Multimedia Tools Research Articles

Digital Health Interventions’ Impact on Health Literacy: A Systematic Review

Abstract In the digital era, health literacy is crucial for informed health decisions and outcomes. This systematic review evaluates the effectiveness of digital health interventions (DHIs) in enhancing health literacy, as defined by the World Health Organization. We included a variety of studies, such as cross-sectional studies, surveys, and case reports, focusing on interventions like mobile health apps, online platforms, and telehealth services. Our search, adhering to PRISMA guidelines, spanned databases like PubMed, IEEE, and ACM, covering publications from 2013 to 2023. From 1,029 initial articles, 58 met our inclusion criteria after rigorous screening and duplicates removal. Our findings highlight that DHIs, including multimedia tools and remote sessions, significantly bolster health literacy across diverse populations. However, the impact varies due to the digital divide, influenced by factors like age and socioeconomic status. This review underscores the potential of DHIs in public health and the necessity to address accessibility to reduce health disparities. The full synthesis of data and methodological details will be discussed in the presentation, aiming to guide future digital health strategies and policies. Key messages • Digital Interventions Enhance Health Literacy Across Diverse Populations. • Addressing the Digital Divide to Ensure Equitable Access to Health Benefits.

Enhancing English as a Foreign Language (EFL) learning in Saudi Arabia: the academic contribution of YouTube in EFL learning and cultural awareness

The incorporation of technology in English as a Foreign Language (EFL) classroom has drastically transformed conventional learning models by offering innovative ways to boost students’ engagement and improve learning outcomes. This study investigates the impact of using YouTube as an educational tool to enhance EFL instruction in Saudi Arabia. A total of 200 EFL students were divided into two groups: An experimental group which used You Tube as a source of learning and another group which used normal curriculum. A mixed-methods approach was employed, combining quantitative data from a paired-sample t-test with qualitative feedback from students. The results for paired-sample t-test computations revealed a statistically significant difference (p = 0. 003) across the proficiency level indicating improvement in students’ speaking and listening skills at higher proficiency levels. Of the qualitative answers, motivational and participation enhancement were overemphasized. The research points that the integration of YouTube in EFL classrooms can lead to a remarkable increase in language learning especially in the learning area of listening and speaking abilities among the students. These results offer practical implications for educators seeking to integrate multimedia tools into their teaching strategies to promote more interactive and effective learning experiences.

COURSE «MANAGING CONFLICTS IN CRISIS CONDITIONS» IN THE PROFESSIONAL TRAINING SYSTEM OF SPECIALTIES 053 «PSYCHOLOGY»

The article presents an analysis of the theoretical and methodological aspects of teaching the educational discipline «Managing conflicts in crisis conditions». The role of the academic discipline in the system of professional training of students who obtain a master's degree in the specialty 053 «Psychology is determined». The goal of the educational discipline is determined, which consists of acquiring competences in resolving conflicts, developing the ability to predict and control conflict situations in difficult life conditions, and promoting significant progress on the path of professional improvement. The dominant tasks of studying the discipline are highlighted: getting closer to the understanding of the professional necessity of in-depth study of the nature of the emergence and development of various conflicts; identifying the causes of conflicts; using different tactics, and conflict resolution technologies; mastering psychological techniques for getting out of conflict situations. It is noted that the educational material of the discipline «Managing conflicts in crisis conditions» is divided into two content modules, namely: 1. Basics of conflict theory; content module 2. Conflict management in crisis conditions. It is emphasized that the lectures on the discipline «Management of conflicts in crisis conditions» are conducted taking into account the problematic nature, dialogic communication, activation of the thinking and speaking activity of the master's students, namely: lecture-discussions with posing problematic questions, which help to direct the attention of the master's students to the key issues of the topic of the lecture session. A description of the tasks that master's students perform during practical classes is provided. An important place in the process of psychological training of future specialists in crisis psychology is given to the use of multimedia tools. It is proven that mastering the discipline «Management of conflicts in crisis conditions» by master's students is important in the professional formation of a specialist in crisis psychology, as it provides the necessary knowledge and skills to manage conflicts in difficult life situations and reduces the psychological suffering of people experiencing crises. We see the prospects for further study of the problem in the generalization of innovative approaches to improving the professional competence of future specialists in crisis psychology. Keywords: conflict, conflict management, specialist in crisis psychology, crisis, difficult living conditions, competencies, master's degree, independent work

