Multimedia Learning Tools Research Articles

The development of supplemental multimedia learning modules and their impact on student learning in food biotechnology courses.

The rapid growth of online education has created opportunities to integrate multimedia learning tools into complex scientific disciplines like food biotechnology. This study aimed to develop and evaluate supplementary online course modules on gene expression analysis, protein engineering tools, and fermentation genomics for undergraduate food biotechnology education. Based on cognitive load theory and multimedia learning principles, the modules incorporated focused visual media and interactive knowledge checks. The study involved 85 students in an introductory food microbiology course and 25 students in an upper-level food biochemistry elective at a large public university. Module implementation included tracking student usage through learning management system analytics, collecting qualitative feedback, and assessing learning outcomes via exam performance. Results showed that 73%-76% of students voluntarily accessed the modules, with average engagement times of 5-8 min per module. Student feedback highlighted the modules' effectiveness in clarifying textbook content through replayable examples and real-world scenarios. Comparison of exam scores revealed a 6%-10% improvement in performance on module-related items compared to overall exam averages. Qualitative feedback indicated that students found the visual representations and interactive elements helpful for clarifying complex concepts. This study demonstrates the potential of well-designed multimedia modules to support student learning in food biotechnology education, providing a model for expanding such resources in food science curricula.

Informatization of the professional training of future teachers of physical education in the conditions of distance education

The article shows the importance of the use of new information technologies in the process of professional training of future teachers of physical education at the current stage of the development of society in the conditions of distance learning. The main directions and tasks regarding the use of info-communication and multimedia learning tools in the professional training of students from the specialty 014 Secondary education are defined. (physical culture). The educational component "sports-pedagogical informatics" was introduced into the educational process, the curriculum and diagnostic technology for assessing success according to the modular rating system for this course were developed. It has been established that the implementation of such innovative tasks in full will make it possible to significantly optimize the professional training of future specialists in the conditions of distance learning and to quickly integrate into the European educational space. In addition, the main stages of the introduction of computer and multimedia tools into the educational process of future teachers of physical culture are determined. The justified need to introduce the educational component "Sports and pedagogical informatics" into the educational process of students from the specialty 014 Secondary education (physical culture). Carrying out such innovative tasks in full will make it possible to significantly optimize the professional training of students in the specialty 014 Secondary education (physical education) in the conditions of distance learning.

Perspectives of 2022 Islamic Education Students on the Utilization of Canva as a Multimedia Presentation-Based Learning Media

This research aims to explore and depict the perspectives of students from the Islamic Education Program (PAI) Class of 2022 regarding the utilization of Canva as a multimedia presentation-based learning tool. In this study, a narrative inquiry method is employed as a qualitative approach to delve into the stories and experiences of students using Canva. The data collection process involves discussions and interviews, which are then analyzed through a narrative analysis approach. The research findings provide significant insights into how students perceive Canva as a multimedia presentation learning tool and to what extent this can enhance the quality of learning in the PAI environment. The implications of the findings support the use of Canva as a potential tool to improve the effectiveness of learning in the digital era. It is expected that this research will make a positive contribution to the development of innovative and engaging learning strategies for students in the PAI Class of 2022.

Study of the impact of introducing a multimedia learning tool in podiatric medical courses

AbstractBackgroundMedical students face the challenge of learning vast amounts of complex information. Existing research suggests improved learning outcomes using multimedia resources but reports on their impact on podiatric education are scarce. To explore the potential of multimedia‐based learning tools in enriching medical education, this study examined the impact of Osmosis, a platform featuring interactive videos, flashcards, and self‐assessment quizzes on podiatric medical student outcomes.MethodsThis quasi‐experimental study examined the impact of Osmosis, a multimedia learning platform with videos, flashcards, and quizzes, on podiatric medical students' learning outcomes. Two cohorts (T = Osmosis access, N = 86; C = no access, N = 87) took Pharmacology and Podiatric Medicine courses consecutively. Final exam scores, final course grades, platform usage metrics (median weekly videos watched, flashcards, and quizzes), and student experience surveys were analyzed.ResultsAnalyses revealed no statistically significant differences in final exam scores between the groups in Pharmacology and Podiatric Medicine. While the treatment group exhibited a slight upward trend, further research is required for conclusive evidence. Student perceptions of Osmosis were overwhelmingly positive, with 90.2% of students agreeing that it facilitated concept learning and understanding compared to 54.9% for the textbook. Similarly, 80.4% of the treatment group felt that Osmosis enhanced their test performance, exceeding the 54.9% recorded for the textbook. Correlation analysis indicates a plausible connection between platform usage and academic success, as reflected by moderate positive correlations (r = [0.14, 0.28]) with final grades. Logistic regression analysis revealed that students with Osmosis access were 2.88 times more likely to score 90% or higher on the Pharmacology final exam (p < 0.05) and exhibited increased odds of achieving high (90%+) final course grades in Podiatric Medicine (OR = 2.71).ConclusionsThese findings suggest that Osmosis holds promise as a tool to support podiatric medical student learning. While the lack of statistically significant differences in final exam scores warrants further investigation, the positive student perceptions, high engagement rates, and increased odds of high scores in specific areas indicate the potential for Osmosis to positively impact academic outcomes. Therefore, a multimedia‐based resource like Osmosis appears to show promise as a tool to support podiatric medical education. The limitations inherent in the quasi‐experimental design necessitate further studies to confirm its effectiveness and long‐term impact on podiatric medical education.

