Learning through Multimedia

Bojana Boncheva

1.Explanation of Learning through Multimedia Technology has also evolved in

terms of the hardware needed to capture 3D images, from cameras, to
scanners and on to unmanned aerial vehicles or drones. 3D modelling in
particular can offer a much more immersive experience in terms of teaching
and learning. Allowing students for example to explore cities unreachable in
normal situations, see inside the human body, or view structures and
buildings.

Using such tools as Sketchup construction students can visualise their

projects into 3D models that can be spinned and turned to view every angle.
History of Art students can view works of art from every side without leaving
their computer. With the growth in 3D printing these visual representations
can be printed as solid objects.

Multimedia learning deals with using multiple media contents, such as Text, Images, Video, Audio and
Animation, for teaching and learning purpose. Multimedia technology is now being used at high
scale throughout the world. Generally, multimedia learning involves, images and video along with
text, still 3D animation techniques are employed to attain a level of sophistication through which a
strong message and lesson on education can be portrayed.

Spatial ability is an important factor in multimedia learning as the learner needs to encode spatial
information from sensory memory, maintain an internal representation in working memory, and
perform spatial transformations in order to integrate the information in long term memory. Also the
representation, rotation and inversion of objects in three dimensions when they are presented in two
dimensions, are involved in spatial ability. Presenting an object as a 3d visualization to the students in
learning is much more effective. For example, a human skeleton represented by a 3D or an animal may
be given. Multimedia visualization can be used in any subject at school, even when learning languages.

2. How we can develop learning through 3D multimedia ? Еxamples of using 3D multimedia in

learning.

According to Park and Hopkins (1993), animation in visual display fulfils five instructional roles: as an
attention guide; as an aid for illustrating functional or procedural behaviour: as a representation of
domain knowledge entailing movement; as a device model for forming a mental image of system
functions which are not directly observable; and as a visual analogy or reasoning anchor for
understanding abstract concepts.

Computer graphic technology including innovative capabilities previously unavailable through printed
text or still pictures is strategically applied in instruction with rationales. It is presenting new challenges
to traditional educational practice.

 Animation, like other instructional visuals, should facilitate visually-based or spatially-based facts
or concepts which are related with movements. Animated graphics are probably much better
than static graphics at representing ideas which involve changes over time because of its ability
to implement motion, therefore concretising abstract temporal ideas (Rieber and Kini, 1991)
 It would also be an advantage if students could control the pace and sequence of learning, and
interact with the computers. Computers have the unprecedented capability of allowing students
to interact with visual illustrations. The animated graphics which are applied in computer-based
instructions, involve the proactive model of interactivity, such as those in simulation or
interactive 3-dimensional graphics in virtual reality technology.
 Attention-gaining is an obvious, practical and rational use of animation. Rapidly changing visuals
can be displayed on a computer screen to grab students' attention, such as cartoon figures,
screen washes, and moving objects reinforcing the learning content. However, indiscriminate
use of animation in computer-based instruction may hinder its positive effects on learning.

Technology has also evolved in terms of the hardware needed to capture 3D images, from
cameras, to scanners and on to unmanned aerial vehicles or drones. 3D modelling in particular
can offer a much more immersive experience in terms of teaching and learning. Allowing
students for example to explore cities unreachable in normal situations, see inside the human
body, or view structures and buildings.

Using such tools as Sketchup construction students can visualise their projects into 3D models
that can be spinned and turned to view every angle. History of Art students can view works of
art from every side without leaving their computer. With the growth in 3D printing these visual
representations can be printed as solid objects.