Media Literacy Facilitation as Service Learning and Public Engagement

This chapter offers insights from a 15-year partnership between a public university and local K-12 schools to explore how the facilitation of media literacy education (MLE) programs by university students can offer rewarding outcomes for both research and learning. The MLE program that serves as the case study for this chapter takes place at local elementary schools each spring in conjunction with an undergraduate communication course and includes interactive media analysis discussions as well as a culminating creative production activity. Reflections and written feedback from participating graduate, undergraduate, and elementary students emphasize the strengths of this pedagogical model for collaboration and learning while also acknowledging the practical constraints of such a partnership. By detailing the institutional-level support, instructional design, and practical implementation of this MLE program, the chapter enumerates the benefits and challenges of engaged research and service learning for advancing media literacy goals.

Learning Computational Thinking Development in Young Children With Bee-Bot Educational Robotics

It is widely known that when used intentionally and appropriately, technology and interactive media are effective tools to support learning and development. In recent years, there has been a push to introduce coding and computational thinking in early childhood education, and robotics is an excellent tool to achieve this. This chapter presents some results obtained in the development of a learning experience in computational thinking using Bee-Bot educational robotics. The experience involved 47 preschoolers of a kindergarten in Crete, Greece during the period 2019-2020. The study reports statistically significant learning gains between the initial and final assessment of children's computational thinking skills. It was found that children in the treatment group who engaged in the robotic curricular intervention performed better on CT tests. This finding shows that an enhanced teaching experience using robots was beneficial for improving young children's computational thinking skills. The implications for designing appropriate curricula using robots for kindergarteners are addressed.

Interactive Multimedia Experiences in Higher Education

This chapter presents experiences in using gaming and interactive media in higher education environments since 2017 culminating in the 2020/21 years when the COVID-19 pandemic forced teachers and students to adopt different work methodologies. Participatory design strategies merged with a tradition of critical and interdisciplinary studies in humanities mediated by online technologies helped shape these strategies enhanced by the cooperation from three different faculties from Lisbon University in Portugal (Universidade de Lisboa, UL), namely FBAUL, IST, and IGOT. The aim of these experiments was to augment the potential for innovation and research taking advantage of gaming research methodologies to involve teachers and students in a common context. This chapter also shows research done in interactive media, augmented and virtual reality, game art, and gender equity. The year 2020 showed how institutional collaboration can open learning spaces to a more focused approach on the interests of young people and to promote a more sustainable and dynamic future.

ENGLISH LEARNING ASSISTANCE USING INTERACTIVE MEDIA FOR CHILDREN IN ORGANIZATIONS IN WAJO DISTRICT

The Lecturer Team of the IAI As'Adiyah Tadris English Study Program provided assistance in studying English utilizing interactive media at the Wajo Regency Orphanage. The goal of this activity is to increase participants' enthusiasm in learning English by making it more appealing to them. It is intended that through utilizing interactive media, participants would be able to increase their ability to accurately use English terminology. Scrabble is the interactive medium utilized to provide this aid. This activity's data gathering comprises the following: (1) performance test questions to determine the number of participants who have mastered the vocabulary; the test is completed separately by each participant and presented at the conclusion of the learning material. (2) field notes, which involve documenting the English learning process and photographing activities both before and during the action. Based on the mentoring activities that have been completed, it can be concluded that the participants' attitudes have shifted from being less active, unenthusiastic, and less involved to being more active, enthusiastic, and willing to collaborate collaboratively during the mentoring activity, resulting in an increase in the participants' English vocabulary mastery skills.

PENGEMBANGAN MEDIA INTERAKTIF CERITA FABEL MENTILIN YANG CERDIK MENGGUNAKAN ARTICULATE STORYLINE 3 UNTUK SISWA KELAS IV SEKOLAH DASAR (Interactive Media Development of Clever Horsfield's Tarsier [Mentilin] Fable Story Using Articulate Storyline 3 for Fourth Grade Students at Elementary School)