Применение наглядного средства обучения при изучении темы «Классификация животных и основные систематические группы» в школьном курсе биологии

Many sections in biology are poorly perceived by students, as this is due to the invisibility of biological phenomena and processes. Therefore, multimedia visual learning tools play an important role in teaching biology in a modern secondary school. Visual learning tools are materials that are used in the learning process to improve students’ understanding and memorization of information. With the help of visual aids, complex phenomena or processes can be clearly and clearly explained. The presence of visual materials makes the lesson more interesting and attractive, increasing the level of motivation to learn. Schoolchildren have big problems in the field of systematics, one of the reasons for this situation is the insufficient development of modern methods. The use of the visual aid “Biological rank” developed by us in the educational process in biology lessons in secondary school when studying the topic “Classification of animals and basic systematic groups” leads to an increase in the level of knowledge of students to a higher level. So, when studying the topic “Classification of animals and the main systematic groups”, 39% of students in the control group received “satisfactory” for the test task, and 14% of students in the experimental group received a “good” grade in both the control and experimental groups, 47% received “excellent” grades in the experimental group, 39%, and in the control 14%. Thus, visual aids increase the interest of students and facilitate their assimilation, therefore, the development and application of visual aids in biology lessons is necessary.

A Qualitative Description of Biochemistry Students’ Visuospatial Reasoning Difficulties Associated with Amino Acid Models

The adoption of multimedia learning tools, including visual models in biochemistry, has increased considerably over the last few decades. Adopting these tools necessitates the development of visual literacy competencies, such as visuospatial reasoning, for students to learn effectively. The extent to which biochemistry students have the necessary visuospatial reasoning skills to learn from visual models effectively is a subject of continuing research. The current qualitative research sought to describe biochemistry students’ visuospatial reasoning difficulties associated with amino acids. Seven purposively selected students were interviewed using a semi-structured protocol to solicit their learning difficulties when asked to perform specific tasks related to visuospatial reasoning. The research question explored in this study is: “What are biochemistry students’ visuospatial reasoning difficulties associated with amino acids models?” Learning difficulties related to perceiving spatial orientation, mental rotation, interpreting colour codes, and generating a visual model depicting spatial depth were identified. Identifying and describing these learning difficulties could help teachers adopt remediation strategies to enhance content understanding. The researcher concludes that students may not always have the visuospatial reasoning skills required for successful learning in biochemistry. Given the complex nature of visual literacy, the researcher recommends explicit remediation strategies to address learning difficulties associated with visuospatial reasoning in biochemistry.

Dental students in an orthodontic course flipped classroom: A semi-experimental study on knowledge, practice, attitude, and satisfaction.

The purpose of this study was to determine the students' attitudes before and after the flipped classroom, and the effectiveness of this method to promote the students' lateral cephalograms tracing abilities, students' satisfaction and their final exam scores. This is a single-group quasi-experimental research conducted on dental students of Shiraz University of Medical Sciences (SUMS), Iran in 2019. The intervention was carried out in a blended learning approach with the flipped classroom model. Thirty-five fourth-year dental students participated in a flipped classroom held during a semester for the lateral cephalograms tracing course. The students were provided with the educational materials before the class time through multimedia learning tools and the class time was devoted to discussions. The students were asked to fill out four questionnaires (pretest/posttest attitudes, pretest/posttest self-assessments of theoretical knowledge and practical skills in cephalograms, posttest of satisfaction from quality of the course, and posttest of students' views about effectiveness of blended learning tools) and final exam scores of students. Students' attitudes toward e-Learning were improved after the flipped classroom and the quality of this method was acceptable to the students (p < .001). Their self-assessment of theoretical knowledge and practical skills were promoted (p < .001). While all blended learning tools averaged more than the cut-off-point, short lecture (5.11 ± 0.98) and live feedback (4.98 ± 1.07) were considered to be the most efficient interactive tools. It seems that the flipped classroom has a positive effect on increasing students' knowledge, attitude, and satisfaction. In general, this method of learning seems to be favored by dental students. The findings showed that blended learning had a positive effect on increasing knowledge, performance, and satisfaction among dental students. Therefore, blended learning as a reliable method might be used in training dental students.

