Journal articles: 'Multimedia teaching tools'

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Kumar, Tribhuwan, Sayama Malabar, Ahmed Benyo, and Bakhrul Khair Amal. "Analyzing multimedia tools and language teaching." Linguistics and Culture Review 5, S1 (August 6, 2021): 331–41. http://dx.doi.org/10.21744/lingcure.v5ns1.1400.

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This study analyzes the use of multimedia tools to teach English in non-English speaking nations and highlights the issues that teachers and English students confront. A better instrument for the exploration of a novel teaching approach has been the increasingly growing scientific tools and techniques such as multimedia technology. Multimedia technology, in particular, in non-native language contexts, plays an essential role in English language education. It also intends to raise awareness of the strategies to effectively deploy non-mutual English speakers as language teachers. The study presents a detailed analysis of the role of multimedia tools and technology. Advantages and disadvantages of multimedia tools and technology are described at length, recommendations are made and conclusion is drawn. It is believed that the use of multimedia technology can ensure effective language teaching and enhance learners’ linguistic abilities.

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Medzhitova, L. M., R. T. Fazilova, and E. I. Ablyalimova. "MULTIMEDIA INTERACTIVE TOOLS IN PROGRAMMING TEACHING." Information Technologies in Education, no. 10 (July 25, 2011): 110–16. http://dx.doi.org/10.14308/ite000273.

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Barlow, Steven B. "Creating Multimedia Teaching and Training Tools." Microscopy Today 11, no. 2 (April 2003): 30–35. http://dx.doi.org/10.1017/s1551929500052470.

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Teaching and training users how to operate laboratory equipment is a time-intensive practice. Many new users are students, who have generally high turnover rates; after they complete a class project or degree program, they leave the facility, In addition, users often divide their time among a variety of techniques and equipment. With episodic usage, researchers tend to forget details of instrument operation and need to be retrained. Academic core facilities must balance their productivity against the time it takes to train and retrain an ever-changing parade of users. Site-specific multimedia teaching and training resources, such as films, CDs, videos, or DVDs, if easily available in the laboratory, would enable users to refresh and retrain themselves on equipment operation.

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Tesoro-Martinez, Doyce, Tomas U. Ganiron, and Harold S. Taylor. "Multimedia Tools for Teaching Basic Electronics." International Journal of Education and Learning 3, no. 2 (September 30, 2014): 23–34. http://dx.doi.org/10.14257/ijel.2014.3.2.03.

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Ferreira, Celeste, Mónica Baptista, and Agnaldo Arroio. "TEACHERS’ PEDAGOGICAL STRATEGIES FOR INTEGRATING MULTIMEDIA TOOLS IN SCIENCE TEACHING." Journal of Baltic Science Education 12, no. 4 (August 25, 2013): 509–24. http://dx.doi.org/10.33225/jbse/13.12.509.

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Since the widespread introduction of Information and Communication Technology (ICT) in education the use of multimedia environments has increased substantially. This qualitative study analyse how teachers integrate multimedia tools into teaching and learning sequences (TLS) in science education. Four in-service teachers’ groups have been investigated across a 40 h teachers’ training course to analyse their pedagogical strategies and difficulties for introducing multimedia tools in science teaching. During the training program to discuss multimedia environments teachers (n=14) were invited to build teaching learning sequences (TLS) about some science content using multimedia tools. The results obtained through a content analysis suggest that these teachers are integrating multimedia tools mostly to enhance particular concepts and skills (integrated approach) than to innovate presentations (enhancement approach). In all cases teachers adopted structured tasks and in two of these they were not aware of the necessity to make explicit links between the multimedia tools and the other activities. Some difficulties related to pedagogical approaches and teachers’ knowledge are discussed. Key words: multimedia tools, science education, teachers’ knowledge, teachers’ pedagogical approaches.

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Jauhari, Mohammad Nafie, Juhari Juhari, and Mohammad Jamhuri. "Pelatihan Penyusunan Bahan Ajar Berbasis Multimedia Bagi Guru-Guru Yayasan Ali Imron Pakamban Sumenep." Journal of Research on Community Engagement 2, no. 1 (September 30, 2020): 14–21. http://dx.doi.org/10.18860/jrce.v2i1.10333.

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Learning media is a useful tool and intermediary for facilitating the teaching and learning process to streamline communication between teachers and students. This community service activity is divided into three main activities, namely the delivery of concepts or theories of multimedia, types of multimedia, the use of multimedia, and making presentations using practical and interactive PowerPoints tools; second, training on how to use PowerPoint effectively; and third, evaluation on the ability of training participants in making multimedia-based teaching materials.

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Campbell, Kristin R., Sandra B. Wilson, P. Christopher Wilson, and Zhenli He. "Interactive Online Tools for Teaching Plant Identification." HortTechnology 21, no. 4 (August 2011): 504–8. http://dx.doi.org/10.21273/horttech.21.4.504.

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Interactive review exercises were developed as an online learning component of an existing native plant landscaping course. The instruments were designed with specific goals for students to 1) test their plant identification knowledge, 2) practice leaf terminology with specific plant examples, and 3) associate landscape performance with native ecosystem characteristics. The plant identification tool was developed within a spreadsheet application using formulas consisting of logic statements. This tool tests the students’ ability to identify plants and spell scientific and common names associated with high-resolution plant images. The leaf terminology tool was developed using a multimedia platform. It uses a drag-and-drop interface where students are asked to associate a specific leaf term (i.e., margin, apex, base, texture, arrangement) with a scanned image that best matches the taxonomic term. The ecosystem tool, also developed using a multimedia platform, uses digital images captured for each of Florida's major ecosystems in conjunction with sets of plant combinations and site characteristics. Students select the appropriate choices and submit their answers online, after which they receive immediate feedback. Students reported an improvement in plant recognition after they had access to these identification tools. These interactive learning tools not only benefit students enrolled in this specific course but can be adapted to a variety of online courses nationwide.

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Lv, Hong Ning. "Multimedia Technology Application in Teaching Basketball Skills." Advanced Materials Research 557-559 (July 2012): 2025–28. http://dx.doi.org/10.4028/www.scientific.net/amr.557-559.2025.

