Dissertations / Theses on the topic 'Mobile multimedia learning'
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Moore, Billy R. "Evaluating and Blending Multimedia Mobile Applications into Technical Training." Thesis, University of North Texas, 2011. https://digital.library.unt.edu/ark:/67531/metadc68019/.
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This study in the aerospace ground equipment (AGE) apprentice course at Sheppard Air Force Base, Texas, examined the use of mobile digital devices to determine which device leveraged the best results and was most compatible with military technical training requirements. The sample consisted of 160 students who attended the course between January and June, 2010. Three devices loaded with course materials were issued to the students, who used the devices in the classroom and were encouraged to use the devices to enhance their study time after class. Quantitative data were obtained by comparing block test scores to determine if any device produced a significant change in student learning. Qualitative data were collected from surveys administered to instructors and students to measure which device instructors and students found easiest to understand and use, and student satisfaction with the device. An analysis of variance (ANOVA) revealed a statistically significant difference (p < .05) in the block test mean scores between groups using mobile devices and the students in the control group that had no device. Post hoc comparisons on each block showed that there was a statistically significant difference between students using the smartphone and students using the other devices, but no statistically significant difference in the block test mean scores between students using the iPod and the netbook. The netbook leveraged the best results, both in block test scores and student satisfaction. The greatest reported disadvantage of the smartphone and the iPod Touch was the small screen size.
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Jalal, Syed Muhammad Asim. "Educational multimedia adaptation for power-saving in mobile learning." Thesis, University of Southampton, 2015. https://eprints.soton.ac.uk/419473/.
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Limited-battery power is a major constraint in mobile learning. It is important to adopt battery power-saving mechanisms in mobile learning applications in order to extend the duration of learning activities. This thesis explores issues related to power-saving in mobile learning. Streaming of online educational multimedia on mobile devices is a power hungry activity due to large amount of wireless data transfer. A number of power-saving multimedia adaptation techniques for streaming multimedia have been developed in the past. Most of these existing approaches achieve power-saving by uniformly lowering the presentation quality of an entire multimedia stream. These generic techniques will typically lower the visual quality of an entire multimedia stream uniformly, without considering its impact on perceived loss of visual information at different points of the multimedia stream. In this thesis, through a user study we suggest that reducing the quality of educational multimedia beyond a certain level - for power-saving adaptation - can cause perceived loss of visual information in quality-sensitive portions of a multimedia. This could have a negative impact on perceived learning effects and leave the resource unsuitable for learning. The results of the study suggest that different parts of a learning multimedia may have different lowest acceptable presentation quality requirements for avoiding perceived loss of visual information. The participants of the study were able to comprehend visual information in one fragment at a lower visual quality but could not comprehend visual information of some other fragments at the same quality level. To address this problem, we proposed a Content-Aware Power Saving Educational Multimedia Adaptation (CAPS-EMA) approach that suggests a way of delivering each portion of a multimedia in a lowest acceptable quality based on the visual contents of each fragment. We demonstrate an implementation of this approach using a prototype system called MoBELearn. The results of our evaluation studies suggest that the way CAPS-EMA adapts multimedia resources is acceptable to users in power-saving situations. CAPS-EMA requires some authoring processes in order to identify fragments and lowest acceptable quality constraints. An expert evaluation described the activities involved in the authoring process as easy to understand and perform Power-saving multimedia adaptation mostly results in some compromises in terms of visual quality and information content. Existing techniques offer users little control over the adaptation process and they are obliged to accept the consequences of the adaptation. We propose a Learner Battery Interaction (LBI) mechanism that suggests offering users power-saving options and relevant feedback about the expected compromises for each power-saving option. This would enable users to make informed choices about power-saving. We evaluated the concept of LBI through a user study. The results of the study suggest a positive perceived usefulness of the system and that mobile learning applications may benefit from the idea. In the end, we propose a search mechanism for online adaptive learning resources that would help find a personalised learning resource that would fulfil the information needs of a learner in a battery-efficient way. This proposed mechanism is based on the concept of discovery of online open adaptive learning resources. For this purpose, we proposed an ontology model to describe adaptive learning resources, in terms of its adaptive features: learning and presentation features. This model could be used as a basis for implementing the proposed concept of the discovery of versions of adaptive learning resources in order to enable learners to engage in learning activities in a battery-efficient way by searching for online learning resources.
