Chris Pilgrim, Mike Creek · Swinburne Research Bank (Swinburne University of Technology) · 2024
This paper describes a new technique for developing multimedia courseware which reduces development time and enhances the quality of the individual learning experience for the student particularly when learning computer programming. The key to this approach is the use of a new software package called Lotus ScreenCam which can quickly integrate PowerPoint presentations and actual compiler sessions with an audio narrative.
Cited by 2Open access
Beverly Woolf · 1995
Multimedia for Teaching and Learning Audio-visual material can provide useful aids for learning when integrated into computer-based teaching systems. However, a teaching system is only useful if the learner remains active and motivated. It is well-known that page turning or browsing does not ensure effective learning. To learn, students must want to learn and must be involved and active. They must be challenged to reason about the material presented. Flashy graphics and simulations are not enough; the experience must be authentic and relevant to the learner's life [Schank, 1994]. Active learning multimedia environments have been called for by other authors [Stevens, 1989; Schank, 1994]. We continue this theme and assert that multimedia, when coupled with other improvements in educational software design, can support effective and quality instruction. We propose a model for instruction which moves beyond the ‘Tyranny of the Button ’ [Hall, 1994] and includes use of intelligent simulation, dynamic links (on-line generation of links based on a student’s behavior), and multimedia composition and creation. We discuss technological barriers which prevent the widespread development of effective systems along with ways in which these barriers can be broken down. Finally we suggest that truly interactive systems can
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de Jong, Ton · University of Twente Research Information · 1992
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Michael Koch, D. Tavangarian · 1998
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Huang, Albert, Cappel, J., Holmes, M. · Scholarly Commons (University of the Pacific) · 1994
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Aakash Sharma, Naresh Kaushik, Arun Lal Srivastav et al. · ShodhKosh Journal of Visual and Performing Arts · 2025
Multimedia design education is currently changing at a fast pace due to the rapid development of digital technologies, which require a more personalized and flexible learning environment. The old model of teaching does not usually recognize any differences in learning between individuals in terms of speed, manner and understanding. The promising alternative offered by adaptive learning systems (ALS) is the idea that the instructional material will be customized and designed to meet the needs of a particular learner through the use of artificial intelligence, data analytics, and real-time feedback. This paper examines the construction and deployment of an adaptive learning system that is created specifically to serve as an education of multimedia design. The system architecture incorporates the following important technologies: Learning Management Systems (LMS), adaptive learning engines, and AI-driven analytics, which can evaluate the performance of the learners and dynamically modify the content. This study determines concepts of adaptive learning based on the depth of literature review, which identifies the basic building blocks and overall theoretical basis of the concept, and how such building blocks apply to multimedia education. The system architecture suggested is in line with the multimedia design curriculum in that it makes interactive learning, visual learning, and project-based learning easy. One case study on the performance of a system is carried out among a group of undergraduate design students, where the system is tested based on engagement, usability, and learning outcomes. The results have shown that adaptive learning is very important to student motivation, understanding the concepts and abilities to solve problems creatively as compared to the conventional classroom methods.
Cited by 0Open access
Mühlhäuser, Max · TUbilio (Technical University of Darmstadt) · 1991
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V. Rajagopalan · 2002
This paper outlines the major requirements and concepts of multimedia based learning aid systems for power electronic systems and gives the characteristics of two examples of existing systems developed by our research team: CATPELS-Computer-Aided Tutor for Power Electronic Systems and CATELEC-Computer-Aided Tutor for Electrotechnologies. The open architecture of the run-time version of these two systems provides not only the basic information for beginners and all the required tools for specialists but also permits a user (an instructor or a researcher) to expand the capabilities to customise the user's specific requirements. Finally, some aspects on the delivery of these systems as a web-based system on the Internet are discussed.
Cited by 1
Nicholas Mastronarde, Mihaela van der Schaar · IEEE Transactions on Image Processing · 2009
In our previous work, we proposed a systematic cross-layer framework for dynamic multimedia systems, which allows each layer to make autonomous and foresighted decisions that maximize the system's long-term performance, while meeting the application's real-time delay constraints. The proposed solution solved the cross-layer optimization offline, under the assumption that the multimedia system's probabilistic dynamics were known a priori, by modeling the system as a layered Markov decision process. In practice, however, these dynamics are unknown a priori and, therefore, must be learned online. In this paper, we address this problem by allowing the multimedia system layers to learn, through repeated interactions with each other, to autonomously optimize the system's long-term performance at run-time. The two key challenges in this layered learning setting are: (i) each layer's learning performance is directly impacted by not only its own dynamics, but also by the learning processes of the other layers with which it interacts; and (ii) selecting a learning model that appropriately balances time-complexity (i.e., learning speed) with the multimedia system's limited memory and the multimedia application's real-time delay constraints. We propose two reinforcement learning algorithms for optimizing the system under different design constraints: the first algorithm solves the cross-layer optimization in a centralized manner and the second solves it in a decentralized manner. We analyze both algorithms in terms of their required computation, memory, and interlayer communication overheads. After noting that the proposed reinforcement learning algorithms learn too slowly, we introduce a complementary accelerated learning algorithm that exploits partial knowledge about the system's dynamics in order to dramatically improve the system's performance. In our experiments, we demonstrate that decentralized learning can perform equally as well as centralized learning, while enabling the layers to act autonomously. Additionally, we show that existing application-independent reinforcement learning algorithms, and existing myopic learning algorithms deployed in multimedia systems, perform significantly worse than our proposed application-aware and foresighted learning methods.
