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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 OverloadMultimedia 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 systèmeThe 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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Schroeder, Barbara A. "Multimedia-enhanced instruction in online learning environments /." ProQuest subscription required:, 2006. http://proquest.umi.com/pqdweb?did=1179968651&sid=3&Fmt=2&clientId=8813&RQT=309&VName=PQD.
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Cairncross, Sandra. "Interactive multimedia and learning : realising the benefits." Thesis, Edinburgh Napier University, 2002. http://researchrepository.napier.ac.uk/Output/4628.
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Interactive multimedia has the potential to create high quality learning environments that actively engage the learner. For example it can combine explanation with illustrative examples, on-line assessment with feedback and provide opportunities to practise and experiment. A range of media elements can be used to convey a given message and the learner can study at a time, place and pace convenient to them. However there is growing evidence that the potential of interactive multimedia is not being fulfilled. Early designs were often driven by technology rather than pedagogy, with a focus on the physical interface. This thesis argues that if we are to design effective interactive learning applications then a learner-centred approach to their design and implementation should be taken. Design and development should not focus solely on the application: integration into the curriculum must be planned, and designed for, carefully. Attention should be given to social, or contextual, factors; these strongly affect whether learners actually use applications and learn from them. A series of experimental trials and associated studies into learning with interactive multimedia were carried out in order to explore this further. The results indicate that whilst there is some evidence that the use of interactive multimedia can aid learning, its effect and benefits are not as clear-cut as its proponents suggest. This work demonstrates the importance of considering the wider context when designing for learning with interactive multimedia and informs the integration of multimedia into the curriculum. The result is a curriculum integration framework, which highlights the need to locate the application design in the context of use and advocates user involvement throughout the design and development process. Curriculum integration should be designed for at the outset and evaluated as ongoing activity. Advice is given on how to do this This thesis also explores problems associated with conducting research in real-world learning contexts. A rich description is provided through a reflective analysis of the difficulties encountered with the methodological approach taken here. Alternative approaches are reviewed. Guidance is provided, which practitioners wishing to engage in educational research can use in selecting which method, or methods, to use.
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Al-Sharrah, Ahmed. "Multimedia and learning : an empirical investigation for media combinations and learning." Thesis, Loughborough University, 2003. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.403573.
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Zolna, Jesse S. "Learning from multimedia: the locus of modality effects." Thesis, Available online, Georgia Institute of Technology, 2005, 2005. http://etd.gatech.edu/theses/available/etd-09062005-131418/.
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Martin, Stewart. "Multimedia and individualised learning in GCSE English Literature." Thesis, Durham University, 2012. http://etheses.dur.ac.uk/4442/.
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This research aimed to provide insight into the use and possible value of purpose built multimedia computer software for the study of English Literature. The software in question was developed in light of many years practical experience of teaching English Literature to secondary school students preparing for external examinations and was designed with the aim of improving their knowledge and understanding of particular works of literature. Informed by a critique of the main research findings about ICT use in learning and teaching since the period when computers were introduced into mainstream schools from the 1980s, the empirical research investigated two of the most prominent theoretical and practical perspectives that have been applied to understanding the relationship between educational resources and learning: Learning Styles Theory and Cognitive Load Theory. These two approaches and their associated instrumentation were applied in a quasi-experimental controlled empirical study in four schools in the north-east of England where the multimedia software was used with groups of students embarking on a study of Shakespeare's Macbeth for GCSE examination. Learning Styles theory and the instrumentation used (Kolb's LSI and Honey & Mumford's LSQ) proved less successful than Cognitive Load Theory in demonstrating reliability and validity and therefore in explaining the relationship between different instructional resources and individual learning. The theoretical integrity and usefulness of these two approaches is discussed and, in particular, the rationale behind the continued use of Learning Styles was explored via interview with school faculty who gave reasons of face validity; the pressure from external inspection; the mechanisms through which they were held professionally accountable; senior management and institutional policy; the legacy of initial teacher training; and established classroom practice. Students using the multimedia software demonstrated improvements in their knowledge and understanding of Macbeth equivalent on average to one GCSE grade above those not using the multimedia resource and Cognitive Load Theory was found to be successful in explaining this and in predicting the relationship between instructional resource and the learning gains of individuals. Limitations of the study are drawn along with conclusions for further research and for enhancing teaching and learning with multimedia resources.
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Sriram, Thottam Ranganathan. "A multimedia authoring tool for Web-based learning." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1999. http://www.collectionscanada.ca/obj/s4/f2/dsk1/tape7/PQDD_0007/MQ43560.pdf.
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DaCosta, Boaventura. "THE EFFECT OF COGNITIVE AGING ON MULTIMEDIA LEARNING." Doctoral diss., University of Central Florida, 2008. http://digital.library.ucf.edu/cdm/ref/collection/ETD/id/3650.