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Cabral, Diogo Nuno Crespo Ribeiro. "Mobile and web tools for participative learning." Master's thesis, FCT - UNL, 2008. http://hdl.handle.net/10362/1993.
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Dissertação apresentada na Faculdade de Ciências e Tecnologia da Universidade Nova de Lisboa, para a obtenção do grau de Mestre em Engenharia InformáticaThe combination of different media formats has been a crucial aspect on teaching and learning processes. The recent developments of multimedia technologies over the Internet and using mobile devices can improve the communication between professors and students, and allow students to study anywhere and anytime, allowing each student progress at its own pace. The usage of these new platforms and the increase of multimedia sharing applied to educational environments allow a more participative learning, and make the study of interfaces a relevant aspect of existing multimedia learning systems. The work done in this dissertation explores interfaces and tools for participative learning,using multimedia educational systems over Internet broadband and mobile devices. In this work, aWeb-based learning system was developed, which enables to store, transmit, search and share the contents of courses captured in video and its extension to support Tablet PCs. The Web system, developed as part of the VideoStore project, explores video interfaces and video annotations, which encourage the participative work. The usage of Tablet PCs, through the mEmLearn project, has the aim to encourage the participative work, allowing the students to augment the course materials and to share them with other students or instructors.
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Saran, Murat. "Exploring The Use Of Mobile Phones For Supporting English Language Learners." Phd thesis, METU, 2009. http://etd.lib.metu.edu.tr/upload/3/12610442/index.pdf.
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With their widespread use and their features such as mobility, localization, and personalization, mobile phones offer a great potential for out-of-class learning. Yet, there is scarce research on the use of mobile phones in language learning contexts nor any on using multimedia messages via mobile phones to improve learners'vocabulary acquisition. The major aim of this study was to investigate the potentials and effectiveness of using mobile phones in foreign language education. In particular, the effects of using multimedia messages via mobile phones for improving language learners&rsquo
acquisition of words were explored. A mixed method approach involving both quantitative and qualitative components was employed in this study. The quantitative part of the study followed a pre-test/post-test quasi-experimental design. The qualitative part of the study included post-study semi-structured interviews with the students, and a questionnaire involving open ended items. The participants of this study were a group of students attending the English Preparatory School of an English-medium university in Turkey. Three different groups were formed in order to investigate the comparative effectiveness of supplementary materials delivered through 3 different means: mobile phones, web pages, and printed. Analyses of the quantitative data showed that using mobile phones had positive effects on students&rsquo
vocabulary learning. The qualitative data collected through the questionnaire and the interviews supported this finding. All participants provided positive feedback about the mobile learning application used in this study.
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Alam, Kazi Masudul. "Towards Diverse Media Augmented E-Book Reader Platform." Thèse, Université d'Ottawa / University of Ottawa, 2012. http://hdl.handle.net/10393/22884.
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In order to leverage the use of various modalities such as audio-visual-touch in instilling learning behaviour, we present an intuitive approach of annotation based hapto-audio-visual interaction with the traditional digital learning materials such as eBooks. By integrating the traditional home entertainment system and respective media in the user's reading experience combined with haptic interfaces, we examine whether such augmentation of modalities influence the user's reading experience in terms of attention, entertainment and retention. The proposed Haptic E-Book (HE-Book) system leverages the haptic jacket, haptic arm band as well as haptic sofa interfaces to receive haptic emotive signals wirelessly in the form of patterned vibrations of the actuators and expresses the learning material by incorporating audio-video based augmentation in order to pave ways for intimate reading experience in the popular eBook platform. We have designed and developed desktop, mobile/tablet based HE-Book system as well as a semi-automated annotation authoring tool. Our system also supports multimedia based diverse quiz augmentations, which can help in learning tracking. We have conducted quantitative and qualitative tests using the developed prototype systems. We have adopted the indirect objective based performance analysis methodology, which is commonly used for multimedia based learning investigation. The user study shows that, there is a positive tendency of accepting multimodal interactions including haptics with traditional eBook reading experience. Though our limited number of laboratory tests reveal, that haptics can be an influencing media in eBook reading experience, but it requires large scale real life tests to provide a concluding remarks.
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Gustafsson, Joel. "Vocabulary learning & Vlogging : An exploratory study of vocabulary learning in the form of a vlogging exercise, with the use of mobile learning, compared to orthodox written exercises." Thesis, Linnéuniversitetet, Institutionen för språk (SPR), 2016. http://urn.kb.se/resolve?urn=urn:nbn:se:lnu:diva-54140.
