Multimedia Learning Research Articles

Evaluation of 10 Popular Very Young Learner Videos on YouTube

This study aimed to evaluate the effectiveness of 10 popular very young learner (VYL) videos on YouTube. The purpose of the study was to investigate the suitability of these videos for children aged 2-6 years in terms of their educational content, visual and auditory quality, and engagement value. Content analysis was used to analyze the videos. A total of 2 raters were conducted content analysis for the study. They were asked to rate each video on a rubric. The study concludes that careful consideration must be given when selecting videos for VYLs, as their effectiveness depends on several factors, such as age appropriateness, educational content, and visual and auditory quality. The results show that most YouTuber videos used multimedia learning principles effectively in their videos, with varying degrees of success.

Pengembangan Multimedia Pembelajaran Computer Based Instruction (CBI) Menggunakan Adobe Flash Di SMK Negeri 10 Medan

The development of Computer Based Instruction (CBI) Interactive Learning Multimedia using the Adobe Flash application aims to determine the feasibility of this media as learning that is applied to Multimedia subjects for class XI SMK Negeri 10 Medan. This research is a type of development research (RD) using the ADDIE development model which has Analysis, Design, Development, Implementation, Evaluation stages. The feasibility test that will be carried out involves 2 media validators, 2 material validators and all class XI students of SMK Negeri 10 Medan. The feasibility validation instrument to be used in this study was adapted from Sriadhi's research instrument which consisted of 3 validation instruments, namely: material instruments, media instruments, and user instruments. Based on the results of the due diligence study obtained from media experts of 4.15 "decent", material experts 4.33 "very feasible", users (students) 4.21 "very feasible" this indicates that the development of Computer Based Instruction-based learning media ( CBI) using the Adobe Flash application is very feasible to apply to Multimedia subjects in class XI at SMK Negeri 10 Medan.

Multimedia Learning and Academic Performance

As technology becomes an important part of peoples daily lives, multimedia learning in the classroom is becoming more and more common today. However, there is a lot of controversy about the impact of multimedia learning, so its impact and peoples perceptions have become a topic of interest to researchers recently. This study aims to examine the impact of multimedia learning on academic performance from different perspectives through the method of controlled experiments. The analysis of existing research mainly focuses on the changes in student performance over a period of time. To further study the influence of multimedia learning on students, this study will review controlled experiments to further compare the relationship between the control group (not using multimedia) or the experimental group (using multimedia learning) and students academic performance in different subjects. However, there are still Some deficiencies and confounding variables that need to be considered in future studies to improve the results. This study lays the foundation for the future use of multimedia methods in education and can help educators identify directions for instructional improvement.

Development of Hybrid Learning Multimedia Assisted by Telegram in Modern Physics

After the covid 19 period ended, learning at Medan State University was conducted face-to-face and online, creating good learning media and design is part of the effort to achieve learning objectives effectively as mandated by the education system. This study aims to develop hybrid learning multimedia assisted by telegram, which is feasible, practical and makes students independent and influential. The research was conducted at the Physics Department of State University of Medan. The phases that will be carried out during the research are needs analysis, design of learning multimedia, development and validation of learning multimedia, implementation of multimedia to students, and internal and external evaluation. The resulting product is a learning multimedia that will be applied to partners, namely students of the Physics Department who take Modern Physics courses. This multimedia was sent to the Telegram group class of 2021 B and 2021 C students. The results of this study are: (a) the percentage of assessment scores for learning multimedia from material experts is 81% and the percentage of assessment scores from media experts is 83% (b) the percentage of student independence questionnaires is 83.8% (c) the percentage of student practicality questionnaires is 88.2% (d) N-gain for PSPF 2021-B is obtained, the result obtained is 0.23 because N-gain <0.23 in the low category and N-gain for PSPF 2021-C is obtained, the result obtained is 0.3 in the medium category.

Pengembangan Multimedia Interaktif Sway pada Pembelajaran IPAS Kelas IV Sekolah Dasar

This research is motivated by the lack of use of interactive multimedia in learning. The aim of this research is to develop valid, practical and effective interactive multimedia. This research is included in the development research (R&D) ADDIE development model. The interactive multimedia created is then validated by validators consisting of material expert validation, media expert validation and language expert validation. The results of research on interactive multimedia development show that the validity of material in the very effective category is 95%, the validity of media in the very effective category is 99.16%, and the validity of language in the very effective category is 87.5%. The teacher questionnaire results were 95.83% in the very practical category, and the student questionnaire results were 91.02% in the very practical category. The test results produced effective interactive multimedia from the results of the test sheet work which showed an average increase with a percentage of 88.46%. Therefore, it can be concluded that Sway's interactive multimedia on energy transformation material around us in grade 4 elementary school is declared as valid, practical and effective interactive multimedia.