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If not designed in consideration to the workings of the human mind, multimedia learning environments can impose too high a demand on working memory. While such high cognitive load presents challenges for learners of all ages, older learners may be particularly affected as research on cognitive aging has shown the efficiency of working memory declines with age. Research has suggested that cognitive load theory (CLT) and the cognitive theory of multimedia learning (CTML) are likely to accommodate the cognitive needs of older learners; however, few of the principles emerging from these theories have been examined in the context of cognitive aging. The abundance of studies has focused on younger learners, prompting the need for further research of CLT and CTML principles with regard to age. This study contributes to the body of research on the cognitive aging principle by extending research on the modality effect with middle-aged learners. Ninety-two participants ranging in age from 30 to 59 were exposed to multimedia learning treatments presented as animation with concurrent narration and animation with concurrent text, followed by retention, concept, and transfer tests of multimedia learning. Demographic and descriptive statistics were performed along with a multivariate analysis of variance. The findings did not show a modality effect with middle-aged learners; however, results need to be interpreted with care as possible explanations may entail other causes for the lack of a modality effect other than age.Ph.D.
Department of Educational Research, Technology and Leadership
Education
Education PhD
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Uzuegbunam, Nkiruka M. A. "SELF-IMAGE MULTIMEDIA TECHNOLOGIES FOR FEEDFORWARD OBSERVATIONAL LEARNING." UKnowledge, 2018. https://uknowledge.uky.edu/ece_etds/124.
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This dissertation investigates the development and use of self-images in augmented reality systems for learning and learning-based activities. This work focuses on self- modeling, a particular form of learning, actively employed in various settings for therapy or teaching. In particular, this work aims to develop novel multimedia systems to support the display and rendering of augmented self-images. It aims to use interactivity (via games) as a means of obtaining imagery for use in creating augmented self-images. Two multimedia systems are developed, discussed and analyzed. The proposed systems are validated in terms of their technical innovation and their clinical efficacy in delivering behavioral interventions for young children on the autism spectrum.
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Laflamme, Denise Marie. "The brain-based theory of learning and multimedia." CSUSB ScholarWorks, 1994. https://scholarworks.lib.csusb.edu/etd-project/1002.
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For this project the brain-based theory of learning, an eclectic theory that incorporates the cognitive and humanistic views was researched. Multimedia, a technology which supports the principles of brain-based learning, was then selected as the vehicle to present historical materials to students.
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LaBoone, Emet L. "The Effect of Encoding Specificity on Learning in a Multimedia Environment." Diss., Virginia Tech, 2006. http://hdl.handle.net/10919/27381.
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The purpose of this study was to examine the effect of encoding specificity on learning in a multimedia environment. Based upon the theory of encoding specificity there should be a relationship between the modality for which a learner encodes information into memory and the modality used to assess the learner's knowledge. Modality attributes for purposes of this study included visual (animation) and verbal information (narration and text).
Two-hundred and fifteen students viewed a computer animation on lighting formation which was presented in one of three different modalities (animation with narration, animation with text, text only). Following the instruction students were assessed in one of three modalities (animation with narration, animation with text, text only) on recall and transfer. A 3 Encoding/Study x 3 Retrieval/Test (animation with narration, animation with text, text only) full-factorial post-test only design was used to assess the effects of matched and mismatched encoding and retrieval modalities in a multimedia environment.
Encoding specificity suggests that there is an interaction between the conditions at encoding and retrieval such to say that the to-be-remembered item will not be as effective during retrieval unless the cue was specifically encoded at time of storage. Unfortunately, the present study did not find much to support the claim of encoding specificity based upon modality. The use of modality in both encoding and retrieval condition to support encoding specificity was found only in the AT-AT matched recall group versus the mismatched groups. Furthermore, significance was not found in any of the matched mismatched transfer conditions.Ph. D.
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Ollerenshaw, Alison. "Learning through multimedia : the roles of prior knowledge and approaches to learning." Thesis, The Author [Mt.Helen, Vic.] :, 1999. http://researchonline.federation.edu.au/vital/access/HandleResolver/1959.17/44369.
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The effects of text-supplementing illustrations have been generally well etablished (Mayer, Bove, Bryman, Mars & Tapangco, 1996). However, these effects are not universal, and are influenced by learner factors including student approaches to learning and prior knowldge (Ollerenshaw, Aidman & Kidd, 1997)....Master of Applied Science (Psychology)
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Farr, Richard. "Use of multimedia in engineering education." Thesis, University of Salford, 1999. http://usir.salford.ac.uk/34320/.
