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Brenstein, Elke. "Konferenzbericht: "Lernort Multimedia"." Universität Potsdam, 1998. http://opus.kobv.de/ubp/volltexte/2005/511/.
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Gracia, Luque Rosaria. "Access and gender in multimedia education." Thesis, University of East London, 2009. http://roar.uel.ac.uk/3159/.
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The focus of this thesis is the arena of activity around access to information and communication technologies (ICTs) and its relationship with gender and the discipline of Multimedia in UK universities. With education as a field of research, the thesis aims at providing a model which assists students to be better equipped to design accessible and inclusive design processes and products. The arena of access has been increasingly important in recent decades exemplified by policies that aimed to provide "universal access". Existing concepts of access have unsystematically focused on physical, economic and ergonomic considerations. This thesis reports on a study that uses a number of theoretical tools to conceptualise this complex area. Feminist Epistemology offers the tools to examine and understand gender and technology, and to inform the framework of study. Technological Determinism (TD) and Social Constructionism (SCOT) theories provide the theoretical base to study access in the context of new technologies, specifically in the Multimedia sector. The research was qualitative and was conducted using documentary analysis, questionnaires and interviews. The research design moved from macro to micro levels. In the first stage a theoretical framework was developed which mapped current understandings of the concepts. As well as a literature review, this stage also included distribution and analysis of questionnaire responses from 180 students and 5 tutors from 3 UK universities. This macroanalysis focused on the study of organisational understandings of access, gender and Multimedia in the chosen educational institutions. The second stage of the research was concerned with the structural shaping the discourses deployed within it. Interviews were conducted with 24 students and 5 tutors. This microanalysis used Grounded Theory as a research tool and focused on individual understandings of access, gender and Multimedia in the selected multimedia courses. The analysis of research data confirms that there is a compartmentalised understanding of access to ICTs within university-based Multimedia education. Access is often referred to as physical and economic access to equipment. User involvement in the design process is often impeded by current institutional structures and designers' individual attitudes, and this affects the accessibility of the product. Gender dynamics are at play but are often ignored within the design process. Essentialist values also influence the construction of those gender dynamics. Multimedia applications do not fully explore interactivity and the use of multiple platforms is largely ignored. The thesis challenges current understandings of access by bringing attention to a more gender balanced approach by proposing a new model, "creative access". This model encourages a gender aware approach to processes and products, and supports the creation of a working environment that uses multimedia applications as tools to transform current physical, economic, social and cultural boundaries.
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Farr, Richard. "Use of multimedia in engineering education." Thesis, University of Salford, 1999. http://usir.salford.ac.uk/34320/.
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Learning (CAL) by the computing industry, there remained a shortage of suitable titles in some subject areas, including engineering. Investigation revealed that the most significant barrier to the exploitation of multimedia technology concerned justification and payback for the substantial amount of development effort required to produce software of this kind. It was found that the size of the potential audience for a programme was all too easily limited by the exorbitant computer system requirements and limited flexibility which tended to be built into the software by default. It was aimed to investigate whether the elements of a multimedia programme which contributed greatly to its computer system requirements, cost and inflexibility were so closely linked to its educational effectiveness. The research was experimental in nature. It involved the creation of several pieces of multimedia software, this being an experiment in itself since it allowed measurement of the amount of effort required to incorporate the various media into an educational programme. Two particularly significant pieces of software are described in detail in the thesis; an advisory system meant to promote design for testability among electronic engineers, and a CAL system offering an introduction to process planning. Both of these featured, in places, a highly interactive style, involving the dynamic generation of images and animations in response to users’ input. This represented a radical departure from the conventional approach to multimedia, which was normally based upon the sequential playback of prerecorded material. The process planning software was used with groups of students; their comments were invited and their performance was measured in a test which used a novel method to identify any students who had prior knowledge of the subject. (Correct answers from such people could not reasonably be claimed to indicate that learning had taken place, but the results of the remaining students provided a more accurate sample.) Knowing how well students had performed on each question, when taught in a variety of different styles, it was possible to compare the educational effectiveness of each approach. Since the amount of time spent adding each feature and medium to the software was known, it was then possible to identify which media had been the most efficient. It was found that interactivity is the most vital single ingredient in CAL software. Experimental results clearly showed that learning was most likely to occur when the subjects were required to play an active role. Attractive, informative media such as photographs and diagrams did generally help to facilitate learning, but the effect of these was comparatively minor. The author theorises that effective computer-based education does not necessarily involve extensive use of high quality digital video and the like; rather that the means to effective computer-based learning predate the multimedia era.
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Houldsworth, Elizabeth Jane. "An investigation into multimedia in management education." Thesis, Henley Business School, 1995. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.241587.
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Yeung, Tsz-Kit. "Web-based and multimedia approach to physics education /." View Abstract or Full-Text, 2002. http://library.ust.hk/cgi/db/thesis.pl?PHYS%202002%20YEUNGT.
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Thesis (M. Phil.)--Hong Kong University of Science and Technology, 2002.<br>Includes bibliographical references (leaves 67-69). Also available in electronic version. Access restricted to campus users.
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Tennent, Leanne Janene. "Multimedia : perceptions and use in preservice teacher education." Thesis, Queensland University of Technology, 2003. https://eprints.qut.edu.au/15841/1/Lee_Tennent_Thesis.pdf.