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

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

Accessibility Challenges of Using Podcasts and Vodcasts in a South African Distance Learning University

Academic writing presents a range of challenges for students, particularly those enrolled in distance university institutions. These challenges encompass various facets such as understanding citation and referencing, developing a distinctive writer’s voice, mastering academic discourse, paraphrasing, summarising, and adhering to academic conventions. Notably, deficiencies in academic writing skills often trace back to inadequate preparation during high school education, potentially leading to qualification deferment and high dropout rates. To tackle these challenges, podcasts and vodcasts emerged as essential tools to bridge academic gaps, catering to diverse learning styles and offering flexibility beyond traditional teaching methods. However, the efficacy of supplemental multimedia tools warrants exploration, considering uncertainties regarding student acceptance. Thus, this study aimed to identify accessibility challenges, to reduce existing barriers and enhance accessibility in open distant institutions. Utilising qualitative research methodologies, including focus group discussions and literature analysis, data collection was conducted. The study drew upon Moore’s theory of transactional distance and Garrison et al.’s community of inquiry framework to create collaborative online interactions and meaningful lecturer-student engagement, culminating in the construction of new knowledge. Findings revealed that students did not encounter accessibility challenges and expressed preference for shorter podcasts and vodcasts. These multimedia formats alleviated boredom, clarified complex concepts, prevented monotony, enhanced attention and comprehension, stimulated interest, facilitated active learning, and accommodated various learning styles. Podcasts and vodcasts reduced transactional distance and created a sense of community. Contrary to prevailing literature, students did not encounter accessibility challenges, shifting the focus towards shorter, high-quality multimedia content rather than accessibility concerns.

Advancing Patient Safety: Harnessing Multimedia Tools to Alleviate Perioperative Anxiety and Pain.

Advancing Patient Safety: Harnessing Multimedia Tools to Alleviate Perioperative Anxiety and Pain.

Fostering Students L2 Writing Skills and Intercultural Awareness Through Digital Storytelling In Elementary Education

This paper presents a study conducted in a Greek Elementary school and explores the impact of Digital Storytelling (DST) on developing children’s second language (L2) writing skills and their intercultural awareness. The development of digital technologies has enabled the use of different multimedia tools to reconfigure traditional storytelling. The researchers’ aim was to reinforce a learner-centered approach to the teaching of writing by provoking influence in innovation of pedagogical practices that personalize learning. L2 learners of diverse cultural backgrounds attending the fifth grade (n=21) of a Greek state elementary school, were involved in composing, sharing and reflecting upon stories from their own cultural backgrounds. The researchers built an interculturally-oriented language framework for better addressing young learners’ literacies, ensuring they work in a stimulating environment, spending time online and engaging with digital applications. Qualitative and quantitative mix methods were used to estimate the feasibility of the intervention, including a pre- and post-test, teachers’ journals and focus group discussions with the L2 learners. Variables of the study were fifth graders in the context of an elementary school in Greece (independent variable) and their writing skills in Greek as a second language (dependent variable). Data processing, by means of a pre- and post-test, revealed that the DST approach provided students with opportunities to acquire improved communicative competence through writing creatively. Journal data indicated that DST application in a game-based context enhanced task engagement, encouraging young learners to use interactive media in a digital environment. Young learners’ intercultural competence development was also shown to be supported through the DST approach. In the focus group discussions, participants stated their interest and satisfaction in the approach and the methods applied. All in all, the results imply that the approach implemented has the potential to be used as a meaningful technology integration approach as far as language teaching and learning is concerned. The findings additionally explore pedagogical implications for future teaching practices in order to enhance and extend the approach and methods employed.