The role of multimedia technologies in teaching foreign languages in an international context

Relevance. The research on the impact of multimedia technologies on international educational environments is primarily driven by the constant change in pedagogical strategies and the improvement of technical equipment that accompanies the educational process.Purpose. The study aims to analyse the peculiarities of the use, role and effectiveness of multimedia technologies in modern education on the example of the experience of different countries.Methodology. The comparative and contrastive, pedagogical, analytical and synthetic methods were used in this study. Based on the analysis of various educational environments, the following conclusions were drawn phonetic competence was developed through animated videos, presentations, and video and audio applications, lexical skills were developed through presentations, games, video and audio materials, web applications, grammatical and syntactic competences required the use of audio and video materials.Results. Among the multimedia learning tools mentioned were applications: VLC Media Player, KMPlayer, GOM Player � for playing audio content, Moho, Boom Harmony, FlipaClip � for creating animations, Google Slides, Prezi, Microsoft PowerPoint � for creating presentations. In the international context, the most commonly used applications are Duolingo: Language Lessons, Babbel � Learn Languages, AnkiDroid Flashcards, Quizlet: AI-powered Flashcards, and Memrise: speak a new language. According to the American experience, the greatest impact of multimedia use was on the development of phonetic, grammatical, and lexical skills. From the point of view of the French experience, the highest level of growth was recorded in information comprehension skills, followed by vocabulary, writing skills and argumentation.Conclusions. Based on the Indian and Thai experience, it can be concluded that the growth in language skills was about 50%. This work can be used to analyse pedagogical experience in an international context, to build educational strategies for learning foreign languages through the use of multimedia, and to identify the main criteria that contribute to the improvement of language skills.

Revolutionizing Geography Education: Developing Mobile Learning Multimedia via the Nearpod Platform

Advancements in technology have significantly enriched the learning experience by addressing challenges associated with limited educational facilities. Multimedia in mobile learning has emerged as a pivotal technological adaptation, serving as an effective medium for content delivery. This research employs the initial stages of the ADDIE model, specifically the 'ADD' phases, to guide the development of the multimedia. These stages encompass a comprehensive needs analysis, intricate product design, subsequent development, rigorous validation, and a thorough feasibility evaluation. The culmination of this study presents a multimedia learning tool tailored for mobile learning on the Nearpod platform. This tool, seamlessly compatible with Android and iOS operating systems, incorporates visual aids such as images and videos, pertinent examples, interactive quizzes, and more. Upon evaluation, the multimedia received a media validation score of 96.66%, material validation of 98.33%, linguistic validation of 84.37%, and an overall student response rate of 86%.

Designing an Interactive Multimedia Learning Tool for Secondary School History Students in Secondary School

It has revolutionized the learning paradigm in Malaysia through the integration of multimedia interactivity. In alignment with the nation’s initiative for digital education, instructors are developing online content to enable students to become self-directed learners. A particular project employs augmented reality to transform history education. The “Tokoh-tokoh Pejuang Malaysia” enables students to engage with the biographies of Malaysia’s great warrior interactively, accompanied by precise visual references. 71 high school students engaged in this method via an online survey. Students’ response indicated that the incorporation of multimedia interactivity, including augmented reality, enhanced their interest in learning about history in a more engaging and dynamic manner. This aligns with the Malaysian Education Blueprint 2013-2025, which priorities globalized online learning for lifelong education. As digital learning strategies expand, traditional textbooks and teaching aids are being supplanted by more interactive methods in the educational landscape. The favourable reaction from students promotes the wider implementation of interactive multimedia in teaching. The transition will result in enhanced quality that aligns with Malaysia’s dedication to incorporating innovative technologies into the classroom, hence boosting accessibility and involvement in education.

