CHAPTER II

Review of Related Literature

This Chapter presents the Review of related literature after the thorough and in depth
search done by the researcher, this will also help the readers to understand more about the
study and also to assess and find out the importance and different impacts of multimedia on
the academic achievements of the G 12 students.

MULTIMEDIA
According to Mayer and other scholars ,multimedia is the exciting combination of computer
hardware and software that allows you to integrate video animation audio graphics and test
resources to develop effective presentation on an affordable desktop computer."(fenrich, 1997).
Multimedia is characterized by the presence of text ,pictures, sound , animation and
video ;some or all of which are organized into some coherent program (Phillips,1997.)
It is an approach of teaching in which different mediums are incorporated to make the teaching
learning more effective into theistic inspirational meaningful and interesting, And it may be
referred to the use of appropriate and carefully selected varieties of learning experiences which
when presented to the learner to selected teaching strategies will reinforce and strengthen one
another in such a way that the learner will achieve predetermined objectives in an effective way.
( Pakiam,1986)

•Text- Such as books, newspapers, magazines etc.

•Graphics- Which can come in the form of photographs, drawings ,diagrams charts and graphs.
•Sound-Music spoken words and sound effects can be recorded and played back in multimedia
document
•Video-Movies can be built in to a multimedia document.

THE USEFULNESS OF MULTIMEDIA INSTRUCTION ON STUDENTS

Multimedia-based education when used only in certain situations would maximize the returns.
Using it in every
Circumstance would not give the desired results and also require huge amounts in infrastructure
costs. We will discuss

Three main situations when using multimedia instruction would be appropriate.

A. When the Students Have Low Prior Domain Knowledge or Spatial Learning Aptitude.

When multimedia is used with students who have low prior domain knowledge or spatial
aptitude, it helps the

Students in developing mental models and connect to the new knowledge domain. They are
better able to visualize the

Activities in the knowledge domain and learn from them. On the other hand a student with high
prior domain knowledge

Or high spatial aptitude would be able to create mental models of the knowledge domain
without any external help and

Not gain anything from the use of multimedia (Mayer & Moreno, 2003).

B. When Students Have Low Motivation.

When dealing with students with low learning motivation, it is very important to keep them
interested in learning.

Interesting lessons would keep the students interested and enable them to do their own self-
directed learning and

Research. Use of pictures, animations and sounds can help in keeping the students interested in
learning about a new

Domain. The interactivity generated by the use of multimedia instruction would also help in
motivating the students

Towards learning. On the other hand highly motivated students might not need these audio-
visual aids and be able to

Understand the instructions given in text format itself (Tan & Leong, 2003).

C. When Effectively Designed Multimedia Content is Available.

 This is indeed the most difficult aspect to deal with in the use of multimedia-based instruction.
Unless we have

Properly designed multimedia content, there is no point in using it. Mayer and Moreno (2002)
suggest few key design

Principles in the creation multimedia instruction. They are as follows:

1) Multimedia Representation Principle: It is better to present an explanation in words and text

rather than text alone.

2) Contiguity Principle: Present the words and text contiguously rather than separately.

3) Split Attention Principle: When giving explanation, present words as auditory narration
rather than as visual on

Screen text.

4) Coherence Principle: Wherever possible, it is better to use fewer words and pictures than
5) using too many of them.

Role and importance of multimedia technology in teaching and learning to their

Academic achievements
Technology is evolving and scholars in the areas of Information Technology (IT) and education
technology are continuing to study how multimedia technologies can be harnessed for the
enhancement of teaching and learning. A software tool can be used to expand teaching and learning in
various fields. It is important to provide students with practical experience in most fields of learning.

