Journal articles: '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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Sulistiyo Nugroho, Budi, Abdul Wahab Syakhrani, Alim Hardiansyah, Petrus Jacob Pattiasina, and Emy Yunita Rahma Pratiwi. "Learning Multimedia Management Strategy at Home During Learning from Home." Nidhomul Haq : Jurnal Manajemen Pendidikan Islam 6, no. 3 (December 13, 2021): 621–31. http://dx.doi.org/10.31538/ndh.v6i3.1806.

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The extraordinary development of technology followed by changes in human life in all fields also impacts the behavior of technology users and consumer behavior than multimedia, all of which have accelerated changes both in terms of multimedia transformation and in the form of business models that use multimedia. This study will discuss how multimedia strategies and their sustainable governance will impact distance learning that has been practiced so far as part of the effort to respond, namely learning from home. Because the impact of this media is quite significant, the parties, including parents who have to guide their children's learning, must also get a good understanding of how their strategy is to manage multimedia management for their children's learning considering that today multimedia technology has become like food that must be adequately served, really not contaminated with viruses or other toxins. This study utilizes data from the latest findings from previous publications from the book, journals, and other websites that contribute to the voice of technology and its impact on its users. Based on the results of the study of these data sources and a very detailed discussion, we finally got a new entry where parents must gain an understanding of multimedia applications and also how to use them and their uses so that parents and students can take advantage of multimedia for their learning success and life.

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Schank, Roger C. "Learning via multimedia computers." Communications of the ACM 36, no. 5 (May 1993): 54–56. http://dx.doi.org/10.1145/155049.155061.

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Williams, T. "Multimedia Learning Gets Medieval." Pedagogy: Critical Approaches to Teaching Literature, Language, Composition, and Culture 9, no. 1 (January 1, 2009): 77–95. http://dx.doi.org/10.1215/15314200-2008-018.

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Chandramouli, R. "Learning through Multimedia Interaction." IEEE Multimedia 13, no. 1 (January 2006): 84–85. http://dx.doi.org/10.1109/mmul.2006.11.

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Reimann, P. "Multimedia learning: beyond modality." Learning and Instruction 13, no. 2 (April 2003): 245–52. http://dx.doi.org/10.1016/s0959-4752(02)00024-5.

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Schank, R. C. "Active learning through multimedia." IEEE Multimedia 1, no. 1 (1994): 69–78. http://dx.doi.org/10.1109/93.295270.

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Lookatch, Richard P. "Collaborative learning and multimedia." TechTrends 41, no. 4 (September 1996): 27–31. http://dx.doi.org/10.1007/bf02813337.

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Alsadhan, Abdulaziz Omar, Sami Alhomod, and Mohd Mudasir Shafi. "Multimedia Based E-learning : Design and Integration of Multimedia Content in E-learning." International Journal of Emerging Technologies in Learning (iJET) 9, no. 3 (May 10, 2014): 26. http://dx.doi.org/10.3991/ijet.v9i3.3308.

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Hidayati, Awik, and Ismail Ismail. "LEARNING MULTIMEDIA BASED INFORMATION SERVICES." Jurnal Kependidikan: Penelitian Inovasi Pembelajaran 2, no. 2 (November 30, 2018): 235–46. http://dx.doi.org/10.21831/jk.v2i2.12245.