Development of Interactive Animated Multimedia-Based Learning Tools in Improving Student Learning Outcomes Healthy Food Materials

This study aims to produce interactive animated multimedia learning tools that are valid, practical, and effective in improving student learning outcomes of healthy food materials. This method used research and development with the ADDIE model and designed quasi-experiments. The population of this study was the teacher council along with grade V students of SDN Tamanbaru, SDN Kebalenan, SDN Sobo, SDN Kertosari 1, SDN Kertosari 2, and SDN Model. With samples of SDN Kebalenan (N = 28) as the experimental class and SDN Sobo (N = 28) as the control class. Assessment instruments were in the form of questionnaires, written tests, and observations. The data analysis techniques used were validity, reliability, normality, pair sample t-test, homogeneity, and independent t-test. The results showed: 1) Interactive animated multimedia devices, very feasible to use and valid with a value of 93.33%. The average reliability of 92.6 in the Excellent Reliability category; 2) Interactive animated multimedia devices, very practical with the ability to manage learning in experimental classes by 94.5% and student responses by 91.2%; 3) Interactive animated multimedia devices, very effective based on independent t-test data, with the significance value of Levene's test 0.189 &gt; 0.05. The value of significance equality of means 0.002 &lt; 0.05. While the statistically independent t-test group in the experimental class was 75.61 and the control class 64.86. Thus, interactive animated multimedia learning tools are valid, practical, and effective to be used in the learning process of healthy food materials.

Pengembangan Multimedia Interaktif Menggunakan Aplikasi Canva Pada Mata Pelajaran Dasar-Dasar Elektronika Kelas X Di SMK Negeri 1 Batipuh

This research is motivated by the low learning outcomes of students due to the teaching process still predominantly relying on printed books, the absence of interactive multimedia learning tools, and continued use of traditional teaching methods. The primary aim of this study is to determine the validity and practicality of interactive multimedia using the Canva application in the subject of Basic Electronics for 10th-grade students at SMK Negeri 1 Batipuh. To carry out this development, the 4-D research model was employed: Define, Design, Development, and Disseminate. The results of expert validation for the subject matter obtained an average score of 0.883, categorizing it as "valid." The average score from media experts' verification was 0.914, also falling into the "valid" category. The practicality test of the Basic Electronics learning multimedia indicated its practicality for use in the learning process, as the obtained respondent percentage averaged 91%, which falls under the category of "Very practical."

Dive-In: Interactive Learning Tool ‘Arthurian Legends: The Knights’ Quest’ Efficacy in Learning Literature Components among Form 1 Students

The literature component is one of the elements in the Malaysian English language syllabus or Form One to Form Five students in secondary schools. Literary work such as poems, drama, short stories and novels are the main opuses of the curriculum. Therefore, there is a significance in teaching literature to the students regardless of its status in examination at school and national levels. Teaching and learning literature has been one of the arduous components for both teachers and students due to a few hindrances especially during the Covid-19 pandemic. Teachers are lacking exposure to student-centered literature teaching while the students perceive literature as dull. The ability to comprehend the text also influences students’ learning. Moreover, less proficient students are prone to cease making an effort during literature learning due to its foreign content. Hence, the aim of this paper is to improve pupils’ mastery in a literature novel ‘King Arthur’ using the learning tool ‘Arthurian Legends: The Knight’s Quest’ and acquire their perceptions towards the tool. This interactive multimedia learning tool, Arthurian Legends: The Knight’s Quest incorporates digitalisation of the novel, ‘King Arthur’ with an inclusive set of exercises. It is designed as an interactive version of the novel with entrancing narration. Furthermore, it also focuses on other language skills such as reading and vocabulary learning. Lastly, this tool may increase students’ interests by providing a fun learning environment for the students. This paper provides further explanation whether the tool created the opportunity for the pupils to master the novel ‘King Arthur’ and elevated their interest in learning the piece successfully.

