Interactive multimedia in education and training

The purpose of the paper is to present a case study reporting detailed investigations of how students experienced learning with interactive multimedia learning materials. The learning materials were designed following a principled approach to course design. As well as a study of how students learn, the case study is also an evaluation of those principles.

Signal Processing

The notion of using technology for educational purposes is not new. In fact, it can be traced back to the early 1900s during which school museums were used to distribute portable exhibits. This was the beginning of the visual education movement that persisted throughout the 1930s, ...

Stephen M. Alessi is an Associate Professor at the University of Iowa, on Psychological and Quantitative Foundations Department. He received his Ph.D. in Educational Psychology form University of Illinois in 1979. His principal research interests are Educational Technology, Multimedia Design, Web-Based Learning and Instructional Simulation. Stephen M. Alessi is an active member of American Educational Research Association, Association for Educational Communications and Technology, European Association for Research on Learning and Instruction and System Dynamics Society. Stanley R. Trollip is an Associate Professor at Capella University, Minneapolis. His main interests are Higher Education, Educational Assessment and Educational Technology. He has published more than 50 publications on topics like Computer based technology, Education methods and development, Classroom management, Educational Software. Stanley R. Trollip is an active member of American Educational Research Association, Association for Educational Communications and Technology

Many people argue that interactive multimedia has the potential to create high quality learning environments which actively engage the learner, thereby promoting deep learning. However there is growing evidence that the potential of interactive multimedia is not being ful lled. This paper argues that if we are to design effective interactive learning application then a user-centred approach to their design should be taken. This approach should be based on general human-computer interaction principles as well as educational theory. The paper starts with an overview of the learning process. Consideration is then given to how the key elements of interactive multimedia (multiple media, user control over the delivery of information, and interactivity ) can be used to enhance that process, with the emphasis being on promoting deep learning. The paper concludes by giving suggestions for future work.

Technology is developing quickly. Multimedia, a form of technology, is being used as a teaching tool these days. Many researchers and educators have found suitable ways to design multimedia applications in order to achieve fruitful educational outcomes. Not that all we are going to discuss here, the definition of multimedia, and the connection between multimedia and learning tools, concept of multimedia applications, how they are formed using a different media, the type of educational element that effect to learn in their natural environment and the real-world issues. The definitions and characteristics of multimedia and educational elements are explained in this article.

1998

Abstract Educational and edutainment multimedia CD-ROMs, covering a diversity of topics, are on the increase. New titles are appearing every week: each offering ever more'rich content'and'genuine excitement'through'exhilarating journeys' that are'highly interactive'and which are'lavishly illustrated, bursting with information'. In reality, however, many CD-ROMs have been poorly constructed, paying lip service to supporting the learning process.

2007

The progress in multimedia capture, analysis, and delivery, combined with the rapid adoption of broadband communication, have resulted in educational multimedia systems that have advanced traditional forms of teaching and learning. In addition, new trends in multimedia technology, such as multimedia on handheld devices or advanced approaches for the automatic analysis of multimodal signals, offer novel and exciting opportunities for teaching and learning. However, the question about how multimedia can really make education more exploratory and enjoyable is as yet unanswered, and we are just beginning to understand the real contribution of multimedia to education. This concept note provides a motivation for the ACM Workshop on Educational Multimedia and Multimedia Education. Based on a brief overview of the history of educational multimedia systems and a rough analysis of the current situation, we venture a glimpse into the future and argue that educational multimedia is a vivid and relevant area for research.

2009

There has been a rapid growth in recent years in the uses of digital technologies in education, which mirrors the increasing importance of the use of these technologies in the world in general. In mainstream education in many parts of the world, the uses of digital technologies have been constantly increasing and we find ourselves in situations in which all teachers are being expected to demonstrate their ability to use such technologies as part of their teaching toolkit.