scholarly journals Enhancing Cognitive Theory of Multimedia Leaning through 3D Animation

2017 ◽  
Vol 1 (2) ◽  
pp. 25
Author(s):  
Zeeshan Bhatti ◽  
Abdul Waheed Mahesar ◽  
Ghullam Asghar Bhutto ◽  
Fida Hussain Chandio
Keyword(s):  
Virtual Reality ◽  
Teaching And Learning ◽  
Cognitive Theory ◽  
Multimedia Learning ◽  
Research Work ◽  
Cognitive Learning ◽  
Temporal Contiguity ◽  
3D Animation ◽  
Audio Narration ◽  
A New Technique

Cognitive theory of Multimedia learning has been a widely used principle in education. However, with current technological advancements and usage, the teaching and learning trend of children’s have also changed with more dependability towards technology. This research work explores and implement the use of 3D Animation as tool for multimedia learning based on cognitive theory. This new dimension in cognitive learning, will foster the latest multimedia tools and application driven through 3D Animation, Virtual Reality and Augmented Reality. The three principles, that facilitate cognitive theory of multimedia learning using animation, addressed in this research are temporal contiguity principle (screening matching narration with animation simultaneously rather than successively), personalization principle (screening text or dialogs in casual form rather than formal style) and finally the multimedia principle (screen animation and audio narration together instead of just narration). The result of this new model would yield a new technique of educating the young children through 3D animation and virtual reality. The adaptation of  cognitive theory through 3D animation as a source of multimedia learning with various key principles produces a reliable paradigm for educational enhancement.

On the Development of Haptic-Virtual Learning Systems for the Education of Blind People

2020 ◽  
pp. 249-273
Author(s):  
Raquel Espinosa Castañeda ◽  
Hugo Ivan Medellín Castillo
Keyword(s):  
Virtual Reality ◽  
Inclusive Education ◽  
Teaching And Learning ◽  
Research Work ◽  
People With Disabilities ◽  
Learning Systems ◽  
Learning Needs ◽  
Blind People ◽  
Universal Education ◽  
Accessible Information

The concept of inclusive education goes beyond considering the needs of people with disabilities; it refers to the process of recognizing the students' learning needs and to act according to such needs. People with visual limitations do not necessarily require more attention and dedication than other people; they only need to be initially guided and to have accessible information. Thus, one of the main challenges of universal education is to generate inclusive and assistive educational technologies, which can be used for the teaching and learning of people with disabilities. In this chapter, the development and assessment of haptic-enabled virtual reality learning systems for the education of non-sighted people are presented and discussed. These virtual systems represent the research work conducted to promote the accessible education of blind people and to determine the effectiveness of virtual touch in the education of blind people.

scholarly journals 3D Animation and Virtual Reality Integrated Cognitive Computing for Teaching and Learning in Higher Education

2021 ◽  
Author(s):  
Abhishek Kumar ◽  
Rini Dey ◽  
G. Madhukar Rao ◽  
Saravanan Pitchai ◽  
K. Vengatesan ◽  
...  
Keyword(s):  
Artificial Intelligence ◽  
Medical Education ◽  
Virtual Reality ◽  
Teaching And Learning ◽  
3D Animation ◽  
Multimodal Approach ◽  
Cognitive Computing ◽  
Teaching Procedure

This paper proposes the and justify how we can enhance the quality of medical education through immersive learning and AI (Artificial Intelligence) use in education. A Multimodal Approach for Immersive Teaching and learning through Animation, AR (Augmented Reality) & VR (Virtual Reality) is aimed at providing specifically medical students with knowledge, skills, and understanding. It is important to understand the current challenge involved in medical education. This paper reports the findings of a novel study on the technology enable teaching with Animation, AR and VR by and MR impact. A case study was conducted involving 521 participants from different states of India. The data was analyzed by their feedback after using this Virtual reality-based teaching procedure in classroom. Recommendations from this paper that are expected to effectively improving the quality of medical education in faster way.

scholarly journals Integrating Animations in Chinese Character Writing Based on Cognitive Theory of Multimedia Learning to Promote Students’ Writing Skills

2018 ◽  
Vol 12 (7) ◽  
pp. 97
Author(s):  
Tan Geok Tin ◽  
Noor Azean Atan ◽  
Mohd Nihra Haruzuan Mohamad Said ◽  
Mohd Fazli Ali ◽  
Sanitah Mohd ◽  
...  
Keyword(s):  
Online Learning ◽  
Writing Assessment ◽  
Teaching And Learning ◽  
Cognitive Theory ◽  
Chinese Character ◽  
Multimedia Learning ◽  
Writing Skills ◽  
Wilcoxon Test ◽  
Writing Performance ◽  
Post Test

