Designing for Learning in Narrative Multimedia Environments

Interactive Multimedia in Education and Training ◽

10.4018/978-1-59140-393-7.ch006 ◽

2005 ◽

pp. 101-112 ◽

Cited By ~ 1

Author(s):

Lisa Gjedde

Keyword(s):

Experiential Learning ◽

Learning Environments ◽

Situated Learning ◽

Learning Process ◽

Interactive Multimedia ◽

Multimedia Learning ◽

Interactive Learning ◽

Information Design ◽

Learning Programs ◽

Multimedia Environments

Narrative is fundamental for learning and the construction of meaning. In the design of interactive learning programs, the need for narrative is often neglected, and the emphasis is on information design rather than the design of experiential learning environments. This chapter presents research related to the development of two prototypes of narrative interactive multimedia learning environments, from an experiential and situated learning perspective and proposes a model for a narrative learning process, related to a situated and experiential learning perspective.

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Almost Like Us – Getting Familiar with another Historical Period in a Pre-school Group

International Journal of Learning and Teaching ◽

10.18844/ijlt.v8i3.707 ◽

2016 ◽

Vol 8 (3) ◽

pp. 204 ◽

Cited By ~ 1

Author(s):

Juli-Anna Aerila ◽

Marja-leena Rönkkö ◽

Satu Grönman

Keyword(s):

Experiential Learning ◽

Cultural History ◽

Learning Environments ◽

Situated Learning ◽

Learning Process ◽

Picture Book ◽

Qualitative Content Analysis ◽

School Age Children ◽

Historical Period ◽

Child Centered

This study reports on pre-school age children becoming familiar with their hometown’s cultural history through children’s literature, personal stories, and craft products. The aim of this study is to discuss the educational value of arts-based activities and authentic learning environments from the perspective of visualizing children’s experiences. In the learning process, children create stories and craft products based on a picture book of a home museum in their town and the experience of visiting the museum. The research is in line with the curriculum of Finnish pre-schools (valid from 2016), according to which children should be offered opportunities to empathize with their immediate environment using a variety of arts-based methods as support. The theoretical framework of this study is based on Kolb’s model of experiential learning, different approaches of arts-based learning and the theory of situated learning by Lave and Wenger. The data consist of children’s oral follow-up stories and craft products. The data were analyzed using qualitative content analysis, which is a valid replicable method for making specific inferences from text to other states or properties of a source. It appears that different learning environments and arts-based, experiential activities contribute to learning in a child-centered way and may vizualize children’s thoughts and experiences, for the teacher, for the children themselves, and for other learners. The different stages of the experiential learning process proved to be beneficial to each other: The materials the children produced during the experiment could be used to activate educational discussions in pre-schools and make them more child-centered. In addition, the literature element and the authentic experience gave the children ideas for their own products..

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Evaluation of Situations Causing Split of Attention in Multimedia Learning Environments via Eye-Tracking Method

Advances in Multimedia and Interactive Technologies - Design Strategies and Innovations in Multimedia Presentations ◽

10.4018/978-1-4666-8696-0.ch010 ◽

2015 ◽

pp. 337-367 ◽

Cited By ~ 1

Author(s):

Duygu Mutlu-Bayraktar ◽

Servet Bayram

Keyword(s):

Eye Tracking ◽

Learning Environments ◽

Visual Information ◽

Multimedia Learning ◽

Heat Maps ◽

Tracking Method ◽

Attention Effect ◽

Area Of Interest ◽

Video Images ◽

Multimedia Environments

In this chapter, situations that can cause split of attention in multimedia environments were determined via eye tracking method. Fixation numbers, heat maps and area of interest of learners were analyzed. As a result of these analyses, design suggestions were determined for multimedia environments to provide focusing attention to content without split attention effect. Visual and auditory resources should be provided simultaneously. Visual information should be supported with auditory expression instead of texts. Images such as videos, pictures and texts should not be presented on the same screen. Texts provided with pictures should be presented via integration to each other instead of separate presentation of text and picture. Texts provided with videos should be presented via integration to each other instead of separate presentation of text and video. Images should be given via marking important points on images to increase attention.

