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Artigos de revistas sobre o tema "Multimedia"

Autor: Grafiati

Publicado: 4 de junho de 2021

Última modificação: 29 de julho de 2024

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1

Weda, Komang Surya, Ketut Agustini e 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, n.º 2 (13 de janeiro de 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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2

Plagemann, Thomas. "Middleware + multimedia = multimedia middleware?" Multimedia Systems 8, n.º 5 (1 de dezembro de 2002): 395–96. http://dx.doi.org/10.1007/s005300200060.

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3

Wissick, Cheryl A., e J. Emmett Gardner. "Multimedia or not to Multimedia". TEACHING Exceptional Children 32, n.º 4 (março de 2000): 34–43. http://dx.doi.org/10.1177/004005990003200406.

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4

Syafruddin, Muhammad Akbar, e Nur Indah Atifah Anwar. "SINERGI PENDIDIKAN JASMANI DAN TEKNOLOGI MULTIMEDIA DI ERA DIGITAL". JUDIKA (JURNAL PENDIDIKAN UNSIKA) 12, n.º 1 (28 de março de 2024): 123–36. http://dx.doi.org/10.35706/judika.v12i1.9238.

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Pemanfaatan teknologi informasi dan komunikasi membuat peran teknologi dalam pendidikan menjadi sangat penting. Dengan bantuan berbagai aplikasi untuk pendidikan, sangat membantu bagi guru maupun siswa. Mereka dapat melihat manfaat teknologi pendidikan tanpa pernah bertemu langsung. Multimedia adalah bagian yang sangat penting dari topik ini. Kajian ini mencoba memberikan garis besar bagaimana dan mengapa teknologi multimedia penting dalam pendidikan jasmani. Data dari arteknologi multimediael ini dikumpulkan melalui google scholar dengan kata kunci teknologi dalam pendidikan. Kesimpulannya Teknologi multimedia mendorong siswa untuk bekerja secara mandiri, dan ketersediaan teknologi modern yang luas membuat siswa lebih mungkin untuk belajar dengan kondisi jarak jauh.

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5

Beraza Garmendia, Ana, Maite Ruiz Roqueñi e Sara Urionabarrenetxea Zabalandikoetxea. "Danka Multimedia: A cooperative expanding in the new digital economy". Cuadernos de Gestión 2, n.º 1 (2002): 115–27. http://dx.doi.org/10.5295/cdg.19222ab.

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Danka Multimedia is a cooperative society, which offers integral communication services due to the areas of Marketing and Formation by means of new technologies. Because of the sector in which its activity takes place, as well as its own business vocation, Danka Multimedia has shown from its beginnings a gradual growth. This growing is increasingly making progress, and, as a consequence of this feature, the firm has to clash with some problems. These conflicts caused by the growth, which affect to every form of business organization, are more important in the case of Danka Multimedia because of its corporate personality, its culture and values, and the sector in which Danka Multimedia develops its activity. The Danka Multimedia's growing management is the central issue with what this case deals.

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6

Pornpanomchai, Chomtip, Hathaipath Lekpoolkerd, Anupap Piyaapinant e Pornpen Panitpachdeekun. "Intelligence Multimedia Map". International Journal of Engineering and Technology 3, n.º 6 (2011): 595–99. http://dx.doi.org/10.7763/ijet.2011.v3.291.

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7

Poma-Lojano, Santiago, e Guillermo Terán-Acosta. "Impacto de los recursos multimedios como estrategia de enseñanza y aprendizaje de la física experimental. Caso de estudio “Ley de Ohm”". Polo del Conocimiento 2, n.º 8 (29 de setembro de 2017): 224. http://dx.doi.org/10.23857/pc.v2i8.311.

