scholarly journals Construct a Teaching System Combining Image Linguistics and Multimedia Technology

2021 ◽  
Vol 2021 ◽  
pp. 1-11
Author(s):  
Yan Yuejue ◽  
Sun Xinze ◽  
Li Bingyue ◽  
Wang Xiaoyuan

At present, the research on the theoretical system of multimedia image linguistics in my country is very limited. In order to further improve and develop the theoretical system of multimedia picture linguistics, this article extracts effective knowledge from the research results of educational technology, linguistics, psychology, and semiotics and establishes a teaching system based on image linguistics. Multimedia picture linguistics consists of three parts: structure, semantics, and pragmatics, corresponding to the artistic laws of multimedia pictures, the cognitive laws of multimedia pictures, and the humanization and naturalization of picture design. Therefore, the research in this article is an important part of establishing multimedia image linguistics. Starting from the research methods of multimedia technology and picture linguistics, this article introduces the theoretical framework and the relationship between the multimedia learning cognitive theory and Mayer’s multimedia learning cognitive theory and conducts in-depth discussion and demonstration. The thesis constructs a teaching system that combines picture linguistics and multimedia technology and makes it a language tool for developing and designing multimedia learning materials. Experiments have proved that the teaching system combining picture linguistics and multimedia technology proposed in this paper can provide a framework, ideas, and methods for the related research of multimedia picture linguistics and multimedia technology and make multimedia picture language a multimedia learning material design and development The language tools that can be followed can effectively improve the teaching effect under the background of information technology.

Author(s):  
Kristian Kiili

<span>The purpose of this paper is to present a participatory multimedia learning model for use in designing multimedia learning environments that support an active learning process, creative participation, and learner engagement. Participatory multimedia learning can be defined as learning with systems that enable learners to produce part of the learning materials themselves. The aim of the model is to represent the human information processing system more exhaustively than its predecessor, the cognitive theory of multimedia learning, and to support the transformation of free cognitive resources into a germane cognitive load needed for knowledge construction. Flow theory is used as a framework to facilitate positive user experience and engagement in order to maximise the impact of digital learning environments. The proposed model is studied through an educational game, IT-Emperor. In this game university level students (n = 18) worked in a virtual production company as trainees who were hired to produce learning material about usability. The focus of this paper is on studying the usefulness of participatory multimedia learning tasks included in IT-Emperor and factors that have an influence on flow experience. Questionnaires and interviews revealed that content creation was reported as the main activity causing flow. Additionally, a positive connection between flow and learning was found. Although these results support the proposed model, more research on the topic is recommended.</span>


2019 ◽  
Vol 8 (1) ◽  
pp. 49
Author(s):  
Ronni Lirahman ◽  
Yusnizar Heniwaty Heniwaty

ABSTRACT This research produced a product of the development of Lenggok Mak Inang dance learning through interactive multimedia which included appreciation learning material (Basic Competence 3) and expression (Basic Competence 4) in class X of SMK / SMA. The appreciation material contains the definition of dance, accompaniment music, clothing, patterns, while the expression material contains terms, variety and arrangement of motion in the Lenggok Mak Inang dance. From the test media experts got a score of 4,42 (Very Good), media experts got a score of 4 (Good), user trials which included an initial field trial of 4,08 (Good), main field trial 4,22 ( Very Good) and an operational field trial of 4,53 (Very Good). The results obtained indicate that the development of interactive multimedia learning Lenggok Mak Inang dance is very feasible to use or be used as a learning media for dance.                                                                                    Keywords: Interactive Multimedia, E-Learning, Lenggok Mak Inang Dance.  ABSTRAKPenelitian ini menghasilkan produk pengembangan pembelajaran tari Lenggok Mak Inang melalui multimedia interaktif yang didalamnya terdapat materi pembelajaran apresiasi (Kompetensi Dasar 3) dan ekspresi (Kompetensi Dasar 4) kelas X SMK/SMA. Materi apresiasi berisikan definisi tari, musik pengiring, busana, pola/ garis, sedangkan materi ekspresi berisikan istilah, ragam dan susunan gerak pada tari Lenggok Mak Inang. Dari uji ahli media mendapatkan skor 4,42 (Sangat Baik), ahli media mendapatkan skor 4 (Baik), uji coba pengguna yang meliputi uji coba lapangan awal 4,08 (Baik), uji coba lapangan utama 4,22 (Sangat Baik) dan uji coba lapangan operasional 4,53 (Sangat Baik). Hasil yang diperoleh menunjukkan bahwa pengembangan multimedia interaktif pembelajaran tari Lenggok Mak Inang ini Sangat Layak digunakan atau dijadikan media pembelajaran tari. Kata kunci: Multimedia Interaktif, E-Learning, Tari Lenggok Mak Inang.