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This study investigates two vocabulary exercises where the participant students receive an assigned set of words to put into sentences, one being a more traditional written exercise, the other being an exercise where students make a vlog using the assigned words. Two upper secondary school classes in Sweden participated in the experiment, including responding to a Likert attitude questionnaire. The hypothesis used in this paper is derived of Pegrum’s third category, of higher integration between school and everyday life, and that this would lead to better results for the students who completed the vlogging exercise. The two participating classes were each divided into two group halves, and each group half received one written exercise and one vlogging exercise – consequently each class half acted as a control group for the other half. The responses gathered were divided into three categories, ‘Correct’, ‘Undetermined’, and ‘Failed’. The results disprove that the vlogging exercise offers a significant improvement over the traditional written exercise, and thusly confirms the No Significant Difference phenomenon.
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Hutchens, Jason. "EDUCATIONAL HANDHELD VIDEO: EXAMINING SHOT COMPOSITION, GRAPHIC DESIGN, AND THEIR IMPACT ON LEARNING." Doctoral diss., University of Central Florida, 2008. http://digital.library.ucf.edu/cdm/ref/collection/ETD/id/2930.
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Formal features of video such as shot composition and graphic design can weigh heavily on the success or failure of educational videos. Many studies have assessed the proper use of these techniques given the psychological expectations that viewers have for video programming (Hawkins et al., 2002; Kenny, 2002; Lang, Zhou, Schwardtz, Bolls, & Potter, 2000; McCain, Chilberg, & Wakshlag, 1977; McCain & Repensky, 1972; Miller, 2005; Morris, 1984; Roe, 1998; Schmitt, Anderson, & Collins, 1999; Sherman & Etling, 1991; Tannenbaum & Fosdick, 1960; Wagner, 1953). This study examined formal features within the context of the newly emerging distribution method of viewing video productions on mobile handheld devices. Shot composition and graphic design were examined in the context of an educational video to measure whether or not they had any influence on user perceptions of learning and learning outcomes. The two formal features were modified for display on 24 inch screens and on 3.5 inch or smaller screens. Participants were shown one of the four modified treatments, then presented with a test to measure whether or not the modified formal features had any impact or influence on learning outcomes from a sample of 132 undergraduate college students. No significant differences were found to occur as a result of manipulation of formal features between the treatment groups.Ed.D.
Department of Educational Research, Technology and Leadership
Education
Educational Leadership EdD
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Chmelařová, Gabriela. "Přehrávač hudby pro Android s výběrem skladem dle kontextu zařízení." Master's thesis, Vysoké učení technické v Brně. Fakulta informačních technologií, 2021. http://www.nusl.cz/ntk/nusl-449167.
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Tato práce pojednává o vytvoření mobilní aplikace zvažující kontext zařízení, která vybírá a doporučuje hudební skladby dle aktuálního stavu kontextu zařízení. Kontext je získáván na základě naměřených hodnot, které jsou získány z vestavěných senzorů mobilního zařízení a z ostatních systémových hodnot zařízení. Výběr konkrétní skladby je poté založen na výstupu modelu strojového učení, který klasifikuje kontext na základě aktuálních získaných dat a následně zvolí skladbu připadající k danému kontextu.
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Chi-Hung, Wu, and 吳啟弘. "A Multimedia Mobile Learning System to Support Auxiliary Collaborative Learning." Thesis, 2007. http://ndltd.ncl.edu.tw/handle/79079134406119558126.
