Relevant bibliographies by topics / Multimedia learning

Academic literature on the topic 'Multimedia learning'

Author: Grafiati
Published: 4 June 2021
Last updated: 10 March 2023

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Journal articles on the topic "Multimedia learning"

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Mayer, Richard E. "Multimedia Learning." Annual Report of Educational Psychology in Japan 41 (2002): 27–29. http://dx.doi.org/10.5926/arepj1962.41.0_27.

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Lohr, Linda, and James E. Gall. "Multimedia learning." Educational Technology Research and Development 52, no. 3 (September 2004): 87–90. http://dx.doi.org/10.1007/bf02504677.

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Walsh, Kieran. "Multimedia learning." BMJ 329, no. 7477 (November 25, 2004): 1270.4. http://dx.doi.org/10.1136/bmj.329.7477.1270-c.

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Chen, Shu-Ching. "Multimedia Deep Learning." IEEE MultiMedia 26, no. 1 (January 1, 2019): 5–7. http://dx.doi.org/10.1109/mmul.2019.2897471.

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Pea, R. D. "Learning through multimedia." IEEE Computer Graphics and Applications 11, no. 4 (July 1991): 58–66. http://dx.doi.org/10.1109/38.126882.

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Weda, Komang Surya, Ketut Agustini, and Nyoman Sugihartini. "PENGARUH E-MODUL BERBASIS DISCOVERY LEARNING PADA MATA PELAJARAN SISTEM KOMPUTER TERHADAP HASIL BELAJAR SISWA KELAS X SMK NEGERI 3 SINGARAJA." Jurnal Nasional Pendidikan Teknik Informatika (JANAPATI) 7, no. 2 (January 13, 2019): 141. http://dx.doi.org/10.23887/janapati.v7i2.13349.

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Penelitian ini bertujuan untuk mengetahui (1) perbedaan hasil belajar antara siswa yang belajar menggunakan e-modul berbasis discovery learning dan siswa yang belajar menggunakan buku sekolah elektronik pada mata pelajaran Sistem Komputer siswa kelas X Multimedia SMK Negeri 3 Singaraja (2) respon siswa kelas X Multimedia SMK Negeri 3 Singaraja setelah menggunakan e-modul berbasis discovery learning mata pelajaran Sistem Komputer. Jenis penelitian ini adalah eksperimen semu (quasi eksperimen) dengan desain Post Test Only Control Group Design. Populasi penelitian mencakup seluruh siswa kelas X Multimedia SMK Negeri 3 Singaraja Tahun Pelajaran 2017/2018. Sampel yang digunakan yaitu kelas X Multimedia2 yang digunakan sebagai kelas eksperimen dan X Multimedia1 yang digunakan sebagai kelas kontrol, dengan jumlah 73 orang. Metode pengumpulan data yang digunakan yaitu metode tes uraian untuk mengukur hasil belajar, dan metode angket untuk menganalisis respon siswa. Data hasil belajar kemudian dianalisis dengan melakukan uji prasyarat yang meliputi uji normalitas, uji homogenitas dan uji-t. Hasil penelitian menunjukkan bahwa (1) terdapat hasil belajar yang lebih tinggi antara siswa yang belajar menggunakan e-modul berbasis discovery learning dan siswa yang belajar menggunakan media konvensional pada mata pelajaran Sistem Komputer siswa kelas X Multimedia SMK Negeri 3 Singaraja. Hasil analisis uji-t memperoleh thitung sebesar 6,5289 dan ttabel sebesar 1,664 untuk dk sebesar 72 dengan taraf signifikan 5%. Berdasarkan kriteria pengujian diperoleh thitung > ttabel, ini berarti H0 ditolak. (2) respon siswa dari penerapan E-Modul berbasis discovery learning pada mata pelajaran Sistem Komputer adalah positif dilihat dari rata – rata skor hasil angket respon siswa yaitu 93,13.
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Kwok, Wai-Jing, Mai Neo, and Tse-Kian Neo. "Multimedia Learning: Students’ Perceptions in a Multimedia Integrated Cooperative-learning Environment." International Journal of Learning: Annual Review 18, no. 3 (2012): 357–74. http://dx.doi.org/10.18848/1447-9494/cgp/v18i03/47542.

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Ripai, Ahmad. "Interactive Learning Multimedia in Cirebonese Language to Enhance Students Learning Outcome." International Journal of Psychosocial Rehabilitation 24, no. 4 (February 28, 2020): 3599–605. http://dx.doi.org/10.37200/ijpr/v24i4/pr201472.

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Armiya, Armiya, and Asrul Huda. "RANCANG BANGUN MADIA PEMBELAJARAN MULTIMEDIA INTERAKTIF PADA MATA PELAJARAN DASAR DESAIN GRAFIS." Voteteknika (Vocational Teknik Elektronika dan Informatika) 7, no. 1 (February 4, 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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Eberts, Ray, and Kai-Chun Cheng. "Learning, or Not Learning, Through Multimedia." Proceedings of the Human Factors and Ergonomics Society Annual Meeting 42, no. 7 (October 1998): 606–10. http://dx.doi.org/10.1177/154193129804200702.