Transformation in Learning: Interactive and Lecture Methods in Buddhist Education and Ethics at Metta Maitreya Junior High School

This study aimed to evaluate the effect of varied and interactive learning methods, such as group discussions, role-playing, and multimedia tools, compared to traditional, lecture-based methods on student learning outcomes in Buddhist and Ethics Education for junior high school students. An experimental design was used with two groups: a control group that followed traditional, lecture-based instruction and an experimental group that applied these varied and interactive methods. The study involved 60 students, evenly divided between the two groups. Research instruments included questionnaires to assess student engagement and motivation, interviews to provide qualitative insights into student experiences, and essay tests to evaluate student learning outcomes. The results indicated that the experimental group achieved a higher average score (85.20) compared to the control group (74.50), with a t-test revealing a significant difference (p 0.01) and a large effect size (Cohen's d = 1.95), indicating a substantial impact of the interactive methods. The study concluded that varied and interactive learning methods demonstrate greater effectiveness in improving student learning outcomes compared to traditional, lecture-based methods. These findings support the use of more dynamic teaching strategies in educational settings, though the study's limitations include a small sample size and lack of longitudinal data. Future research should expand the sample and incorporate long-term analysis to better understand the lasting effects of these methods.

Free tools for crystallographic symmetry handling and visualization.

Online courses and innovative teaching methods have triggered a trend in education, where the integration of multimedia, online resources and interactive tools is reshaping the view of both virtual and traditional classrooms. The use of interactive tools extends beyond the boundaries of the physical classroom, offering students the flexibility to access materials at their own speed and convenience and enhancing their learning experience. In the field of crystallography, there are a wide variety of free online resources such as web pages, interactive applets, databases and programs that can be implemented in fundamental crystallography courses for different academic levels and curricula. This paper discusses a variety of resources that can be helpful for crystallographic symmetry handling and visualization, discussing four specific resources in detail: the Bilbao Crystallographic Server, the Cambridge Structural Database, VESTA and Jmol. The utility of these resources is explained and shown by several illustrative examples.

Examining Students' Attitudes Towards iPads as Interactive Multimedia Tools and their Impact on Learning Quality in Indonesian Private Secondary School

This study explores students' attitudes toward using iPads as interactive multimedia tools in learning Islamic education (PAI) and examines the impact of this approach on learning quality. With the growing integration of technology in education, understanding the effects of interactive multimedia like iPads on students' learning experiences is critical. A mixed-methods approach was employed, involving both quantitative and qualitative analysis. A sample of 123 students from grades 7 to 9 was selected through stratified random sampling from a school that uses iPads in its learning system. Additionally, ten students were purposively chosen for interviews based on varying levels of iPad engagement. Quantitative data were analyzed using descriptive statistics and regression analysis, while qualitative data were analyzed thematically. The findings indicated that students generally had a positive attitude toward using iPads in PAI learning. In both quantitative and qualitative assessments, students described the iPad-based learning as "fun," "interesting," "flexible," and preferred over traditional textbooks. Regression analysis revealed a significant positive effect of students' attitudes on PAI learning quality (Sig = 0.000 0.05). Qualitative data further showed that using iPads improved comprehension, learning effectiveness, and outcomes. The positive attitudes toward iPads suggest that interactive multimedia can enhance student engagement and learning in PAI. This study highlights how the use of iPads positively impacts both the learning process and outcomes, supporting more effective Islamic education. This research demonstrates that students’ positive attitudes toward iPads significantly improve the quality of PAI learning. The findings underscore the importance of incorporating interactive multimedia tools like iPads in teaching to enhance student learning experiences.

