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Journal articles on the topic 'Interactive multimedia'
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Perceval-Verde, José-María, and Santiago Tejedor-Calvo. "The interactive multimedia story." Comunicar 13, no. 26 (March 1, 2006): 177–82. http://dx.doi.org/10.3916/c26-2006-27.
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In this article we reflect upon the educational possibilities of interactive multimedia stories. After analysing the origins and the evolution of stories, we studied the innovations introduced by the multimedia convergence, the hypertext and interactivity in stories with educational objectives within the Information Society. We are also presenting an interactive multimedia story project developed by the Master of Communication and Education at the UAB. En el marco del presente artículo se reflexiona sobre las posibilidades educativas del cuento multimedia interactivo. En este sentido y tras analizar los orígenes y evolución del cuento, se estudian las novedades que la hipertextualidad, interactividad y convergencia multimedia introducen en la creación de historias ideadas con una finalidad educativa en el marco de la Sociedad de la Información. Del mismo modo, se presenta un proyecto de cuento multimedia interactivo desarrollado en el Máster de Comunicación y Educación de la Universidad Autónoma de Barcelona.
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Barbee, David E., and Ronnie B. Lowenstein. "Interactive Multimedia." Information Resources Management Journal 6, no. 4 (October 1993): 4–14. http://dx.doi.org/10.4018/irmj.1993100101.
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Green, Lelia. "Interactive Multimedia." Media International Australia 81, no. 1 (August 1996): 11–20. http://dx.doi.org/10.1177/1329878x9608100104.
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Pedersen, Hans‐J⊘rn. "Multimedia ‐‐ interactive media." Educational Media International 30, no. 4 (December 1993): 219–20. http://dx.doi.org/10.1080/0952398930300407.
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Adams, Elizabeth S., Linda Carswell, Amruth Kumar, Jeanine Meyer, Ainslie Ellis, Patrick Hall, and John Motil. "Interactive multimedia pedagogies." ACM SIGCSE Bulletin 28, SI (June 2, 1996): 182–91. http://dx.doi.org/10.1145/237477.237646.
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Matthews, Paul, and Judith Aston. "Interactive multimedia ethnography." Journal on Computing and Cultural Heritage 5, no. 4 (December 2012): 1–13. http://dx.doi.org/10.1145/2399180.2399182.
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Adams, Elizabeth S., Linda Carswell, Amruth Kumar, Jeanine Meyer, Ainslie Ellis, Patrick Hall, and John Motil. "Interactive multimedia pedagogies." ACM SIGCUE Outlook 24, no. 1-3 (January 1996): 182–91. http://dx.doi.org/10.1145/1013718.237646.
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Wang, Meng, Jinhui Tang, Xian-Sheng Hua, and Tat-Seng Chua. "Interactive multimedia computing." Multimedia Systems 17, no. 5 (December 7, 2010): 365–66. http://dx.doi.org/10.1007/s00530-010-0222-9.
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Whitham, Charles Lamont. "Interactive multimedia book." Journal of the Acoustical Society of America 120, no. 5 (2006): 2415. http://dx.doi.org/10.1121/1.2395165.
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Jones-Garmil, Katherine. "Interactive multimedia review." Archives and Museum Informatics 8, no. 2 (June 1994): 170–73. http://dx.doi.org/10.1007/bf02770329.
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Mora-Fernández, Jorge. "The Analysis of Interactive Media and Digital Culture - Hypermedia Literacy in Peru and Bolivia." Comunicar 20, no. 39 (October 1, 2012): 139–49. http://dx.doi.org/10.3916/c39-2012-03-04.
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This paper compiles data on how the use of hypermedia, interactive multimedia and interfaces have changed the classical dynamics of human communications and education to create a new paradigm. This paradigm originates in the interface since it allows multidirectional and multimedia communications through interactions with the elements of which it is composed. This research describes the different aesthetic, narrative, emotional and value elements that are integrated within the cultural hypermedia interfaces. These hypermedia elements are fundamental components to be taken into account in the creation of educational interactive media products. The communicative functions are interchangeable between sender-receptor, author-reader-author, creator-user, professor-student... thanks to the introduction of multimedia interactive expressions and technological instruments that allow several types of interactions. This flexible functionality generates new communicative as well as dramatic models of interactive narrative, where the interaction of receptors-senders and reader-authors with the narrative actions occur at the character or avatar level. The interfacial aesthetic, narrative, emotional and value elements are studied, analyzed and described in detail thanks to an innovative model of analysis that can be used to for the implementation and design of interactive edutainment media products. The application of this model helped to create cultural content interfaces enabling not only the development of interactive educational workshops in the USA, Peru and Bolivia for more than 200 students, but also multisensory and immersive communications with quality.El trabajo se centra en las formas en que interfaces multimedia interactivas e hipermedia han cambiado las dinámicas clásicas de la comunicación y educación humanas creando un nuevo paradigma. Éste se origina en la interfaz, al permitir la multidireccionalidad comunicativa multimedia mediante la interacción con los elementos que la componen. Esta investigación describe los diferentes elementos estéticos, narrativos, emocionales y de valores integrados en las interfaces hipermedia culturales. Dichos elementos hipermedia son componentes fundamentales a tomar en cuenta durante la creación de productos multimedia interactivos educativos. Las funciones comunicativas son cambiantes entre emisor-receptor: autor-lecto-autor, creador-usuario, profesor-alumno... gracias a la introducción de expresiones multimedia interactivas e instrumentos tecnológicos que permiten distintos tipos de interacciones. Esta flexibilidad funcional genera nuevos modelos comunicativos así como dramáticos, de narrativa interactiva, donde la interacción de los receptores-emisores, lecto-autores, con las acciones narrativas se produce a nivel del personaje o avatar. Los componentes estéticos, narrativos, emocionales y de valores de la interfaz son estudiados, analizados y descritos en detalle gracias a un modelo innovador de análisis que sirve para la implementación y diseño de productos interactivos lúdico-educativos inmersivos. La aplicación de este modelo ayudó a la creación de interfaces de contenido cultural, permitiendo desarrollar no solo talleres educativos interactivos en Estados Unidos, Perú y Bolivia para más de 200 estudiantes, sino también una comunicación inmersiva multisensorial de calidad.
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Liu, Chengcheng. "Artificial Intelligence Interactive Design System Based on Digital Multimedia Technology." Advances in Multimedia 2022 (January 19, 2022): 1–12. http://dx.doi.org/10.1155/2022/4679066.
