Relevant bibliographies by topics / Multimedia Teaching Method

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Academic literature on the topic 'Multimedia Teaching Method'

Author: Grafiati
Published: 5 June 2025
Last updated: 11 July 2025

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Journal articles on the topic "Multimedia Teaching Method"

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Raphael, Foster Ayittey, Abla Azumah Delphine, Darko Amponsah Kwaku, and Commey-Mintah Priscilla. "Effectiveness of Multimedia versus Traditional Teaching Methods on Chemistry Practical Performance among Senior High School Students in Ghana." Education Quarterly Reviews 6, no. 3 (2023): 125–34. https://doi.org/10.31014/aior.1993.06.03.768.

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This study explores the impact of multimedia teaching on senior high school students' Chemistry Practical performance. With technology increasingly becoming part of the learning environment, multimedia presentations are now utilised in schools to enhance students' learning experiences. Interactive Multimedia Learning, which incorporates visual and audio aids, is a teaching strategy that facilitates faster and easier comprehension of lessons. To compare the efficacy of Multimedia Teaching Method (MTM) and Traditional Teaching Method (TTM), this study was conducted in two senior high schools in Ghana: West Africa Senior High School and Frafraha Community Senior High School. The research design was quantitative, specifically quasi-experimental design and data were collected from 110 SHS 2 students using MTM and TTM. Descriptive and inferential statistics were used to analyse the collected data. The study findings revealed that most of the students taught using multimedia instruction performed significantly better in Chemistry Practical than those taught using the traditional method. These findings indicate that multimedia instruction can improve learning outcomes in chemistry. The study recommends using computers to supplement teacher instruction and not replace it. Teachers should continue to play a crucial role in the teaching process while integrating multimedia technology to enhance the learning experience.
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Kai-hua, CHEN, and PAN Cui-qiong. "On Multimedia-assisted English Vocabulary Teaching for Chinese Junior Middle School English Learners from the Perspective of Situational Teaching Method." IRA International Journal of Education and Multidisciplinary Studies 14, no. 3 (2019): 80. http://dx.doi.org/10.21013/jems.v14.n3.p5.

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<p>The multimedia network technology has been developing so rapidly that a constantly increasing number of course teachings are applying multimedia-based teaching method to fit into the student-centred classroom pattern while improving their teaching efficiency, leading to achievements in the innovation of our education system and offering guidance for EFL teaching and learning. This paper, based on multimedia-assisted teaching, is an attempt at discussing the multimedia-assisted situational English vocabulary teaching by means of the case study, which may prove a more effective method for Chinese junior middle school English learners who are not that skilful in the learning and memorizing of English vocabulary.</p>
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Zhao, Guo Hui. "Discussion on Design of Multimedia Courseware of Bridge Engineering." Advanced Materials Research 271-273 (July 2011): 1392–95. http://dx.doi.org/10.4028/www.scientific.net/amr.271-273.1392.

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Computer aided instruction is an indispensable modern teaching method. How to make multimedia technology and traditional teaching methods complement each other to form an organic wholeness, and give full play to the advantages of multimedia technology is now a new research spot. In this paper, the characteristics of multimedia teaching method are analyzed in terms of advantages and disadvantages. Base on the bridge engineering course, the design method of multimedia courseware is introduced in terms of design basis, concept, teaching mode design, multimedia data embedding technology and so on. Problems deserving of attention in designing of the multimedia courseware such as the relationship between modern and traditional teaching method, matching of courseware and teaching points are also discussed in this paper.
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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 (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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Xie, Zheng. "Symmetry for Multimedia-Aided Art Teaching Based on the Form of Animation Teaching Organization and Social Network." Symmetry 12, no. 4 (2020): 671. http://dx.doi.org/10.3390/sym12040671.

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Symmetries play a vital role in multimedia-aided art teaching activities. The relevant teaching systems designed with a social network, including the optimized teaching methods, are on the basis of symmetry principles. In order to study art teaching, from the perspective of the teaching organization form, combined with the survey method, multimedia-aided art classroom teaching was explained in detail. Based on the symmetrical thinking in art teaching, the multimedia-aided teaching mode of art classroom was discussed. The reasons for the misunderstanding of multimedia-aided art teaching were analyzed, and the core factors affecting the use of multimedia art teaching were found. In art teaching, more real pictures were shown aided by multimedia; students could experience the beauty of symmetrical things in real life and were guided to find the artistic characteristics of these kinds of graphics, analyze them, and summarize them. The results showed that this method enriched the art multimedia teaching theory and improved the efficiency of art teaching. The blind use of multimedia technology by teachers in art classroom teaching was avoided. Therefore, the method can develop individualized teaching, develop students’ potential, and cultivate innovative consciousness and practical ability.
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Wang, Yunsong, Aili Qi, and Fangfang Cui. "Application of the Multimedia Teaching System Based on Real-time Shooting and Production in Martial Art Course." International Journal of Emerging Technologies in Learning (iJET) 11, no. 03 (2016): 37. http://dx.doi.org/10.3991/ijet.v11i03.5347.