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This study was aimed at developing the media in order to support learning information service activities carried out by teacher guidance and counseling. The main results of the study are multimedia products that are expected to become learning information service media to support the improvement of learning achievement seen through indicators of learning habits. The research method used in this research was research and development. The research population was junior high school students in Sukoharjo regency. The sampling was carried out using random sampling techniques for preliminary studies. The data were collected through interviews and observations. Data analysis technique used in this study was descriptive qualitative data analysis for the implementation of information services and the feasibility of multimedia-based learning information service media. The results show that first, the use of multimedia in learning information services has not been implemented by the Counseling Guidance teacher, so the service was monotonous and less creative. Second, the creation of multimedia-based learning information services has been through the feasibility test of practitioners and experts in the field of multimedia as well as the field of Guidance and Counseling. Third, the results of making multimedia-based learning information service media are feasible to be used by teachers.LAYANAN INFORMASI BELAJAR BERBASIS MULTIMEDIAAbstrakPenelitian ini bertujuan pada pengembangan media dalam rangka mendukung kegiatan layanan informasi belajar yang dilaksanakan oleh guru bimbingan dan konseling. Hasil utama penelitian adalah produk multimedia yang diharapkan dapat menjadi media layanan informasi belajar untuk mendukung peningkatan prestasi belajar dilihat melalui indikator kebiasaan belajar. Metode penelitian yang digunakan adalah penelitian dan pengembangan produk. Populasi penelitian yaitu SMP di Kabupaten Sukoharjo. Sampling dilakukan menggunakan teknik random sampling untuk studi pendahuluan. Pengumpulan data melalui wawancara dan observasi. Analisis data menggunakan analisis data kualitatif deskriptif untuk pelaksanaan layanan informasi dan kelayakan media layanan informasi belajar yang berbasis multimedia. Hasil penelitian menunjukkan sebagai berikut. Pertama, penggunaan multimedia dalam layanan informasi belajar belum dilaksanakan oleh guru Bimbingan Konseling sehingga pelayanan bersifat monoton dan kurang kreatif. Kedua, pembuatan layanan informasi belajar berbasis multimedia telah melalui uji kelayakan dari praktisi dan ahli di bidang multimedia maupun bidang Bimbingan dan Konseling, Ketiga, hasil pembuatan media layanan informasi belajar berbasis multimedia layak digunakan oleh guru Bimbingan Konseling.

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Primamukti, Agatha Devian, and Muh Farozin. "Utilization of interactive multimedia to improve learning interest and learning achievement of child." Jurnal Prima Edukasia 6, no. 2 (July 26, 2018): 111–17. http://dx.doi.org/10.21831/jpe.v6i2.19183.

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This research aimeds to find out (1) the effect of interactive multimedia on the learning interest, (2) the effect of interactive multimedia on the learning achievement, (3) the different effect of interactive multimedia and image media on the learning interest and learning achievement of grade IV students of elementary schools in Wonosari Gunungkidul. This research was a quasi experimental. The design which was used was pretest-postest control group design with two experimental groups taught by using interactive multimedia and one control group using the image media. The data analysis used the paired sample t-test and independent sample t-test. The result of the research showed that: (1) there was an effect of interactive multimedia on the learning interest at the significance level of 0.000 < 0.05, (2) there was an effect of interactive multimedia on the learning achievement at the significance level of 0.000 < 0.05, and (3) the big different effect of interactive multimedia and image media on the learning interest and learning achievement was the learning interest with the gained score 10.412 for the experimental class 1 and 13.004 the experimental class 2, and the learning achievement with the gained score 8.703 the experimental class 1 and 6.810 the experimental class 2.

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Zulkifli, Zulkifli, and Andi Putra. "THE EFFECT OF BLENDED LEARNING ON STUDENT LEARNING OUTCOMES IN MULTIMEDIA LEARNING IN HIGHER EDUCATION." Indonesian Journal of Multidisciplinary Science 1, no. 7 (April 19, 2022): 684–90. http://dx.doi.org/10.55324/ijoms.v1i7.127.

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Learning is a basic need for everyone in meeting educational needs in the educational hierarchy. However, in the learning process itself, there are often various kinds of obstacles in the learning process. In learning multimedia courses at STT Payakumbuh, the problem is that the achievement of student learning outcomes is still low, to overcome these problems, a blended learning model is used so that the achievement of multimedia learning can increase. and to determine effect of applying blended learning in multimedia learning, a quasi-experimental study was conducted with purposive nonequivalent control groups, The research was conducted at Sekolah Tinggi Teknologi Payakumbuh (STT Payakumbuh) in the Multimedia course with a sample class of class 2017 as an experimental group using blended learning and class 2018 as a control class using traditional learning in the classroom. The study was conducted for 7 sessions with data collection techniques in the form of multiple-choice tests consisting of pretest and posttest. After that, the calculations were carried out using the t-test in both classes and obtained a value of 0.000 or sig < 0.05 (5%), then it can be interpreted that H0 is rejected and H1 is accepted. So this study shows that there is an effect of blended learning on student learning outcomes in multimedia courses at STT Payakumbuh.

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Austin, Katherine A. "Multimedia learning: Cognitive individual differences and display design techniques predict transfer learning with multimedia learning modules." Computers & Education 53, no. 4 (December 2009): 1339–54. http://dx.doi.org/10.1016/j.compedu.2009.06.017.

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Thao, Sunjung Kim, Linda Jean Lombardino, Sana Tibi, and Amber Gleghorn. "Multimodal learning: How task types affect learning of students with reading difficulties." Clinical Archives of Communication Disorders 7, no. 2 (August 31, 2022): 67–77. http://dx.doi.org/10.21849/cacd.2021.00500.