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<p style="text-align: justify;">¿Cuál es el Impacto de los recursos multimedios como estrategia de enseñanza y aprendizaje de la física experimental? A principios de este milenio se dinamizó la forma de exponer contenido multimedia como estrategia de enseñanza. La experiencia obtenida en el campo educativo ha conseguido mejorar los recursos, estrategias didácticas y materiales de apoyo que aporten significativamente al aprendizaje de los estudiantes. El presente estudio se propone medir el impacto de los recursos multimedios como estrategia de enseñanza y aprendizaje de la física experimental. Caso de estudio Ley de Ohm. Este trabajo tiene un enfoque cuali-cuantitativo que propone un trabajo experimental a través del estudio de caso: en contacto con el contenido multimedio y sin el uso de esta estrategia; se emplea como instrumento la escala de Likert. La eficiencia del aprendizaje del grupo en contacto con recursos multimedios es superior en un 18 %. Estos resultados permiten corroborar la línea positiva de impacto de los recursos multimedios en la construcción de aprendizajes.</p>

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8

Pugh, Emily. "Multimedia". Journal of the Society of Architectural Historians 80, n.º 4 (1 de dezembro de 2021): 499–501. http://dx.doi.org/10.1525/jsah.2021.80.4.499.

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9

Mcmorrough, John. "Multimedia". Journal of the Society of Architectural Historians 80, n.º 4 (1 de dezembro de 2021): 498–99. http://dx.doi.org/10.1525/jsah.2021.80.4.498.

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10

Ricketts, Jennifer, Frederick H. Wolfe, Eric Norvelle e Edwin H. Carpenter. "Multimedia". Social Science Computer Review 18, n.º 2 (maio de 2000): 132–46. http://dx.doi.org/10.1177/089443930001800203.

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11

Savage, Terry M., e Karla E. Vogel. "Multimedia". College Teaching 44, n.º 4 (outubro de 1996): 127–31. http://dx.doi.org/10.1080/87567555.1996.9932339.

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12

Rockley, Ann. "Multimedia". ACM SIGARCH Computer Architecture News 22, n.º 5 (dezembro de 1994): 61–65. http://dx.doi.org/10.1145/192537.192542.

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13

Meister, Anna-Maria. "Multimedia". Journal of the Society of Architectural Historians 73, n.º 1 (1 de março de 2014): 158–59. http://dx.doi.org/10.1525/jsah.2014.73.1.158.

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14

Ross, John Minor. "Multimedia". ACM SIGCSE Bulletin 32, n.º 1 (março de 2000): 343–46. http://dx.doi.org/10.1145/331795.331882.

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15

Carpenter, Edwin H., Fred H. Wolfe, Kyle D. Carpenter, David E. Cox e Paul R. Kohn. "Multimedia". Social Science Computer Review 15, n.º 1 (abril de 1997): 98–114. http://dx.doi.org/10.1177/089443939701500109.

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16

Wissick, Cheryl A. "Multimedia". Journal of Learning Disabilities 29, n.º 5 (setembro de 1996): 494–503. http://dx.doi.org/10.1177/002221949602900504.

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17

&NA;. "Multimedia". MCN, The American Journal of Maternal/Child Nursing 14, n.º 5 (setembro de 1989): 360???363. http://dx.doi.org/10.1097/00005721-198909000-00017.

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&NA;. "MULTIMEDIA". MCN, The American Journal of Maternal/Child Nursing 15, n.º 1 (janeiro de 1990): 43. http://dx.doi.org/10.1097/00005721-199001000-00015.

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&NA;. "MULTIMEDIA". MCN, The American Journal of Maternal/Child Nursing 15, n.º 4 (julho de 1990): 260. http://dx.doi.org/10.1097/00005721-199007000-00017.

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&NA;, &NA;. "MULTIMEDIA". MCN, The American Journal of Maternal/Child Nursing 19, n.º 1 (janeiro de 1994): 52. http://dx.doi.org/10.1097/00005721-199401000-00016.

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&NA;, &NA;. "MULTIMEDIA". MCN, The American Journal of Maternal/Child Nursing 19, n.º 2 (março de 1994): 115,118. http://dx.doi.org/10.1097/00005721-199403000-00015.

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&NA;. "MULTIMEDIA". MCN, The American Journal of Maternal/Child Nursing 20, n.º 2 (março de 1995): 116. http://dx.doi.org/10.1097/00005721-199503000-00022.

