Search results

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.

As one of a number of new learning technologies, multimedia is increasingly being used in traditional training and development events and also in open and flexible learning modules. With a move towards more flexible working practices, it is necessary to provide a more flexible approach to learning, training and development, particularly with regard to timing, location and the needs of the learner. Multimedia provides that flexibility. Gives educators, and training and development specialists some understanding of what multimedia is by providing a number of definitions and considering the benefits of using multimedia materials. Outlines developing and producing multimedia materials, together with some of the complex legal issues involved in production.

The purpose of this paper is to determine academic librarians’ awareness and application of multimedia content for information literacy (IL) instruction at the North-West University in South Africa.

This study used both the survey and focus group interviews to gather data from the university's faculty librarians.

The results of this study show that despite the majority of librarians being aware of the existence and benefits of multimedia tools that can complement their traditional instructional practices, very few actually apply the tools for IL instructional practices. Among the multimedia tools that the librarians often use for the IL instruction, LibGuides were the most favourable because of their ease of use. The main reasons for not using the multimedia tools cited by librarians include the lack of infrastructure and insufficient skills.

This study recommends the reskilling of librarians by training them in the use of multimedia tools for IL instruction.

The paper sheds light on the current strategies being implemented by faculty librarians in providing IL using multimedia tools. It also outlines the importance of multimedia tools in enhancing eLearning endeavours. Multimedia skills for librarians can also be essential during times of crisis such as the recent COVID-19 outbreak.

This study is a welcome contribution to the role of ICTs in enhancing library activities during the 4IR. The voice of the librarians in this area has also been minimally represented. This study, therefore, seeks to address these gaps in published scholarly literature.

“Interactive multimedia” was Last Year's Big Thing—so say the financial wizards, and they may be right. That particular flavor of convergence theory made no more sense than any of the others, and this year's hype is for The Almighty Web. Meanwhile, as with the World Wide Web, multimedia does have growing uses for many library and personal computer uses—and the author, ever at the rear of the pack, has dealt with some low‐level multimedia problems and promises. You won't learn a thing about production here, but there are some useful notes on what seems to work and where it might be going. Finally, the usual notes cover the PC and Macintosh literature received during April through June 1995.

With the infusion of the multimedia technology into the education arena, traditional educational materials can be translated into interactive electronic form through the use of multimedia authoring tools. This has allowed teachers to design and incorporate multimedia elements into the content to convey the message in a multi‐sensory learning environment. The focus in education is thus moving towards using multimedia as the instructional media and a platform in teaching and learning. This paper focuses on using the multimedia design process to enable educators to re‐design their educational curricula into an interactive and media‐rich learning environment. This multimedia educational design process will reinforce and strengthen the traditional instructional communication process and foster a number of innovative methods to communicate knowledge to the learners. In this context, there is a need to adjust the educator's approach to teaching, preparing content and delivering learning materials.

Web services refer to a specific set of technologies used to implement a Service Oriented Architecture. Thanks to maturing Web‐services standards, and to new mobile devices and application solutions, progress is being made in presenting similar Web‐services offerings in both mobile and fixed networks. To bring that architecture and the solutions it will support to the world of mobility is indeed a significant issue in m‐business applications, because mobile Web services present various advantages: Reduction of the overall cost of development (by reusing existing system components), faster time to market introduction of products (provided by applications’ rapid development and deployment) and remarkable possibilities to emerge new applications with increased functionalities. In addition, the new and forthcoming mobile networks, with native IP connection and high speed transmission capability, allow the development of a variety of modern multimedia services. Multimedia Messaging Services (capable to mix the media types in order to enable more intuitive messaging operation), and Instant Messaging and Presence Services (dedicated for presence, instant messaging, and distribution and sharing of multimedia content in groups of users), provide suitable underlying capabilities to support location‐based and context‐sensitive multimedia services. In this paper we will present the current approaches regarding architectural, functional and security features that allow enterprises to enjoy the benefits of traditional Web services in the mobile multimedia domain.

This paper aims to present guidelines for using streaming multimedia tutorials in academic library instruction.

Research in cognitive psychology, education and librarianship is synthesized and its application to the design of library screencast or multimedia tutorials is discussed.

Guidelines are presented on determining when multimedia is needed, how to make sure multimedia tutorials are clear and understandable, how to include interactivity effectively, how to promote critical thinking, and how to design interfaces and tutorial structure based on levels of student knowledge.

Screencasts are a relatively new form of library instruction. Guidelines in this paper are summarized in a checklist that can be used when designing screencasts or multimedia tutorials.

Considers the establishment of an interactive multimedia facility at the Writing Liaison Office, Liverpool, UK. Investigates the potential for interactive multimedia, as well as local developments. Information was gathered through interviews with local organizations, a literature search and a user survey in the form of a questionnaire. Concludes that interactive multimedia will greatly affect the provision of information, and that establishing a facility at the Writing Liaison Office will allow Merseyside to continue to be a leading figure in the field of multimedia. Recommends that an interactive multimedia facility be established at the Writing Liaison Office, with adequate equipment and technical support.

If initial attempts to incorporate reusable multimedia into university teaching were characterised by the efforts of enthusiasts, the growth of the “Learning Object” economy in recent years requires a more strategic and systems‐based approach. While all reusable learning materials have a value, both financial and educational, multimedia in particular is expensive to produce. Systematic production (based on ISO 14915 standards (2002a, 2002b, 2003) and evaluation of fitness for purpose, are paramount. Human‐centred design (HCD) methodologies, based on the ISO 13407 standard (1999), are now well‐established for ensuring that investments in technology result in benefits, and in particular lay heavy emphasis on the frequent use of evaluation. This paper reviews literature in educational multimedia production, interaction design, HCD, and pedagogy, and summarises ongoing attempts to standardise a definition of reusable learning objects (RLOs), with multimedia learning objects (MLOs) as a specific example. We conclude that evaluation must be central to the production and deployment of MLOs. We report on experiences applying an existing framework for effective production of multimedia learning resources, and propose revisions to this framework to add effective evaluation mechanisms.

The chapters in this book focus on using different types of multimodal, multimedia, and transmedia technologies to create technology-rich learning environments that have the potential to enable higher levels of academic motivation, participation, and engagement. Developments in relatively low cost and abundant digital technologies, coupled with the improvements in contemporary learning theories and pedagogical practices, are quickly enhancing and transforming the way we teach and learn in the 21st century and changing our understanding of what it means to teach and learn in a highly web-based multimedia world. At the individual, group, and institutional levels, these technologies are being used in a variety of ways for a variety of purposes. In teaching and learning, they offer promising and innovative ways to create more interesting and enjoyable academic environments and offer more meaningful and authentic ways to better engage the senses of learners. Mayer (1997) states that multimedia-based teaching and learning offers many benefits to educators (e.g., a variety of instructional options, more effective learning, and more efficient use of instructor time especially for very large classes). This is based on the core multimedia principle posited by Mayer (2005): people tend to learn more deeply with both words and images than from words alone.