Multimedia Module Research Articles

Pembuatan Modul Pembelajaran Multimedia Interaktif Berbasis Adobe Dircetor pada Mata Pelajaran Sistem Operasi Sekolah Menengah Kejuruan

This study aims to design and create interactive multimedia learning modules that meet Valid, Practical and Effective requirements for operating system subjects in Vocational High School. The type of this research is Research and Development research conducted in Vocational High School class 10. The population of this study is the students of class 10 SMK Negeri Batipuh West Sumatra. The sample of this research is students of class 10 Multimedia SMK N Batipuh West Sumatra. The results of the assessment of the three validators overall validator assessment of the Interactive multimedia learning module amounted to 83.93 percent so that the validity level can be interpreted Valid is used. Overall assessment of the practicality level of use Interactive multimedia learning module as a learning resource of 89.19 percent, so the level of practicality can be interpreted Very Practical use and the effectiveness assessment of Interactive multimedia learning module as a learning resource of 86.90 percent so that the level of effectiveness can be interpreted Very Effective use.
 Keywords: Adobe Director, Interactive Multimedia Module, Operating System

Mobile Technology in E-Learning for Undergraduate Medical Education on Emergent Otorhinolaryngology-Head and Neck Surgery Disorders: Pilot Randomized Controlled Trial.

BackgroundThe use of mobile technology in e-learning (M-TEL) can add new levels of experience and significantly increase the attractiveness of e-learning in medical education. Whether an innovative interactive e-learning multimedia (IM) module or a conventional PowerPoint show (PPS) module using M-TEL to teach emergent otorhinolaryngology–head and neck surgery (ORL-HNS) disorders is feasible and efficient in undergraduate medical students is unknown.ObjectiveThe aim of this study was to compare the impact of a novel IM module with a conventional PPS module using M-TEL for emergent ORL-HNS disorders with regard to learning outcomes, satisfaction, and learning experience.MethodsThis pilot study was conducted at an academic teaching hospital and included 24 undergraduate medical students who were novices in ORL-HNS. The cognitive style was determined using the Group Embedded Figures Test. The participants were randomly allocated (1:1) to one of the two groups matched by age, sex, and cognitive style: the IM group and the PPS group. During the 100-min learning period, the participants were unblinded to use the IM or PPS courseware on a 7-inch tablet. Pretests and posttests using multiple-choice questions to evaluate knowledge and multimedia situational tests to evaluate competence were administered. Participants evaluated their satisfaction and learning experience by the AttrakDiff2 questionnaire, and provided feedback about the modules.ResultsOverall, the participants had significant gains in knowledge (median of percentage change 71, 95% CI 1-100, P<.001) and competence (median of percentage change 25, 95% CI 0-33, P=.007) after 100 min of learning. Although there was no significant difference in knowledge gain between the two groups (median of difference of percentage change 24, 95% CI −75 to 36; P=.55), competence gain was significantly lower in the IM group compared with the PPS group (median of difference of percentage change −41, 95% CI −67 to −20; P=.008). However, the IM group had significantly higher scores of satisfaction (difference 2, 95% CI 2-4; P=.01), pragmatic quality (difference 1.7, 95% CI 0.1-2.7; P=.03), and hedonic stimulation (difference 1.9, 95% CI 0.3-3.1; P=.01) compared with the PPS group. Qualitative feedback indicated that the various games in the IM module attracted the participants’ attention but that the nonlinearly arranged materials affected their learning.ConclusionsUsing M-TEL for undergraduate medical education on emergent ORL-HNS disorders, an IM module seems to be useful for gaining knowledge, but competency may need to occur elsewhere. While the small sample size reduces the statistical power of our results, its design seems to be appropriate to determine the effects of M-TEL using a larger group.Trial RegistrationClinicalTrials.gov NCT02971735; https://clinicaltrials.gov/ct2/show/NCT02971735 (Archived by WebCite at http://www.webcitation.org/6waoOpCEV)