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Learning (CAL) by the computing industry, there remained a shortage of suitable titles in some subject areas, including engineering. Investigation revealed that the most significant barrier to the exploitation of multimedia technology concerned justification and payback for the substantial amount of development effort required to produce software of this kind. It was found that the size of the potential audience for a programme was all too easily limited by the exorbitant computer system requirements and limited flexibility which tended to be built into the software by default. It was aimed to investigate whether the elements of a multimedia programme which contributed greatly to its computer system requirements, cost and inflexibility were so closely linked to its educational effectiveness. The research was experimental in nature. It involved the creation of several pieces of multimedia software, this being an experiment in itself since it allowed measurement of the amount of effort required to incorporate the various media into an educational programme. Two particularly significant pieces of software are described in detail in the thesis; an advisory system meant to promote design for testability among electronic engineers, and a CAL system offering an introduction to process planning. Both of these featured, in places, a highly interactive style, involving the dynamic generation of images and animations in response to users’ input. This represented a radical departure from the conventional approach to multimedia, which was normally based upon the sequential playback of prerecorded material. The process planning software was used with groups of students; their comments were invited and their performance was measured in a test which used a novel method to identify any students who had prior knowledge of the subject. (Correct answers from such people could not reasonably be claimed to indicate that learning had taken place, but the results of the remaining students provided a more accurate sample.) Knowing how well students had performed on each question, when taught in a variety of different styles, it was possible to compare the educational effectiveness of each approach. Since the amount of time spent adding each feature and medium to the software was known, it was then possible to identify which media had been the most efficient. It was found that interactivity is the most vital single ingredient in CAL software. Experimental results clearly showed that learning was most likely to occur when the subjects were required to play an active role. Attractive, informative media such as photographs and diagrams did generally help to facilitate learning, but the effect of these was comparatively minor. The author theorises that effective computer-based education does not necessarily involve extensive use of high quality digital video and the like; rather that the means to effective computer-based learning predate the multimedia era.
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Thiele, Angela. "Entwicklung eines Modells zur Qualifizierung von Lehrenden community of learning on demand /." [S.l. : s.n.], 2001. http://www.diss.fu-berlin.de/2001/142/index.html.
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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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Tsui, Chi-Yan. "Teaching and Learning Genetics with Multiple Representations." Thesis, Curtin University, 2003. http://hdl.handle.net/20.500.11937/1614.
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This study investigated the secondary school students' learning of genetics when their teachers included an interactive computer program BioLogica in classroom teaching and learning. Genetics is difficult to teach and learn at school because it is conceptually and linguistically complex for students who have little or no prior knowledge about it. Yet genetics is now central to learning and research in biomedical sciences and is essential for understanding contemporary issues such as genetic engineering and cloning. Interactive multimedia programs such as BioLogica have provided new opportunities for learning as these programs feature multiple external representations (MERs) of knowledge in different formats, including visualgraphical and verbal-textual and at different levels of organisation. Users can manipulate and observe the behaviour of these MERs. Ainsworth (1999) summarised three functions of MERs claimed by researchers in supporting learners - to provide complementary information or processes, to constrain interpretations of phenomena and to promote construction of deeper understanding of the domain. Using an interpretive, case-based research approach with multiple methods and multiple sources of data, this study was guided by two foci of inquiry - teachers' integration and implementation of BioLogica in their classroom teaching, and students' learning with BioLogica alongside other resources. The theoretical framework drew on perspectives from educational psychology, the conceptual learning model in science education, and cognitive/computational sciences.Student learning was interpreted using a multidimensional conceptual change framework (Tyson, Venville, Harrison, & Treagust, 1997)-social/affective dimension in terms of students' interests and motivations, epistemological dimension in terms of genetics reasoning of six types (Hickey & Kindfield, 1999), and ontological dimension in terms students' gene conceptions (Venville & Treagust, 1998). Teaching and learning with BioLogica were also analysed and interpreted using Ainsworth's three functions of MERs. Necessary techniques including triangulation were used to increase the rigour of data analysis and interpretation in keeping with the qualitative research tradition. The study was conducted during the years 2001 and 2002 at six classroom sites across four senior high schools of different contexts in the metropolitan Perth area in Western Australia. Five teachers and their Year 10 students (four classes) and Year 12 students (two classes) - 117 students (90 girls and 27 boys), aged from 14 to 18, - participated in the study. Data were collected in response to the initial research questions and the reformulated case-specific research questions. The findings in terms of general assertions were generated from within-case and cross-case analyses and interpretations. Findings of the study suggest that teachers idiosyncratically incorporated (rather than integrated) BioLogica activities in their classroom teaching based on their beliefs and referents for normal classroom teaching. The teachers' implementation and scaffolding of student learning with BioLogica were affected by their knowledge of the software and beliefs about its usefulness based on the salient features of the MERs rather than their functions.Institutional support, technical issues, and time constraints were the possible barriers for using BioLogica in teaching. The findings also suggest that most students were motivated and enjoyed learning with BioLogica but not all who were actively engaged in the activities improved their genetics reasoning. Mindfulness (Salomon & Globerson, 1987) in learning with the BioLogica MERs, learning together with peers, scaffolded learning within the zone of proximal development (Vygotsky, 1978) were deemed important to students' conceptual learning. The postinstructional gene conceptions of most students were not sophisticated and were generally intelligible-plausible (IP) but not intelligible-plausible-fruitful (IPF). While most students identified two salient features of BioLogica MERs, visualisation and instant feedback, some students who substantially improved their reasoning believed that these two features helped their understanding of genetics. Overall, students exhibited social/affective (motivational) and epistemological conceptual change but little or no ontological change. The findings have implications for further and future research. First, Thorley's status analysis is useful in analysing multidimensional conceptual change (Tyson et al., 1997). Second, MERs have provided new learning opportunities and challenges for classroom learning and science teacher education. Third, there is urgency for improving Year 10 genetics teaching and learning. Fourth, the notion of multiple representations is promising in unifying theoretical constructs in psychology, cognitive/computational sciences, science education and science teacher education.