Banyak siswa tidak tertarik mempelajari cerita fabel yang hanya berupa teks dan belum menggunakan media pembelajaran. Padahal, fabel merupakan salah satu tradisi lisan yang sarat dengan nilai kebudayaan yang diajarkan di sekolah melalui pembelajaran sastra. Penelitian ini bertujuan untuk mengembangkan media interaktif cerita fabel Mentilin yang Cerdik dengan menggunakan Articulate Storyline 3 untuk siswa kelas IV sekolah dasar yang sahih dan praktis. Metode penelitian yang digunakan adalah research and development (RD) dengan menggunakan model pengembangan ADDIE. Model ini terdiri atas empat tahap, yaitu analisis (analysis), perancangan (design), pengembangan (development), dan implementasi (implementation). Instrumen pengumpulan data berupa angket validasi ahli materi, ahli bahasa, ahli media, serta angket respons guru dan siswa. Hasilnya menunjukkan bahwa media yang dikembangkan dinyatakan sangat sahih dan sangat praktis. Media interaktif sangat sahih diperoleh dari validasi ahli media dengan persentase sebesar 97,5%, ahli materi 92,5%, dan ahli bahasa 92,5%. Sementara itu, media interaktif dinyatakan sangat praktis dengan dibuktikannya hasil angket respons siswa pada uji coba skala kecil dengan persentase sebesar 98,75%, uji coba skala besar dengan persentase sebesar 97%, dan hasil angket respons guru memperoleh persentase sebesar 98,75%. This research is motivated by students who are not interested in studying fable stories which are only in the form of text and had not used learning media. Using Articulate Storyline 3 for fourth-grade elementary school students attempted to create valid and practical interactive media for Mentilin yang Cerdik fable stories. The research approach used was Research and Development (RD), which followed the ADDIE development model with four stages: analysis, design, development, and implementation. Material expert validation questionnaires, linguists, media experts, teacher, and student response questionnaires were all used to collect data. Material expert validation questionnaires, linguists, media experts, teacher, and student response questionnaires were all used to collect data. The result of research and development stated that the media was very valid and very practical. Very valid interactive media was obtained from the validation of media experts with a percentage of 97.5%, material experts 92.5%, and linguists 92.5%. While interactive media is stated to be very practical with the evidence of the results of student response questionnaires in small-scale trials with a a percentage of 98.75%, large-scale trials with a percentage of 97%, and the results of teacher response questionnaires obtaining a percentage of 98.75%.

Perancangan Storyboard Konten Animasi 3 Dimensi Untuk Edukasi Anak Usia Sekolah Dasar Tentang Mitigasi Penyebaran COVID-19

The spread of the COVID-19 virus has been widespread all over the world since its discovery in 2019. However, the spread of this virus can be prevented by means of health protocols conforming to World Health Organization standards. The Indonesian government continues to educate the public, especially school-aged children, to understand how to implement the health protocol. On the basis of the foregoing, it is necessary to carry out research on the creation of an interactive media based on multimedia content that can be used to educate on COVID-19 prevention, specifically for elementary school children. The research begins with problem analysis, storyboard writing, creating 3D animation characters, and merging all content into a complete 3D animation video. The results of this study are 3D animated multimedia content which presents 3D animated scenes on the application of health protocols such as hand washing with soap, wear masks and keep distance.

Design and Build Chatroom Application as Student Consultation Media Based on Android

To support the government’s program in preventing the spread of COVID-19 virus, it is expected to reduce direct communication between fellow students and lecturers. The purpose of this research to create interactive media that can provide consulting service for students with academic advisor (PA) without direct contact. It is expected for this research, students can be more proactive in interacting with their academic advisor in discussing academic and non-academic problems. The method used in this research is using Android Studio and Visual Studio Code as an Integrated Development Environment (IDE) and using a no-relational (NoSQL) realtime database on firebase. The advantage of this research is that the system to be developed does not use physical servers anymore but all databases are stored in the cloud system. The result of this research is chatroom application consisting of 7 modules namely application login with username and password, searching user, chatting user, list consultation, student input consultation, edit data consultation, and account setting.

Synergistic Effect Between Online Broadcast Media and Interactive Media on Purchase Intention

It is becoming increasingly important for marketers to use online broadcast media and interactive media simultaneously. In this paper, three studies were conducted to explain the mechanism inherent in a synergistic effect. We ran Study 1 to test the synergistic effect of online broadcast media and interactive media on purchase behavior. We conducted Study 2 (synergistic vs. non-synergistic groups) to test the differences between the groups. Study 2 was a 2 (interference vs. no interference terms) × 2 (synergistic vs. non-synergistic groups) experiment to test whether the interaction between online broadcast media and interactive media is a necessary condition for the synergistic effect. Finally, Study 3 was conducted to test the difference in the level of information processing between online broadcast media and interactive media as a necessary condition for the synergistic effect. We designed a 2 (questioning vs. not questioning) × 2 (synergistic vs. non-synergistic groups) experiment to examine the difference between the groups. The results show that online broadcast media and interactive media have a synergistic effect on consumer purchase intention and memory. Study 1 shows that participants in the synergistic group had a higher purchase intention than participants in the non-synergistic group. Study 2 revealed a significant cognition interaction effect on product memory between online broadcast media and interactive media. Finally, in Study 3, the difference in the information processing level between broadcast media and interactive media had a significant synergistic effect on product memory.