Application of multimedia
- 1. Application of multimedia E-learing Teaching on the Web is an art that can and should be informed by empirical research and sound psychological principles. Individuals or multidisciplinary teams create online learning resources; they require artistry and creativity. The tools for creating Web-based learning experiences are becoming more powerful and easier to use, and the technology is advancing at an astonishing rate. To be effective, teaching on the Web is informed by research and theory. It is in the domains of psychological research, theory, and their application that this chapter makes its contribution. The Web provides “fingertip access” to worlds of information. The range of research relevant to learning and teaching on the Web is unusually broad. There are important works on Web-based learning itself, and advances in the psychology of learning inform thinking and
- 2. practice. The Web offers unique opportunities and pitfalls associated with individual differences in areas such as cognitive style, tolerance of ambiguity, and locus of control. Apply the multimedia elements in E-learning : *Advances in e-learning technologies parallels a general increase in sophistication by computer users. The use of just one theory or model, such as the technology acceptance model, is no longer sufficient to study the intended use of e-learning systems. Rather, a combination of theories must be integrated in order to fully capture the complexity of e-learners, who are both system users and learners. The current research presents an integrated theoretical framework to study users’ acceptance of streaming media for e- learning. Three streams of research provide the basis for this integrated framework: the technology acceptance model, flow theory and media richness theory. Students enrolled in an
- 3. online section of an information systems course used one of three different combinations of text, streamed audio and streamed video. Regression analysis was used to test the hypotheses in this field experiment. Perceived ease of use was a predictor of perceived usefulness; both the perceived usefulness and the attitude of the user were predictors of intention to use. Richer content-presentation types were positively correlated with higher concentration levels but showed mixed results when correlated with perceived usefulness. Results from this study have practical implications for those interested in integrating streaming media into e-learning. *Interactive video in an e-learning system allows proactive and random access to video content. Our empirical study examined the influence of interactive video on learning outcome and learner satisfaction in e-learning environments. Four different settings were studied: three were e-
- 4. learning environments—with interactive video, with non-interactive video, and without video. The fourth was the traditional classroom environment. Results of the experiment showed that the value of video for learning effectiveness was contingent upon the provision of interactivity. Students in the e-learning environment that provided interactive video achieved significantly better learning performance and a higher level of learner satisfaction than those in other settings. However, students who used the e-learning environment that provided non-interactive video did not improve either. The findings suggest that it may be important to integrate interactive instructional video into e-learning systems.