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碩士國立臺中教育大學
數位內容科技學系碩士班
95
As multimedia technology is getting more sophisticated, mobile devices like internet, PDA and 3G cell phone are getting prevalent, and video functions are racing to their full extent, the most popular e-learning subject left now is, how these mobile devices can be incorporated to engage M-Learning. This study is based on incorporating computer technology into teaching activity on Science and Technology Learning Areas. To alleviate the predicaments of recording, communication, exchanging and instruction when outdoor teaching activities are engaged, the study has developed auxiliary collaborative learning Multimedia Mobile Learning System (MMLS). Outdoor teaching activities incorporating collaborative learning in elementary school Science and Technology Learning Areas are often confronted with predicaments such as, phenomenon observed from the nature can mostly be recorded through pencil and paper,communications are hard to be made because of distance between team members. This also leads to difficulty in exchanging information. Plights of the above mentioned will make it hard for the teacher to monitor the development of the on-going activity. By integrating collaborative learning as the model, utilizing PDA as an interactive teaching platform, also comprising wireless internet, this study has developed an auxiliary collaborative learning Multimedia Mobile Learning System (MMLS), which can be implemented into Science and Technology Learning Areas. The functions equipped in the system, such as multimedia notebook, instant communication, instant notebook exchanging, and interactive process recording will overcome predicaments occurred during recording, communication, exchanging and instruction. Further, the study has also defined transfer protocal of network connection, drafting command and the record of learning track between MMLS. The system was experimented on fifty-two fifth graders from a Taichung City elementary school. Students were divided into experimental group and contrast group to engage in learning activities from Science and Technology Learning Areas. The results indicate that, recording sequence based on individual species observation and time volumes engaged in communication between team members are increased with the system. Students’ instant video transfer, audio or photo recording centered on the targets being observed can be conducted without having to be restricted to the classroom. Communication and exchanging students’ observing records using video media has prevailed over the limitation of space and landscape. The experiment has reached the goal of learning anytime and anywhere further verifies the practicability of the system.
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Chen, Chien-Yu, and 陳建宇. "Research on Applying Digital Multimedia on Mobile Learning Vehicles." Thesis, 2010. http://ndltd.ncl.edu.tw/handle/24281485952036443980.
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碩士嶺東科技大學
視覺傳達設計研究所
99
We are in a time when multimedia is very developed, digital multimedia technologies are improving everyday and new technologies are developed all the time, video resolutions are also rapidly marching towards high definition. In addition, due to video editing equipment operation modes are more human, the effects brought on by the prevalence of personal computers, and the popularity of multimedia sharing functions for community websites have created diverse multimedia productions. These productions are shared and broadcasted to every corner of the world by using internet multimedia platforms. Furthermore, as the value-added services for mobile phones become diversified and the 3G communication network widely extended, the establishment rate of campus wireless internet has vastly increased, along with the flourishing development upsurge of mobile vehicles ─ “Smart phones” and convenient diverse cell phone software features are widely popular among consumers and have become the fashion trend for the future communication market. If we can combine the internet’s borderless feature with the smart phone’s mobile internet connection and real-time transmitting features, along with mobile learning and related applications, we can breakthrough the traditional dogmatic book-teaching method and change it to multimedia sharing, giving the knowledge teaching content audio and visual entertainment effects. Thus will increase interest in learning and leave deeper impressions for the learners. Therefore, this research referred to mobile learning related research combined with multimedia data of Taiwan’s rare bird types for value-added development. It also referred to the syllabus of normal high school’s basic biology classes set up by the Ministry of Education as a basis. This research developed and built a mobile communication teaching software platform by mainly using mobile vehicles to broadcast digital multimedia, and by making questionnaires for smart phone usage attitude and needs for applying it on outdoor bird-watching activities. It’s the main purpose of research to understand the needs attitude for smart phone function applications of current smart phone users and use questionnaires to find out their feasibility acknowledgement for combining bird ecology outdoor teaching applications. The problems were compiled and analyzed, and then the “Exploring the Digital Formosa” mobile learning platform was developed and built. Junior high school and senior high school biology teachers, information development professionals and smart phone users were interviewed with a platform satisfaction research questionnaire; at the same time, an actual platform testing and satisfaction semi-open questionnaire researches for junior high school and senior high school biology related teachers were conducted. The result of this research showed that current smart phone functions are suitable for digital multimedia combined with mobile learning; however, for the software it requires connection to mobile communication services or wireless internet to download and install updates and related mobile value-added software to achieve maximum effects for a complete digital multimedia combined with mobile learning. The research results for user’s attitude toward smart phone usage, the need for applying it towards bird-watching activities, and the result of the teacher’s satisfaction level of actually testing out the mobile learning platform all show positive appraisals. Yet, since smart phones have too many functions and the screens are too small which made it difficult to operate and thus obstruct the user’s interest in learning on cell phones. Based on the research results mentioned above, we suggest that cell phones should be combined with the emerging technologies of e-books, and extended development on this research’s learning platform value-added content into the application of digital content publishing of e-books. This will surely increase the platform’s content value. Keywords: Digital Multimedia, Mobile Devices, Smart Phone, M-Learning
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Li, Yi-Hua, and 李宜樺. "Germane Cognitive Load and Engagement on Mobile Learning in Multimedia Learning Environments." Thesis, 2019. http://ndltd.ncl.edu.tw/handle/92dvvz.