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The current extraction speed of artificial intelligence interactive elements is low, with the low effect, resulting in the poor effect of artificial intelligence interaction. Therefore, a new artificial intelligence interaction method has been developed for digital multimedia technology, performing analysis based on the current background of artificial intelligence, providing a good environment foundation for the interactive place, so that it can integrate artificial intelligence technology after interaction. Aiming at the current problems of digital multimedia technology in the use of artificial intelligence interaction design, innovative exploration of artificial intelligence technology will be carried out based on multimedia technology and innovative thinking. Based on the in-depth analysis of digital multimedia technology, the relationship between artificial intelligence technology and digital multimedia technology is analyzed, and an artificial intelligence interactive design system based on digital multimedia technology is proposed. Finally, the digital multimedia technology is verified on the artificial intelligence interactive design through case analysis.
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Cahyadi, A. T. "Study of the Elements Design Interactive of Student in Solar System Physics lessons through the Interactive Compact Disk (CD) of Solar System Physics Lab." Proceeding of International Conference on Business, Economics, Social Sciences, and Humanities 1 (December 1, 2020): 761–68. http://dx.doi.org/10.34010/icobest.v1i.240.
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Multimedia can combine elements of text, sound, images, animation, and video via a computer or digitally manipulated elements that are conveyed or controlled interactively. Interactive multimedia in this learning can be a learning solution in the digital era to stimulate the thinking power of students. The purpose of this study was to determine the interactive multimedia element theory test used in the Interactive CD of Solar System Physics Lab as an electronic learning medium. This research method was carried out using a descriptive qualitative approach regarding the results of the study of the interactive multimedia design structure on the Interactive CD of Solar System Physics Lab, with case studies of researchers investigating carefully a program, event, activity, process, or group of individuals. Data processing techniques through literature study, group discussions, and interviews. The results of this study will determine the elements of interactive multimedia on the interactive CD of Solar System Physics Lab, which can be used as an example for e-learning media, the Solar System Physics Lab has used the Multimedia development process flow according to the procedure.
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Oikonomou, Andreas, Saad Amin, Raouf N. G. Naguib, Alison Todman, and Hassanein Al-Omishy. "Interactive Reality System (IRiS): Interactive 3D Video Playback in Multimedia Applications." Journal of Advanced Computational Intelligence and Intelligent Informatics 10, no. 2 (March 20, 2006): 145–49. http://dx.doi.org/10.20965/jaciii.2006.p0145.
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We developed a novel interactive video recording and playback technique for biomedical multimedia training but also applicable to other areas of multimedia. The Interactive Reality System (IRiS) improves on video playback used in most multimedia applications by controlling not only time, as in conventional video playback, but also space. A prototype is being tested and evaluated for multimedia training in breast self-examination (BSE). We discuss the advantages of IRiS and compare it to other similar approaches, such as QuickTime and iPIX. We detail the design of IRiS, its development, refinement, final implementation, evaluation, some projected plans and its uses in other biomedical and multimedia training scenarios.
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Armiya, Armiya, and Asrul Huda. "RANCANG BANGUN MADIA PEMBELAJARAN MULTIMEDIA INTERAKTIF PADA MATA PELAJARAN DASAR DESAIN GRAFIS." Voteteknika (Vocational Teknik Elektronika dan Informatika) 7, no. 1 (February 4, 2019): 1. http://dx.doi.org/10.24036/voteteknika.v7i1.103464.
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Graphic Design is one of the required subjects of expertise package for Vocational students in Multimedia majors. These Graphic Design subjects are more directed at competency-based practicum which aims to equip students' skills in the field of graphic design so that students have strong skills with realistic theoretical foundations for students. Therefore there are still many students who do not understand the learning given by the teacher because the teacher has not used different techniques in delivering learning material, therefore it is necessary to design interactive learning media so that the teacher is easy to apply learning material and help students master the subject matter. In designing basic Graphic Design learning materials using explicit intruction models and through Interactive Multimedia learning procedures, starting from the needs analysis in designing, gathering data, identifying material to determining learning flow chart design, material collection or graphic needs. The interactive multimedi learning media is designed using the adobe director 11 application, and other applications such as Adobe Photoshop, Coreldraw, Camtasia as supporting applications so that it becomes an interactive multimedia learning media application that provides convenience for students in learning.Keywords: Learning Media, Interactive Multimedia, Graphic Design.
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Matlack, Ralph E., and Edward R. Matlack. "Implementing Interactive Multimedia Training." Journal of Ship Production 11, no. 04 (November 1, 1995): 264–68. http://dx.doi.org/10.5957/jsp.1995.11.4.264.
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This paper provides a brief overview of the role of interactive multimedia (IM) in corporate training, and will discuss the relevant factors in making wise business decisions regarding the implementation of interactive multimedia within U.S. shipyards. Despite the numerous studies and reports citing the efficiencies of delivering instructions in a multisensory format via a computer, shipyards have been slow to implement this technology into their business practices. The reasons for this are twofold: first, the technology is still viewed as nascent and unproven, and second, the business benefits are not well understood by decision-makers. This paper focuses on understanding the business benefits of implementing interactive multimedia in a shipyard environment. Case studies and success stories are referenced for the purpose of understanding how IM training works within the shipyard The main thrust of discussion is towards how to properly analyze the expected return on investment and strategy for implementation of interactive media within a typical shipyard.
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Votey, S. "Interactive Multimedia Procedure Tutorial." Academic Emergency Medicine 9, no. 10 (October 1, 2002): 1055—b—1055. http://dx.doi.org/10.1197/aemj.9.10.1055-b.
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Hoffos, Signe. "Introduction to interactive multimedia." Program 27, no. 4 (April 1993): 323–29. http://dx.doi.org/10.1108/eb047147.
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Benedicks, William, and Randall G. Felton. "An Interactive Multimedia Review." Social Studies 85, no. 4 (August 1994): 185–86. http://dx.doi.org/10.1080/00377996.1994.9956300.
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Aziz, M. Ridwan, and Meilani Safitri. "Interactive Bilingual Mathematics Multimedia." DWIJA CENDEKIA: Jurnal Riset Pedagogik 6, no. 3 (December 19, 2022): 464. http://dx.doi.org/10.20961/jdc.v6i3.68115.