Analysis of the Content Effectiveness of the Developed Multimedia Module on Domestic Water Sanitation

Analysis of the Content Effectiveness of the Developed Multimedia Module on Domestic Water Sanitation

59: Using a multimedia module to enhance patients’ recall of cesarean birth informed consent: a randomized control trial

Informed consent (IC) is legally and ethically required. Our objective was to determine if an interactive multimedia (MM) program could lead to patients recalling more risks related to their planned cesarean delivery (CD) on post-operative day #1 (POD#1) compared to patients receiving standard verbal consent. We conducted a randomized control trial of patients undergoing scheduled CD. Patients were recruited the morning of their CD. Eligibility criteria included gestational age ≥37 weeks, English speaking, and age ≥18 years. Participants were randomized to one of three arms: group 1 (standard verbal consent), group 2 (scripted verbal consent), or group 3 (MM consent). They were asked to recall the risks and benefits covered during the IC process on POD #1 and 6 weeks postpartum (pp). Anxiety levels were assessed at each encounter via a validated questionnaire and the IC process was timed. A total of 133 patients were enrolled. Demographic characteristics were similar between groups, except for age (30.4 ± 4.6 v 31.9 ± 4.6 v. 33.0 ± 4.7 years, respectively, p = 0.03). There were no differences in anxiety levels between the groups on POD#1 or at 6 weeks pp. On POD#1, the median number of risks and benefits remembered was significantly greater for the MM group (Table). There was no difference in the median number of risks or benefits remembered at 6 weeks PP. On POD#1, 82% of MM patients recalled 2 or more risks compared to 50% in the verbal group (p=0.001). At 6 weeks PP, 61% of MM patients recalled 2 or more risks compared to 40% in the verbal group (p=0.049). Patients consented for CD with MM recalled more risks and benefits than those consented verbally. Unlike the MM consent method described, verbal consent is not typically standardized, does not target all types of learners, and often does not result in patients effectively processing the information given to them.

Driving and Dementia: Workshop Module on Communicating Cessation to Drive.

BackgroundFor persons with dementia (PWD), driving becomes very dangerous. Physicians in Canada are legally responsible to report unfit drivers and then must disclose that decision to their patients. That difficult discussion is fraught with challenges: physicians want to maintain a healthy relationship; patients often lack insight into their cognitive loss and have very strong emotional reactions to the loss of their driving privileges. All of which may stifle the exchange of accurate information. The goal of this project was to develop a multimedia module that would provide strategies and support for health professionals having these difficult conversations.MethodsLiterature search was conducted of Embase and OVID MedLine on available driving and dementia tools, and on websites of online tools for communication strategies on driving cessation. A workshop module was developed with background material, communication strategies, links to resources and two videos demonstrating the “bad” then the “good” ways of managing this emotionally charged discussion.ResultsWhen the module was tested with internal medicine trainees, results demonstrated that confidence increased significantly (p < .001), and comfort and willingness in discussing the subject improved.ConclusionThis project demonstrated the positive impact of the module on improving health professionals’ attitude and readiness to communicate driving cessation to PWD.

Dissemination of good dairy farming practices through interactive educational multimedia module- An innovative approach in farm technology transfer

Dissemination of good dairy farming practices through interactive educational multimedia module- An innovative approach in farm technology transfer

Using Digital Media for Developing Intellectual Ability in The Field of Primary Education

