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Top clipped slide. Download Now Download Download to read offline. Mutlimedia authoring tools Mar. To teach an introductory course to control theory and programming in MATLAB, a video based multimedia guide was created by Karel and Tomas for distance learning students using Camtasia Studio 7 program.
The software can record screen, edit video and create DVD menu. The impact of the multimedia aid tool was evaluated to be positive on the students based on the feedback. Zhang created an online teaching and learning resource platform with interactive and integrated features. The platform was created with Macromedia Flash version 8. In an attempt to test student's professional cognition and operational skill cognition as well as learning satisfaction during learning phase, an experimentation technique that utilizes a non-equivalent pre-test and post-test control group was adopted.
The evaluation revealed no significant difference between the groups in terms of professional cognition and operation skill cognition. However, it was noted that a significant difference exists in learning satisfaction, which shows a greater satisfaction in the coursework with multimedia Flash compare to that of the traditional learning method.
A web-based multimedia software is another popular educational tool designed to enhance teaching and learning. The major constraints of web-based learning are in its ability to provide personalised learning materials.
Hwang et al. They then investigated the effect of the tool on learning using college students as a case study after four months of using the tool. The study concluded that there is value in understanding the use of collaborative learning through shared annotation.
The paper also carried out a GEFT test on the students and concluded that there was no significant divergence between field — dependent and cognitive style students on the quantity of annotation. The paper also concluded that in the final examination, the tool provided a high motivation for students to study for their final exams. The application allows chemical engineering students of the University of Manchester to draw liquid — liquid two — phase equilibrium curves and calculate mixture of phase separation among others.
The application was put into use for testing purpose during which student usage figure as well as their opinions was sampled for both full — time taught and distance learning courses. In order to further analyse the web application developed, an iTeach questionnaire for the assessment of the efficiency of individual pedagogical approach was administered to students. The study revealed that students find the application useful as it has increased their level of understanding the course.
In order to teach students how to compose and continue delivering text based information in various media forms for current and emerging technologies, Blevins made students to search and analyse various multimedia technologies used in new media and capable of reflecting on their current and future works by adopting a scaffold project — based activities. The students were taught Augmented Reality AR software in a specific way with an assumption that such method will change next time students embark on AR project.
After student's evaluation, the assumption was achieved even more than expected. Ertugrul provided an overview of some lab view application software for teaching. The focus of the software was to seek for software use friendliness and compatibility faced by users.
The paper provided recommendations for selection criterion. Even though the software applications have been found very useful and could compliment for conventional practical teaching particularly where there is shortage of laboratory facilities, the application is not suitable for engineering kind courses that requires hands on and intensive practical. Davies and Cormican identified the fundamental principles needed when designing a multimedia training tool or material for effective teaching and learning.
The principles considered both students and an instructor's perspectives. Experiments were conducted in Ireland using a computer aided design CAD training environment. During data collection, mixed methods i. However, the costs, perceived lack of skill and insufficient support could be hindering factors. The Greenfoot as a Teaching Tool in Object Oriented Programming is a tool that creates scenarios in order to ease visualization of 2D objects interaction in teaching object-oriented programming.
The Greenfoot-based scenario shows a great improvement in visualization and object element interaction and an impressive engagement of students during learning process. The application also provides clear illustration of object-oriented concepts to students and enabled them develop a game-like application from the scenario provided. The analysis stage recognizes visualization technique as a key factor for enhancing students' understanding of programming concepts.
The design stage of VAE took about a week to create a storyboard, while MS PowerPoint with i-Spring and Video Scribe formed the principal software for developing the application using storyboard as a guide. The VAE was instrumental in teaching students some hard programming concepts like Array. The results of the simple test with 60 students showed simulation technique of VAE to be effective in helping students to learn the concepts.
To determine the effectiveness of VAE prototype, learnability, efficiency, memorability, accuracy and satisfaction of students were examined. While the e-TajweedYaasin software was also developed using the ADDIE model Analysis, Design, Develop, Implement and Evaluate as an e-learning application, the tool was intended to aid students mastering tajweed and avoid common mistakes that were usually made by previous students who had undergone the course.