Impact of Video Podcasts on Speaking Proficiency in Indonesian Higher Education: A Study of Diverse Learning Styles

This study investigates the effectiveness of video podcasts as a supplementary tool for enhancing speaking proficiency among second-semester higher education students majoring in English, with varying learning styles. It examines the impact of video podcasts on speaking proficiency across visually-dominant, auditory-dominant, and kinesthetic-dominant learners and explores the differences in effects among these three learning styles. It involved 42 respondents, specifically within an Intermediate Speaking course, categorized into three groups based on their dominant learning styles: visual, auditory, and kinesthetic. Data were analysed through paired sample t-tests and one-way ANOVA. The result shows that visually-dominant learners improved from a pretest mean of 60.24 to a posttest mean of 67.48 (p = .000), auditory-dominant learners increased from 60.36 to 66.73 (p = .001), and kinesthetic-dominant learners showed an increase from 64.33 to 72.83 (p = .022). Despite these improvements, the one-way ANOVA indicated no statistically significant differences in the level of improvement among the three learning styles (p = .707) which implies that video podcasts are effective across different learning styles. This study’s findings contribute to the understanding of multimedia tools' role in language learning and the positive impact of utilizing video podcasts on speaking proficiency. The flexibility of video podcasts enables students to learn at their own pace, revisit content, and receive personalized feedback, which can be particularly beneficial for students with different learning styles.

DNA dynamic coding image encryption algorithm with a meminductor chaotic system

With the acceleration of information technology development, the protection of information security becomes increasingly critical. Images, as extensively used multimedia tools, encounter serious challenges in safeguarding sensitive data, including personal privacy and business confidentiality. This research presents a novel algorithm for color image encryption, that combines a meminductor chaotic system and DNA encoding cross-coupling operations to enhance image security and effectively prevent unauthorized access and decryption. Initially, this paper designs an equivalent circuit model for the Meminductor and constructs the corresponding chaotic system, followed by an in-depth analysis of its nonlinear dynamic characteristics. Then, artificial neuron is employed to perturb the original chaotic sequence generated by the system, resulting in a highly random mixed sequence. The original image is then subjected to rearrangement and encoding through Arnold transformation and dynamic DNA encoding techniques. Additionally, this research introduces a DNA encoding cross-coupling operation method that operates at the block level of pixels to diffuse and confuse image data, enhancing the complexity of the image encryption algorithm. Finally, a dynamic decoding technique is employed to decode the encoded image, yielding the encrypted result. Experimental results show that the algorithm is capable of providing larger key space and higher complexity in image encryption applications, and is able to withstand various types of attacks.

Guidelines to support the design, and selection and appraisal of multimedia teaching aids for microbiology education.

Microbiology education has a serious handicap - the lack of visibility of the players of the subject and their interactions - which engenders a disproportionate reliance upon multimedia teaching aids (MTAs). The International Microbiology Literacy Initiative (IMiLI) is creating educational resources in societally-relevant microbiology complemented by appropriate MTAs. However, proper guidance supporting microbiology educators in locating and selecting, or commissioning the creation of, adequate MTAs for different target audiences and learning objectives is lacking. The aims of this study were to (i) identify important considerations regarding educational/didactical standards and the design of educational multimedia and (ii) create an evidence-based guideline for selecting and appraising existing, and informing the creation of new, microbiology MTAs. This investigation is based on an exploratory, mixed-methods approach. The results of two literature reviews (covering educational and good practice multimedia design) informed the collation of a preliminary appraisal guideline for videos, animations, comics, and video games. A web-scraping approach was utilised to locate and retrieve existing exemplars of the four multimedia types and create four pertinent multimedia databases (including metadata). The preliminary guideline was piloted (and revised accordingly) by appraising quasi-random (or purposive) samples of each multimedia type. Educational multimedia experts were interviewed to discuss the findings. Finally, the guideline was updated to reflect the expert comments together with the results of the pilot appraisals. The final guideline has four components: (i) central considerations for selecting and appraising multimedia for specific audiences and educational purposes, (ii) multimedia selection tool, (iii) multimedia appraisal tools, and (iv) extensive background information as appendices linking all sections for further comprehension. Broad utilisation of the guideline has significant potential for simplifying and systematising multimedia selection/creation, leading to superior multimedia-based learning outcomes, establishing a rapid selection database (pre-appraised multimedia), reducing disparities in microbiology education and incentivising educational content creators.