Author(s):  
Craige Roberts

This essay sketches an approach to speech acts in which mood does not semantically determine illocutionary force. The conventional content of mood determines the semantic type of the clause in which it occurs, and, given the nature of discourse, that type most naturally lends itself to a particular type of speech act, i.e. one of the three basic types of language game moves—making an assertion (declarative), posing a question (interrogative), or proposing to one’s addressee(s) the adoption of a goal (imperative). There is relative consensus about the semantics of two of these, the declarative and interrogative; and this consensus view is entirely compatible with the present proposal about the relationship between the semantics and pragmatics of grammatical mood. Hence, the proposal is illustrated with the more controversial imperative.


The essays collected in this book represent recent advances in our understanding of speech acts-actions like asserting, asking, and commanding that speakers perform when producing an utterance. The study of speech acts spans disciplines, and embraces both the theoretical and scientific concerns proper to linguistics and philosophy as well as the normative questions that speech acts raise for our politics, our societies, and our ethical lives generally. It is the goal of this book to reflect the diversity of current thinking on speech acts as well as to bring these conversations together, so that they may better inform one another. Topics explored in this book include the relationship between sentence grammar and speech act potential; the fate of traditional frameworks in speech act theory, such as the content-force distinction and the taxonomy of speech acts; and the ways in which speech act theory can illuminate the dynamics of hostile and harmful speech. The book takes stock of well over a half century of thinking about speech acts, bringing this classicwork in linewith recent developments in semantics and pragmatics, and pointing the way forward to further debate and research.


Author(s):  
Changhui Xia

to facilitate improvement of education and teaching modernization level in China, and promote maturity and development of multimedia teaching technology, this paper established continuous animation multimedia teaching system based on continuous animation production technology. Meanwhile, this paper took gymnastics teaching of 2015 gymnastics class in Hubei University of Arts and Science in Hubei province of China as the objects of experiment and explored teaching effect of this multimedia teaching system combined with continuous animation production technology. The results show that this multimedia teaching system combined with continuous animation production technology can significantly improve students’ theoretical and practical examination scores. Based on case study of application of continuous animation and multimedia technology in gymnastics teaching, this paper aims to make certain contributions to promotion and development of multimedia teaching technology.


2016 ◽  
Vol 7 (2) ◽  
pp. 216-230 ◽  
Author(s):  
Chengyuan Wang ◽  
Biao Luo ◽  
Yong Liu ◽  
Zhengyun Wei

Purpose The paper aims to study the relationship between executives’ perceptions of environmental threats and innovation strategies and investigate the moderating effect of contextual factor (i.e. organizational slack) on such relations. It proposes a dualistic relationship between executives’ perceptions of environmental threats and innovation strategies, in which different perceptions of environmental threats will lead to corresponding innovation strategies, and dyadic organizational slack can promote such processes. Design/methodology/approach The paper is based on a survey with 163 valid questionnaires, which were all completed by executives. Hierarchical ordinary least-squares regression analysis is used to test the hypotheses proposed in this paper. Findings The paper provides empirical insights about that executives tend to choose exploratory innovation when they perceive environmental changes as likely loss threats, yet adopt exploitative innovation when perceiving control-reducing threats. Furthermore, unabsorbed slack (e.g. financial redundancy) positively moderates both relationships, while absorbed slack (e.g. operational redundancy) merely positively influences the relationship between the perception of control-reducing threats and exploitative innovation. Originality/value The paper bridges the gap between organizational innovation and cognitive theory by proposing a dualistic relationship between executives’ perceptions of environmental threats and innovation strategies. The paper further enriches innovation studies by jointly considering both subjective and objective influence factors of innovation and argues that organizational slack can moderate such dualistic relationship.