Information communication technology and emerging multimedia software's have created significant impact on the society. Teaching in a creative way, may well arise spontaneously from teaching situations in which it was not specifically intended. The relationship between teaching creatively and teaching for creativity is an integral one. The escalation of computer systems and Interactive digital media can be used for teaching education. This paper attempts to provide information about the digital media tools and how imparting the tools for learning in primary education. Besides traditional book volumes, Computer systems give a new learning module platform to primary students. Interactive multimedia materials facilitate learners and educators by way of strengthening and extension, not substitutions. Computer can be the vehicle for presenting lessons to children on CD-ROM or to examine children on stories that they have read. Multimedia module enriched interactive learning environments and online access becomes common in home, and the school children perception of being held imprisoned in today's out of date “Black board Prisons” will significantly intensify. Multimedia can best be defined as various combinations of graphics, video, text, sound effects and animation that are controlled, coordinated and delivered on the computer screen. Multimedia learning module takes place even in the absence of conversation and devoid of the audience to demonstrate proof of understanding through writing and conversation language. This paper talks about the tools available to create module and how to use the same for effective use of multimedia instruction module for primary children particularly for rural children. The paper also tries put forth the policy implications that include the need to develop expertise within the nation, by providing the teachers an innovative training from the hand-ons experts from technology background.

Multimedia in the informed consent process for endoscopic sinus surgery: A randomized control trial.

To determine patient recall of specific risks associated with endoscopic sinus surgery and whether an adjunct multimedia education module is an effective patient tool in enhancing the standard informed consent process. Prospective, randomized, controlled trial. Fifty consecutive adult patients scheduled for endoscopic sinus surgery at a rhinology clinic of a tertiary care hospital were recruited for this study. Informed consent was studied by comparing the number of risks recalled when patients had a verbal discussion in conjunction with a 6-minute interactive module or the verbal discussion alone. Early recall was measured immediately following the informed consent process, and delayed recall was measured 3 to 4 weeks after patient preference details were also collected. Early risk recall in the multimedia group was significantly higher than the control group (P = .0036); however, there was no difference between the groups in delayed risk recall. Seventy-six percent of participants expressed interest in viewing the multimedia module if available online between the preoperative and procedural day. Sixty-eight percent of patients preferred having the multimedia module as an adjunct to the informed consent process as opposed to the multimedia consent process alone. There is an early improvement in overall risk recall in patients who complete an interactive multimedia module, with a clear patient preference for this method. Here we emphasize the well-known challenges of patient education and demonstrate the effectiveness of integrating technology into clinical practice in order to enhance the informed consent process. 1b Laryngoscope, 126:1273-1278, 2016.

The Efficacy of Multimedia Modules for Teaching Basic Literacy-Related Concepts

Researchers have found that teacher preparation programs are not universally preparing teacher candidates in concepts associated with the alphabetic principle. Yet, the majority of students with reading disabilities or who struggle with beginning reading have difficulty with phonology and concepts associated with the alphabetic principle. The purpose of this study was to examine the efficacy of a series of multimedia modules on participants' (N = 76) knowledge and skills related to early reading instruction. The multimedia modules covered basic literacy concepts primarily related to phonology and phonics. Results from the experimental, control-group design indicated that the modules were successful in teaching foundational literacy constructs to participants. Thus, multimedia modules may be a promising avenue for providing instruction for teacher candidates. Additional research, however, is needed to ensure mastery of knowledge and to evaluate how principles of effective instruction can guide multimedia module use by teacher educators.

Symbolic adoption of improved dairy farming practices by farmers through multimedia module

Dairying is becoming a source of opportunity for farmers and is acting as an instrument for social and economic development. India is probably the only country among all the tropical countries in the world which had a steady increase in milk production and emerged as the largest milk producer in world. The farmers need a vast variety of information which is available in the form of communication media like written, visual, audio and audio-visual. But the most preferred information will be in local language which is effective in understanding by illiterate as well as by literate farmers. The present study was planned to study the symbolic adoption of improved dairy farming practices (IDFPs) through Multimedia Module in Krishnagiri district of Tamil Nadu. Ninety respondent were identified from s ix randomly selected villages. The respondent were exposed to prepared multimedia DVD module and before – after treatment without control group research design was used. The study revealed that majority (55.56%) of the respondents belonged to young age group having marginal land holding. The herd size of dairy farmer’s state that about 43 per cent of respondents possessed small and medium herd size with mean milk production was as 12.44 liters per day. The result state that p rogressive farmers, Friend and Family members were most important localite channels to update the knowledge of IDFPs. The symbolic adoption of various breeding practices indicate that maximum percentage (88.90%) of dairy farmers decided to adopt the practice of artificial insemination. While 72.00 and 74.40 per cent of dairy farmers decided to adopt practice of maintaining service period after calving and pregnancy diagnosis by veterinary doctor. The result shows that after exposure to IDFPs 60.00, 76.70 and 82.20 per cent dairy farmers shown willingness to adopt the practice of balance feeding, timely vaccination and isolation of sick animals. The practice of feeding colostrum to the new born calf within 24 hours after birth and cleaning the shed was symbolically adopted by 91.10 and 92.20 per cent dairy farmers of IDFPs.