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Across the period in which this research was conducted, there has been an increasing emphasis in government and university policies on the promotion of technology integration in higher education. This emphasis has also become evident in Commonwealth and State government policies relating to preservice teacher education because of the need to ensure that teachers enter the profession with the types of technological skills and competencies that can enhance teaching and learning. The research reported in this thesis describes the experiences and perceptions of computer-based technologies from the perspective of academic staff and graduates from two preservice teacher education courses in a Queensland university. The research was conducted in two phases using a repeated cross-sectional longitudinal design. In Phase 1 of the research conducted in 1997, and in Phase 2 in 2002, questionnaires were used to gather data. In Phase 1 of the research, participants comprised 43 academic staff members involved in two preservice teacher education courses and 72 first or second year graduate teachers from these courses. Items in the academic staff and graduate teacher questionnaires elicited information on a range of issues related to the technologies including knowledge and confidence levels, acquisition of knowledge, current and future usage in teaching, advantages and disadvantages of teaching with the technologies, the importance of the technologies to higher and preservice education and the adequacy of preservice teacher education to prepare new teachers to use technologies. Graduate teachers were also questioned about barriers to their classroom use of technologies. Further questions for academic staff investigated the existence of factors that facilitate usage of technologies and the degree to which the presence or absence of these factors constituted barriers or incentives to technology use. A number of questions also explored attitudes surrounding the valuing of teaching, research and publishing. Results from the first phase of research revealed that both academic staff and new teachers made little use of technologies in their teaching. The most salient barriers to academic staff technology use included lack of technical advice and support, time, and lack of evidence of improved student learning and interest. There was also a widely held perception among academic staff that teaching was not valued by their university and that, in particular, innovation in teaching deserved greater recognition. For graduate teachers, barriers to technology use included lack of computers and resources, lack of school funding, and lack of knowledge and training. In Phase 2 of the research, participants comprised 40 academic staff members and 123 graduate teachers from the same two preservice teacher education courses. Participants were again questioned about knowledge and confidence levels, acquisition of knowledge, current and future usage in teaching, and the adequacy of preservice teacher education to prepare new teachers to use technologies. In light of new research and building on findings from the first phase of data collection, several new questions were added. These questions related primarily to the nature and availability of training and how preservice teacher preparation in technology use could be improved. Results from the second phase of research indicated that, among academic staff and graduate teachers, there had been considerable increases in knowledge and confidence levels in relation to the technologies, along with increased levels of usage. Both groups were also significantly more likely than their earlier counterparts to report that preservice teachers were adequately or well prepared in the use of technologies. For graduate teachers, lack of equipment and resources were ongoing barriers to technology use. Training in technology use appeared to be less of an issue for graduate teachers than academic staff with most reporting access to, and satisfaction with, inservice training opportunities. Encouraging too, was the finding that these graduate teachers were significantly more likely than their 1997 counterparts to attribute their knowledge of the technologies to preservice teacher education. While positive change in technology use was evident across this period, continued efforts to support and integrate technology in preservice teacher education remains important, as does support for the innovative use of technology to promote learning in schools.
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Tennent, Leanne Janene. "Multimedia: Perceptions and Use in Preservice Teacher Education." Queensland University of Technology, 2003. http://eprints.qut.edu.au/15841/.
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Across the period in which this research was conducted, there has been an increasing emphasis in government and university policies on the promotion of technology integration in higher education. This emphasis has also become evident in Commonwealth and State government policies relating to preservice teacher education because of the need to ensure that teachers enter the profession with the types of technological skills and competencies that can enhance teaching and learning. The research reported in this thesis describes the experiences and perceptions of computer-based technologies from the perspective of academic staff and graduates from two preservice teacher education courses in a Queensland university. The research was conducted in two phases using a repeated cross-sectional longitudinal design. In Phase 1 of the research conducted in 1997, and in Phase 2 in 2002, questionnaires were used to gather data. In Phase 1 of the research, participants comprised 43 academic staff members involved in two preservice teacher education courses and 72 first or second year graduate teachers from these courses. Items in the academic staff and graduate teacher questionnaires elicited information on a range of issues related to the technologies including knowledge and confidence levels, acquisition of knowledge, current and future usage in teaching, advantages and disadvantages of teaching with the technologies, the importance of the technologies to higher and preservice education and the adequacy of preservice teacher education to prepare new teachers to use technologies. Graduate teachers were also questioned about barriers to their classroom use of technologies. Further questions for academic staff investigated the existence of factors that facilitate usage of technologies and the degree to which the presence or absence of these factors constituted barriers or incentives to technology use. A number of questions also explored attitudes surrounding the valuing of teaching, research and publishing. Results from the first phase of research revealed that both academic staff and new teachers made little use of technologies in their teaching. The most salient barriers to academic staff technology use included lack of technical advice and support, time, and lack of evidence of improved student learning and interest. There was also a widely held perception among academic staff that teaching was not valued by their university and that, in particular, innovation in teaching deserved greater recognition. For graduate teachers, barriers to technology use included lack of computers and resources, lack of school funding, and lack of knowledge and training. In Phase 2 of the research, participants comprised 40 academic staff members and 123 graduate teachers from the same two preservice teacher education courses. Participants were again questioned about knowledge and confidence levels, acquisition of knowledge, current and future usage in teaching, and the adequacy of preservice teacher education to prepare new teachers to use technologies. In light of new research and building on findings from the first phase of data collection, several new questions were added. These questions related primarily to the nature and availability of training and how preservice teacher preparation in technology use could be improved. Results from the second phase of research indicated that, among academic staff and graduate teachers, there had been considerable increases in knowledge and confidence levels in relation to the technologies, along with increased levels of usage. Both groups were also significantly more likely than their earlier counterparts to report that preservice teachers were adequately or well prepared in the use of technologies. For graduate teachers, lack of equipment and resources were ongoing barriers to technology use. Training in technology use appeared to be less of an issue for graduate teachers than academic staff with most reporting access to, and satisfaction with, inservice training opportunities. Encouraging too, was the finding that these graduate teachers were significantly more likely than their 1997 counterparts to attribute their knowledge of the technologies to preservice teacher education. While positive change in technology use was evident across this period, continued efforts to support and integrate technology in preservice teacher education remains important, as does support for the innovative use of technology to promote learning in schools.
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Cockett, W. A. "Multimedia and the curriculum." Thesis, Brunel University, 1994. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.260301.
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Snyder, Jeffrey S. "Effects of computer assisted instruction on learning a case study /." Instructions for remote access. Click here to access this electronic resource. Access available to Kutztown University faculty, staff, and students only, 1999. http://www.kutztown.edu/library/services/remote_access.asp.
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Thesis (M.S.)--Kutztown University of Pennsylvania, 1999.<br>Source: Masters Abstracts International, Volume: 45-06, page: 2812. Accompanying CD-ROM entitled: Project : interactive : an interactive introduction to creating interactive media. Typescript. Abstract precedes thesis as 3 preliminary leaves. Includes bibliographical references (leaves 84-89).
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Wayanti, Rina. "Interactive multimedia instruction for teaching western animation /." The Ohio State University, 1997. http://rave.ohiolink.edu/etdc/view?acc_num=osu1487947501136876.
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Shanmugam, Ramanan P. "A multimedia-based learning environment for textile engineering education." Thesis, Georgia Institute of Technology, 1995. http://hdl.handle.net/1853/17892.
