THE IMPLEMENTATION OF INTERACTIVE MULTIMEDIA IN IMPROVING MATHEMATICS LEARNING OUTCOMES

Mathematics is a difficult subject and even becomes a phobia, more due to teaching conventionally  in where the teaching and learning process emphasizes more on teacher, working on problems, memorization and speed of arithmetic, so students lack understanding of what they are learning, which in this case does not have an understanding of the concepts taught. Students tends to be lazy and have low motivation to study mathematics both classically and to study independently at home. The growth of information and communication technology in society is reflected in policies to encourage the use of ICT in education and the development of educational multimedia. Multimedia includes using text, images, animation, video and audio to prepare courses for students in various levels of education. Attendance of multimedia technology can help students learn to be more interesting and help students understanding in learning. The purpose of the study was to know whether there was any significant difference in the result between the students of class IV Manyaran 01 Elementary School towards increasing their understanding in math who taught by using the interactive multimedia and who taught by conventionally. The result of the study showed that the interactive multimedia gave an effect to the improvement of the students’ understanding in mathematics

Development and evaluation of a multimedia interactive CD: Public speaking interactive media

This paper reports on a study that endeavours to develop a Computer Assisted Learning (CAL) multimedia courseware namely, Public Speaking Interactive Media. This courseware was developed specifically for diploma students undergoing ENG4113 (Business English) and ENG 4153 (Public Speaking Skills) at Kolej Profesional MARA Indera Mahkota, Kuantan, Pahang. The objectives and goals of this study is to develop a CAL courseware which is in-line with the syllabus of the courses using multimedia elements together with the application of behaviorist, cognitive and constructivist learning theories as a basis in the design of the courseware. Moreover, the instructional design and implementation of this CAL multimedia courseware employ active and flexible learning strategies. Utilizing Hannafin and Peck’s Design Model, this courseware was developed using Macromedia Director and Macromedia Authorware to ensure that multimedia elements and simulations can be fully integrated. The findings of the study revealed that the courseware fulfilled its objectives in aiding students in comprehending the concept of public speaking skills better by using multimedia elements. In addition, the courseware is in-line with the syllabus and has incorporated the theories and strategies intended successfully

A Typographic Dilemma: Reconciling the old with the new using a new cross-disciplinary typographic framework

Current theory and vocabulary used to describe typographic practice and scholarship are based on a historically print-derived framework. As yet, no new paradigm has emerged to address the divergent path that screen-based typography is taking from its traditional print medium. Screen-based typography is becoming as common and widely used as its print counterpart. It is now timely to re-evaluate current typographic references and practices under these environments, which introduces a new visual language and form. This paper will attempt to present an alternate typographic framework to address these growing changes by appropriating concepts and knowledge from different disciplines. This alternate typographic framework has been informed through a study conducted as part of a research Doctorate in the School of Design at Northumbria University, UK. This paper posits that the current typographic framework derived from the print medium is no longer sufficient to address the growing differences between the print and screen media. In its place, an alternate cross-disciplinary typographic framework should be adopted for the successful integration and application of typography in screen-based interactive media. The development of this framework will focus mainly on three key characteristics of screen-based interactive media ¬¬– hypertext, interactivity and time-based motion – and will draw influences from disciplines such as film, computer gaming, interactive digital arts and hypertext fictions

Towards an understanding of corporate web identity

No abstract available

Setting the stage – embodied and spatial dimensions in emerging programming practices.

In the design of interactive systems, developers sometimes need to engage in various ways of physical performance in order to communicate ideas and to test out properties of the system to be realised. External resources such as sketches, as well as bodily action, often play important parts in such processes, and several methods and tools that explicitly address such aspects of interaction design have recently been developed. This combined with the growing range of pervasive, ubiquitous, and tangible technologies add up to a complex web of physicality within the practice of designing interactive systems. We illustrate this dimension of systems development through three cases which in different ways address the design of systems where embodied performance is important. The first case shows how building a physical sport simulator emphasises a shift in activity between programming and debugging. The second case shows a build-once run-once scenario, where the fine-tuning and control of the run-time activity gets turned into an act of in situ performance by the programmers. The third example illustrates the explorative and experiential nature of programming and debugging systems for specialised and autonomous interaction devices. This multitude in approaches in existing programming settings reveals an expanded perspective of what practices of interaction design consist of, emphasising the interlinking between design, programming, and performance with the system that is being developed

Report on the Information Retrieval Festival (IRFest2017)

