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Thematische Bibliographien / Interactive multimedia / Zeitschriftenartikel

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Zeitschriftenartikel zum Thema „Interactive multimedia“

Autor: Grafiati

Veröffentlicht am 4. Juni 2021

Zuletzt aktualisiert am 31. Juli 2024

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1

Perceval-Verde, José-María, und Santiago Tejedor-Calvo. „The interactive multimedia story“. Comunicar 13, Nr. 26 (01.03.2006): 177–82. http://dx.doi.org/10.3916/c26-2006-27.

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In this article we reflect upon the educational possibilities of interactive multimedia stories. After analysing the origins and the evolution of stories, we studied the innovations introduced by the multimedia convergence, the hypertext and interactivity in stories with educational objectives within the Information Society. We are also presenting an interactive multimedia story project developed by the Master of Communication and Education at the UAB. En el marco del presente artículo se reflexiona sobre las posibilidades educativas del cuento multimedia interactivo. En este sentido y tras analizar los orígenes y evolución del cuento, se estudian las novedades que la hipertextualidad, interactividad y convergencia multimedia introducen en la creación de historias ideadas con una finalidad educativa en el marco de la Sociedad de la Información. Del mismo modo, se presenta un proyecto de cuento multimedia interactivo desarrollado en el Máster de Comunicación y Educación de la Universidad Autónoma de Barcelona.

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Barbee, David E., und Ronnie B. Lowenstein. „Interactive Multimedia“. Information Resources Management Journal 6, Nr. 4 (Oktober 1993): 4–14. http://dx.doi.org/10.4018/irmj.1993100101.

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3

Green, Lelia. „Interactive Multimedia“. Media International Australia 81, Nr. 1 (August 1996): 11–20. http://dx.doi.org/10.1177/1329878x9608100104.

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4

Pedersen, Hans‐J⊘rn. „Multimedia ‐‐ interactive media“. Educational Media International 30, Nr. 4 (Dezember 1993): 219–20. http://dx.doi.org/10.1080/0952398930300407.

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5

Adams, Elizabeth S., Linda Carswell, Amruth Kumar, Jeanine Meyer, Ainslie Ellis, Patrick Hall und John Motil. „Interactive multimedia pedagogies“. ACM SIGCSE Bulletin 28, SI (02.06.1996): 182–91. http://dx.doi.org/10.1145/237477.237646.

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6

Matthews, Paul, und Judith Aston. „Interactive multimedia ethnography“. Journal on Computing and Cultural Heritage 5, Nr. 4 (Dezember 2012): 1–13. http://dx.doi.org/10.1145/2399180.2399182.

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7

Adams, Elizabeth S., Linda Carswell, Amruth Kumar, Jeanine Meyer, Ainslie Ellis, Patrick Hall und John Motil. „Interactive multimedia pedagogies“. ACM SIGCUE Outlook 24, Nr. 1-3 (Januar 1996): 182–91. http://dx.doi.org/10.1145/1013718.237646.

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8

Wang, Meng, Jinhui Tang, Xian-Sheng Hua und Tat-Seng Chua. „Interactive multimedia computing“. Multimedia Systems 17, Nr. 5 (07.12.2010): 365–66. http://dx.doi.org/10.1007/s00530-010-0222-9.

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9

Whitham, Charles Lamont. „Interactive multimedia book“. Journal of the Acoustical Society of America 120, Nr. 5 (2006): 2415. http://dx.doi.org/10.1121/1.2395165.

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10

Jones-Garmil, Katherine. „Interactive multimedia review“. Archives and Museum Informatics 8, Nr. 2 (Juni 1994): 170–73. http://dx.doi.org/10.1007/bf02770329.

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11

Mora-Fernández, Jorge. „The Analysis of Interactive Media and Digital Culture - Hypermedia Literacy in Peru and Bolivia“. Comunicar 20, Nr. 39 (01.10.2012): 139–49. http://dx.doi.org/10.3916/c39-2012-03-04.