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With the increasing availability of multimedia software and advanced computers at moderate prices, multimedia lessons are now entering the classroom. Many of the research ideas from human factors and cognitive psychology from the past two decades can now be implemented for teaching mainstream classes. This paper discusses experiences in developing a multimedia statistics course for engineering students that was taught totally on-line through the Internet with no live lectures. Lessons were devised so that students were shown computer-generated animation and could use interactive computer graphics to develop accurate mental models of the material, spatial representations of abstract concepts, and the ability to run mental simulations of the statistical processes. Student performance was assessed with homework assignments and paper-and-pencil tests similar to that done in past semesters. Students had a difficult time adjusting from a passive education role to a more active role. When assessing student performance in these traditional ways, improvements in performance were not found. When the Internet class was changed, however, to integrate the animated lessons with the assessment, performance improvements were found. Ideas are discussed for ways to transition students to take a more active role in learning and to re-examine classroom assessment techniques to more accurately determine the long-term effects of multimedia learning.
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Dissertations / Theses on the topic "Multimedia learning"

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Kovács, Géza M. Eng Massachusetts Institute of Technology. "Multimedia for language learning." Thesis, Massachusetts Institute of Technology, 2013. http://hdl.handle.net/1721.1/85217.

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Thesis: M. Eng., Massachusetts Institute of Technology, Department of Electrical Engineering and Computer Science, 2013.
This electronic version was submitted by the student author. The certified thesis is available in the Institute Archives and Special Collections.
Cataloged from student-submitted PDF version of thesis.
Includes bibliographical references (pages 79-81).
Students studying foreign languages often wish to enjoy authentic foreign-language content - for example, foreign-language videos and comics. Existing means of presenting this content, however, are suboptimal from the perspective of language learning. We have developed a pair of tools that aim to help learners acquire the foreign language while enjoying authentic, foreign-language material. One tool is Smart Subtitles, which help learners learn vocabulary while watching videos. Our user evaluations have shown that Smart Subtitles help learners learn vocabulary more effectively than a popular approach for learning from video (dual subtitles). The other tool is a grammar visualization which illustrates the grammatical structure of sentences. This grammar visualization can be embedded into a number of language-learning applications. This includes a foreign-language manga reader we have built, which aims to help learners learn vocabulary, grammar and pronunciation while reading comics and manga. Our study for the grammar visualization shows that it helps monolinguals arrive at more accurate translations if we have an oracle taking the best translation of all, though there was no significant improvement in the average translation quality.
by Geza Kovacs.
M. Eng.
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Mast, Kimberly. "Multimedia in E-Learning." The University of Arizona, 2015. http://hdl.handle.net/10150/556151.

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Multimedia in E-Learnign and Cognitive Overload
Multimedia has infused itself into all aspects of education be it online, distance or in the face-to-face classroom. Its presence has become ubiquitous in education and yet has it really benefitted students to the degree it could? This paper utilizes a review of the literature to define the role of multimedia in e-learning then looks at how multimedia fits into basic pedagogy, learning theory and learning styles. An examination of how multimedia optimally could be incorporated into the curriculum is also conducted. Finally a look at cognitive overload is undertaken to determine if there is such as thing as too much of a good thing; can instructors end up confusing students with poorly designed multimedia presentations? There are many tools to use to present multimedia lessons however, this does not mean they all need to be used in a single lesson, and selecting the right multimedia tool, and content is imperative to ensure learning goals are met. Careful selection and attention to instructional design remains the key determinant in successful learning models and the incorporation of multimedia should be used with basic instructional pedagogy in mind.
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Largey, Alan. "A multimedia pedagogy." Thesis, University of Ulster, 2000. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.268593.

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Budnik, Mateusz. "Active and deep learning for multimedia." Thesis, Université Grenoble Alpes (ComUE), 2017. http://www.theses.fr/2017GREAM011.