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<p>Persaingan di era globalisasi yang semakin kompetitif menuntut peserta didik memiliki ketrampilan abad 21. Ketrampilan yang dimaksud diantaranya adalah ketrampilan dalam menguasai ilmu pengetahuan dasar (salah satunya matematika), dan ketrampilan dalam penggunaan TIK. Ketrampilan ini dapat diajarkan ke peserta didik melalui penggunaan Multimedia Matematika Bilingual Interaktif (MMBI). Tujuan penelitian ini adalah untuk<br />menghasilkan sebuah MMBI yang valid dan praktis serta untuk mengetahui ada tidaknya efek potensial terhadap hasil belajar peserta didik. Hasil penelitian yang diperoleh meliputi pengembangan MMBI melalui tujuh tahap. Pertama, menentukan konsep MMBI. Kedua, melakukan analisis kurikulum dan analisis karakteristik peserta didik. Ketiga, menyusun desain<br />multimedia dalam bentuk storyboard sebagai acuan dalam pembuatan MMBI. Keempat, mengumpulkan materi dan bahan yang akan digunakan. Kelima, proses pembuatan MMBI menggunakan Microsoft Powerpoint yang dipadukan dengan iSpring Presenter dan iSpring QuizMaker. Keenam, evaluasi oleh 2 ahli multimedia, seorang ahli bahasa, dan 2 ahli materi<br />yang dilanjutkan dengan Uji One to One dan Uji Small Group. Setelah dilakukan revisi dan dinyatakan valid, selanjutnya masuk tahap ketujuh yaitu Uji Lapangan. Uji lapangan dilakukan kepada 17 peserta didik kelas X di SMAN 2 Sekayu. Dari Uji Lapangan diketahui bahwa rata-rata skor peserta didik adalah 87,65 yang masuk pada kategori sangat baik.</p>
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Munson, Ethan V., and Maria da Graça C. Pimentel. "Issues and contributions in interactive multimedia: photos, mobile multimedia, and interactive TV." Multimedia Tools and Applications 61, no. 3 (August 24, 2011): 519–22. http://dx.doi.org/10.1007/s11042-011-0865-3.
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Соломенцев, Юрий, Yuriy Solomentsev, Сергей Шептунов, Sergey Sheptunov, Иван Воробьев, and Ivan Vorobev. "Interactive techniques application at creation and estimate of scientific-popular content." Bulletin of Bryansk state technical university 2015, no. 4 (December 30, 2015): 160–66. http://dx.doi.org/10.12737/17154.
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The application of multimedia and interactive techniques at the creation and estimate of scientific-popular content is considered. The most suitable formats of the multimedia content for the popularization of scientific knowledge and also the peculiarities of a user and a content interaction are presented. The essential constituents of the interactive multimedia-content of science are formulated.
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Cooper, Richard B., and Terry J. Reelr. "Fundamentals of Arc Stud Welding: An Interactive Multimedia Lesson for Shipyard Training." Journal of Ship Production 11, no. 01 (February 1, 1995): 15–21. http://dx.doi.org/10.5957/jsp.1995.11.1.15.
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Education and Training Panel SP-9's 1991 report, "Recommendations on the Use of Interactive Instruction for Training Shipyard Trade Skills," indicates that although very few American shipyards have used it or are familiar with it, interactive multimedia has great potential as a low-cost, effective method for the training of skilled trade tasks. These findings led SP-9 to develop an interactive lesson that demonstrates how interactive multimedia can be integrated into shipyard training programs to reduce training costs, increase productivity, promote quality awareness, and improve worker competence. The demonstration combines computer graphics, animation, still and motion video, sound, and touchscreen interaction to demonstrate the broad spectrum of the interactive multimedia technology. This paper describes the project as an example of how shipyard training departments can develop their own interactive multimedia courseware by determining appropriate applications of the technology; selecting the most suitable hardware and authoring system for delivering the instruction; researching, planning and designing the lessons; and shooting the video, authoring the courseware, and integrating them into an effective interactive multimedia course.
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Hasanuddin, Hasanuddin, Hari Asgar, and Agus Jayadi. "Interactive Multimedia Research Trends in Higher Education: A Review of Assisted Literature NVivo 12 Pro." Jurnal Sisfokom (Sistem Informasi dan Komputer) 12, no. 2 (July 1, 2023): 229–35. http://dx.doi.org/10.32736/sisfokom.v12i2.1648.
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The rapid use of technology in lecture activities, especially the use of interactive multimedia since the pandemic conditions and until now, has attracted researchers to comprehensively analyze patterns of interactive multimedia utilization. This study aims to provide information on the pattern of interactive multimedia utilization and its development to date. The research method adopted a qualitative design, through a review of various studies from 2020 to 2023, and a literature search using the free Publish or Perish program. Further reduction and screening processes were carried out using the PRISMA method. The final results of the articles that have been selected are then mapped and codified with NVivo Pro 12 program, including the development and use of interactive multimedia in universities. In the development of interactive multimedia in the university, literature is grouped into forms of interactive multimedia and tools in designing interactive multimedia. The use of interactive multimedia in institutions is grouped into two, including the types of interactive multimedia used and how the impact of the use of interactive multimedia on lecture activities. Results obtained 1) Multimedia forms developed in universities include E-modules, Software, Websites, Android applications, Autoplay, Classpoint, E-learning, and tutorial models; 2) equipment in designing interactive multimedia including Kwisoft Flopbook Maker, live streaming, Macromedia Flash, Microsoft Way, Moodle, Adobe Flash Professional CS6.5, App Inventor 2, Autocad, Power Point, and Courselab 2.4; 3) types of interactive multimedia used in learning activities in universities include Android applications, Macromedia Flash, Lectora Inspire software, Adobe Flash, Adobe Premiere, and E-learning; 4) The effect of interactive multimedia on lecture activities can increase interest or motivation, also have an impact on student achievement.
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Pradnyawati, Cindy, and Ni Wayan Rati. "Interactive Multimedia Based on a Contextual Approach to Material Changes in the form of Objects." Mimbar Ilmu 28, no. 2 (August 25, 2023): 255–64. http://dx.doi.org/10.23887/mi.v28i2.63626.
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This development research was motivated by the need for more student V learning outcomes in science due to less creative and innovative learning media. This study aims to develop a design and test interactive multimedia's validity, practicality, and effectiveness based on a contextual approach. This type of research is development. The research model used is ADDIE. The object of research is interactive multimedia based on a contextual approach with student subjects. Data collection methods used are interviews, observation, questionnaires, and tests. The data analysis method or technique used is descriptive qualitative analysis, quantitative, and inferential statistics. The results show that the developed interactive multimedia is valid based on expert tests on material, design, media, individual trials, and small group trials. Multimedia is classified as practical based on student response tests and observation of learning implementation. The t-test results showed differences in learning outcomes in the science content material for changes in the shape of objects for fifth-grade elementary school students. Based on this, interactive multimedia based on a contextual approach is feasible and effective to be implemented in class V SD.