Positive Learning Environment and Mistreatment Prevention Module

Abstract This multimedia module is designed to increase awareness of and knowledge about the national problem of medical student mistreatment as defined by the Association of American Medical Colle...

Development of Interactive Multimedia Module with Pedagogical Agent (IMMPA) in the Learning of Electrochemistry: Needs Assessment

A needs assessment was carried out as preliminary step for the development of Interactive Multimedia Module with Pedagogical Agent (IMMPA) in the learning of Electrochemistry. Seven Chemistry teachers as well as 223 students from three secondary schools were involved in this needs assessment survey to investigate the felt needs and normative needs in the learning of Electrochemistry. Results showed that both teachers and students rated the Electrochemistry chapter as the second most difficult chapter from the eight chapters in the Malaysian Chemistry syllabus. Students demonstrated high confidence in answering the Electrochemistry test despite obtaining poor results in the achievement test. IMMPA named EC Lab was recommended in order to help the students visualize the abstract concepts in the learning of Electrochemistry via the application of animations and simulations.

Impact of Learner-Centred Teaching Environment with the Use of Multimedia-mediated Learning Modules in Improving Learning Experience

Malaysian tertiary education is still very much practicing the traditional teaching and learning approach. There had been a push by the Ministry of Education in Malaysia to move towards outcome-based education. Technology can be used to facilitate teaching and learning process moving towards outcome-based education. The use of technology can help forming learner-centred teaching environment where in this research students were exposed to online learning environment through the Internet platform and it was also known as a self-directed learning environment. Besides online platform, multimedia technology can be used to help enhance students’ learning experience by motivating them to learn. This research allowed students to have independent learning using multimedia learning module. With the aid of technology used in education, learner-centred teaching could be formed. Learner-centred teaching allowed the focus to be shifted from lecturers to students, and then learner understanding and motivation would be improved. This research was conducted using mixed-method research design. Results from pre/post-tests, survey and students’ comments were triangulated and indicated that learner-centred teaching environment with the use of multimedia-mediated learning module contributed in improving learner motivation compared to teacher-centred teaching environment. This research supported the benefits of shifting from teacher-centred teaching to learner-centred teaching environment.

Using multimedia to enhance the consent process for bunion correction surgery

Obtaining informed consent from patients considering bunion surgery can be challenging. This study assessed the efficacy of a multimedia technology as an adjunct to the informed consent process. A prospective, cohort study was conducted involving 55 patients (7 males, 48 females) who underwent a standardized verbal discussion regarding bunion correction surgery followed by completion of a knowledge questionnaire. A multimedia educational program was then administered and the knowledge questionnaire repeated. Additional supplementary questions were then given regarding satisfaction with the multimedia program. Patients answered 74% questions correctly before the multimedia module compared with 94% after it (P < 0.0001). Patients rated the ease of understanding and the amount of information provided by the module highly. Eighty-four percent of patients considered that the multimedia tool performed as well as the treating surgeon. Multimedia technology is useful in enhancing patient knowledge regarding bunion surgery for the purposes of obtaining informed consent.