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Technology and multimedia tools are constantly evolving and providing instructional designers new ways to present instruction. While the evolution of technology is full of instructional design potential, more research is needed to understand the cognitive processes when learning with different combinations of multimedia. The paper intends to interpret the application of multimedia technology in teaching basketball skills.

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Lempereur, Alain Pekar. "Innovation in Teaching Negotiation Towards a Relevant Use of Multimedia Tools." International Negotiation 9, no. 1 (2004): 141–60. http://dx.doi.org/10.1163/1571806041262098.

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AbstractThis article examines four cases of innovation in teaching negotiation, developed mostly in France, that involve the intensive use of multimedia techniques. These tools address some of the shortcomings of current teaching methods discussed in earlier literature. The use of multimedia innovations seems to improve teaching the subject of negotiation by enabling instructors to better bridge the gaps between theory and practice, and simulation and reality. These innovations also facilitate multiple perspectives, which are needed in cross-cultural negotiations.

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Yuejue, Yan, Sun Xinze, Li Bingyue, and Wang Xiaoyuan. "Construct a Teaching System Combining Image Linguistics and Multimedia Technology." Wireless Communications and Mobile Computing 2021 (April 26, 2021): 1–11. http://dx.doi.org/10.1155/2021/6699010.

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At present, the research on the theoretical system of multimedia image linguistics in my country is very limited. In order to further improve and develop the theoretical system of multimedia picture linguistics, this article extracts effective knowledge from the research results of educational technology, linguistics, psychology, and semiotics and establishes a teaching system based on image linguistics. Multimedia picture linguistics consists of three parts: structure, semantics, and pragmatics, corresponding to the artistic laws of multimedia pictures, the cognitive laws of multimedia pictures, and the humanization and naturalization of picture design. Therefore, the research in this article is an important part of establishing multimedia image linguistics. Starting from the research methods of multimedia technology and picture linguistics, this article introduces the theoretical framework and the relationship between the multimedia learning cognitive theory and Mayer’s multimedia learning cognitive theory and conducts in-depth discussion and demonstration. The thesis constructs a teaching system that combines picture linguistics and multimedia technology and makes it a language tool for developing and designing multimedia learning materials. Experiments have proved that the teaching system combining picture linguistics and multimedia technology proposed in this paper can provide a framework, ideas, and methods for the related research of multimedia picture linguistics and multimedia technology and make multimedia picture language a multimedia learning material design and development The language tools that can be followed can effectively improve the teaching effect under the background of information technology.

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Tursunova, Feruza Tursun qizi. "THE ROLE OF MULTIMEDIA TEACHING TOOLS IN ENGLISH LESSONS." Theoretical & Applied Science 84, no. 04 (April 30, 2020): 189–91. http://dx.doi.org/10.15863/tas.2020.04.84.35.

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Regaña, Cristóbal Ballesteros, Rocío P. Piñero-Virué, and Miguel Mª Reyes-Rebollo. "How Multimedia Support Collaborative Research: Best Practices." Research in Social Sciences and Technology 4, no. 2 (October 17, 2019): 58–72. http://dx.doi.org/10.46303/ressat.04.02.5.

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The purpose of this article is to evaluate the potential for online multimedia materials as alternative learning tools for the collaborative training of teachers in the design of research-based teaching. A case study using a team of three trainee teachers was used to develop a process of initial training in the design of a constructivist and research-based teaching unit supported by online multimedia material. The results obtained from the research allowed some principles to be identified and basic recommendations and alternative lines of action to be given for designing online multimedia materials. Online multimedia materials can be alternative teaching tools that contribute, with other materials, to the development of constructivist, collaborative, and research-based strategies which help provide the necessary support for improving the initial and ongoing training of new teachers in the design of teaching from a research perspective.

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Kanellopoulou, Kermanidis, and Giannakoulopoulos. "The Dual-Coding and Multimedia Learning Theories: Film Subtitles as a Vocabulary Teaching Tool." Education Sciences 9, no. 3 (August 8, 2019): 210. http://dx.doi.org/10.3390/educsci9030210.

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The use of multimedia has often been suggested as a teaching tool in foreign language teaching and learning. In foreign language education, exciting new multimedia applications have appeared over the last years, especially for young learners, but many of these do not seem to produce the desired effect in language development. This article looks into the theories of dual-coding (DCT) and multimedia learning (CTML) as the theoretical basis for the development of more effective digital tools with the use of films and subtitling. Bilingual dual-coding is also presented as a means of indirect access from one language to another and the different types of subtitling are explored regarding their effectiveness, especially in the field of short-term and long-term vocabulary recall and development. Finally, the article looks into some new alternative audiovisual tools that actively engage learners with films and subtitling, tailored towards vocabulary learning.

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Bhandari, Vineet, Daniel Diana, Arun Jain, T. V. Rajan, and Naveed Hussain. "COMPUTERIZED INTERACTIVE MULTIMEDIA PROGRAMS AS TEACHING TOOLS IN PEDIATRICS. 1773." Pediatric Research 41 (April 1997): 298. http://dx.doi.org/10.1203/00006450-199704001-01792.

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Ishii, Masaru, and Hironori Saita. "A New Approach to Robot Teaching Method with Multimedia Tools." IFAC Proceedings Volumes 28, no. 20 (September 1995): 137–40. http://dx.doi.org/10.1016/s1474-6670(17)45039-7.

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Sarzhanova, G., G. Smagulova, and E. Uteubaeva. "Using multimedia applications in teaching foreign language in terms of digitalization of education." Bulletin of the Karaganda University. Pedagogy series 100, no. 4 (December 28, 2020): 124–25. http://dx.doi.org/10.31489/2020ped4/124-129.

