Multimedia Training System Research Articles

Improving Competency in Safe Patient Handling Through Online Learning Beyond the Classroom: A Longitudinal Study.

Safe patient handling is intrinsic in health care provision, yet education in the skills required for safe patient handling is inconsistently delivered, with limited evidence that traditional face-to-face training reduces risk. To assess the long-term effectiveness of replacing annual practical handling updates with an online training system, combined with competency assessment of skill and safety. Quasi-experimental longitudinal 3-yr study to track practical people handling skill development among undergraduate occupational therapy students. All participants had access to a multimedia online training system (that replaced tutor-led practical training), used in combination with annual competency evaluations to measure skills and safety in four people handling tasks. All competency assessment took place on site in the School of Health and Society, University of Salford (Salford, United Kingdom). Undergraduate BSc(Hons) occupational therapy students (N = 243). Outcomes and Measures: Participants attended individual 45-min competency evaluations at three data collection points: beginning of Years 2 and 3 and end of Year 3. Data were collected by trained assessors using a competency assessment tool. Results demonstrate significant increases in skill level for sit-to-stand and repositioning in the chair (p < .05) and for hoisting and slide sheet maneuvers (p < .0001). Participants achieved 100% safety scores for repositioning in the chair and hoisting. Students using the online system performed significantly better than students receiving traditional annual practical updates, providing an evidence base to reduce tutor-led training hours while increasing skill and safety levels using a combination of the online system and competency assessment. What This Article Adds: This approach was found to reinforce safe handling techniques and increase independence, competency, and safety of service users and caregivers working in health and social care environments while reducing time spent delivering annual people handling updates. The findings support replacement of face-to-face training updates, particularly in the current climate of social distancing.

Distance education: the introduction of new computer technologies in the learning process

The article defines the concept of distance multimedia training system and consider the use of distance multimedia training systems in higher education in the field of design; investigated the structure and composition of distance learning multimedia systems; identify the specific features of learning using distance multimedia learning systems; the specifics of user personalization in the multimedia space are considered; a format for describing data in distance multimedia learning systems has been developed. The results show that the automatic evaluation system for graphic images is an important step towards the creation of distance learning systems in the field of graphic design.

Informatization of the process of physical education of students in the University

The introduction of information technologies in the educational process of the university provides an opportunity to organize the physical education of students at a higher level. Such materials include: multimedia training systems, multimedia control programs and tests, audio and video lessons, educational Internet resources, presentation lectures, training simulators for mastering skills, etc.

Effect of multimedia training system on amblyopia in children of different ages and types

Objective To explore the effect of multimedia training on amblyopia in children of different ages and types. Methods From March 2014 to April 2017, the clinical data of 128 amblyopia children with multimedia visual training in the ophthalmology outpatient department of Jincheng Ophthalmology Hospital were analyzed retrospectively. The therapeutic effects of different age groups, different amblyopia types and different amblyopia children were analyzed. Results The total effective rates of the 3-5 years old group, >5-8 years old group and >8-12 years old group were 73.17%, 95.45% and 52.38%, respectively. The total effective rate of the >5-8 years old group was significantly higher than that of the 3-5 years old group and >8-12 years old group, the differences was statistically significant (χ2=6.623, 19.423, all P 8-12 years old group (χ2=6.387, P<0.05). The total effective rates of the ametropia group, anisometropic group and strabismus group were 92.06%, 70.00% and 68.00%, respectively. The total effective rate of the ametropia group was higher than that of the anisometropia group and strabismus group, the difference was statistically significant (χ2=8.643, 8.231, all P<0.05). The total effective rates of the central fixation group and side center gaze group were 86.17% and 67.65%, respectively, and the difference between the two groups was statistically significant (χ2=5.623, P<0.05). The total effective rates of the mild amblyopia group, the moderate amblyopia group and the severe amblyopia group were 98.15%, 75.81% and 0.00%, respectively, the difference among the three groups was statistically significant (χ2=12.116, 56.795, all P<0.05). Conclusion The effect of multimedia visual training on children with small age, light refraction, ametropia and central gaze is significant, but the effect is not good for older, severe amblyopia, anisometropia and parametropic amblyopia. Key words: Amblyopia; Multimedia training system; Age factors; Type; Child; Visual acuity; Comparative effectiveness research

Comparison of the clinical effect of the multimedia vision training system and the traditional method in the treatment of amblyopia in children