During the analysis stage, visualization and interactive technique were recognised to be helpful in ensuring that students understand tajweed properly and are able to study with ease.
The design stage involved the designing of the application layout with the focus on its easy accessibility to users. In addition, its user interface imitates the traditional teaching method called syafawiah. The combination of audio, video and animation was more effective in comparison to text only in the promotion of learning. A sample of 51 students were selected to use the system and later, they were evaluated based on their ability to read the surah of Yaasin.
A great improvement was observed as the number of mistakes had reduced to all the rules as students were enabled to better recognise and practice the tajweed for the surah of Yaasin Kapi et al. Kapi et al. The comparison looked into the design models used in meeting the desired instructional needs.
Findings from the paper showed much more improved students' performance, learning and better understanding of subjects taught. They established that effective application of multimedia technology in university physics teaching can change the form of information, integrating graph, text, sound and image on PC, improving the expressive force of the teaching content so that the students can actively participate in multi-media activities via multi senses. High-quality university physics multimedia courseware is the best means to provide a variety of audio-visual images, which can show a lot of physical processes and phenomena vividly that is difficult by common means.
Two researchers developed a culturally responsive Visual Art Education module at the secondary level so as to assist the teachers to integrate and to implement a multicultural education in the teaching and learning practices at schools with the aim of enhancing students' knowledge and awareness regarding the elements of art and culture inherited by each race that makes up the multiracial society in Malaysia. Microsoft power point authoring tool was the technology with visual art materials including images and texts in a multimedia interactive teaching material for teaching 60 secondary school students, which resulted in accelerated teaching and learning processes with the IT skills of the teachers greatly improved Maaruf and Siraj, Two control groups, pre-test and post-test, were selected for the implementation of a developed multimedia tool for 20 weeks.
The tool, multimedia aided teaching MAT with text, audio, video and animation, was applied on 60 science students with age less than 15 years. The valid and reliable questionnaires were used as data collection tools. The independent sample t-test was used to analyze the data. The results indicated that MAT is more effective than the traditional one. Students' attitude towards science improved with the use of MAT when compared to the traditional method of teaching Shah and Khan, The effect of multimedia tools on the performance of 67 grade 4 students of social studies in Kayseri, Turkey was presented.
Teaching tool with Computer representation with text, audio, video and animation as its components applied on a control group and an experimental group.
The study concluded that academic performance of students in social studies was greatly improved when multimedia technique was applied as compared to traditional classroom Ilhan and Oruc, Two samples of 60 senior secondary school II students in two different schools in Lagos State, Nigeria, were selected for the pre-test, post-test control group quasi experimental design in the research by Akinoso.
Mathematics Achievement Test MAT with twenty-five questions from four topics namely: logarithm, percentage error, range, variance and standard deviation and circle theorems was the tool used. It was concluded that the students in the experimental group where multimedia tool was used performed better than those in the control group. It was equally inferred from the work that students' interest, motivation and participation increased according to the researcher and experimental group's teacher observations Akinoso, Specifically, in the field of engineering, laboratory software applications can be used to provide an interface to providing practical alternatives to students depending on their requirement.
Ertugrul provided a review of LabView software applications. The paper provided some knowledge about laboratory software tools used in the field of engineering and concluded that computer-based technology has advanced up to the stage where it can aid Engineering education at a significantly low price. The paper also highlighted some challenges faced by institutions in selecting and in the use of these software such as the need to upgrade software as the curriculum changes while also providing some future trends.
Zulkifli et al. Similarly, Teng et al. The paper showed the tool allows for developmental speed to be accelerated as it is a connection between different workbench instruments.
The structured information extracted from the relevant reviewed articles are presented in the next sections. The systematic review enabled us to extract information from the reviewed articles on the type of multimedia tool the article described, what type of technology the tool deployed, what were the multimedia components utilized, and whether the tool applied to a teaching or learning scenario or both.