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Gallacher, David Scott. "Social learning and multimedia innovation in a corporate environment." Thesis, University of Edinburgh, 2004. http://hdl.handle.net/1842/24600.
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Corporate expectations for information servicing possibilities offered by Multimedia Technologies has been high. Hopes for fast adoption, encouraged by advances in networking technology and hardware processing ability, have met with frustration. Rapid technological progress within multimedia systems development coupled with the absence of established models to guide innovation has created great uncertainty. As a result organisations have made costly mistakes when selecting technological direction and engaging innovative development. This study investigates the innovation process for multimedia within an organisation to gain insight into its operation and factors that impact on its trajectory. The isolated case study method, dominant in this study area, was abandoned. Instead, a participant observer with access to a series of linked projects including the pre-project phases was used. The case studies follow an organisation navigating complex technological choices requiring readjustment of the application of expertise and reconsideration of the technology supply model. The first case study covers the successful testing of the Bank’s network capability to evaluate its potential to handle rich multimedia applications. This is followed by involvement in the assessment of the technology group’s pilot intranet prior to its rollout to the wider organisation. The third case study sees both initiatives combined to provide a distributed Training and Communications Network for the corporation. Interdisciplinary consideration of multimedia innovation was required due to the range of social, political and economic factors that combined to impact technological decisions. The use of Actor Network theory enabled the mapping of relations between the variety of actors aligned around shared agendas for multimedia innovation. Technological convergence resulted in actors from previously disparate groups being drawn into a new relationship model. Organisational theory aided the assessment of the emerging tensions and dynamics. The revised relationship model extended across intra-organisational units, lines of responsibility and additionally interactions with external suppliers. Here the model of technology supply was reconsidered in light of the componentised standards based aspects of multimedia. During the study we are presented with evidence that social and technical factors are intertwined and require joint consideration throughout the innovation process. The pre-project phase plays a crucial role in the alignment and initiation of innovative activity an operation strongly dependent on the activities of the project leaders. Through appreciation of the process across project we are able to define areas of focus for the successful management of multimedia innovation and offer insight into how the technology department’s role has altered to meet this set of challenges.
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Shanmugam, Ramanan P. "A multimedia-based learning environment for textile engineering education." Thesis, Georgia Institute of Technology, 1995. http://hdl.handle.net/1853/17892.
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KURIZKY, KONSTANTIN. "A STUDY FOR SHARING LEARNING OBJECTS IN MULTIMEDIA DATABASE." PONTIFÍCIA UNIVERSIDADE CATÓLICA DO RIO DE JANEIRO, 2003. http://www.maxwell.vrac.puc-rio.br/Busca_etds.php?strSecao=resultado&nrSeq=5107@1.
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ELETROBRAS - CENTRAIS ELÉTRICAS BRASILEIRAS S. A.Este trabalho apresenta uma proposta para utilizar a tecnologia de banco de dados para o armazenamento e a gerência de objetos de aprendizado em uma federação de banco de dados (banco de dados distribuído). A crescente evolução no uso de aprendizado eletrônico trouxe o foco para a produtividade na elaboração e gerência do conteúdo dos módulos educacionais. Este conteúdo compreende hoje de vídeos, áudios e de outros dados relacionados, além de textos. Este material é normalmente armazenado pelos instrutores sem maiores preocupações quanto ao compartilhamento. Como membro do projeto PGL (Partnership in Global Learning) - uma organização virtual voltada para pesquisa, desenvolvimento e disseminação do aprendizado através de novas tecnologias - o laboratório de banco de dados da PUC-Rio - TecBD, tem pesquisado a adoção do enfoque de banco de dados para a gerência de objetos de aprendizado (Learning Objects) armazenados em locais interligados formando um ambiente de banco de dados heterogêneos distribuído. Este trabalho visa: 1) utilizando produtos de BD comercialmente disponíveis; 2) adotando os atuais padrões existentes para definição de objetos de aprendizado; 3) considerando objetos de aprendizado armazenados em locais separados e autônomos; 4) desenvolver uma aplicação (protótipo) com esses objetos de aprendizado. O modelo de dados adotado estabelece uma estrutura de objetos de aprendizado compostos, via relacionamentos com elementos atômicos e também com elementos compostos. Diferentes abordagens como, por exemplo, Web Services, Java/Servlets e Web Application Servers, foram estudadas para o problema da autonomia e distribuição geográfica. Um protótipo foi construído utilizando o produto IBM DB2 com seus recursos suplementares tais como extensores para dados de áudio, vídeo, imagens, XML e suporte para gerenciamento federado. A exploração dos dados armazenados, via navegador (browser), foi realizada utilizando a camada IBM Net.Data que embora não obrigatória, permitiu realizar a tarefa de um modo simples e disponibilizou uma solução bem integrada com o IBM DB2 e seus complementos.
