scholarly journals A Rationale for Multi-modality in Multimedia Instructional Design

2015 ◽  
Author(s):  
Sanja Kišiček ◽  
Tomislava Lauc
Keyword(s):  
Instructional Design ◽  
Multimedia Instructional Design

The Effects of Study Time and Presentation Modality on Learning

2007 ◽  
Vol 51 (7) ◽  
pp. 512-515
Author(s):  
Jesse S. Zolna
Keyword(s):  
Instructional Design ◽  
Study Time ◽  
Presentation Modality ◽  
Modality Principle ◽  
Audio Narration ◽  
Learning From Text ◽  
Visual Text ◽  
Multimedia Instructional Design ◽  
Better Than

The modality principle suggests that presenting words via audio-narration rather than visual-text can improve learning (Mayer, 2001). However, the use of narrations when verbal materials are lengthy can have cognitive costs, and learning from text can be improved when materials are self-paced or provide ample study time. Therefore, there might be circumstances under which using text would actually be better than using narration. In this experiment we compare learning from diagrams that accompany text or narration; we manipulated available study time while also providing learners control over the pace of presentation. The results show that under these conditions, using narration instead of text does not improve learning. Some additional study time improves learning from both narration and text. However, even greater amounts of study time improve learning from narrations but not text. Implications about when to apply the modality principle to multimedia instructional design are discussed.

Instructional design as a form of information design

2019 ◽  
Vol 25 (3) ◽  
pp. 258-263
Author(s):  
Richard E. Mayer
Keyword(s):  
Instructional Design ◽  
Visual Information ◽  
Research Evidence ◽  
Information Design ◽  
Learning Processes ◽  
Effective Learning ◽  
Main Thesis ◽  
Efficient Processing ◽  
Multimedia Instructional Design

Abstract Instructional design is concerned with how to present verbal and visual information to learners in ways that promote effective learning processes and outcomes. Information design is concerned with how to present verbal and visual information to people in ways that promote efficient processing and understanding. The main thesis of this brief article is that instructional design is a form of information design, in which the goal is to help people learn material so that they can use it later. This article reviews exemplary principles of multimedia instructional design that are based on research evidence and have implications for information design.

scholarly journals Development of Mobile Learning in Faculty of Economics, Bina Nusantara University

2017 ◽  
Vol 8 (3) ◽  
pp. 163
Author(s):  
Herru Darmadi ◽  
Suryadiputra Liawatimena
Keyword(s):  
Instructional Design ◽  
Mobile Devices ◽  
Interactive Multimedia ◽  
Simple Random Sampling ◽  
Learning Objects ◽  
Learning Object ◽  
Initial Learning ◽  
The Subject ◽  
Analysis Design ◽  
Multimedia Instructional Design

The research wanted to find the workflow and solution by developing m-learning object for Android and iOS-based smartphone and tablet that supported interactive multimedia. The research began with analysis, design, implementation, and evaluation. Currently, the learning objects were not compatible with mobile devices. To overcome this problem, the research focused on designing the instructional design for m-learning and the development of interactive multimedia. Instructional design was created by the collaboration of the subject matter expert and instructional designer. M-learning was designed using UML and developed using Adobe AIR technology. The implementation of this research was a prototype of m-learning for concept of cost in Faculty of Economics, Bina Nusantara University. Then, the evaluation was conducted by distributing m-learning object to 32 selected students by simple random sampling in their first week of lectures in February 2014. The observation was conducted during m-learning object installation and initial learning process. At the end of the second week of the experiment, summative assessment and questionnaire were given to students. The results show that m-learning object is compatible with mobile devices. The students also say that m-learning is easy to use and helpful for their learning.