Objective To compare the clinical effects of multimedia visual training system and traditional methods in the treatment of children with amblyopia. Methods 56 children with amblyopia were selected as the research subjects. According to the principle of random distribution, the children were divided into the control group and the study group. Among them, 46 eyes of the control group were treated with the traditional cover method, and the study group was treated with multimedia visual training system for the treatment of 45 eyes. The clinical efficacy of the two groups was observed and compared. Results The total effective rate of the study group was 88.89%, which was significantly higher than that of the control group, and the difference was statistically significant(χ2=4.21, P<0.05). After treatment, the level of visual evoked potentials in the study group for the latency (90.75±7.92)ms, the amplitude (16.48±3.82)μV, vision acuity(1.07 ±0.20); the corresponding values of control group were the latency (102.69±11.63)ms, the amplitude (10.52±3.14)μV, visual acuity (0.76±0.14), those of the study group were significantly better than the control group, and the differences were statistically significant(t=2.79, 3.02, 3.02, all P<0.05). Conclusion Compared with the traditional occlusion therapy, multimedia visual training system has better therapeutic effect in the clinical treatment of amblyopia in children. Key words: Amblyopia; Child; Treatment Outcome

WEB APPLICATION «CONGENITAL MALFORMATIONS» TO IMPROVE THE LEVEL OF DOCTORS’ KNOWLEDGE AND TRAINING OF STUDENTS

The article describes the electronic educational resources – multimedia training system for congenital malformations and developmental anomalies. The work objective is an integrated approach to self-training and testing that combines the traditional principle of the control of knowledge and graphic tests with animation elements that provides high-quality remote to increase knowledge. We describe the structure of the system, screenshots, as well as Web-technology used for its development. The functionality of the system and the experience of Internet-based applications to improve the skills of doctors and students are given training. Criterion for assessing the level of knowledge of students on the basis of test results, taking into account the complexity of tests offered have been proposed. Evaluating the effectiveness of the use of distance training system allows us to conclude that multimedia training system «Congenital malformations» can be successfully applied for remote medical information support medical genetic counselors and physicians of different specialties involved in diagnosing congenital malformations in children and for training students – future doctors.

The effect of applying podcast multimedia teaching system on motivational achievement and learning among the boy students.

Background:Traditional education classes are no more effective because they are tied to a particular place and time. Podcast complete the defection of other educational resources. In this study we aimed to address whether utilizing podcast multimedia training system has an effect on the motivational achievement and students learning of the Arabic course in high school.Methods:In this practical-purposed, descriptive and quasi-experimental study, pre- and post-test method in control and experiment groups was used. Researchers used simple random sampling method to form the groups.Results:The results showed the normal distribution of data according to the value of z (0.09) in the pre- and post-tests in both control and experiment groups. Therefore, the data distribution was normal (P>0.925). Significant differences between experimental and control groups in terms of academic level were not observed in the pre-test. There was no significant difference between the motivational achievement of education in post-test of control and experiment group (p>0.89).Conclusion:The results showed that teaching with podcast multimedia systems significantly increased learning of Arabic in the high school level. But of motivation reinforcement between traditional method and system for multimedia podcasts, showed no significant differences. Each variety of multimedia techniques can be beneficial for a specific course. Therefore, more studies on the effectiveness of podcast method in different courses to determine its effects are necessary.

Are your users actively involved? A cognitive absorption perspective in mobile training

The advancement of today’s mobile technologies makes mobile training possible. However, how to engage users in deep learning in a mobile environment remains a challenge, especially in critical training areas such as road safety training. This study aims to understand the role of five different dimensions of cognitive absorption (CA) (i.e., temporal dissociation, focused immersion, heightened enjoyment, control, and curiosity) in training outcomes and how affective and cognitive involvements leverage this learning process. In this study, we designed and implemented a mobile multimedia training system for users who need training for their license test in the field. We then conducted a field study with over five hundred road users with pre- and post-questionnaires. The study findings indicate that the cognitive absorption plays a significant role in affecting users’ deep involvement, which in turn impacts training outcomes. In addition, all CA constructs apart from control influence perceived technology usefulness, which is also a major contributor to perceived learning. The relationship between CA constructs and perceived usefulness is obtained through cognitive and affective involvement, while cognitive involvement is more dominant in this study context.

