Multimedia Learning Research Articles

Using Interactive Multimedia to Stimulate Early Childhood Students’ Speaking Skills: A Systematic Review

Interactive multimedia is currently a significant topic in terms of learning speaking skills. This study aims to describe the use of interactive multimedia in stimulating early childhood speaking skills based on a literature review that has been conducted. The study method used in this literature study is the PRISMA (preferred reporting items for systematic reviews and meta-analyses) method. Data was obtained from the Scopus and Google Scholar databases using scientific articles from reputable international journals with the Scopus Q1–Q4 index. Article searches using the title and keywords “Interactive Multimedia,” “Multimedia,” “Interactive Multimedia in Early Childhood,” or “Speaking Skills” are limited to the last ten years, starting from 2013–2023. The findings showed that the articles in the source database were 10.982 articles, and the final selected papers left 40 articles for review. The results of the study found that: a) the use of interactive multimedia in early childhood learning is dominated by Android-based interactive multimedia (50%), video (30%), and animation (20%); b) the use of interactive multimedia in stimulating early childhood speaking skills is dominated by android media (45%), video (40%), and animation (15%); c) the challenges faced when using interactive multimedia in early childhood learning are limited infrastructure and resources, and not all schools have adequate facilities for the use of technology-based learning media and a lack of teacher creativity. The contribution of this research can provide insight into the use of interactive multimedia to stimulate early childhood speaking skills effectively and efficiently. Thus, the use of interactive multimedia can be a research target in selecting interactive multimedia that is appropriate and effective for stimulating students’ speaking skills at all levels of education and on different research topics.

Development of Interactive Learning Media Assisted by Google Sites in Building Materials for Elementary Schools Grade V

This research is motivated by the lack of use of multimedia in Mathematics learning in elementary schools, teachers more often use one-way based learning media which will make students feel bored. The aim of this research is to develop interactive learning media assisted by Google Sites on Class V Elementary School Building Materials. This research uses research and development (R&D) methods using the 4D development model (Define, Design, Develop, Disseminate). Data collection in this research uses a questionnaire to determine expert assessments of media and test media practicality. Effectiveness testing is carried out using tests. In the Define stage, an initial analysis of the curriculum and students is carried out. In the Design stage, the design of the Flowchart and Storyboard for the Google Sites interactive media being developed is carried out. Validation by experts on Google Sites media in the material aspect received a score of 91.56% in the Very Valid category, in the media aspect it received a score of 61.33% in the Valid category, and in the language aspect it received a score of 84.23% in the Very Valid category. Furthermore, the results of the practicality test by the teacher got a score of 97.33% and the students got a score of 88.33% in the Very Practical category. The results of the effectiveness test showed that the average student score was 90.92, there was an increase in the students' knowledge score. Meanwhile, the average N-Gen Score obtained from the difference between students' pre-test and post-test scores obtained a percentage value of 79.31% in the Effective category. From the research carried out, it can be concluded that Interactive Learning Media Assisted by Google Sites in Building Materials for Class V Elementary Schools is valid, practical and effective interactive media, so it can be used in the learning process.

Blended learning dalam pembelajaran matematika: A systematic literature network analysis

As technology continued to advance, the educational landscape evolved, leading to the development of learning management systems, online platforms, and multimedia resources. Blended learning has since become a cornerstone in educational strategies. The purpose of this study is to describe the research trend data on Blended learning . The Systematic Literature Network Analysis (SLNA) method was employed for the investigation. This study's data is made up of non-time-limited research articles on Blended learning. The articles were retrieved from the Scopus database. The data was evaluated using a bibliometric and network analysis technique with programs R and VOSviewer. The findings indicate that the number of studies and research citations fluctuate. Keyword cluster analysis indicates that the predominant focus of research lies in Blended learning. Simultaneously, the terms 'personnel training' and 'academic performance' exhibit interconnections with inquiries into Blended learning . Subsequent scholarly investigations ought to broaden and elaborate upon facets of Blended learning conceptualization, assessment methodologies, pedagogical instruction, and organizational backing, to furnish a more exhaustive and all-encompassing research outlook.