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Adelia, Tyrza, Andre Andre, and Joshia Eki Manuel. "Implementasi Multimedia Software Engineering Methodology Pada Pembuatan Perangkat Promosi Wisata." Keluwih: Jurnal Sains dan Teknologi 4, no. 1 (March 6, 2023): 1–12. http://dx.doi.org/10.24123/saintek.v4i1.5503.
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Abstract—Artikel ini membahas tentang perbedaan antara multimedia interaktif dan non-interaktif. Multimedia non-interaktif ditampilkan dalam format linier dan pengguna tidak dapat berinteraksi dengan kontennya, sedangkan multimedia interaktif memungkinkan pengguna untuk berinteraksi dan mengontrol cara konten ditampilkan. Dalam pembuatan produk multimedia, developer biasanya mengacu pada dua metode, yaitu Software Development Lifecycle (SDLC) dan Multimedia Production Stage (MPS). MSEM (Multimedia Software Engineering Methodology) adalah metode pengembangan perangkat lunak yang didesain untuk membantu dalam pembuatan aplikasi multimedia interaktif atau non-interaktif. Studi ini mengkaji manfaat MSEM pada implementasi produk multimedia dengan mempelajari dampak dan manfaat penggunaan MSEM pada perangkat promosi wisata lokal yang memuat multimedia interaktif dan non-interaktif. Manfaat penelitian ini adalah untuk memberikan masukan pihak developer multimedia untuk menggunakan MSEM dalam merencanakan dan mengembangkan produk multimedia.
 Abstrak—This article discusses the difference between interactive and non-interactive multimedia. Non-interactive multimedia is displayed in a linear format and users cannot interact with its content, while interactive multimedia allows users to interact and control the way content is displayed. In the creation of multimedia products, developers usually refer to two methods, the Software Development Lifecycle (SDLC) and the Multimedia Production Stage (MPS). MSEM (Multimedia Software Engineering Methodology) is a software development method designed to assist in the creation of interactive or non-interactive multimedia applications. This study examines the benefits of MSEM in multimedia product implementation by studying the impact and benefits of using MSEM in promoting local tourism products containing interactive and non-interactive multimedia. The purpose of this research is to provide input for multimedia developers to use MSEM in planning and developing multimedia products.
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Salvetti, Fernando, Barbara Bertagni, and Ianna Contardo. "Interactive Learning Redefined." International Journal of Advanced Corporate Learning (iJAC) 18, no. 3 (May 7, 2025): 70–77. https://doi.org/10.3991/ijac.v18i3.52591.
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The Multimedia Scenario Editor developed by e-REAL Labs represents a major advancement in experiential learning and simulation-based education. This innovative tool enhances traditional simulation methods by integrating interactive multimedia elements, creating highly immersive and multisensory learning environments. Educators can incorporate visual, auditory, and, in some cases, kinesthetic and olfactory stimuli, significantly enhancing engagement and realism. Its flexible and adaptive design allows for real-time customization, enabling educators to tailor learning experiences to meet individual learner needs. This paper examines the capabilities of the Multimedia Scenario Editor, highlighting its practical applications in simulation-based education and its role in enhancing the debriefing process. Additionally, implementation strategies are discussed, providing educators with actionable insights to maximize the technology’s impact. By enriching educational experiences and fostering deeper learner engagement, the Multimedia Scenario Editor is a comprehensive and scalable solution for modern training environments.
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Xia, San’ao. "Interactive Design Research of Multimedia Courseware in Teaching." Advanced Materials Research 271-273 (July 2011): 1472–77. http://dx.doi.org/10.4028/www.scientific.net/amr.271-273.1472.
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. With the rapid development of information technology and the popularization of the Internet, the modern educational technology represented by multimedia teaching has become the development and reformation direction of modern teaching methods thus making the development and application of multimedia courseware in classroom teaching the inevitable choice for modern education. People generally consider multimedia courseware as the teaching courseware of organic combination of multiple media such as picture, style, sound, animation and video frequency, etc. However, they have neglected the most active factor throughout the multimedia, namely, interactivity. As classroom teaching-based multimedia courseware is characterized by interactive design, realizing the interaction function of student and computer, teacher and student is in request of discussing the interactive design thinking and production method of multimedia courseware and illustrating interactive design technology of courseware with certain system and structure. The interactivity of multimedia courseware in teaching should be comprehensively analyzed from the description of learning resources and teaching system so as to attain better teaching effect and serve for optimizing classroom multimedia teaching methods.
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Dinata, Ngurah Mahendra, Dek Ngurah Laba Laksana, and Dimas Qondias. "Nutrition Education for Overweight Children Through Interactive Learning Media." Jurnal Edutech Undiksha 12, no. 1 (June 25, 2024): 208–15. https://doi.org/10.23887/jeu.v12i1.68905.
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Nutrition education interactive multimedia can be an alternative medium to deliver nutrition education material to overweight children. An interactive multimedia tool can provide information interactively by combining text, images, animation, audio, and video. This study aimed to develop interactive multimedia nutrition education that is valid and practical for overcoming the problem of overweight students in junior high schools. This research is research and development using the ADDIE media development model, which consists of five stages: (1) analysis, (2) design, (3) development, (4) implementation, and (5) evaluation. The data collection instruments used were validity test sheets and questionnaires. The data were then analyzed qualitatively and quantitatively. The data analysis found that the developed interactive multimedia proved valid and practical, with a validity level of 3.50 with a feasible category for use and a practicality level of 3.76 with good criteria. Based on the results of the study, it can be concluded that interactive multimedia nutrition education is useful and practical use in the delivery of nutrition educational material for schoolchildren who are experiencing overweight problems so that multimedia can be used at school as a means of nutritional education while reducing the number of students suffering from overweight and obsessions.
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Banglieng, Chanoknan, Sarawut Jaiyen, and Janthanee Authisin. "Development of an Interactive Multimedia Michelson Interferometer Experiment." Applied Mechanics and Materials 879 (March 2018): 284–89. http://dx.doi.org/10.4028/www.scientific.net/amm.879.284.
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We developed the interactive multimedia lesson for Michelson Interferometer experiment to compare learning achievement between students who learn with and without the interactive multimedia and to study student’s satisfaction of the interactive multimedia lesson. Michelson Interferometer experiment is the lesson in the Intermediate Physics Laboratory for the second year of Applied Physics students of the Rajamangala University of Technology Thanyaburi. In this experiment, students have to count numbers of light fringes to determine the wavelength of He-Ne laser. We also developed a light counting device providing better experiment results with only 0.032% error compared to counting only by eyes. The efficiency of the interactive multimedia lesson evaluated by 3 experts both in content and production technique of the courseware was 4.45 meaning that the developed the Interactive Multimedia lesson was qualified at a good level. The Interactive Multimedia had the effectiveness at 92.12:80.38 which was higher than standard criteria set (80:80). The post-test scores of students who studied with interactive multimedia were significantly higher than the pre-test score at .05 level, and the student’s satisfaction of the interactive multimedia lesson was 4.25 which students most preferred the Interactive Multimedia Michelson interferometer experiment at a good level.