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This paper compiles data on how the use of hypermedia, interactive multimedia and interfaces have changed the classical dynamics of human communications and education to create a new paradigm. This paradigm originates in the interface since it allows multidirectional and multimedia communications through interactions with the elements of which it is composed. This research describes the different aesthetic, narrative, emotional and value elements that are integrated within the cultural hypermedia interfaces. These hypermedia elements are fundamental components to be taken into account in the creation of educational interactive media products. The communicative functions are interchangeable between sender-receptor, author-reader-author, creator-user, professor-student... thanks to the introduction of multimedia interactive expressions and technological instruments that allow several types of interactions. This flexible functionality generates new communicative as well as dramatic models of interactive narrative, where the interaction of receptors-senders and reader-authors with the narrative actions occur at the character or avatar level. The interfacial aesthetic, narrative, emotional and value elements are studied, analyzed and described in detail thanks to an innovative model of analysis that can be used to for the implementation and design of interactive edutainment media products. The application of this model helped to create cultural content interfaces enabling not only the development of interactive educational workshops in the USA, Peru and Bolivia for more than 200 students, but also multisensory and immersive communications with quality.El trabajo se centra en las formas en que interfaces multimedia interactivas e hipermedia han cambiado las dinámicas clásicas de la comunicación y educación humanas creando un nuevo paradigma. Éste se origina en la interfaz, al permitir la multidireccionalidad comunicativa multimedia mediante la interacción con los elementos que la componen. Esta investigación describe los diferentes elementos estéticos, narrativos, emocionales y de valores integrados en las interfaces hipermedia culturales. Dichos elementos hipermedia son componentes fundamentales a tomar en cuenta durante la creación de productos multimedia interactivos educativos. Las funciones comunicativas son cambiantes entre emisor-receptor: autor-lecto-autor, creador-usuario, profesor-alumno... gracias a la introducción de expresiones multimedia interactivas e instrumentos tecnológicos que permiten distintos tipos de interacciones. Esta flexibilidad funcional genera nuevos modelos comunicativos así como dramáticos, de narrativa interactiva, donde la interacción de los receptores-emisores, lecto-autores, con las acciones narrativas se produce a nivel del personaje o avatar. Los componentes estéticos, narrativos, emocionales y de valores de la interfaz son estudiados, analizados y descritos en detalle gracias a un modelo innovador de análisis que sirve para la implementación y diseño de productos interactivos lúdico-educativos inmersivos. La aplicación de este modelo ayudó a la creación de interfaces de contenido cultural, permitiendo desarrollar no solo talleres educativos interactivos en Estados Unidos, Perú y Bolivia para más de 200 estudiantes, sino también una comunicación inmersiva multisensorial de calidad.

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Liu, Chengcheng. „Artificial Intelligence Interactive Design System Based on Digital Multimedia Technology“. Advances in Multimedia 2022 (19.01.2022): 1–12. http://dx.doi.org/10.1155/2022/4679066.

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The current extraction speed of artificial intelligence interactive elements is low, with the low effect, resulting in the poor effect of artificial intelligence interaction. Therefore, a new artificial intelligence interaction method has been developed for digital multimedia technology, performing analysis based on the current background of artificial intelligence, providing a good environment foundation for the interactive place, so that it can integrate artificial intelligence technology after interaction. Aiming at the current problems of digital multimedia technology in the use of artificial intelligence interaction design, innovative exploration of artificial intelligence technology will be carried out based on multimedia technology and innovative thinking. Based on the in-depth analysis of digital multimedia technology, the relationship between artificial intelligence technology and digital multimedia technology is analyzed, and an artificial intelligence interactive design system based on digital multimedia technology is proposed. Finally, the digital multimedia technology is verified on the artificial intelligence interactive design through case analysis.

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Oikonomou, Andreas, Saad Amin, Raouf N. G. Naguib, Alison Todman und Hassanein Al-Omishy. „Interactive Reality System (IRiS): Interactive 3D Video Playback in Multimedia Applications“. Journal of Advanced Computational Intelligence and Intelligent Informatics 10, Nr. 2 (20.03.2006): 145–49. http://dx.doi.org/10.20965/jaciii.2006.p0145.

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We developed a novel interactive video recording and playback technique for biomedical multimedia training but also applicable to other areas of multimedia. The Interactive Reality System (IRiS) improves on video playback used in most multimedia applications by controlling not only time, as in conventional video playback, but also space. A prototype is being tested and evaluated for multimedia training in breast self-examination (BSE). We discuss the advantages of IRiS and compare it to other similar approaches, such as QuickTime and iPIX. We detail the design of IRiS, its development, refinement, final implementation, evaluation, some projected plans and its uses in other biomedical and multimedia training scenarios.

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Cahyadi, A. T. „Study of the Elements Design Interactive of Student in Solar System Physics lessons through the Interactive Compact Disk (CD) of Solar System Physics Lab“. Proceeding of International Conference on Business, Economics, Social Sciences, and Humanities 1 (01.12.2020): 761–68. http://dx.doi.org/10.34010/icobest.v1i.240.