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Jones, Susan Jane. "The design and evaluation of multimedia for management education." Thesis, University of Sunderland, 2003. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.269022.
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Herrington, Janice A. "Authentic learning in interactive multimedia environments." Thesis, Edith Cowan University, Research Online, Perth, Western Australia, 1997. https://ro.ecu.edu.au/theses/1478.
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The instructional technology community is in the midst of a philosophical shift from a behaviourist to a constructivist framework, a move that may begin to address the growing rift between formal school learning and real-life learning. One theory of learning which has the capacity to promote authentic learning is that of situated learning. The purpose of the study was to investigate the way students learn from an interactive multimedia package and learning environment based on a situated learning model. To do this, it was necessary to identify the critical characteristics of a situated learning model based on the extensive literature on the subject. An interactive multimedia learning environment for university level students was then designed according to these characteristics of a situated learning model. The learning environment comprised an interactive multimedia program on assessment in mathematics, together with recommended implementation conditions in the classroom. Specifically, the research sought to investigate the way preservice teachers used interactive multimedia based on a situated learning model, how they responded to the critical elements of the situated learning environment, what types of higher-order thinking they used as they worked with the program, and whether learning transferred to their professional teaching practice in schools. The research took the form of an interpretive, qualitative study. The major methods of data collection were videotaping of preservice teachers using the interactive multimedia program, observation, and interviews with both the preservice teachers and their supervising teachers in schools. Data was analysed using techniques of qualitative analysis recommended by Eisner (1991) and Miles and Huberman (1994). Findings suggest that the use of the situated learning model was a successful alternative to the system models frequently used for the development of interactive multimedia, and one that enabled students to freely navigate a complex resource. When implemented with all the characteristics defined in the model, it appeared to provide an effective framework for the design of an environment for the acquisition of advanced know ledge. Students used a substantial amount of higher-order thinking, relatively little social and lower order talk, and a moderate amount of procedural talk as they worked with the assessment program. While on their professional practice in schools, the students used a variety of assessment techniques to assess children's learning, and they were able to speak knowledgably and confidently about the issue of assessment, supporting the view that they had incorporated their learning deeply into their cognitive structures. According to the beliefs of the students themselves, the multimedia program appeared to influence the types of strategies they employed and their thinking about assessment as they taught mathematics and other classes during their professional practice. The major implication of the research is that new learning theory can inform the instructional design of interactive multimedia. For implementation in contexts of advanced knowledge acquisition, an instructional design model based on situated learning is an effective substitute for the traditional instructional systems model. Further implications are that excessive intervention by the developer in providing interaction between the program and the learner is not necessary, and that multimedia materials are best designed and implemented socially, not as independent instruction for individual learners. At the conclusion of the thesis, extensive recommendations for further research, both systemic and analytic, are provided.
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Tsankov, Svetlozar, and Valentina Voinohovska. "Computer educational technologies and interactive multimedia in education – introduction to the problems under examination." Thesis, ВНТУ, 2014. http://ir.lib.vntu.edu.ua/handle/123456789/4819.
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The following article is related to a research focused on the highly-debated issue of using computer educational and multimedia technologies in the learning process in various information courses and the way their application influences the motivation of learning.<br>В следующей статье рассмотривается широко обсуждаемая тема за изпользование компьютера и мультимедийных технологий в учебном процесе и в различных информационных курсах, а так-же и использование их для мотивации учащихся.
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Percefull, John Allen. "Multiple literacies, multimedia, and multimodality in the classroom." Online pdf file accessible through the World Wide Web, 2009. http://archives.evergreen.edu/masterstheses/Accession89-10MIT/Percefull_JMITthesis2009.pdf.
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Fung, Tony Wai Kit. "Courseware authoring with integration of synchronized multimedia contents /." View Abstract or Full-Text, 2003. http://library.ust.hk/cgi/db/thesis.pl?COMP%202003%20FUNG.
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Thesis (M. Phil.)--Hong Kong University of Science and Technology, 2003.<br>Includes bibliographical references (leaves 63-65). Also available in electronic version. Access restricted to campus users.
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Farenga, Andrea Rhodes Dent. "Design and development of interactive multimedia for preservice reading education." Normal, Ill. Illinois State University, 1998. http://wwwlib.umi.com/cr/ilstu/fullcit?p9835903.
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Thesis (Ed. D.)--Illinois State University, 1998.<br>Title from title page screen, viewed July 3, 2006. Dissertation Committee: Dent Rhodes (chair), Susan Davis Lenski, Fred A. Taylor, Terry Underwood. Includes bibliographical references (leaves 132-140) and abstract. Also available in print.
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Poulin, Gisèle. "A descriptive survey of two Québec multimedia art education courses." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1997. http://www.collectionscanada.ca/obj/s4/f2/dsk2/tape16/PQDD_0001/MQ40225.pdf.
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MacDonald, Patricia. "Integrating multimedia technology into continuing nursing education, examining the effectiveness." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 2001. http://www.collectionscanada.ca/obj/s4/f2/dsk3/ftp04/MQ57438.pdf.
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Nyseth, Jeffery C. "Implementation of a multimedia curriculum at Viterbo University." Online version, 2001. http://www.uwstout.edu/lib/thesis/2001/2001nysethj.pdf.
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Cairncross, Sandra. "Interactive multimedia and learning : realising the benefits." Thesis, Edinburgh Napier University, 2002. http://researchrepository.napier.ac.uk/Output/4628.
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Interactive multimedia has the potential to create high quality learning environments that actively engage the learner. For example it can combine explanation with illustrative examples, on-line assessment with feedback and provide opportunities to practise and experiment. A range of media elements can be used to convey a given message and the learner can study at a time, place and pace convenient to them. However there is growing evidence that the potential of interactive multimedia is not being fulfilled. Early designs were often driven by technology rather than pedagogy, with a focus on the physical interface. This thesis argues that if we are to design effective interactive learning applications then a learner-centred approach to their design and implementation should be taken. Design and development should not focus solely on the application: integration into the curriculum must be planned, and designed for, carefully. Attention should be given to social, or contextual, factors; these strongly affect whether learners actually use applications and learn from them. A series of experimental trials and associated studies into learning with interactive multimedia were carried out in order to explore this further. The results indicate that whilst there is some evidence that the use of interactive multimedia can aid learning, its effect and benefits are not as clear-cut as its proponents suggest. This work demonstrates the importance of considering the wider context when designing for learning with interactive multimedia and informs the integration of multimedia into the curriculum. The result is a curriculum integration framework, which highlights the need to locate the application design in the context of use and advocates user involvement throughout the design and development process. Curriculum integration should be designed for at the outset and evaluated as ongoing activity. Advice is given on how to do this This thesis also explores problems associated with conducting research in real-world learning contexts. A rich description is provided through a reflective analysis of the difficulties encountered with the methodological approach taken here. Alternative approaches are reviewed. Guidance is provided, which practitioners wishing to engage in educational research can use in selecting which method, or methods, to use.
