Use Of Multimedia Materials Research Articles

USING TED TALKS IN ENGLISH LANGUAGE TEACHING

The results of a quantitative investigation on how incorporating TED Talks media into language training affects students' speaking abilities are presented in this article. The purpose of the study was to evaluate how well students' verbal expression and communication skills may be improved by using TED Talks videos as a resource. After incorporating TED Talks, students' speaking abilities significantly improved, according to an examination of pre- and post-test results. The integration of genuine and captivating information from TED Talks introduced students to a diverse range of subjects, accomplished presenters, and everyday language usage, resulting in improved pronunciation, vocabulary, and fluency. These findings highlight the TED Talks' potential as a useful educational resource for enhancing students' speaking abilities during language training. It is highly recommended that language instructors use TED Talks into their instructional strategies to establish engaging and interactive learning environments that promote language proficiency and proficient communication. The study adds to the body of knowledge already available on the use of multimedia materials in language instruction and provides teachers looking for creative ways to improve their students' speaking skills with useful advice.

MULTIMEDIA RESOURCES AS A FACTOR OF INCREASING STUDENTS' MOTIVATION IN LEARNING FOREIGN LANGUAGES

The phenomena of globalisation and the increase in the number of communication tools have led to a significant boom in the use of multimedia resources in foreign language teaching and learning. Since success in learning a foreign language is linked to the assessment of the learning environment and since multimedia resources certainly change the learning environment, the integration of multimedia and ICT tools into teaching and learning should have an impact on motivation and, consequently, on learning success. Furthermore, in the context of pedagogical innovations, learning should be achieved by all participants in the educational relationship. In this sense, this study aims to meet the need to analyse the use of multimedia resources in the context of educational innovation through learning assessment. This paper is a field study. The mixed-methods research is based on the collection and analysis of data from various scientific sources, questionnaires of students studying English at the higher education institution of Ukraine “National University “Zaporizhzhia Polytechnic” and observation of their activity and performance. The purpose of the study is to establish the connection between the use of multimedia resources and increasing students' motivation in learning foreign languages, to test the teachers' perception of the student's role in learning a foreign language in a higher education institution, as well as the learning outcomes achieved by the same subjects after the introduction of a pedagogical innovation using multimedia resources. The results show that the perception of learning, interest, and satisfaction differ depending on the gender of students. The use of multimedia materials in accordance with the teaching-learning method affects the perception of the respective roles between the teacher and the student. Changes in student roles are accompanied by changes in teacher roles. The change in the roles of students is accompanied by some resistance from some of them. The main result achieved by students is related to the development of autonomy and has little to do with learning the subject as such. The research shows that the recommended approach did not lead to a significant improvement in the quality of learning and the level of mastery of the discipline by students compared to their school achievements. However, the results clearly demonstrate the growth of motivation and development of independence among students, their active participation in group work. That is why the introduction of multimedia innovations has a really positive effect on motivation.

Cognitive Theory of Multimedia Learning Powered Code-Switching Interface for Vocabulary Acquisition of ESL Students

The purpose of the paper is to use multimedia as a method to improve proficiency in vocabulary of undergraduate students from the level B1 to B2 (CEFR). The term "code-switching" is used to describe the use of multiple languages during a single discourse. Human minds can take in so much data before they get overwhelmed. The quality of that limited space can be improved by incorporating visual attention alongside verbal attention in order to create mental representations that are utilised to digest incoming information. “People learn more deeply from words and pictures than from words alone” (Mayer, 21). This research builds on previous work in this area by making use of multimedia materials that feature both the learners’ native language and English subtitles. This creates mental space for the students, which in turn guides them to a vocabulary-learning interface. CTML was employed to conduct a quantitative study between the age groups 17 and 20. Using a random sampling technique, researchers collected data from a total of 40 individuals. ANOVA (Analysis of Variance), independent t-tests, and paired t-tests were used to examine the use of Code-Switching in the experimental group and its statistical significance relative of the control group. The findings of the study suggest that utilising CTML can help non-native speakers of English improve their language through code-switching. There was a significant advancement in the vocabulary usage of the experimental samples of those who participated in the study.

Enhancing Student Engagement: Harnessing “AIED”’s Power in Hybrid Education—A Review Analysis

Hybrid learning is a complex combination of face-to-face and online learning. This model combines the use of multimedia materials with traditional classroom work. Virtual hybrid learning is employed alongside face-to-face methods. That aims to investigate using Artificial Intelligence (AI) to increase student engagement in hybrid learning settings. Educators are confronted with contemporary issues in maintaining their students’ interest and motivation as the popularity of online and hybrid education continues to grow, where many educational institutions are adopting this model due to its flexibility, student-teacher engagement, and peer-to-peer interaction. AI will help students communicate, collaborate, and receive real-time feedback, all of which are challenges in education. This article examines the advantages and disadvantages of hybrid education and the optimal approaches for incorporating Artificial Intelligence (AI) in educational settings. The research findings suggest that using AI can revolutionize hybrid education, as it enhances both student and instructor autonomy while fostering a more engaging and interactive learning environment.