Furthermore, results from articles reviewed for their evaluation studies are also presented including barriers to multimedia use. The results are presented in Table 3.
Various multimedia tools were identified in the research papers reviewed. Perhaps, owing to the advancement in multimedia technology, several applications have been developed and deployed to enhance teaching skills and learning environment in many fields of study.
The tools fell into two categories: standalone or web-based. Technologies identified varied widely. Multimedia tools used included advanced technologies such as computer representation Akinoso, ; Aloraini, ; Ilhan and Oruc, ; Milovanovic et al. High-level web design and programming software were also utilized. Camtasia Studio 7 software was used in the development of a video based multimedia guide for teaching and learning Karel and Tomas, A commonly used web design and animation software, Macromedia Flash, was also identified Zhang, Object-oriented programming software was reported by Kapi et al.
Some low end technologies such as word-processing Eady and Lockyer, and presentation software Kapi et al. As shown in Table 3 , several multimedia components were identified. These included text, audio, video, image, animation, annotation and 3D, with several of the multimedia tools combining two or more components. However, the incorporation of 3D was reported only by Huang et al. Animation was also embedded as part of the multimedia tool developed for visualisation Kapi et al.
Figure 2 shows the trend in educational technology based on year of publication of the reviewed articles. The figure reveals that while incorporation of audio and video became common as from , 3-D makes its first appearance in This suggests that as new ICTs emerge educators are likely to try them in the quest for the best learning experience possible. In this section, information on the location where the multimedia tool was tested and the target age of the study group are presented as summarised in Table 4.
The table also includes comments about the articles that could not be captured under any of the tabulation headings. Various age groups were targeted by the multimedia tool tests. Another group targeted were secondary school students Akinoso, ; Maaruf and Siraj, including vocational school students Wu and Chen, Shah and Khan reported testing their multimedia tool on children below the age of 15 years. The articles involving evaluation were examined to identify the methodologies used for the evaluation, the target groups and sample of the evaluation and the evaluation outcome.
The limitations of the evaluation were also identified and whether or not the study outcome could be generalized. Thirteen articles were found and the results are presented in Table 5. Evaluation of multimedia technology used for teaching and learning is important in establishing the efficacy of the tool. For determination of the impact of a developed tool, an experimental evaluation is more meaningful over a survey.
However, the results from the analysis showed that the survey method for evaluation was used nearly as equally as the experimental design. Experimental based evaluation was conducted by Akinoso , Aloraini , Ilhan and Oruc , and Shah and Khan in order to determine the effectiveness of the multimedia tool they developed.
Another group of experimental evaluations involved designing the research for teaching with or without multimedia aids not necessarily developed by the research team which involved exposing 10—11 year olds Dalacosta et al.
Another of such evaluation was done by Milovanovi et al. In contrast, the survey method was used to elicit the opinion of respondents on the impact of the use of multimedia in teaching and learning and the target group were university students Al-Hariri and Al-Hattami, ; Barzegar et al.
The focus areas in which the evaluations were conducted ranged from the sciences including mathematics Akinoso, ; Al-Hariri and Al-Hattami, ; Dalacosta et al. There were evaluations focused on education as a subject as well Aloraini, ; Chen and Xia, ; Maaruf and Siraj, ; Manca and Ranieri, While positive outcomes were generally reported, Ocepek et al. Sample sizes used in the studies varied widely, from Maaruf and Siraj that based their conclusions on an in-depth interview of teachers, to Manca and Ranieri that carried out a survey with a sample of 6, academic staff.
However, the latter study reported a low response rate of One notable weakness identified was that the findings from all but one of the studies could not be generalized. Reasons for this ranged from inadequate sample size, the exposure being limited to a single lesson, or the sampling method and duration of the experiment not explicitly stated.