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The article deals with the didactic potential and the possibilities of using educational multimedia applications in the teaching process. In the study the importance of teachers' mastering the skills of using multimedia ap-plications, as well as the knowledge of their essence and capabilities, methodological and psychological-didactic foundations of their usage is stated. The authors consider the notion and types of educational multi-media applications, peculiarities of their usage in various pedagogical scenarios. The technical support for creating multimedia applications by teachers can be represented by the special authoring software tools, that is, programs that provide opportunities for independent building of effective interactive multimedia applica-tions for non-programmers, such as Macromedia Flash, iSpring Suit, Macromedia Director, Authorware Pro-fessional, etc. Multimedia applications can be recommended for usage as a communicative component of the educational environment. The effective performance of pedagogical scenarios of multimedia usage in the ed-ucational process contributes to the development of the learner’s independence and creativity, his active posi-tion as a subject of communicative interaction.

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Krstić, Dijana. "Efficiency of multimedia education." Norma 26, no. 2 (2021): 191–204. http://dx.doi.org/10.5937/norma2102191k.

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The overall development of technology has also contributed to the development of multimedia technology and its greater application in education. The curriculum cannot be viewed separately in relation to the changes taking place in modern society and in relation to its technological progress. Teaching methods, techniques and tools are constantly changing and in modern pedagogy they are more efficient and stimulating for the acquisition of knowledge. In traditional teaching, the role of teachers and students differs significantly, the teacher has a dominant role of lecturer, while students have a passive role in the process of acquiring knowledge. Teaching conceived in this way changed with the development of technology, because the teacher is no longer the only source of knowledge and information, and students are not passive objects that absorb that knowledge. Our goal is to review the importance and efficiency of multimedia education by reviewing the relevant literature. As first, we will try to define the concept of multimedia and analyze the theoretical basis of multimedia education, as well as its application in teaching. We start from the assumption that since technology simplifies functioning in general, it contributes to simplifying and improving the education process.

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Ahmad Nasaruddin, Nur Sakinah, and Rosemaliza Mohd Kamalludeen. "A Case Study of How Malay ESL Learners Build Vocabulary Using Multimedia Technology." IIUM Journal of Educational Studies 8, no. 2 (December 31, 2020): 112–30. http://dx.doi.org/10.31436/ijes.v8i2.288.

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This study explored the process of how Malay primary ESL learners build English vocabulary using multimedia technology. With this purpose, students’ choices of multimedia technology tools and the reasons behind the choices were investigated. The qualitative approach was employed in this study by conducting semi-structured interviews with three Malay primary school students aged 12 years old from a public school in Kuala Lumpur. The findings revealed that the students chose three main types of multimedia tools namely audio, audio-visual, and video games. The participants revealed three reasons behind their preferences of the multimedia tools which are acquisition of additional information, presence of visuals, and convenience. It was also found that the process of vocabulary-building using the preferred multimedia tools can be organised into four stages namely (i) first encounter, (ii) cognitive dissonance, (iii) establishing equilibrium, and (iv) remembering. The findings suggest English teachers to include multimedia tools in the teaching of vocabulary because it facilitates the process of vocabulary building among students as the words are learned in context and enhanced with visuals.

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Abdulrahaman, M. D., N. Faruk, A. A. Oloyede, N. T. Surajudeen-Bakinde, L. A. Olawoyin, O. V. Mejabi, Y. O. Imam-Fulani, A. O. Fahm, and A. L. Azeez. "Multimedia tools in the teaching and learning processes: A systematic review." Heliyon 6, no. 11 (November 2020): e05312. http://dx.doi.org/10.1016/j.heliyon.2020.e05312.

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Bekkozhanova, H., H. Abdrakhmanova, and G. Ospanova. "PRINCIPLES OF TEACHING FOREIGN LANGUAGES BASED ON THE FORMATION OF STUDENTS’ COGNITIVE COMPETENCE." EurasianUnionScientists 4, no. 9(78) (October 23, 2020): 36–42. http://dx.doi.org/10.31618/esu.2413-9335.2020.4.78.1016.

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Nowadays teaching foreign languages is impossible to imagine without the use of multimedia teaching tools. In this connection, the importance of information technology in the foreign language classroom is great. It deals with different technologies like internet technology and multimedia technology in the development of learners’ intellectual competencies. Modern technologies allow development of intellectual potentials in improvement process of traditional and information forms and methods of education. It also develops methods of teaching, implementation of training, finding and adaptation of information from different sources, accessibility of different tools and techniques in teaching process, trainability of systematic education process, improvement of selfeducation, creation of a positive emotional background for teaching; and many other issues. The use of cognitive technology creates the most positive and favourable conditions in motivation of teaching foreign languages.

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Mishra, Nirmal Raj. "Use of ICT in Classroom: An Analysis of Teachers' and Students' Perception on ICT Tools." Rupantaran: A Multidisciplinary Journal 4, no. 1 (December 31, 2020): 121–32. http://dx.doi.org/10.3126/rupantaran.v4i1.34207.

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The ICT integrated teaching forcefully underpinning in our education system as a pedagogical intervention. The teachers and students are trying to habituate with incorporating their teaching learning activities. In this situation, this study has to explore the situation of ICT tools use by teachers and students for ICT integrated teaching in higher education classroom. For this purpose, I adopted the social constructivist approach of learning for supporting to view the reality. Based on this theoretical approach, I used the qualitative research design where applied the phenomenology method of inquiry. The three methods focus group discussion, in-depth interview and personal introspection have used to collect the in-depth information from the informants. The major finding is that the social media tools like Face book, Gmail, Blogs were not popular in teaching. The teachers and students are used the hardware related tools like laptop, desktop computer, multimedia projector, cell phone and software related tools like office program, Face book, twitter, blog. The highly prefer tools have laptop/ desktop computer, multimedia projector, cell phone and software tools like internet, email, office program and related apps like Moodle. The ICT tools are inevitable phenomena for effective delivery of knowledge and skills in higher education teaching to meet the global needs of education.

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Zheng, Jin. "On the application of intelligent speech aids in English teaching under multimedia environment." Journal of Computational Methods in Sciences and Engineering 21, no. 6 (December 7, 2021): 1999–2008. http://dx.doi.org/10.3233/jcm-215563.