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Les thèmes principaux abordés dans cette thèse sont l'utilisation de méthodes d'apprentissage actif et d'apprentissage profond dans le contexte du traitement de documents multimodaux. Les contributions proposées dans cette thèse abordent ces deux thèmes. Un système d'apprentissage actif a été introduit pour permettre une annotation plus efficace des émissions de télévision grâce à la propagation des étiquettes, à l'utilisation de données multimodales et à des stratégies de sélection efficaces. Plusieurs scénarios et expériences ont été envisagés dans le cadre de l'identification des personnes dans les vidéos, en prenant en compte l'utilisation de différentes modalités (telles que les visages, les segments de la parole et le texte superposé) et différentes stratégies de sélection. Le système complet a été validé au cours d'un ``test à blanc'' impliquant des annotateurs humains réels.Une deuxième contribution majeure a été l'étude et l'utilisation de l'apprentissage profond (en particulier les réseaux de neurones convolutifs) pour la recherche d'information dans les vidéos. Une étude exhaustive a été réalisée en utilisant différentes architectures de réseaux neuronaux et différentes techniques d'apprentissage telles que le réglage fin (fine-tuning) ou des classificateurs plus classiques comme les SVMs. Une comparaison a été faite entre les caractéristiques apprises (la sortie des réseaux neuronaux) et les caractéristiques plus classiques (``engineered features''). Malgré la performance inférieure des seconds, une fusion de ces deux types de caractéristiques augmente la performance globale.Enfin, l'utilisation d'un réseau neuronal convolutif pour l'identification des locuteurs à l'aide de spectrogrammes a été explorée. Les résultats ont été comparés à ceux obtenus avec d'autres systèmes d'identification de locuteurs récents. Différentes approches de fusion ont également été testées. L'approche proposée a permis d'obtenir des résultats comparables à ceux certains des autres systèmes testés et a offert une augmentation de la performance lorsqu'elle est fusionnée avec la sortie du meilleur système
The main topics of this thesis include the use of active learning-based methods and deep learning in the context of retrieval of multimodal documents. The contributions proposed during this thesis address both these topics. An active learning framework was introduced, which allows for a more efficient annotation of broadcast TV videos thanks to the propagation of labels, the use of multimodal data and selection strategies. Several different scenarios and experiments were considered in the context of person identification in videos, including using different modalities (such as faces, speech segments and overlaid text) and different selection strategies. The whole system was additionally validated in a dry run involving real human annotators.A second major contribution was the investigation and use of deep learning (in particular the convolutional neural network) for video retrieval. A comprehensive study was made using different neural network architectures and training techniques such as fine-tuning or using separate classifiers like SVM. A comparison was made between learned features (the output of neural networks) and engineered features. Despite the lower performance of the engineered features, fusion between these two types of features increases overall performance.Finally, the use of convolutional neural network for speaker identification using spectrograms is explored. The results are compared to other state-of-the-art speaker identification systems. Different fusion approaches are also tested. The proposed approach obtains comparable results to some of the other tested approaches and offers an increase in performance when fused with the output of the best system
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Chen, Junjie. "Learning hash codes for multimedia retrieval." HKBU Institutional Repository, 2019. https://repository.hkbu.edu.hk/etd_oa/684.

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The explosive growth of multimedia data in online media repositories and social networks has led to the high demand of fast and accurate services for large-scale multimedia retrieval. Hashing, due to its effectiveness in coding high-dimensional data into a low-dimensional binary space, has been considered to be effective for the retrieval application. Despite the progress that has been made recently, how to learn the optimal hashing models which can make the best trade-off between the retrieval efficiency and accuracy remains to be open research issues. This thesis research aims to develop hashing models which are effective for image and video retrieval. An unsupervised hashing model called APHash is first proposed to learn hash codes for images by exploiting the distribution of data. To reduce the underlying computational complexity, a methodology that makes use of an asymmetric similarity matrix is explored and found effective. In addition, the deep learning approach to learn hash codes for images is also studied. In particular, a novel deep model called DeepQuan which tries to incorporate product quantization methods into an unsupervised deep model for the learning. Other than adopting only the quadratic loss as the optimization objective like most of the related deep models, DeepQuan optimizes the data representations and their quantization codebooks to explores the clustering structure of the underlying data manifold where the introduction of a weighted triplet loss into the learning objective is found to be effective. Furthermore, the case with some labeled data available for the learning is also considered. To alleviate the high training cost (which is especially crucial given a large-scale database), another hashing model named Similarity Preserving Deep Asymmetric Quantization (SPDAQ) is proposed for both image and video retrieval where the compact binary codes and quantization codebooks for all the items in the database can be explicitly learned in an efficient manner. All the aforementioned hashing methods proposed have been rigorously evaluated using benchmark datasets and found to outperform the related state-of-the-art methods.
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Herrington, Janice A. "Authentic learning in interactive multimedia environments." Thesis, Edith Cowan University, Research Online, Perth, Western Australia, 1997. https://ro.ecu.edu.au/theses/1478.