The review revealed some challenges that could be barriers to the use of multimedia tools in teaching and learning. Some of these barriers, as found in the reviewed articles, are highlighted as follows:. The findings from the systematic review are discussed in this section with a view to answering the research questions posed. The questions bordered on identifying the existing multimedia tools for teaching and learning and the multimedia components adopted in the tools, the type of audience best suited to a certain multimedia component, the methods used when multimedia in teaching and learning are being evaluated and the success or failure factors to consider.
The review revealed that multimedia tools have been developed to enhance teaching and learning for various fields of study. The review also shows that multimedia tools are delivered using different technologies and multimedia components, and can be broadly categorized as web-based or standalone.
Standalone tools are a category of teaching and learning aids which are not delivered or used over the internet, but authored to be installed, copied, loaded and used on teachers or students' personal computers PCs or workstations. Standalone tools are especially useful for teaching and practicing new concepts such as 3D technology for modelling and printing Huang et al.
Microsoft Powerpoint is a presentation tool used in some of the reviewed articles and is usually done with standalone systems. Standalone tools were favoured over web-based tools probably because the internet is not a requirement which makes the tool possible to deploy in all settings. This means that teachers and students in suburban and rural areas that are digitally excluded, can benefit from such a multimedia tool.
This system is considered most useful because a majority of the populace in most developing countries are socially and educationally excluded due to a lack of the necessary resources for teaching and learning. The need to sustainably run an online learning environment may be difficult, and therefore, the standalone, provides a better fit for such settings. However, the problem with a standalone application or system is the platform dependency.
For instance, a Windows based application can only run on a windows platform. Also, there will be slow convergence time when there is modification in the curricular or modules, since, each system will run offline and has to be updated manually or completely replaced from each location where the tool is deployed. The other category, web-based multimedia tools, are authored using web authoring tools and delivered online for teaching and learning purposes.
About one-third of the tools identified from the review were web-based although they were used largely in university teaching and learning. One of the benefits of the web based multimedia solution is that it is online and centralized over the internet. Part of its advantages is easy update and deployment in contrast to the standalone multimedia system. The major requirements on the teachers and learners' side are that a web browser is installed and that they have an internet connection.
Also, the multimedia web application is platform independent; it does not require any special operating system to operate. The same multimedia application can be accessed through a web browser regardless of the learners' operations system.
However, when many people access the resource at the same time, this could lead to congestion, packet loss and retransmission. This scenario happens often when large classes take online examinations at the same time. Also, the data requirements for graphics or applications developed with the combination of video, audio and text may differs with system developed with only pictures and text. Hence, the web based system can only be sustainably run with stable high speed internet access.
A major weakness of web-based multimedia tools is the challenge posed for low internet penetration communities and the cost of bandwidth for low-income groups. As access to the internet becomes more easily accessible, it is expected that the advantages of deploying a web-based multimedia solution will far outweigh the disadvantages and more of such tools would be web-based.
The results from the review revealed that most of the existing multimedia tools in education consist of various multimedia components such as text, symbol, image, audio, video and animation, that are converged in technologies such as 3D Huang et al. As shown in Figure 3 , the analysis confirms that text However, annotation and 3D technologies are least incorporated.
How these components are combined is shown in Figure 4. Perhaps, the combination of these four major components text, video, audio, image provides the best outcome for the learner and points to the place of text as a most desired multimedia component.
The components used also reflect the type of subject matter being addressed. For instance, the audio component is important for language classes while video and image components are stimulating in Biology classes, for example, due to the need for visual perception for the learners. It is, therefore, imperative to note that the choice of the combination of these components could yield variable impacts to learners. In Figure 4 , we provided the analysis of the component combination of the data set reviewed.
The multimedia components combinations range from two to six. This was grouped based on the multimedia components combination employed in each of the data set. Group 1 G1 represents the number of multimedia application with the combination of Text, Image, audio, Video, and 3D. G2 consists of video and audio, while G13 combines all the multimedia components except the 3D. Furthermore, a majority of the multimedia applications considered four 4 and two 2 combinations of components in their design as shown in Figure 5.
