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Multimedia Research Summary and Analysis

Marie Michel

College of Education and Behavioral Sciences, Houston Baptist University

LTDE 5320: Design and Development Multimedia Instruction

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Using Multimedia in the classroom has allowed me to bring a creative and innovative aspect

to all my teachings. Incorporating Multimedia is an excellent way to enhance lessons and keep

the students engaged. Upon my research, I have learned that there are five elements of

Multimedia: Graphics, Audio, Animation, Text, and Video. I have had the opportunity to

incorporate every aspect of Multimedia in my lessons. One way that I have used Audio is by

using it in classroom transitioning. As a preschool teacher, I have found a fun way to help my

students transition to the next task by using Audio. I play an array of songs when I want my

students to greet each other in the morning, learn a new nursery rhyme, or simply clean up so we

can move on to the next task.

One prime example is playing the A-B-C song while we're cleaning up. This method helps

them learn their A-B-C while creating a consistent and fun atmosphere. Another aspect of

Multimedia that I have used is video. Implementing video in my lessons has helped my students

better grasp the material I am trying to teach them. One of my favorite lessons to teach my class

is the plant Cycle. Once I introduce the unit, I like to read a book to discuss the plant cycle; so

that my students can visualize the lesson, I would play an animation version of the life cycle of a

plant. Doing so will help them retain the information. Last, a great way that I have implemented

text is by letting my students listen to a focus book on our classroom's tablet. This method allows

them to listen to the words and see the words being read while the animation is playing on the

screen. This concept helps build their vocabulary and enhances phonic awareness. Using

Multimedia in my classroom has improved my students learning in so many ways. It has created

an atmosphere that is fun, engaging, and motivating.

According to my research, Educators are trained to transform from the conventional teacher-

centered approach to student-centered learning approach with technology-backed learning

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environment which can better motivate students to participate and interact with others in the

learning process (Leow, 2014). According to this article, it created some innovative Multimedia

strategies that were incorporated to heighten student engagement and successes. INTI

international university created three components: Gagne’s instructional model, multimedia, and

student-centered learning.

Furthermore, Gagne’s instructional model was used as a framework in guiding the design

of learning contents and enhancing the quality of learning process, so that the learners’ mental

process and learned capability can be predicted and analyzed more meaningfully (Leow, 2014).

While multimedia has introduced the pedagogical strength in facilitating student learning and

supplementing learning with liveliness as it adds richness and meaning to the information

presentation with the use of more than one medium (Leow, 2014). Last, Due to the advantage of

cost-effectiveness in conveying large amounts of information, conventional classroom learning is

still being practiced frequently although this approach was found to be the least effective

teaching method and less capable to support self-paced learning and interactions between the

instructor and learners (Tinio, 2003; Griffiths, Oates & Lockyer, 2007). These components were

investigated by assessing the students and found out that the students benefited tremendously

from these multimedia elements, not only it helped enhance their learning, but it helped them

become more motivated. Student assessments has been an important process in the development

of their learning.

Using assessments has allowed teachers to understand their students' academic needs to

meet their needs better. Moreover, Teachers often view the process of teaching, learning, and

assessment as separate tasks (Sher, Mohammod. 2019). They view that the first curriculum is

taught, learned, and assessed (Sher, Mohammod. 2019). However, the authentic assessment
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considers teaching, learning, and assessment as ongoing, intertwined, and all happening

simultaneously (Puckett & Black, 2000). Using multimedia instructional tools to help enhance

authentic assessments holds the promise of providing knowledge in an easily accessible form

that is efficient and economically beneficial (Jan & Anthony, 1998). According to the article, an

array of Multimedia tools has been developed to help assess students' understanding. Using

different multimedia tools will allow better engagement from the students. A study of authentic

assessment and interactive media was concluded to investigate the effectiveness of authentic

assessment in Multimedia (Jan & Anthony, 1998). The program (Herrington, Sparrow,

Herrington, & Oliver, 1997) consisted of a CD-ROM, which contained information on 23

assessment techniques. The assessments included videos of teachers using different assessments,

teacher and student work samples, Reflections by student-teachers on the evaluation approaches.

The study observed and interviewed eight teachers to determine the effectiveness of using

authentic assessment in Multimedia, and they've concluded that not only it helped the teachers

meet their assessment goals but also, they were able to see their students’ strengths and

weaknesses.

In conclusion, the use of Multimedia has dramatically impacted our classrooms in a

positive way. It has allowed Educators to create authentic and meaningful lessons that keep

students engaged and motivated. Also, using authentic assessments in multimedia has helped

educators received the appropriate feedback to understand their students’ learning needs.
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References

Ms. Fui-Theng LEOW. (2014). INTERACTIVE MULTIMEDIA LEARNING: INNOVATING

CLASSROOM EDUCATION IN A MALAYSIAN UNIVERSITY.
https://files.eric.ed.gov/fulltext/EJ1022913.pdf

Tinio, V.L. (2003). ICT in Education. UNDP-APDIP [On-line]. Available:

http://www.apdip.net/publications/iespprimers/eprimer-edu.pdf

Sher Azim Aga Khan, Mohammad Khan Aga. (2012). Authentic assessment: An instructional
tool to enhance students learning. https://ecommons.aku.edu/cgi/viewcontent.cgi?
article=1008&context=pakistan_ied_pdcc

Jan Herrington and Anthony Herrington. (1998). Authentic assessment and multimedia:
https://www.researchgate.net/publication/
237726594_Authentic_Assessment_and_Multimedia_how_university_students_respond_to_a
_model_of_authentic_assessment