A FRAMEWORK FOR MAPPING MULTIMEDIA TO EDUCATIONAL CONCEPTS

Multimedia provides exciting opportunities to education as it allows educational material to be delivered in a multitude of ways, fine-tuned to enhance the learning experience. By using multimedia in e-learning systems, educational material can be presented in ways that both simplify and enhance learning. Increasingly, educational material developers are taking advantage of multimedia technology to deliver education but use multimedia in a variety of ways that are more based on intuition and personal experience and this often leads to the development of an ineffective learning material. Although there are not many main media prototypes (animation, images, video, text, audio), when examined at sub-prototype level, we find that there are many media types that can be used to present educational information. Given the number of available media sub-prototypes, the choice and mode of delivery of multimedia presents a problem in designing educational material. What media type or combination of types do we use for a given educational concept? What media combinations will improve learning for a particular educational concept? This paper presents a method for the selection of appropriate media for educational material and demonstrates how the method could be effectively used in the design of educational material, suitable for e-learning applications.

[1]  A. Paivio,et al.  Dual coding theory and education , 1991 .

[2]  Anand K. Gramopadhye,et al.  Evaluation of alternate multimedia for web-based asynchronous learning , 2007 .

[3]  David Richard Moore,et al.  E-Learning and the Science of Instruction: Proven Guidelines for Consumers and Designers of Multimedia Learning , 2006 .

[4]  R. Mayer,et al.  Does the modality principle for multimedia learning apply to science classrooms , 2007 .

[5]  John Sweller,et al.  The Modality Principle in Multimedia Learning , 2014, The Cambridge Handbook of Multimedia Learning.

[6]  Shivraj Kanungo,et al.  Appropriate media choice for e-learning effectiveness: Role of learning domain and learning style , 2014, Comput. Educ..

[7]  Ivar Jacobson,et al.  Unified Modeling Language Reference Manual, The (2nd Edition) , 2004 .

[8]  Pei-Chen Sun,et al.  The design of instructional multimedia in e-Learning: A Media Richness Theory-based approach , 2007, Comput. Educ..

[9]  Alfred Bork,et al.  Multimedia in Learning , 2001 .

[10]  N. Hari Narayanan,et al.  An integrated architecture for tightly coupled design and evaluation of educational multimedia , 2002, Inf. Sci..

[11]  R. Kozma.  Learning with Media , 1991 .

[12]  Ray Waddington,et al.  Task-Related Knowledge Structures: Analysis, Modelling and Application , 1988, BCS HCI.

[13]  Rachelle S. Heller,et al.  Using a theoretical multimedia taxonomy framework , 2001, JERC.

[14]  John Annett.  Hierarchical Task Analysis , 2003 .

[15]  Lawrence J. Najjar.  Principles of Educational Multimedia User Interface Design , 1998, Hum. Factors.

[16]  Sri Hastuti Kurniawan,et al.  A method and advisor tool for multimedia user interface design , 2006, Int. J. Hum. Comput. Stud..

[17]  Robert A. Bartsch,et al.  Effectiveness of PowerPoint presentations in lectures , 2003, Comput. Educ..

[18]  Richard E. Mayer,et al.  Multimedia Learning: The Promise of Multimedia Learning , 2001 .

[19]  Jeroen J. G. van Merriënboer,et al.  The modality effect in multimedia instructions , 2001 .

[20]  Tse-Kian Neo,et al.  Innovative teaching: Using multimedia to engage students in interactive learning in higher education , 2006, 2006 7th International Conference on Information Technology Based Higher Education and Training.

[21]  Richard L. Daft,et al.  Organizational information requirements, media richness and structural design , 1986 .