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., Zulkarnain, and Annisa Salsabilla. "Development of Virtual Tourism-Based Interactive Multimedia in Tourism Geography Learning." International Journal of Research and Review 9, no. 12 (December 29, 2022): 535–44. http://dx.doi.org/10.52403/ijrr.20221259.
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The objectives of this study included (1) Designing products in the form of interactive multimedia based on virtual tourism; (2) Analyzing the theoretical feasibility test of experts in the development of interactive multimedia based on virtual tourism; (3) Analyzing the empirical feasibility test of interactive multimedia based on virtual tourism. The present study employed a Research and Development design. The data analysis techniques were qualitative and quantitative descriptives. The findings revealed that (1) The design of interactive multimedia based on virtual tourism in the Tourism Geography course consisted the pages of login, introduction, main menu, module instructions, materials, and info; (2) Virtual tourism-based interactive multimedia developed was declared highly feasible by media experts and practitioners, and it was considered worthy of development by material experts; (3) Virtual tourism-based interactive multimedia, according to students, was very suitable for use in learning activities. The implications of this research emphasized subsequent researchers' need to develop materials displayed in a much better interactive multimedia based on virtual tourism. Keywords: Interactive Multimedia as Learning Media, Virtual Tourism, Learning Media Development
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Al-Zahrani, Wael, and Badr Al-Bishri. "The Reality of Using Interactive Multimedia in Teaching Digital Technology to High School Students." International Journal for Scientific Research 3, no. 9 (September 4, 2024): 69–88. http://dx.doi.org/10.59992/ijsr.2024.v3n9p3.
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The study aimed to identify interactive multimedia, understand the reality of using interactive multimedia in teaching digital technology from the perspective of secondary school digital technology teachers, and uncover the challenges of using interactive multimedia in teaching digital technology from the perspective of secondary school digital technology teachers. The study used a descriptive approach according to the nature and objectives of the research. The reality of using interactive multimedia in teaching digital technology for secondary school was studied. The research sample consisted of 156 teachers of digital technology for secondary school under the supervision of the Education Administration in Al-Madinah Al-Munawwarah. A questionnaire tool was used to measure the reality of using interactive multimedia. The study found that the frequencies, percentages, means, and standard deviations regarding the reality of using interactive multimedia in teaching digital technology from the teachers' perspective ranged from (4.12) to (0.88). The results of this study indicate that teachers emphasized the importance of these skills and the necessity of dealing with interactive multimedia. The reality of their use of interactive multimedia is considered limited and does not achieve the desired goals. The study sample also pointed out the challenges associated with the use of interactive multimedia, such as technical, human, and material challenges.
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Nasution, Dewi Angraini. "Development of Android-Based Interactive Multimedia on SPLDV Material for Mathematics Learning Evaluation Instruments." EDUCTUM: Journal Research 2, no. 5 (September 30, 2023): 10–12. http://dx.doi.org/10.56495/ejr.v2i5.422.
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Android-based interactive multimedia has now become a trend in improving user experience. Android-based interactive multimedia is an operating system that supports learning programs, which has the characteristic of encouraging students to be able to study independently without having to be guided. The development of Android-based interactive multimedia can provide significant benefits in various fields, such as education, entertainment and business. The development of Android-based interactive multimedia on SPLDV material can increase students' understanding through visualization and interactivity. Such multimedia may include animations, simulations, and interactive exercises to reinforce SPLDV concepts. The aim of this research is to develop Android-based interactive multimedia as an evaluation instrument for mathematics learning with a focus on SPLDV material. The research method used is the ADDIE model (Analysis, Design, Development, Implementation, Evaluation). Evaluation instruments are designed to enhance students' understanding of the concept of SPLDV through an interactive multimedia approach.
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Yeni Lestari, Ni Gusti Ayu Made, Endry Boeriswati, and Nurbiana Dhieni. "Using Interactive Multimedia to Stimulate Early Childhood Students’ Speaking Skills: A Systematic Review." International Journal of Interactive Mobile Technologies (iJIM) 18, no. 16 (August 27, 2024): 174–96. http://dx.doi.org/10.3991/ijim.v18i16.47583.
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Interactive multimedia is currently a significant topic in terms of learning speaking skills. This study aims to describe the use of interactive multimedia in stimulating early childhood speaking skills based on a literature review that has been conducted. The study method used in this literature study is the PRISMA (preferred reporting items for systematic reviews and meta-analyses) method. Data was obtained from the Scopus and Google Scholar databases using scientific articles from reputable international journals with the Scopus Q1–Q4 index. Article searches using the title and keywords “Interactive Multimedia,” “Multimedia,” “Interactive Multimedia in Early Childhood,” or “Speaking Skills” are limited to the last ten years, starting from 2013–2023. The findings showed that the articles in the source database were 10.982 articles, and the final selected papers left 40 articles for review. The results of the study found that: a) the use of interactive multimedia in early childhood learning is dominated by Android-based interactive multimedia (50%), video (30%), and animation (20%); b) the use of interactive multimedia in stimulating early childhood speaking skills is dominated by android media (45%), video (40%), and animation (15%); c) the challenges faced when using interactive multimedia in early childhood learning are limited infrastructure and resources, and not all schools have adequate facilities for the use of technology-based learning media and a lack of teacher creativity. The contribution of this research can provide insight into the use of interactive multimedia to stimulate early childhood speaking skills effectively and efficiently. Thus, the use of interactive multimedia can be a research target in selecting interactive multimedia that is appropriate and effective for stimulating students’ speaking skills at all levels of education and on different research topics.
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Rogti, Maroua. "The Effect of Mobile-based Interactive Multimedia on Thinking Engagement and Cooperation." International Journal of Instruction 17, no. 1 (January 1, 2024): 673–96. http://dx.doi.org/10.29333/iji.2024.17135a.