The Effect of Thematic Curriculum and Multimedia Use on Learning Interest and Critical Thinking Skills of High School Students in Central Java

This study examines the effect of thematic curriculum and multimedia use on the learning interest and critical thinking skills of high school students in Central Java. A quantitative analysis was conducted using a sample of 160 students, with data collected through a Likert scale questionnaire. The data was analyzed using Structural Equation Modeling-Partial Least Squares (SEM-PLS 3). The results indicate that all hypothesized relationships are positive and significant. Specifically, multimedia use positively impacts both critical thinking skills and learning interest, while the thematic curriculum also positively influences critical thinking skills and learning interest. These findings suggest that integrating a thematic curriculum and multimedia tools can effectively enhance students' engagement and critical thinking abilities. The implications for educational practices and future research are discussed.

Challenges of Using Multimedia Tools in the Teaching and Learning Process: Instance from a college of Bangladesh

Challenges of Using Multimedia Tools in the Teaching and Learning Process: Instance from a college of Bangladesh

The IGCP 714 Project “3GEO – Geoclimbing & Geotrekking in Geoparks” – Selection of Geodiversity Sites Equipped for Climbing for Combining Outdoor and Multimedia Activities

The IGCP 714 project “3GEO – Geoclimbing & Geotrekking in Geoparks” is financed by the International Geoscience Programme (IGCP) and supported by the International Union of Geological Sciences (IUGS). In this paper, we report on the results of the first phase of the project focused on the criteria to be adopted to select geodiversity sites equipped for climbing or trekking. The selection of geoclimbing sites and geotrekking routes is aimed at combining multimedia tools and outdoor activities for Geosciences promotion and conservation in UNESCO Global Geoparks, aspiring geoparks or geoparks project, and also in protected areas featuring geoheritage sites. Indeed, both outdoor activities and multimedia tools favour the pursuing of many of the United Nations Sustainable Development Goals (e.g., 3, 4, 8, 11). An international consortium of geoscientists from 12 different countries selected, through the proposed procedure, 22 geoclimbing sites, and then they also detected 30 geotrekking routes mirroring Earth geodiversity. At some test sites (geoclimbing and geotrekking) multimedia tools and digital outcrop models have been developed through different methodological approaches (e.g., Structure from Motion and Multi-View Stereo photogrammetry), to open the way to the second part of the project still in progress. These sites and the relative virtual models are herein also shown. The final aim of the IGCP 714 project is indeed to create an open data repository (digital outcrop models, videos, virtual tours, photos, scientific information, and interpretations) to upload data of the selected sites to mirror Earth geodiversity for different users including tourists and school groups.

A New Model of Vocal Music Teaching in the Context of Internet Distance Learning

As Internet technology evolves, distance learning emerges as a pivotal mode of education. In music education, vocal teaching faces limitations in traditional face-to-face methods. This paper explores the advantages of Internet-based remote vocal music teaching and proposes a new mode leveraging an online platform, multimedia technology, and real-time interaction. The study assesses its impact on theoretical knowledge, vocal skills, singing proficiency, satisfaction, and improvement. Results demonstrate the effectiveness of Internet-based remote teaching, overcoming geographical barriers and providing flexible learning opportunities. Multimedia tools enhance skill demonstration, making learning more intuitive. The study reveals that Internet distance vocal teaching rivals traditional methods in improving singing skills and outperforms in teaching music theory. Moreover, students express higher satisfaction with this innovative approach, establishing it as a promising mode in vocal music education.

Pedagogical Practices and Teaching Performance in Physical Activity Towards Health and Fitness 1 (PATHFit1) Leading to a Strategic Teaching Plan