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Purpose: The prevalence of multimedia technology in the current educational settings has increased the need for investigating how individual differences such as reading difficulties moderate multimedia learning. Given that instructional designs closely interact with task characteristics and requirements, we aimed to explore how students with reading difficulties perform various types of learning tasks within the context of multimedia instruction.Methods: College students with and without reading difficulties viewed a multimedia lesson on stem cell research while their eye movements were recorded. After viewing the multimedia slides, students completed four tasks pertaining to the content provided in the lesson.Results: Students with reading difficulties performed poorer than their peers on the procedural task while the groups’ performance did not differ on definitional, infographic, and argumentative tasks. Further, there was no difference in the eye fixation counts and gaze duration between the two groups.Conclusions: Our findings underscore the importance of an awareness that the types of tasks used to assess students’ knowledge may impact their performance. Information of this nature may be useful in determining optimal learning experiences for students with learning difficulties.

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Jabbour, Khayrazad Kari. "Multimedia-Assisted Learning among Lebanese Teachers." Journal of Education and Vocational Research 4, no. 3 (March 30, 2013): 86–90. http://dx.doi.org/10.22610/jevr.v4i3.104.

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Multimedia learning consists of graphics and texts. Learning occurs when the learners create mental representations from combining the text and relevant graphics in the lessons. Incorporation of multimedia learning in teaching can lead education to a higher level than traditional teaching techniques. The aim of this study is to investigate the extent to which multimedia is incorporated in classroom teaching among Lebanese educators. A small scale survey from 50 middle school teachers of 10 different schools selected from various areas in Lebanon was undertaken. The survey results were compared and tested in order to evaluate whether or not the teachers integrate multimedia in classroom teaching. If they do, this study aims to identify the multimedia elements they frequently use. However, if not, this study aims to find out the causes for not adopting multimedia in their classroom teaching.

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Hakim, Fitro Nur, and Achmad Solechan. "Design and Implementation Multimedia Learning Success for Vocational Schools." International Journal of Electrical and Computer Engineering (IJECE) 8, no. 2 (April 1, 2018): 1067. http://dx.doi.org/10.11591/ijece.v8i2.pp1067-1073.

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<p>This research aims to design a web-based multimedia applications, interactive learning, in order to improve the learning outcomes of students, especially students of Vocational High School. Multimedia Learning has been designed with some additional content in the form of applications: decision support system for multimedia usage based on Model of Multimedia Learning Success. The population obtained from respondents vocational school in Central Java, which is already implementing multimedia learning. The method used is qualitative analysis in the form of: the development of multimedia learning integrated with decision support systems. Design and implementation of multimedia learning success system that is abbreviated "Sikemuning". Sikemuning can be used to measure or provide guidance for teachers in the use of multimedia. Interviews with several respondents teachers from vocational schools in Central Java showed that: the system success multimedia learning developed in this study can be used as feedback to assess the success and effectiveness of the implementation of learning activities, multimedia learning can improve the performance and intelligence of vocational school students.</p>

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Prayoga, Putu Sandhita, Desak Putu Parmiti, and I. Gede Margunayasa. "Interactive Learning Multimedia Containing Balinese Traditional Games in Thematic Learning." Indonesian Journal Of Educational Research and Review 5, no. 2 (July 20, 2022): 383–93. http://dx.doi.org/10.23887/ijerr.v5i2.48802.

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The lack of availability of interactive learning multimedia based on Android applications containing local wisdom that can be used in learning causes the use of technology-based learning media to be less than optimal. This study aims to produce Interactive Learning Multimedia Containing Local Wisdom Balinese Traditional Games in Thematic Learning for Grade V Elementary School. This study uses the ADDIE development model. The research subjects are lecturers who are experts in learning media and content experts for elementary thematic learning, practitioners (teachers), and fifth-grade elementary school students. The research instruments were in the form of questionnaires and tests. Data analysis used quantitative descriptive analysis and inferential statistics. The research results are Interactive Learning Multimedia Loaded with Local Wisdom of Balinese Traditional Games in the Thematic Learning for Grade V Elementary School, with a validity of 95.79% from learning media experts and 93.85% from elementary thematic learning content experts. The level of practicality is 97.33% of practitioners and 98.33% of students. The effectiveness test results with the correlated sample t-test showed an average pre-test score of 11.52 and an average post-test score of 15.89. It was concluded that the Interactive Learning Multimedia with Local Wisdom in Traditional Balinese Games effectively improved students' thematic learning outcomes. Interactive learning multimedia makes learning more interesting and has an impact on better student learning outcomes.