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The instructional technology community is in the midst of a philosophical shift from a behaviourist to a constructivist framework, a move that may begin to address the growing rift between formal school learning and real-life learning. One theory of learning which has the capacity to promote authentic learning is that of situated learning. The purpose of the study was to investigate the way students learn from an interactive multimedia package and learning environment based on a situated learning model. To do this, it was necessary to identify the critical characteristics of a situated learning model based on the extensive literature on the subject. An interactive multimedia learning environment for university level students was then designed according to these characteristics of a situated learning model. The learning environment comprised an interactive multimedia program on assessment in mathematics, together with recommended implementation conditions in the classroom. Specifically, the research sought to investigate the way preservice teachers used interactive multimedia based on a situated learning model, how they responded to the critical elements of the situated learning environment, what types of higher-order thinking they used as they worked with the program, and whether learning transferred to their professional teaching practice in schools. The research took the form of an interpretive, qualitative study. The major methods of data collection were videotaping of preservice teachers using the interactive multimedia program, observation, and interviews with both the preservice teachers and their supervising teachers in schools. Data was analysed using techniques of qualitative analysis recommended by Eisner (1991) and Miles and Huberman (1994). Findings suggest that the use of the situated learning model was a successful alternative to the system models frequently used for the development of interactive multimedia, and one that enabled students to freely navigate a complex resource. When implemented with all the characteristics defined in the model, it appeared to provide an effective framework for the design of an environment for the acquisition of advanced know ledge. Students used a substantial amount of higher-order thinking, relatively little social and lower order talk, and a moderate amount of procedural talk as they worked with the assessment program. While on their professional practice in schools, the students used a variety of assessment techniques to assess children's learning, and they were able to speak knowledgably and confidently about the issue of assessment, supporting the view that they had incorporated their learning deeply into their cognitive structures. According to the beliefs of the students themselves, the multimedia program appeared to influence the types of strategies they employed and their thinking about assessment as they taught mathematics and other classes during their professional practice. The major implication of the research is that new learning theory can inform the instructional design of interactive multimedia. For implementation in contexts of advanced knowledge acquisition, an instructional design model based on situated learning is an effective substitute for the traditional instructional systems model. Further implications are that excessive intervention by the developer in providing interaction between the program and the learner is not necessary, and that multimedia materials are best designed and implemented socially, not as independent instruction for individual learners. At the conclusion of the thesis, extensive recommendations for further research, both systemic and analytic, are provided.
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Chang, Shen. "Multimedia versus print in facilitating audience learning." HKBU Institutional Repository, 2010. https://repository.hkbu.edu.hk/etd_ra/1169.

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Cockett, W. A. "Multimedia and the curriculum." Thesis, Brunel University, 1994. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.260301.

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Romin, Peter, and David Lundén. "Multimedial instruktionsmetodik : en fallstudie kring multimedia i undervisningen." Thesis, Högskolan Dalarna, Pedagogiskt arbete, 2006. http://urn.kb.se/resolve?urn=urn:nbn:se:du-2176.

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Multimedia är ett hett omdebatterat ämne både i och utanför skolan. Vad är det bra för och hur kan man använda det i undervisningen? Den frågan kan man finna svaret på i detta arbete genom att läsa detta arbete.Vi ger bakgrundsmaterial i form av en kvantitativ attitydundersökning kring lärare och IT.Syftet med detta arbete är att bidra till skolutveckling genom att lyfta fram didaktiska metoder inom multimedial instruktionsmetodik. Vidare kommer vi att försöka få ett svar på hur de förhåller sig till att använda sig av multimediala hjälpmedel i sin undervisning.Undersökningens metod har varit kvalitativa intervjuer med 11 informanter. Dessa kommer både från högskola och gymnasieskola. Informanterna kommer från olika pedagogiska yrken så som högskoleadjunkt, yrkeslärare, lektor och kärnämneslärare.I våra teoretiska utgångspunkter klargörs diskursen för detta examensarbete. Under inlärning beskrivs olika utvecklingspsykologiska teorier. Där beskrivs bland annat multimedia principen och lärstilar .Ur resultatet framkommer att användning av multimedia ser olika ut och att instruktionsanvändandet stämmer överens med våra teoretiska utgångspunkter.Vidare diskuteras mer generella aspekter av multimedial inlärning samt hur undervisning kan organiseras och genomföras med olika presentationshjälpmedel. Genom att använda multimedia i undervisningen får man variation, som gynnar helhetsbilden kring olika lärstilar.Multimedial instruktionsmetodik handlar om hur och varför man kan och bör använda multimediala hjälpmedel för att förbättra undervisningen. Vi belyser teorier som understödjer ett multimedialt användande inom undervisning. Vår fallstudie undersöker lärares användning och ger lärande exempel på multimedial instruktionsmetodik. Under diskussionen framkommer fler intressanta lärande exempel. Här finns också hänvisningar till tänkbara multimediala inspirationskällor. En sammanställning för fortsatt forskning inom området finns att tillgå i form av en bilaga.Slutligen ges förslag till framtida forskning inom området för detta examensarbete.
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Nguyen, Mai Lan. "A multimedia presentation system for interactive learning." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1998. http://www.collectionscanada.ca/obj/s4/f2/dsk2/ftp03/MQ39990.pdf.

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Books on the topic "Multimedia learning"

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Multimedia learning. 2nd ed. Cambridge : New York: Cambridge University Press, 2009.

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El Saddik, Abdulmotaleb. Interactive Multimedia Learning. Berlin, Heidelberg: Springer Berlin Heidelberg, 2001. http://dx.doi.org/10.1007/978-3-642-56790-2.

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Konert, Johannes. Interactive Multimedia Learning. Cham: Springer International Publishing, 2015. http://dx.doi.org/10.1007/978-3-319-10256-6.

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Giardina, Max, ed. Interactive Multimedia Learning Environments. Berlin, Heidelberg: Springer Berlin Heidelberg, 1992. http://dx.doi.org/10.1007/978-3-642-77705-9.

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Design for multimedia learning. London: Prentice Hall, 1997.