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&NA;, &NA;. "MULTIMEDIA". MCN, The American Journal of Maternal/Child Nursing 20, n.º 4 (julho de 1995): 227–28. http://dx.doi.org/10.1097/00005721-199507000-00019.

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24

Cavelius, Andrea-Anna, e Weitere Informationen. "Multimedia". Umweltwissenschaften und Schadstoff-Forschung 7, n.º 4 (outubro de 1995): 233–35. http://dx.doi.org/10.1007/bf02937533.

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25

Nakatsu, Ryohei. "Multimedia Networks. Multimedia Network and Agent." Journal of the Robotics Society of Japan 15, n.º 4 (1997): 507–11. http://dx.doi.org/10.7210/jrsj.15.507.

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26

Chinchor, N. A., J. J. Thomas, P. C. Wong, M. G. Christel e W. Ribarsky. "Multimedia Analysis + Visual Analytics = Multimedia Analytics". IEEE Computer Graphics and Applications 30, n.º 5 (setembro de 2010): 52–60. http://dx.doi.org/10.1109/mcg.2010.92.

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27

Chwan-Hwa Wu e J. D. Irwin. "Multimedia and multimedia communication: a tutorial". IEEE Transactions on Industrial Electronics 45, n.º 1 (1998): 4–14. http://dx.doi.org/10.1109/41.661299.

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28

Taintor, Zebulon. "Multimedia Reviews: Multimedia Convergence for Clinicians". Psychiatric Services 54, n.º 12 (dezembro de 2003): 1584–88. http://dx.doi.org/10.1176/appi.ps.54.12.1584.

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Zingrone, Frank. "Multimedia Reviews: Multimedia Overload Produces "Symplexity"". Psychiatric Services 54, n.º 3 (março de 2003): 311–16. http://dx.doi.org/10.1176/appi.ps.54.3.311.

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30

Wu, Chwan-Hwa, e David Irwin J. "Multimedia and multimedia communication: A tutorial". Computer Standards & Interfaces 20, n.º 6-7 (março de 1999): 413. http://dx.doi.org/10.1016/s0920-5489(99)90793-6.

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31

Jamilov, Yusuf, e Gulhayo Muzaffarova. "FAN VA TA’LIMNING ZAMONAVIY MUAMMOLARI. O‘QUV MULTIMEDIA VOSITALARI. TA’LIMDA MULTIMEDIA TEXNOLOGIYALARI". Eurasian Journal of Academic Research 03, n.º 02 (1 de fevereiro de 2023): 12–18. http://dx.doi.org/10.37547/ejar-v03-i02-p4-122.

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Ushbu maqolada bugungi kunda ta’limda uchrayotgan zamonaviy muammolar, ta’limning texnik vositalari, o‘quv multimedia vositalari, ta’limda multimedia texnologiyalaridan foydalanishning samaradorligi haqida so‘z yuritilgan.

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32

Astleitner, Hermann, Iwan Pasuchin e Christian Wiesner. "Multimedia und Motivation - Modelle der Motivationspsychologie als Grundlage für die didaktische Mediengestaltung". MedienPädagogik: Zeitschrift für Theorie und Praxis der Medienbildung 2006, Occasional Papers (22 de março de 2006): 1–19. http://dx.doi.org/10.21240/mpaed/00/2006.03.22.x.