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From Broadcasting to Transforming

Handbook of Research on Didactic Strategies and Technologies for Education ◽

10.4018/978-1-4666-2122-0.ch025 ◽

2013 ◽

pp. 298-306

Author(s):

Maria Antonietta Impedovo ◽

Rosa Iaquinta

Keyword(s):

Experiential Learning ◽

Learning Environments ◽

Situated Learning ◽

Traditional Teaching ◽

Constructivist Approach ◽

Approach To Learning ◽

Construction Of Knowledge ◽

School Year ◽

Changing Role

This chapter discusses the construction of knowledge as an innovative approach to traditional teaching. This topic is treated via the presentation of a project about lawfulness that was realized in the Calabria region during the 2010/2011 school year. The study aims to identify within the project central elements that enable students to progress from the mere acquisition of information to a transformation of knowledge, where through applying the teaching, in a constructivist approach to learning, they are able to articulate it in their own language and not that of the teacher as in broadcasted learning environments typical of past generations. The main project-related aspects are investigated, and the role of situated learning and experiential learning is discussed. The changing role of the teacher and the increasing need to understand artifacts, such as tools and signs, are explored.

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PENGEMBANGAN MEDIA PEMBELAJARAN TENSES BAHASA INGGRIS BERBASIS MULTIMEDIA INTERAKTIF PADA SISWA SEKOLAH DASAR

JURNAL TEKNOLOGI INFORMASI & KOMUNIKASI DALAM PENDIDIKAN ◽

10.24114/jtikp.v3i2.5015 ◽

2016 ◽

Vol 3 (2) ◽

Author(s):

Nana Ronawan Rambe ◽

Abdul Hasan Saragih

Keyword(s):

Research And Development ◽

Data Processing ◽

Learning Outcomes ◽

Research Method ◽

Interactive Multimedia ◽

Multimedia Learning ◽

Interactive Learning ◽

Study Group ◽

Significant Difference ◽

Media Learning

Abstrak: Penelitian dan pengembangan ini bertujuan untuk: (1) Menghasilkan media pembelajaran interaktif yang layak digunakan, mudah dipelajari dan dapat dipakai untuk pembelajaran individual, (2) Untuk mengetahui keefektifan media pembelajaran interaktif yang dikembangkan pada mata pelajaran Bahasa Inggris. Metode penelitian adalah Research and Development dengan menggunakan model Dick and Carey. Hasil pengujian hipotesis membuktikan bahwa terdapat perbedaan yang signifikan antara hasil belajar siswa yang dibelajarkan dengan menggunakan multimedia interaktif dengan hasil belajar siswa yang dibelajarkan dengan tanpa menggunakan multimedia interaktif. Hal ini ditunjukkan dengan hasil pengolahan data dimana diperoleh t hitung sebesar 9.0229, sedangkan t tabel = 1.98, pada α=0.05 dengan dk 98 . Hasil perhitungan dimana thitung > t tabel, t hitung yaitu 9.0229>1.98. Disimpulkan bahwa hasil belajar kelompok siswa yang dibelajarkan dengan menggunakan pembelajaran multimedia interaktif adalah sebesar 95.63% dan lebih tinggi dari kelompok siswa yang dibelajarkan dengan tanpa menggunakan pembelajaran multimedia interaktif, yaitu sebesar 90.00%. Kata Kunci: media pembelajaran tenses bahasa inggris berbasis multimedia interaktif Abstract: The research and development is aimed at: (1) Produce interactive learning media that is fit for use, easy to learn and can be used for individual learning, (2) To determine the effectiveness of interactive learning media developed in subjects in English. The research method is the Research and Development using a model of Dick and Carey. Hypothesis testing results prove that there is a significant difference between the learning outcomes of students that learned using interactive multimedia learning outcomes of students that learned without using interactive multimedia. This is indicated by the data processing which gained t count equal to 9.0229, while the tables t = 1.98, at α = 0:05 to 98 hp. The results of calculations where thitung> t table, ie 9.0229 t> 1.98. It was concluded that the results of the study group of students that learned using interactive multimedia learning amounted to 95.63% and higher than the group of students that learned without using interactive multimedia learning, which amounted to 90.00%. Keywords: media learning English tenses based interactive multimedia