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Recent studies show limited research in the Algerian context on the development of learning multimedia that effectively addresses 21st century skills such as critical thinking, communication, cooperation, and creativity. However, with the continuous growth of digital multimedia and information technologies, there is an urge for utilizing 21st century skills and interacting with others through interactive multimedia tools. This study aims to investigate the effect of mobile-based interactive multimedia on developing students of English as a foreign language thinking engagement, cooperation, in higher education. A convenient sampling method was used to select one sample of students (n= 60) who received a post-treatment test. Data were analyzed through performing descriptive statistics and one sample t-test. Findings assured that mobile-based interactive multimedia has persistently shaped the education setting, and it can afford the potential to positively promote students’ thinking engagement and cooperation. Keywords: integrative multimedia, thinking skills, EFL students, cooperation, Algeria
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Aziz, Fandika Pamungkas Ayzuar Ba Ramadhan Juli Tri Purnomo. "Rancang Bangun Multimedia Interaktif Bela Diri Modern Dengan Metode Multimedia Development Life Cycle." JUPITER 16, no. 2 (July 13, 2024): 503–14. https://doi.org/10.5281/zenodo.12737592.
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<em>The development of interactive learning media requires appropriate software methods because effective and efficient use of multimedia really supports learning. The lack of interesting and interactive learning media is a major problem because most people, especially beginners in martial arts, will not know how to use certain techniques needed to learn self-defense. Interactive media is the best way to overcome this problem. This research aims to create an interactive multimedia learning resource that provides interesting information about contemporary martial arts, especially for martial arts fans. Text, audio, images, and video are the content sources of this system. To develop this interactive multimedia with the Life Cycle of Multimedia Development (MDLC). The test results show that interactive multimedia is very suitable to be used as a medium for information about modern martial arts.</em> <em> </em> <strong><em>Keywords</em></strong><strong><em>—</em></strong><em> Martial Arts, Interactive, Modern, Multimedia, Multimedia Development Life Cycle</em>
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Li, Shuo, and Jianjun Li. "Construction of Interactive Virtual Reality Simulation Digital Media System Based on Cross-Media Resources." Computational Intelligence and Neuroscience 2022 (August 5, 2022): 1–12. http://dx.doi.org/10.1155/2022/6419128.
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The combination of video and music is the most typical combination form in interactive multimedia works, which focuses on the audio-visual presentation characteristics of interactive art. Since both creative practice and theoretical research are still in the development stage, we focus on the creation of audio-visual integration in interactive multimedia works. Theoretical achievements are still very rare, and the guidance of creation theory plays an important role in the improvement of the aesthetic level of works. Therefore, for the development of interactive multimedia works creation, creating a new audio-visual relationship research path has important theoretical value and application value. It also has a certain historical significance for promoting the maturity of this art form. Through interactive virtual reality technology, this paper conducts an in-depth discussion on the simulation of digital media system across media resources. It is more suitable for the user’s preference than the PC machine side. From technical means to artistic aesthetic characteristics and practical application, the application field and industry influence of digital media art carried by virtual reality are expounded, and the problems and solutions faced at this stage are proposed. By analyzing the application of virtual reality aesthetics in interaction design, the relationship between the visual level and the experience level of virtual reality aesthetics is discussed. Starting from the basic concepts of virtual reality aesthetics and interaction design, this paper analyzes the virtual reality space architecture and aesthetic dimension of interaction design in the era of artificial intelligence, and the value of virtual reality aesthetics in interaction design. Most interactive multimedia works rely on the open programming environment and have highly open creation tools to realize cross-media creation. The interactive integration of multimedia art and visual communication is the trend in design development. It follows the law of formal beauty and uses visual language to guide the content. Visual communication adapts to the needs of multiplatform media communication, adds multimedia art elements, and promotes the integration of scientific and technological progress and artistic development.
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Urkunova, Aygerim G., and Elena V. Komissarova. "INTERACTIVE MAP MULTIMEDIA INFORMATION TO THE GEOPORTAL." Interexpo GEO-Siberia 6, no. 2 (July 8, 2020): 112–17. http://dx.doi.org/10.33764/2618-981x-2020-6-2-112-117.
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The article presents a study of the role of interactive map multimedia information for a geoportal. The urgency of the development of interactive map multimedia is shown. The developed technological scheme to create an interactive map with multimedia information is offered.
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Inawan, Dawam Sururi, Sulthoni Sulthoni, and Saida Ulfa. "Pengembangan Multimedia Interaktif IPA SD Kelas IV Materi Makan dan Dimakan Antar Makhluk Hidup." JKTP: Jurnal Kajian Teknologi Pendidikan 5, no. 2 (May 10, 2022): 151–61. http://dx.doi.org/10.17977/um038v5i22022p151.
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This development aims to produce interactive multimedia as a learning medium consisting of text, graphic arts, sound, animation, and video with the sub-discussion of the relationship between eating and eating between living things for the fourth grade natural education subject. This interactive multimedia can be used as an alternative in learning so that students are interested and motivated in learning. Interactive multimedia is presented in the form of an Exe for use via a personal computer. Details of the sub-discussion of the material and its appearance design are arranged in a User Friendly system to make it easier to use. This interactive multimedia research and development method uses the Sugiyono model. Response from media experts and material experts on interactive multimedia received a positive response. The trial of the use of interactive multimedia was also carried out on fourth grade elementary school students. Interactive multimedia learning is beneficial for teachers and students during learning activities, because the role of learning media is to help teachers and students in explaining and studying material in a straightforward and interesting way, interactive multimedia is worth using in learning.
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Festiyed, Hermalina Daulay, and Mila Ridhatullah. "Influence of Interactive Multimedia Teaching Materials on Cognitive Learning Outcomes of Students in Science Lessons: A Meta-Analysis." Jurnal Penelitian Pendidikan IPA 9, no. 8 (August 25, 2023): 387–96. http://dx.doi.org/10.29303/jppipa.v9i8.2693.
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Interactive multimedia teaching materials are teaching materials that combine two or more interactive media (audio, text, graphics, images, and video). Interactive multimedia is one of the teaching materials that can be used to support the learning process. The purpose of this study was to see how interactive multimedia influences students' mastery of concepts and cognitive learning outcomes in science learning. This type of research is meta-analysis research. The example used is 25 journals that meet the criteria. The data analysis technique is calculating the effect size of each journal, testing heterogeneity and testing hypotheses. Based on the results of data analysis in this study it can be concluded that in general interactive multimedia influences student learning outcomes. Specifically grouped into several moderator variables, it can be concluded that, first, interactive multimedia influences student learning outcomes, especially in physics and chemistry lessons. Second, interactive multimedia has an influence on the learning outcomes of class X and class XI students. Third, interactive multimedia has an influence on student learning outcomes when combined with cooperative learning models and inquiry learning.
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蒋, 美玲. "Improvement Direction of Traditional Multimedia Presentation—Interactive Multimedia Presentation." Advances in Education 13, no. 06 (2023): 3626–30. http://dx.doi.org/10.12677/ae.2023.136575.