Tools with five and six components were very few and as the figure reveals, all the tools used at least two components. These findings stress the fact that application of multimedia tools in education and the multimedia component incorporated, are audience, subject, curricula and teacher-specific and the tool needs to be well articulated and structured to achieve its goals.
Our systematic review also revealed that most multimedia solutions deployed for teaching and learning target the solution to the pedagogical content of the subject of interest see Table 4 and the user audience of the solution Table 5. In addition, multimedia tools were utilized for teaching specific principles such as in control theory Karel and Tomas, and teaching of arrays Kapi et al. That multimedia solutions are subject-based is not surprising given that multimedia involves relaying information using different forms of communication.
It follows that multimedia solution developers need to incorporate some text, video, audio, still photographs, sound, animation, image and interactive contents in a manner that best conveys the desired content for teaching or to aid learning. As stated earlier, the review revealed a variety of user types for the multimedia solutions reported. It is noteworthy that a large proportion of the studies where the target audience were university students, a mixture of graphics, text, audio, video and sometimes animation was utilized Aloraini ; Blevins, ; Huang et al.
While a sizeable number of solutions were targeted at secondary school students such as Maaruf and Siraj, , Kapi et al. Shah and Khan targeted a multimedia teaching aid that incorporated text, audio, video and animation. Perhaps the absence of multimedia tools targeted at very young children may be as a result of the inclusion criteria used for identifying articles for the review. In most cases where text, audio, video, graphics and animations were the components of choice, significant improvements in teaching and learning are used, as reported in the studies reviewed Blevins, ; Huang et al.
These studies also implemented technologies such as 3D modelling and printing; Macromedia flash version 8. It is worthy of note that all the above-mentioned multimedia tools were applicable in both the teaching and learning processes. Another set of tools with components being text, audio, video and animation, excluding graphics, and equally applied in both the teaching and learning processes, adopted computer representation as their technologies Aloraini, ; Ilhan and Oruc, ; Milovanovic et al.
Teaching and learning were equally greatly improved in these cases. Our systematic review included a synthesis of the methodologies described by the reviewed articles for evaluating the multimedia tools that they present as shown in the summary in Table 5. The evaluation methodologies appeared to be different depending on the type of multimedia tool, technology components, deployment strategies, and application area and target groups.
However, two main evaluation methods were identified - experimental investigations and the survey methodology.
The experimental approach involved the use of an experimental group and a control group, where the assessment of the impact of the multimedia tool on the students' performance on the experimental group was compared with the performance of the control group who were taught the same content without the use of the multimedia tool. This experimental approach is a widely practiced evaluation method and has proven to be effective.
It was deployed by Aloraini , Milovanovi et al. From the systematic review, it was found that the questionnaire administration approach also varied. The difficulty of determining impact from a survey is related to the weaknesses associated with instrument design and sampling biases. It is our opinion that the perceived impact of the technology components used in the development of the multimedia tools may not be accurately ascertained using survey when compared with the actual deployment and experimentation with the multimedia tool that takes place in experimentation approach.
Besides, in the survey approach, judgment is merely based on perceptions. Interestingly, the simplicity and ease of the survey method makes it a good option for evaluating larger target groups, and its findings can be generalised when the statistical condition is satisfied Krejcie and Morgan, Although the evaluation studies analysed had publication dates as recently as to , none reported any objective data collection such as from eye-tracking or other behavioural data.
Perhaps, this may be due to our search keyword terms not being wide enough to identify multimedia evaluation studies that used objective data gathering. It could also be that the cost, time and effort needed to collect objective data means that many studies incorporating evaluation are avoiding this route.
Several barriers to multimedia use in teaching and learning were revealed as a result of the review. Such barriers include resistance to the adoption of ICT, lack of teachers' confidence in the use of technology, resistance to change on the part of teachers, a lack of ICT skills and lack of access to ICT resources.
Other barriers identified were the lack of support, lack of time to learn new technologies, lack of instructional content, and the physical environment in which multimedia delivery took place.
