in accessing suitable content for their studies and how the introduction of ‘Learners’ Trove’ – a digital platform of learning resources enabled better access to learning resources in multiple formats. Technology or Method: DSpace, a popular open access repository software is used as a platform to host various formats of learning resources. Results: Multimedia learning resources such as ebooks, e journal articles, videos, audios, presentations, scanned copies of the notes distributed by the teachers in the classrooms, simulations, previous years’ question papers, etc., are mapped to the syllabi of respective programs and hosted on a searchable platform, resulting in greater student satisfaction and better performance of the students. Conclusions: There is a palpable sense of optimism among students and teachers about this digital platform and more and more users are actively making use of this platform for their academics. Clinical Impact: Owing to the ready acceptance of Learners’ Trove by the college students, many colleges run by the Society and other colleges in vicinity are now considering designing and developing a similar platform for their faculty and students.

The Development of An Integrated Exercise Module for Basic Arabic Language Through Mobile Learning Application: A Need Analysis

In tandem with the development of technology, the use of multimedia in language learning is one of the best alternatives to make Arabic language learning more productive, effective and communicative. The use of multimedia applications has the potential to help students improve their mastery of the Arabic language, especially listening and speaking skills. However, teaching and learning Arabic language at UiTM are mainly focusing on the conventional methods where lecturers are utilizing textbook as the primary teaching resource. Some educators refuse to take advantage of technology in teaching because of the lack of multimedia learning materials and resources. Furthermore, the multimedia-based teaching materials that are currently available are not designed based on an appropriate instructional design approach which makes these educational materials irrelevant to the real needs of students. Therefore, the aim of this paper is to identify the problems and the needs of third language Arabic students at UiTM towards the development of an integrated exercise module for basic Arabic language through mobile learning application. This study is a survey based on a quantitative approach that uses a set of questionnaires as a research instrument. This questionnaire was distributed to 79 students out of 280 students who took Arabic as a third language at UiTM Shah Alam. Descriptive statistics were used to analyze this quantitative data. The findings revealed that most students agreed that learning Arabic in UiTM is only focused on the use of Arabic textbooks and the exercises provided in the books are not enough for them to master what they had learned. As a result, the students expressed the necessity of utilizing the additional multimedia learning materials in the classroom, not only to improve their Arabic language proficiency but also to perform well in tests and assignments.

Student-Centered Learning Environment Based on Multimedia Big Data Analysis

The application of current information technology in education, especially multimedia network technology, has brought about major changes in the content and methods of instruction. It has replaced the conventional teacher-centered, textbook-centered, and classroom-centered teaching environment with a student-centered, information technology-based learning environment that includes a rich network of multimedia learning resources and virtual reality. Through the interaction between students and students and between students and the learning environment, students can acquire knowledge on the basis of observation, understanding, and cognition, so as to grasp the essence of things. It is an effective cognitive tool for students to explore freely and visualize various knowledge and skills. Therefore, the teacher is no longer the authority of knowledge imparting, but the learner’s guide and helper or even the senior partner in the learner’s learning activities. This shift will allow teaching staff to focus more on the design and development of learning environments and resources. This paper proposes a new clustering algorithm CURE, which overcomes the shortcomings of the detection rate and stability of the classical clustering algorithm and is suitable for solving the clustering problem in the learning environment of big data analysis. Experiments are carried out on some international standard network security dataset KDDCUP101, and the running time of the algorithm is 1230 s. The results show that the stability of the proposed algorithm is increased by 30.22% and the detection rate is increased by 10.98% compared with the common algorithm. Compared with the global K-means algorithm, the time complexity is also greatly enhanced.

A Research on the Application of the “Internet Plus Swimming” Teaching Mode in Universities

This study focuses on the reform and development of physical education in colleges and universities in the post-epidemic era, beginning from the design of an innovative “Internet Plus Swimming” teaching mode to enhance the quality of swimming lessons in colleges and universities, and subsequently applying it to the teaching of technical movements in swimming, so as to promote the teaching reform of swimming lessons in colleges and universities, as well as improve the teaching quality. This study showed that the students in the experimental group were better than those in the control group in four aspects: theoretical knowledge of swimming, speed, technique, and students’ independent learning ability. It can be concluded that it is both, effective and feasible to integrate multimedia learning resources, using digital information technology and network mobile devices, to construct the “Internet Plus Swimming” teaching mode and apply it to general swimming courses in colleges and universities in the post-epidemic era.