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Deshpande, Sachin. "Issues in the design and the development of multimedia distance learning /." Thesis, Connect to this title online; UW restricted, 1999. http://hdl.handle.net/1773/6074.
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Kearney, Matthew D. "Classroom use of multimedia-supported predict-observe-explain tasks to elicit and promote discussion about students' physics conceptions." Thesis, Curtin University, 2002. http://hdl.handle.net/20.500.11937/1543.
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This study investigates two secondary science classes using an interactive multimedia program that was designed for use in small groups to elicit and promote discussion of students pre-instructional conceptions of motion. The software was designed and constructed by the author and incorporated sixteen digital video clips, primarily focussing on projectile motion, showing difficult, expensive, time-consuming or dangerous demonstrations of mostly real-life, out-of-classroom scenarios. The program used predict-observe-explain (POE) strategy to structure the students' engagement with each scenario-the clips acting as stimuli for the sixteen POE tasks. This strategy involves students predicting the outcome of a demonstration and discussing the reasons for their prediction, observing the demonstration and finally explaining any discrepancies between their prediction and observation (White & Gunstone, 1992). The choice and sequence of the video clips, as well as the multiple-choice options available to students in the prediction phase of each task, were informed by alternative conception research and the history of science literature.This interpretive study uses constructivism as a theoretical perspective to explore three main issues relating to the use of the multimedia-supported POE tasks: firstly, the students' learning conversations during their use of the POE tasks; secondly, the use of the program as an instrument to probe students' science conceptions; and thirdly,' the affordances and constraints of the computer-mediated environment for the POE strategy. Students worked in pairs and were required to type full sentence responses that were recorded by the computer for later analysis by the researcher. In addition, the students were required to make pencil and paper drawings during some tasks. Other data sources for this mainly qualitative study included audio and video recordings of student discussions, interviews with selected students and their teachers, classroom observations, and student questionnaires.Findings suggested that students participated in meaningful small group discussions at the computer and the program acted as an efficient and convenient teaching instrument to elicit and record their conceptions of motion. Indeed, the multimedia nature of the program offered fresh and exciting opportunities that mark a new development in the use of the predict-observe-explain strategy in science education. The findings have implications for authentic technology-mediated learning in science classrooms.
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Billera, Rosalie (Roe). "The effect of multimedia instruction on achievement of college history students." FIU Digital Commons, 1999. http://digitalcommons.fiu.edu/etd/1678.
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The purpose of this study was to investigate the effect of multimedia instruction on achievement of college students in AMH 2010 from exploration and discovery to1865. A non-equivalent control group design was used. The dependent variable was achievement. The independent variables were learning styles method of instruction, and visual clarifiers (notes). The study was conducted using two history sections from Palm Beach Community College, in Boca Raton, Florida, between August and December, 1998. Data were obtained by means of placement scores, posttests, the Productivity Environmental Preference Survey (PEPS), and a researcher-developed student survey. Statistical analysis of the data was done using SPSS statistical software. Demographic variables were compared using Chi square. T tests were run on the posttests to determine the equality of variances. The posttest scores of the groups were compared using the analysis of covariance (ANCOVA) at the .05 level of significance. The first hypothesis there is a significant difference in students' learning of U.S. History when students receive multimedia instruction was supported, F = (1, 52)= 688, p < .0005, and F = (1, 53) = 8.52, p < .005for Tests 2 and 3, respectively. The second hypothesis there is a significant difference on the effectiveness of multimedia instruction based on students' various learning preferences was not supported. The last hypotheses there is a significant difference on students' learning of U.S. History when students whose first language is other than English and students who need remediation receive visual clarifiers were not supported. Analysis of covariance (ANCOVA) indicated no difference between the groups on Test 1, Test 2, or Test 3: F (1, 4 5)= .01, p < .940, F (l, 52) = .77, p < .385, and F (1,53) =.17, p > .678, respectively, for language. Analysis of covariance (ANCOVA) indicated no significant difference on Test 1, Test 2, or Test 3, between the groups on the variable remediation: F (1, 45) = .31, p < .580, F (1, 52) = 1.44, p < .236, and F (1, 53) = .21, p < .645, respectively.
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Krishna, Santosh. "Evaluation of a web-enabled interactive multimedia pediatric asthma education program /." free to MU campus, to others for purchase, 2001. http://wwwlib.umi.com/cr/mo/fullcit?p3012990.
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Wyatt, Frank Houston. "Total animation: A multimedia computer resource program for secondary art education." CSUSB ScholarWorks, 1997. https://scholarworks.lib.csusb.edu/etd-project/1308.
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This HyperStudio animation project covers the basic concepts, techniques, and procedures in producing animation. The purpose of this program is to furnish the user with enough information that will serve as a basic foundation to produce a simple animation for themselves.
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Millen, James W. "Factors Affecting the Implementation And Use of Technology in Teaching Biology Courses in Florida's Community Colleges." Thesis, Curtin University, 2003. http://hdl.handle.net/20.500.11937/926.