The importance of multimedia technologies and applications in education as a teaching or learning tool
cannot be over emphasized. This has been confirmed in several studies that have investigated the
impact of multimedia technology to the education system. Milovanovi et al. (2013) demonstrated the
importance of using multimedia tools in Mathematics classes and found that the multimedia tool greatly
enhances students’ learning. Several works exist that show that multimedia enhances students’ learning
(Aloraini, 2012; Al-Hariri and Al-Hattami, 2017; Barzegar et al., 2012; Chen and Xia 2012; Dalacosta et al.,
2009; Jian-hua & Hong, 2012; Janda, 1992; Keengwe et al., 2008b; Kingsley and Boone, 2008; Shah and
Khan, 2015; Taradi et al., 2005; Zin et al., 2013).
Multimedia learning and teaching: concepts and resources
Multimedia or digital learning resources assist learners to get on well with mental representations with
the use of different media elements, which support information processing. Information, which is made
up of content and sometimes learning activities, are presented with the use of the combination of text,
image, video and audio by digital learning resources. It has been demonstrated, by research on using
multimedia for learning, that there are more positive results observed in learners who combine picture
and words than those who use words only (Chen and Liu, 2008; Mayer, 2008). As stated in Eady and
Lockyer (2013), different pedagogy methods were implemented by the use of digital resources. Their
paper presented how the authors were able to introduce topics to students, demonstrate to them,
stimulate a group, make different text types available and engage students in an interactive manner.

Generally speaking, multimedia technology for educational purposes can be categorised according to
whether they are used for teaching or for learning. Some of the different multimedia or digital learning
resources are listed in Eady and Lockyer (2013). Furthermore, according to Guan et al. (2018), several
studies have established the importance of multimedia technologies to education and the widespread
adoption of multimedia tools. Multimedia generally involves the use of technology and the widespread
adoption of multimedia applications in education is as a result of its many benefits (Almara'beh et al.,
2015). Some of the benefits of the multimedia application tools for teaching and learning are
summarized as follows:

(1)Ability to turn abstract concepts into concrete content

(2)Ability to presents large volumes of information within a limited time with less effort

(3)Ability to stimulates stud

Multimedia is called effective in education. Multimedia Provides easiness and facilities in education.
Thanks to Multimedia practices, students can learn brand new Information. Dwyer states that students
can gain the Knowledge and information that would be impossible to Get in traditional ways; besides
they could find the Opportunity to prepare their own products with multimedia Technique (1993,
translated by Çeliköz, 1998). As a Result, it could be asserted that the use of multimedia Possesses the
aim of helping students with different skills And learning styles. Also, Dwyer points out that Multimedia
provide the opportunity for every student to Work individually. In other words, a student can work on
The subject(s) she/he believes she/he needs to in the way She/he desires (Dwyer, 1993; trans by Çeliköz,
1998). Also, it can be observed that multimedia gains Authenticity and variety in learning and
instruction. Semerc (1999) expresses the fact that the message via Multimedia reaches the receivers in
various ways andThus, it provides a richer learning environment. TheSubjects being taught could be
transmitted to the Students with web-based audio, visuals, video and Animations in a way that could not
be taught in Classrooms authentically with other techniques. This way, Closeness to reality could be
provided and complete Learning could be achieved (Semerci, 1999).
In conclusion ,The use of multimedia technologies towards enhancing teaching and learning and also
attaining quality education in developing countries cannot be over emphasized. Thus, it’s vital for
every institution and other stakeholders to invest and keep close eyes on user’s acceptance of
multimedia technologies and also identifying the possible predicaments that may hinder the
acceptance of multimedia technologies in higher education institutions In the developing countries
and to help both students and teachers in teaching methods and for the academic achievements of
students Multimedia instruction creates the opportunity for learners to improve their learning
effectively. Only under the background of effective education we can use advanced educational theory
and fulfill the target of English teaching by utilizing modern education technology reasonably. We must
understand teachers’ use of multimedia tools and relate this to the university context. It is very
important to understand and explore each individual’s learning style. Analyzing one’s own particular
learning style can be very helpful and beneficial to the student by aiding them in becoming more
focused on an attentive learner, which ultimately will increase educational success.

The gathered related study and research is accredited to the study result conducted by Oyebola
akinoso in her research entitled “ effect of the use of multimedia on students performance in
secondary mathematics”. Global media journal 2018,16:30