Use of a Multimedia Module to Aid the Informed Consent Process in Patients Undergoing Gynecologic Laparoscopy for Pelvic Pain: Randomized Controlled Trial

Study ObjectiveTo determine whether providing additional information to the standard consent process, in the form of a multimedia module (MM), improves patient knowledge about operative laparoscopy without increasing anxiety. DesignRandomized controlled trial (Canadian Task Force classification I). SettingTwo outpatient gynecologic clinics, one in a private hospital and the other in a public teaching hospital. PatientsForty-one women aged 19 to 51 years (median, 35.6 years) requiring operative laparoscopy for investigation and treatment of pelvic pain. InterventionFollowing the standard informed consent process, patients were randomized to watch the MM (intervention group, n = 21) or not (control group, n = 20). The surgeon was blinded to the group assignments. All patients completed a knowledge questionnaire and the Spielberger short-form State-Trait Anxiety Inventory. Six weeks after recruitment, patients completed the knowledge questionnaire and the State-Trait Anxiety Inventory a second time to assess knowledge retention and anxiety scores. Measurements and Main ResultsPatient knowledge of operative laparoscopy, anxiety level, and acceptance of the MM were recorded. The MM intervention group demonstrated superior knowledge scores. Mean (SE) score in the MM group was 11.3 (0.49), and in the control group was 7.9 (0.50) (p <.001) (maximum score, 14). This did not translate into improved knowledge scores 6 weeks later; the score in the MM group was 8.4 (0.53) vs 7.8 (0.50) in the control group (p = .44). There was no difference in anxiety levels between the groups at intervention or after 6 weeks. Overall, patients found the MM acceptable, and 18 women (86%) in the intervention group and 12 (60%) in the control group stated they would prefer this style of informed consent in the future. ConclusionUse of an MM enhances the informed consent process by improving patient knowledge, in the short term, without increasing anxiety.

The Use of a Multimedia Module to Aid the Informed Consent Process for Gynecological Laparoscopy for Pelvic Pain. A Randomized Control Trial

The Use of a Multimedia Module to Aid the Informed Consent Process for Gynecological Laparoscopy for Pelvic Pain. A Randomized Control Trial

Guided, self‐directed learning: Building an anatomy learning module for the iPad

We investigated the potential of iBooks Author for creating a guided, self‐directed learning module (SDLM) on the iPad. Our objective was to qualitatively assess the capacity and ease to yield an interactive, multi‐media module that introduced foundational anatomical concepts. Guided, SDLMs provide learners with an opportunity to practice autonomy and personal learning styles. Modules focus on learner‐centered approaches that provide direction for students to develop topical knowledge and life‐long learning skills. Essential steps to SDLM creation include: identification of knowledge needs, formulation of learning goals, resource selection, application of learning strategies, and evaluation of outcomes. SDLMs that follow this step‐wise process are effective in establishing foundational knowledge, which facilitates further discussion of related, but advanced concepts in lectures or small groups.While we did succeed in building a guided SDLM with a unique degree of interactive features, development was intensive and required advanced technological skills and use of adjunct software. Furthermore, resources and software capabilities placed limits on the implementation of desired guiding strategies.

IMPACT OF INTERACTIVE MULTIMEDIA MODULE WITH PEDAGOGICAL AGENTS ON STUDENTS’ UNDERSTANDING AND MOTIVATION IN THE LEARNING OF ELECTROCHEMISTRY

The Electrochemistry topic is found to be difficult to learn due to its abstract concepts involving macroscopic, microscopic, and symbolic representation levels. Studies have shown that animation and simulation using information and communication technology (ICT) can help students to visualize and hence enhance their understanding in learning abstract chemistry topics. As a result, an interactive multimedia module with the pedagogical agent (IMMPA) named the EC Lab (Electrochemistry Lab) was developed in order to assist students in the learning of Electrochemistry topics. A non-equivalent pretest–posttest control group design investigation was carried out in order to gauge the effect of the IMMPA EC Lab on students’ understanding and motivation in the learning of Electrochemistry. Some 127 Form Four students from two secondary schools in one of the districts in Malaysia were involved in the study. Each school had one treatment group and one control group taught by the same Chemistry teacher. Instruments involved were a pre- and posttest, a pre- and post-motivation questionnaire, and the IMMPA EC Lab. Results showed a significant difference between the control groups and treatment groups in the understanding of concepts in the learning of Electrochemistry.