Innovative Educational Technologies and Competencies in Higher Education

The relevance of the research topic is that in order to effectively ensure the professional training of highly qualified personnel in higher education institutions, priority is given to professionally competent teachers, researchers and innovators who are able to implement modern methodological approaches to scientific knowledge and student-centred learning during a lifetime with prolonged employment. The purpose of this article is to study the innovative educational technologies and competencies in higher education. The leading research methods are survey, questionnaire, interviewing, testing and the method of statistical analysis. The authors formed experimental and control groups of future teachers in order to measure the level of readiness of philology students to use technological innovations in future professional and pedagogical activities. It was found that positive changes in the identification of students’ interest in these activities occurred only in those students who observed innovative approaches of teachers to teaching foreign languages. Also, it was determined that the increased interest of students—future teachers of philological specializations of the control and experimental groups in multimedia and electronic learning tools is due to the global digitalization of the educational process, as well as the school reformation processes, which provide for the active introduction and use of multimedia teaching tools. The principal research question for this research is as follows: Is it necessary for philolosophy students to use technological innovations in future professional and pedagogical activities? It was concluded that the developed and implemented system of teaching foreign languages to students of philological specializations using technological innovations is effective.

Penggunaan Media Teknologi Informasi dan Gaya Belajar Terhadap Hasil Belajar Mata Pelajaran Bahasa Inggris

This research looks at how interactive multimedia influences learning outcomes in English, especially considering different learning styles. This research approach is a quantitative approach to the type of quasi-experimental research. The subjects of this study were class XII students at SMKN 7 Jakarta for the 2020/2021 academic year. This study used purposive cluster sampling to select two majors at SMKN 7 Jakarta, Graphic Design as the control group and Computer and Network Engineering as the experimental group, based on the characteristics of the departments. The number of students majoring in Graphic Design is 35 students while the Department of Computer and Network Engineering is 39 students. In the control group learning using sophisticated tools such as PowerPoint and media presentations the experimental group uses interactive multimedia learning tools such as flash. This research uses a quantitative approach because it is considered easier to analyze data using numbers so that it makes it easier to measure achievement. The results of this study indicate that interactive multimedia can be used to improve the English learning outcomes of students with different learning styles.

ОРГАНІЗАЦІЙНО-ПЕДАГОГІЧНІ УМОВИ ФОРМУВАННЯ ГОТОВНОСТІ МАЙБУТНІХ УЧИТЕЛІВ ПОЧАТКОВОЇ ШКОЛИ ДО ПРОЄКТУВАННЯ НАВЧАЛЬНОГО СЕРЕДОВИЩА

The New Ukrainian school needs a new teacher – motivated, responsible and creative, who can become an «agent of change» in the educational space. Having academic freedom, he will prepare his own author's educational programs, choose his own textbooks, methods, strategies, methods and means of learning, diversify the options for organizing the learning space in the classroom using new IT technologies, new multimedia learning tools, updating the laboratory base for studying natural science subjects. mathematical cycle. That is why the process and content of teacher training capable of providing the necessary conditions, means and technologies for teaching students in the context of reforming general secondary education must undergo significant changes. At the article, a choice of organizational and pedagogical minds was framed for the formation of the readiness of the future teachers of the cob school to the design of the primary medium. It has been shown that the organizational and pedagogical mind will play the role of a catalyst for the formation of the readiness of future teachers in the early school to design the initial medium and determine the results, objectively ensuring the possibility of their attainment. On the basis of the analysis of legal documents, modern theory and practice, it was formulated organizational and pedagogical minds and the formation of the readiness of future teachers in the post-primary school to the design of the initial medium, as it appears to be safe positive motivation for education; updating the practical-oriented warehouse disciplines, the cycle of professional and practical training; directing the forms of organization of the lighting process and methods of navigating to the understanding of projective tasks, knowledge of the methods of their achievement and the means of reaching the goal; educated to pedagogical reflection. Visobncheni Organized-Pedagogychi, I am mutual, organically, one and one of the one to forget the fiber of the component of the component of the Maybutovsky schools, and the motivational-anniversary, the digestive, the digestive, the digestive, The prospect of further achievements for this one is directly evident from the expansive model of the formation of the readiness of the future teachers of the cob school to the design of the initial middle school. Key words: readiness, organizational and pedagogical conditions, primary school, teacher.

The Effects of Multilingual Teaching Materials on Pupils' Understanding of Geographical Content in the Classroom

The article sounds the potentials of multilingualism as a resource for geography lessons. In detail, it examines the use of multilingual teaching media and their effect on the comprehension of the content. First, the potentials of multilingualism for geography lessons are theoretically developed. After the development and adaption of the material, field research was conducted with a test group of pupils. Based on this, the results of an empirical classroom study are presented. A pretest elicited their prior knowledge, then a multi-perspective analysis on the learning process using screen recording took place. Finally, the data gained was evaluated quantitatively and qualitatively. The central aims of the study are how pupils use teaching media that are offered in different language. In addition, it will be analysed what effect the use of multilingual teaching materials have on pupils' understanding of content. Nearly all pupils used the material in different languages. The multilingual approach had a positive effect on the learning process. The pupils who had the best learning outcome used more non-German media and consumed the same contents repeatedly, but in several translations. Multimedia and digital learning tools are suited well for a multilingual approach and fosters pupils' independence in the learning process and the self-directed acquisition of knowledge.

