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This study aims to assess the impact of visual multimedia in improving entrepreneurial competence and economic self-efficacy among widowed women farmers.

The participants received entrepreneurial training through visual multimedia package. The sample size was made up of 540 widowed women farmers. The entrepreneurship competence and economic self-efficacy scales were used as the instruments for data collection. The purpose of the entrepreneurial competence scale was to measure the mental competence of the participants to engage in entrepreneurial ventures. On the other hand, the economic self-efficacy scale measured the ability of the women to solve their financial problems, thus, meeting their financial needs. Both scales were administered face-to-face to the participants before, and after the training and during follow-up assessment after three years.

The result of the study showed that the women farmers reported low entrepreneurship competence and economic self-efficacy before the training. After the training, the women farmers who received the multimedia training reported an improvement, but those who did not receive the training did not show an improvement. A follow-up assessment after three years revealed stability in the improvement among women farmers who received the training. It was also indicated that interactive visual multimedia was found to be more effective than noninteractive visual multimedia.

This study has provided empirical evidence on how best to empower widowed women farmers by improving their entrepreneurial competence and economic self-efficacy. This information could be useful for policy formulation and advocacy in relation to women’s empowerment.

Visual documents (e.g. maps, editorial cartoons, historical photographs, portraits, documentary films, historically-based movies, etc.) are common curriculum resources within social studies classrooms; however, only recently scholars have begun to systematically research ways to more authentically and powerfully center instruction around visual documents. Here, the purpose of this paper is to synthesize relevant lines of inquiry into research-based, wise-practices for selecting and designing visual curriculum materials to help social studies students and teachers think about social phenomenon deeply and in more disciplinary-specific ways.

The authors share recent scholarship that has posited explanations for why visual data tend to afford learners especially powerful opportunities to think critically about the world around them. Throughout the discussion, the authors integrate applicable research-based principles that can guide the selection and design of visual curriculum materials.

Scholars have suggested that visual documents are rarely introduced in educational settings as a means to develop the thinking skills of decoding, interpreting and evaluating pictorial information. The authors argue that these skills are vital civic competencies because the creation and critique of non-written information often mediates modern public issues and social identities.

Informed by strong, consistent research into multimodal learning, visual literacy and the cognitive sciences, the wise-practice scaffolding suggestions the authors provide may help professionals with an interest in social studies education to synthesize theory-based suggestions with practice-based implementations as it concerns visual documents. The authors hope the guidance shared here helps teachers, teacher educators and curriculum designers produce high-quality resources that will engage contemporary students and help them develop civic competence.

First, the authors posit a research-based template, or planning checklist, of wise-practice suggestions to help social studies teachers, teacher educators and curriculum designers select visual documents. The authors then share several digital collection archives that teachers can visit to locate powerful visuals and describe research-based suggestions for designing them for dynamic implementation. Finally, the authors argue for more deliberative space in the social studies curriculum and classroom time for teachers to explore the educative power of centering inquiry-based instruction around visual information.

Multimedia facilitates knowledge acquisition, which has a significant impact on students' learning and is a big potential of information and communication technology. Learning through multimedia has psychological benefits for the learner in addition to being used for recreational learning. To define the cognitive theory of multimedia in successful learning and to develop the study's hypothesis, this study aims to focus on the psychological expedients of the learner and their perception of multimedia learning.

The longitudinal study was conducted to understand the effect of the use of multimedia applications in learning on blended learning and the metamemory satisfaction of learners. The data were collected in three phases and analysed on partial least squares structural equation modelling 4 software.

Learners' use of multimedia applications is positively connected with their perceptions of themselves as critical thinkers and their attitudes towards learning. Blended learning and the satisfaction of metamemory are directly impacted by the learner's attitude. The same is true for how critical thinking self-perception affects blended learning. Additionally, the association between the use of multimedia applications and one's critical thinking self-perception is positively moderated by mindfulness. Similarly, conscientiousness influences the connection between attitude and metamemory satisfaction in a favourable way. Finally, metamemory satisfaction is positively and significantly impacted by blended learning.