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Fu, Weina, Yuan Xu, Shui-Hua Wang, and Yudong Zhang, eds. Multimedia Technology and Enhanced Learning. Cham: Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-82565-2.

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Fu, Weina, Yuan Xu, Shui-Hua Wang, and Yudong Zhang, eds. Multimedia Technology and Enhanced Learning. Cham: Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-82562-1.

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Wang, Shui-Hua, and Yu-Dong Zhang, eds. Multimedia Technology and Enhanced Learning. Cham: Springer Nature Switzerland, 2022. http://dx.doi.org/10.1007/978-3-031-18123-8.

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Zhang, Yu-Dong, Shui-Hua Wang, and Shuai Liu, eds. Multimedia Technology and Enhanced Learning. Cham: Springer International Publishing, 2020. http://dx.doi.org/10.1007/978-3-030-51100-5.

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Zhang, Yu-Dong, Shui-Hua Wang, and Shuai Liu, eds. Multimedia Technology and Enhanced Learning. Cham: Springer International Publishing, 2020. http://dx.doi.org/10.1007/978-3-030-51103-6.

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Book chapters on the topic "Multimedia learning"

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Steinmetz, Ralf, and Klara Nahrstedt. "Multimedia Learning." In X.media.publishing, 173–96. Berlin, Heidelberg: Springer Berlin Heidelberg, 2004. http://dx.doi.org/10.1007/978-3-662-08876-0_8.

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Niegemann, Helmut M., and Steffi Heidig. "Multimedia Learning." In Encyclopedia of the Sciences of Learning, 2372–75. Boston, MA: Springer US, 2012. http://dx.doi.org/10.1007/978-1-4419-1428-6_285.

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Balzer, Lars, Maria Bannert, Reinhold S. Jäger, Martina Schäfer, Josephine Hofmann, Lothar Stockert, Thomas Nirmaier, Antonela Opacak, and Johannes Dürr. "Business Learning." In Business Multimedia, 107–90. Wiesbaden: Gabler Verlag, 1998. http://dx.doi.org/10.1007/978-3-322-84715-7_3.

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Bork, Alfred, and Sigrun Gunnarsdottir. "Multimedia in Learning." In Tutorial Distance Learning, 63–70. Dordrecht: Springer Netherlands, 2001. http://dx.doi.org/10.1007/978-94-010-0636-1_6.

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Desmet, Piet, and Frederik Cornillie. "Multimedia CALL." In Encyclopedia of the Sciences of Learning, 2368–71. Boston, MA: Springer US, 2012. http://dx.doi.org/10.1007/978-1-4419-1428-6_963.

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Sun, Fuming, Meixiang Xu, and Xiaojun Jiang. "Robust Multi-label Image Classification with Semi-Supervised Learning and Active Learning." In MultiMedia Modeling, 512–23. Cham: Springer International Publishing, 2015. http://dx.doi.org/10.1007/978-3-319-14442-9_56.

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Zhu, Wenwu, and Xin Wang. "Meta-Learning for Multimedia." In Automated Machine Learning and Meta-Learning for Multimedia, 179–215. Cham: Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-88132-0_4.

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Zheng, Wenbo, Lan Yan, Fei-Yue Wang, and Chao Gou. "Learning from the Negativity: Deep Negative Correlation Meta-Learning for Adversarial Image Classification." In MultiMedia Modeling, 531–40. Cham: Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-67832-6_43.

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El Saddik, Abdulmotaleb. "Introduction." In Interactive Multimedia Learning, 1–6. Berlin, Heidelberg: Springer Berlin Heidelberg, 2001. http://dx.doi.org/10.1007/978-3-642-56790-2_1.

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El Saddik, Abdulmotaleb. "Visualization and Animation in Education." In Interactive Multimedia Learning, 7–25. Berlin, Heidelberg: Springer Berlin Heidelberg, 2001. http://dx.doi.org/10.1007/978-3-642-56790-2_2.

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Conference papers on the topic "Multimedia learning"

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Lopes, J., I. Trancoso, R. Correia, T. Pellegrini, H. Meinedo, N. Mamede, and M. Eskenazi. "Multimedia learning materials." In 2010 IEEE Spoken Language Technology Workshop (SLT 2010). IEEE, 2010. http://dx.doi.org/10.1109/slt.2010.5700833.

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Glanville, Ranulph, and Robin Mc Kinnon-Wood. "Learning and Multimedia." In eCAADe 1995: Multimedia and Architectural Disciplines. eCAADe, 1995. http://dx.doi.org/10.52842/conf.ecaade.1995.093.

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Glanville, Ranulph, and Robin Mc Kinnon-Wood. "Learning and Multimedia." In eCAADe 1995: Multimedia and Architectural Disciplines. eCAADe, 1995. http://dx.doi.org/10.52842/conf.ecaade.1995.093.