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碩士國立臺北教育大學
教育傳播與科技研究所
107
This study investigated germane cognitive load and engagement in a multimedia learning environment on capillary action of plants as a function of different combinations of media. Eighty-six fourth-grade students were assigned to the following three conditions: texts with time-lapse photography embedded in the mobile device (PT condition); laboratory activities that are outside and texts embedded in the mobile device of the mobile device (LT condition); and laboratory activities that are outside of the mobile device and texts with time-lapse photography embedded in the mobile device (PLT condition). Differences in performance on comprehension tests and learning efficiency were examined across conditions. Because of the effects of germane cognitive load, the PLT condition was expected to perform better than the LT condition. Because of the effects of engagement, the PLT conditions were expected to perform better than the LT condition. The implications of the results for research and design of multimedia learning environments by mobile learning are discussed.
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Wu, Kuan-Tin, and 吳冠廷. "The Effects of Multimedia Design and Learning Styles on Mobile English learning with Augmented Reality." Thesis, 2016. http://ndltd.ncl.edu.tw/handle/70317218798029269519.
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碩士臺北市立大學
數位學習碩士學位學程
104
In 21st century, English is the most universal language in the world. To help students learn English naturally in their campus life, English word flashcards are attached on the sceneries of the campus in most elementary schools. However, the flashcards only offer the spelling of the English words. No further learning material can be provided. In this study, Augmented Reality (AR) technology is employed to develop a mobile learning system, which aims at provide versatile learning materials for the English word flashcards in the campus. When a student use their mobile device against a flashcard, the AR learning system will recognize the English word on the flashcard, then retrieve the learning materials about the English word, such as the phonics, the example sentences, and/or the videos of conversations, to help the student learn more about the English word. The learn more about the effects of multimedia design and learning styles in such an AR mobile English learning system, field experiments are performed and the experimental results are analyzed. The quantitative analysis results show that the students had better learning achievements when they received learning materials in dual channel multimedia design. However, different multimedia design has no effect on students’ leaning attitude, motivation, self-efficacy, satisfaction, and technology acceptance. Moreover, the students had higher cognitive load when they received learning materials in dual channel multimedia design, which might answer the reason why the students had better learning achievements. The experimental analysis also shows that there is an interaction between the multimedia design and the learning style. The students had higher learning achievements when the multimedia design matches their learning styles. It encourages system developers to consider students’ learning styles when providing learning materials in an AR mobile English learning system.
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Chen, Chia-Pin, and 陳嘉斌. "The Study of the Effectiveness of multimedia principle and Mobile Learning in English Subject." Thesis, 2012. http://ndltd.ncl.edu.tw/handle/40615888714720194109.
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博士國立高雄師範大學
工業科技教育學系
100
With the development of wireless technology, mobile learning has become a part of living and instructions in educational systems apply such a new technology to assist in learning, expand learning contents, and enhance learning benefits. In the situation of English village, this study plans and establishes the mobile English learning environment with Infrared and RFID context-aware technology, develops the learning platform for the learning expansion in English village, and, based on the cognitive theory of multimedia learning proposed by Mayer, develops the instructional program corresponding to multimedia principle. Total 337 G7 students participated in two experimental instructions. For experimental instruction (1), a class of 49 students in experimental group utilized the instructional film corresponding to multimedia principle, while a class of 46 students in control group did not. Both groups were proceeded English vocabulary test and english situational test, and the English grades in the monthly examination were also included as the scores of pretest and post-test for evaluating students’ English learning effectiveness with quasi-experiments. In experimental instruction (2), 242 G7 students were proceeded the questionnaire survey of “familiarity with mobile learning”, “multimedia principle”, and “mobile learning satisfaction” scales and the assessment of English learning effectiveness. The data were preceded difference analysis and confirmatory factor analysis in structural equation modeling for the reliability, validity, and fitness of the dimensions, and estimated the effects of the four latent variables and the overall model fit. Statistical methods of descriptive statistics, item analysis, exploratory factor analysis, two-way analysis of covariance, t-test, one-way analysis of variance, confirmatory factor analysis, and structural equation modeling were utilized for the data analyses. Based on the results, the following conclusions are proposed. (a)Experimental group which corresponding to multimedia principle, was instructed by films with English subtitles, presented better learning effectiveness than control group did. (b) Referred to students of different backgrounds, there are significant differences partially on “familiarity with mobile learning”, “multimedia principle”, “mobile learning satisfaction” and “English learning effectiveness”. (c)With confirmatory factor analysis, the fitness, standardized factor loading, and average variance extracted did not approach the optimum, but were acceptable; the component reliability achieved standard; and, the convergent validity of the measuring model was favorable, while the discriminant validity reached the optimum. (d)The theoretical model established by “familiarity with mobile learning”, “multimedia principle”, “mobile learning satisfaction”, and “English learning effectiveness” appeared favorable overall model fit of the empirical data. In terms of the research samples, the theoretical model was supported that students’ familiarity with mobile learning could positively affect mobile learning satisfaction.