A Study on the Level of Effectiveness of Multimedia Content as Instructional Methodologies to Improve the Quality of Students Learning Experience during COVID-19 Pandemic

With our current situation we became all content creator and through the advancement of technology, schools are also advancing their teaching strategy by utilizing multimedia presentations that would benefit the students. Interactive Multimedia Learning is now a teaching strategy that utilizes visual and audio annotations for the students to comprehend the lessons in an easy and fast manner. The study aims to examine and analyse the effects of interactive multimedia learning on student’s performance in class. The research utilized a quantitative research design that focused more on numerical data. A survey questionnaire administered and distributed to the participants. A total of 30 students from the different Higher Educational Institution the province of Ilocos Norte were involved in the study. Cluster sampling was utilized to give more opportunities for different students to share their insights regarding the topic. Results of the study showed that most of the students stated that multimedia learning contributed to their creativity in performance tasks and they became more focused and motivated due to the presence of creative and aesthetic graphics provided by multimedia. It also made them more independent and participative because the graphics are engaging and appealing to them. However, some students revealed that not all of their classes utilize multimedia learning tool. It was also revealed that there are students who are still engaged in board discussions and plain-text modules.

SELF-DEVELOPMENT OF STUDENTS IN A MULTIMEDIA EDUCATIONAL ENVIRONMENT IN TERMS OF HUMANISTIC PEDAGOGY

Attention to self-development is caused by defining role in the life of the individual, the active involvement of man in the process of his own life. According to most modern scientists, the main source of development are internal contradictions, this process is, in fact, self-development (self-movement). Personal self-development is characterized by a high level of self-organization, communicativeness and the formation of a scientific “picture of the world” and a humanistically oriented attitude to themselves and others. A holistic study of the problem of preparing students of higher education institutions for self-development in a multimedia educational environment in terms of humanistic pedagogy still remains out of the attention of scientists at the theoretical and methodological level, which negatively affects the quality of training of philologists and teachers. The aim of the article is to analyze the problem of self-development of future teachers of philology in psychological and pedagogical research and to clarify the essence of the concept of “professional self-development of future teachers” as a pedagogical category. Activation of personal self-development, which we consider as a process and a phenomenon, is an integrated factor in their relationship. By “activation of personal self-development” we mean purposeful dynamics to change the internal state of the individual and the realization of their own positive movement on the path of self-development. At the same time, we consider self-control as a personal quality of a person and a mechanism of self-regulation of the success of personal and professional self-development, as well as self-education in the context of multimedia learning. The ideal condition for professional development can be ICT, multimedia (computer systems with integrated support for audio and video), virtual reality (artificial world, which in some way reflects and transforms the real world, creating a virtual environment (space) according to ideas and goals of those who build it), an automated learning system based on hypertext technology (allows to increase the assimilation of educational material, includes a set of educational and methodical materials (demonstration, theoretical, practical, control) and computer programs that control the educational process)), a powerful information resource of the World Wide Web, extensive experience in teaching multimedia technologies etc. In line with the humanistic paradigm of multimedia learning, the door to a single world cultural and educational space opens, so it is correct to consider students' self-development as a promising intellectually and morally purposeful education of themselves in new socio-cultural conditions, more precisely in multimedia learning. Taking into account the above mentioned, we are inclined to believe that Internet resources, multimedia learning systems and tools, finally, the whole educational environment are designed to become the optimal conditions for self-development of students of philology. In this case, self-development is due to the presence of personal content of educational activities (author's Internet projects, electronic textbooks).

Supporting English Language Learners in High-Stakes Literacy Testing

In Ontario, a mandatory high-stakes standardized literacy test called the OSSLT is administered in the tenth grade. With notable failure rates and acknowledged test anxiety, students are in need of better test preparatory methods. In this article, we examine some of the challenges and analyze ways that online multimedia learning tools can be designed in order to support diverse student needs. The online tool developed in this study features learning principles and practices based on research in literacy testing and online education. Our discussion contributes new ideas and future directions for task designers and online test preparatory tools.