Investigating Islamic Religious Education Teacher Beliefs Toward Multimedia Learning

<p><em>Teachers' beliefs regarding multimedia learning are essential. This study aims to explore teachers' beliefs about multimedia learning in Islamic Religious Education (PAI) at Senior High School in Palangka Raya, Central Kalimantan, Indonesia. This research employed the mix-method QUAN-QUAL, the exploratory sequential design. Nine teachers were involved based on a purposive sampling technique. Twenty-three questionnaire items were constructed to collect the quantitative data. An interview guide was used to collect the qualitative data. The quantitative data was collected through a cross-sectional survey, and the qualitative data was collected through a semi-structured interview. The SPSS version 26 was utilized to analyze the quantitative. Moreover, thematic or coding analysis was used to analyze qualitative data. Multimedia learning was shown to have excellent potential to improve students' learning experiences. With proper implementation and adequate support, multimedia learning could effectively improve the quality of Islamic Religious Education. However, some challenges must be faced to achieve optimal learning outcomes. </em></p>

The Use of Interactive Multimedia in The Era of Society 5.0 in Elementary Schools in Improving Learning Outcomes of Natural and Social Sciences (IPAS)

<div class="page" title="Page 1"><div class="layoutArea"><div class="column"><p><span>The era of Society 5.0 makes technology the centre of learning, through the use of interactive multimedia as an important tool for Natural and Social Sciences (IPAS) subjects in elementary schools. The purpose of this study is to examine the utilisation of interactive multimedia in improving student learning outcomes. This research uses descriptive qualitative method with interview, observation, and documentation techniques. The results of this study show that although multimedia facilities are available at school, teachers rarely use them and rely more on traditional methods such as lectures and memorisation. Effective strategies are needed to improve the quality of education as well as training for teachers to maximise the use of interactive multimedia in learning. The use of interactive multimedia is proven to improve students' motivation, enthusiasm and learning outcomes by making learning more interesting, concrete and interactive. This research emphasises the importance of technology integration in education to create a more effective and relevant learning process in this digital era.</span></p></div></div></div>

Implementation of Multimedia Development Life Cycle in Learning Media Applications for Children with Mental Disabilities

Mental retardation is a condition of intellectual disabilities experienced by children who have abilities below average. Children with intellectual disabilities are difficult to understand the lesson because they have a delay in developing intelligence. Interactive multimedia-based learning media can be used as one solution to become a method in mentally disabled children's learning process. This study aims to build a learning media for mentally disabled children based on interactive multimedia called Edinata, which stands for learning media for children with intellectual disabilities. Edinata is an application to help developmentally disabled children in introducing letters, numbers, surrounding objects, and coloring games. The method used in the development of this interactive multimedia learning media is the Multimedia Development Life Cycle (MDLC), which consists of 6 stages: concept, design, material collecting, assembly, testing, and distribution. In this study, the black box method is used to conduct testing. Based on black-box testing that has been done, all the menus contained in the application can be run properly.

Pengembangan Multimedia Pembelajaran pada Pembelajaran Informatika Kelas VIII di SMP Negeri 1 Kinali

This research aims to produce multimedia learning in informatics subjects using a 4D (four-D) development model which includes four stages, namely define, design, development, and dissemination. In the Development Step, a media validity test was carried out with two media expert validators and one material expert validator, then a practicality test was carried out on 30 junior high school grade VIII students to test the practicality of the multimedia learning developed. The results of the media validity assessment with validator I got a percentage of 94.67 with the category "very valid" and the results with validator II got a percentage of 97.33 with the category "very valid". The validity of the material obtained by the material validator obtained a percentage of 96.36 with the category of "very valid". Multimedia learning is said to be practical based on a practicality test with a percentage of 95.43 with the category "very practical". The steps taken in analyzing the respondents and then finding the percentage of the average results can be determined by the assessment criteria for the practicality test. Based on the results of the validity and practicality test, it can be concluded that the learning multimedia product in the informatics subject is very feasible to be used in the learning process.

The effect of instructor's voice enthusiasm and visual cueing in multimedia learning

The effect of instructor's voice enthusiasm and visual cueing in multimedia learning

Development of Interactive Multimedia Based Mathematics Learning Media for Class XI SMA

Mathematics is a science that studies quantity, structure, space and change. This science has abstract and universal study objects which play an important role in discipline and the development of human thinking power. The mathematical mindset is deductive, starting from general objects to important conclusions. Multimedia learning methods are an alternative to help students understand material concretely. The use of multimedia can make learning more interesting with graphics, animation, video and sound. Teachers must use approaches, methods and techniques that actively involve students in learning in order to achieve good academic achievement. The use of learning media can create new interests and motivate students. Developing mathematics learning media using Adobe Animate to create animations is an interactive learning media that can help teachers broaden students' horizons and increase student interest and motivation. Interactive multimedia-based learning can increase motivation, learning independence and be a solution to make mathematics learning interesting and easy to understand

How to Develop an Online Video for Teaching Health Procedural Skills: Tutorial for Health Educators New to Video Production.