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顏承宗. "The Design and Implementation of an Interactive Multimedia Teaching and Learning System for Mobile Environment." Thesis, 2003. http://ndltd.ncl.edu.tw/handle/01533487181923662617.
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Peng, Si-Ying, and 彭思穎. "A Study of Mental Model on Elderly People When Learning Mobile Phone ─ Using Paper and Multimedia Usermanuals." Thesis, 2006. http://ndltd.ncl.edu.tw/handle/13589500538624268680.
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碩士長庚大學
工業設計研究所
94
With current increasing growth and progress of science and technology, the mobile phone has become the most popular 3C product. Unfortunately, elderly generations, in face this powerful and multi-functional device, sometimes are unable to use the basic function of mobile phone. When they have some setback and confusion about the use of mobile phone, they do not enjoy the happiness and convenience of technical products. The product user manual aims to resolve this problem by assisting the poor product interface, and thus the elder generations could understand the designers’ intension under the same mental model. Our research questions are : First of all , is it possible that multimedia instructions can help elder users to use mobile phone more easily and correctly? Second, what kinds of difficulties will the elder users encounter while using mobile phones? Third, what difficulties we will face when we help the elder cause the traditional multimedia instruction differences? Finally, how do the elder users utilize the multimedia instructions to learn using mobile phones? The purpose of this study is to develop good multimedia instructions to facilitate the practice and independent learning process of the elder users in using mobile phones. The research process was divided into three parts: (1) to research the previous studies of Human Computer Interaction, Mental Models and manual instructions. (2) to devise and execute the experiments of mobile use for both paper and multimedia instructions. (3) to analyze the process of using protocol analysis, observation, and coaching method. This research utilized experimental results of the pilot multimedia user manual and the feedbacks of experts to form the bases of the final manual. After the formal experiments with the final manual, we discovered that the incorrectness of paper user manual could construct wrong mental model for the users. However, the multimedia user manual, possessing the characteristics of being interactive, enabled the elder users to reduce the operational mistakes and even to learn operation by themselves. This study has explored the differences between the papers and multimedia user manuals. Further, it has addressed the design principles of appropriate multimedia instructions for the elder. Hopefully, this study can help elder users reduce the encumbrance while using mobile phones.
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Ketterl, Markus. "Scalable Multimedia Learning: From local eLectures to global Opencast." Doctoral thesis, 2014. https://repositorium.ub.uni-osnabrueck.de/handle/urn:nbn:de:gbv:700-2014032712324.
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Universities want to go where the learners are to share their rich scientific and intellectual knowledge beyond the walls of the academy and to expand the boundaries of the classroom. This desire has become a critical need, as the worldwide economy adjusts to globalization and the need for advanced education and training becomes ever more critical. Unfortunately, the work of creating, processing, distributing and using quality multimedia learning content is expensive and technically challenging. The work combines research results, lessons learned and usage findings in the presentation of a fully open source based scalable lecture capture solution, that is useful in the heterogenous computing landscape of today’s universities and learning institutes. Especially implemented user facing applications and components are being addressed, which enable lecturers, faculty and students to record, analyze and subsequently re-use the recorded multimedia learning material in multiple and attractive ways across devices and distribution platforms.
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CHANG, MEI-HUA, and 張美華. "The Action Research of Using Digital Multimedia and Mobile learning on Teaching English for Elementary Schools in the Remote Districts." Thesis, 2018. http://ndltd.ncl.edu.tw/handle/wmupx3.