The value of a redesigned clinical course during COVID-19 pandemic: an explorative convergent mixed-methods study

BackgroundThe COVID-19 lockdown in March 2020 had a significant consequence for nursing students worldwide including limited access to learning situations in clinical rotation. Therefore, this study aims to explore how an innovative redesign of a clinical course in a time of pandemic supported nursing students in learning the fundamentals of care in their first year. The redesign involved the transformation of a traditional hands-on clinical course into a technology-enhanced learning environment.DesignThis was an explorative convergent mixed-methods study using both quantitative and qualitative methods.MethodsTwenty-four first-year nursing students responded to an online questionnaire with open-ended questions. Two nursing students and one faculty member participated in individual online interviews, and three faculty members participated in an online focus group interview. All the data were collected in June 2020. The quantitative data were analyzed using descriptive statistics and the qualitative data using content analysis. The GRAMMS guideline was applied.ResultsThe students achieved the learning outcomes regarding fundamental care, basic physical assessment skills, and clinical reasoning with the help of academic assignments, multimedia learning resources, and virtual patients. Further, six central aspects of the facilitator role in the virtual simulation were identified. The aspect that was considered most valuable involved uncovering the “red thread” between different areas of knowledge in the first year of nursing education; this supported the students to better understand how to think and talk like a nurse.ConclusionThis study offers insight into how a technology-enhanced clinical course can foster the learning of fundamental nursing care, basic physical assessment skills, and clinical reasoning skills; enhancing students’ preparedness for clinical hours. Virtual patients’ scenarios contributed to integrating different types of knowledge and skills that are important when providing nursing care for patients in clinical practice. This study also highlighted a gap in pedagogical competence among faculty members with regards to facilitating learning in a technology-enhanced learning environment. Study findings suggest promising pedagogical strategies that should be further developed post-pandemic, in response to the call for a renewal of nursing education using more technologically supported learning designs.

A comparative study of the effects of multimedia training materials on mini CEX scores of internal medicine residents in Isfahan University of Medical Sciences.

Role of multimedia training materials on Mini-CEX scores of internal medicine residents. We aimed to assess the effect of multi multimedia training materials on Mini-CEX scores of internal medicine residents of Isfahan University of Medical Sciences. A quasi-experimental action research study on 1st, 2nd, and 3rd-year internal medicine residents were implemented. The Mini-CEX test measures students' performance in six core skills necessary for medical practice. Mini-CEX scores of 135 internal medicine residents in 2017-2018 were compared before and after the training with prepared multimedia materials. We used repeated measured ANOVA and Mann-Whitney U test to compare the distribution of Mini-CEX scores across corresponding groups. Analysis was done using the SPSS software version 23 (IBM SPSS Statistics for Windows. Armonk, NY, USA: IBM Corp). The median Mini-CEX score (IQR) of students in preintervention and postintervention groups were 16.14 (5.19) and 19.62 (3.13), respectively. Findings of this study showed a significant increase in mini-CEX scores of the groups who used the multimedia learning material compared to those who did not use it (P < 0.001). Multimedia learning resources demonstrated a promising influence on internal residents' mini-CEX scores in this study. They demonstrate significantly greater performance after using multimedia learning materials compared to their same-year residents who did not benefit from it. This demonstrates the favorable effect of multimedia on the acquisition of practical skills such as obtaining a history or performing a physical examination.

Evaluation of Multimedia Learning Resource Classification Retrieval Based on Decision Tree Hashing Algorithm

Evaluation of Multimedia Learning Resource Classification Retrieval Based on Decision Tree Hashing Algorithm

ElearnChain: A privacy-preserving consortium blockchain system for e-learning educational records

Nowadays, some educational institutions provide online multimedia learning resources(MLR) and bring a series of challenges in the insecurity of digital diplomas, unacceptable digital diplomas between different institutions, and difficulty searching for high-quality multimedia learning resources. The blockchain’s immutability and privacy provide solutions for the circulation of e-learning educational records, but existing research cannot be directly applied. This paper aims to solve these issues. We propose an ElearnChain, which is a privacy-preserving consortium blockchain system for e-learning educational records. Furthermore, we implement a proof-of-concept for a tamper-proof and traceable privacy-preserving consortium blockchain system.