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Multimedia can combine elements of text, sound, images, animation, and video via a computer or digitally manipulated elements that are conveyed or controlled interactively. Interactive multimedia in this learning can be a learning solution in the digital era to stimulate the thinking power of students. The purpose of this study was to determine the interactive multimedia element theory test used in the Interactive CD of Solar System Physics Lab as an electronic learning medium. This research method was carried out using a descriptive qualitative approach regarding the results of the study of the interactive multimedia design structure on the Interactive CD of Solar System Physics Lab, with case studies of researchers investigating carefully a program, event, activity, process, or group of individuals. Data processing techniques through literature study, group discussions, and interviews. The results of this study will determine the elements of interactive multimedia on the interactive CD of Solar System Physics Lab, which can be used as an example for e-learning media, the Solar System Physics Lab has used the Multimedia development process flow according to the procedure.

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Armiya, Armiya, und Asrul Huda. „RANCANG BANGUN MADIA PEMBELAJARAN MULTIMEDIA INTERAKTIF PADA MATA PELAJARAN DASAR DESAIN GRAFIS“. Voteteknika (Vocational Teknik Elektronika dan Informatika) 7, Nr. 1 (04.02.2019): 1. http://dx.doi.org/10.24036/voteteknika.v7i1.103464.

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Graphic Design is one of the required subjects of expertise package for Vocational students in Multimedia majors. These Graphic Design subjects are more directed at competency-based practicum which aims to equip students' skills in the field of graphic design so that students have strong skills with realistic theoretical foundations for students. Therefore there are still many students who do not understand the learning given by the teacher because the teacher has not used different techniques in delivering learning material, therefore it is necessary to design interactive learning media so that the teacher is easy to apply learning material and help students master the subject matter. In designing basic Graphic Design learning materials using explicit intruction models and through Interactive Multimedia learning procedures, starting from the needs analysis in designing, gathering data, identifying material to determining learning flow chart design, material collection or graphic needs. The interactive multimedi learning media is designed using the adobe director 11 application, and other applications such as Adobe Photoshop, Coreldraw, Camtasia as supporting applications so that it becomes an interactive multimedia learning media application that provides convenience for students in learning.Keywords: Learning Media, Interactive Multimedia, Graphic Design.

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Matlack, Ralph E., und Edward R. Matlack. „Implementing Interactive Multimedia Training“. Journal of Ship Production 11, Nr. 04 (01.11.1995): 264–68. http://dx.doi.org/10.5957/jsp.1995.11.4.264.

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This paper provides a brief overview of the role of interactive multimedia (IM) in corporate training, and will discuss the relevant factors in making wise business decisions regarding the implementation of interactive multimedia within U.S. shipyards. Despite the numerous studies and reports citing the efficiencies of delivering instructions in a multisensory format via a computer, shipyards have been slow to implement this technology into their business practices. The reasons for this are twofold: first, the technology is still viewed as nascent and unproven, and second, the business benefits are not well understood by decision-makers. This paper focuses on understanding the business benefits of implementing interactive multimedia in a shipyard environment. Case studies and success stories are referenced for the purpose of understanding how IM training works within the shipyard The main thrust of discussion is towards how to properly analyze the expected return on investment and strategy for implementation of interactive media within a typical shipyard.

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Votey, S. „Interactive Multimedia Procedure Tutorial“. Academic Emergency Medicine 9, Nr. 10 (01.10.2002): 1055—b—1055. http://dx.doi.org/10.1197/aemj.9.10.1055-b.

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18

Hoffos, Signe. „Introduction to interactive multimedia“. Program 27, Nr. 4 (April 1993): 323–29. http://dx.doi.org/10.1108/eb047147.

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19

Benedicks, William, und Randall G. Felton. „An Interactive Multimedia Review“. Social Studies 85, Nr. 4 (August 1994): 185–86. http://dx.doi.org/10.1080/00377996.1994.9956300.

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20

Aziz, M. Ridwan, und Meilani Safitri. „Interactive Bilingual Mathematics Multimedia“. DWIJA CENDEKIA: Jurnal Riset Pedagogik 6, Nr. 3 (19.12.2022): 464. http://dx.doi.org/10.20961/jdc.v6i3.68115.