Дидактика навчання гістології, цитології та ембріології: роль комп’ютерних технологій

Технології мультимедіа в системі освіти — явище досить нове і до кінця не вивчене. Проведений аналіз літератури показав, що в даний час основна дидактична мета застосування мультимедійних навчальних систем (МНС), як правило, зводиться лише до візуалізації навчального матеріалу та організації навчально-пізнавальної діяльності учнів на репродуктивному рівні. На нашу думку, урахування особливостей змісту й ви­вчення предмета при використанні комп’ютерних технологій, а також реалізація на лекції та практичному занятті активних методів навчання може стимулювати навчально-пізнавальну діяльність студентів і перевести її на продуктивний рівень. Метою проведеного дослідження є розробка концепції МНС для активізації навчально-пізнавальної діяльності студентів на лекціях з гістології, цитології та ембріології. Для досягнення поставленої мети вирішені такі завдання: проаналізовано ефективність існуючих засобів лекційного супроводу; сформульовано комплекс дидактичних, психологічних та методичних вимог, що враховують специфіку вивчення морфології людини; визначено можливі цілі, зміст і структуру методичної системи лекційних демонстрацій; конкретизовано елементи знань, що містяться в гістології і які потребують створення або удосконалення лекційних демонстрацій; досліджено можливості використання комп’ютерних технологій для реалізації методів проблемного навчання в лекційному курсі. Показано, що при вибудовуванні дидактики вивчення гістології за допомогою комп’ютерних технологій важливо домогтися відображення в існуючому змісті дисципліни професійно спрямованого матеріалу; забезпечити затребуваність знань із гістофізіології на клінічних кафедрах, що позначається на формуванні мотивації до вивчення гістології; досягти відповідності змісту дисципліни «Гістологія, цитологія та ембріологія» сучасному рівню морфології; інтегрувати гістологію в систему інших теоретичних дисциплін медичного вузу. У цьому контексті сформульовано вимоги до МНС, що дозволяють: реалізувати науковий рівень вимог до верифікації гістологічних елементів; стимулювати навчально-пізнавальну діяльність студентів; оптимальним чином візуалізувати навчальний матеріал; забезпечити варіативність подання навчального матеріалу, що відповідає практичним потребам викладача і студентів; раціонально поєднувати різні технології подання навчального матеріалу: синтез візуального (у тому числі мультимедійного) і вербального компонентів; реалізувати технологію проблемного навчання; забезпечувати контроль засвоєння знань. Сформульовано принципові положення, на яких повинна базуватися розробка сценарію МНС з гістології. До таких можна віднести: візуальне сприйняття матеріалу — найбільш ефективне; необхідну інформаційну достатність навчального матеріалу; поступовість (послідовність) викладення навчального матеріалу; можливість обговорення досліджуваного матеріалу; варіативність за складністю навчального матеріалу; відкритість і конформізм; структурований контекст.Необхідно підкреслити, що вміння використовувати комп’ютерні технології в навчанні можна вважати сформованими, якщо такі базуються на професійній компетентності викладача, знанні основних положень когнітивної психології про пізнавальний процес і чинниках, що впливають на його ефективність, та коректному використанні методів і засобів інформаційної обробки навчального матеріалу. Тільки в цьому випадку можна розраховувати, що використання комп’ютерних технологій у навчальному процесі буде системним і ефективним.

An Innovative Multimedia Learning Method As Applied to Theoretical Mechanics and Theory of Gyroscopes

Presented is an innovative method for science studies, which applies multimedia training systems with dynamic visualization software. The paper considers methodical aspects and experience in creation and application of multimedia computer technologies to lectures, practical courses, and express-testing as applied to theoretical mechanics and theory of gyroscopes. The main principles and features of the innovative method are described. The contents of lectures and practical courses is presented in a form of MS PowerPoint presentations and embedded dynamic visualization software. Computer simulation and dynamic visualization is provided for equations and operating principles for main types of gyroscopes, for kinematics and dynamics of various systems and well as for the phenomena of mechanical motion.