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Aus der bisherigen Forschung zum Lernen mit Multimedia gibt es häufig widersprüchliche Ergebnisse, da zum Teil unerwartete Effekte aufgetreten sind oder wichtige lernrelevante Parameter ausser Acht gelassen wurden. Mängel lassen sich vor allem im Bereich der Motivation feststellen. Traditionelle Theorien zum Lernen mit Multimedia sind meist auf kognitive Faktoren aufgebaut und ignorieren, dass die Motivation eines Lernenden Lernressourcen signifikant beeinflussen kann. In dieser Arbeit werden theoretische Modelle kritisch besprochen. Die daraus gewonnenen Erkenntnisse münden in ein integratives theoretisches Modell, das motivationale Faktoren beim Lernen mit Multimedia extrahiert. Dieses Modell sollte zukünftige Forschung anregen, da es eine Erweiterung der populären kognitiven Theorie des Lernens mit Multimedia von Mayer (2001) darstellt. Das geschaffene Modell integriert zwei Typen von Variablen, die mentales Ressourcenmanagement (Aufmerksamkeit, Engagement, Monitoring) und motivationale Prozesse (Zielsetzung und Handlungskontrolle) betreffen. Es kann Forschern, Medienpädagogen, Unterrichts- und/oder Mediengestaltern einen Überblick über die Hauptfaktoren geben, die berücksichtigt werden müssen, wenn man multimediale Lernumgebungen motivational wirksam entwickeln will.

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33

Takahashi, Masaki, e Masanori Sano. "ACM Multimedia 2011". Journal of The Institute of Image Information and Television Engineers 66, n.º 4 (2012): 275–78. http://dx.doi.org/10.3169/itej.66.275.

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34

Azizah, Azizah. "Thematic Adventure: Exploration of Events for Grade 2 Elementary School Students". Tekno - Pedagogi : Jurnal Teknologi Pendidikan 9, n.º 1 (22 de março de 2019): 32–40. http://dx.doi.org/10.22437/teknopedagogi.v9i1.32744.

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The research aimed to develop thematic learning multimedia focusing on events for 2nd-grade elementary school students and evaluate its effectiveness. Employing a 4-D development model, the multimedia underwent validation by both media and subject matter experts, followed by testing with students. The validation results, encompassing design and material assessment indicators, indicated the multimedia's feasibility. Furthermore, field trials demonstrated a significant improvement in student cognitive learning outcomes, with the percentage of completeness rising from 66.6% in the pre-test to 96.6% in the post-test. Consequently, it can be concluded that the thematic learning multimedia centered on events is suitable for use in teaching event-themed material to 2nd-grade elementary school students, exhibiting efficacy in enhancing student cognitive learning outcomes.

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35

Armiya, Armiya, e Asrul Huda. "RANCANG BANGUN MADIA PEMBELAJARAN MULTIMEDIA INTERAKTIF PADA MATA PELAJARAN DASAR DESAIN GRAFIS". Voteteknika (Vocational Teknik Elektronika dan Informatika) 7, n.º 1 (4 de fevereiro de 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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36

MOTAI, AKIO. "Multimedia Mobile Communication System. Multimedia Mobile Communications." Journal of the Institute of Electrical Engineers of Japan 116, n.º 7 (1996): 401–3. http://dx.doi.org/10.1541/ieejjournal.116.401.

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37

Kanellopoulos, Dimitris N. "Intelligent multimedia engines for multimedia content adaptation". International Journal of Multimedia Intelligence and Security 1, n.º 1 (2010): 53. http://dx.doi.org/10.1504/ijmis.2010.035971.

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38

Ohtaki, Yasuhiro, Ryoichi Mori e Masaji Kawahara. "Multimedia Networks. Business Infrastructures on Multimedia Networks." Journal of the Robotics Society of Japan 15, n.º 4 (1997): 492–95. http://dx.doi.org/10.7210/jrsj.15.492.

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39

Tian, Yonghong, Min Chen e Leonel Sousa. "Ubiquitous Multimedia: Emerging Research on Multimedia Computing". IEEE MultiMedia 23, n.º 2 (abril de 2016): 12–15. http://dx.doi.org/10.1109/mmul.2016.28.

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40

Diaz, Michel, e Philippe Owezarski. "From multimedia models to multimedia transport protocols". Computer Networks and ISDN Systems 29, n.º 7 (agosto de 1997): 745–58. http://dx.doi.org/10.1016/s0169-7552(97)00071-8.

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41

Zhu, Wenwu, Xin Wang e Wen Gao. "Multimedia Intelligence: When Multimedia Meets Artificial Intelligence". IEEE Transactions on Multimedia 22, n.º 7 (julho de 2020): 1823–35. http://dx.doi.org/10.1109/tmm.2020.2969791.