Learning through multimedia affects the sensory system and then imitates the real world which helps in a better understanding of the stimuli. The psychological effects and applications (rational utilization of perception, memory and emotions) are highlighted which shows scrutiny of the multimedia content in effective learning.

Multimedia learning helps in gaining attention, increasing retention and improving comprehension resulting in remembering the content and boosting effective learning. To the best of the authors’ knowledge, this paper is the first one to look into how the usage of multimedia effects blended learning and metamemory satisfaction in terms of learners' attitudes and perceptions. It also discusses two phenomena: the multimodality of human perception and the so-called polyphony of reality in the emergence of this new technology.

Assembly sequence planning (ASP) is a crucial job during assembly process design. However, it is still difficult to reuse the existing solution to solve a new ASP problem. In particular, with the rapid development of digital technologies, the reusable assembly information of an existing solution is not concentrated in one multimedia but dispersed in multiple heterogeneous multimedia, e.g. text, three-dimensional graphics, even images and videos. This paper aims to propose a multimedia case (MC)-based reasoning framework to solve ASP by reusing the existing solution whose assembly information is dispersed in multimedia.

The proposed framework is designed with the introduction of the MC. An MC seamlessly integrates the dispersed assembly information of an existing solution. Under the proposed concept and architecture, the assembly information of an existing solution is extracted to build assembly descriptors of multimedia. Therefore, the MC is captured by organizing the assembly descriptors of corresponding multimedia.

By means of the framework proposed, it is possible to reuse the existing solution whose assembly information is dispersed in multimedia to solve ASP. Moreover, the extraction method of assembly information can flexibly parse most of the multimedia. Finally, the MC has the capability to represent the existing solution by collecting dispersed assembly information.

The proposed framework can discover the similar existing solution and avoid the potential failures confronted in the past so that the feasibility of ASP result can be improved as much as possible.

Along with the ever growingWeb is the proliferation of objectionable content, such as sex, violence, racism, etc. We need efficient tools for classifying and filtering undesirable web content. In this paper, we investigate this problem through WebGuard, our automatic machine learning based pornographic website classification and filtering system. Facing the Internet more and more visual and multimedia as exemplified by pornographic websites, we focus here our attention on the use of skin color related visual content based analysis along with textual and structural content based analysis for improving pornographic website filtering. While the most commercial filtering products on the marketplace are mainly based on textual content‐based analysis such as indicative keywords detection or manually collected black list checking, the originality of our work resides on the addition of structural and visual content‐based analysis to the classical textual content‐based analysis along with several major‐data mining techniques for learning and classifying. Experimented on a testbed of 400 websites including 200 adult sites and 200 non pornographic ones, WebGuard, our Web filtering engine scored a 96.1% classification accuracy rate when only textual and structural content based analysis are used, and 97.4% classification accuracy rate when skin color related visual content based analysis is driven in addition. Further experiments on a black list of 12 311 adult websites manually collected and classified by the French Ministry of Education showed that WebGuard scored 87.82% classification accuracy rate when using only textual and structural content‐based analysis, and 95.62% classification accuracy rate when the visual content‐based analysis is driven in addition. The basic framework of WebGuard can apply to other categorization problems of websites which combine, as most of them do today, textual and visual content.

The purpose of this paper is to consider the structure of entertainment media as a possible foundation for measuring aspects of visual presentations that could enhance or interfere with audience engagement.

Factors that might account for the large number of negative comments about visual presentations are identified and a method of calculating entropy measurements for form attributes of presentations is introduced.

Entropy calculations provide a numerical measure of structural elements that account for engagement or distraction. A set of peer evaluations of educational presentations is used to calibrate a distraction factor algorithm.

Distraction as a consequence of document structure might enable engineering of a balance between document structure and content in document formats not yet explored by mechanical entropy calculations.

Mathematical calculations of structural elements (form attributes) support what multimedia presentation viewers have been observing for years (documented in numerous journals and newspapers from education to business to military fields): engineering PowerPoint presentations necessarily involves attention to engagement vs distraction in the audience.