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Students are constantly immersed in Hollywood glitz, MTV music videos and fastpaced television commercials. For "better or for worse" the movement to make communication a multimedia presentation is upon us. Educational technology -multimedia/Internet - is playing an increasingly important role as a teaching and learning supplement in modern classrooms and has been suggested as an avenue to improve science education. Potential benefits of the Internet, CD-ROMS, Videodiscs, WebCT, course web sites and other computer-based resources include increased communication among students and between instructor and students. Recently, although not a new idea for some, it has been demonstrated that for a significant number of students, learning occurs more readily if the material is presented visually as compared to verbally. Visual presentation is what multimedia is all about. Biology in particular seems to benefit from the application of technology in the classroom since rapid advances in the field make it nearly impossible for textbooks to remain current. Many biology instructors are seeking to take advantage of these benefits by using technology as an increasingly integral part of the teaching experience. This research involves an investigation into how multimedia and the Internet are or are not being used in the teaching of biology courses at the community college level in the State of Florida. A questionnaire was developed to elicit biology faculty perceptions of factors that encourage and those that inhibit their use of the Internet and multimedia in the classroom and in the laboratory.The Educational Technology Survey was designed for ease of response in order to encourage a high return, and respondents answered the survey via the Internet. The collected data were analyzed by using distributions of frequencies and percentages. Perhaps the most outstanding feature noticeable as a result of this research is that instructor interest was the number one factor responsible for instructors using the Internet or any other form of multimedia. Without the resources, time, faculty development, and technical support, teachers are less likely to use technology in their laboratory and classroom presentations. Educational technology offers exciting possibilities to advance and change teaching, and this research points out some of the factors affecting the implementation of such technology. The study concludes with recommendations for faculty as well as administrators in their efforts to implement technology into the curriculum. Also included are suggestions for further research.
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Moore, Linda Eve. "Educators and technology, using multimedia as a teaching and presentation tool." CSUSB ScholarWorks, 2001. https://scholarworks.lib.csusb.edu/etd-project/2016.
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This project was intended to demonstrate how teachers can tailor classroom instruction to save time, increase student participation, enhance learning outcome, and build student self-esteem using a multimedia approach.
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Konukman, Ferman. "The Effects of Multimedia Computer Assisted Instruction (CAI) on Teaching Tennis in Physical Education Teacher Education." Diss., Virginia Tech, 2003. http://hdl.handle.net/10919/28258.
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The purpose of this investigation was to determine the effects of multimedia CAI on undergraduate PETE majors' teaching of the serve in tennis. The data were obtained from 18 undergraduate students enrolled in a PETE evaluation and assessment course at Virginia Tech.
Subjects were stratified by gender and randomly assigned to three groups as Computer-Assisted Instruction (CAI) group (n=6), Teacher Instruction (TI) group (n=6), and Control (CG) group (n=6).
The results of this study were gathered from three tests: Tennis Serve Content Knowledge Test, Tennis Serve Skill Analysis Test, Tennis Task Sequence Test. In addition, two six minutes micro teaching sessions were conducted and data was collected via Tennis Serve Pedagogical Content Knowledge (PCK) Assessment Sheet, and finally, an open ended survey was completed to understand students' attitudes toward CAI.
There are two independent variables in this study. These are Computer-Assisted Instruction (CAI) and Teacher Instruction (TI). A pre-test and post-test experimental design was applied. The Kruskal-Wallis test was used to determine the differences among the three groups, and pairwise ranking with the Mann Whitney U test was conducted between all comparisons as a post hoc analysis. Moreover, the Wilcoxon Signed Rank test was used to determine pre-to post-test changes within the groups. Alpha set at p< 0.5.
Overall, teacher instruction (TI) intervention was very dominant in the results. Teacher instruction (TI) group performed significantly in the tennis serve content knowledge test, tennis serve task analysis test, PCK-Appropriate cues, and PCK-Appropriate demonstration. However, CAI group was also successful in the tennis serve content knowledge test and PCK-Appropriate demonstration. Interestingly, none of the groups were successful in the tennis serve skill analysis test and PCK-Appropriate feedback. Finally, students' perception toward CAI was positive in general and students indicated that they would like to use CAI in other PETE method courses. However, some of the students reported that CAI was very repetitive, and also technical problems were reported.
The results of this study indicated that CAI can be an effective way of instruction in certain conditions: CAI had significant effect on content knowledge and PCK-Appropriate demonstration. In conclusion, the 21st century will be an information age and computers will be an essential part of the education system in all grades and ages. Physical education teacher education programs and physical education lessons in K-12 education are no exceptions. Computers and instructional technology should be an integral part of PETE and K-12 physical education without sacrificing the physical activity.<br>Ph. D.
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Rasmussen, Mark Norman. "A multimedia website for the Battle of Gettysburg." CSUSB ScholarWorks, 2004. https://scholarworks.lib.csusb.edu/etd-project/2593.
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This thesis explains the development of a website for eighth graders about the Battle of Gettysburg. One purpose of the project is to provide several primary source documents, pictures, video from a reenactment of the Battle of Gettysburg, clips from movies about the Civil War, and other material that suppport the students in their learning. The second purpose is to fulffill standard 8.10 of History-Social Science Content Standards for eight grade. This project will help students fulfill this requirement.
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Parrish, Mila. "Discover dance CD-ROM for dance education : digital improvisation and interactive multimedia /." The Ohio State University, 2000. http://rave.ohiolink.edu/etdc/view?acc_num=osu1488203857248275.
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Ramsden, K. W. "A multimedia computational aid to gas turbine design teaching." Thesis, Cranfield University, 1995. http://dspace.lib.cranfield.ac.uk/handle/1826/11013.
Full textAbstract:
The ambitions of the teacher to fully prepare engineering students for the working
environment are usually limited by the length of the lecture course. Consequently, few
opportunities exist in the learning process for the student to gain experience in both
design and design-optimisation.
This document describes a suite of integrated personal computer based programmes
designed to illustrate many important aspects of gas turbine component design and
overall
performance estimation for use both inside and outside the classroom.
Accordingly, the objectives of the programmes are to provide a broad understanding
of the whole engine and its major components by enabling the following:
o a rapid and in depth method for the assessment of design point, off
design and deteriorated performance principles for a wide range of gas
turbine types and applications.
a demonstration of the needs and implications of performance
compromise arising from design constraints.
a demonstration of how the design and performance limitations
imposed by one component influence others.
a demonstration of the design compromises required by the
interactions between the disciplines of aerodynamics, thermodynamics
and mechanical integrity.
O
O
O
When used in conjunction with a programme of lectures, tutorials, case studies, and
computer based workshops, the new software enables a rapid and in depth
understanding of gas turbine performance and component design.
ln addition, the programme suite has extensive general application to gas turbine
overall performance assessment and to the preliminary design of compressors and
turbines.
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Khan, Sumbul. "Improvement of Pedagogical Laboratory Based Learning: Multimedia Enhanced Instructional Methods." TopSCHOLAR®, 2013. http://digitalcommons.wku.edu/theses/1297.