Does Animation Attract Online Users’ Attention? The Effects of Flash on Information Search Performance and Perceptions

The proliferation of information on the Internet poses a significant challenge on humans’ limited attentional resources. To attract online users’ attention, various kinds of animation are widely used on websites. Despite the ubiquitous use of animation, there is an inadequate understanding of its effect on attention. Focusing on flash animation, this study examines its effects on online users’ performance and perceptions in both task-relevant and task-irrelevant information search contexts by drawing on the visual search literature and two theories from cognitive psychology. In the task-relevant context, flash is applied on the search target; while in the task-irrelevant context, flash is applied on a nontarget item. The results of this study confirm that flash does attract users’ attention and facilitates quicker location of the flashed target item in tightly packed screen displays. However, there is no evidence that attracting attention increases recall of the flashed item, as is generally presumed in practice, and may even decrease the overall recall. One explanation is that when users have to use their limited attentional resources on suppressing the distraction of flash, they will have less mental resources to process information. Moreover, the results suggest that processing information about an item depends not only on the attention it attracts per se, but also on the attention that other items on the same screen attract. While flashing an item may not increase the recall of that item, it can reduce the recall of other items (especially the nontarget items) on the screen. Finally, flash has negative effects on users’ focused attention and attitude towards using the website. These results have implications for website interface design, online product promotion, online advertising, and multimedia training systems, among others.

Multimedia Training Systems for Education and Industry

The paper focuses on developing multimedia occupational safety and health training programs. The programs are designed for use in both the academia and the industry as modified methods of assessing occupational risk at workplaces are implemented in industrial companies.

SUUM – A Multimedia Education and Training System for Adults with Developmental Disability

SUUM – A Multimedia Education and Training System for Adults with Developmental Disability

An interactive multimedia training system for advanced cardiac life support

This paper describes an Advanced cardiac life support (ACLS) training system (ACLSYS) with multimedia and hypertext features for training medical personnel and evaluating their performance during ACLS events. ACLSYS runs in a Windows 95 environment and is written in Visual Basic 4.0 Enterprise Edition and Access 7.0. The system consists of two primary modules: a multimedia training module and a simulation/evaluation module. The training module provides the knowledge and skills required for the appropriate early treatment of cardiopulmonary arrest. The simulation/evaluation module generates randomly an unlimited number of ACLS cases. These cases become part of the training case database and are available for retraining. ACLS certified personnel were included in the validation of the system.

Multimedia training systems

Argues for the importance of applying strategic considerations to the utilization of multimedia technologies, with particular reference to their use as training aids. Provides a practical illustration and reinforcement of the principle that a strong strategic base is essential within the development of information systems. Presents a case for the value of multimedia technologies, then argues that a strategic approach is needed if the potential offered by multimedia training is to be realized. Finally, proposes specific guidelines regarding the formulation of such a strategy.

Multimedia training system shines in the showroom

The automotive industry is fairly traditional when it comes to training. Companies generally hire a vendor who delivers a packaged program. A lot of “off the shelf” and generic training has been painstakingly developed for the industry. It is unusual for automotive firms to go to the expense, time and trouble of creating their own. But Lexus, the luxury‐car division of Toyota Motor Sales, has turned conventional wisdom on its head. Explains why and how.

Knowledge-based multimedia: The future of expert systems and multimedia

Abstract Recent advances have fueled investigation into the integration of knowledge-based systems and multimedia technology. These intelligent or knowledge-based multimedia systems go beyond traditional hypertext and hypermedia and promise to provide capabilities such as knoledge-based search and retrieval from multimedia data bases, interfaces that intelligently communicate with users via multiple media, and multimedia training systems that tailor interaction to individual student characteristics and needs. After some definitions, we illustrate a number of expert multimedia tools and applications that are or will emerge from this integration. We then provide details on how this integration of knowledge and media will support a new generation of intelligent multimedia interfaces. In doing so, we describe what additional knowledge and processes need to be formalized to support this integration and describe a promising new approach that views multimedia communication as an action-based endeavor. We conclude by briefly recommending an agenda for future research.

A Case Study of General Electric’s Multimedia Training Systems

General Electric Aerospace, one of 15 corporate divisions, implemented a series of multimedia training systems in response to the need for employee awareness and understanding of missioncritical compliance requirements for dealing with the US Government. Although employees were satisfied with the traditional seminar approach to training, it was recognized that there was a need to deliver information better in order to increase retention, promote better use of information, and foster the development of more capable employees. In the interest of keeping training refreshed, new ways to deliver information were sought. This case discusses the initiation of the multimedia systems, the processes and considerations for developing and maintaining such systems, and GE's secrets for success in the on-going application of multimedia technology to training.