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Chau, Kien Tsong, Wan Ahmad Jaafar Wan Yahaya, Malathi Letchumanan, and Por Fei Ping. "Extending Physical Multimedia Learning with Cognitive Theory of Multimedia Learning." In 2019 IEEE 4th International Conference on Signal and Image Processing (ICSIP). IEEE, 2019. http://dx.doi.org/10.1109/siprocess.2019.8868372.

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Kurzel, Frank, Jill Slay, and Yenha Chau. "Towards an Adaptive Multimedia Learning Environment." In 2002 Informing Science + IT Education Conference. Informing Science Institute, 2002. http://dx.doi.org/10.28945/2518.

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In this paper, we describe an evolving adaptive multimedia learning environment that utilises multimedia presentation techniques in its interface while still providing Internet connectivity for management and delivery purposes. The structure of the domain is based on concepts that can be presented in a variety of ways; multimedia players display the content on the client computer. A student and course model exists that determine what content item is presented, based on both student prior competencies (pre-requisite knowledge and skills) and preferences.
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Saade, Raafat, and Ian Galloway. "Understanding Intention to Use Multimedia Information Systems for Learning." In InSITE 2005: Informing Science + IT Education Conference. Informing Science Institute, 2005. http://dx.doi.org/10.28945/2868.

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The challenge today for educators interested in online teaching and learning is how to create, use and assess multimedia technologies for enhanced learning. Unlike hypertext and web-based instruction, the reliance on reading blocks of text is minimized. There still remains little evidence supporting multimedia to enhance learning. From the author’s perspectives, the challenge is to better understand the processes involved in developing effective multimedia tools and to establish appropriate assessment methodologies that may be used to guide standards and ‘good educational multimedia design practice’. This paper aims at sharing the author’s experiences with the development of a multimedia tool and its assessment. A multimedia learning system (MMLS) is presented and the Technology Acceptance Model (TAM) is used to explain user acceptance. We investigate and discuss the TAM results involving a different technology used in a different context. As an initial attempt to understand students’ beliefs, perceptions, attitudes and intentions (and their inter-relationships) our results show that TAM performs well in explaining them.
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Pobiner, Scott. "Collaborative multimedia learning environments." In CHI '06 extended abstracts. New York, New York, USA: ACM Press, 2006. http://dx.doi.org/10.1145/1125451.1125682.

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Sang, Jitao, Jun Yu, Ramesh Jain, Rainer Lienhart, Peng Cui, and Jiashi Feng. "Deep Learning for Multimedia." In MM '18: ACM Multimedia Conference. New York, NY, USA: ACM, 2018. http://dx.doi.org/10.1145/3240508.3243931.

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Chien, Jen-Tzung. "Deep Bayesian Multimedia Learning." In MM '20: The 28th ACM International Conference on Multimedia. New York, NY, USA: ACM, 2020. http://dx.doi.org/10.1145/3394171.3418545.

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Quénot, Georges M. "Active learning for multimedia." In the 15th international conference. New York, New York, USA: ACM Press, 2007. http://dx.doi.org/10.1145/1291233.1291236.

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Reports on the topic "Multimedia learning"

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Blankenbeckler, Paul N., Thomas R. Graves, and Richard L. Wampler. Designing Interactive Multimedia Instruction to Address Soldiers' Learning Needs. Fort Belvoir, VA: Defense Technical Information Center, December 2014. http://dx.doi.org/10.21236/ada616380.

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Kolodner, Janet, and Mimi Recker. Designing an Interactive Multimedia Environment for Learning and Aiding Troubleshooting. Fort Belvoir, VA: Defense Technical Information Center, September 1997. http://dx.doi.org/10.21236/ada337686.

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Bilousova, Liudmyla I., Liudmyla E. Gryzun, Julia O. Rakusa, and Ekaterina O. Shmeltser. Informatics teacher's training for design of innovative learning aids. [б. в.], July 2020. http://dx.doi.org/10.31812/123456789/3889.

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In accordance with its goal, the paper covers practical aspects and experience of Informatics teachers’ preparation for the design of innovative learning aids as one of the important components of the renewed model of teachers’ training. Theoretical background of the research includes holistic educational approach and functional basics of electronic didactic aids development. The specific example of such an experience (students’ project activity on the design of English multimedia tutorial for schoolchildren) is depicted in details. The prospects of further research are outlined.
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Havrilova, Liudmyla H., Olena Ye Ishutina, Valentyna V. Zamorotska, and Darja A. Kassim. Distance learning courses in developing future music teachers’ instrumental performance competence. [б. в.], September 2019. http://dx.doi.org/10.31812/123456789/3265.

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The scientific and methodological background of creation and development of the distance learning courses for the future music teachers is substantiated. The components and structure of future music teachers’ instrumental performance competence are defined; the content of the course is revealed. The materials are based on the authors’ teaching experience within the distance learning course “Basic Musical Instrument (Piano)”. The main blocks of the distance course design and development are considered among them to be theoretical, practical, individual work, and control blocks. The specificity of distance learning methods in the future music teachers’ instrumental and performance training is substantiated and three main methods are distinguished. The method of involving information and communication technologies, including multimedia; project method, and features of knowledge and skills controlling are elaborated. The results of implementation and experimental research of using distance learning courses for developing future music teachers’ instrumental performance competence are described. The influence of different methods use on students’ success is explored.
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Tkachuk, Viktoriia, Serhiy Semerikov, Yuliia Yechkalo, Svitlana Khotskina, and Vladimir Soloviev. Selection of Mobile ICT for Learning Informatics of Future Professionals in Engineering Pedagogy. [б. в.], October 2020. http://dx.doi.org/10.31812/123456789/4127.