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In order to improve the effect of English Teaching in multimedia environment, this paper proposes an English teaching method based on intelligent language AIDS in multimedia environment. Firstly, an intelligent speech teaching assistant system is designed in the multimedia environment. The software mainly includes four modules: new words and sentences, Chinese and English reading, voice evaluation, tools and settings. Learners can learn independently through the software, and teachers can also use the software to make various audio teaching resources in the classroom. In addition, the system can promote vocabulary teaching and support sentence pattern teaching and situational teaching in English teaching. The experimental results show that the average score of class 3A is increased from 86.35 to 86.79, with an increase of 0.64, which proves that the application of this method can effectively mobilize the enthusiasm of students in learning English and achieve good teaching effect.

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KARTHIGA, G. "Multimedia Tools-Augmented Reality And Virtual Reality In Learning English." Think India 22, no. 2 (October 30, 2019): 451–54. http://dx.doi.org/10.26643/think-india.v22i2.8748.

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English is spread all around the world which has also become authoritative language. English enjoys the same scope as other languages in India. Teaching English through technology has achieved protuberant place in classrooms of today’s era. A greater change in applications to develop conversational skill has been made every day. Technology attached to mobile phones is greatly innovative to learn English. The changing and creative technology goes long way to make students speak good English. Everyday new word is added to the language. The reach of the new words is well enhanced through technology. Multimedia is the combination of words, text, audio, video and animation. Multimedia can provide live experience for students by engaging themselves in active learning. Materials can be provides through storage electronic devices. It gives both explicit and implicit knowledge by multi-sensory perception among students. Multimedia provides motivation and creates interest to learn more in meaningful situation. Multimedia is sometimes used in synonym with CALL. Multimedia effect can be highly accomplished through CALL. Conventional materials like black board and chalk are now replaced by interactive board to engage students in active learning. The simulation provided through Multimedia help to provide better outcome in learning English language.

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Chusna, Aliba`ul. "PEMBELAJARAN BAHASA ARAB BERBASIS MULTIMEDIA." Cendekia: Jurnal Kependidikan dan Kemasyarakatan 10, no. 2 (December 1, 2012): 277. http://dx.doi.org/10.21154/cendekia.v10i2.416.

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Abstract: Teaching Arabic language is difficult for many teachers. The Arabic teachers faces various problems while they were explaining the lesson. Mostly, these problems are caused by not understanding learners to the content of the lesson. So, the teachers should use the teaching aids or modern technological devices that help them to solve these problems significantly. Many kind of the teaching aids has made that are information and communication technology or commonly known as the multimedia. Multimedia means is one of the new technology based on computer program that can make the media more complete. It use various methods and reliable for education. Multimedia as new product from modern technology seeks to involve all the senses, including visual, hearing and feeling. And if we compared it with other educational media, multimedia are the tools and methods used to make the good communication between teachers and learners during the learning process.

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Nykyforenko, I. V. "MULTIMEDIA IN MASTERING FOREIGN DISCOURSE COMPETENCE." Writings in Romance-Germanic Philology, no. 2(47) (January 15, 2022): 155–63. http://dx.doi.org/10.18524/2307-4604.2021.2(47).245953.

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The given article is dedicated to the study of a relevant issue of modern methodology, namely – the use of innovative multimedia technologies in the acquisition of foreign discourse competence in order to increase motivation to learn a foreign language. Today leading universities are constantly increasing the use of multimedia tools in the study of foreign languages, because this technique in teaching foreign languages has proved to be a promising area, because it allows to control students’ learning activities with high accuracy and objectivity, providing constant feedback. New multimedia tools that use audio-visual format provide opportunities that traditional printed textbooks cannot provide. The article considers multimedia technologies (also used in online learning) as an important source of cognitive activity of students, the development of their creative abilities, interests, skills and abilities in mastering foreign discourse competence. There are now a large number of tools that can support online learning of German as a foreign language. The lessons conducted with the active use of multimedia resources provide an opportunity to use different learning platforms, through which traditional classes are expanded in the phases in which German is studied with the support of digital multimedia. We consider the current situation of introducing multimedia into modern education, based on which the prospects of modern teaching of German as a foreign language are formulated, as well as advice on learning that develops German students both discourse and linguistic as well as cultural competences. Thus, multimedia technologies provide optional help, which makes it possible to compensate for the individual deficit of competencies.

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Purwo. "DEVELOPING INTERACTIVE MULTIMEDIA MATERIAL TEXT RECOUNT ORAL AND WRITE ABOUT SIMPLE EXPERIENCES FOR EFL STUDENTS." Wiralodra English Journal 3, no. 2 (October 16, 2019): 355–66. http://dx.doi.org/10.31943/wej.v3i2.53.

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The aims of research are: (1) to describe the condition and potency of current learning on the basic material text recount, (2) to produce teaching-learning materials Compact Disc (CD) interactive multimedia which is integrated with basic competence in the form of procedural text with manuals and tips and it was conducted at one semester students EFL Data were collected through observation, questionnaires, and tests. Analyze data uses descriptive and Gain test. The conclusions of research are; (1) EFL has the potency of using IT, tools and infrastructure of computer, teaching material to support the teaching process, (2) the process produced the product through Lectora program, (3) The teaching and learning process utilizing interactive multimedia teaching material is more effective, shown by N-Gain score 0.71, (4) after using interactive multimedia, the teaching and learning process can save 90 minutes compared to the previous lesson, (5) learning using interactive multimedia interesting, in organizing strategy (87.00%), in terms of delivery (84,97%), and in terms of program management strategies to obtain optimal learning results (85.04%).

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Abdul Aziz, Nurul Shuhada, and Norazimah Zakaria. "EARLY STUDY OF TEACHING & LEARNING ADAPTION BY USING MULTIMEDIA IN TEXT LEARNING OF SULALATUS SALATIN." International Journal of Modern Education 3, no. 8 (March 5, 2021): 167–81. http://dx.doi.org/10.35631/ijmoe.380014.