This work presents a proposal to utilize database technology for storing and managing learning objects in a database federation (distributed database). The evolution of e-learning has brought the focus over the productivity to make and to manage the content of learning modules, which today comprises videos, audio, among other related data, besides the text data. Instructors normally store this material without worry about sharing. As a member of PGL - Partnership in Global Learning - a virtual organization for research, development and dissemination of learning through new technologies - TecBD - the PUC-Rio`s Database Laboratory is researching the use of database approach for managing learning objects stored on interconnected sites composing a heterogeneous distributed database environment. This work intends: 1) using market ready DB products; 2) adopting the actual standards for defining of learning objects; 3) considering learning objects stored on separated and autonomous sites; 4) to develop an application (a study case) with these learning objects. The learning object`s model establishes a structure for composing learning objects by linking atomic elements and also linking composed elements. Different approaches as Web Services, Java/Servlets and Web Application Servers were considered for the geographically distributed problem. A study case was build using the product IBM DB2 with the provided extenders for audio, video, image, XML data and the Federated System Support. The web browser`s explore of the stored data was build using the IBM Net.Data software. Although not exclusive, it provided an easy way to perform this task and also enabled an easy integration with IBM DB2 and its extenders.
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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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Pitts, Dennis R. "Learning about Scientists in a Gender-Equitable, Multimedia Environment." NSUWorks, 1999. http://nsuworks.nova.edu/gscis_etd/773.
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The goal of this dissertation was to produce gender-equitable, multimedia based science materials with the objective of attracting female students to careers in science. This goal was accomplished through the development and use of a gender-equitable, multimedia based software application for use in the middle school integrated science classes. Observable objectives in this application included I) text, pictures, and lessons that portrayed female and male role models, 2) the portrayal of females and males in nonstereotyped roles, 3) the portrayal of females in roles that were equal to the roles of males, 4) the portrayal of females as scientists in the areas of the Physical Sciences, 5) the diversity of science related occupations, 6) the relationship of science to everyday life, 7) the number of references to characters of one gender did not exceed the number represented by the other gender, and 8) questions used for review or testing were gender-neutral. Fraser's (J 981) Test of Science-Related Attitudes (TOSRA) was administered as a pre and post-questionnaire to the target audience to determine general attitudes toward multimedia-based learning materials as well as any specific reactions toward gender-bias free materials. It was expected that by using gender-equitable multimedia software, students' attitudes toward science instruction would be impacted in a positive way. The educational intervention treatment, developed with HyperStudio® for Windows®, followed sound principles of courseware design and development. It was posited that female students would realize and appreciate the idea that science-related careers are as open to them as to males. Also, after using the software, male students would benefit from the experience by reaching beyond preconceived notions of stereotyping.
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Ben-Dror, Yaffa. "Students' familiarity with the narrator in multimedia learning material." Thesis, Anglia Ruskin University, 2014. http://arro.anglia.ac.uk/324043/.
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This is a study of the influence of the familiarity of students with the narrator of video tutorials, in a blended learning situation, on both the perceived and actual effectiveness of the learning materials, in terms of students’ learning efficiency – where a course is traditional in format and online learning is carried out with the help of Narrated Video Screen Captures (NVSCs). The study also focused on the interaction of student-narrator gender similarity and students’ individual differences (conscientiousness and test-anxiety) with voice familiarity. Thus, the study sought to fill a gap in knowledge regarding the influence of familiarity with the narrator in multimedia learning material on the efficiency of learning within a blended learning context. The research paradigm was deductive, employing a mixed methods and a case study research and using quasi-experiments. In order to compare the relational efficiency of the different instructional conditions, a calculative approach was used that combined measurement of mental effort with task performance. In addition to the mental effort questionnaires and task performance, students completed an assessment questionnaire for the NVSCs. In addition, semi-structured interviews and a follow-up questionnaire were used for collection of corroborative data, in order to shed more light on this matter. Findings showed significant influence of voice familiarity on most of the learning efficiency indices and on perceived effectiveness of NVSCs. Gender similarity was significant only with unfamiliar voice and there was no significant interaction between conscientiousness and test anxiety and voice familiarity. Thus, it was concluded that when students have a personal relationship with the class teacher, exposure to multimedia learning materials with an unfamiliar narrator has an adverse influence on their learning efficiency. These findings add to the established voice related principles of Cognitive Theory of Multimedia Learning and Social Agency Theory. Contribution to knowledge was made by filling the gap in knowledge in the area of multimedia instructional design.
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Ben-Dror, Yaffa. "Students' familiarity with the narrator in multimedia learning material." Thesis, Anglia Ruskin University, 2014. https://arro.anglia.ac.uk/id/eprint/324043/1/Yaffa%20Ben-Dror%20PhD%20thesis%20%202014.pdf.
Full textAbstract:
This is a study of the influence of the familiarity of students with the narrator of video
tutorials, in a blended learning situation, on both the perceived and actual effectiveness of
the learning materials, in terms of students’ learning efficiency – where a course is
traditional in format and online learning is carried out with the help of Narrated Video
Screen Captures (NVSCs). The study also focused on the interaction of student-narrator
gender similarity and students’ individual differences (conscientiousness and test-anxiety)
with voice familiarity. Thus, the study sought to fill a gap in knowledge regarding the
influence of familiarity with the narrator in multimedia learning material on the efficiency
of learning within a blended learning context.
