Intelligent Interactive Multimedia by Converging the Intention of Spectator and Multimedia Creator

In this research, we propose a new approach on how human and technology interact with each other. Here, by enhancing the current HCI framework, it will enable interaction between human and technology become more effective and ideally. The aim of this research is to create an Intelligent Interactive Multimedia by converging the intention of spectator and multimedia creator. Several methods are proposed to achieve the conception of Intelligent Interactive Multimedia. Digital Drawing Block is the interactive multimedia with the initial intention of multimedia creator and it forms an interaction with spectator. Spectator intention has been categorized into four common categories, additionally, five features of hand gesture recognition is proposed to deduce the spectator intention. All these five features will be captured by the web-cam during the spectator’s interaction with the Digital Drawing Block. Moreover, captured features will be sent to the machine learning for analyzing. Proposed user models are to assist the machine learning to evaluate the most appropriate category of human behaviour which matches the spectator actual intention. Lastly, graphic that represents spectator intention will be generated together with the initial intention of multimedia creator. The new creation from spectator and multimedia creator will be displayed through the Digital Drawing Block. The conception of Intelligent Interactive Multimedia can represent as 70%'s effort of Multimedia Creator + 30%'s effort of spectator

Integrating Revised Bloom Taxonomy in Multimedia and HCI with a Case Study of Food Dishes

Teaching multimedia and human computer interaction is an interesting task to the students in sultanate of Oman who are having innovative skills in multimedia design using tools. Designing a multimedia project with all advanced graphics techniques is a highly complex and complicated procedure in class room. Teaching activities are aligned to the improved bloom taxonomy to achieve self learning and critical thinking in students. The practice has been developed through practical implementations and considered as Project Based Learning (PBL). Students have developed the project starting from scratch, proceeding to the design and then implementation. A gradual approach allows students to recognize by the design the different concepts of graphics and human computer interaction(HCI) techniques that were introduced during the lectures. All the practical and tutorials are based on the instinctive realization of graphics techniques and then integrating to make the final project. The results were high positive and each student have made their own creativity. The levels of project has been covered all phases of improved bloom taxonomy in order to attain quality teaching and learning. An outline for multimedia and human interaction course and integration of revised bloom taxonomy is presented in this paper

Investigating the effect of learning multimedia and thinking style preference on learning achievement on anatomy at Universitas Kristen Indonesia

This study is aimed to investigate the effect of learning multimedia and thinking style preference on the learning achievement of anatomy, and it was done at Medical Faculty of Universitas Kristen Indonesia. It was quantitative research with the quasi-experimental design. The population were the students batch 2017 and 2018, and the sample was chosen randomly. Test (consisted of 37 test items) and non-test (a set of the questionnaire consisted of 15 items ) were used as the instruments in this study. The data which was obtained through the instruments of the study were analyzed using descriptive statistics and inferential analysis through anava test 2x2 The results were; a) the student's learning achievement average when they were taught using multimedia (video) was 27.37, while student learning achievement average when they were taught using multimedia (powerpoint) was 23.6, means that H0 was rejected and Ha was accepted; b) the student learning achievement average with abstract thinking style preference was 30.89 and student learning achievement average with concrete thinking style preference was 21.01, means that H0 was rejected and Ha was accepted. As a conclusion that there is no interaction between learning multimedia and thinking style and the effect on students’ learning achievement of Anatomy

Browsing while reading: effects of instructional design and learners' prior knowledge

One of the key reasons that multimedia, and particularly hypertext systems, are gaining in importance is that they inspire hopes of optimizing learners' processes of knowledge construction. The present study is concerned with the respective influence of individual learner variables (i.e. particularly domain‐specific prior knowledge) on the use of different design attributes. Thirty‐six university students worked through a hierarchically structured two‐part hypertext about the psychology of memory under two experimental browsing conditions (reduced versus free browsing). Results show that deeper‐level comprehension (i.e. structural knowledge) was predicted by the interaction of experimental condition and prior knowledge, but that simply retaining facts was not. Participants with low prior knowledge performed better on the comprehension test if they had worked on the version with reduced access. Moreover, the version with reduced access helped to reduce feelings of disorientation. The measure of disorientation also appeared to be closely linked with the individual's computer experience, self‐concept of computer ability and subject‐related interest. The main implications for educational practice relate to the design of an adaptive multimedia and hypertext learning system and the successful learning with it