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This study aims to examine the use of multimedia in teaching and learning (PdP) Sulalatus Salatin in form six. The objective of this study is to identify the use of multimedia in PdP Sulalatus Salatin in terms of types, tools used, teacher skills, and curriculum needs. The second objective is to study students 'attitudes towards the use of multimedia in Sulalatus Salatin learning and the third to analyze the relationship between multimedia use in PdPc with students' understanding of Sulalatus Salatin text using the Technology Acceptance Model (TAM). The researcher distributed a set of questionnaire questions containing 36 questions that were closed to 30 forms six students at a school in the district of Kuala Kangsar, Perak. The findings show that the main reason for the use of multimedia in PdP Sulalatus Salatin in terms of multimedia type, tools used, teacher skills, and curriculum needs is because the use of LCD screen causes the text to appear larger and clearer with a mean score of 4.433 (sd = 0.8976). For the second objective, the two most dominant student attitudes with a mean score of 4,400 that is with the use of multimedia, writing in the text of Sulalatus Salatin is clearer and easier to read (sd = 0.7701), while students are actively involved during the teaching of Sulalatus Salatin text (sd = 0.8944). Next, for the third objective, the relationship between the use of multimedia with the highest level of students' understanding of Sulalatus Salatin text is that students are easier to read and understand the synopsis on Sulalatus Salatin text with a mean score of 4,600 (sd = 0.6215). In conclusion, this study was implemented to provide exposure to the advantages of multimedia used by teachers while teaching Sulalatus Salatin text in form six.

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Odcházelová, Tereza. "BELIEFS OF THE BIOLOGY TEACHERS ABOUT USING MULTIMEDIA." Problems of Education in the 21st Century 63, no. 1 (February 25, 2015): 71–83. http://dx.doi.org/10.33225/pec/15.63.71.

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The Science disciplines suffer from neglect of the learners. Therefore, the teachers are looking for strategies how to increase the popularity and the efficiency of teaching biology. Biology as a discipline is suitable for using different kinds of visualization, including multimedia support as one of the possibilities for increasing the popularity of this subject. The implementation of multimedia in teaching process can be successful only if the teachers are aware of the needs and the advantages of these teaching aids. Confidence of the efficiency of application of multimedia support into the biology lessons was analysed by means of a questionnaire with the main focus on learning strategies and mental abilities of the learners. The questionnaire was distributed on-line in the Czech Republic to 422 teachers working at primary schools, secondary schools and high schools and to 222 pre-service biology teachers. Respondents identified the importance of using multimedia in everyday life. They determined many educational opportunities arising from the use of multimedia in education. According to their beliefs, the main roles of using multimedia are related to motivation, cognitive activity and learning activity. Besides, the teachers evaluate themselves as not very well experienced in using multimedia tools. Key words: multimedia support of education, teacher´s opinions about multimedia, motivation of learners, popularization of biology.

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Sawiji, Bekti. "POWERFUL TOOLS FOR TEACHING AND LEARNING: DIGITAL STORYTELLING." ENGLISH EDUCATION: JOURNAL OF ENGLISH TEACHING AND RESEARCH 1, no. 2 (November 9, 2016): 8. http://dx.doi.org/10.29407/jetar.v1i2.477.

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Digital storytelling is the telling of stories using computer-based tools to tell stories. It combines the art of telling stories with a variety of multimedia, including graphics, audio, video, and Web publishing. In the field of education, teachers and their students, from early childhood classrooms through graduate school, are using digital storytelling in many different content areas and across a wide range of grade levels. The purpose of this article is to explain the way how the digital storytelling can be created. There are five steps in creating digital storytelling in this workshop. 1. Determine Topic and Write a Script, 2. Collect Digital Resources, 3. Select Content and Develop a Storyboard, 4. Import, Record, Finalize, and 5. Share, Teach, Improve. It is expected that after having completed reading this article, the readers can create their own digital storytelling for educational use. Key Words: Digital Storytelling, Computer Based Tools

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Prošić-Santovac, Danijela, Vera Savić, and Verica Milutinović. "University students' attitudes towards learning grammar in a multimedia-enriched environment." Zbornik radova Filozofskog fakulteta u Pristini 51, no. 1 (2021): 339–64. http://dx.doi.org/10.5937/zrffp51-27255.

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A number of studies has shown that attitudes are one of the most significant and influential factors that determine success in learning a foreign language. The paper investigates university students' attitudes towards learning grammar of the English language and towards the use of multimedia teaching tools in grammar instruction, and how these attitudes influence success in learning grammar. Our experimental study involved two groups of university students studying English as a foreign language, a control and an experimental group, in the course of a full academic year. The control group was taught using only the traditional tools, while grammar instruction for the experimental group was conducted in a multimedia-enriched environment, i.e. in addition to the traditional tools, the students were also exposed to educational video games and video clips in the form of film segments and music videos that were not part of a coursebook material, but were closely connected to the topic of the unit in the coursebook. It was hypothesised that positive attitudes towards learning grammar would affect achievements in learning grammar, and that the students exposed to the multimedia tools would be more inclined to view grammar in a positive light. The instruments applied in the study were an attitude questionnaire and a grammar test that yielded quantitative data for the statistical analysis. The results indicated that university students' success in learning grammar was affected by their attitudes towards learning grammar, and that a multimedia-enriched environment contributed to the development of positive attitudes towards grammar. It can be concluded that positive attitudes towards multimedia-enriched environment in learning grammar resulted from the participants' experience of purposeful application of multimedia in the language classroom, and that positive attitudes indirectly contributed to the participants' success in the grammar test. These findings have significant implications for teaching grammar at a university level and can be used for improving the conditions for grammar teaching, enhancing motivation for learning grammar, and eventually for achieving better results in learning grammar in a foreign language classroom.

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Klymenko, Anatolii O., Nataliia I. Zakordonets, and Inna V. Shymkiv. "THE USE OF MULTIMEDIA PRESENTATIONS FOR INTENSIFICATION OF FOREIGN LANGUAGES TEACHING AT TERTIARY LEVEL." Information Technologies and Learning Tools 59, no. 3 (June 30, 2017): 87. http://dx.doi.org/10.33407/itlt.v59i3.1607.