The research paradigm was deductive, employing a mixed methods and a case study
research and using quasi-experiments. In order to compare the relational efficiency of the
different instructional conditions, a calculative approach was used that combined
measurement of mental effort with task performance. In addition to the mental effort
questionnaires and task performance, students completed an assessment questionnaire for
the NVSCs. In addition, semi-structured interviews and a follow-up questionnaire were
used for collection of corroborative data, in order to shed more light on this matter.
Findings showed significant influence of voice familiarity on most of the learning
efficiency indices and on perceived effectiveness of NVSCs. Gender similarity was
significant only with unfamiliar voice and there was no significant interaction between
conscientiousness and test anxiety and voice familiarity.
Thus, it was concluded that when students have a personal relationship with the class
teacher, exposure to multimedia learning materials with an unfamiliar narrator has an
adverse influence on their learning efficiency. These findings add to the established voice
related principles of Cognitive Theory of Multimedia Learning and Social Agency
Theory. Contribution to knowledge was made by filling the gap in knowledge in the area
of multimedia instructional design.
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Mulford, Kymberli Fahlbeck. "A multimedia paradigm of engaged learning: An intergenerational approach." CSUSB ScholarWorks, 1999. https://scholarworks.lib.csusb.edu/etd-project/1790.
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Cao, Ngoc Lam Vien. "EFFECTS OF SPEAKER'S ACCENT IN A MULTIMEDIA TUTORIAL ON NON-NATIVE STUDENTS' LEARNING AND ATTITUDES." OpenSIUC, 2014. https://opensiuc.lib.siu.edu/dissertations/803.
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Research in the field of multimedia has yielded principles for the design of effective multimedia instructional messages including Mayer's principles regarding voice. According to the voice principle, students learn more deeply when the narration in a multimedia lesson is spoken by a native voice rather than a non-native voice. The generalizability of the voice principle has been demonstrated when applied to multimedia users who are native speakers of the language used in narration. However, three out of four English users are non-native speakers of English, and the vast majority of verbal exchanges in English do not involve any native speakers of the language at all. By focusing on non-native users, the results of this study should clarify the applicability of the voice principle to a broader target audience. The study investigated whether the accent of the narrator in a multimedia tutorial affected participants' learning and attitudes toward the narrator. The independent variable of the study was narrator's accent with two levels: native accent and non-native shared accent. The dependent variables of the study were participants' learning and their attitudes toward the narrators. Sixty-five Chinese participants at a Midwestern university in the United States were randomly assigned to one of two groups in this experimental design. Data to test the dependent variables were collected through a learning achievement test and an attitude survey. Data analyses revealed that there was no significant difference in overall learning and recall level learning between the two accent groups. However, the group who heard the narration spoken with the native American English accent had significantly more positive attitudes toward their respective narrator than the group who heard the narration spoken with a non-native shared Chinese accent. The study qualifies the voice principle by establishing the limits of its generalizability to non-native English speakers. The study suggests to instructional designers that the use of a non-native shared accent should not affect students' learning negatively although it may affect their attitudes toward the speakers. In addition, the study helps assure non-native instructors that they can record their own voices to use in multimedia instruction as their non-native students will learn as effectively as with a native English accent.
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Schmitz, Ralf-Peter. "Multimedia - Lehr- und Lerntools für Unterricht und Lehre." Wuppertal : Universitätsbibliothek Wuppertal, 2009. http://nbn-resolving.de/urn:nbn:de:hbz:468-20100015.
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Bates, William. "A framework for multimedia-based virtual laboratory experimentation." Thesis, University of Bristol, 1999. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.299366.
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AlMajid, Ramzi Mohammed Rashid. "A multimedia CAL system for object-oriented methodology." Thesis, University of Sussex, 1999. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.287156.
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Deshpande, Sachin. "Issues in the design and the development of multimedia distance learning /." Thesis, Connect to this title online; UW restricted, 1999. http://hdl.handle.net/1773/6074.
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Snyder, Jeffrey S. "Effects of computer assisted instruction on learning a case study /." Instructions for remote access. Click here to access this electronic resource. Access available to Kutztown University faculty, staff, and students only, 1999. http://www.kutztown.edu/library/services/remote_access.asp.
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Thesis (M.S.)--Kutztown University of Pennsylvania, 1999.Source: Masters Abstracts International, Volume: 45-06, page: 2812. Accompanying CD-ROM entitled: Project : interactive : an interactive introduction to creating interactive media. Typescript. Abstract precedes thesis as 3 preliminary leaves. Includes bibliographical references (leaves 84-89).
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Bartholomé, Tobias. "Kohärenzbildung beim Wissenserwerb mit Text und Bild. Wie können Lerner unterstützt werden? /." Berlin : Logos-Verl, 2007. http://deposit.d-nb.de/cgi-bin/dokserv?id=2965574&prov=M&dok_var=1&dok_ext=htm.
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Altun, Eralp H. "Learning through interactive video in secondary science : a study of learner attitudes, anxieties, and preferences for learning settings." Thesis, University of Exeter, 1997. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.361342.