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The research aims to theoretically justify and experimentally verify selection of mobile ICT for learning informatics to future professionals in engineering pedagogy. The research tasks include selecting groups of informatics subjects and mobile ICT tools for learning future professionals in engineering pedagogy. The research object involves selection of mobile ICT for the training process. The re-search subject is selection of mobile ICT for learning informatics to future professionals in engineering pedagogy. The research results imply analysis of the national and foreign researches into mobile ICT for learning informatics. The latest publications concerning selection of mobile ICT for teaching Informatics subjects (Mobile Learning Management Systems, Mobile Modeling and Programming Environments, Mobile Database Management Systems, Mobile Multimedia Authoring Tools, Audience Response Systems) are analyzed. Informatics subjects are united into 19 groups, mobile ICT tools – into five groups. The experimental research is conducted according to the syllabuses for Speciality 015.10 “Professional Education (Computer Technologies)”. The expert assessment results for each of the content blocks of informatics subjects allow determining leading and auxiliary mobile ICT teaching tools.
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Strutynska, Oksana V., Grygoriy M. Torbin, Mariia A. Umryk, and Roman M. Vernydub. Digitalization of the educational process for the training of the pre-service teachers. [б. в.], June 2021. http://dx.doi.org/10.31812/123456789/4437.

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According to the Development Concept of the Digital Economy and Society in Ukraine, the priority of this area is to develop a substantial national policy on digitalization of education, as this is the key part of the education reform in Ukraine. For this reason, universities should firstly take into account the particularities of teaching the current generation of students and the needs of the digital society as a whole. This paper considers the process of transition from informatization to digitalization in society, implementation of digital support for the educational process in the university, development of the digital educational environment for the training university teachers, and proposes the digital tools for such an environment. The authors propose several ways to improve the development level of digitalization of the educational environment in the university. This is to take into account the needs of the digital society and the modern generation of students, provide a high level of the digital literacy formation of university graduates and support the development of a new digital security system of the modern university. Aiming to design the digital educational environment for increasing the of educators’ digital literacy level, the authors propose to develop and implement the following computer, multimedia and computer-based learning tools and equipment, which includes blended and distance learning classes, cloud technologies, tools of virtual and augmented reality, tools for gamification of the educational process, educational robotics, tools for learning 3D technologies, MOOCs.
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Bondarenko, Olga V. The didactic potential of virtual information educational environment as a tool of geography students training. [б. в.], February 2020. http://dx.doi.org/10.31812/123456789/3761.

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The article clarifies the concept of “virtual information educational environment” (VIEE) and examines the researchers’ views on its meaning exposed in the scientific literature. The article determines the didactic potential of the virtual information educational environment for the geography students training based on the analysis of the authors’ experience of blended learning by means of the Google Classroom. It also specifies the features (immersion, interactivity, and dynamism, sense of presence, continuity, and causality). The authors highlighted the advantages of virtual information educational environment implementation, such as: increase of the efficiency of the educational process by intensifying the process of cognition and interpersonal interactive communication; continuous access to multimedia content both in Google Classroom and beyond; saving student time due to the absence of necessity to work out the training material “manually”; availability of virtual pages of the virtual class; individualization of the educational process; formation of informational culture of the geography students; and more productive learning of the educational material at the expense of IT educational facilities. Among the disadvantages the article mentions low level of computerization, insignificant quantity and low quality of software products, underestimation of the role of VIЕЕ in the professional training of geography students, and the lack of economic stimuli, etc.
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Tarasov, Alexander F., Irina A. Getman, Svetlana S. Turlakova, Ihor I. Stashkevych, and Serhiy M. Kozmenko. Methodological aspects of preparation of educational content on the basis of distance education platforms. [б. в.], July 2020. http://dx.doi.org/10.31812/123456789/3857.