The Information Retrieval Festival took place in April 2017 in Glasgow. The focus of the workshop was to bring together IR researchers from the various Scottish universities and beyond in order to facilitate more awareness, increased interaction and reflection on the status of the field and its future. The program included an industry session, research talks, demos and posters as well as two keynotes. The first keynote was delivered by Prof. Jaana Kekalenien, who provided a historical, critical reflection of realism in Interactive Information Retrieval Experimentation, while the second keynote was delivered by Prof. Maarten de Rijke, who argued for more Artificial Intelligence usage in IR solutions and deployments. The workshop was followed by a "Tour de Scotland" where delegates were taken from Glasgow to Aberdeen for the European Conference in Information Retrieval (ECIR 2017

Persuasive Technology for Learning in Business Context

"Persuasive Design is a relatively new concept which employs general principles of persuasion that can be implemented in persuasive technology. This concept has been introduced by BJ Fogg in 1998, who since then has further extended it to use computers for changing attitudes and behaviour. Such principles can be applied very well in learning and teaching: in traditional human-led learning, teachers always have employed persuasion as one of the elements of teaching. Persuasive technology moves these principles into the digital domain, by focusing on technology that inherently stimulates learners to learn more quickly and effectively. This is very relevant for the area of Business Management in several aspects: Consumer Behavior, Communications, Human Resource, Marketing & Advertising, Organisational Behavior & Leadership. The persuasive principles identified by BJ Fogg are: reduction, tunnelling, tailoring, suggestion, self-monitoring, surveillance, conditioning, simulation, social signals. Also relevant is the concept of KAIROS, which means the just-in-time, at the right place provision of information/stimulus. In the EuroPLOT project (2010-2013) we have developed persuasive learning objects and tools (PLOTs) in which we have applied persuasive designs and principles. In this context, we have developed a pedagogical framework for active engagement, based on persuasive design in which the principles of persuasive learning have been formalised in a 6-step guide for persuasive learning. These principles have been embedded in two tools – PLOTmaker and PLOTLearner – which have been developed for creating persuasive learning objects. The tools provide specific capability for implementing persuasive principles at the very beginning of the design of learning objects. The feasibility of employing persuasive learning concepts with these tools has been investigated in four different case studies with groups of teachers and learners from realms with distinctly different teaching and learning practices: Business Computing, language learning, museum learning, and chemical substance handling. These case studies have involved the following learner target groups: school children, university students, tertiary students, vocational learners and adult learners. With regards to the learning context, they address archive-based learning, industrial training, and academic teaching. Alltogether, these case studies include participants from Sweden, Africa (Madagascar), Denmark, Czech Republic, and UK. One of the outcomes of this investigation was that one cannot apply a common set of persuasive designs that would be valid for general use in all situations: on the contrary, the persuasive principles are very specific to learning contexts and therefore must be specifically tailored for each situation. Two of these case studies have a direct relevance to education in the realm of Business Management: Business Computing and language learning (for International Business). In this paper we will present the first results from the evaluation of persuasive technology driven learning in these two relevant areas.

Proceedings of the International Workshop on EuroPLOT Persuasive Technology for Learning, Education and Teaching (IWEPLET 2013)

"This book contains the proceedings of the International Workshop on EuroPLOT Persuasive Technology for Learning, Education and Teaching (IWEPLET) 2013 which was held on 16.-17.September 2013 in Paphos (Cyprus) in conjunction with the EC-TEL conference. The workshop and hence the proceedings are divided in two parts: on Day 1 the EuroPLOT project and its results are introduced, with papers about the specific case studies and their evaluation. On Day 2, peer-reviewed papers are presented which address specific topics and issues going beyond the EuroPLOT scope. This workshop is one of the deliverables (D 2.6) of the EuroPLOT project, which has been funded from November 2010 – October 2013 by the Education, Audiovisual and Culture Executive Agency (EACEA) of the European Commission through the Lifelong Learning Programme (LLL) by grant #511633. The purpose of this project was to develop and evaluate Persuasive Learning Objects and Technologies (PLOTS), based on ideas of BJ Fogg. The purpose of this workshop is to summarize the findings obtained during this project and disseminate them to an interested audience. Furthermore, it shall foster discussions about the future of persuasive technology and design in the context of learning, education and teaching. The international community working in this area of research is relatively small. Nevertheless, we have received a number of high-quality submissions which went through a peer-review process before being selected for presentation and publication. We hope that the information found in this book is useful to the reader and that more interest in this novel approach of persuasive design for teaching/education/learning is stimulated. We are very grateful to the organisers of EC-TEL 2013 for allowing to host IWEPLET 2013 within their organisational facilities which helped us a lot in preparing this event. I am also very grateful to everyone in the EuroPLOT team for collaborating so effectively in these three years towards creating excellent outputs, and for being such a nice group with a very positive spirit also beyond work. And finally I would like to thank the EACEA for providing the financial resources for the EuroPLOT project and for being very helpful when needed. This funding made it possible to organise the IWEPLET workshop without charging a fee from the participants.