Volume 7, Number 1 1998
Contents
Reasons for Increased Learning Using Multimedia
Sikha Bagui 3Abstracts
Reasons for Increased Learning Using Multimedia
Sikha Bagui
Department of Computer Science University of West Florida Pensacola, FL 32514, USAsbagui@uwf.edu
Research has shown that the capabilities of multimedia learning environments to store,interconnect, and provide access to a wide range of knowledge represented as text,graphics, audio, and video provide significant affordances to enrich student learning.Discussed in this paper are the possible reasons for this increase in learning withmultimedia. Although several factors for success have been discussed, the main focus ofthis paper is on the success of multimedia due to its similarities in structure to theinformation processing theory.
“What’s IS All About?”: A Multimedia Aid for Learning InformationSystems (IS) Concepts and Methodologies
Seung Ik Baek, Jay Liebowitz, and Alisa Liebowitz
Department of Management Science School of Business and Public Management The George Washington University Wahington, DC 20052, USAjayl@gwis2.circ.gwu.edu
Information Systems (IS) itself is for most students one of the most familiarterminologies. However, the definition of IS varies from school to school, from textbookto textbook, and from professor to professor. In the IS community, there is a strongdebate on topics to cover and formats of the class. This fact reflects how difficult it isto teach students information systems.
Traditionally, when teaching the subject of IS, the instructor has to either usetextbooks or develop his/her own teaching notes. Some instructors supplement thetraditional teaching methods by using case study or audio/visual tapes. However, theseteaching methods are not enough for supporting the dynamic, multi-disciplinary ISeducation. The most effective learning for IS takes place through a student’s ownexperience and discovery. Schank (1994) calls this kind of learning “activelearning,” and he says that the interactive multimedia training enhances the learningby allowing students to control their own learning.
The goal of this project is to design and develop an interactive multimedia trainingapplication for IS education, called “What’s IS (Information Systems) AllAbout?”. The educational program helps students to explore various IS methodologiesand case studies, and practice their problem solving skills. We hope that the projectprovides meaningful guidelines to IS faculty and the IS profession who want to developinstructional/learning modules using interactive multimedia technology.
A Graphical Tool for Analyzing Navigation Through Educational Hypermedia
Jose C. Chavero
Instituto de Enseñanza Secundaria “Manuel Godoy” Castuera, Badajoz, SpainJusto Carrasco, M. Angeles Rossell, and Jose M. Vega
Facultad de Medicina, Universidad de Extremadura Apdo 108, (06080) Badajoz, Spainrossell@med.unex.es
We present a tool that displays graphically the paths and times used by studentsnavigating through an instructional hypermedia program. The diagrams obtained for eachstudent are an aid in evaluating both the student concerned and the hypermedia program. Byway of example, four representative cases are analyzed for a secondary education levelkinematics hypermedia program, comparing the results of the navigation with the scores ona multiple-choice posttest and suggesting possible action to take in the classroom.
Domain Knowledge, Interest, and Hypertext Navigation: A Study of Individual Differences
Kimberly A. Lawless
Department of Instructional Technology Utah State University Logan, UT 84321-2830, USALawless@CC.USU.EDU
Jonna M. Kulikowich
The University of Connecticut Storrs, CT o6269, USAHypertext documents are unlike traditional texts because not only do they represent acomputer-based medium, but also because readers can process the hypertext in a nonlinear,random access fashion. Literature investigating hypertext navigation has identified threenavigational profiles of readers: (a) knowledge seekers; (b) feature seekers; and, (c)apathetic hypertext users. The current investigation replicates these findings.Additionally, the influential roles of domain knowledge, individual interest, andsituational interest on these navigational profiles are examined. Implications forlearning, assessment, and teaching are discussed.
Effective English as a Second Language (ESL) Instruction With Interactive Multimedia:
Keng-Soon Soo and Yeok-Hwa Ngeow
Universiti Malaysia Sarawak 94300 Kota Samarahan, Malaysiaksoo@indiana.edu and yngeow@indiana.edu
In Asian countries such as Malaysia, rapid industrialization, globalization, and theneed to access the Internet have created a enormous need to learn English. Usingconventional small classes (of 30 students or fewer), Asian universities may not be ableto meet this need due to budgetary constraints as labor costs rise. Multimediacomputer-assisted language learning (MCALL), if used effectively, can make languageteaching learner-centered and cost-effective. In August 1995, Universiti Malaysia Sarawak(UNIMAS) set up the first multimedia self-access English proficiency course in a SoutheastAsian university. The objective was to ascertain how well UNIMAS freshmen could learnproficiency English with MCALL. Being fully self-accessible, the 111 students in thecourse had no scheduled classes, no planned access to human teachers, and no textbook.They depended almost entirely on themselves and on the multimedia computer to learn,practice, revise, and evaluate their progress. Externally, progress in the course wasmeasured by the Institutional TOEFL. Compared to 76 students in conventionalteacher-taught proficiency classes, the experimental group achieved 50% higher scores in30% less time at only 17% of existing costs (calculated over 4 years). The results fromthe two groups were significantly different statistically (p=0.0001). In thispaper, the results by cost, gender, ethnic group, instructional method, and learning stylewill be analyzed. The principles underlying the design of the MCALL Program will bediscussed.
Automatic Segmentation And Index Construction for Lecture Video
Horace Ho Shing Ip and Siu Lok Chan
Image Computing Group, Department of Computer Science City University of Hong Kong 83 Tat Chee Avenue, Hong Kongcscslok@cityu.edu.hk
This paper presents an innovative methodology for automatic indexing and retrieval ofdigital video. This methodology is specially designed for manipulating lecture videos suchas seminars or university lectures. To allow nonsequential searching and browsing, lecturevideo should be partitioned and indexed according to its content. Utilizing the propertiesof most lecture videos, video boundaries could be detected automatically according toslide changes and video-shots could be partitioned without using any predefined imagemodels. The content of the video-shot would be extracted from its representation frame.With the aid of the original text materials, hierarchical video indexes based on thelogical structure of lecture text could be built. Students would be able to retrieve thelecture in different levels of topics. The indexed video-shots could be used to constructeducational content-based retrieval systems or CAI systems.