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Kamasi, Nadya Verona Viani, and Tirsa Julianti Saruan. "Mobile Learning (M-Learning) Based Learning Application Design for Elementary School Students." JURNAL ILMIAH SAINS 20, no. 2 (June 15, 2020): 70. http://dx.doi.org/10.35799/jis.20.2.2020.27877.

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This study was designed to produce a learning design based on Mobile Learning (M-Learning) that is appropriate for elementary school students. In making this instructional media design, the Multimedia Development Life Cycle (MDLC) method consists of six stages: concept, design, obtaining material, assembly, testing, and distribution, but in this study only carried out two stages, concept and design. The results showed that the MDLC method privides the feasibility percentage of: media experts amounted to 89.44%; material experts amounted to 92,89%, and teachers amounted to 93.3%. This study produces a learning design based on Mobile Learning (M-Learning) that is feasible to be applied for elementary school students.Keywords: Learning media; mobile learning; multimedia development life cycle Desain Aplikasi Pembelajaran Berbasis Mobile Learning (M-Learning) Untuk Siswa Sekolah DasarABSTRAKPenelitian ini bertujuan untuk menghasilkan desain media pembelajaran berbasis Mobile Learning (M-Learning) yang layak untuk siswa sekolah dasar. Dalam membuat desain media pembelajaran ini digunakan metode Multimedia Development Life Cycle (MDLC) yang terdiri dari enam tahapan yaitu concept, design, obtaining content material, assembly, testing, dan distribution, namun pada penelitian ini hanya dilakukan dua tahapan saja yaitu tahap concept dan tahap design. Hasil penelitian menunjukkan bahwa metode MDLC memberikan hasil persetase kelayakan dari: ahli media sebesar 89,44%; ahli materi sebesar 92,89%; dan guru-guru sebesar 93,3%. Penelitian ini menghasilkan sebuah desain media pembelajaran berbasis Mobile Learning (M-Learning) yang layak diterapkan pada siswa sekolah dasar.Kata Kunci: Media pembelajaran; mobile learning; multimedia development life cycle

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Chopade, Sandeep, Swati Chopade Chopade, and Sushopti Gawade. "Multimedia Teaching Learning Methodology and Result Prediction System Using Machine Learning." Journal of Engineering Education Transformations 35, S1 (January 1, 2022): 135–42. http://dx.doi.org/10.16920/jeet/2022/v35is1/22019.

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With the availability of Multimedia Technology for the teaching-learning process, it becomes easier and convenient to enhance the learning of professional courses. Technical concepts conveyed with the help of Multimedia teaching methodology (such as Google classroom, Learning Management System (LMS), virtual lab, audio, video, animations, PowerPoint presentations, YouTube, and digital lab) for the course Energy Conversion-1 assists students to understand very complex and challenging concepts easily. The existing work does not incorporate Multimedia Technology for Energy Conversion-1 course to Third Year Mechanical Engineering students in semester VI. To identify which teaching methodology is better, this work proposes the analysis of the results for different academic years adopted different teaching methodologies, namely, traditional and Multimedia based. The approach uses a hand-crafted statistical t-value measure to prove that Multimedia based teaching method is much better than a conventional teaching method. Moreover, the existing work does not incorporate the comparison of ML models to predict the end semester examination (ESE) result of the students in the course Energy Conversion-1. This work also proposes the development of the ESE result prediction system using K-NN, SVM and Decision tree ML algorithms and the comparison of K-NN, SVM and Decision tree ML algorithms to predict the ESE result for the course Energy Conversion-1. SVM, K-NN and Decision Tree model predicted the ESE result with 78%, 70% and 70% accuracy, respectively. The comparison showed that SVM model predicted result with 78% accuracy, best fitting data. Keywords—Energy Conversion-1; Machine Learning; Mechanical engineering; Multimedia Technology; Third year students

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Khusniyah, Tri Wardati, and Ali Muhtadi. "DEVELOPING ARABIC LANGUAGE LEARNING MULTIMEDIA." Jurnal Kependidikan: Penelitian Inovasi Pembelajaran 2, no. 2 (November 30, 2018): 247–61. http://dx.doi.org/10.21831/jk.v2i2.18856.