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<p>Persaingan di era globalisasi yang semakin kompetitif menuntut peserta didik memiliki ketrampilan abad 21. Ketrampilan yang dimaksud diantaranya adalah ketrampilan dalam menguasai ilmu pengetahuan dasar (salah satunya matematika), dan ketrampilan dalam penggunaan TIK. Ketrampilan ini dapat diajarkan ke peserta didik melalui penggunaan Multimedia Matematika Bilingual Interaktif (MMBI). Tujuan penelitian ini adalah untuk<br />menghasilkan sebuah MMBI yang valid dan praktis serta untuk mengetahui ada tidaknya efek potensial terhadap hasil belajar peserta didik. Hasil penelitian yang diperoleh meliputi pengembangan MMBI melalui tujuh tahap. Pertama, menentukan konsep MMBI. Kedua, melakukan analisis kurikulum dan analisis karakteristik peserta didik. Ketiga, menyusun desain<br />multimedia dalam bentuk storyboard sebagai acuan dalam pembuatan MMBI. Keempat, mengumpulkan materi dan bahan yang akan digunakan. Kelima, proses pembuatan MMBI menggunakan Microsoft Powerpoint yang dipadukan dengan iSpring Presenter dan iSpring QuizMaker. Keenam, evaluasi oleh 2 ahli multimedia, seorang ahli bahasa, dan 2 ahli materi<br />yang dilanjutkan dengan Uji One to One dan Uji Small Group. Setelah dilakukan revisi dan dinyatakan valid, selanjutnya masuk tahap ketujuh yaitu Uji Lapangan. Uji lapangan dilakukan kepada 17 peserta didik kelas X di SMAN 2 Sekayu. Dari Uji Lapangan diketahui bahwa rata-rata skor peserta didik adalah 87,65 yang masuk pada kategori sangat baik.</p>

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Munson, Ethan V., und Maria da Graça C. Pimentel. „Issues and contributions in interactive multimedia: photos, mobile multimedia, and interactive TV“. Multimedia Tools and Applications 61, Nr. 3 (24.08.2011): 519–22. http://dx.doi.org/10.1007/s11042-011-0865-3.

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Cooper, Richard B., und Terry J. Reelr. „Fundamentals of Arc Stud Welding: An Interactive Multimedia Lesson for Shipyard Training“. Journal of Ship Production 11, Nr. 01 (01.02.1995): 15–21. http://dx.doi.org/10.5957/jsp.1995.11.1.15.

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Education and Training Panel SP-9's 1991 report, "Recommendations on the Use of Interactive Instruction for Training Shipyard Trade Skills," indicates that although very few American shipyards have used it or are familiar with it, interactive multimedia has great potential as a low-cost, effective method for the training of skilled trade tasks. These findings led SP-9 to develop an interactive lesson that demonstrates how interactive multimedia can be integrated into shipyard training programs to reduce training costs, increase productivity, promote quality awareness, and improve worker competence. The demonstration combines computer graphics, animation, still and motion video, sound, and touchscreen interaction to demonstrate the broad spectrum of the interactive multimedia technology. This paper describes the project as an example of how shipyard training departments can develop their own interactive multimedia courseware by determining appropriate applications of the technology; selecting the most suitable hardware and authoring system for delivering the instruction; researching, planning and designing the lessons; and shooting the video, authoring the courseware, and integrating them into an effective interactive multimedia course.

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Pradnyawati, Cindy, und Ni Wayan Rati. „Interactive Multimedia Based on a Contextual Approach to Material Changes in the form of Objects“. Mimbar Ilmu 28, Nr. 2 (25.08.2023): 255–64. http://dx.doi.org/10.23887/mi.v28i2.63626.

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This development research was motivated by the need for more student V learning outcomes in science due to less creative and innovative learning media. This study aims to develop a design and test interactive multimedia's validity, practicality, and effectiveness based on a contextual approach. This type of research is development. The research model used is ADDIE. The object of research is interactive multimedia based on a contextual approach with student subjects. Data collection methods used are interviews, observation, questionnaires, and tests. The data analysis method or technique used is descriptive qualitative analysis, quantitative, and inferential statistics. The results show that the developed interactive multimedia is valid based on expert tests on material, design, media, individual trials, and small group trials. Multimedia is classified as practical based on student response tests and observation of learning implementation. The t-test results showed differences in learning outcomes in the science content material for changes in the shape of objects for fifth-grade elementary school students. Based on this, interactive multimedia based on a contextual approach is feasible and effective to be implemented in class V SD.

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Соломенцев, Юрий, Yuriy Solomentsev, Сергей Шептунов, Sergey Sheptunov, Иван Воробьев und Ivan Vorobev. „Interactive techniques application at creation and estimate of scientific-popular content“. Bulletin of Bryansk state technical university 2015, Nr. 4 (30.12.2015): 160–66. http://dx.doi.org/10.12737/17154.

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The application of multimedia and interactive techniques at the creation and estimate of scientific-popular content is considered. The most suitable formats of the multimedia content for the popularization of scientific knowledge and also the peculiarities of a user and a content interaction are presented. The essential constituents of the interactive multimedia-content of science are formulated.