YouTube-Assisted Listening Instruction (YALI): A Study of Listening Comprehension and Listening Anxiety of University Students of German as a Foreign Language

The present study aimed to investigate the effects of YouTube-assisted listening instruction (YALI) on the listening anxiety of students of German as a foreign language (GFL) and their listening comprehension performance. For this purpose, a total of ninety-six senior undergraduate students were equally divided into three groups using the criterion sampling technique: (a) YouTube-assisted listening instruction (experimental group); (b) traditional listening instruction with auditory materials (control group - 1); and (c) instruction without listening exposure (control group - 2). The instructional approach was underpinned by Richard E. Mayer's Cognitive Theory of Multimedia Learning (CTML). After a ten-week treatment process, results revealed that the students in YALI showed the best GFL listening comprehension performance compared to the control groups. In addition, YALI was observed to reduce students' GFL listening anxiety. Finally, a negative linear correlation between listening anxiety and listening comprehension performance was detected. This meant that students' listening anxiety decreased as their listening comprehension performance increased. To gain a better understanding of the effects of YALI on GFL listening comprehension performance and listening anxiety, relevant implications were discussed.

Penerapan Pembelajaran Berbasis Teknologi dengan Menggunakan Multimedia dalam Pembelajaran PAI di SD Kradenan 01 Kota Pekalongan

PAI material is one of the scientific disciplines that will enable students to know their obligations towards the Khaliq, so that Islamic Religious Education is taught not limited to mastering a collection of knowledge, in the form of facts, concepts or principles only, but learning Islamic Religious Education must also be able to produce students who are able to carry out and apply their knowledge. The problem formulation of this research is to obtain results from the use of multimedia in PAI learning at SDN Kradenan 01 Pekalongan City. Aims to reveal how Islamic religious education teachers utilize information and communication technology media in the form of computer multimedia in learning. The research method used is descriptive qualitative, research sources consist of events, teachers and several students selected purposively, data is obtained through observation, interviews and documentation studies, the data that has been collected is then analyzed using an interactive approach. The results of the research show that the principal determines ICT-based learning by using various kinds of multimedia tools in each lesson, PAI teachers carry out ICT-based PAI learning planning using multimedia tools, evaluation of the use of multimedia computers in PAI learning is carried out by PAI teachers themselves to find deficiencies. implementation of learning using multimedia computers. The conclusion that PAI teachers at SDN Kradenan 01 get is using multimedia-based ICT strategies in their learning process.

The Use of Multimedia in English Classes as a Means of Increasing Student Motivation

The relevance of the study is conditioned upon the fact that in modern society the use of information technology tools is an important aspect that predetermines the work of many areas of human activity. Currently, multimedia has many advantages in teaching English as it offers more information, saves time, and stimulates imagination and creativity. It enriches the education process and can make it more effective by increasing students’ interest. In this regard, this paper is aimed at considering the process of using multimedia means to learn a foreign language. The leading methods used to investigate this problem were analysis, classification, deduction, synthesis, generalisation, and natural experiment, which helped research the influence of information and technological data on students’ achievements. The study covered the general concept of multimedia and its need for teaching English; showed the use of websites, programs, electronic dictionaries, and videos for learning English on the Internet; demonstrated the influence of multimedia technologies on modern language teaching methods; described the features of using the multimedia for language learning; analysed the relevant literature and covered the main principles for the effective introduction of media resources to learn English; identified the advantages and problems of using multimedia in education; diagnosed the data on the success of university students and their level of motivation when working with information technology and multimedia; considered strategies for using multimedia technologies and data in education. The materials of the present paper are of practical and theoretical value for educators, teachers, professors at universities, media psychologists, sociologists, translators, psychologists, and employees of educational organisations who will be able to develop methods and ways to improve students’ motivation based on the use of media technologies and information data.

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.