Cited by 21Open access
Muños Andrade, Estela Lizbeth, Arevalo Mercado, Carlos Argelio, Gomez Reynoso, Juan Manuel · CSUSB ScholarWorks (California State University, San Bernardino) · 2014
Multimedia technology is increasingly being used as a complementary way of delivering instruction. To find out whether the use of a multimedia-interactive system is able to help the students to better learn complex issues such as Data Structures, this article describes an exploratory study comparing the effect of using three different teaching approaches, such as traditional teacher-led instruction, Web pages and a multimedia-interactive system. Descriptive statistics and ANOVA test results show that there are significant differences in students’ performance using multimedia. It is concluded that multimedia can effectively be used to help students learn data structures specifically binary trees.
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Estela Lizbeth Muños Andrade, Carlos Argelio Arévalo Mercado, Juan Manuel Gómez Reynoso · Communications of the IIMA · 2014
Multimedia technology is increasingly being used as a complementary way of delivering instruction. To find out whether the use of a multimedia-interactive system is able to help the students to better learn complex issues such as Data Structures, this article describes an exploratory study comparing the effect of using three different teaching approaches, such as traditional teacher-led instruction, Web pages and a multimedia-interactive system. Descriptive statistics and ANOVA test results show that there are significant differences in students’ performance using multimedia. It is concluded that multimedia can effectively be used to help students learn data structures specifically binary trees.
Cited by 11Open access
Irena Petrijevčanin Vuksanović, Branka Zovko-Cihlar, Damir Boras · 2007
Education and following processes, knowledge market and competition, are for long recognized on global level. Information communication technology fast growth and new generations great computer knowledge enables new teaching methods development. Until fifteen years ago focus was on computer who used primary CD and local networks as information media, and then it spread on Internet usage and numerous possibilities which enables distance learning (e-Learning), and in that context special accent is put today's on mobile learning (m-Learning) perspective and its usage possibilities.
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Andy L. Y. Low, Kevin Lock Teng Low, Voon Chet Koo · The Internet and Higher Education · 2003
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C.S. Lim, Chee Kai Chua, Kah Fai Leong et al. · International Journal of Mechanical Engineering Education · 2004
Dedicated teachers around the world have continually sought to find better instructional strategies for their subjects. This paper presents the development of a multimedia application for teaching rapid prototyping to professionals and tertiary-level students. A CD-ROM was used as the instructional medium. This paper considers learning factors such as the organization and structure of the information, application of animations, visual aids and sound, the human—computer interface, and presentation styles, in relation to the CD-ROM's purpose of enhancing the education process for rapid prototyping technology.
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TAN EILEEN · National University of Singapore · 1997
Master's
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Beverly Park Woolf, Wendy Hall · Computer · 1995
Multimedia technologies inspire active learning by letting students participate in the instructional process. Advancements in these technologies may significantly improve education.< <ETX xmlns:mml="http://www.w3.org/1998/Math/MathML" xmlns:xlink="http://www.w3.org/1999/xlink">></ETX>
Cited by 88
Abdulmotaleb El Saddik, Stefan Fischer, Ralf Steinmetz · IEEE Multimedia · 2001
We discuss reusability aspects of interactive multimedia content in Web based learning systems. In contrast to existing approaches, we extend a component based architecture to build interactive multimedia visualizations by using metadata for reusability issues. The experiment we conducted shows how to reuse the same visualization in different learning contexts.
Cited by 39
Woolf, BP, Hall, W · ePrints Soton (University of Southampton) · 1995
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El-Saddik, Abdulmotaleb, Fischer, S., Steinmetz, Ralf · TUbilio (Technical University of Darmstadt) · 2001
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Andy Lock, Yen Low, Kevin Lock et al. · 2008
The authors outline in this paper the enhancement of a learning technique by the deployment of a novel multimedia learning system (MMLS). An overview of MMLS starting from the content development flow to the implementation stage is discussed in detail. This project is currently being launched at the Multimedia University (MMU) Malaysia. Macromedia Dreamweaver and Macromedia Flash were used to develop the interactive environment within the two campuses in MMU. In addition, a borderless education scenario is proposed by accessing the MMLS web site at
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