Multimedia Learning Research Articles

Impact of multimedia on academic information literacy instruction in libraries

This study investigates the impact of multimedia within academic information literacy in the higher education sector. It considers the recent information and communications technology boom, its effect on academic information literacy preferences, and how it has affected pedagogy. Finally, it discusses the current and future trends of the influence of multimedia on pedagogical instruction. A survey of higher education students in three countries – the UK, Kenya and India – was undertaken to understand the shift towards multimedia in libraries. The aim was to determine if behavioural attributes (academic or artistic, verbalisers or visualisers) and the university’s location impacted multimedia learning. The results of the study do not support the aptitude–treatment interaction theory. In the current context, different learners (academic or artistic) need different kinds of instruction to optimise their learning. However, the survey found that students’ nature did not influence their choice of method of instruction (verbal or video). It also revealed that the university’s location facilitated or hampered students’ learning capabilities.

The Development of Multimedia Learning Using Macromedia Flash 8 on PAI Subjects in 8th grades of Junior High School

Di era 4.0 saat ini. Teknologi dalam dunia pendidikan sudah menjadi hal yang sangat diperlukan. Kebutuhan ini bertujuan untuk meningkatkan hasil belajar siswa agar mampu bersaing di tingkat internasional. Salah satu teknologi dalam dunia pendidikan adalah Macromedia Flash 8. Teknologi ini merupakan teknologi yang sangat berguna dalam pembelajaran. Penelitian ini bertujuan untuk mengetahui validitas, kepraktisan, dan efektivitas teknologi tersebut. Penelitian ini menerapkan model pengembangan Borg and Call yang dimodifikasi oleh Sugiyono. Penelitian menunjukkan bahwa penerapan teknologi tersebut dalam pembelajaran PAI berada pada kategori sangat valid dan valid. Sedangkan kepraktisan berada pada kategori sangat praktis. Sedangkan nilai efektivitas dan efektivitas kegiatan berada pada kategori sangat menarik dan sangat efektif.

Are subtitles useful for language learners?

Despite the seemingly commonsensical view that captions or subtitles aid comprehension, empirical research is less certain about their recommendation for all language learners. This review article introduces some of the theoretical foundations of multimedia learning before examining recent studies investigating the facilitative effect of L2 captions, L1 subtitles and dual-language subtitles. Qualitative insights from research are then presented, with implications for both research and teaching practice further discussed. The article concludes by underlining the importance of learner perspectives due to the complexity of factors affecting the pedagogical value of captions and subtitles.

Impact of an EFL Digital Application on Learning, Satisfaction, and Persistence in Elementary School Children

AbstractThere is a lack of research evaluating the effects of digital textbooks and digital apps on learning for early elementary school learners. Therefore, this study conducted a randomized controlled trial to evaluate how an iPad application for learning English as a foreign language impacted children’s grammar understanding, satisfaction, persistence, and confidence compared to a digital textbook. A total of 119 Japanese first- and second-graders participated in the study. They were randomly divided into groups studying English using “digital books” or “applications” over five days. Pre- and post-intervention tests and questionnaires were used to measure their understanding of the study content, satisfaction, persistence, and confidence in English. Application-based learning was more effective than digital books in terms of grammar comprehension and was significantly better for satisfaction and persistence. The results suggested the use of specific criteria for selecting multimedia learning materials, including a high degree of learner control, autonomy to manipulate the learning environment, feedback on learning activities, and guaranteed interactions with the learning materials.

Effect of Rich Electronic Word of Mouth (eWOM) to Predict Online Purchase Intention in Indian Context Using the Cognitive Theory of Multimedia Learning and SEM-FsQCA

The objective of this study is to investigate the effect of rich eWOM (verbal and non-verbal) content on credibility, adoption, and online purchase intention using the cognitive theory of multimedia learning. It also examines the interaction effects among representation modes of review format on eWOM behavior. We adopted structural equation modeling and Fuzzy Set Qualitative Comparative Analysis to gain quantitative and qualitative insight into determinants of credibility and adoption. Using purposive and systematic sampling, we have collected 315 usable samples. The results confirm that detailed text, image, and video reviews positively affect eWOM credibility and adoption. It reveals that verbal review enhances the positive effect of nonverbal reviews on eWOM credibility and adoption, and both review credibility and adoption affect purchase intention. This study provides insights to industry practitioners and highlights the importance of video and image reviews in retail websites that provide sufficient audio-visual information to engage customers in online purchases.