Technology-mediated teaching vocabulary: exploring EFL learners’ depth and breadth of lexical knowledge

Drawing on Mayer’s Cognitive Theory of Multimedia Learning, the present study aims to examine the effectiveness of technology-mediated teaching vocabulary in the form of multimedia glosses on EFL learners’ depth and breadth of lexical knowledge. The study was conducted with 91 male and female undergraduate students at a lower-intermediate level of English proficiency in Iran. Participants of the study were randomly assigned into two-variable group contrasts, experimental (text + visual) and control (text-only) groups. They attended 16 reading sessions once a week during which the experimental group practiced computerized reading texts with pop-up text and picture glosses and the control group practiced reading similar texts with pop-up text only. The relative efficacy of teaching activities in vocabulary learning was assessed by using the Word Associates Test for measuring lexical depth and the Updated Vocabulary Levels Test for measuring the lexical breadth before and after the intervention program. To scrutinize the data, ANCOVA and t-test have been done. Results of ANCOVA revealed that the experimental group outperformed the control group in both tests, and the result of the t-test specified that participants kept the scores in the Vocabulary Levels Test significantly higher than the Word Associates Test in the outperforming group. This means that using multimedia glosses in teaching vocabulary has a significant effect on improving both the breadth and depth of lexical knowledge of EFL learners. However, the effect is more significant on breadth than depth of lexical knowledge. The study by analyzing separate measurements of the breadth and depth of vocabulary knowledge of EFL learners provided original research in vocabulary teaching and learning and offered pedagogical implications for language teaching.

COMPUTER ASSISTED LEARNING ON LANGUAGE WRITING SKILLS AMONG LEARNERS WITH HEARING IMPAIRMENTS IN KIAMBU COUNTY, KENYA

The paper presents some of the key findings of a study that explored computer assisted learning on language writing skills among learners with hearing impairments in Kiambu County, Kenya. The study adopted a quasi-experimental research design consisting of 19 respondents who were learners with hearing impairments. These were from two learners were purposively sampled. The study adopted the cognitive theory of multimedia learning by Mayer. Data was collected using pre-test and post-test and a computer application ‘English Grammar Test’. The research data was analyzed using SPSS version 22 and primary data analyzed per objective. The findings on computer assisted learning on language writing skills among learners with hearing impairments were reported. The study findings showed that the learners’ language writing skills improved greatly at the posttest affirming the effectiveness of computer assisted learning.<p> </p><p><strong> Article visualizations:</strong></p><p><img src="/-counters-/soc/0018/a.php" alt="Hit counter" /></p>

Creating SAC-based interactive learning media will "improve" the mathematical understanding of MTs students.

The lack of maximum creativity in educational resources also results in the level of involvement and understanding of mathematical ideas needing to be maximized, which is a general consequence of using less interesting learning media. Additionally, many students need help applying what they learn in class to real-world situations. This study aims to find out how well Smart App Creator-based interactive learning multimedia helps students understand mathematical ideas in terms of design, validity, usefulness, and effectiveness. The R&D method was used for this research. Various tests, surveys, questionnaires, and documentation studies can be used to collect information. The result of his work is a product called Interactive Learning Multimedia, based on Smart App Creator. Seventh-grade content from a social mathematics textbook was used. Borg and Gall's theory of media evolution can be seen in practice. This research shows that this research product was produced as a multimedia product for interactive learning of class VII social arithmetic based on Smart Apps Creator, valid media, and practical media, as demonstrated by the use of Smart Apps Creator learning media in the classroom. Student responses show that interactive learning media based on Smart Apps Creator has been proven to increase students' understanding of mathematics topics for MTS class students.

Interactive Media for Make-Up Black and White Photo Color (IMFM) as Medium Study : Activity and Efectiviness Outcomes

Education will produce scholarly, intellectual and technological human resources to increase competitiveness. Black and white photo and color makeup is one of the core competencies of a beautician. There are still limitations in learning black and white photo and color makeup in the Department of Makeup and Beauty, Faculty of Tourism and Hospitality, Padang State University. Students are still struggling to master the basics of black and white and color photo makeup and have not been able to apply materials and cosmetics correctly. This study aims to develop interactive multimedia learning media for black and white photo and color makeup. This research is a development using the 4-D method (define, design, develop and disseminate). Quality and practicality were observed in teachers, students and practicing professionals. The results show the following; (1) The validity of interactive multimedia as a valid medium (2) The practicality of interactive multimedia as a practical medium based on the responses of teachers and students after the test (3) Effective efficacy in increasing the learning activities of the students with a very good category and the learning results of the students before and after using interactive multimedia as a medium. Based on the findings of this study, it is concluded that interactive multimedia as a medium is valid, practical and effective to be used as a learning medium in black and white photo and color makeup lessons.