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Hasanuddin, Hasanuddin, Hari Asgar und Agus Jayadi. „Interactive Multimedia Research Trends in Higher Education: A Review of Assisted Literature NVivo 12 Pro“. Jurnal Sisfokom (Sistem Informasi dan Komputer) 12, Nr. 2 (01.07.2023): 229–35. http://dx.doi.org/10.32736/sisfokom.v12i2.1648.

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The rapid use of technology in lecture activities, especially the use of interactive multimedia since the pandemic conditions and until now, has attracted researchers to comprehensively analyze patterns of interactive multimedia utilization. This study aims to provide information on the pattern of interactive multimedia utilization and its development to date. The research method adopted a qualitative design, through a review of various studies from 2020 to 2023, and a literature search using the free Publish or Perish program. Further reduction and screening processes were carried out using the PRISMA method. The final results of the articles that have been selected are then mapped and codified with NVivo Pro 12 program, including the development and use of interactive multimedia in universities. In the development of interactive multimedia in the university, literature is grouped into forms of interactive multimedia and tools in designing interactive multimedia. The use of interactive multimedia in institutions is grouped into two, including the types of interactive multimedia used and how the impact of the use of interactive multimedia on lecture activities. Results obtained 1) Multimedia forms developed in universities include E-modules, Software, Websites, Android applications, Autoplay, Classpoint, E-learning, and tutorial models; 2) equipment in designing interactive multimedia including Kwisoft Flopbook Maker, live streaming, Macromedia Flash, Microsoft Way, Moodle, Adobe Flash Professional CS6.5, App Inventor 2, Autocad, Power Point, and Courselab 2.4; 3) types of interactive multimedia used in learning activities in universities include Android applications, Macromedia Flash, Lectora Inspire software, Adobe Flash, Adobe Premiere, and E-learning; 4) The effect of interactive multimedia on lecture activities can increase interest or motivation, also have an impact on student achievement.

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Adelia, Tyrza, Andre Andre und Joshia Eki Manuel. „Implementasi Multimedia Software Engineering Methodology Pada Pembuatan Perangkat Promosi Wisata“. Keluwih: Jurnal Sains dan Teknologi 4, Nr. 1 (06.03.2023): 1–12. http://dx.doi.org/10.24123/saintek.v4i1.5503.

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Abstract—Artikel ini membahas tentang perbedaan antara multimedia interaktif dan non-interaktif. Multimedia non-interaktif ditampilkan dalam format linier dan pengguna tidak dapat berinteraksi dengan kontennya, sedangkan multimedia interaktif memungkinkan pengguna untuk berinteraksi dan mengontrol cara konten ditampilkan. Dalam pembuatan produk multimedia, developer biasanya mengacu pada dua metode, yaitu Software Development Lifecycle (SDLC) dan Multimedia Production Stage (MPS). MSEM (Multimedia Software Engineering Methodology) adalah metode pengembangan perangkat lunak yang didesain untuk membantu dalam pembuatan aplikasi multimedia interaktif atau non-interaktif. Studi ini mengkaji manfaat MSEM pada implementasi produk multimedia dengan mempelajari dampak dan manfaat penggunaan MSEM pada perangkat promosi wisata lokal yang memuat multimedia interaktif dan non-interaktif. Manfaat penelitian ini adalah untuk memberikan masukan pihak developer multimedia untuk menggunakan MSEM dalam merencanakan dan mengembangkan produk multimedia. Abstrak—This article discusses the difference between interactive and non-interactive multimedia. Non-interactive multimedia is displayed in a linear format and users cannot interact with its content, while interactive multimedia allows users to interact and control the way content is displayed. In the creation of multimedia products, developers usually refer to two methods, the Software Development Lifecycle (SDLC) and the Multimedia Production Stage (MPS). MSEM (Multimedia Software Engineering Methodology) is a software development method designed to assist in the creation of interactive or non-interactive multimedia applications. This study examines the benefits of MSEM in multimedia product implementation by studying the impact and benefits of using MSEM in promoting local tourism products containing interactive and non-interactive multimedia. The purpose of this research is to provide input for multimedia developers to use MSEM in planning and developing multimedia products.

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Xia, San’ao. „Interactive Design Research of Multimedia Courseware in Teaching“. Advanced Materials Research 271-273 (Juli 2011): 1472–77. http://dx.doi.org/10.4028/www.scientific.net/amr.271-273.1472.