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42

Coulombe, S., e G. Grassel. "Multimedia adaptation for the multimedia messaging service". IEEE Communications Magazine 42, n.º 7 (julho de 2004): 120–26. http://dx.doi.org/10.1109/mcom.2004.1316543.

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43

Pradnyawati, Cindy, e Ni Wayan Rati. "Interactive Multimedia Based on a Contextual Approach to Material Changes in the form of Objects". Mimbar Ilmu 28, n.º 2 (25 de agosto de 2023): 255–64. http://dx.doi.org/10.23887/mi.v28i2.63626.

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This development research was motivated by the need for more student V learning outcomes in science due to less creative and innovative learning media. This study aims to develop a design and test interactive multimedia's validity, practicality, and effectiveness based on a contextual approach. This type of research is development. The research model used is ADDIE. The object of research is interactive multimedia based on a contextual approach with student subjects. Data collection methods used are interviews, observation, questionnaires, and tests. The data analysis method or technique used is descriptive qualitative analysis, quantitative, and inferential statistics. The results show that the developed interactive multimedia is valid based on expert tests on material, design, media, individual trials, and small group trials. Multimedia is classified as practical based on student response tests and observation of learning implementation. The t-test results showed differences in learning outcomes in the science content material for changes in the shape of objects for fifth-grade elementary school students. Based on this, interactive multimedia based on a contextual approach is feasible and effective to be implemented in class V SD.

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Perceval-Verde, José-María, e Santiago Tejedor-Calvo. "The interactive multimedia story". Comunicar 13, n.º 26 (1 de março de 2006): 177–82. http://dx.doi.org/10.3916/c26-2006-27.

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In this article we reflect upon the educational possibilities of interactive multimedia stories. After analysing the origins and the evolution of stories, we studied the innovations introduced by the multimedia convergence, the hypertext and interactivity in stories with educational objectives within the Information Society. We are also presenting an interactive multimedia story project developed by the Master of Communication and Education at the UAB. En el marco del presente artículo se reflexiona sobre las posibilidades educativas del cuento multimedia interactivo. En este sentido y tras analizar los orígenes y evolución del cuento, se estudian las novedades que la hipertextualidad, interactividad y convergencia multimedia introducen en la creación de historias ideadas con una finalidad educativa en el marco de la Sociedad de la Información. Del mismo modo, se presenta un proyecto de cuento multimedia interactivo desarrollado en el Máster de Comunicación y Educación de la Universidad Autónoma de Barcelona.

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Saito, Takahiro. "Special Issue. Multimedia. Video and Computer. Multimedia. An Introduction to Essays on Multimedia." Journal of the Institute of Television Engineers of Japan 47, n.º 11 (1993): 1434–37. http://dx.doi.org/10.3169/itej1978.47.1434.

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Fatha, Eiva. "Visualisasi Interaktif Berbasis Multimedia untuk Desain Rumah Tiga Dimensi dengan Teknik Polygonal dan Nurbs Modelling". SATIN - Sains dan Teknologi Informasi 1, n.º 2 (31 de julho de 2018): 74–90. http://dx.doi.org/10.33372/stn.v1i2.326.