Exploring aspects of document structures has been demonstrated to calibrate viewer perceptions to calculated measurements in moving image documents, and now in images and multimedia presentation documents extending Claude Shannon's early work communication channels and James Watt and Robert Krull's work on television programming.

Academic libraries have long housed multimedia centers filled with digital media production equipment and software. All too frequently faculty members and students alike have assumed that this technology is the key to effective digital media. It is assumed that because our “digital native” students are constantly immersed in media, they can create effective media instinctively. But, being a prolific consumer of media does not necessarily intuit the capacity to be an effective producer of media, and informed communication skills are of greater importance than a student’s software knowledge. This paper aims to describe partnering with faculty on media assignment design, providing a media instruction and consultation program, and providing spaces and technologies specifically designed to support multimedia literacy.

This paper outlines programmatic and pedagogical strategies demonstrated to improve students’ acquisition of multimedia literacy skills. These strategies are based on the authors’ years of experience teaching and supporting multimedia literacy in the university curriculum and beyond. It concludes with a case study detailing a new program that leverages a library’s services in support of student creativity.

The paper outlines an eight-step workflow for media projects that is core to our multimedia literacy instruction program.

With digital literacy garnering renewed attention in higher education, academic libraries are ramping up their services in support of these goals. This paper focuses on strategies for deepening students’ media production competencies, rather than just teaching them software skills.

This study aims to investigate the potential impact and passenger perceptions of integrating multimedia books within airline services, aiming to elucidate the evolving landscape of in-flight entertainment and reading experiences.

A quantitative research methodology was used, using a structured questionnaire distributed to presenters at the International Federation of Library Associations.

Analysis revealed varying passenger interest in multimedia books, with approximately 57.7% displaying engagement, while 40.4% demonstrated limited interest or none. However, a notable majority (60.6%) preferred multimedia books over traditional print books during flights. Furthermore, 90.4% perceived a positive impact of multimedia books on flight reading experiences, leading to increased satisfaction (81.7%) and a high likelihood of recommending airlines offering such content (91.3%).

The study's limitations include a specific focus on International Federation of Library Associations and Institutions (IFLA) World Library and Information Congress (WLIC) presenters, potentially limiting broader generalisations. Further research might explore the preferences of a wider demographic range and incorporate qualitative aspects to deepen understanding. Airlines could leverage multimedia books to enhance passenger satisfaction, attract diverse audiences and foster cultural inclusivity within in-flight entertainment.

This study contributes insights into the evolving landscape of in-flight entertainment, emphasising the significant potential and positive impact of integrating multimedia books within airline services. It underscores the importance of catering to diverse passenger preferences and enhancing overall satisfaction during air travel.

Software training is a new trend in software applications. A key problem with software training is that video tutorials are developed without considering the target audience. Although video tutorials are popular, little attention is given to their design features. This study aims to investigate how two multimedia research principles, visual cueing (VC) and practice type, influence task performance, mental effort and motivation.

Three video tutorials on non-linear editing were viewed by 118 Computer Science undergraduate students with high information communication technology experience. To analyse the relationships between the research variables, a 2 (non-VC versus VC) × 2 (post-video viewing practice versus stepwise viewing-based practice (SVBP) mixed factorial design was used.

The results indicated that neither VC nor SVBP influenced task performance; however, both practice type conditions led to higher levels of motivation.

The incorporation of VC and practice type in complex software training is less likely to be beneficial for domain experts. Future studies should record eye tracking data to capture learners’ behaviours whilst learning a software application. Moreover, practice targeted with immediate feedback should be incorporated as it enhances scaffolding.

Neither practice type was considered effective by experts. A practice strategy with user-controlled pausing (i.e. markers) could enhance retention by allowing users to practice tasks after locating the most relevant parts of the video tutorial.

This study contributes to the literature by investigating two guidelines: VC and practice type in the context of complex software training targeting domain experts.