Towards a synthesis of multimedia and intelligent tutoring systems : a dissertation presented in partial fulfilment of the requirements for the degree of Master of Science in Computer Science at Massey University

Multimedia is being used in almost every field. This study is about the use of multimedia in the area of intelligent tutoring systems. This project studies the advantages and disadvantages of interactive multimedia and intelligent tutoring systems, and analyses the ways of combining these technologies in search of an interesting, learnable, flexible, compelling and technology-enhanced educational tool. Educational packages need to be evaluated for effectiveness. When it comes to computer-based instruction, technical concerns such as multimedia effects are taken seriously and there is not enough emphasis on its educational value. There is not much concern about the appropriateness of the instruction method to the computer medium. This research proposes a framework for evaluating educational packages which include a number of issues. Several pieces of educational software were evaluated using this framework and Diagnosis for crop protection, a multimedia software package that aids in teaching the process of diagnosing crop problems, was selected for modification, as a practical application of the theoretical work. We studied different multimedia system development models and methodologies. We also analysed the cognitive issues and intelligent features that enhance the learnability. Finally, the appropriate intelligent features and other factors that could enhance Diagnosis for crop protection to be a more 'active knowledge constructing' environment have been identified. The current version of Diagnosis for crop protection was represented using an appropriate methodology and the proposed changes were described in detail

A cognitive conflict strategy for conceptual change with a focus on multimedia learning material development: a meta-analysis

Multimedia materials are now more and more used in curricula. Multimedia learning tool that integrates with text, graphics, audio, video and animation make it more interesting and easier understanding of a concept. It has been used in different ways over the years to support student learning in all branches of education. Diverse teaching strategies adopted when developing multimedia learning material for many different and interesting designs. One of them is to overcome student’s misconception. Theoretically, misconception is a spot where student have understood certain concepts in the wrong manner and usually those who are in this situation refuse to switch to the right one (Johnstone, 2000; Driver, 1994). Cognitive Conflicts Strategies are part of psychological theories of conceptual change and it was effective in correcting a misconception as well as improving performance (Arons, 1990; Minstrell, 1989). Once unreliable event is mismatched with the preconceptions that hold by a learner, cognitive conflict will take place. The learner will engage with the learning material and reconstruct their concept to overcome the conflict. There are so many researches related to Cognitive Conflict Strategies in science and mathematics education that has been proven to improve student performance and misconception. Still, a lot of it was implemented through face-to-face classroom instruction. Referable to the growth of multimedia resources like video, thus, Cognitive Conflict Strategy can be believed to be employed when developing multimedia learning material. Even so, what elements of Cognitive Conflict Strategies that should be usable within the video is still an on-going inquiry. This research tries to investigate the elements of Cognitive Conflict Strategies that could be embedded within multimedia learning material that might effectively overcome the students’ misconception based on details literature using meta-analysis technique. The following key words were used to search for related publications: misconception in learning, cognitive conflict strategies, conceptual change process and multimedia learning material. Literature was conduct via Science Direct, Web of Science, ProQuest and IEEExplore Digital Library

The role of multimedia in cognitive surgical skill acquisition in open and laparoscopic colorectal surgery

Introduction: Changing work patterns have led to reduction in training hours with potential to affect surgical skills training. Multimedia can be used to supplement cognitive surgical skills training outside the operating room. A systematic review of 21 studies on the role of multimedia in surgical training and assessment demonstrated that multimedia effectively facilitates acquisition of surgical skills and was associated with significant improvement in technical skills and cognitive skills. The aim of this project was to design and develop a multimedia educational tool in anterior resection surgery and evaluate the effectiveness of this tool in teaching and assessment of cognitive surgical skills. Methods: An online multimedia application was developed by filming multiple procedures; editing films into key procedural steps using cognitive task analysis; and integration onto a navigational interface platforms. All steps were supplemented with animation, text and voiceover. A randomised control trial was conducted to evaluate the effectiveness of online multimedia in comparison to conventional teaching in cognitive surgical skills acquisition. All trainees were assessed before and after the study period. Results: Of 59 trainees recruited, 52 completed pre-test assessments. Data from 43 trainees was available for final analysis. Baseline pre-assessment scores were similar in both groups. Senior trainees achieved significantly higher pre-test mean scores compared to junior trainees (p<0.01). Post-test scores improved significantly in both groups and the mean change in scores in the multimedia group was higher (6.60, SD 5.10) compared to the control group (4.89, SD 3.66) was not statistically significant (p=0.21). In the multimedia group 67% strongly agreed the tool was a useful adjunctive educational resource. 67% and 88% of trainees felt their cognitive surgical skills improved. Conclusions: Multimedia is an effective self-directed learning resource for cognitive skill acquisition in colorectal surgery and is well accepted as a training tool outside the operating room