Some studies reported respondents that perceived no benefits from the use of multimedia. These barriers certainly affect both the integration of multimedia in teaching and learning and the uptake of the multimedia tool. As hypertext. Because links are not stored inside an object-oriented modeling principle for hypermedia documents but in a separate database they are also databases, and an implementation called OOHS, a easier to maintain. This also has the following system that converts instances of OOHM to a advantages [15] : hypermedia implementation.
Objects are classified in an object-oriented underlying database system. This provides a fairly general way to define define what is to be visualized when a user accesses a how documents are to be visualized — within a given set.
Gopher simply visualizes links to all member context — and how available links are visualized. Hyper-G has the concept We will explain these features in more detail in the of a head-element.
When a Hyper-G collection is remainder of this section. The head may itself be a collection, in 2. The set-based nature. Embedded links in classic which case the visualization task is passed on to its node-link hypertext are very similar to goto statements head in turn. OOHM uses the same mechanism, with in programming.
As goto statements, they are easy to the slight simplification that the first element of a set is understand and implement, but make maintenance a lot always the head.
This means that when a set is more difficult. Structured programming [10] largely accessed, its first element will be visualized, along with eliminated the need for gotos in conventional links to the other elements.
In a similar way, the OOHS eliminates be much more specific in specifying how objects are to the need for embedded links. Instead, links are be visualised, by using the mechanism explained in the generated automatically from a higher level next subsection.
Typing of objects and template scripts. The script produces a list of classification of objects. Each class of objects has a bibliographical references in HTML.
The script does number of attributes and methods associated with it. Next the title line 16 is structure printed in italic and the year of publication line They objects in the form of icons. Additional methods are : parameter is used to visualize an unavailable link. Advantages of OOHM Structured Query Language query, execute this query and use the result to define membership of Apart from the advantages regarding navigation and the set.
We will illustrate this with an example. Different viewpoints. Meta-information and querying. Visualization script for the sophisticated queries than just keyword scans. Support for structural templates. For instance when a bibliographical An example of how we are using alphanumeric reference is created, it has placeholders for its authors attributes to achieve a close to natural language so that the user is reminded that he or she should fill querying capability for a large information system is these placeholders with new or existing author objects.
The concepts are later placed in a We feel that this type of template features are hierarchy see also Figure 4. More about templates in hypertext authoring can be found in [22]. A hypermedia design method As was mentioned earlier, having a hypermedia model is not enough.
We also need a method to build a model of a part of the real world and a method to translate the abstract model into an application. Our Figure 2. An example of a generated query answer to this problem is to use existing methods and form. It is In OOHM each class either represents a separate equally straightforward to find the possible answers to type of information or a separate view of existing that question by executing a simple SQL query on the information.
In the design stage of a hypermedia relational database. The result of the query is a set database, these different classes are identified, along containing all sets and documents that satisfy the given with their relationships.
Next the layout and criteria. An example query form is shown in Figure 2. This step may be 2. Separation of structure and content. The integrated into the analysis by extending the analysis ability to separate structure and content is an important primitives as was done e. Separation here means mutual relationship model is extended with navigational independence, meaning that structure is independent of primitives. The first is true for most systems, so that the content can be 3. Examples modified without having to modify the structure.
The rationale for this is that content is more likely to change 3. Example a : bibliographical references. Figure than structure, so one first decides on a structure and 3 shows a part of an object-oriented design diagram then implements the content. This implies that the detailing the structure of bibliographical reference content becomes dependent on the structure. However, information. The specific model used here is the on the rare occasions that the structure does have to be EROOS model as developed by Steegmans in [23], changed, it is likely that everything has to be changed.
Example b : learning material. Figure 4 shows a simple diagram modeling e. The material consists of a number of units which are organised in a hierarchy and that contain items which are subclassed into five types. Units are Figure 3. Example on an object design diagram constructed so that they contain at most one of each type of item. This constraint can be formally or As can be seen from the diagram in Figure 3, a informally built into the model, and the authoring tool reference is either a publication, or an article.
A will warn when a new item was inserted where it should publication can either be a journal, a book or a not.
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