The development of a European elearning cultural competence education project and the creation of it’s underpinning literature based theoretical and organising framework

The EU have set standards in relation to cultural competence, and findings from previously funded EU commission projects have illuminated an extensively developed body of knowledge in this area in relation to healthcare. Evidence from contemporary literature shows that education interventions have a positive impact on the cultural competence of health care professionals. Nonetheless, short accessible resources that can be used flexibly to support teaching and learning around cultural competence are not available across many European countries. The aim of the TransCoCon (2017-2020) project has been to develop innovative accessible multi-media learning resources to enable undergraduate nursing students and registered nurses in five countries to develop their cultural self-efficacy and cultural competence for nursing. The purpose of this paper is to describe and discuss this European ERASMUS + funded strategic partnership project (TransCoCon 2017-2020) and the creation of its underpinning theoretical and organising framework. The rationale for this guiding framework will be discussed within the context of supporting literature.

Active learning with FRED data

In this article, the author describes the practice of active learning with Federal Reserve Economic Data (FRED). First, he outlines the broad intellectual context of learning with and about economic data, summarizing the recent scholarly contributions made to the topic. Next, the author presents several strategies for teaching with FRED in the classroom. Following that, he describes a type of interactive instructional resource called FRED Interactive (FRED-I) modules, accessible through econlowdown.org, the online repository of multimedia teaching and learning resources produced and curated by the Federal Reserve Bank of St. Louis. The author then illustrates the use of these modules in hybrid classrooms through several examples. He concludes by presenting potential lines of research on the topic of active learning with data.

Learning with multimedia: The effects of gender, type of multimedia learning resources, and spatial ability

The purpose of this study was to examine the effect of gender and type of multimedia resource on learning outcomes while controlling for the effect of spatial ability. This study also aimed to investigate the differences in learning outcomes between retention and transfer questions. The independent variables for the study were gender and type of multimedia resources (static versus animated), and the covariate was spatial ability. The dependent variables for the first study goal were learning outcomes measured by performance scores in two procedural learning tasks (functioning of a toilet cistern and a car brake system). The dependent variables for the second study goal were learning outcomes measured by retention and transfer performance scores in the two procedural learning tasks. A total of 245 undergraduate students completed participation online. As anticipated, spatial ability had the most significant overall influence on learning outcomes. Gender differences were also found, even after controlling for spatial ability. The study, however, failed to identify effects of multimedia type in learning outcomes. Male participants consistently outperformed female participants in all learning tasks, regardless of the multimedia type. While the scores from the transfer questions were lower than the scores from retention questions, as expected, this decline was significantly less for males in the car brakes task. This was not the case in the toilet cistern task however, implying a potential subject domain effect. Overall, this study is significant in that it offers empirical evidence of gender effects, separate from spatial ability, when learning with multimedia resources.

Blockchain-enabled digital rights management for multimedia resources of online education

Nowadays, various online education platforms (such as MOOCs, Coursera, XuetangX and so on) not only provide a broad Internet environment for sharing multimedia learning resources, but also bring a series of challenges in digital rights management, such as the infringement of digital copyrights of multimedia learning resources, the insecurity of digital education certificates, and the low degree of openness of multimedia learning resources. To sovle these issues, we propose a blockchain-enabled digital rights management system, which includes an entirely new network architecture for sharing and managing multimedia resources of online education on the basis of the combination of the public and private blockchains, as well as three specific smart contract schemes for the realization of the recording of multimedia digital rights, the secure storage and the unmediated verification of digital certificates, respectively. The proposed blockchain-enabled digital rights management system has been demonstrated as a promising candidate solution to the blockchain-based multimedia data protection in an online education environment.

Role of technology in improving knowledge and confidence in asthma management in school staff

Objective: To investigate the effectiveness of technology enabled learning in improving asthma first aid knowledge and self-confidence in providing asthma first aid to children in staff within a school setting. Study Design: A prospective randomized parallel study using a pre and post test design was conducted across Metropolitan schools of New South Wales (NSW), Australia. School staff in selected schools were randomly assigned to receive first aid asthma management training via a self-directed multimedia eBook learning resource or standard face-to-face training. Staff completed a 14 item validated Asthma First Aid Knowledge Questionnaire and a 4 item, 10-point Likert-scale asthma management self-confidence questionnaire immediately pre and post training. Results: 148 school staff from 46 schools were recruited with a total of 59 (78%) staff completing the eBook training and 62 (86%) completing face-to-face training. The mean asthma first aid knowledge score and self-confidence score in managing asthma increased significantly (p < 0.0001) in the eBook training group post training. There was no significant difference in the increase in the mean scores post training between the eBook and face-to-face training groups (p = 0.11). Conclusion: Asthma management knowledge and self-confidence increased in school staff following the eBook training. In school settings where human resources for health education are limited, technology enabled learning may be substituted to provide a self-directed approach to asthma first aid management training.