Use of Multimedia Materials in Teaching Turkish as a Foreign Language

Gelişen teknoloji ile birlikte değişen dünyamızda milletlerin birbirleriyle sürekli iletişim halinde olması ihtiyacı ortaya çıkmıştır. Bu ihtiyacı karşılayan en önemli beceri yabancı dil bilmektir. Türkçe de dünya dilleri arasında yerini almış öğrenilme ihtiyacı sürekli artan dillerdendir. Bu bağlamda yabancı dil olarak Türkçe öğretimi alanı her geçen gün genişleyen ve yenilenen bir alandır. Teknolojinin her alanda olduğu gibi yabancı dil olarak Türkçe öğretimi alanında da kullanılmaya başlanması dil öğretimi alanında literatürde yeniliklere sebep olmaktadır. Bu çalışmada öncelikli olarak yabancı dil olarak Türkçe öğretiminin tanımını ve bu alanda kullanılan yöntemleri açıklamak sonrasında da yabancı dil olarak Türkçe öğretiminde kullanılan çoklu ortam materyallerini ve bu materyallerin olumlu ve olumsuz yönlerini ortaya koymak amaçlanmıştır. Literatür incelemelerine dayalı bir derleme çalışması olan bu çalışmanın Türkçeyi yabancı dil olarak öğreten öğretmenlere ve bu alanda inceleme yapmakta olan araştırmacılara faydalı olacağı düşünülmektedir.

Present and Future of the E-Learning in Economics Schools and Faculties

<p class="Textoindependiente21">The goal of this paper is to justify/motivate the existence of MOOCs of quantitative subjects, particularly of Mathematics and Statistics, in the degrees taught in Faculties of Economics and Business, complementary to the standard university courses. The changes in curricula carried out in Spain in the last decade have boosted access to these faculties’ degrees for all kind of students. However, some of these students lack skills and abilities enough to successfully tackle the first university Mathematics and Statistics courses, as these are currently designed. Empirical studies support the use of multimedia material as a very effective supporting tool for successful learning.</p><p>Thus, after assessing the student’s academic performance in quantitative subjects before and after the introduction of the Bologna process, and obtaining worrying results, the implementation of the use ICTs on a regular basis is proposed in order to optimize the teaching-learning process.</p><p class="Textoindependiente21">The data used in the study correspond to those obtained for students of the degree of Tourism and the degree in International Business, two degrees with very different characteristics and that, therefore, reflect a great diversity of the students of the Faculty of Economics of the University of Valencia.</p>

Collaborative Multimedia Learning: Influence of a Social Regulatory Support on Learning Performance and on Collaboration

computer-supported collaborative learning (CSCL) environment, specifically in a comprehension task of amultimedia text about Psychology of Communication. This support, named RIDE (Saab, van Joolingen, & vanHout-Wolters, 2007; 2012), consists in the instruction, prior to the learning task, from a series of communicationrules extracted from literature about effective collaboration. The study was carried out with 60 college students,grouped in 20 triads. Each triad was assigned to one of two conditions: with social regulatory support or withoutsupport. The students did a face-to-face collaborative task of reading comprehension, using the strategy ofcollaborative construction of concept maps from the information presented in the multimedia material. Theperformance was valued according to the quality of the concept maps, and the level of collaboration perceived byeach member of the teams was tested. We found that the condition with social regulatory support promoted higherquality concept maps; however, the social regulatory support had significant effect on the levels of collaborationperceived by the team members. In the conclusions are pointed the reach of these results for the design andimplementation of collaborative interventions, based on the use of multimedia materials.