<p class="0abstract">The complexity of Chinese character caused students facing learning difficulty in mastering the Chinese character writing skills. This study aimed to investigate the effect and students' perception on the implementation of animation in teaching and learning of Chinese character writing based on Cognitive Theory of Multimedia Learning (AniCC Online Learning) via Frog VLE platform. Meanwhile, the relationship of implementation of AniCC Online Learning and pupil's writing performance was also studied to have further insights into the Chinese character teaching and learning situation. Pre-experimental one group pre-test and post-test design were adopted and thirty three Year 1 students were selected as the respondents in this research which involved four types of instruments. There was a significant different (p = 0.013) between the scores of pre-test and post-test for students' writing performance after performing paired samples t-test. The study also showed an increase in the means scores of students' writing skills and an increase in the percentage of students' writing skills ranking at rank 4 or above although no significant different (p = 0.180) was observed between the pre writing assessment and post writing assessment after Wilcoxon Test was performed. The students overall showed high acceptance towards integration of AniCC Online Learning with overall mean score 0.90 (maximum = 1). In sum, the design of AniCC Online Learning via Frog VLE platform is able to improve writing performance as well as to help students in their writing skills.</p>

Digital Storytelling in Language Classes

2018 ◽  
pp. 2442-2454
Author(s):  
Mehrak Rahimi
Keyword(s):  
Theoretical Basis ◽  
Teaching And Learning ◽  
Digital Storytelling ◽  
Cognitive Theory ◽  
Multimedia Learning ◽  
Theoretical Framework ◽  
Innovative Technique ◽  
Language Classes ◽  
Teachers And Students ◽  
How People Learn

The aim of the current chapter is introducing an innovative technique of teaching and learning that is the combination of the art of storytelling with the benefits of technology. Digital storytelling is defined as sharing one's story through several medium of voice, imagery, music, text, sound, video and animation. The main underlying theoretical basis of digital storytelling is Cognitive Theory of Multimedia Learning (CTML) that focuses on how people learn more deeply from words and graphics than from words alone (Mayer, 2005). The chapter deals with what digital storytelling is, the theoretical framework of digital storytelling, its role in education and how it can be made and used in teaching and learning by teachers and students.

Digital Storytelling in Language Classes

2019 ◽  
pp. 276-290 ◽  
Author(s):  
Mehrak Rahimi
Keyword(s):  
Theoretical Basis ◽  
Teaching And Learning ◽  
Digital Storytelling ◽  
Cognitive Theory ◽  
Multimedia Learning ◽  
Theoretical Framework ◽  
Innovative Technique ◽  
Language Classes ◽  
Teachers And Students ◽  
How People Learn

The aim of the chapter is to introduce an innovative technique of teaching and learning that is the combination of the art of storytelling with the benefits of technology. Digital storytelling is defined as sharing one's story through the mediums of voice, imagery, music, text, sound, video, and animation. The main underlying theoretical basis of digital storytelling is cognitive theory of multimedia learning (CTML) that focuses on how people learn more deeply from words and graphics than from words alone. The chapter deals with what digital storytelling is, the theoretical framework of digital storytelling, its role in education, and how it can be made and used in teaching and learning by teachers and students.

Expanding libraries’ application of Mayer’s cognitive theory of multimedia learning

2019 ◽  
Vol 40 (6/7) ◽  
pp. 478-482
Author(s):  
Sarah Theimer
Keyword(s):  
Literature Review ◽  
Learning Theory ◽  
Cognitive Theory ◽  
Multimedia Learning ◽  
Cognitive Learning ◽  
Open Educational Resources ◽  
Digital Resources ◽  
Content Type ◽  
The Impact ◽  
Multimedia Learning Theory

Purpose The purpose of this paper is to propose the incorporation of Mayer’s cognitive theory of multimedia learning (CTML) into library digital initiatives, specifically open educational resources (OER). CTML contains established principles that maximize the impact of teaching material through optimizing the use of multimedia. As educators, librarians should adhere to CTML principles and advocate for them to be followed when library digital resources are created locally or used in a classroom. The paper looks at an OER title as an example and outlines changes based on CTML for improvements. Design/methodology/approach A literature review is used to identify the areas of librarianship where CTML already is in use and where research is lacking. Findings There are many opportunities to apply multimedia learning theory to aspects of library operations. The author should consider multimedia learning when making digitization decisions. OER projects should be accomplished with these principles and general learning theory principles in mind. Libraries should be aware of CTML principles when creating all digital scholarship. Research limitations/implications This paper is based on a literature review, not on research done specifically on this topic. It includes specific recommendations to improve an OER title as an example of what should be done on a broader scale. Practical implications Librarians are educators should be aware of learning theory and particularly multimedia learning theory as learners often are not directly accessible to provide feedback. Design is critical to learning and this paper provides practical recommendations for application. Originality/value Other papers have considered CTML as applied to online tutorials and instruction in general. Significantly less attention has been paid to applying CTML and cognitive learning theories outside of traditional instruction. This paper advocates expanding the use of cognitive learning theory and CTML to digital resources produced by the library.

scholarly journals A Framework for the Use of Immersive Virtual Reality in Learning Environments

2020 ◽  
Vol 15 (24) ◽  
pp. 208
Author(s):  
Miriam Mulders ◽  
Josef Buchner ◽  
Michael Kerres
Keyword(s):  
Virtual Reality ◽  
Learning Environments ◽  
Teaching And Learning ◽  
Cognitive Theory ◽  
Current Knowledge ◽  
Evidence Based ◽  
Immersive Virtual Reality ◽  
Educational Model ◽  
Multi Media ◽  
Media Learning