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Scielzo, Sandro. "MULTIMEDIA COMPUTER-BASED TRAINING AND LEARNING: THE ROLE OF REFERENTIAL CONNECTIONS IN SUPPORTING COGNITIVE LEARNING OUTCOMES." Doctoral diss., Orlando, Fla. : University of Central Florida, 2008. http://purl.fcla.edu/fcla/etd/CFE0002224.
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Williams, Douglas Charles. "Hypermedia-supported authentic learning environments (HALE) : examination of tools and features which can support student learning /." Digital version accessible at:, 1999. http://wwwlib.umi.com/cr/utexas/main.
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Hudson, Brian. "Group work with multimedia in the secondary mathematics classroom." Thesis, Sheffield Hallam University, 1995. http://shura.shu.ac.uk/19841/.
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The aim of this study has been to investigate the potential of collaborative learning using multimedia in the mathematics classroom. As part of the study, materials and approaches were developed and trialled in classrooms. These trials were carried out in three secondary schools in the Local Education Authorities of Rotherham, Sheffield and Barnsley. All the pupils involved in the classroom trials were 14 to 15 years old, in Years 9 and 10 of the National Curriculum. A case study approach was adopted and the study itself was divided into three major cycles. In Cycles 1 and 2 the focus of the development was on the integration of the use of the Domesday Interactive Video system, within a thematic approach involving practical activity, investigation, problem solving and small group collaboration. The chosen theme was that of Trees. The focus of development in Cycle 3 was the multimedia package entitled World of Number, which was sponsored by the National Curriculum Council. These resources were available on both laser disc and also CD ROM, with both versions being utilised in the classroom trials. Prior to Cycle 3 classroom trials the World of Number package was evaluated. This involved an initial evaluation by the researcher as an individual user, classroom observation of its use in school, interviews with classroom teachers and also a review of associated literature relating to evaluations and classroom use. The focus of the Cycle 3 classroom trials was on the multimedia-based activities involving one of the units from the package. This unit is based upon the analysis of video clips of motion from the real world using graphs involving speed, distance, height and time. The findings of this study have highlighted the potential of the use of multimedia in motivating pupils' interest and in promoting collaborative learning. The role of the system has been that of a medium for communication. As the study has developed the theoretical perspective offered by Vygotsky's cultural psychology has come to be increasingly relevant. Attention has been repeatedly drawn to the crucial importance of the role of the teacher and the notion of the orchestrating teacher has been seen to be resonant. The need for the provision of scaffolding by the teacher and also the need to integrate and coordinate multimedia-based activities with those of the wider classroom context has been emphasised. A micro-analysis of the discourse involved in the multimedia-based activities was carried out which revealed differences in terms of patterns of interaction. There was evidence of varying levels of collaboration and some quite superficial interaction. The importance of the role of the teacher in monitoring the peer interaction and in intervening where necessary has also been highlighted. By examining the development of pupil understanding, the analysis served to illuminate Vygotsky's notion of the function of egocentric speech and thus the direction of the development of thinking from the social to the individual, which is central to a sociocultural perspective. The study concludes with a consideration of the implications for the design of future multimedia resources, their mode of use, the role of the teacher and also the process of evaluation. Consideration is also given to possible further research questions and also to further related development.
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Collins, Michael Christopher. "Multimedia data capture with multicast dissemination for online distance learning." Thesis, Monterey, Calif. : Springfield, Va. : Naval Postgraduate School ; Available from National Technical Information Service, 2001. http://handle.dtic.mil/100.2/ADA401308.
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Thesis (M.S. in Modeling, Virtual Environments and Simulation (MOVES)--Naval Postgraduate School, December 2001.Thesis Advisor(s): Brutzman, Don. "December 2001." Includes bibliographical references (p. 175-177). Also available in print.
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Ha, Hsin-Yu. "Integrating Deep Learning with Correlation-based Multimedia Semantic Concept Detection." FIU Digital Commons, 2015. http://digitalcommons.fiu.edu/etd/2268.
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The rapid advances in technologies make the explosive growth of multimedia data possible and available to the public. Multimedia data can be defined as data collection, which is composed of various data types and different representations. Due to the fact that multimedia data carries knowledgeable information, it has been widely adopted to different genera, like surveillance event detection, medical abnormality detection, and many others. To fulfil various requirements for different applications, it is important to effectively classify multimedia data into semantic concepts across multiple domains. In this dissertation, a correlation-based multimedia semantic concept detection framework is seamlessly integrated with the deep learning technique. The framework aims to explore implicit and explicit correlations among features and concepts while adopting different Convolutional Neural Network (CNN) architectures accordingly. First, the Feature Correlation Maximum Spanning Tree (FC-MST) is proposed to remove the redundant and irrelevant features based on the correlations between the features and positive concepts. FC-MST identifies the effective features and decides the initial layer's dimension in CNNs. Second, the Negative-based Sampling method is proposed to alleviate the data imbalance issue by keeping only the representative negative instances in the training process.
To adjust dierent sizes of training data, the number of iterations for the CNN is determined adaptively and automatically. Finally, an Indirect Association Rule Mining (IARM) approach and a correlation-based re-ranking method are proposed to reveal the implicit relationships from the correlations among concepts, which are further utilized together with the classification scores to enhance the re-ranking process. The framework is evaluated using two benchmark multimedia data sets, TRECVID and NUS-WIDE, which contain large amounts of multimedia data and various semantic concepts.