El aula invertida como estrategia para la mejora del rendimiento académico

<p>La introducción de las tecnologías de la información y comunicación (TIC) ha provocado cambios en todos los ámbitos en la sociedad actual. En particular en la educación, donde la gestión del aprendizaje se ha visto impactada significativamente debido a la presencia de las TIC en el aula, y ha derivado el surgimiento de propuestas ilimitadas dirigidas a la mejora de los resultados académicos. Es por ello que la educación en esta era digital demanda prácticas innovadoras que permitan la transferencia del conocimiento a través de la incorporación de tecnología, con el fin de mejorar la calidad de los procesos de enseñanza y de aprendizaje. Esta situación plantea un gran reto para los docentes quienes afrontan el desafío de implementar nuevas estrategias para fortalecer dichos procesos. Del mismo modo, las instituciones educativas tanto de nivel medio superior como de nivel superior se han visto obligadas a propiciar la utilización de la tecnología por los docentes para la impartición de sus cursos con el objetivo de mejorar los resultados académicos.</p><p>Por lo antes dicho, este documento detalla el enfoque de aula invertida como una propuesta innovadora con base en los hallazgos de una investigación cuantitativa con diseño cuasiexperimental y alcance descriptivo, realizada en el contexto de una institución educativa de nivel medio superior de orden público en el estado de Nuevo León, cuyo objetivo se ubicó en conocer si el uso de material multimedia impacta favorablemente en el rendimiento académico y en las actitudes de los alumnos del área de las ciencias.</p>

Evaluación del color en materiales multimedia. Una experiencia con eye tracking.

A lo largo de las dos últimas décadas se ha producido en el ámbito educativo un importante desarrollo tecnológico, generalizándose el uso de materiales multimedia en el proceso de enseñanza y aprendizaje. El objetivo de este artículo es mostrar el uso de una técnica de evaluación de materiales educativos novedosa: la técnica de eye tracking. Para mostrar un caso de aplicación de esta técnica de evaluación se realizó una experiencia en la cual fue incluido un dispositivo de seguimiento de la mirada en el proceso de recogida de datos. En el experimento se mostró una presentación con información en blanco y negro, frente a otra en la que se hace uso del color. Una vez analizados los datos concluimos que se realiza un aprendizaje más eficiente cuando señalamos algunas áreas de interés con colorido que permiten resaltar aquellas zonas en las que queremos que los niños centren su atención. Frente a otros estudios que pueden llegar a esta misma conclusión, el empleo de técnicas de seguimiento ocular proporciona una forma de validar de forma objetiva, cuantitativa y fisiológica dicho resultado.

Fundamental Feedback: Öyvind Fahlström's Kisses Sweeter than Wine

The article analyzes Öyvind Fahlström's (1928–1976) performance Kisses Sweeter Than Wine, which took place as part of the festival 9 Evenings: art&engineering in New York (1966). It situates the performance's use of multimedia material as continuations of earlier investigations into manipulating language that played a central part in the artist's practice of both visual art and concrete poetry. It further argues that in Kisses Sweeter Than Wine such manipulations form a series of ruptures into the wider circulation of mass-media images, ruptures that locate Fahlström's use of media images in relation to both Pop Art and the beginning media activism under the Vietnam War.

Evaluation of Multimedia Educational Materials Using Eye Tracking

In the last two decades there has been a significant technological development in all areas of society. This technological advance has been transferred to the educational area and now the use of multimedia materials and resources in the teaching and learning process is widespread. The main objective of the study presented in this article is to show the use of an innovative educational materials evaluation tool: the eye tracking technique. The use of this technique makes it possible to evaluate aspects of the format in which such materials are designed as well as aspects related to its usability. An appropriate design of multimedia materials may favour the acquisition of knowledge by pupils. Two experiments involving an eye tracking device in the data collection process were carried out in order to show the application of this evaluation technique. Two homogeneous groups were shown a presentation in which the format varies slightly. The presentations in the first experiment included images and texts as well as color combinations with different contrasts. In the second experiment, a presentation with information in black and white was compared with another in which colors are used. Once analyzed the data it is concluded that a more efficient learning occurs when information is shown using warm colors instead of pastel shades and when color is used to highlight some areas of interest in which we want the pupils to focus their attention.

An Analysis of the Use of Multimedia Technology in Computer Aided Design Training: Towards Effective Design Goals

The research identifies principles that should be adhered to when designing multimedia training material and validates these principles from a students and an instructor's perspective. The most effective forms of multimedia are also identified. Finally, the factors inhibiting the use of multimedia are established and the measures taken to overcome these are discussed. Data was collected from stakeholders in a computer aided design (CAD) training environment in Ireland. All subjects were adult learners and data was only solicited from instructors (n=28) and learners (n=159) in adult education. Mixed methods including interviews, surveys and a group discussion were used to collect the qualitative data while a series of empirical experiments was used to test the design principles. The research found that principles of multimedia learning are valid from the students’ perspective however the instructors did not uphold all the principles. Our sample revealed that computer based material is the most popular and effective way to learn from and computer technology is the most effective delivery platform. Prohibitive costs, perceived lack of skill and insufficient support are factors inhibiting the use of multimedia material. These findings will help to guide the instructor in implementing a multimedia training strategy in order to create a more engaging and interactive learning experience.