Physical Activity Towards and Health and Fitness 1 (PATHFit1): Movement Competency Training aims to restore the basic movement pattern, which is made up of both locomotor and non-locomotor skills. The focus will be on exercise progression and regression to improve fitness and adapt movement skills to pursuit of independent physical activity. The purpose of the paper is to correlate the pedagogical practices and teaching performance in PATHFit1 in the Local Universities and Colleges in the National Capital Region (NCR). This study used a descriptive comparative-correlational research design utilizing stratified random sampling. Slovin’s formula was used to derive the teacher samples. Out of 116, 90 PATHFit1 teachers were employed as respondents including all 33 Physical Education Supervisors from Local Universities and Colleges in NCR. The study concluded that most of the teacher-respondents have advanced degrees and have participated in numerous professional trainings and seminars. Nearly half have over 11 years of teaching experience. Classroom management and student engagement are the strengths for pedagogical practices. However, teaching modalities, particularly for student motivation and engagement, need to be improved. Instructional delivery engages students well, but there is a need for more support in planning and design. Enhancing multimedia tool usage and inclusive engagement strategies can further improve instruction quality and create a more dynamic learning environment for all students. Higher educational attainment and tailored professional development is crucial for continuous growth, and ongoing support is essential regardless of teachers' tenure. Teachers and supervisors share a common perspective in their evaluations of pedagogical practices and teaching performance, due to shared criteria, common teaching objectives, a collaborative environment, joint professional development, and objective assessment measures. Teachers excelling in pedagogical practices also perform better in their teaching roles. This correlation emphasizes the importance of continuous improvement and professional development to enhance overall teaching quality.

A Systematic Review of Human Papillomavirus Vaccination Challenges and Strategies to Enhance Uptake.

Human papillomavirus (HPV) vaccination has revolutionized cervical cancer prevention. Clinical trials confirm that the quadrivalent (HPV types 6, 11, 16, 18) and bivalent (HPV types 16, 18) vaccines effectively prevent HPV infections and cervical neoplasia. The latest HPV vaccine protects against nine virus types responsible for 90% of cervical cancer cases globally. Despite their undoubted effectiveness in reducing morbidity and mortality associated with HPV infections, challenges in vaccine coverage and uptake persist. The current study aimed to identify the primary challenges associated with HPV vaccination, propose effective strategies to improve vaccination uptake, and compile relevant evidence into a comprehensive overview to inform policy and practice. A systematic review protocol, following PRISMA-P and PRISMA guidelines, was established. Articles were sourced from the Web of Science using keywords from a comprehensive review of HPV vaccination challenges and strategies. Studies published between 1 January 2020, and 1 May 2024, including RCTs and observational, qualitative, and cross-sectional studies, were included, while reviews, protocols, and commentaries were excluded. Titles, abstracts, and full texts were screened per PRISMA guidelines. The review identified five key strategies to improve HPV vaccination uptake: parental and school engagement, use of technology and multimedia tools, healthcare providers' role, multicomponent interventions, and targeted interventions for immigrant groups. This review emphasized the need for a multifaceted approach to improving vaccination rates, offering a robust foundation for policy and stakeholder initiatives.

USE OF MULTIMEDIA IN THE PROCESS OF FORMATION OF COMMUNICATIVE COMPETENCE IN UKRAINIAN LANGUAGE LESSONS IN PRIMARY SCHOOLS

The article is devoted to the problem of the application of multimedia tools in the process of the formation of communicative competence of third and fourth-grade students. The analysis of scientific and pedagogical literature and observation of the work of primary school teachers to determine the place and role of multimedia tools in the process of teaching the Ukrainian language proved the relevance and prospects of the problem. The article analyzes the concepts of "communicative competence", "multimedia tools" in the context of the modern educational process in Ukraine. Psychological, psycholinguistic and pedagogical aspects of the problem of formation of communicative competence of junior schoolchildren are considered, theoretical and methodical bases of use of multimedia tools in lessons of Ukrainian language in mentioned classes are defined, their functional possibilities in the system of forms, methods and receptions of work on formation of communicative competence of students are characterized. The methodology of formation of communicative competence of students is based on the system of preparatory language, conditional-communicative, communicative tasks with multimedia support with the use of hardware (computer, projector, smart-board) and software (multimedia presentations, multimedia editions) is offered. The results of the research of the process of formation of communicative competence of third and fourth grade students with the use of multimedia tools based on the analysis of educational achievements of students (high, sufficient, average, initial) are presented. The article presents experimental data that confirms the expediency of using multimedia tools in the process of forming the communicative competence of primary school students, their role in improving the efficiency of this process.