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This study was aimed at describing the problems in the application of Arabic as the language of daily communication, the level of active Arabic language skills, and the level of need for multimedia learning development to improve the students' Arabic speaking ability. The sample of the study was the principal and students of grades VII to grade IX at an Islamic Boarding School in Yogyakarta. The sample was chosen by using random sampling method. The data collection was carried out by interviewing the principals and conducting open questionnaires aimed at the students. The data then were analyzed using qualitative descriptive method. The results show that there had been a decrease in the application of Arabic for everyday conversation due to problems experienced by students such as difficulty in Arabic language, lack of motivation among students, lack of school support for the application of Arabic, and the media used were not feasible. The level of need for the development of Arabic learning multimedia in order to practice the ability to speak Arabic for students is very high with a percentage of 100%.PENGEMBANGAN MULTIMEDIA PEMBELAJARAN BERBAHASA ARABAbstrakPenelitian ini bertujuan mendeskripsikan masalah-masalah dalam penerapan bahasa Arab sebagai bahasa komunikasi sehari-hari, tingkat kemampuan berbahasa Arab aktif, dan tingkat kebutuhan pengembangan multimedia pembelajaran untuk melatih kemampuan berbicara bahasa Arab bagi siswa. Sampel penelitian adalah kepala sekolah dan siswa kelas VII sampai kelas IX SMP Islamic Boarding School Bina Umat Yogyakarta yang dipilih menggunakan metode random sampling. Pengumpulan data dilakukan dengan wawancara yang ditujukan kepada kepala sekolah dan angket terbuka yang ditujukan kepada siswa. Data dianalisis dengan teknik deskriptif kualitatif. Hasil penelitian menunjukkan bahwa telah terjadi penurunan dalam penerapan bahasa Arab untuk percakapan sehari-hari disebabkan oleh masalah-masalah yang dialami oleh siswa seperti susahnya materi bahasa Arab, kurangnya motivasi di kalangan siswa, kurangnya dukungan pihak sekolah terhadap penerapan bahasa Arab, dan media yang digunakan juga belum mampu melatih kemampuan berbicara bahasa Arab. Tingkat kebutuhan pengembangan multimedia pembelajaran bahasa Arab untuk melatih kemampuan berbicara bahasa Arab bagi siswa sangat tinggi dengan persentase 100%..

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Lisnawati, Iis. "Speaking learning based on multimedia." Journal of Language and Linguistic Studies 17, no. 4 (October 28, 2021): 2046–56. http://dx.doi.org/10.52462/jlls.147.

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Brom, Cyril. "Amulab - Advanced multimedia learning laboratory." E-psychologie 15, no. 4 (December 30, 2021): 91. http://dx.doi.org/10.29364/epsy.425.

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Amulab states for advanced multimedia learning laboratory. Here we explore how people learn from instructional materials that combine verbal and visual information, and we help develop such materials. Our main focus is on advanced materials in the sense of new media – animations, tutorials, interactive simulations, educational games, and so on.

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Mantiri, Franky. "Multimedia and Technology in Learning." Universal Journal of Educational Research 2, no. 9 (December 2014): 589–92. http://dx.doi.org/10.13189/ujer.2014.020901.

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Thomos, Nikolaos, Thomas Maugey, and Laura Toni. "Machine Learning for Multimedia Communications." Sensors 22, no. 3 (January 21, 2022): 819. http://dx.doi.org/10.3390/s22030819.

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Machine learning is revolutionizing the way multimedia information is processed and transmitted to users. After intensive and powerful training, some impressive efficiency/accuracy improvements have been made all over the transmission pipeline. For example, the high model capacity of the learning-based architectures enables us to accurately model the image and video behavior such that tremendous compression gains can be achieved. Similarly, error concealment, streaming strategy or even user perception modeling have widely benefited from the recent learning-oriented developments. However, learning-based algorithms often imply drastic changes to the way data are represented or consumed, meaning that the overall pipeline can be affected even though a subpart of it is optimized. In this paper, we review the recent major advances that have been proposed all across the transmission chain, and we discuss their potential impact and the research challenges that they raise.

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Amerini, Irene, Aris Anagnostopoulos, Luca Maiano, and Lorenzo Ricciardi Celsi. "Deep Learning for Multimedia Forensics." Foundations and Trends® in Computer Graphics and Vision 12, no. 4 (2021): 309–457. http://dx.doi.org/10.1561/0600000096.

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Chen, Shu-Ching. "Multimedia Meets Deep Reinforcement Learning." IEEE MultiMedia 29, no. 3 (July 1, 2022): 5–7. http://dx.doi.org/10.1109/mmul.2022.3196479.