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. With the rapid development of information technology and the popularization of the Internet, the modern educational technology represented by multimedia teaching has become the development and reformation direction of modern teaching methods thus making the development and application of multimedia courseware in classroom teaching the inevitable choice for modern education. People generally consider multimedia courseware as the teaching courseware of organic combination of multiple media such as picture, style, sound, animation and video frequency, etc. However, they have neglected the most active factor throughout the multimedia, namely, interactivity. As classroom teaching-based multimedia courseware is characterized by interactive design, realizing the interaction function of student and computer, teacher and student is in request of discussing the interactive design thinking and production method of multimedia courseware and illustrating interactive design technology of courseware with certain system and structure. The interactivity of multimedia courseware in teaching should be comprehensively analyzed from the description of learning resources and teaching system so as to attain better teaching effect and serve for optimizing classroom multimedia teaching methods.

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Banglieng, Chanoknan, Sarawut Jaiyen und Janthanee Authisin. „Development of an Interactive Multimedia Michelson Interferometer Experiment“. Applied Mechanics and Materials 879 (März 2018): 284–89. http://dx.doi.org/10.4028/www.scientific.net/amm.879.284.

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We developed the interactive multimedia lesson for Michelson Interferometer experiment to compare learning achievement between students who learn with and without the interactive multimedia and to study student’s satisfaction of the interactive multimedia lesson. Michelson Interferometer experiment is the lesson in the Intermediate Physics Laboratory for the second year of Applied Physics students of the Rajamangala University of Technology Thanyaburi. In this experiment, students have to count numbers of light fringes to determine the wavelength of He-Ne laser. We also developed a light counting device providing better experiment results with only 0.032% error compared to counting only by eyes. The efficiency of the interactive multimedia lesson evaluated by 3 experts both in content and production technique of the courseware was 4.45 meaning that the developed the Interactive Multimedia lesson was qualified at a good level. The Interactive Multimedia had the effectiveness at 92.12:80.38 which was higher than standard criteria set (80:80). The post-test scores of students who studied with interactive multimedia were significantly higher than the pre-test score at .05 level, and the student’s satisfaction of the interactive multimedia lesson was 4.25 which students most preferred the Interactive Multimedia Michelson interferometer experiment at a good level.

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., Zulkarnain, und Annisa Salsabilla. „Development of Virtual Tourism-Based Interactive Multimedia in Tourism Geography Learning“. International Journal of Research and Review 9, Nr. 12 (29.12.2022): 535–44. http://dx.doi.org/10.52403/ijrr.20221259.

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The objectives of this study included (1) Designing products in the form of interactive multimedia based on virtual tourism; (2) Analyzing the theoretical feasibility test of experts in the development of interactive multimedia based on virtual tourism; (3) Analyzing the empirical feasibility test of interactive multimedia based on virtual tourism. The present study employed a Research and Development design. The data analysis techniques were qualitative and quantitative descriptives. The findings revealed that (1) The design of interactive multimedia based on virtual tourism in the Tourism Geography course consisted the pages of login, introduction, main menu, module instructions, materials, and info; (2) Virtual tourism-based interactive multimedia developed was declared highly feasible by media experts and practitioners, and it was considered worthy of development by material experts; (3) Virtual tourism-based interactive multimedia, according to students, was very suitable for use in learning activities. The implications of this research emphasized subsequent researchers' need to develop materials displayed in a much better interactive multimedia based on virtual tourism. Keywords: Interactive Multimedia as Learning Media, Virtual Tourism, Learning Media Development

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Rogti, Maroua. „The Effect of Mobile-based Interactive Multimedia on Thinking Engagement and Cooperation“. International Journal of Instruction 17, Nr. 1 (01.01.2024): 673–96. http://dx.doi.org/10.29333/iji.2024.17135a.

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Recent studies show limited research in the Algerian context on the development of learning multimedia that effectively addresses 21st century skills such as critical thinking, communication, cooperation, and creativity. However, with the continuous growth of digital multimedia and information technologies, there is an urge for utilizing 21st century skills and interacting with others through interactive multimedia tools. This study aims to investigate the effect of mobile-based interactive multimedia on developing students of English as a foreign language thinking engagement, cooperation, in higher education. A convenient sampling method was used to select one sample of students (n= 60) who received a post-treatment test. Data were analyzed through performing descriptive statistics and one sample t-test. Findings assured that mobile-based interactive multimedia has persistently shaped the education setting, and it can afford the potential to positively promote students’ thinking engagement and cooperation. Keywords: integrative multimedia, thinking skills, EFL students, cooperation, Algeria

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蒋, 美玲. „Improvement Direction of Traditional Multimedia Presentation—Interactive Multimedia Presentation“. Advances in Education 13, Nr. 06 (2023): 3626–30. http://dx.doi.org/10.12677/ae.2023.136575.