DEVELOPMENT OF MULTIMEDIA INTERACTIVE SCIENCE LEARNING BASED ON CROSS PLATFORM ON HUMAN REPRODUCTIVE SYSTEM MATERIALS IN THE NINTH GRADE OF JUNIOR HIGH SCHOOL

This study aimed to develop a multimedia interactive science learning product that is cross-platform-based (handphone and Laptop) with Articulate Storyline 3 Software. The research method used was Research and Development (R&D) with a waterfall process model from Pressman. The data analysis applied to this study consists of quantitative and qualitative data. The research results: 1). Media expert testing obtained an average value of 3.56, with a very decent category; 2). Material expert testing obtained an average value of 3.77, with a very decent category; 3) Limited Scale Test, using usability assessment on students and teachers, obtained an average system usability scale (SUS) value of 75.625, with an excellent category, so it can be concluded that interactive science learning multimedia on human reproductive system material developed is acceptable (proper) used in the process of teaching and learning activities in the ninth grade of junior high school.

Development of a Multimedia Learning Module (MLM) Based on Local Wisdom of the Banga Welu Game to Increase Student Motivation in Physics Learning

Development of a Multimedia Learning Module (MLM) Based on Local Wisdom of the Banga Welu Game to Increase Student Motivation in Physics Learning

The Importance of Representing STEM Professional Role Models Through Multimedia Instructions

The first part of this paper discusses that STEM education does not have clearly defined fields, unlike discipline-based educational programs such as science education, which do have clearly defined areas. In order to overcome the complexity and ambiguity of different STEM and STEM education perspectives, it is necessary to understand the status and trajectory of STEM education research. Also, the authors suggest that stereotypes about STEM professionals can be minimized by using several faces associated with learners, as role models in presenting information about the career options available to STEM professionals in order to reduce stereotypes. As learners learn STEM, they can recognize their potential and their sense of self as well as their STEM connections. Additionally, by exposing students to various professions through multimedia learning, the distance between role models and learners may be closed, thus appealing to their interests and encouraging them to pursue careers that they are interested in the future.
 Keywords: STEM, professional role models, multimedia instructions

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

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

멀티미디어 학습에서 동기부여를 위한 사전훈련이 성인학습자의 주의집중 및 학습동기에 미치는 영향

Objectives The purpose of this study is to analyze how presenting motivational pre-training in multimedia learning affects learners' attention, cognitive load, and motivation to learn.
 Methods For this purpose, the 20 adult learners in the study were divided into two groups based on whether they were given pre-training or not. Attention was analyzed through eye-tracking data collected by eye-trackers, and post-experiment interviews were conducted to gather in-depth opinions on cognitive load and learning motivation.
 Results First, we found that the motivational pre-training improved attention. Second, there was no significant difference in cognitive load between the two groups. Third, in terms of motivation to learn, the experimental group was more motivated than the control group.
 Conclusions We can see that it is necessary to support not only cognitive but also motivational aspects through pre-training. In the future, instructional design strategies that provide motivational pre-training should be considered in e-learning situations where learner motivation is difficult to manage.

Pelatihan Aplikasi Responsive Web dan Konten Web Dalam Pemrograman Web Multimedia

Training responsive web applications and web content in multimedia web programming, with a focus on case studies at SMK Telkom 1 Field. Learning multimedia web programming has become an important aspect of the educational curriculum in vocational secondary schools. The study aims to analyze the effectiveness of such training in improving students' skills in developing responsive web applications and generating quality web content. Data collection methods involve observations, interviews, and analysis of curriculum-related documents as well as training results. Research results show that training responsive web applications and web content makes a positive contribution in improving students' understanding and skills in multimedia web development. This research provides important insights for the development of educational curricula and implementation of more effective learning strategies in the field of multimedia web programming in secondary education institutions.