Asynchronous Web-Based Learning, a Practical Method to Enhance Teaching in Emergency Medicine

Abstract Objective: To compare medical knowledge acquisition among emergency medicine (EM) residents who attend weekly core content lectures with those absent but asynchronously viewing the same lectures in a Web-based electronic platform. During the study period all EM residents attending or absent from weekly educational conferences were given a quiz on the covered material. During Phase 1, absentees were not given supplemental educational content for missed lectures. During Phase 2, absentees were sent a link to an online multimedia module containing an audiovisual recording of the actual missed lecture with presentation slides. Scores between attendees and absentees during both phases were compared using a repeated-measures analysis to evaluate the effect of the supplemental online module on knowledge acquisition. Thirty-nine EM residents (equally distributed in postgraduate years 1-4) were studied during a 15-week period. Overall and after adjusting for sex and postgraduate year level, both lecture attendance (b=27; 95% confidence interval, 22-32; p<0.0001) and Web-based learning (b=32; 95% confidence interval, 26-37; p<0.0001) were associated with significant increases in test scores compared with residents who were absent and not receiving supplemental Web-based learning. Neither the self-perceived level of mastery with the lecture topic nor the amount of reported reading was found to be a predictor of test scores. In an EM residency program, asynchronous Web-based learning may result in medical knowledge acquisition similar to or better than attending traditional core content lectures. The percentage of curriculum delivery by asynchronous learning that may be used to achieve overall terminal learning objectives in medical knowledge acquisition requires further study.

PENGARUH MEDIA PEMBELAJARAN DAN KECERDASAN GANDA TERHADAP HASIL BELAJAR TEKNOLOGI INFORMASI DAN KOMPUTER (TIK) MAHASISWA PGSD UNIVERSITAS NEGERI MEDAN

Abstract: The Effect Of Instructional Media And Multiple Intelligences On Student’s Learning Achievement On Information And Comunication Technology (ICT) Of Primary Teacher Education, State University Of Medan. The objectives of this quasi – experimental research were to discover: 1) whether the students learning achievement of Primary Teacher Education (PTE) in ICT taught by using CD interactive multimedia interactive instructional media was higher than learning achievement of PTE taught by using module instructional media, 2) whether the students learning achievement of PTE in ICT with spasial visual multiple intelligences was higher than student’s with verbal linguistic multiple intelligences, and 3) the interaction between instructional media and multiple intelligences in affecting the student’s learning achievement in ICT. The population of the study was 180 students of PTE who took the ICT from 6 classes namely 2 regular classes, 3 extension classes from the city government Academic year 2010/2011.Based on cluster random sampling technique 4 clasess taken from 2 reguler classes and 2 extention classes. The A regular class and A extension class using CD interactive multimedia instructional media and module was used in B regular class and B extention class. The research findings showed that : (1) the students’ learning achievement in ICT taught by using CD interactive multimedia instructional media was higher than the students’ taught by using module instructional media with Fcount = 11.65 &gt; Ftables = 4.00 at the level of significance α = 0.05; (2) the students’ learning achievement in ICT with multiple intelligences spatial visual was higher than students’learning achievement with multiple intelligences verbal linguistic with Fcount = 11.65 &gt; Ftables = 4.00 at the level of significance α = 0.05, and (3) there was an interaction between instructional media and multiple intelligences on students’ learning achievement in ICT where Fcount = 8,85 &gt; Ftable = 4.00 at the level of significance α = 0.05. The conclusion of research is that application of the instructional media in the instructional process can improve the student’s learning achievement especially for PTE. Therefore, the implication is lecturers should be trained in order they can apply a more variative instructional process. So, it is the suggested that the lecturers should able use a variety of media for the success of the instructional process. Keywords : instructional media, multiple intelligences, interactive multimedia, module, spatial visual, verbal linguistic.