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Li, Shuo, und Jianjun Li. „Construction of Interactive Virtual Reality Simulation Digital Media System Based on Cross-Media Resources“. Computational Intelligence and Neuroscience 2022 (05.08.2022): 1–12. http://dx.doi.org/10.1155/2022/6419128.

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The combination of video and music is the most typical combination form in interactive multimedia works, which focuses on the audio-visual presentation characteristics of interactive art. Since both creative practice and theoretical research are still in the development stage, we focus on the creation of audio-visual integration in interactive multimedia works. Theoretical achievements are still very rare, and the guidance of creation theory plays an important role in the improvement of the aesthetic level of works. Therefore, for the development of interactive multimedia works creation, creating a new audio-visual relationship research path has important theoretical value and application value. It also has a certain historical significance for promoting the maturity of this art form. Through interactive virtual reality technology, this paper conducts an in-depth discussion on the simulation of digital media system across media resources. It is more suitable for the user’s preference than the PC machine side. From technical means to artistic aesthetic characteristics and practical application, the application field and industry influence of digital media art carried by virtual reality are expounded, and the problems and solutions faced at this stage are proposed. By analyzing the application of virtual reality aesthetics in interaction design, the relationship between the visual level and the experience level of virtual reality aesthetics is discussed. Starting from the basic concepts of virtual reality aesthetics and interaction design, this paper analyzes the virtual reality space architecture and aesthetic dimension of interaction design in the era of artificial intelligence, and the value of virtual reality aesthetics in interaction design. Most interactive multimedia works rely on the open programming environment and have highly open creation tools to realize cross-media creation. The interactive integration of multimedia art and visual communication is the trend in design development. It follows the law of formal beauty and uses visual language to guide the content. Visual communication adapts to the needs of multiplatform media communication, adds multimedia art elements, and promotes the integration of scientific and technological progress and artistic development.

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Inawan, Dawam Sururi, Sulthoni Sulthoni und Saida Ulfa. „Pengembangan Multimedia Interaktif IPA SD Kelas IV Materi Makan dan Dimakan Antar Makhluk Hidup“. JKTP: Jurnal Kajian Teknologi Pendidikan 5, Nr. 2 (10.05.2022): 151–61. http://dx.doi.org/10.17977/um038v5i22022p151.

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This development aims to produce interactive multimedia as a learning medium consisting of text, graphic arts, sound, animation, and video with the sub-discussion of the relationship between eating and eating between living things for the fourth grade natural education subject. This interactive multimedia can be used as an alternative in learning so that students are interested and motivated in learning. Interactive multimedia is presented in the form of an Exe for use via a personal computer. Details of the sub-discussion of the material and its appearance design are arranged in a User Friendly system to make it easier to use. This interactive multimedia research and development method uses the Sugiyono model. Response from media experts and material experts on interactive multimedia received a positive response. The trial of the use of interactive multimedia was also carried out on fourth grade elementary school students. Interactive multimedia learning is beneficial for teachers and students during learning activities, because the role of learning media is to help teachers and students in explaining and studying material in a straightforward and interesting way, interactive multimedia is worth using in learning.

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Urkunova, Aygerim G., und Elena V. Komissarova. „INTERACTIVE MAP MULTIMEDIA INFORMATION TO THE GEOPORTAL“. Interexpo GEO-Siberia 6, Nr. 2 (08.07.2020): 112–17. http://dx.doi.org/10.33764/2618-981x-2020-6-2-112-117.

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The article presents a study of the role of interactive map multimedia information for a geoportal. The urgency of the development of interactive map multimedia is shown. The developed technological scheme to create an interactive map with multimedia information is offered.

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Festiyed, Hermalina Daulay und Mila Ridhatullah. „Influence of Interactive Multimedia Teaching Materials on Cognitive Learning Outcomes of Students in Science Lessons: A Meta-Analysis“. Jurnal Penelitian Pendidikan IPA 9, Nr. 8 (25.08.2023): 387–96. http://dx.doi.org/10.29303/jppipa.v9i8.2693.