Improving the Quality of Teacher Learning Using Multimedia Through Workshop Activities in Schools

This research aims to improve the quality of teacher learning through the use of multimedia by implementing workshop activities in the school environment. Modern education demands the use of technology in the teaching and learning process, and multimedia is an effective tool for improving the quality of learning. Workshops are considered a training method that can provide teachers with new knowledge and skills in using multimedia effectively. The research method used is Classroom Action Research with a cycle of planning, implementation, observation, and reflection. Research participants consisted of teachers at schools who were willing to take part in workshop activities. Data was collected through observation, interviews, and assessment of learning outcomes. The research results show a significant increase in teachers' ability to use multimedia in learning. The workshop provided new insights and increased teachers' confidence in integrating multimedia technology into their teaching. In addition, increased student engagement and motivation were also seen during the implementation of multimedia. Thus, this research presents recommendations for involving regular workshop activities as a sustainable strategy for improving the quality of teacher learning by utilizing multimedia in the school environment. The conclusions of this research provide a positive picture of the role of workshops in supporting the development of teachers' multimedia skills to achieve more innovative and interactive learning in the era of digital education.

The effect of mobile application to promote learning English for primary school students

This study aims to investigate the impact of mobile learning apps on primary school students' motivation and performance in English using Mayer's Cognitive Theory of Multimedia Learning. Monotonous traditional education lowers student motivation, lowering student performance in English. This will also impact their performance in English. Mobile learning applications built on Mayer's Cognitive Theory of Multimedia Learning may be one way to increase students' motivation, which will help them solve problems more effectively and boost their performance. A pre-experimental study design was used, in which one group was examined with a comparison within a single group observed through time in the control group. A primary school's 26-year-five students were the samples discovered through purposive sampling. A questionnaire examined the effectiveness of motivation. In the meantime, students' performance was evaluated using an achievement test. Validity and reliability tests have been conducted on each instrument. To examine the impact of motivation and performance, a Wilcoxon Signed Rank-test is used to compare the mean before and after the intervention. During the intervention, a semi-structured interview was undertaken to learn more about how students perceived Mayer's Cognitive Theory of Multimedia Learning-based mobile learning apps. The data from the interviews were analysed using thematic and coding analysis. As a result, the intervention can improve student performance in primary school English with significant mean changes, supported by the data from encouraging responses from the interview session.

How to Arrange Texts and Pictures for Online Visitors — Comparing Basic Ceramic Display Forms with Eye Tracking

In the context of online text–picture relic exhibitions, two exploratory experiments were conducted to investigate the role of integrated/separate display, background information, and annotation type in learning tangible heritage. Using ceramics as an example, we tracked the eye movement of subjects under different display forms and tested whether they obtained the relevant information. Experiment 1 (N = 48) adopted a 2 (integrated/separate display) × 2 (with/without background information) design and Experiment 2 (N = 93) investigated distinct types of annotation (no annotation, indicative/direct/picture/contour shape annotation). We found that the following. (1) In the segmented relic display, the usage time, fixation count, and total fixation duration of relic names were lower than those in the integrated case. The probability that subjects would learn comparatively was also lower in the separate display. However, the performance on retention or transfer tests did not differ depending on the integrated/separate display. After reading the background information, subjects paid less attention to relic names but had better knowledge transfer performance. (2) The viewers’ attention allocation to the materials was not significantly influenced by the annotations. Mere visual annotations did not provide an advantage for information acquisition. By contrast, indicative verbal annotation required relatively more time for better target information memory, and the direct verbal cue consumed the least time. Based on the results, we discussed the application scenario of multimedia learning principles and potential recommendations for designing online relic displays.

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.