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Astuti, Septiana Dwi, Desvia Saputri, and Indah Maya Sari. "Pengembangan Multimedia Interaktif dengan Model Addie Dapat Menumbuhkan Semangat Belajar Peserta Didik Sekolah Dasar." YASIN 3, no. 6 (August 17, 2023): 1307–16. http://dx.doi.org/10.58578/yasin.v3i6.1661.
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Interactive multimedia is a combination of several types of media that are combined and can be used in propiding explanations related to learning material in the learning process. Many interactive media were created with the goal of creating interactive media so that they can be used in the educational process. In developing interactive multimedia the model used is the ADDIE model (analysis, desaign, development, implementation, and evaluation). In develoving interactive multimedia, the authors chose the ADDIE model because this model is constanty evaluated at each level. When develoving and perfecting a product in interactive multimedia in the form of audio-visual, visual, audio, the ADDIE model can be used. The development of interactive multimedia means that students have high enthusiasm in the learning process.
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Dwi, Yuniasih Saputri, Rukayah, and Indriayu Mintasih. "Integrating Game-based Interactive Media as Instructional Media: Students' Response." Journal of Education and Learning (EduLearn) 12, no. 4 (November 1, 2018): 638–43. https://doi.org/10.11591/edulearn.v12i4.8290.
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Instructional media functioning to deliver the lesson has a very important role. There are a lot of instructional media used in learning process; one of those is interactive multimedia. This study aims to find out students response toward game based interactive media as instructional media in elementary school. The method used in this study was descriptive qualitative. The sample in this study was 10 students 5 th grade elementary school. The data collecting methods were interview, observation and questionnaire. The collected data were analyzed by using interactive analysis consist of data collecting, data reduction, data presenting and conclusion. The result of this study shows that the student gave a good response toward game-based interactive multimedia. The students like and support the use of game based interactive multimedia as instructional media. Students felt that it was easier to understand lesson because the lesson was delivered not only through text, but also picture, audio, video and animation. The game in interactive media make the student be entertained and active in learning process. It is suggested that the teacher cooperate with the expert in education technology to improve interactive multimedia as interaction media.
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Hossain, Md Rajib. "A Review of Interactive Multimedia Systems for Education." Journal of Innovative Technology Convergence 5, no. 2 (December 30, 2023): 11–22. http://dx.doi.org/10.69478/jitc2023v5n2a02.
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Interactive multimedia systems have revolutionized the landscape of education by providing engaging and immersive learning experiences. The design and use of interactive multimedia systems in educational settings are examined in this paper. It explores the advantages, difficulties, and best practices related to using multimedia components to improve teaching and learning. The study addresses several interactive multimedia technologies, including gamification, simulations, augmented reality, and virtual reality, as well as their uses in a variety of educational settings. It also looks at pedagogical factors, evaluation techniques, and future perspectives for the successful design and implementation of interactive multimedia systems in educational situations.
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Bahrun, Lusi Maryana, Parabelem Tinno Dolf Rompas, and Rolly Robert Oroh. "Development of Interactive Multimedia for Informatics Learning in Manado State 6 Junior High School." International Journal of Information Technology and Education 3, no. 1 (December 10, 2023): 44–60. http://dx.doi.org/10.62711/ijite.v3i1.139.
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The development of the Industrial Revolution 4.0 has brought changes, where students can take advantage of technological advances in this revolution by accessing the internet to look for learning resources either through websites or YouTube. This research aims to (1) develop interactive multimedia learning in informatics learning for class VII students, (2) determine the feasibility of interactive multimedia for class VII informatics learning (3) find out students' responses regarding interactive multimedia in learning. This interactive multimedia development uses the Research and Development (R&D) method, and the APPED development model with steps (1) analysis and initial research, (2) design, (3) production, (4) evaluation, and (5) dissemination. Respondents to research on the development of interactive multimedia for informatics learning were class VII of SMP Negeri 6 Manado. The results of the research that has been carried out show that: (1) interactive multimedia on computational thinking material was created and developed using Google Sites. (2) The results of the assessment of the feasibility of learning multimedia obtained a percentage of feasibility in alpha testing, namely the assessment from material experts was 82.50% categorized as very feasible, the assessment from media experts was 91.25% categorized as very feasible, beta testing with assessments from average users feasibility, namely 85.77%, falls into the very feasible category. (3) Respondents' comments regarding this multimedia product were very diverse, namely suggestions for improving this interactive multimedia and responses that this interactive multimedia was needed for learning activities. Based on the respondents' responses and the assessment results from the questionnaire, interactive multimedia is used and needed by students in learning at SMP Negeri 6 Manado.
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Marlisa, Lusi, and Sigit Purnama. "Pengembangan Multimedia Interaktif Pengenalan Salat untuk Meningkatkan Aspek Perkembangan Anak Usia Dini." JURNAL PENELITIAN 12, no. 2 (August 1, 2018): 403. http://dx.doi.org/10.21043/jp.v12i2.4142.
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<p>The aims of the reaserch was: (1) to know how the development of interactive multimedia in praying introduction; (2) to know the effectiveness of the use of interactive multimedia the introduction of prayer for aspects of child development in integrated isamic kindergarten Mutiara Banguntapan, Bantul Yogyakarta. The method that used in this research was Research and Development (R&amp;D) R&amp;D used for measuring the feasibility of interactive multimedia product by refering to development style of Borg &amp; Gall through 6 stages of development, namely: (1) potential and problem; (2) data collection; (3) design product; (4) validation product; (5) revision product; (6) trials product. The result of the research showed that: (1) interactive multimedia of prayer introduction was developed based on the development prosedure Borg and Gall. The appropriateness of product based on the validation of media experts and material experts with an overall rating of 3.83 in the good category. So that, can be concluded that multimedia developed was suitable to use in the learning media of prayer introduction, then; (2) Application of multimedia interactive prayer performed on 15 child in the class A2 abu sufyan bin harist, by conducting experimental trials by looking at the effectiveness of the use of interactive multimedia introduction of pre and post prayers on aspects of child development. Average effectiveness before use interactive multimedia introduction prayer on aspects child development 36,54% and Average effectiveness after use interactive multimedia introduction prayer on aspects child development 76,66% with motoric physical development 73,33%, language 80%, cognitive 80%, social emotional 73,33%. So it can be concluded that by using interactive multimedia the introduction of prayer to aspects of development is more effective than not using interactive multimedia recognition of prayer on aspects of development.</p>
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Liu, Qian, Danucha Saleewong, and Lerlak Othakanon. "Development of Historical Learning Achievement Using Multimedia Interactive Teaching Method for First Grade Students in Tianhe Middle School of Guangdong Province." International Journal of Sociologies and Anthropologies Science Reviews 5, no. 3 (May 12, 2025): 459–70. https://doi.org/10.60027/ijsasr.2025.6004.