The use of a virtual learning environment in promoting virtual journal clubs and case-based discussions in trauma and orthopaedic postgraduate medical education

The use of journal clubs and, more recently, case-based discussions in order to stimulate debate among orthopaedic surgeons lies at the heart of orthopaedic training and education. A virtual learning environment can be used as a platform to host virtual journal clubs and case-based discussions. This has many advantages in the current climate of constrained time and diminishing trainee and consultant participation in such activities. The virtual environment model opens up participation and improves access to journal clubs and case-based discussions, provides reusable educational content, establishes an electronic record of participation for individuals, makes use of multimedia material (including clinical imaging and photographs) for discussion, and finally, allows participants to link case-based discussions with relevant papers in the journal club. The Leicester experience highlights the many advantages and some of the potential difficulties in setting up such a virtual system and provides useful guidance for those considering such a system in their own training programme. As a result of the virtual learning environment, trainee participation has increased and there is a trend for increased consultant input in the virtual journal club and case-based discussions. It is likely that the use of virtual environments will expand to encompass newer technological approaches to personal learning and professional development.

Do medical students watch video clips in eLearning and do these facilitate learning?

Background: There is controversial evidence of the impact of individual learning style on students' performance in computer-aided learning.Aims: We assessed the association between the use of multimedia materials, such as video clips, and collaborative communication tools with learning outcome among medical students.Method: One hundred and twenty-one third-year medical students attended a course in medical informatics (0.7 credits) consisting of lectures, small group sessions and eLearning material. The eLearning material contained six learning modules with integrated video clips and collaborative learning tools in WebCT. Learning outcome was measured with a course exam.Results: Approximately two-thirds of students (68.6%) viewed two or more videos. Female students were significantly more active video-watchers. No significant associations were found between video-watching and self-test scores or the time used in eLearning. Video-watchers were more active in WebCT; they loaded more pages and more actively participated in discussion forums. Video-watching was associated with a better course grade.Conclusions: Students who watched video clips were more active in using collaborative eLearning tools and achieved higher course grades.Practice pointsAlmost 20% of third year medical students neglected video clips as a multimedia learning tool.Female medical students more actively used multimedia content in eLearning.Video-watchers more frequently used the collaborative discussion tools.Students who watched video clips were more active in using collaborative eLearning tools and achieved higher course grades.

Multimedia materials for education, training, and advocacy in international health: experiences with the Schistosomiasis Control Initiative CD-ROM

We describe an innovative use of multimedia materials to support training and advocacy within a schistosomiasis control programme. The Schistosomiasis Control Initiative (SCI) at Imperial College London works with selected sub-Saharan African countries to develop schistosomiasis control programmes. Two elements of the SCI programme were supported by multimedia materials developed at the Wellcome Trust in collaboration with the SCI: (1) training of programme managers, district health officers, and those delivering practical elements of the programme; and (2) advocacy targeted at decision-makers and donors. Evaluation of the materials revealed high reported ratings for both user satisfaction and impact from use of the product. From this experience we draw out several general messages about development of multimedia materials and how these will play a growing future role in promoting training within international health.

Local CD-ROM in interaction with HTML documents over the Internet

The internet and computer assisted learning have enhanced the possibilities of providing quality distance learning in dentistry. The use of multimedia material is an essential part of such distance learning courses. However the Internet technology available has limitations regarding transmission of large multimedia files. Therefore especially when addressing undergraduate students or geographically isolated professionals, large download times make distance learning unattractive. This problem was technically solved in a distance learning course for undergraduate students from all over Europe. The present communication describes a method to bypass the problem of transmitting large multimedia files by the use of a specially designed CD-ROM. This CD-ROM was run locally on the students' PC interacting with HTML documents sent over the Internet.

Early experiences of mentoring: Design and use of multimedia materials for teaching OR/MS

The MENTOR project, based at the University of Strathclyde, is producing multimedia computer based learning materials with the aim of improving both the effectiveness and the efficiency of teaching Operational Research/Management Science in higher education. The process of development has been carefully designed to encourage ownership of and commitment to the materials amongst lecturing staff in Universities, with the aim of ensuring widespread use. The paper outlines this process of development and design of materials. Experiences in introducing students to the use of these materials as an integrated part of a Management Science class are reported. Feedback from students has been very positive but also indicates the need for ongoing support and direction.

Teaching sensory processes with multimedia: One of my teaching assistants is a mouse

Experiences and lessons drawn from the author’s development and use of multimedia materials in a course on sensory processes are discussed. Results from surveys of student reactions to the effectiveness of multimedia in this course identify several potential pitfalls. Issues are identified on which research is needed.

A Trial of Teacher Training Program by Communication Satellite Support to Use of Multimedia Materials

A Trial of Teacher Training Program by Communication Satellite Support to Use of Multimedia Materials