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The urgency of application of technologies and means of distance learning in educational process of higher educational institutions is designated. The growing frequency of using cloud services and electronic textbooks in mobile and distance learning is noted. The importance of building educational environment is highlighted, where the key element is e-learning resources in digital form, including structure, subject content and metadata about the course. For higher educational institutions, the need for methodical support for the preparation of educational content on the basis of distance education platforms is determined. The experience of using the free distance education platform Moodle within the framework of the higher educational institution Donbass State Engineering Academy is considered. Methodical aspects of training content preparation on the basis of distance education platforms on the example of MoodleDDMA system are given. The General structure of the distance course and an example of evaluation of test tasks of the distance course (module) on topics are considered. An example of the presentation of the course on the basis of distance education platform MoodleDDMA is given. Conclusions about the experience of using the Moodle distance education system at the Donbass State Engineering Academy from the point of view of teachers and students are drawn. The perspective directions of researches and development of the Moodle distance education platform in completion and expansion of educational materials by multimedia elements and links, and also creation of the application for mobile devices for possibility of more effective use of the platform are allocated.
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Modlo, Yevhenii O., Serhiy O. Semerikov, Stanislav L. Bondarevskyi, Stanislav T. Tolmachev, Oksana M. Markova, and Pavlo P. Nechypurenko. Methods of using mobile Internet devices in the formation of the general scientific component of bachelor in electromechanics competency in modeling of technical objects. [б. в.], February 2020. http://dx.doi.org/10.31812/123456789/3677.

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An analysis of the experience of professional training bachelors of electromechanics in Ukraine and abroad made it possible to determine that one of the leading trends in its modernization is the synergistic integration of various engineering branches (mechanical, electrical, electronic engineering and automation) in mechatronics for the purpose of design, manufacture, operation and maintenance electromechanical equipment. Teaching mechatronics provides for the meaningful integration of various disciplines of professional and practical training bachelors of electromechanics based on the concept of modeling and technological integration of various organizational forms and teaching methods based on the concept of mobility. Within this approach, the leading learning tools of bachelors of electromechanics are mobile Internet devices (MID) – a multimedia mobile devices that provide wireless access to information and communication Internet services for collecting, organizing, storing, processing, transmitting, presenting all kinds of messages and data. The authors reveals the main possibilities of using MID in learning to ensure equal access to education, personalized learning, instant feedback and evaluating learning outcomes, mobile learning, productive use of time spent in classrooms, creating mobile learning communities, support situated learning, development of continuous seamless learning, ensuring the gap between formal and informal learning, minimize educational disruption in conflict and disaster areas, assist learners with disabilities, improve the quality of the communication and the management of institution, and maximize the cost-efficiency. Bachelor of electromechanics competency in modeling of technical objects is a personal and vocational ability, which includes a system of knowledge, skills, experience in learning and research activities on modeling mechatronic systems and a positive value attitude towards it; bachelor of electromechanics should be ready and able to use methods and software/hardware modeling tools for processes analyzes, systems synthesis, evaluating their reliability and effectiveness for solving practical problems in professional field. The competency structure of the bachelor of electromechanics in the modeling of technical objects is reflected in three groups of competencies: general scientific, general professional and specialized professional. The implementation of the technique of using MID in learning bachelors of electromechanics in modeling of technical objects is the appropriate methodic of using, the component of which is partial methods for using MID in the formation of the general scientific component of the bachelor of electromechanics competency in modeling of technical objects, are disclosed by example academic disciplines “Higher mathematics”, “Computers and programming”, “Engineering mechanics”, “Electrical machines”. The leading tools of formation of the general scientific component of bachelor in electromechanics competency in modeling of technical objects are augmented reality mobile tools (to visualize the objects’ structure and modeling results), mobile computer mathematical systems (universal tools used at all stages of modeling learning), cloud based spreadsheets (as modeling tools) and text editors (to make the program description of model), mobile computer-aided design systems (to create and view the physical properties of models of technical objects) and mobile communication tools (to organize a joint activity in modeling).
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Stepanyuk, Alla V., Liudmyla P. Mironets, Tetiana M. Olendr, Ivan M. Tsidylo, and Oksana B. Stoliar. Methodology of using mobile Internet devices in the process of biology school course studying. [б. в.], July 2020. http://dx.doi.org/10.31812/123456789/3887.

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This paper considers the problem of using mobile Internet devices in the process of biology studying in secondary schools. It has been examined how well the scientific problem is developed in pedagogical theory and educational practice. The methodology of using mobile Internet devices in the process of biology studying in a basic school, which involves the use of the Play Market server applications, Smart technologies and a website, has been created. After the analyses of the Play Market server content, there have been found several free of charge applications, which can be used while studying biology in a basic school. Among them are the following: Anatomy 4D, Animal 4D+, Augmented Reality Dinosaurs – my ARgalaxy, BioInc – Biomedical Plague, Plan+Net. Their choice is caused by the specifics of the object of biological cognition (life in all its manifestations) and the concept of bio(eco)centrism, which recognizes the life of any living system as the highest value. The paper suggests the original approach for homework checking, which involves besides computer control of students’ learning outcomes, the use of Miracast wireless technology. This demands the owning of a smartphone, a multimedia projector, and a Google Chromecast type adapter. The methodology of conducting a mobile front-line survey at the lesson on the learned or current material in biology in the test form, with the help of the free Plickers application, has been presented. The expediency of using the website builder Ucoz.ua for creation of a training website in biology has been substantiated. The methodology of organizing the educational process in biology in a basic school using the training website has been developed. Recommendations for using a biology training website have been summarized. According to the results of the forming experiment, the effectiveness of the proposed methodology of using mobile Internet devices in the process of biology studying in a basic school has been substantiated.
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