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Interactive multimedia teaching materials are teaching materials that combine two or more interactive media (audio, text, graphics, images, and video). Interactive multimedia is one of the teaching materials that can be used to support the learning process. The purpose of this study was to see how interactive multimedia influences students' mastery of concepts and cognitive learning outcomes in science learning. This type of research is meta-analysis research. The example used is 25 journals that meet the criteria. The data analysis technique is calculating the effect size of each journal, testing heterogeneity and testing hypotheses. Based on the results of data analysis in this study it can be concluded that in general interactive multimedia influences student learning outcomes. Specifically grouped into several moderator variables, it can be concluded that, first, interactive multimedia influences student learning outcomes, especially in physics and chemistry lessons. Second, interactive multimedia has an influence on the learning outcomes of class X and class XI students. Third, interactive multimedia has an influence on student learning outcomes when combined with cooperative learning models and inquiry learning.

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Sari, Indah Novita. „Interactive Multimedia in Teaching Reading“. ELLITE: Journal of English Language, Literature, and Teaching 3, Nr. 1 (22.05.2018): 36. http://dx.doi.org/10.32528/ellite.v3i1.1776.

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Maiellaro, Nicola, und Antonietta Varasano. „One-Page Multimedia Interactive Map“. ISPRS International Journal of Geo-Information 6, Nr. 2 (24.01.2017): 34. http://dx.doi.org/10.3390/ijgi6020034.

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Md Ali, Asma, und Joan Richardson. „Using Web Interactive Multimedia Technology“. International Journal of Technologies in Learning 21, Nr. 2 (2015): 43–54. http://dx.doi.org/10.18848/2327-0144/cgp/v22i02/49164.

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Adelson, Beth, und Evelyn Schlusselberg. „A MULTIMEDIA INTERACTIVE CULTURAL SIMULATION“. ACM SIGCHI Bulletin 23, Nr. 4 (Oktober 1991): 85–86. http://dx.doi.org/10.1145/126729.1056052.

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Grimm, D. „2004 VISUALIZATION CHALLENGE: Multimedia--Interactive“. Science 305, Nr. 5692 (24.09.2004): 1906b. http://dx.doi.org/10.1126/science.305.5692.1906b.

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Strecher, V. J., T. Greenwood, C. Wang und D. Dumont. „Interactive Multimedia and Risk Communication“. JNCI Monographs 1999, Nr. 25 (01.01.1999): 134–39. http://dx.doi.org/10.1093/oxfordjournals.jncimonographs.a024188.

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Ng, Kia, Tran Vu Pham, Bee Ong, Alexander Mikroyannidis und David Giaretta. „Preservation of interactive multimedia performances“. International Journal of Metadata, Semantics and Ontologies 3, Nr. 3 (2008): 183. http://dx.doi.org/10.1504/ijmso.2008.023567.

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Meixner, Britta. „Hypervideos and Interactive Multimedia Presentations“. ACM Computing Surveys 50, Nr. 1 (13.04.2017): 1–34. http://dx.doi.org/10.1145/3038925.

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Furber, Christine. „Interactive multimedia in midwifery education“. British Journal of Midwifery 9, Nr. 8 (August 2001): 502–5. http://dx.doi.org/10.12968/bjom.2001.9.8.7938.

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Ding, Jun-Ren, Chien-Lin Huang, Jin-Kun Lin, Jar-Ferr Yang und Chung-Hsien Wu. „Interactive multimedia mirror system design“. IEEE Transactions on Consumer Electronics 54, Nr. 3 (August 2008): 972–80. http://dx.doi.org/10.1109/tce.2008.4637575.

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Doulamis, N. D., A. D. Doulamis und T. A. Varvarigou. „Adaptive algorithms for interactive multimedia“. IEEE Multimedia 10, Nr. 4 (Oktober 2003): 38–47. http://dx.doi.org/10.1109/mmul.2003.1237549.

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RANKY, PAUL G. „Interactive Multimedia for Engineering Education“. European Journal of Engineering Education 21, Nr. 3 (September 1996): 273–93. http://dx.doi.org/10.1080/03043799608923414.

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Shen, J., P. Sun, J. Zhang und S. Song. „iMMS: Interactive multimedia messaging service“. IBM Journal of Research and Development 48, Nr. 5.6 (September 2004): 627–33. http://dx.doi.org/10.1147/rd.485.0627.

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Michalsky, L. O., M. R. Meadows, M. B. Gillham und R. A. Loop. „Interactive multimedia enhances traditionalnutrition curricula“. Journal of the American Dietetic Association 101, Nr. 9 (September 2001): A—65. http://dx.doi.org/10.1016/s0002-8223(01)80213-3.

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Megarry, Jacquetta. „Interactive multimedia: Practice and promise“. Computers & Education 23, Nr. 1-2 (August 1994): 171. http://dx.doi.org/10.1016/0360-1315(94)90046-9.

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