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An increasing number of lecturers are experimenting with innovative computer-mediated approaches to foreign languages teaching (FLT), dramatically altering the ways students interact with learning content. This comparatively common acceptance of digital learning technologies has enlarged the integration of multimedia teaching and learning tools into the traditional, face-to-face classroom setting, thus blended approach to content supply in FLT has experienced extensive progress in higher education. The article deals with the practice of usage of the most popular multimedia technological tools, such as Prezi, Google Slides, PowerPoint, in foreign languages teaching at higher educational institutions. In the course of research surveys were made to determine the types of collaboration and evaluation preferred by the students, their expectations from foreign language learning process, which, in their turn, gave grounds to point out the factors promoting intensification of the teaching process in the context of blended learning.

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Zainuddin, Nurkhamimi, and Muhammad Sabri Sahrir. "نظريـات ومبادئ تصميم الوسـائط المتعددة في تعليـم مفردات اللغة العربية وتعلمها :دراسـة تحليلية تقويمية." Ulum Islamiyyah 20 (March 31, 2017): 95–104. http://dx.doi.org/10.33102/uij.vol20no0.43.

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This study attempts to analyze and evaluate theories and design principles for design and development of multimedia program for teaching and learning Arabic vocabulary. The researchers mentioned the research tools, research samples and steps which are related to the design and development process. The study proposes the implementation of social constructivism theory proposed by Vygotsky (1978), theory of second language acquisition by Krashen (1984), theory of multimedia learning by Mayer (2001) and ADDIE instructional model by Dick & Carey (1990). 4 subjects matter experts in teaching Arabic as a second language, syllabus design, computer assisted language learning and instructional technology had participated in the study. The outcome from this research will later be used by the researcher in the design and development processes of the multimedia program for teaching and learning Arabic vocabulary.

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Gu, Yan, and Li Gu. "Exploration on Digital Teaching of industrial design course." E3S Web of Conferences 236 (2021): 05013. http://dx.doi.org/10.1051/e3sconf/202123605013.

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In the spring of 2020, affected by the new epidemic situation, the state called for "suspension of classes and no suspension of school", and encouraged schools to use the Internet and other informationbased means for teaching. Deepening the reform of China's higher education, actively exploring the teaching of industrial design under the digital background, and cultivating designers with innovative spirit and innovative ability are the responsibilities of industrial design teachers. Digital teaching mode emphasizes students' independent and innovative learning, which is easy to realize digital virtualization of learning environment, and provides students with more creative space and practical freedom. Teachers should combine the requirements and characteristics of industrial design courses, with the help of webbased network teaching platform, multimedia production tools and network programming tools to construct the system mode of digital teaching resources system for industrial design courses. Digital teaching provides an effective means for teachers to implement innovative education and build a platform for students to learn independently. Exploring the advantages of digital teaching, developing multimedia courseware and innovating multi-media teaching material database have become effective teaching means to cultivate students' ability and ensure the quality and sustainable development of industrial design talents.

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Kulmagambetova, S. S., and A. A. Shalabayeva. "USING OF MODERN EDUCATIONAL TECHNOLOGIES IN TEACHING ENGLISH FOR HIGH SCHOOL." Globus 7, no. 4(61) (June 3, 2021): 29–31. http://dx.doi.org/10.52013/2658-5197-61-4-8.

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The article analyzes the feasibility of introducing modern information and computer technologies, multimedia tools, and advanced techniques in the process of mastering a foreign language. The necessity of using innovative technologies in the practice of teaching foreign languages is analyzed.

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Kulmagambetova, S. S., and A. A. Shalabayeva. "Using of modern educational technologies in teaching English for high school." ТЕНДЕНЦИИ РАЗВИТИЯ НАУКИ И ОБРАЗОВАНИЯ 74, no. 4 (2021): 69–72. http://dx.doi.org/10.18411/lj-06-2021-140.

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The article analyzes the feasibility of introducing modern information and computer technologies, multimedia tools, and advanced techniques in the process of mastering a foreign language. The necessity of using innovative technologies in the practice of teaching foreign languages is analyzed.

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Trapsilo, Purwo. "Developing Interactive Multimedia, Material Rule of Simple Past Tense Early Childhood Education Programs STKIP Kumala Metro Lampung." Pedagogy : Journal of English Language Teaching 6, no. 2 (February 28, 2019): 160. http://dx.doi.org/10.32332/pedagogy.v6i2.1222.

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The aims of the research are: (1) to describe the condition and potency of current learning on the basic material Simple Past tense, (2) to produce teaching learning materials Compact Disc (CD) interactive multimedia which is integrated with basic competence in the form of procedural text with manuals and tips, (3) to analyze the effectiveness, (4) to find efficiency, and (5) to find attractiveness of the program.The method of the research used research and development and it was conducted at one semester students STKIP KUMALA Data were collected through observation, questionnaires and tests. Analyze data uses descriptive and Gain test. The conclusions of research are; (1) STKIP KUMALA has the potency of using IT, tools and infrastructure of computer, teaching material to support the teaching process, (2) the process produced the product through lector program, (3) The teaching and learning process utilizing interactive multimedia teaching material is more effective, shown by N-Gain score 0.71, (4) after using interactive multimedia, the teaching and learning process can save 90 minutes compared to the previous lesson, (5) learning using interactive multimedia interesting, in organizing strategy (87.00%), in terms of delivery (84,97%), and in terms of program management strategies to obtain optimal learning results (85.04%).

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Wang, Ling. "A Study of Students’ English Cooperative Learning Strategy in the Multimedia Environment." Theory and Practice in Language Studies 8, no. 6 (June 1, 2018): 601. http://dx.doi.org/10.17507/tpls.0806.07.

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As a new learning mode, cooperative learning is of great significance to the students' learning and development. In our country it has achieved remarkable results, and its implementation of a wide range, especially in the field of English teaching has made great achievements. This essay starts with the background and development of cooperative learning. From the characteristics of the multimedia environment, we make a comprehensive discussion of how to use effective means, multimedia network environment and the multimedia tools, to promote students' English cooperative learning. Multimedia environment in the application of cooperative learning has produced some magical effects. Students can search for English language learning materials, and the study model can help students to establish a cooperative team to start learning together. At the same time, the teachers assist to guide, and ultimately achieve better results than the traditional teaching.

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Pertegal-Felices, Maria Luisa. "Didactics of Mathematics Profile of Engineering Students: A Case Study in a Multimedia Engineering Degree." Education Sciences 10, no. 2 (February 7, 2020): 33. http://dx.doi.org/10.3390/educsci10020033.