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Smith, M. E. "Factors in the measurement of cognitive load of multimedia learning." Pretoria : [s.n.], 2007. http://upetd.up.ac.za/thesis/available/etd-06182008-142102.
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Alkan, Serkan. "Factors Effecting Eye Tracking Measures And Achievement In Multimedia Learning." Phd thesis, METU, 2013. http://etd.lib.metu.edu.tr/upload/12615691/index.pdf.
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In this study, factors affecting eye tracking measures and achievement in multimedia learning were explored. Familiarity, redundancy, and control are three important factors, which affect the levels of achievement in multimedia learning. In this study, three experiments were conducted in which the main effects and interactions of familiarity, redundancy, and pace investigated. In Experiment 1, a chemistry lesson with narration were studied twice as multimedia lesson. In Experiment 2, different group of participants studied two versions of chemistry lessons. Both versions had subtitleshowever, in one version in Experiment 2, narration was removed from background during the experiment. In Experiment 3, different group of participants studied two versions of mechanism lessons. One of the mechanism lessons was system-paced. The other one was also self-paced
however, in this one, the learner decided to proceed to next slide as his or her own choice. After studying lessons, participants completed an achievement test, which consisted of recognition, recall, and transfer questions. The results showed that fixation count, fixation duration, total fixation duration, and total visit duration showed significant differences as well as interactions as per fragments, familiarity, areas of interest, and type of images, varying in accordance with the lesson type. The correlations among scores of achievement tests and eye tracking metrics were also reported. The results are discussed within the scope of cognitive theory of multimedia learning design principles and cognitive load theory in the conclusion chapter.
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Khan, Sumbul. "Improvement of Pedagogical Laboratory Based Learning: Multimedia Enhanced Instructional Methods." TopSCHOLAR®, 2013. http://digitalcommons.wku.edu/theses/1297.
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In engineering technology and other scientific-based education, lab-based courses play a crucial role (Ma & Nickerson, 2006). Even though laboratory experience in student learning is crucial, it faces some problems. Due to insufficient laboratory conditions that lead to overcrowding and inability to view demonstrations, the effectiveness of hands on experience declines (Tiwari & Singh, 2011; Tuysuz, 2010). Considering the limitations that constrain lab experience, investigating and implementing alternatives to enhance pedagogical laboratory based learning becomes inevitable. This study investigates multimedia enhanced pedagogical teaching methods for delivering laboratory instruction to students. The purpose of this study was to improve pedagogical laboratory based learning. First, this study implemented a multimedia enhanced pedagogical laboratory based instructional method. Second, this study evaluated the impact of multimedia enhanced instructional method on student learning outcomes to assess improvement in pedagogical laboratory based learning. To evaluate the impact of multimedia enhanced instructional method on student learning outcomes, a student population was subjected to 1) traditional laboratory lecture and 2) video lecture. This study used two different assessment techniques to evaluate the instructional methods 1) surveys and 2) quizzes. The use of these different assessment techniques achieved two purposes. First, the surveys allowed the study to receive students’ evaluation on the lecture in order to compare the two types of instructional methods. Second, the quizzes allowed measuring the students’ understanding of the demonstrations in order to evaluate the impact of multimedia enhanced instructional method on pedagogical laboratory based learning. Survey results revealed that based on overall evaluations, students prefer traditional lectures in comparison to video lectures in terms of level of interest and engagement. Furthermore, quiz results revealed that multimedia enhanced instructional methods do not have an impact on pedagogical laboratory based learning.
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Xing, Minjie. "How effective can multimedia be in language and culture learning?" Thesis, University of Salford, 2003. http://usir.salford.ac.uk/14729/.
Full textAbstract:
This thesis is designed to investigate the potential impact of multimedia on defined aspects of EFL learning practice and to explore the possibility of creating an interactive learning environment via multimedia to raise overseas students' cultural awareness. It focuses on aspects of practical cultural awareness and contrastive rhetoric. The thesis is based on a three-way comparison of learning outcomes for a group of students being taught in China, a matched group who followed an E-course as a supplement to their learning in China and a group who were based in the UK. The groups were compared on the basis of pre and post -tests. In addition, five approaches to learning via the website were compared and contrasted and five features of contrastive rhetoric were used in the E-course for raising cultural awarenessin academicw riting. The results show that the group with access to online multimedia learning was as successful in learning about defined aspects of culture as the UK based group. By the end of the course, the group with access to the E-course had attained a level of scores in relation to defined aspects of English rhetoric in academic writing similar to that of the native English speakers. Data analysis also showed that the pedagogical approaches that involved students' active learning functioned better than the other pedagogical approaches. It reveals that (1) a multimedia interactive learning environment is effective in helping overseas students acquire cultural knowledge for practical purposes; (2) multimedia is conducive to online interactive communication between students with different cultural backgrounds; (3) multimedia resources are useful for comparing rhetoric across cultures; (4) multimedia not only facilitates language and culture learning but also helps students to become autonomous and life-long learners.