Socialization of Toontastic Animation 3D Application in Increasing Interest of Class V Students of State Primary School 040447 Kabanjahe

Training on developing multimedia learning media using the Kinemaster, YouTube and Toontastic programs aims to provide skills in creating multimedia learning media in the form of interesting videos in a relatively easy way. The methods used are the Presentation Method regarding the introduction of software, the Demonstration Method and the Practical Method. The evaluation method is by observing the differences in teacher abilities before and after training. From the results achieved, it can be seen that there has been a significant increase in abilities compared to before training, so it can be concluded that this activity was successful in improving the participants' abilities. At the end of the activity the implementer of the community service program will capture data on the program's meaningfulness to the participants. It is hoped that this training program will continue to be held because it is very beneficial for improving the quality of learning, especially in this era.

Application of the Flipped Classroom Model Using Games-Based Learning Multimedia in Increasing Students’ Learning Outcomes

This paper discusses the low students’ learning outcomes and students’ satisfaction, which continues to decline. In contrast, distance and face-to-face learning are limited to non-formal education learning technology courses. The study aimed to improve learning in the Non-Formal Education Learning Technology course in the S1 Non-Formal Education Study Program by implementing games-based learning multimedia with the flipped classroom model. The research was conducted on 30 students in semester III/A. By applying the flipped classroom model, the research was conducted in the classroom and at each student's home. The research used a Pre-Experimental Design with a One-Group Pretest-Posttest Design. The data collection technique was carried out by testing. The pre-test was carried out to collect data on students' initial abilities, while the post-test was carried out to test the effect of the treatment. The study used three statistical tests, namely (1) normality, (2) homogeneity, and (3) hypothesis testing. The results indicate that the control class sample data were normally distributed. After treatment, initial data on students' abilities are interpreted as normal or homogeneous. The results of hypothesis testing show that there is a significant effect of flipped classrooms based on game multimedia in non-formal education learning technology courses with an average value of the experimental class at 81.63.

ANDROID-BASED DEVELOPMENT OF INTERACTIVE MULTIMEDIA LEARNING APPLICATION SYSTEMS FOR CHILDREN

<em>Technological developments have progressed very rapidly, marked by progress in the field of technology and information. Information technology has now spread to almost all aspects of life, one of which is that it has entered the educational aspect which is used as an interesting learning medium, because it is able to provide new colors in the learning process, and can use a learning while playing approach so that the learning process can feel happy, so that later students are able to express themselves maximally in the learning process. In education there are many things that need to be considered in child development so as to avoid various obstacles in the learning process, such as color blindness, speech delays, and other pre-school abilities by introducing cognitive education to children such as recognition of numbers, letters, colors. And according to IDAI this cognitive recognition period is recommended for children aged 2 -5 years. Researchers developed an Android-based interactive multimedia learning system for children with the aim of providing facilities to parents for children in introducing cognitive aspects with new colors, namely in the form of interactive multimedia applications. The development method used is MDLC (Multimedia Development Life Cycle), because the application being developed involves various media such as sound, images and text. The development of this application also applies quiz content to maximize children's learning media. Through testing using Black Box Testing, the WARUKA Education application that was developed managed to achieve good results. All the features contained in the application run well and as expected. In the User Acceptance Testing test using a questionnaire, the WARUKA Education application gets positive results, with a user satisfaction percentage of 94.167%. Based on this percentage, the WARUKA Education application can be categorized as very good, indicating very high acceptability for users.</em>

MARI BELAJAR MENGURUS MASA DAN WANG (MBMMW) COURSEWARE FOR TABIKA KEMAS: TOWARDS PROMOTING ACTIVE LEARNING AMONG YOUNG CHILDREN

Nowadays, the use of web-based multimedia courseware encompasses all learning stages, especially among children. As an effort to assist teachers in promoting active learning among the children, Mari Belajar Mengurus Masa dan Wang (MBMMW) courseware is developed based on Tabika KEMAS core syllabus for mathematics focusing on money and time management. Proper interactive contents that include various activities and videos were provided in the courseware as the teaching and learning (T&L) aid for teachers, parents and students. Since there are limitations of current educational materials on money and time in Tabika KEMAS, MBMMW courseware is developed to assist both teachers and students in providing impactful T&L experience. This could later boost the students’ understanding and learning performance while allowing students to accomplish active learning with teachers and parents. By implementing cognitive theory of multimedia learning (CTML) and user experience (UX) recommendations, MBMMW courseware was carefully developed via ADDIE Model. Functionality tests have been conducted to ensure the operations of the menu, buttons and links displayed in the courseware. Moreover, user evaluation for MBMMW has been performed towards understanding the initial acceptance of MBMMW courseware among the users. Results have mostly shown positive reactions from the users, thus acknowledging the usability of MBMMW as an interesting and fun active learning aid for presenting fundamental knowledge about money and time.