DEVELOPMENT OF VIDEO-BASED MULTIMEDIA FOR JAVANESE LANGUAGE SUBJECTS MATERIAL MACA GEGURITAN THROUGH DICK AND CAREY MODEL

The objectives of this development are to (1) Produce video-based multimedia for Javanese subjects as learning support media, (2) Know the effectiveness of using video-based multimedia for Javanese subjects as learning support media, and (3) Know the attractiveness of using video-based multimedia for Javanese subjects as supporting media for class VII as supporting media Learning. The development model in this study uses the Dick Carey method. Material experts, design experts, and learning media experts are all involved in the development process to provide input and suggestions for improvement. In addition, colleagues who are Javanese language teachers at SMPN 23 Surabaya and students as users as well as targets for the development of video-based multimedia Javanese subjects maca geguritan material SMPN 23 Surabaya also provided comments and suggestions for development products so that they are good and suitable for use. The Use of Video-Based Multimedia Development for Javanese Language Subjects Maca Geguritan Material Through the Dick and Carey Model at SMPN 23 Surabaya can effectively increase active learning interaction. Video-Based Multimedia Products Javanese Language Subjects Maca Geguritan material is the final product of this development research project. The substance, learning design, and feasibility of learning media from these experts are all at a very decent level. The feasibility of small group trials and field trials with qualifications, meanwhile, is very high and does not require revision

Increasing Student Interaction in Learning Activities: Using a Simulation to Learn About Project Failure and Escalation

The paper describes a system development simulation in which failure and escalation are introduced to Information System students. The simulation forms part of a learning methodology that guides the students through the failure and escalating experience and learning from that experience. The learning methodology described and further developed in this paper is the eclectic combination of various aspects of Problem based learning, Interactive multimedia, Experiential learning and Role playing. The learning methodology is called PIER (an acronym for Problem based learning, Interactive learning, Experiential learning and Role play). The methodology places emphasis on genuine interaction and uses interactive multimedia simulation to support group discussions and interaction. Different events are used to simulate real life occurrences that will lead to escalation and ultimately to failure. The paper discusses results of questionnaires and observation from a practical experience of using the methodology and simulation in teaching escalation and failure. We end the paper with the conclusion that the interactive learning approach presented in this paper has potential in rejuvenating parts of information systems education

LISTENING TO WRITE: WRITING NARRATIVE USING NARRATIVE LEARNING MULTIMEDIA (NLM)

This paper depicts the use of Narrative Learning Multimedia (henceforth NLM) in teaching narrative writing to enhance the students’ skill especially in narrative writing through multimedia. The importance of multimedia and its value of interaction in education are commonly accepted. In addition, it will provide an opportunity for interacting with diverse texts that give students a solid background in the tasks and content of mainstream college courses. The subject of the research was the second semester of English department students who took intermediate listening. However, the research design is descriptive qualitative and in applying the NLM, the researcher employed teaching learning cycle adapted from Callaghan and Rothery (1988). In order to get the students’ understanding, they were asked to listen and watch the materials displayed in NLM in form of movie, pictures and texts. Hence, the students do not only learn listening but also writing as its product of the listening process. As a result, the students become increasingly familiar with how to write a narrative by considering the schematic structures and linguistic features through NLM. Keywords: EFL writing, Genre, Multimedia, Narrative, Teaching Learning Cycl

Web-Based Collaborative Learning

AbstractThe development of information technology, especially the rapid development of multimedia technology and the network technology, provide better development for collaborative learning. Compared to traditional collaborative learning, web-based collaborative learning has the characteristics of interaction timeliness, space flexibility, object-oriented widely, etc. Web-based collaborative learning refers to let learners finish their studies through network. This learning style helps to promote the students’ cognitive activities, improve their abilities of resolving and dealing with the problems. This paper relates and analyzes the collaborative learning under network environment

Using Augmented Reality as a Medium to Assist Teaching in Higher Education

In this paper we describe the use of a high-level augmented reality (AR) interface for the construction of collaborative educational applications that can be used in practice to enhance current teaching methods. A combination of multimedia information including spatial three-dimensional models, images, textual information, video, animations and sound, can be superimposed in a student-friendly manner into the learning environment. In several case studies different learning scenarios have been carefully designed based on human-computer interaction principles so that meaningful virtual information is presented in an interactive and compelling way. Collaboration between the participants is achieved through use of a tangible AR interface that uses marker cards as well as an immersive AR environment which is based on software user interfaces (UIs) and hardware devices. The interactive AR interface has been piloted in the classroom at two UK universities in departments of Informatics and Information Science