Utilization of Interactive Learning Multimedia for Arabic Language Teachers in Madrasah Tsanawiyah (MTs) Cirebon City

Technological advances, as contained in learning multimedia, must be accompanied by teacher competence in innovating and utilizing learning media in the classroom. The role of learning multimedia is very important to support the learning process. Interactive learning multimedia is a combination of media that aims to make it easier for teachers to convey learning material. However, teaching and learning activities in schools have not carried out conventional learning and used effective, efficient and easy learning media. The present study discusses the Utilization of Interactive Learning Multimedia for Arabic Language Teachers at Madrasah Tsanawiyah (MTs) in Cirebon City. The purpose of this community service is to increase the knowledge of Arabic language teachers in MTs-Kota Cirebon about the concept of Canva, Quiziz, and PPTx learning media, and to improve the skills of teachers in MTs-Kota Cirebon to create these learning media. The service method used is Service Learning (SL), which is an activity that involves practical experience, academic learning and community involvement. The results of the Community Service activities showed that service activities had an impact on participants by increasing the knowledge of teachers at MTs about the concepts of Canva, Quiziz, and PPTx learning media. As well as being able to develop these learning media so as to produce audio-visual teaching material products using Powerpoint Show, Canva and Quiziz which were compiled based on the service and training modules.

The Effect of Multimedia on Vocabulary Learning and Retention

Acquiring vocabulary is essential for learning a foreign language. Comparing multimedia approaches that combine text, graphics, audio, and video with standard text-only methods may improve vocabulary learning. The impact of multimedia on vocabulary learning and retention is examined in this study. Fifty undergraduate English learners were split into two groups using a mixed experimental design. Video clips, graphics, and text were used to teach vocabulary to the experimental group. All participants completed pre post vocabulary tests to assess learning and retention. Multimedia instruction led to significantly higher vocabulary gains on the immediate test compared to text-only instruction. Moreover, multimedia learning promoted greater long-term retention based on higher scores on the post test. These findings were consistent across different categories of concrete and abstract words. Additional analysis found multimedia was particularly beneficial for learners with lower verbal working memory capacity. The results suggest multimedia capitalizes on dual coding and provides contextual support which enhances both initial vocabulary learning and retention. This multimedia effect persisted over time, indicating potential pedagogical benefits. The study contributes to theories of multimedia learning and vocabulary.

Signaling feedback mechanisms to promoting self-regulated learning and motivation in virtual reality transferred to real-world hands-on tasks

ABSTRACT Virtual reality (VR) provides a unique platform for interactive learning experiences, enhancing learning, particularly in hands-on courses. However, the visual load of VR and the lack of guidance and interaction from physical teachers or peers can pose challenges for learners in self-regulated learning (SRL) and learning motivation. This study designed feedback in the VR learning environment based on the signaling principles of Cognitive Theory of Multimedia Learning (CTML) to investigate learners’ SRL, learning motivation, cognitive levels, and their abilities to handle real-world scenarios. We developed a VR hands-on learning course on the Artificial Intelligence of Things (AIoT) and conducted two real-world AIoT hands-on tasks, implementing a quasi-experimental study with 71 university students. Participants were randomly assigned to either the experimental group or the control group. The experimental group received three types of feedback signals (gaze, progress, and decision) designed based on signaling principles, while the control group received no feedback. The results showed that the experimental group exhibited significantly higher levels of SRL and learning motivation compared to the control group after VR learning. The feedback group also performed better in terms of cognitive levels and real-world hands-on tasks.

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.

Multimedia enhanced vocabulary learning: The role of input condition and learner-related factors

This study explored the effects of different types of input (verbal-only vs. verbal plus content-related nonverbal vs. verbal plus paralinguistic-related nonverbal) on vocabulary learning from multimedia. It also investigated how learning was moderated by three learner-related factors (prior vocabulary size, phonological short-term memory (PSTM) capacity, and comprehension of the input). Forty-three English learners of French first completed a French vocabulary size test, a vocabulary pre-test, and a PSTM test online. They then viewed three sets of multimodal teaching materials, each with a different type of input condition, followed by a vocabulary post-test and a comprehension test. Findings indicated that multimodal input including additional nonverbal information was more beneficial than traditional verbal-only input for productive vocabulary knowledge gains. Additionally, comprehension of the input was the most important moderator for the learning gains, especially when the input included paralinguistic-related nonverbal information. The findings provide novel insights into theories of multimedia learning and have pedagogical implications for the design of multimodal language learning materials.