Immersive Virtual Reality (iVR) technologies can enrich teaching and learning environments, but their use is often technology-driven and instructional con-cepts are missing. The design of iVR-technology-supported learning environ-ments should base on both, an evidence-based educational model as well as on features specific to iVR. Therefore, the article provides a framework for the use of iVR in learning environments based on the Cognitive Theory of Multi-media Learning (CTML). It outlines how iVR learning environments could and should be designed based on current knowledge from research on Multimedia Learning.

scholarly journals CASE STUDY: APPLICATION OF THE DIDACTIC MODEL OF SOCIO-COGNITIVE THEORY OF LEARNING IN THE TEACHING OF ENGLISH AS A FOREIGN LANGUAGE. TEACHING IDIOMS «USED TO – WOULD»

InterConf ◽  
2021 ◽  
pp. 83-95
Author(s):  
Georgios Pappas
Keyword(s):  
Foreign Language ◽  
Teaching And Learning ◽  
Cognitive Theory ◽  
Cognitive Learning ◽  
Language Education ◽  
Foreign Language Education ◽  
Foreign Languages ◽  
The European Union ◽  
Educational Strategies

The linguistic and cultural diversity within the European Union has created new demands for multilingual European citizens. To meet the new requirements, it is necessary, educational strategies to be designed by those who actively involved in foreign language education in various countries in a new context, which will ensure the "productivity" of learning foreign languages in the implementation of foreign language education. This effort also includes this paper, which introduces the model of socio-cognitive learning theory in the context of the communicative approach to the teaching and learning of foreign languages. Especially in this case study, the teaching and learning of the idioms Used to and Would Idioms will be presented by using the Sosio-cognitive theory.

scholarly journals VIRTUAL REALITY IN ENGLISH VOCABULARY TEACHING: AN EXPLORATORY STUDY ON AFFECT IN THE USE OF TECHNOLOGY

2020 ◽  
Vol 59 (2) ◽  
pp. 1310-1338
Author(s):  
Ana Maria Vieira Monteiro ◽  
Patrícia Nora de Souza Ribeiro
Keyword(s):  
Virtual Reality ◽  
Second Language Acquisition ◽  
Foreign Language ◽  
Language Learning ◽  
Teaching And Learning ◽  
Cognitive Theory ◽  
Real Life ◽  
Exploratory Research ◽  
Frida Kahlo ◽  
Use Of Technology

ABSTRACT The evaluative studies of hypermedia effects on second language acquisition have been mostly applied to interfaces whose user’s input is limited to clicks, typed texts, and voice. Nonetheless, virtual reality (VR) technology expanded user’s interactions with a data processing machine since it explores a sense of presence through body language, 360-degrees images, and tactile techniques. It is in this context that this paper approaches VR to explore its potential for foreign language vocabulary teaching and learning, considering mainly the appraisal mechanisms novelty and pleasantness proposed by Schumann (1999). This exploratory research presents the preparation and the results of a study applied to sixteen undergraduate English students at the Federal University of Juiz de Fora, Brazil, as well as to nine students from the author’s one private course. The technology used in this study were three Google products: Cardboard™, as the VR headset; Expeditions, for the narrative; and Polly, for the building of the VR scenes. The following methodological actions were addressed to the participants of the study: an English placement test; vocabulary tests; exposure to the virtual environment, a guided visit to Museo Frida Kahlo, in Mexico; and a questionnaire on the evaluation of the experience. At the theoretical level, the present study is based on the assumptions of the Cognitive Theory of Multimedia Learning (MAYER, 2001) and in the role of affect in language learning (SCHUMANN, 1997; 1999). The results of vocabulary tests, the questionnaire, and limitations of the technology are discussed, giving a basis for the conclusion that VR can significantly contribute to foreign language vocabulary teaching and learning since the technology has the potential to motivate students and immerse them into real-life-like scenarios.

Penggunaan Media Pembelajaran Berbasis Android untuk Meningkatkan Hasil Belajar Kognitif Siswa

2019 ◽  
Vol 5 (2) ◽  
pp. 104-111
Author(s):  
Dian Puspita Eka Putri
Keyword(s):  
High School Students ◽  
Learning Outcomes ◽  
Multimedia Learning ◽  
Cognitive Learning ◽  
Field Studies ◽  
Research Subjects ◽  
School Students ◽  
Increase Student Achievement ◽  
Post Test ◽  
Test Result

This study aims to review  the effectiveness of using android-based multimedia learning  to improve achievement cognitive learning outcome of students. The research method is the analysis of field studies. The focus in this research is Multimedia which can influence cognitive learning outcomes of students. data obtained in this study from the literature and direct field observations. The research subjects were high school students in Yogyakarta. The result of analysis and discussion of research indicate that there is the influence of multimedia learning to increase student achievement, which is indicated by increasing post-test result  than before  not using multimedia learning. Posttest value is greater than pretest.

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