Abstract: The paper examined the capability of a prototype of a tangible multimedia system that was augmented with tangible objects in motivating young preschoolers in learning. Preschoolers’ learning behaviour is highly captivated and motivated by external physical stimuli. Hence, conventional multimedia which solely dependent on digital visual and auditory formats for knowledge delivery could potentially place them in inappropriate state of circumstances that are frustrating, boring, or worse, impede overall learning motivations. This paper begins by discussion with the objectives of the research, followed by research questions, hypotheses, ARCS model of motivation adopted in the process of macro-design, and the research instrumentation, Persuasive Multimedia Motivational Scale was deployed for measuring the level of motivation of subjects towards the experimental tangible multimedia. At the close, a succinct description of the findings of a relevant research is provided. In the research, a total of 248 preschoolers recruited from seven Malaysian kindergartens were examined. Analyses revealed that the tangible multimedia system improved preschoolers’ learning motivation significantly more than conventional multimedia. Overall, the findings led to the conclusion that the tangible multimedia system is a motivation conducive multimedia for preschoolers.
Abstract: National University of Laos (NUOL) requested Japan International Cooperation Agency (JICA) volunteers to begin a physics experiments class using multi media. However, there are issues. NUOL had no physics experiment class, no space for physics experiments, experiment materials were not used for many years and were scattered in various places, and there is no projector and laptop computer in the unit. This raised the question: How do authors begin the physics experiments class using multimedia? To solve this problem, the JICA took some steps, took stock of what was available and reviewed the syllabus. The JICA then revised the experiment materials to assess what was available and then developed textbooks for experiments using them; however, the question remained, what about the multimedia component of the course? Next, the JICA reviewed Physics teacher Pavy Souvannavong’s YouTube channel, where he and his students upload video reports of their physics classes at NUOL using their smartphones. While they use multi-media, almost all the videos recorded were of class presentations. To improve the multimedia style, authors edited the videos in the style of another YouTube channel, “Science for Lao,” which is a science education group made up of Japan Overseas Cooperation Volunteers (JOCV) in Laos. They created the channel to enhance science education in Laos, and hold regular monthly meetings in the capital, Vientiane, and at teacher training colleges in the country. They edit the video clips in three parts, which are the materials and procedures part including pictures, practice footage of the experiment part, and then the result and conclusion part. Then students perform experiments and prepare for presentation by following the videos. The revised experiment presentation reports use PowerPoint presentations, material pictures and experiment video clips. As for providing textbooks and submitting reports, the students use the e-Learning system of “Moodle” of the Information Technology Center in Dongdok campus of NUOL. The Korean International Cooperation Agency (KOICA) donated those facilities. The authors have passed the process of the revised materials, developed textbooks, the PowerPoint slides presented by students, downloaded textbooks and uploaded reports, to begin the physics experiments class using multimedia. This is the practice research report for beginning a physics experiments class using multimedia in the physics unit at the Department of Natural Science, Faculty of Education, at the NUOL.
Abstract: Guided by the theory of learning styles, this study is
based on the development of a multimedia learning application for
students with mastery learning style. The learning material was
developed by applying a graduated difficulty learning strategy.
Algebra was chosen as the learning topic for this application. The
effectiveness of this application in helping students learn is measured
by giving a pre- and post-test. The result shows that students who
learn using the learning material that matches their preferred learning
style perform better than the students with a non-personalized
learning material.
Abstract: At this paper, we will present the development of mobile application Social Guidance and Counseling (GC) that called “m-NingBK: Social GC”. The application is used for GC services that run on mobile devices. The application is designed specifically for Junior High School student. The methods are a combination of interactive multimedia approaches and educational psychology. Therefore, the design process is carried out three processes, which are digitizing of material social GC services, visualizing wisely and making interactive. This method is intended to make students not only hear and see but also "do" the virtual. There are five components used in multimedia applications "m-NingBK: Social GC" i.e. text, images / graphics, audio / sound, animation and video. Four menus provided by this application is the potential self, social, Expert System and about. The application is built using the Java programming language. This application was tested using a Smartphone with Android Operating System. Based on the test, people give rating: 16.7% excellent, 61.1% good, 19.4% adequate, and 2.8% poor.
Abstract: Currently, there are many local area industrial networks
that can give guaranteed bandwidth to synchronous traffic, particularly
providing CBR channels (Constant Bit Rate), which allow
improved bandwidth management. Some of such networks operate
over Ethernet, delivering channels with enough capacity, specially
with compressors, to integrate multimedia traffic in industrial monitoring
and image processing applications with many sources. In
these industrial environments where a low latency is an essential
requirement, JPEG is an adequate compressing technique but it
generates VBR traffic (Variable Bit Rate). Transmitting VBR traffic
in CBR channels is inefficient and current solutions to this problem
significantly increase the latency or further degrade the quality. In
this paper an R(q) model is used which allows on-line calculation of
the JPEG quantification factor. We obtained increased quality, a lower
requirement for the CBR channel with reduced number of discarded
frames along with better use of the channel bandwidth.
Abstract: Regarding to the fast growth of computer, internet, and virtual learning in our country (Iran) and need computer-based learning systems and multimedia tools as an essential part of such education, designing and implementing such systems would help teach different field such as science. This paper describes the basic principle of multimedia. At the end, with a description of learning science to the infant students, the method of this system will be explained.
Abstract: In this paper we report a study aimed at determining
the effects of animation on usability and appeal of educational
software user interfaces. Specifically, the study compares 3
interfaces developed for the Mathsigner™ program: a static
interface, an interface with highlighting/sound feedback, and an
interface that incorporates five Disney animation principles. The
main objectives of the comparative study were to: (1) determine
which interface is the most effective for the target users of
Mathsigner™ (e.g., children ages 5-11), and (2) identify any Gender
and Age differences in using the three interfaces. To accomplish
these goals we have designed an experiment consisting of a
cognitive walkthrough and a survey with rating questions. Sixteen
children ages 7-11 participated in the study, ten males and six
females. Results showed no significant interface effect on user task
performance (e.g., task completion time and number of errors);
however, interface differences were seen in rating of appeal, with
the animated interface rated more 'likeable' than the other two.
Task performance and rating of appeal were not affected
significantly by Gender or Age of the subjects.
Abstract: This research investigates the use of digital technology
namely interactive multimedia in effective art education provided by
museum. Several multimedia experience examples created for art
education are study case subjected to assistance audiences- learning
within the context of existing theory in the field of interactive
multimedia.