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碩士靜宜大學
教育研究所
106
The purpose of this research is to solve an immediate problem in English learning in the remote districts. The researcher applies digital multimedia and mobile learning on teaching English into class. The research aims to realize the possible difficulties or challenges during the teaching process and the solutions to them. In addition, the researcher would like to observe the transformation of students’ learning behaviors. The research is conducted in the methods of Action Research for around eight months (from May, 2017 to January, 2018), and the teaching program is put into practice for about Eight weeks (from mid-October, 2017 to December, 2017). The subjects are 5 sixth-grade students. The research intends to realize the effect and influence of applying Digital Multimedia and Mobile learning through observation, photographing, videotaping, reflective journals, and relevant documents such as studying sheets etc. This study offers results as follows: 1.The planning and modification of the teaching program: a.The application of Digital Multimedia and Mobile learning enriches students’ learning experiences, helps students cultivate multiple abilities, and makes the class more interesting and energetic. b.Mobile learning integrate into curriculum development teaching activities to guide students to learn and cultivate students everywhere is in the classroom and learning can be at all times. 2.The challenges during the application and countermeasures: a.The number of online teaching materials is diversified, and teachers need to spend a lot of time preparing lessons before class. b.The digital information keeps changing, teachers need to strengthen their abilities c.Teachers need to prepare additional teaching materials，so can prepare a course learning in group. d.Schools need to upgrade mobile learning equipment 3.Students’ learning transformation: a.Students improve their learning motivation in English by using digital multimedia. b.Students can take the initiative to complete their homework, participate in courses actively, and enhance their interest in learning.
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Ho, Shih-Chin, and 何詩欽. "The Study of Learning Achievement of Multimedia Courseware with Different Displaying Methods on Mobile Devices - in Senior High School “Living Technology” Classes as an Example." Thesis, 2009. http://ndltd.ncl.edu.tw/handle/38323704862746945820.
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碩士國立交通大學
理學院碩士在職專班網路學習學程
97
With the rapid development in technology, the technique of wireless broadband has been more and more sophisticated, and the price of mobile devices has been broadly accepted by customers. Even though the era of mobile learning is approaching nowadays, the importance of personalized learning shouldn’t be ignored. Many researches show different displaying methods can help students get greater achievement. For example, One research shows the team combining texts and animations got higher achievement(Szabo、Poohkay，1996). However, another research shows the team combining texts and pictures got higher achievement(Lai，1998).Because those two researches did not have same result,we need to do deeper research on the topic. This thesis is designed to do a research on the relationship among the amount of information carried by the mobile devices, different learning styles of student and the different displaying methods on mobile devices The method of the thesis is Quasi-Experimental Designs on 4 classes of 1st graders in a senior high school in Hsin Chu County in Taiwan; the teaching material is “Technology of Power and Motion” in the course of “Living Technology.” The thesis is intended to analyze: (1) How much amount of information carried by mobile devices is the optimized in terms of students of visual learning and verbal learning respectively? (2) What displaying method on mobile devices work best for students of visual learning and verbal learning respectively? The results of the thesis are presented as the following: (1) When the amount of information carried by mobile devices lies in 4, the cognitive load is the lowest for both students of visual learning and verbal learning. (2) The most optimized displaying methods on mobile devices is AP (Audio first and then Pictures). (3) The most optimized displaying methods on mobile devices for the students of verbal learning is TA( Text first and then Audio). (4) The most optimized o displaying methods on mobile devices for the students of visual learning is AP (Audio first and then Pictures). (5) The cognitive load of learning on mobile devices is highly related with the learning achievement. Hopefully, the results of the thesis can be widely used as a reference for teachers when implementing mobile learning in the near future.
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Chan, Chih-Chieh, and 詹智傑. "The Study of Learning Achievement in Multimedia Courseware Elements of Information on Different Size Mobile Devices - Taking Sciences Course of Senior Grade of Primary School as an Example." Thesis, 2014. http://ndltd.ncl.edu.tw/handle/dtbyg3.