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In engineering technology and other scientific-based education, lab-based courses play a crucial role (Ma & Nickerson, 2006). Even though laboratory experience in student learning is crucial, it faces some problems. Due to insufficient laboratory conditions that lead to overcrowding and inability to view demonstrations, the effectiveness of hands on experience declines (Tiwari & Singh, 2011; Tuysuz, 2010). Considering the limitations that constrain lab experience, investigating and implementing alternatives to enhance pedagogical laboratory based learning becomes inevitable. This study investigates multimedia enhanced pedagogical teaching methods for delivering laboratory instruction to students. The purpose of this study was to improve pedagogical laboratory based learning. First, this study implemented a multimedia enhanced pedagogical laboratory based instructional method. Second, this study evaluated the impact of multimedia enhanced instructional method on student learning outcomes to assess improvement in pedagogical laboratory based learning. To evaluate the impact of multimedia enhanced instructional method on student learning outcomes, a student population was subjected to 1) traditional laboratory lecture and 2) video lecture. This study used two different assessment techniques to evaluate the instructional methods 1) surveys and 2) quizzes. The use of these different assessment techniques achieved two purposes. First, the surveys allowed the study to receive students’ evaluation on the lecture in order to compare the two types of instructional methods. Second, the quizzes allowed measuring the students’ understanding of the demonstrations in order to evaluate the impact of multimedia enhanced instructional method on pedagogical laboratory based learning. Survey results revealed that based on overall evaluations, students prefer traditional lectures in comparison to video lectures in terms of level of interest and engagement. Furthermore, quiz results revealed that multimedia enhanced instructional methods do not have an impact on pedagogical laboratory based learning.
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Mulford, Kymberli Fahlbeck. "A multimedia paradigm of engaged learning: An intergenerational approach." CSUSB ScholarWorks, 1999. https://scholarworks.lib.csusb.edu/etd-project/1790.
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Stoney, Susan B. "Using multimedia microworlds to motivate and engage adult learners." Thesis, Edith Cowan University, Research Online, Perth, Western Australia, 1998. https://ro.ecu.edu.au/theses/1434.
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As educational institutions come under increasing pressure from outside forces to restructure the way students learn, efforts are being made by researchers to find ways to assist students to learn through independent thought and to solve problems in a resource-based, self-paced environment. Such an environment needs to be sufficiently interesting and novel to motivate students who begin to use it, and to continue to engage them as they progress through it. This study has sought to identify what such a learning environment needs to encompass in order to motivate and engage adult learners so that they will not only want to use it, but use it extensively. Eight attributes of motivation and engagement were identified from the literature, these being: immersion; reflection; flow; collaboration; learner control; curiosity; fantasy; and challenge. A module in a finance unit traditionally viewed by the students as boring and unengaging was selected, and a review of student and content needs was conducted. An interactive learning environment in the form of a microworld with gaming elements was designed and developed to incorporate the eight learner effects, and this was then trialed with a small group of finance students. The trial forms the basis for this thesis. The study was conducted using a combination of ethnographic action research and grounded theory as these allowed the researcher to focus on a specific problem relevant to the actual situation and allowed patterns in observations to be detected. The study used descriptive methodology to report what actually happened whilst looking for relationships between design elements, with cross-sequential sampling overcoming the problems of mono-operation bias. The results from these data gathering exercises suggested that the eight learner effects did, in fact, contribute to motivation and engagement in varying degrees. The program represented the unit content in a multiplicity of ways, ensuring that the individual learning styles of the students were accommodated. The study showed that students adapted differing navigational methods to progress through the program, but having settled on a path tended not to deviate from that path throughout each phase of the program. The study also highlighted the fact that such an environment is probably more effective in promoting incidences of reflection and higher order thinking among collaborating students, although, with sufficient scaffolding elements built into the program, students working in isolation may achieve some of the same effects from collaboration with the program itself. Another effect of using the microworld was that students could relate their learning back to their everyday lives, as well as place themselves into the environment. These factors, combined with the gaming elements, created an environment that caused an increase in positive attitudes among both the male and the female students. The results of this research have many implications for the future design of interactive learning environments for adults. It is already well documented that adult learners like resource-based, self-paced learning that is available at their convenience, but this research has identified some of the elements necessary to motivate adult learners to use such a program, to maintain their interest in the content during the whole time they are using the program, and to create a desire to continue learning about the topic long after they have completed the program. There are several imperatives driving the development of interactive instructional multimedia in the university environment. Among them are increased numbers of students, a reduction in the available face-to-face teaching time, and a growing. number of students who are demanding a more flexible way of learning. The results of this study show that interactive multimedia is a viable option for this style of teaching and learning, but the design should incorporate certain elements and principles in order for the students to be motivated sufficiently to use it. These design elements are generalisable to the design of multimedia for a wide variety of courses and topics.
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Van, Loon Carey Brunner, Frances Berdan, and Edward A. Stark. "EthnoQuest: An interactive multimedia simulation for cultural anthropology fieldwork." CSUSB ScholarWorks, 1999. https://scholarworks.lib.csusb.edu/etd-project/1938.
Full textAbstract:
EthnoQuest, an interactive multimedia CD-ROM simulating a visit to a fictional village named Amopan, was conceived as an adjunct to college-level classroom instruction in introductory anthropology courses. Since these classes typically involve large numbers of students, the logistics on conducting actual fieldwork pose serious problems for instructors and students alike. The conception of an engaging, interactive, accessible learning tool that incorporates appropriate pedagogical principles has found its ultimate expression in EthnoQuest.
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Brooks, Lisa. "Multimedia presentations in nutrition : college students' attitudes and perceptions /." View online, 1997. http://repository.eiu.edu/theses/docs/32211130731519.pdf.
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Boadum, Nana Kwabena Anyani. "Formative Research on Multimedia Learning Principles in the Instructional Design of Online Courses." Ohio University / OhioLINK, 2020. http://rave.ohiolink.edu/etdc/view?acc_num=ohiou1596255899584713.
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Weber, Raymond Earle. "A COMPARISON STUDY OF SIMULATION VERSUS MULTIMEDIA PRESENTATION INSTRUCTION ON FLIGHT STUDENTS' DECISION-MAKING SKILLS." Kent State University / OhioLINK, 2016. http://rave.ohiolink.edu/etdc/view?acc_num=kent1458260007.
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Ram, Shri, and Nitin Paliwal. "Design and Development of Multimedia Based User Education Program: The Advantages of YouTube." KBD Publication, 2012. http://hdl.handle.net/10150/299604.