Clinician educators are experts in procedural skills that students need to learn. Some clinician educators are interested in creating their own procedural videos but are typically not experts in video production, and there is limited information on this topic in the clinical education literature. Therefore, we present a tutorial for clinician educators to develop a procedural video. We describe the steps needed to develop a medical procedural video from the perspective of a clinician educator new to creating videos, informed by best practices as evidenced by the literature. We also produce a checklist of elements that ensure a quality video. Finally, we identify the barriers and facilitators to making such a video. We used the example of processing a piece of skeletal muscle in a pathology laboratory to make a video. We developed the video by dividing it into 3 phases: preproduction, production, and postproduction. After writing the learning outcomes, we created a storyboard and script, which were validated by subject matter and audiovisual experts. Photos and videos were captured on a digital camera mounted on a monopod. Video editing software was used to sequence the video clips and photos, insert text and audio narration, and generate closed captions. The finished video was uploaded to YouTube (Google) and then inserted into open-source authoring software to enable an interactive quiz. The final video was 4 minutes and 4 seconds long and took 70 hours to create. The final video included audio narration, closed captioning, bookmarks, and an interactive quiz. We identified that an effective video has six key factors: (1) clear learning outcomes, (2) being engaging, (3) being learner-centric, (4) incorporating principles of multimedia learning, (5) incorporating adult learning theories, and (6) being of high audiovisual quality. To ensure educational quality, we developed a checklist of elements that educators can use to develop a video. One of the barriers to creating procedural videos for a clinician educator who is new to making videos is the significant time commitment to build videography and editing skills. The facilitators for developing an online video include creating a community of practice and repeated skill-building rehearsals using simulations. We outlined the steps in procedural video production and developed a checklist of quality elements. These steps and the checklist can guide a clinician educator in creating a quality video while recognizing the time, technical, and cognitive requirements.

Teachers as Creators of Digital Multimedia Learning Materials: Are they Aligned with Multimedia Learning Principles

Teachers as Creators of Digital Multimedia Learning Materials: Are they Aligned with Multimedia Learning Principles

Use of Interactive Food Labels to Increase Confidence in Preparing Produce among College Students.

College students may have limited access to produce and may lack confidence in preparing it, but cooking videos can show how to make healthy dishes. The Cognitive Theory of Multimedia Learning suggests that learning is enhanced when visual and auditory information is presented considering cognitive load (e.g., highlighting important concepts, eliminating extraneous information, and keeping the video brief and conversational). The purpose of this project was to pilot test a food label for produce grown at an urban university and assess whether student confidence in preparing produce improved after using the label and QR code to view a recipe video developed using principles from the Cognitive Theory of Multimedia Learning. The video showed a student preparing a salad with ingredients available on campus. Students indicated the label was helpful and reported greater perceived confidence in preparing lettuce after viewing the label and video (mean confidence of 5.60 ± 1.40 before vs. 6.14 ± 0.89 after, p = 0.016, n = 28). Keeping the video short and providing ingredients and amounts onscreen as text were cited as helpful. Thus, a brief cooking video and interactive label may improve confidence in preparing produce available on campus. Future work should determine whether the label impacts produce consumption and if it varies depending on the type of produce used.

Using olfactory cues in text materials benefits delayed retention and schemata construction

Olfactory cues are considered a new sensory medium that can enhance learning, but the lack of empirical data has hampered their widespread use in educational practice. This requires empirical research to explore the effects of olfactory cues on learning. To address this research need, an experimental research study was conducted among 87 fourth graders from a Chinese elementary school. It explored the innovative design of adding olfactory cues to text materials by examining their effects on retention and schemata construction as learning outcomes, as well as their influence on learners’ cognitive load and learning experience. In this between-subjects design experiment, the experimental group (n = 44) learned text materials with the introduction of olfactory cues, while the control group (n = 43) only learned text materials. After the learning activity, participants were asked to complete the questionnaires, immediate test, and delayed test. The results revealed that the usage of olfactory cues synchronized with text materials can enhance delayed retention, facilitate schemata construction, and improve learner experience without increasing cognitive load. This study confirms the potential of well-designed olfactory cues in educational practice and provides insights for designing and presenting multimedia learning resources.