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Background and Aim: 1) compare the students’ historical learning achievement before and after learning through the multimedia interactive teaching method, 2) compare the students' historical learning achievement after learning through the multimedia interactive teaching method with the determined criterion set at 70 percent, and 3) assess the students' satisfaction after learning through the multimedia interactive teaching method. Materials and Methods: The sample of this study was a class of 30 first-grade students at Tianhe Middle School of Guangdong Province, which was derived by using the cluster random sampling method. 1) six lesson plans using a multimedia interactive teaching method with a congruence index of 4.61, 2) a historical learning achievement test with a reliability index of .847, and 3) a student satisfaction questionnaire with a reliability index of .855. The statistics used to analyze data were mean, standard deviation, t-test for dependent samples, and t-test for one sample. Results: The results revealed that 1)using the multimedia interactive teaching method, the students' historical learning achievements multimedia interactive teaching method was higher than before at a statistically significant level of .05 (t = 4.551, p = .000), 2) the student's historical learning achievements was higher than the determined criterion of 70% at a significance level of .05 (t = 2.105, p = .022), and 3) the students' satisfaction after learning through using multimedia interactive teaching methods was at a high level (M =4 .44, SD = 0.53). Conclusion: The knowledge gained from the research is that five-step learning management using multimedia interactive teaching, which consists of 1) Determining teaching objectives, 2) Multimedia Presentation and Explanation, 3) Group Discussion and Sharing, 4) Virtual Reality Experience and Interactive Game, 5) Summary and End of Class. The five-step multimedia interactive teaching method enhances students' learning achievement. Incorporating multimedia, group discussions, virtual reality experiences, and class summaries comprehensively improves their overall skills.
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Komarudin, Komarudin, and Ahmat Mukhadis. "Interactive Multimedia Engine Management System (EMS) to Improve Prior Knowledge and Problems Solving Ability." Jurnal Pendidikan Teknologi dan Kejuruan 26, no. 1 (April 23, 2020): 52–62. http://dx.doi.org/10.21831/jptk.v26i1.29143.
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There are three problems in teaching engineering, especially in the field of electricity, those are: (1) students are unable to read electricity wiring; (2) students do not understand the basic concepts of electricity; (3) students do not understand the basic concept of the relationship between the electrical components. The purpose of this article are: (1) to describe multimedia, especially interactive multimedia engine management systems, prior knowledge, problem-solving; (2) to describe the relationship between interactive multimedia and prior knowledge; (3) to describe the relationship between interactive multimedia and problem solving; and (4) to provide the concept of interactive multimedia engine management system. The collection of information in this article uses a literature review or library research. Problem-solving is an attempt to solve problems through high-level thinking (high order thinking). Prior knowledge is the initial knowledge students have when entering topics with the same background. The existence of interactive multimedia or multimedia has a positive impact on prior knowledge. Some interactive multimedia research has a positive impact on the ability of problem-solving.
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Karisma, Bisma, and Arif Tri Cahyadi. "Analysis of Interactive Multimedia UI/UX Structure in Dynamic Game Play as Learning Media in Solar System Physics Laboratory." Journal of Multimedia Trend and Technology 4, no. 1 (April 30, 2025): 31–42. https://doi.org/10.35671/jmtt.v4i1.88.
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Multimedia can collaborate between text, sound, photos, animation, and video elements through digitally manipulated computer devices by conveying information, and controlled interactively. Interactive multimedia in this learning can be a problem solver in learning in the digital era to trigger intelligence in students' thinking. Not all games have a basis in learning that is in accordance with its dimensions, namely cognitive and psychomotor. The information presented may not be processed properly by the brain, not stored in long-term memory, or cannot be applied in other contexts. Games that are not designed with consideration of how players build understanding can lead to misconceptions or shallow understanding of the material being taught. If the game is not cognitively challenging or does not stimulate critical thinking, players may feel bored or uninterested. This will reduce their motivation to continue playing and learning. The purpose of this study is to test the theory of interactive multimedia elements used in Interactive Media in learning in the Solar System Physics laboratory as a supplement to electronic learning. This research method was carried out using a descriptive qualitative approach regarding the results of the study of the interactive multimedia design structure in the Dynamic Game of the Solar System Physics Lab. The results of this study provide an overview of the interactive multimedia design structure that can be used as a reference for teachers and interactive multimedia developers.
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Kuswari, Hernianti Ian, Chatarina Muryani, and Setya Nugraha. "THE LEARNING MEDIA DEVELOPMENT OF INTERACTIVE MULTIMEDIA BASED E-LEARNING TO IMPROVE STUDENTS’ LEARNING OUTCOME AND SPATIAL THINKING ABILITY OF X IIS STUDENTS IN SMA NEGERI 3 SRAGEN IN THE ACADEMIC YEAR OF 2017/2018." GeoEco 5, no. 1 (February 4, 2019): 92. http://dx.doi.org/10.20961/ge.v5i1.30398.
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<p>This research aimed to (1) determine the students’ needs upon the learning media development of interactive multimedia-based E-Learning (2) develop the learning media of interactive multimedia-based E-Learning in the material of hydrosphere dynamics and its impact toward life (3) determine the appropriateness of the developed learning media of interactive multimedia-based E-Learning (4) determine the effectiveness of the learning media of interactive multimedia-based E-Learning to improve the students’ learning outcome and spatial thinking ability. The method used in this research was research and development method using the development model developed by Dick and Carey. The data collection techniques used were questionnaire/needs analysis questionnaire, validation sheet of material expert, media expert, teacher, students’ try out questionnaire, test, and documentation. The learning media product development of interactive-multimedia-based E-Learning used Adobe Flash program designed and interactively-presented (self-service) and equipped with supporting materials in the form of pictures, maps, videos, and texts. The learning media of interactive-multimedia-based E-Learning was categorized as appropriate based on the evaluation of material expert and media expert who gave the score of 5 (a very good category in the Likert scale), and also the evaluation from teacher and students’ try out which had the score of 4 (good category in Likert scale). The learning media of interactive-multimedia-based E-Learning was more effective to improve the students’ learning outcome and spatial thinking ability based on the class mean which was higher in the pre-test and post-test results which was improved from 65,8 to 78,4 compared to the Power Point media in which the class mean of pre-test result was 64,4 and the post-test result was 75,2 while the students’ spatial thinking ability was improved especially in the region aspect.</p><p> </p><p><strong>Keywords</strong><strong> </strong>: E-Learning, Interactive Multimedia, Spatial Thinking Ability</p>