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Teknologi multimediaÂ meliputi banyak aspek salah satunya desain rancangan produk atau desain rumah. Multimedia dapat memberikan gambaran bagi pemakai atau konsumen sebelum benar-benar membangun rumah yang sebenarnya karena desain rumah yang akan dibeli tergambar seperti rancangan manual. Sebagai gambaran ada sebuah perusahaan properti yang menawarkan rumah idaman dengan berbagai tipe, untuk memberikan kemudahan kepada konsumen yang hendak membeli rumah tersebut, maka digunakanlah teknologi multimedia berupa visualisasiruangan atau bangunan yang menyerupai bangunan aslinya. Teknologi multimedia akanÂ sangat berperan pentingÂ dalamÂ menampilkanÂ desainÂ yangÂ ditampilkan, gambarÂ duaÂ dimensiÂ danÂ model tiga dimensi adalah visualisasi yang sering digunakan dalam teknologi multimedia, yang dapat diciptakan dengan memakai beberapa teknik salah satunya adalah teknik polygonal dan nurbs modeling.Modeling polygonal merupakan bentuk segitiga dan segiempat yang menentukan area dari permukaan sebuah karakter. Setiap polygon menentukan sebuah bidang datar dengan meletakkan sebuah jajaran polygon sehingga kita bisa menciptakan bentuk-bentuk permukaan. Untuk mendapatkan permukaan yang halus, dibutuhkan banyak bidang polygon. Bila hanya digunakan sedikit polygon, maka objek yang didapatkan akan terbagi menjadi pecahan-pecahan polygon. Sedangkan Modeling dengan Nurbs (Non-Uniform Rational Bezier Spline) adalah metode paling populer untuk membangun sebuah model organik. Hal ini dikarenakan kurva pada Nurbs dapat dibentuk dengan beberapa titik saja. Dibandingkan dengan kurva polygon yang membutuhkan banyak titik (verteks) metode ini lebih memudahkan untuk dikontrol

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Tayoush, Ahmed, Ahmad Hamad e Hamdi Chtourou. "Multimedia-enhanced learning of volleyball rules in physical education and sports faculties". Physical Education of Students 27, n.º 5 (25 de setembro de 2023): 253–60. http://dx.doi.org/10.15561/20755279.2023.0505.

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Background and Study Aim. As technology's role in education grows, assessing its efficacy in sports curriculum becomes increasingly crucial. In light of potential limitations in traditional teaching methods, exploring innovative approaches becomes imperative to enhance the learning experience. This study investigates the impact of multimedia usage in teaching the theoretical aspects of volleyball rules within faculties of physical education and sports sciences. Material and Methods. The research included a total of 87 students. From this pool, 20 students were selected to form two groups, each consisting of 10 students. This study compared two groups using two different teaching methods: a multimedia-based program group and a traditional program group. The research employed a descriptive approach and the causal-comparative study method. Results. The results indicated that the use of multimedia had a positive impact on teaching the theoretical aspects of volleyball rules courses. There were statistically significant differences between the pre- and post-measurements of the traditional program group, with the post-measurement being superior. Furthermore, significant differences were observed between the two post-measurements of the two groups, with the multimedia-based program group showing a superior outcome. Conclusions. These results emphasize the potential of multimedia as an effective tool for enriching sports curriculum within faculties of physical education and sports sciences. Further exploration of multimedia's role in education is warranted to harness its full potential for pedagogical enhancement.

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Louhivuori, Jukka. "Multimedia etnomusikologiassa". Etnomusikologian vuosikirja 6 (1 de dezembro de 1994): 14–24. http://dx.doi.org/10.23985/evk.101037.

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Henrickson, Kerry. "Multimedia Presentations". American Biology Teacher 70, n.º 8 (outubro de 2008): 506. http://dx.doi.org/10.1662/0002-7685(2008)70[506:mp]2.0.co;2.

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L. Stanchev, Peter. "Multimedia Standards". Digital Presentation and Preservation of Cultural and Scientific Heritage 1 (30 de setembro de 2011): 7–14. http://dx.doi.org/10.55630/dipp.2011.1.1.

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The aim of this paper is to review some of the standards, connected with multimedia and their metadata. We start with MPEG family. MPEG-21 provides an open framework for multimedia delivery and consumption. MPEG- 7 is a multimedia content description standard. With the Internet grow several format were proposed for media scenes description. Some of them are open standards such as: VRML1, X3D2, SMIL3, SVG4, MPEG-4 BIFS, MPEG-4, XMT, MPEG-4, LaSER, COLLADA5, published by ISO, W3C, etc. Television has become the most important mass medium. Standards such as MHEG, DAVIC, Java TV, MHP, GEM, OCAP and ACAP have been developed. Efficient video-streaming is presented. There exist a large number of standards for representing audiovisual metadata. We cover the Material Exchange Format (MXF), the Digital Picture Exchange (DPX), and the Digital Cinema Package (DCP).

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