The Effects of Multimedia Learning Materials Quality on Knowledge Acquisition

Different learning environments offer l earners various kinds of multimedia learning materials (MLMs). Although the usage of multimedia has proven to foster meaningful learning, a multimedia resource will not necessarily contribute to the teaching-learning process unless proper attention is paid to its quality. This paper explores issues regarding the assessment of multimedia learning materials (MLMs) quality as well as the relationship between MLM quality and knowledge acquisition. We present a research experiment that involves low-quality and high-quality MLMs implemented in the learning management system (LMS) Moodle of a polytechnic school course. The quality of MLMs was evaluated by means of the LORI assessment tool adapted for the purpose of this research. The analysis of research data shows that MLMs developed according to the principles of multimedia learning and principles for reducing cognitive load were perceived as being of higher quality than those not developed using multimedia principles. Furthermore, students’ usage of high-quality MLMs during treatment resulted in better knowledge acquisition indicated by significantly higher scores in knowledge assessment

Using Multimedia Presentations to Improve Digital Forensic Understanding: A Pilot Study

Improving employees’ understanding of digital forensic technical terms and concepts within an organisation is likely to increase the potential of successful collaboration during a cyber security incident (e.g. data breach) investigation within that organisation. In this paper, we seek to determine whether multimedia presentations, in this case videos, are an effective tool in improving a learner’s technical understanding of digital forensic terms and concepts. Using the cognitive theory of multimedia learning as the underlying theoretical lens, we surveyed nine participants from the financial sector who have cyber security-related responsibilities. With the exception of one participant, the study found that the use of multimedia presentations can improve participants’ understanding of technical digital forensic terms and concepts. Potential future research questions are also identified

Learning style and learning strategies in a multimedia environment

There is a growing realization that it may be expeditious to combine elements from different theories of learning when trying to derive a coherent and usable policy towards computer‐mediated learning. Consideration of the subtle distinction between Computer‐Aided Learning (CAL) and Computer‐Aided Instruction (CAI) conform the basis of a possible classification of computer‐mediated learning, and hence of multimedia tools. This classification enables the development of a continuum upon which to place various strategies for computer‐mediated learning, and hence a means of broadly classifying multimedia learning tools

Validation and Perceptions of an Advance organizer on Main Elements of Research: Philosophical Assumptions, Paradigms, and Praxis

Novice researchers lack an understanding of philosophical assumptions, paradigms, and praxis (3Ps) and their relationships with each other in research. As a result, the lack of understanding and application of the 3Ps components by novice researchers undermines confidence in the rigor and trustworthiness of their research. This study focused on filling this gap by providing a learning tool (Advance Organizer – AO) that contributes to developing knowledge of 3Ps in novice researchers. To achieve this, a two phased study was conducted. The first phase used a Delphi technique to collect data of the design of the AO in three rounds with instructional design experts, while the second phase, used semi-structured interviews with novice researchers to conduct a user test of the AO.Phase 1 produced evidence from instructional design experts that the principles of multimedia learning (i.e., coherence, signaling, spatial contiguity, segmenting, pre-training, modality, multimedia, personalization) have been used to a great extent in 3Ps AO. This reduced the external cognitive load, the management of the intrinsic cognitive load, and an increase in the germane cognitive load. Instructional design experts have also voiced their opinion of the 3Ps AO as a helpful learning tool for novice researchers. The results of phase 2 revealed that novice researchers, with either lower or higher experiences in research, faced challenges in understanding the 3Ps of the research. They described these components interchangeably and in unstructured ways, sometimes incorrectly. After reviewing the 3Ps learning tool, novices showed positive impressions and results during final conversations about the 3Ps. In short, instructional design experts and novice researchers alike expressed that the 3Ps AO is a helpful learning

Multi-Media As a Cognitive Tool

Two of the modalities used to present information to students, namely, animation and verbal representation are in a constant competition in effectiveness, without any persistent winner, except when it comes to conceptual versus procedural knowledge. Here, we present an architecture that combines the two into a multi-media tutoring system. This system is tested and results indicate that combining the two media leads to a cognitive interaction that promotes student learning with no less than 40% from their post classical-classroom session levels. A test for individual differences indicates that this group is almost equally divided between those described as “spatially oriented” and those described as “verbally oriented”. Learning across the two types of learners does not show any significant differences, except with respect to one question. This implies that perhaps, the two media may have ambiguous internal factors that support each other. Additionally, individual learning styles does not seem to be a clear-cut division, and is instead a “preference” of one modality as a primary source of learning, not an only one