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Multimedia engineers develop digital content in a wide range of fields that require them to acquire skills in the development of web solutions for those fields. In this study, we evaluated the level of didactic knowledge of mathematics that Multimedia Engineering degree students possess. The aim was to determine whether they are prepared to conceive, design and develop educational multimedia tools for teaching mathematics to primary school children. For this evaluation, the Didactic–Mathematical Knowledge and Elementary Algebraic Reasoning (DMK/EAR) test was carried out on a sample of 50 students in the second year of a Multimedia Engineering Degree. The results were compared with those of teacher training students who receive specific training in mathematics didactics. The study shows that, for most of the variables analysed, the Multimedia student scored better or comparatively equal to the teaching trainee. In conclusion, students of Multimedia Engineering have a solid foundation in the didactics of mathematics, although some deficiencies have been detected in the cognitive dimension and the content in structures, which indicate that they would need to complete their training in these areas.

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Needham, Douglas C. "Enhance Learning Via Interactive Multimedia Presentations." HortScience 30, no. 4 (July 1995): 909G—909. http://dx.doi.org/10.21273/hortsci.30.4.909g.

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Computer-based authoring tools, e.g. Macromedia Authorware©, allow one to produce interactive applications or computer-based training modules for horticulture teaching and extension. These applications are useful not only as presentation tools, but also as supplementary instruction, whereby a student can interact with an application at his/her own convenience and learning level. “Interactive Lessons for Introductory Horticulture©” is one example of an application used in OSU's HORT 1013: Principles of Horticultural Science course. Students are able to navigate to various topics by selecting chapters and topics within chapters. The information is not just presented, but rather acted upon by the student through movable objects, touch-sensitive areas, text, audio and video clips, etc. Student learning should be enhanced by the variety of stimuli and the ability to review an entire presentation or portion thereof at will.

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Bhatti, Zeeshan, Abdul Waheed Mahesar, Ghullam Asghar Bhutto, and Fida Hussain Chandio. "Enhancing Cognitive Theory of Multimedia Leaning through 3D Animation." Sukkur IBA Journal of Computing and Mathematical Sciences 1, no. 2 (December 31, 2017): 25. http://dx.doi.org/10.30537/sjcms.v1i2.43.

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Cognitive theory of Multimedia learning has been a widely used principle in education. However, with current technological advancements and usage, the teaching and learning trend of children’s have also changed with more dependability towards technology. This research work explores and implement the use of 3D Animation as tool for multimedia learning based on cognitive theory. This new dimension in cognitive learning, will foster the latest multimedia tools and application driven through 3D Animation, Virtual Reality and Augmented Reality. The three principles, that facilitate cognitive theory of multimedia learning using animation, addressed in this research are temporal contiguity principle (screening matching narration with animation simultaneously rather than successively), personalization principle (screening text or dialogs in casual form rather than formal style) and finally the multimedia principle (screen animation and audio narration together instead of just narration). The result of this new model would yield a new technique of educating the young children through 3D animation and virtual reality. The adaptation of cognitive theory through 3D animation as a source of multimedia learning with various key principles produces a reliable paradigm for educational enhancement.

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Solomakha, Anzhelika. "APPLICATION OF DIGITAL TECHNOLOGIES FOR FORMATION OF FOREIGN LANGUAGE GRAMMAR COMPETENCE IN THE PROCESS OF EARLY LEARNING FOREIGN LANGUAGES (IN THE EXAMPLE OF THE GERMAN LANGUAGE)." OPEN EDUCATIONAL E-ENVIRONMENT OF MODERN UNIVERSITY, no. 8 (2020): 121–35. http://dx.doi.org/10.28925/2414-0325.2020.8.11.

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The methodology of teaching foreign languages is constantly looking for ways to effectively master foreign languages by primary school students. The article deals with the possibility of using digital and multimedia technologies in the process of forming foreign language grammar competence of younger students on the example of the German language. The analysis of foreign experience proved the relevance of the introduction of such technologies in the teaching process of educational institutions of all levels, but it also noted the lack of studying the method of using digital and multimedia tools in the process of forming foreign language competence of primary school students, in particular when learning grammar in German. It is considered that in modern educational development conditions it is important to take into account the features of modern students, who are digital native, and the use of digital and multimedia technologies in German lessons is a natural and understandable tool for them. Future teachers and those, who are practicing the early language teaching, need to overcome psychological barriers and doubts about the effectiveness of new tools to make digital and multimedia technology a daily practice. The article proposes digital and multimedia resources and programs that can be used in the process of forming a foreign grammar competence at different stages of grammar processing, while fully complying with the requirements of the program "Foreign Languages for General and Specialty Educational Institutions 1-4 classes" of Ukraine. The comparative analysis of online resources intended for the study of foreign languages, including German, with the existing foreign language program for the New Ukrainian School (2018), taking into account the level of foreign language communication competence at the time of graduation from 4th grade, allowed to systematize existing digital networks on the Internet and cartoon resources in accordance with vocabulary stock and vocabulary topics, which will help to apply them effectively in German lessons, to increase the motivation of younger students, to encourage an independent study of a foreign language

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Rodgers, Wendy J., Michael J. Kennedy, Victoria J. VanUitert, and Anna Moriah Myers. "Delivering Performance Feedback to Teachers Using Technology-Based Observation and Coaching Tools." Intervention in School and Clinic 55, no. 2 (April 29, 2019): 103–12. http://dx.doi.org/10.1177/1053451219837640.

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Effective professional development (PD) for teachers should be directly and intricately linked to their teaching practice. One way to link PD to practice is for administrators or coaches to provide performance feedback based on classroom observations, accompanied by reflection and coaching. This type of PD can be time-consuming and difficult to manage in practice, but technology offers ways to facilitate performance feedback. This article highlights a multimedia observation tool capable of documenting teachers’ instructional moves in real time with the intent of providing a teacher with unbiased, descriptive data used to fuel coaching conversations. Additional multimedia options are provided for observing instruction and providing critical performance feedback with the intent of improving student learning outcomes.