Full textAbstract:
User education is one of the essential activities of the library to optimize the use of library services. This paper discusses the use of multimedia based videos for the promotion of library services and activities with the help of emerging trends and technologies and the power of Web 2.0 especially YouTube. Through this paper, it is tried to demonstrate the procedural aspects of promoting user education through developing multimedia based user education program and utilizing the services of YouTube as media of marketing and communication at Jaypee University of Information Technology, Solan, Himachal Pradesh, India.
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Ram, Shri, and Nitin Paliwal. "Design and Development of Multimedia Based User Education Program: The Advantages of YouTube." KBD Publications, 2013. http://hdl.handle.net/10150/283594.
Full textAbstract:
User education is one of the essential activities of the library to optimize the use of library services. This paper discusses the use of multimedia based videos for the promotion of library services and activities with the help of emerging trends and technologies and the power of Web 2.0 especially YouTube. Through this paper, it is tried to demonstrate the procedural aspects of promoting user education through developing multimedia based user education program and utilizing the services of YouTube as media of marketing and communication at Jaypee University of Information Technology, Solan, Himachal Pradesh, India.
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Vavulo, Anatolij. "Daugialypės terpės naudojimo nuotolinėse studijose analizė." Master's thesis, Lithuanian Academic Libraries Network (LABT), 2008. http://vddb.library.lt/obj/LT-eLABa-0001:E.02~2008~D_20080811_154719-07976.
Full textAbstract:
Daugialypės terpės sąvoka yra plačiai paplitusi šiuolaikinėse informacinėse technologijose. Norėdami vaizdžiai ir aiškiai papasakoti apie vieną ar kitą dalyką, mes noriai naudojame multimedijos elementus. Ši sąvoka, ko gero, yra neatsiejama nuo interneto apibrėžimo. Vis dažniau ir efektyviau daugialypės terpės priemonės naudojamos tradiciniame mokyme. Iš viso aukščiau paminėto akivaizdu, kad nuotolinis mokymas tikrai neapseitų be įvairialypės terpės. Mes naudojame multimedijos elementus: pavyzdžiui kai paspaudžiame nuorodą, skaitome tekstą arba žiūrime į paveikslėlį. Multimedija – tai nuostabi priemonė perteikti įvairią informaciją besimokančiajam: būtų tai garsas ar vaizdas, atmosfera ar nuotaika. Panaudojimo ribų nėra. Tačiau iškyla klausimas - ar visada mes išnaudojame daugialypės informacijos privalumus? Ar nepiktnaudžiaujame multimedijos elementais? Ar visada daugialypė terpė atneša naudą? Į visus šiuos bei daugybę kitų klausimų bus stengiamasi atsakyti šiame darbe. Teiginiai ir hipotezės bus įrodomi ir tikrinami praktikoje. Tam bus sukurta virtuali mokymosi terpė, atitinkanti iškeltus reikalavimus. Tiriamojo darbo objektas: daugialypė terpė nuotolinėse studijose. Darbo tikslas: išanalizuoti daugialypės terpės naudojimo galimybes nuotolinėse studijose ir sukurti virtualią mokymo aplinką daugialypės terpės panaudojimo demonstravimui ir palyginimui.<br>The concept of multimedia is widely widespread in modern information technologies. To tell evidently and clearly about one or the other thing, we are using the elements of multimedia. It is a concept, apparently, indivisibly with a term the Internet. Multimedia is often using in traditional education. So it means, that teaching in distance cannot be using without multimedia. Even when we do not suspect, we are using elements of multimedia, for example: when we press the hyperlink, read the text or look at a picture. Multimedia is an excellent way to transfer various information to the student: the sound, an image or the mood. There is no limit for using it. But the question is: are we always using advantages of the multimedia information? Is the using of multimedia is useful? I will try to answer to these and to the other questions in my job. Statements and hypotheses will be proved and checked up in practice. The virtual learning environment system, which responds the request, will be created for this purpose. Object of research: multimedia in distance education. The purpose of work: to analyze use of multimedia in distance education and to create a virtual learning system for comparison and demonstrations of Multimedia.
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Stratfold, Matthew Peter. "Investigation into the design of educational multimedia : video, interactivity and narrative." Thesis, Open University, 1994. http://oro.open.ac.uk/56468/.
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This study critically examines the design of multimedia in education. The study begins by reviewing existing media in education and then uses a series of empirical studies to uncover, and then examine the key issues for the design of educational multimedia. The research involves two studies. The first, a preliminary study, that identifies specific areas of interest for the research. This study looks at the existing use of an interactive video disc program for training in Price Waterhouse. The literature search, combined with the outcomes of the preliminary study, identified the areas for further research as: the use of video, forms of interaction, and the role of narrative. The main study examines these areas using two phases. The first phase analyses three treatments of the same educational text, on linear video, multimedia, and structured multimedia, each treatment maintaining the same content and narrative structure, but differing in presentation and control. The second phases builds on the results of the first with the creation and analysis of an interactive multimedia program that takes advantage of the identified strengths of multimedia, and specifically tackles problems found in the first phase. Qualitative data collection techniques are used in both phases, and form the basis of the findings. The findings are presented as implications for multimedia design, and discuss the use and development of narrative and grammar in multimedia, as well as the importance of carefully designed user interaction and goal definition.
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Wood, Ruth Helen. "An exploration of children's experiences of interactive multimedia text : a case study." Thesis, Kingston University, 2010. http://eprints.kingston.ac.uk/20870/.
Full textAbstract:
Being ‘literate’ in the twenty-first century now involves more than encoding and decoding typographic text. Understanding of multimodal literacy is still in its infancy although children are widely considered to be experienced in this form of communication. This research project will contribute to the understanding of education professionals in this area by examining the contemporary phenomena of children's experiences of interactive multimedia text. In particular it will examine how children interact with these texts and discuss the ways in which pedagogic practice may respond to developments in multimodal forms of communication. The research project encompasses elements of literary theory, the notion of ‘new literacies, narrative construction, human computer interaction (HCI), games technology and multimedia design. A case study approach has been adopted with a range of data sources providing a richly-textured opportunity for studying the phenomena. A mixed method approach involving a questionnaire, focus group discussions, the analysis of multimedia texts and observations of children's experiences of these texts was employed. The complex phenomenon of children's interactions with multimodal texts was recorded using software originally designed for usability testing. This is an original and undocumented method of capturing data for research new literacies and also constitutes a contribution to knowledge with respect to data collection techniques. The empirical evidence of children's experience of interactive multimedia texts indicates that there is a significant difference between children's experience at school and at home. At home, children use a wide range of multimedia texts through the use of computer games but at school they have a very limited experience. The analysis of data from this research project also suggests that claims regarding the existence of 'digital natives' with respect to computer games is not entirely supported. Collectively, children have greater experience of computer games at home yet there are significant variations in between individual children. The analysis of children's interactions with multimedia texts also suggests that a revised understanding of 'literacy' is developed and multimodal-rich literature is provided for use in the school.