Development and Evaluation of Neuroscience Computer-Based Modules for Medical Students

2017 ◽  
pp. 262-276
Author(s):  
Kathryn L. Lovell
Keyword(s):  
Instructional Design ◽  
Medical Students ◽  
Retrieval Practice ◽  
Self Assessment ◽  
Assessment Feedback ◽  
Computer Based ◽  
Multimedia Instructional Design ◽  
Instructional Design Principles ◽  
Teaching Modules ◽  
Quantitative And Qualitative Methods

Interactive neuropathology computer-based teaching modules and other neuroscience computer-based resources were developed to provide individualized self-paced content information accompanied by images and self-assessment questions with feedback, along with problem-solving cases to facilitate application of neuroanatomy, neurology, and neuropathology concepts to patient cases. Initial implementation occurred in three curricula for second-year medical students. Evaluation of the modules was conducted using quantitative and qualitative methods to determine features of the modules that were important for students. This chapter will describe the instructional design principles that evaluation results identified as important and effective for student learning, and compare those to current principles for effective multimedia instructional design identified in a variety of research. Especially important principles applied in the neuroscience modules included cognitive load theory, retrieval practice and self-assessment, feedback, and learner control.

Development and Evaluation of Neuroscience Computer-Based Modules for Medical Students

2018 ◽  
pp. 226-241
Author(s):  
Kathryn L. Lovell
Keyword(s):  
Instructional Design ◽  
Medical Students ◽  
Retrieval Practice ◽  
Self Assessment ◽  
Assessment Feedback ◽  
Computer Based ◽  
Multimedia Instructional Design ◽  
Instructional Design Principles ◽  
Teaching Modules ◽  
Quantitative And Qualitative Methods

Interactive neuropathology computer-based teaching modules and other neuroscience computer-based resources were developed to provide individualized self-paced content information accompanied by images and self-assessment questions with feedback, along with problem-solving cases to facilitate application of neuroanatomy, neurology, and neuropathology concepts to patient cases. Initial implementation occurred in three curricula for second-year medical students. Evaluation of the modules was conducted using quantitative and qualitative methods to determine features of the modules that were important for students. This chapter will describe the instructional design principles that evaluation results identified as important and effective for student learning, and compare those to current principles for effective multimedia instructional design identified in a variety of research. Especially important principles applied in the neuroscience modules included cognitive load theory, retrieval practice and self-assessment, feedback, and learner control.

scholarly journals Game Edukasi Adventure Pengenalan Komponen Komputer Untuk Peserta Didik SMK Dar El Hikmah Pekanbaru

2020 ◽  
Vol 1 (1) ◽  
pp. 22-29
Author(s):  
Dede Darmawan ◽  
Rahmad Al Rian ◽  
Pratama Benny Herlandy
Keyword(s):  
Instructional Design ◽  
Design Process ◽  
Instructional Design Process ◽  
Analysis Design ◽  
Multimedia Instructional Design ◽  
Power Point

Media pembelajaran yang hanya menggunakan buku ajar, sesekali menggunakan power point dan pendidik menjelaskan materi dengan metode konvensional yang dilakukan terus menerus tanpa adanya variasi akan menyebabkan kejenuhan. Oleh karena itu, penelitian ini bertujuan untuk membuat game edukasi adventure pengenalan komponen komputer. Untuk mencapai tujuan diatas digunakan penelitian pendidikan dengan jenis penelitian Research and Develompment (R&D). Pengembangan media pembelajaran mengacu pada model Multimedia Instructional Design Process. Adapun tahapan Multimedia Instructional Design Process yaitu, Analysis, Design, Deveploment, Implementation, Evaluations. Data yang dikumpulkan melalui angket (skala likert) pada saat uji coba. Hasil penilaian dari ahli materi terhadap kelayakan game edukasi adventure mencapai skor rerata 4,58 dengan kategori sangat baik . Hasil penilaian dari ahli media terhadap kelayakan game edukasi adventure mencapai skor rerata 4,33 kategori sangat baik . Hasil penilaian dari peserta didik terhadap game edukasi adventure pada uji coba mencapai skor rerata 4,56 dengan kategori sangat baik . Berdasarakan hasil penelitian yang dilakukan diperoleh kesimpulan bahwa game edukasi adventure ini layak digunakan sebagai media pembelajaran.

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