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Bostan, Carmen-Gabriela. "Focus-group Research on Modern Techniques and Multimedia Tools Implementation in Teaching Practice." Procedia - Social and Behavioral Sciences 180 (May 2015): 1444–50. http://dx.doi.org/10.1016/j.sbspro.2015.02.291.

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Barlow, Steven B. "Do-It-Yourself Multimedia Teaching and Training Tools For the Laboratory and Classroom." Microscopy and Microanalysis 8, S02 (August 2002): 1578–79. http://dx.doi.org/10.1017/s1431927602104478.

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Steedman, Michael, Marwan Abouammoh, and Sanjay Sharma. "Multimedia learning tools for teaching undergraduate ophthalmology: results of a randomized clinical study." Canadian Journal of Ophthalmology 47, no. 1 (February 2012): 66–71. http://dx.doi.org/10.1016/j.jcjo.2011.12.006.

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Kusumaningdyah, Rooserina, Habiddin Habiddin, and Yudhi Utomo. "Multimedia vs concrete model: Review of studies employing the tools in chemistry teaching." J-PEK (Jurnal Pembelajaran Kimia) 6, no. 2 (December 31, 2021): 72–78. http://dx.doi.org/10.17977/um026v6i22021p072.

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Liu, Lili. "Face-to-face Teaching in the Flipped Classroom Supported by Visualization Tools – Taking the course of “Architectural Design of Housing” as an Example." International Journal of Emerging Technologies in Learning (iJET) 14, no. 03 (February 14, 2019): 220. http://dx.doi.org/10.3991/ijet.v14i03.10106.

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Multimedia-based information technology, especially the flipped classroom using micro video technology, has gradually changed the traditional classroom teaching and become a new teaching method to improve teaching quality. The “five-ones” teaching model combines the theory of flipped learning, micro-video theory and learning target cognitive hierarchy. Visualization tools can create real-time, evidence-based, full-participating classrooms, generating a positive effect on classroom teaching reform. Therefore, with the focus on the course of Architectural Design of Housing, a number of students of X-university majoring in civil construction were involved in an experiment of face-to-face teaching in the flipped classroom supported by visualization tools under the “five-ones” teaching model. The results show that face-to-face teaching in the flipped classroom supported by visualization tools under the “five-ones” teaching model has a significant effect on improving the quality of course teaching, but it also puts higher requirements on the teaching environment, teachers’ ability and students’ self-control.

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Napal, María, Ana María Mendióroz-Lacambra, and Alicia Peñalva. "Sustainability Teaching Tools in the Digital Age." Sustainability 12, no. 8 (April 21, 2020): 3366. http://dx.doi.org/10.3390/su12083366.

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The increasing presence and relevance of Information and Communications Technology (ICT) in learning scenarios has imposed new demands on teachers, who must be able to design new learning situations while relying on the growing supply of available digital resources. One of the fields that more urgently needs to utilize the potential benefits of ICT to transform learning is sustainability, and more precisely the development of sustainability competences (SCs). Indeed, wider societal changes are needed that ensure a balance between economic growth, respect for the environment, and social justice, and these changes must start with individual action, knowledge, and the capacity and willingness to act (i.e., the definition of “competence”). However, although there is a wide consensus on the fact that education should ensure the acquisition of competences for life, making this a reality may be more problematic. This difficulty stems, partly, from a lack of a definition of the intervening elements (knowledge, skills, values, attitudes) that enables the integration of competences into specific learning sequences and activities. Taking into account all the above and the difficulties that teachers face in choosing relevant resources and incorporating competences into their planning, we propose a series of indicators that serve to characterize the four dimensions of scientific competence: contents of science, contents about science, the value of science, and the utility of science in educational materials. Although primarily intended for filtering multimedia resources in an educational platform, this instrument (as well as the indicators therein) can be extrapolated to the selection and management of a variety of resources and activities, eventually selecting those that are more useful for the acquisition of the scientific competence. They can also provide learning-managers with a common ground to work on by sharing the objectives and indicators related to the acquisition of competences.

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Mitra, Sinjini, and Archana J. McEligot. "Can Multimedia Tools Promote Big Data Learning and Knowledge in a Diverse Undergraduate Student Population?" Californian Journal of Health Promotion 16, no. 1 (June 1, 2018): 54–65. http://dx.doi.org/10.32398/cjhp.v16i1.2124.

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Background and Purpose: Multimedia tools are an integral part of teaching and learning in today’s technology-driven world. The present study explored the role of a newly-developed video introducing the emerging field of big data to a diverse undergraduate student population. Particularly, we investigated whether introduction of a multimedia tool would influence students’ self-perceived knowledge related to various big data concepts and future interest in pursuing the field, and what factors influence these. Methods: Students (n = 331) completed a survey on-line after viewing the video, consisting of Likerttype and quantitative questions about students’ learning experience, future interest in big data, and background. The dataset was analyzed via ANOVA and multiple linear regression methods. Results: Gender, major, and intended degree were significantly associated with students’ learning experience and future interest in big data. Moreover, students who had no prior exposure to big data reported a better learning experience, although they also reported less likelihood to pursue it in the future. Conclusion: Multimedia tools may serve as an effective learning tool in introducing and creating interest in a diverse group of students related to introductory big data science concepts. Both similarities and differences were observed regarding such behaviors among different student sub-groups.

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Kołodziejczak, Barbara, Magdalena Roszak, Wojciech Kowalewski, and Anna Ren-Kurc. "Educational Multimedia Materials in Academic Medical Training." Studies in Logic, Grammar and Rhetoric 39, no. 1 (December 1, 2014): 105–22. http://dx.doi.org/10.2478/slgr-2014-0045.

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Abstract This article presents an overview of generally available applications for creating multimedia and interactive educational materials, such as presentations, instructional videos, self-tests and interactive repetitions. With the use of the presented tools, pilot materials were developed to support the teaching of biostatistics at a medical university. The authors conducted surveys among students of faculties of medicine in order to evaluate the materials used in terms of quality and usefulness. The article presents the analysis of the results obtained.

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Journal articles on the topic 'Multimedia teaching tools'

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