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Zhang, Wei, Ting Yao, Shiai Zhu, and Abdulmotaleb El Saddik. "Deep Learning–Based Multimedia Analytics." ACM Transactions on Multimedia Computing, Communications, and Applications 15, no. 1s (February 23, 2019): 1–26. http://dx.doi.org/10.1145/3279952.

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Mayer, R. E. "Using multimedia for e-learning." Journal of Computer Assisted Learning 33, no. 5 (June 13, 2017): 403–23. http://dx.doi.org/10.1111/jcal.12197.

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Kuo, Jenny Yichun. "Cognition-based multimedia classifier learning." Chinese as a Second Language Research 4, no. 1 (May 1, 2015): 23–45. http://dx.doi.org/10.1515/caslar-2015-0002.

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AbstractIn a classifier language like Chinese, all the noun phrases with numerals or demonstratives must go with classifiers, for example, liǎng zhī bǐ 兩枝筆 ‘two CL pen.’ Classifiers vary depending on the nouns. This poses a big challenge for learners of Chinese as second language. Cognition-based multimedia and paper materials for Chinese material classifiers were developed and proved to be effective for learners of Chinese as a second language. The experimental group (N = 15) used the multimedia program and the control group (N= 20) received the same information on paper. Both groups made significant progress after a 10-week treatment. The results suggest cognitive principles are helpful for classifier learning in either multimedia or paper format.

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Ota, Kaoru, Minh Son Dao, Vasileios Mezaris, and Francesco G. B. De Natale. "Deep Learning for Mobile Multimedia." ACM Transactions on Multimedia Computing, Communications, and Applications 13, no. 3s (August 10, 2017): 1–22. http://dx.doi.org/10.1145/3092831.

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Schmid, Christian. "Learning System Identification Using Multimedia." IFAC Proceedings Volumes 33, no. 15 (June 2000): 821–26. http://dx.doi.org/10.1016/s1474-6670(17)39854-3.

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Jamet, Eric, Monica Gavota, and Christophe Quaireau. "Attention guiding in multimedia learning." Learning and Instruction 18, no. 2 (April 2008): 135–45. http://dx.doi.org/10.1016/j.learninstruc.2007.01.011.

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Mayer, Richard E. "Incorporating motivation into multimedia learning." Learning and Instruction 29 (February 2014): 171–73. http://dx.doi.org/10.1016/j.learninstruc.2013.04.003.

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Reed, Stephen K. "Cognitive Architectures for Multimedia Learning." Educational Psychologist 41, no. 2 (June 2006): 87–98. http://dx.doi.org/10.1207/s15326985ep4102_2.

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Um, Eunjoon “Rachel”, Jan L. Plass, Elizabeth O. Hayward, and Bruce D. Homer. "Emotional design in multimedia learning." Journal of Educational Psychology 104, no. 2 (May 2012): 485–98. http://dx.doi.org/10.1037/a0026609.

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Pittschellis, Reinhard. "Multimedia Support for Learning Factories." Procedia CIRP 32 (2015): 36–40. http://dx.doi.org/10.1016/j.procir.2015.06.001.

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Tao, Dacheng, Xuelong Li, and Yuan Yan Tang. "Learning semantics from multimedia content." Pattern Recognition 42, no. 2 (February 2009): 217. http://dx.doi.org/10.1016/j.patcog.2008.08.021.

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Liu, Qingshan, and Yueting Zhuang. "Learning for scalable multimedia representation." Neurocomputing 105 (April 2013): 1–2. http://dx.doi.org/10.1016/j.neucom.2012.07.038.

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Freeman, Diana. "Multimedia learning: The classroom experience." Computers & Education 15, no. 1-3 (January 1990): 189–94. http://dx.doi.org/10.1016/0360-1315(90)90146-x.

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Zhu, Xiaofeng, Zhi Jin, and Rongrong Ji. "Learning high-dimensional multimedia data." Multimedia Systems 23, no. 3 (July 25, 2016): 281–83. http://dx.doi.org/10.1007/s00530-016-0524-7.

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Daud, Md Yusoff, Faridah Hamat, and Abdul Aziz Ahmad. "Integrating Multimedia In Learning Chemistry." International Journal of Learning: Annual Review 18, no. 11 (2012): 129–44. http://dx.doi.org/10.18848/1447-9494/cgp/v18i11/47703.

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Journal articles on the topic 'Multimedia learning'

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