Enhancing students' learning outcomes in self‐regulated virtual reality learning environment with learning aid mechanisms

AbstractVirtual Reality (VR) has demonstrated significant advantages in various educational fields as it allows learners to actively learn in high interactivity and realism under their learning pace. However, for low‐achieving students, VR learning environments may introduce some challenges, which are problems encountered during their learning process, which lead to difficulties in self‐regulating their learning progress and becoming disoriented in the lack of guidance. This study aims to explore the improvement of self‐regulated VR learning environment based on the Cognitive Theory of Multimedia Learning and enhance the performance of low‐achieving students. We designed a VR course on electronic circuit hardware and programming, providing participants with a series of learning aids in the VR learning environment, including feedback, hints and guidance. Feedback aids provide correct or incorrect feedback after each task or test, guidance aids display progress following each task or test and hint aids offer guidance when inactivity is detected. A quasi‐experiment was conducted by using questionnaires and practical tasks to assess the participants' cognitive levels, practical hands‐on skills, self‐regulated learning abilities and learning engagement after VR learning. The results demonstrated significant improvements in all learning indicators for low‐achieving students. Practitioner notesWhat is already known about this topic Virtual Reality (VR) presents itself as a promising tool for self‐regulated learning (SRL). SRL abilities are of paramount importance within the learning environment of VR. In the context of the self‐regulated Virtual Reality (SRVR) learning environment, low‐achieving students have received little attention. What this paper adds It examines the effectiveness of learning aid mechanisms within the SRVR learning environment. These mechanisms support cognitive levels and increase engagement in SRVR learning. Low‐achieving learners benefit from the presence of learning aid mechanisms in the SRVR learning environment. Implications for practice and/or policy Providing learning aid mechanisms within the SRVR learning environment can potentially augment learning. Learning aids mechanism have the potential to provide comprehensive support within the SRVR setting.

The Value of Digital Narrative in Oral Second Language Teaching

Digital Narrative has long been formed, developed and mature in foreign countries, but the domestic attention to it is still less, the lack of a complete theoretical system and practical model, so it is rarely used in classroom practice. As the product of the combination of digital information technology and traditional narrative, Digital Narrative is derived from video teaching. The initial form of Digital Narrative is relatively simple, based on the cognitive theory of multimedia learning and the theory of multiple literacy. In practice, Digital Narrative can be mediated by extra-curricular activities, network platforms, and theme competitions, which is of great value in oral second language teaching due to its unique advantages of novelty, diversity and situationality.

Development of Interactive Multimedia Based on ISpring Suite with Corrective Feedback to Improve Student’s Conceptual Understanding Ability

The ability to understand mathematical concepts are one of the abilities that must be achieved. Based on the results of the initial test, the conceptual understanding ability of class IX students at one of schools in Magelang are relatively low. The aim of this research was to produce iSpring Suite-based learning multimedia products with valid, practical and effective corrective feedback in improving students' concept understanding abilities. The research belongs to research and development using the Borg and Gall model. The results of the validity test were 88.44% by material experts in the "very valid" category, and 80.77% by multimedia experts in the "very valid" category. The results of the practicality test were based on the results of the student response questionnaire with an average score percentage of 90% in the "very practical" category, then based on the teacher response questionnaire with a percentage of 88% in the "very practical" category, and based on learning implementation questionnaire, the score was 93.33% with the "very good" category. The results of the test involving 32 students based on the N-Gain were 0.71 in the high improvement category, and the Wilcoxon test obtained Z = -4.941. So, interactive multimedia based on ISpring Suite with Corrective Feedback are valid, practical and effective to improve junior high school students' concept understanding skills in quadratic equation material.