Author(s):  
Cheryl I. Johnson ◽  
Daphne E. Whitmer ◽  
Matthew D. Marraffino ◽  
Lindsay B. Conner ◽  
Allison E. Garibaldi ◽  
...  

Adaptive training is tailored instruction designed to target an individual’s strengths and weaknesses, and it has been shown to improve learning outcomes and efficiency in a variety of domains, including flashcard training. The goal of this experiment was to determine whether the addition of other instructional strategies, such as enhanced feedback and pre-training, would further boost the learning benefits of an adaptive flashcard trainer. Thirty-nine college students learned to identify U.S. Navy ships using either a base version of the flashcard trainer, a version that included enhanced feedback, or a version that included pre-training and enhanced feedback. Results showed that the pre-training and enhanced feedback group significantly outperformed the other groups on delayed retention and transfer tests and showed higher learning efficiency. Implications for adaptive training and the Cognitive Theory of Multimedia Learning are discussed.


2021 ◽  
Vol 2021 (1) ◽  
pp. 12198
Author(s):  
Thomas Cavanagh ◽  
Kurt Kraiger ◽  
Janet M. Peters

2021 ◽  
Author(s):  
Martin Ohrndorf

Erklärvideos spielen mittlerweile auch in schulischen Kontexten eine bedeutsame Rolle. Welche Lern- und Verstehensprozesse beim Schauen von Erklärvideos relevant sind, ist bislang jedoch noch nicht erforscht. Die vorliegende Arbeit liefert einen ersten Schritt in Richtung der Erfassbarkeit kognitiver Verstehensprozesse mittels der Untersuchung von Blickbewegungen durch die Methode des Eye-Trackings. Das Medium Erklärvideo wird zunächst in die unterrichtspsychologische Forschung eingeordnet, indem seine Rolle für schulische Lehr-Lern-Prozesse anhand von Angebots-Nutzungs-Modellen untersucht wird. Diese Einordnung schafft eine analytische Trennung zwischen dem Erklärvideo als Angebot und der Nutzung dieses Mediums durch Schüler*innen, so dass diese beiden Perspektiven empirisch untersuchbar werden. Im nächsten Schritt wird beispielhaft ein Erklärvideo aus dem Bereich Funktionen als Lernangebot untersucht. Dies geschieht auf Grundlage eines Katalogs von Qualitätskriterien zur Untersuchung von lernunterstützenden Erklärvideos, welcher unter Berücksichtigung der Cognitive Theory of Multimedia Learning und fachdidaktischen Qualitätskriterien entwickelt und begründet wird. Nachfolgend wird die Erfassbarkeit kognitiver Verstehensprozesse beim funktionalen Denken anhand einer Fallstudie zur Nutzung des Erklärvideos durchgeführt. Hierzu werden Blickbewegungen und Äußerungen des nachträglichen lauten Denkens analysiert, u.a. anhand einer Ausdifferenzierung der Anderson-Krathwohl-Taxonomie für funktionales Denken. Die vorliegende Arbeit gibt einen Einblick in die aktuelle kognitionspsychologische Forschung bezüglich Erklärvideos zum funktionalen Lernen und weist nach, dass kognitive Erinnerns- und Verstehensprozesse u.a. mittels Eye-Tracking an verschiedenen Stellen sichtbar gemacht werden können.


Author(s):  
Minsheng Lou

Based on the diversification theory, this paper designed a multimedia technology-based English teaching system framework which is used to assist English teaching in classroom. The whole system framework consists of two parts: the part of learning resource allocation and the part of English teaching activities. Learning resource allocation is mainly to expand English learning materials from the traditional printed resources to audios, videos, animations and other forms of resources; the use of multimedia resources for teaching activities is achieved mainly through the English speech teaching and lecturing device designed with the function of playing multimedia files. In order to test the application effect of multimedia technology in English teaching, this paper chose the public course of “Vocational English” as the experimental content, and compared the effect of respectively using multimedia technology to teach freshmen of Grade 2016 and adopting the traditional teaching method to teach students of Grade 2015. The outcome shows that the use of multimedia technology in English teaching can improve students’ interest in learning, reduce their pressure of learning English, and enhance their sense of accomplishment in learning, indicating that multimedia-assisted teaching can effectively improve English teaching results.


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