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Sosialisasi Aplikasi Pembelajaran Interaktif Berbasis Multimedia

Madani : Indonesian Journal of Civil Society ◽

10.35970/madani.v3i2.547 ◽

2021 ◽

Vol 3 (2) ◽

pp. 08-13

Author(s):

Raden Wirawan ◽

Muhammad Awal Nur

Keyword(s):

Elementary School ◽

Community Service ◽

Learning Process ◽

Interactive Multimedia ◽

Interactive Learning ◽

Classroom Teachers ◽

Learning Interest ◽

And Training

The socialization of multimedia-based interactive learning applications is a community service for STMIK Bina Adinata lecturers at Inpres Elementary School Number 207 Linrungloe which aims to increase knowledge and understanding of educators, especially classroom teachers about multimedia-based learning applications. This activity is in the form of counseling about an interactive multimedia-based learning application using a computer. The method used in this service is socialization and training, starting with an explanation of the material about applications, interactive learning, and multimedia, after which an introduction to the use of applications to educators and finally explaining the use of applications to students. The results of this socialization increase the understanding and ability of educators in the application of multimedia-based learning and increase the learning interest of SDI 207 Linrungloe students in the learning process in the classroom using multimedia-based learning applications.

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Design of Feedback in Interactive Multimedia Language Learning Environments

Linguistik Online ◽

10.13092/lo.54.281 ◽

2012 ◽

Vol 54 (4) ◽

Cited By ~ 1

Author(s):

Vehbi Türel

Keyword(s):

Language Learning ◽

Learning Environments ◽

Learning Style ◽

Language Learners ◽

Teaching And Learning ◽

Interactive Multimedia ◽

Learning Theories ◽

Learning Style Preferences ◽

Multimedia Environments ◽

Style Preferences

In interactive multimedia environments, different digital elements (i. e. video, audio, visuals, text, animations, graphics and glossary) can be combined and delivered on the same digital computer screen (TDM 1997: 151, CCED 1987, Brett 1998: 81, Stenton 1998: 11, Mangiafico 1996: 46). This also enables effectively provision and presentation of feedback in pedagogically more efficient ways, which meets not only the requirement of different teaching and learning theories, but also the needs of language learners who vary in their learning-style preferences (Robinson 1991: 156, Peter 1994: 157f.). This study aims to bring out the pedagogical and design principles that might help us to more effectively design and customise feedback in interactive multimedia language learning environments. While so doing, some examples of thought out and customized computerised feedback from an interactive multimedia language learning environment, which were designed and created by the author of this study and were also used for language learning purposes, will be shown.

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Managing Cognitive Load in Interactive Multimedia

Managing Cognitive Load in Adaptive Multimedia Learning ◽

10.4018/978-1-60566-048-6.ch007 ◽

2009 ◽

pp. 149-170

Author(s):

Slava Kalyuga

Keyword(s):

Learning Environments ◽

Interactive Multimedia ◽

Multimedia Learning ◽

Cognitive Engagement ◽

Research Literature ◽

Critical Feature ◽

Advanced Learners ◽

Learner Participation ◽

Subject Material ◽

Active Learner

Most sophisticated multimedia learning environments include various interactivity features. Interactive multimedia learning environments respond dynamically to learner specific actions. Such environments support active, learner-engaged forms of learning that are expected to promote deep cognitive processes and result in active construction and acquisition of new knowledge. Spector, Christensen, Sioutine, and McCormack (2001) noted that interactivity is the most critical feature of technology-enhanced learning environments. They summarized the relevant conclusions addressed in the research literature in this area as follows: 1. “Doing goes hand-in-hand with learning: learners learn what they do. 2. As learning environments provide more and more opportunities for active learner participation, they tend to promote learning; too many opportunities for interaction, however, can lead to confusion and disorientation. 3. Cognitive engagement with the subject material is vital for learning. 4. Opportunities for reflection generally improve learning. 5. Informative feedback is a necessary part of meaningful cognitive engagement; advanced learners may be able to generate their own feedback (a metacognitive skill)” (p. 522).

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