Student’s Perception on the Use of Fun Vocabulary Multimedia in Enhancing Vocabulary Mastery for Elementary Level

The developments of multimedia language learning after Covid Pandemic. With the rise of the Internet and new technology, given students' perception about the use of Fun Vocabulary, their experience in the sector is critical for the successful development of academic programs, since the end user's perception toward the application of information technology is one of the most effective aspects. Hence this study was conducted in purpose to evaluate the students’ perception on the usage of multimedia Fun Vocabulary for grade IV elementary students as the implementation of Computer Assisted Language Learning (CALL). Twenty students filled the questionnaire survey after they experienced learning within the multimedia in case to assess the performance and qualities of a designed multimedia Fun Vocabulary. This study applied quantitative research to measure the users’ evaluation on platform usage through questionnaire which was as the instrument of collecting data. The result found that the students’ agreement showed positive perceptions prevailed over their disagreement or neutral responses in the questionnaire. Fun Vocabulary multimedia was designed and provided a variety of exercises and materials with interesting visual content which can enhance the understanding of vocabulary in English for elementary school level. It was very helpful for their motivation and interest to keep learning English via the platform and practice through its exercises. On the other side, the findings also indicated that the limitation of multimedia that cannot reach the next grade. On the other hand, other findings showed that the materials were very limited and could not reach more list of vocabulary provided in this multimedia. Otherwise, Fun Vocabulary multimedia simply can be used to learn English for students basically and can be useful for teacher as blended learning at class.

The development of genially-based interactive learning multimedia for elementary school students

This research focuses on producing genially-based interactive multimedia learning for fifth-grade elementary/MI students. This research belongs to the type of research and development research and development (RND). The procedure for developing genially-based interactive learning multimedia uses a development model developed by Sugiyono with ten stages, namely potential and problems, data collection, product design, design validation, product revision, initial trial, product revision, usage trial, product revision, and mass production. However, in the current state of the COVID-19 pandemic and the limited time, conditions, and costs, researchers only carried out these stages, only to stage 9, namely product revision. The results of the validation by media experts with a score of 71 in the good category, material experts with a score of 86.6 in the very good category, and learning experts with a score of 80 in the very good category, so that genially-based interactive learning multimedia is feasible to use. The results of the responses of the SD Muhammadiyah Karangkajen II class teachers in the initial trial, namely by obtaining a score of 82.2 with a very good category, then the results of the responses of the students of SD Muhammadiyah Karangkajen II in the initial trial with the subject of 4 students with a score of 90 in the very good category, while the response of students in the use trial with the subject of 19 students with a score of 95.2 with a very good category. Then, the average value of student responses is 92.6. Based on the results of teacher and student responses, genially based interactive multimedia learning is feasible to use.

Rancang Bangun Multimedia Pembelajaran Berbasis WEB Konsep Kegiatan Ekonomi Pembelajaran IPS Kelas V SD

The results of field studies that have been carried out at one of the state elementary schools in the Rancaekek area, Bandung, show that the use of learning media is very minimal due to the limited ability of teachers to create and utilize existing technology, especially digital technology for creative and innovative learning media, so students tend to be given assignments through theme book during social studies learning. Therefore, this study aims to create interesting multimedia learning as one of the uses of digital technology for elementary students in the form of web-based learning multimedia concepts of social studies learning economic activities. Besides aiming to create or design, it also aims to test and get responses from users of the designed multimedia. The research design used the Design and Development (D&D) research method or design and development. This web-based learning multimedia development procedure uses the ADDIE model (analyze, design, development, implement, and evaluate). The result of this development is to produce a product in the form of web-based multimedia learning the concept of economic activity for class V social studies learning. In addition to producing products, the results of the feasibility test of experts, namely media experts received 92.90% interpretation, and 96.40% from material experts. In addition, the user's assessment response got positive results with the percentage of 98.40% from teachers, and 89.20% from students. So that it can be categorized into a "Very Good" value interval. Web-based learning multimedia products that are recommended for use by parents in social studies learning.