The Effect of Flipped Classroom and Project-Based Learning on Engagement and Learning Outcome in Higher Education

This study aims to determine the impact of the integration of the flipped classroom learning model and project-based learning on student involvement and learning outcomes in multimedia learning. This research is important to fill the gap in empirical data regarding the effectiveness of these learning strategies. The method used is a quasi-experiment design, comparing the experimental group that applies the flipped classroom model and project-based learning with the control group that uses conventional methods and project-based learning. Data collection was carried out through pretest and posttest, as well as student engagement surveys, with one-way ANOVA analysis. The results showed that the experimental class had an average student involvement score of 85.36, an efficacy score of 83.70, and a self-regulated learning score of 79.90. Meanwhile, the control class had an average student engagement of 80.42, an efficacy score of 82.71, and a self-regulated learning score of 77.24. The posttest t-test showed a significance value of 0.035, which was smaller than 0.05 (sig. 0.035 < 0.05), so the null hypothesis (H0) was rejected and the alternative hypothesis (H1) was accepted. This means that there is a significant difference in multimedia learning outcomes between students who use the flipped classroom approach and project-based learning compared to those who follow the conventional model. These results prove that the flipped classroom and project-based learning methods are more effective in improving learning outcomes and student involvement in multimedia learning. These findings provide valuable insights for future learning development.

Incidental learning of collocations through different multimodal input: The role of learners’ initial L2 proficiency

This study investigated the impact of one unimodal (i.e., reading-only) and two different multimodal input modes (i.e., reading-while-listening and viewing with captions) on incidental collocation learning, alongside examining the relationship between learning gains and overall L2 proficiency. A total of 180 university students at pre-intermediate and upper-intermediate levels from China were randomly assigned to one of the input modes. Target collocation knowledge tests, including form recognition and meaning recall, were administered immediately after exposure to the input material and after a 2-week interval. Results indicated that while learners across different proficiency levels acquired collocation knowledge through all input modes to varying degrees, those in the multimodal conditions outperformed their counterparts in terms of both recognition and recall dimensions. Additionally, after 2 weeks, despite decreased learning gains for all learner groups, multimodal input was found to benefit upper-intermediate learners' meaning recall of the target collocations. Learners’ language proficiency significantly predicted their immediate learning outcomes in both recognition and recall. These findings offer further support for multimedia learning theory and dual code theory, contributing to a deeper understanding of the value of multimodal meaning-focused language input.

Human Elements in Pedagogical Assistants that Aid in English Language Teaching & Learning: An Offline Study

Technological development continuously advances with additional innovations added to the existing account. Yesterday’s apps, today’s ChatGPT, and tomorrow’s extended reality applications are proof of continuous innovation in the Information Technology (IT) sector. During the 2020 pandemic, the world’s education system shifted to online teaching. By then, Artificial Intelligence (AI) had already invested in introducing pedagogical agents (PAs) in teaching through multimedia learning. There are multiple attributable studies about human-comparable on-screen agents that support teaching and improve learning performance with their human characteristics like bodily moments, spoken narration, emotional expression, and gestures. Besides, AI provided pedagogical agents with an exuberant quality of surveilling students during classes. Foreign or second language teachers typically observe emotionality in the classrooms to motivate, encourage, and provide feedback. Thus, the current study aims to investigate and compare the characteristic features of pedagogical agents with those of on-screen teachers. It will explore to what extent the features stimulate the learning process in English as a Foreign Language (EFL) / English as a second language (ESL) learning. Additionally, the present study attempts to cover the classification of emotionality and agents’ contextual appearance in teaching English classes. The study will compare the pedagogical agents’ characteristics with human screen teachers’ characteristics using one-tailed, right-tailed F-test variance. The study proves that pedagogical agents are considered equal partners with on-screen teachers based on the available characteristics. Additionally, the study signals the need for future teachers to acquire technical skills.

Meningkatkan Hasil Belajar Siswa Melalui Penerapan Multimedia Pembelajaran Praktik Belahan Tutup Tarik di Kelas X SMK Negeri 8 Surabaya

The objectives of this study are (1) to find out the improvement of student learning outcomes through the application of multimedia, (2) to find out the response of students to the application of multimedia learning This research is a classroom action research. which will be carried out at SMKN 8 Surabaya in 2023/2024. The subject of this action is 33 students of class X Fashion Design 2. The data collection technique uses tests and questionnaires. The research instrument used cognitive test sheets and product assessments as well as questionnaire sheets. The data analysis technique used is quantitative descriptive. The results of the study show that: (1) Student learning outcomes through the application of multimedia practice of the pull-out closure have increased by 33%, increasing from the first cycle of 61% to 94% in the second cycle; (2) The students' response to multimedia learning received a percentage result of 81% which was categorized as very good.