Extending physical multimedia learning with cognitive theory of multimedia learning

The research studied whether a physical multimedia designed in accordance with Cognitive Theory of Multimedia Learning (CTML) enhances the learning performance of young children. Learning via touches addressed in digital technology has been increasingly emphasised in education nowadays. Hence, inquire into the efficacy of physical multimedia further extended with application of CTML potentially gives digital multimedia new contexts juxtaposing tactile quality and design principles. The research deployed multiple-group quasi-experimental factorial design contrasting physical multimedia and digital multimedia instructions. Children's achievement score was set as dependent variables. Incisive explanation of physical multimedia from its initial idea and conception, the way of development, how CTML was applied, until empirical experiment is described in this paper. The results suggest that physical multimedia solidified subjects' achievement scores more than digital multimedia

VISUALIZING A FRAMEWORK FOR TANGIBILITY IN MULTIMEDIA LEARNING FOR PRESCHOOLERS

ABSTRAC

Designing a Motivated Tangible Multimedia System for Preschoolers

The paper examined the capability of a prototype of a tangible multimedia system that was augmented with tangible objects in motivating young preschoolers in learning. Preschoolers' learning behaviour is highly captivated and motivated by external physical stimuli. Hence, conventional multimedia which solely dependent on digital visual and auditory formats for knowledge delivery could potentially place them in inappropriate state of circumstances that are frustrating, boring, or worse, impede overall learning motivations. This paper begins by discussion with the objectives of the research, followed by research questions, hypotheses, ARCS model of motivation adopted in the process of macro-design, and the research instrumentation, Persuasive Multimedia Motivational Scale was deployed for measuring the level of motivation of subjects towards the experimental tangible multimedia. At the close, a succinct description of the findings of a relevant research is provided. In the research, a total of 248 preschoolers recruited from seven Malaysian kindergartens were examined. Analyses revealed that the tangible multimedia system improved preschoolers' learning motivation significantly more than conventional multimedia. Overall, the findings led to the conclusion that the tangible multimedia system is a motivation conducive multimedia for preschoolers