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Sod, Dianne Michiko. "DESIGN AND IMPLEMENTATION OF A MODULAR PRESCHOOL MULTIMEDIA PROGRAM." University of Cincinnati / OhioLINK, 2001. http://rave.ohiolink.edu/etdc/view?acc_num=ucin990446898.
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Corderoy, Robert M. "Designing simulations to improve learner outcomes in ecological education." Access E-Book, 2001. http://www.library.uow.edu.au/adt-NWU/public/adt-NWU20020507.153506/index.html.
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Kearney, Matthew D. "Classroom use of multimedia-supported predict-observe-explain tasks to elicit and promote discussion about students' physics conceptions." Curtin University of Technology, Science and Mathematics Education Centre, 2002. http://espace.library.curtin.edu.au:80/R/?func=dbin-jump-full&object_id=12629.
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This study investigates two secondary science classes using an interactive multimedia program that was designed for use in small groups to elicit and promote discussion of students pre-instructional conceptions of motion. The software was designed and constructed by the author and incorporated sixteen digital video clips, primarily focussing on projectile motion, showing difficult, expensive, time-consuming or dangerous demonstrations of mostly real-life, out-of-classroom scenarios. The program used predict-observe-explain (POE) strategy to structure the students' engagement with each scenario-the clips acting as stimuli for the sixteen POE tasks. This strategy involves students predicting the outcome of a demonstration and discussing the reasons for their prediction, observing the demonstration and finally explaining any discrepancies between their prediction and observation (White & Gunstone, 1992). The choice and sequence of the video clips, as well as the multiple-choice options available to students in the prediction phase of each task, were informed by alternative conception research and the history of science literature.This interpretive study uses constructivism as a theoretical perspective to explore three main issues relating to the use of the multimedia-supported POE tasks: firstly, the students' learning conversations during their use of the POE tasks; secondly, the use of the program as an instrument to probe students' science conceptions; and thirdly,' the affordances and constraints of the computer-mediated environment for the POE strategy. Students worked in pairs and were required to type full sentence responses that were recorded by the computer for later analysis by the researcher. In addition, the students were required to make pencil and paper drawings during some tasks. Other data sources for this mainly qualitative study included audio and ++<br>video recordings of student discussions, interviews with selected students and their teachers, classroom observations, and student questionnaires.Findings suggested that students participated in meaningful small group discussions at the computer and the program acted as an efficient and convenient teaching instrument to elicit and record their conceptions of motion. Indeed, the multimedia nature of the program offered fresh and exciting opportunities that mark a new development in the use of the predict-observe-explain strategy in science education. The findings have implications for authentic technology-mediated learning in science classrooms.
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Mahoney, Kerrigan Rose. "Making Meaning with Multimedia in Secondary English Language Arts: A Multiple Case Study." W&M ScholarWorks, 2016. https://scholarworks.wm.edu/etd/1463413077.
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The purpose of this multiple case study was to learn about how secondary English language arts (ELA) teachers help students to make meaning with multimedia. The study focused on how and why teachers plan and implement meaning-making learning experiences. The cases represent the experiences and perspectives of five ELA teachers who use digital and non-digital multimedia texts to help their students develop skills in meaning making. The results of this study define a set of principles that the teachers use to guide planning and implementation processes that focus on authentic, student-centered learning. The teachers value learning that has relevance to the students’ interests, goals, and lived experiences outside of the classroom. Adaptable planning, a focus on the needs of students, mitigating barriers through accessing outside resources, and setting learning goals that go beyond content-area standards characterize the teachers’ approaches to helping students make meaning. Multimedia texts were an embedded and pervasive aspect of students’ learning experiences.
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Premkumar, Kalyani. "Development and validation of an evaluation tool for multimedia resources in health education." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1997. http://www.collectionscanada.ca/obj/s4/f2/dsk2/ftp04/mq20848.pdf.
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Stewart, Craig. "A cultural education model : design and implementation of adaptive multimedia interfaces in eLearning." Thesis, University of Nottingham, 2012. http://eprints.nottingham.ac.uk/12587/.
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This thesis presents research performed over the span of 9 years in the area of adaptive multimedia interfaces (specifically Adaptive Hypermedia in eLearning), with special focus on a cultural education model. In particular, the thesis looks at how the adaptive interfaces can cater for cultural diversity in education, instead of presenting a homogenous delivery for the whole student population, regardless of their cultural background. Specifically, this research provides a framework for cultural adaptation, CAE (Cultural Artefacts in Education), based on Marcus & Gould’s web model, as well as its source, Hofstede’s indexes. This framework is supported by a questionnaire, the CAE questionnaire, a key product of this research, which has been shown to map on Hofstede’s indexes, and which has been used to model features for personalised adaptive interfaces for different cultures. The questionnaire is in English language, but this work also presents a study showing to what extent the results obtained are similar to native language questionnaire results. The CAE Framework is further extended by providing two ontologies, a full-scale ontology, called the CAE-F ontology, and a light-weight ontology, called the CAE-L ontology. These ontologies detail the HCI (Human Computer Interaction) features that need to be integrated into an adaptive system in order to cater for cultural adaptation. These features can be used for all types of adaptation, as defined in adaptive hypermedia. The latter ontology is then illustrated in a study of eleven countries, for the specific cultural adaptation case of interface adaptation, of which current research is extremely sparse. These illustrations are further used in a formative evaluation, which establishes to what extent the cultural adaptation ontologies can be applied. This is followed by a summative, real-life evaluation of cultural adaptation for Romanian students, and the results are reported and discussed. This study validates the proof of concept for using CAE in a real world setting. Finally, the overall achievements of this work are summarised, conclusions are drawn, and recommendation for further research are done.