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碩士國立交通大學
理學院科技與數位學習學程
102
Traditional E-learning needs to be redesigned in order to bring a better action learning experience, from the touch tablet and smart phones and other mobile carriers to explore the characteristics of teaching materials components, how they affect the learning outcomes of action learning considerations. Actions in different sizes on mobile devices, the amount of information which multimedia materials to learners can have a higher learning? This study is based multimedia learning cognitive theory, to explore how the design of multimedia materials suitable amount of information on mobile devices. This study used a quasi-experimental design, experimental subjects for the 15 primary schools in Taichung a class of 437 students who test materials for high school science course understanding of weather changes section to explore different dimensions of mobile devices, with different the amount of information of multimedia elements for learners learning impact. Based on the results of statistical analysis found the following: Impact (1) Screen size on learning outcomes, not because of the different amount of information varies. (2) 7.0-inch screen size mobile device, with the amount of information multimedia learning materials for the 11 best. (3) the high amount of information (the amount of information 10,11,12) multimedia textbook obtain higher learning. The results of this study may provide future teachers to teach "know the weather changes," the theme of teaching when making reference to the actions of multimedia learning device.
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Karam, Angela Marie. "A comparison of the effects of mobile device display size and orientation, and text segmentation on learning, cognitive load, and user perception in a higher education chemistry course." Thesis, 2015. http://hdl.handle.net/2152/30465.
Full textAbstract:
This study aimed to understand the relationship between mobile device screen display size (laptops and smartphones) and text segmentation (continuous text, medium text segments, and small text segments) on learning outcomes, cognitive load, and user perception. This quantitative study occurred during the spring semester of 2015. Seven hundred and seventy-one chemistry students from a higher education university completed one of nine treatments in this 3x3 research design. Data collection took place over four class periods. The study revealed that learning outcomes were not affected by the mobile screen display size or orientation, nor was working memory. However, user perception was affected by the screen display size of the device, and results indicated that participants in the sample felt laptop screens were more acceptable for accessing the digital chemistry text than smartphone screens by a small margin. The study also found that neither learning outcomes, nor working memory was affected by the text segmentation viewed. Though user perception was generally not affected by text segmentation, the study found that for perceived ease of use, participants felt medium text segments were easier to learn from than either continuous or small test segments by a small margin. No interaction affects were found between mobile devices and text segmentation. These findings challenge the findings of some earlier studies that laptops may be better for learning than smartphones because of screen size, landscape orientation is better for learning than portrait orientation in small screen mobile devices, and meaningful text segments may be better for learning than non-meaningful, non-segmented, or overly segmented text. The results of this study suggest that customizing the design to the smartphone screen (as opposed to a one-size-fits-all approach) improves learning from smartphones, making them equal to learning from laptops in terms of learning outcomes and cognitive load, and in some cases, user perspective.text
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Sun, Ping-Wen, and 孫秉文. "The Study of Cognitive Load and Learning Achievement in Multimedia Courseware on Different Size Mobile Devices - Using the Unit of “Earth in Space” in Senior High School Earth Sciences Classes as an Example." Thesis, 2009. http://ndltd.ncl.edu.tw/handle/10438263982022868683.
Full textAbstract:
碩士國立交通大學
理學院碩士在職專班網路學習學程
97
Information incorporating teaching has become the integral part of teaching. There are many phenomena that traditional text-based courseware can not show concretely, and the learning achievement of student is often ineffective. Using multimedia courseware can make up the inadequacy of traditional text-based courseware. The current trend is that students can learn multimedia courseware on mobile devices at anytime and anywhere. However, which size of mobile devices is more suitable for m-learning? How many elements of information are more suitable for learning on mobile devices with small screen? This study is based on quasi-experimental method. The subjects of the experiment are 97 the 1st year high school students in Miaoli County, Taiwan. The learning subject is one earth science lecture- The Earth in Space. And the method is to see students’ cognitive load and learning achievement by different combinations of screen sizes and information contents of multimedia courseware on mobile devices. Based on above motivation, we propose the following research purposes: (1) To investigate the effects of different screen sizes and different information contents on the cognitive load. (2) To investigate the effects of different screen size and different information contents on the learning achievement. (3) To investigate the relationship of cognitive load and learning achievement on different screen sizes and different information contents. Based on the quantitative data analysis, we have the following findings: (1) The 3.5-inch screen multimedia courseware with 4 information elements has minimum cognitive load and the best learning achievement. (2) Compared with 2.0-inch screen, multimedia courseware with 3.5-inch screen and 2.8-inch screen both have significantly better cognitive load and learning achievement. (3) Compared with 2 information elements, multimedia courseware with 4 information elements has much better cognitive load and learning achievement. (4) A high correlation between cognitive load and learning achievement exists in different size mobile devices. Above findings could provide good references for tutors to edit multimedia courseware on mobile devices.