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as higher education goes deep continuously, teaching method has become an important research topic of teaching theory in recent years. Multimedia teaching is one of methods in teaching system. On this basis, this paper develops and designs a multimedia teaching system which can achieve shooting and production at any time, and applies it to teach Martial Art course. Besides, computer technology is applied to design an operable system and construct multimedia teaching system for Martial Art course. Then, by example verification of students in Martial Art class of a college and statistical analysis of data, preliminary trial of multimedia teaching is achieved in practical application. Thus, this paper verifies that multimedia teaching system which can achieve shooting and production at any time can improve teaching quality, and further expounds the function and significance of multimedia teaching method from learning attitude and learning effect.
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Xu, Xianhong. "Study on Effective Using of Multimedia Teaching System and Enhancing Teaching Effect." International Journal of Emerging Technologies in Learning (iJET) 12, no. 06 (2017): 187. http://dx.doi.org/10.3991/ijet.v12i06.7093.

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Through the method of questionnaire survey about multimedia teaching form, some ubiquitous problems have been reflected such as cognitive deviation, blind using, the poor quality of courseware, the poor activity of classroom, etc. The expected effect of multimedia teaching cannot be achieved, and the effectiveness of multimedia teaching is faced with some suspicions. The effectiveness of multimedia teaching contains two aspects: effective using of multimedia teaching system and the effectiveness of teaching effect. We should enhance management and direction, correctly understand and reasonably treat multimedia teaching, avoid the blindness of multimedia construction and use, increase the quality of courseware, promote teacher’s professional level and classroom dynamics, organically combine traditional and multimedia teaching, and take a series of measures to improve the effectiveness of multimedia teaching.
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Lifu, Xing. "Evaluation of Physical Education Multimedia Teaching for Data Assimilation." International Journal of Online Engineering (iJOE) 14, no. 04 (2018): 30. http://dx.doi.org/10.3991/ijoe.v14i04.8366.

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<p class="0abstract">The evaluation of physical education (PE) multimedia teaching refers to the prediction of physical education multimedia teaching quality in the absence of initial multimedia teaching information. Therefore, the evaluation method of PE multimedia teaching based on unsupervised feature learning has achieved good performance. But, its quality prediction accuracy decreases significantly with the reduction of the feature dimension. In order to overcome this defect, the author combines the active learning strategy with the unsupervised feature learning and proposes a kind of data assimilation framework to improve the discriminability of the representation of teaching features. The results show that the proposed method can enhance the accuracy of teaching quality prediction by 8%. Experiments show that, when feature dimension is relatively low, the proposed method can improve the teaching quality prediction accuracy by 8% compared with the method based on unsupervised feature learning. At the same time, the performance of the proposed method is superior to that of the other physical education multimedia teaching evaluation methods at present.</p>
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Lu, Jingrong. "Optimization Simulation of Balanced Distribution of Multimedia Network Modular Teaching Resources." Mobile Information Systems 2022 (September 14, 2022): 1–10. http://dx.doi.org/10.1155/2022/5348953.

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The balanced distribution of multimedia wireless network modular teaching resources is improved by optimizing and adjusting the balanced distribution of multimedia wireless network modular teaching resources. Based on block grid balanced scheduling and resource spectrum fusion, a balanced distribution method of multimedia wireless network modular teaching resources is proposed. A blockchain Internet of Things accesses control network architecture system for the balanced allocation of multimedia wireless network modular teaching resources established using the priority business scheduling method. Modular resource allocation of multimedia wireless networks and adaptive forwarding are adjusted to control the data packets. The bandwidth guarantee mechanism is used for the equitable allocation of multimedia wireless network modular teaching resources information flow. Multi-service hierarchical management of multimedia wireless network modular teaching resources spectrum is controlled by block grid balanced scheduling and resource spectrum fusion. The high-energy physical computing system structure is used to allocate the resource spectrum balance of the modular teaching resources of the multimedia wireless networks, ensuring the bandwidth requirements of various services. The classified management and balanced allocation of the multimedia wireless networks’ teaching storage, system, and teaching spectrum resources are made possible. The results of the tests show that this method effectively reduces the delay in the allocation of modular multimedia wireless network teaching resources, improves the utilization rate of modular multimedia wireless network teaching resources, and significantly improves their reading and writing performance.
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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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Dissertations / Theses on the topic "Multimedia Teaching Method"

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Tredoux, Francois. "Stellenbosch Safari : a multimedia program based on suggestopedic principles for the teaching of Afrikaans to international students at Stellenbosch University." Thesis, Stellenbosch : University of Stellenbosch, 2007. http://hdl.handle.net/10019.1/2270.

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Thesis (MPhil (Afrikaans and Dutch))—University of Stellenbosch, 2007.<br>I developed this multimedia computer program for use by international students who want to learn specific vocabulary and sentence structures to help them when dealing with administrative and help desk personnel at Stellenbosch University. I describe the main late 20th century theories of second and foreign language acquisition, as well as the principles and methodology of Suggestopedia, which the program structure is based on. I give a detailed analysis of the program structure and its contents, as well as recommendations to enhance the program in future iterations.
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Van, der Merwe Cornelia Christina. "Abenteuer mit Werner und Roswitha : a multimedia program based on suggestopedic principles for the teaching of German in the first year at university." Thesis, Link to the online version, 2005. http://hdl.handle.net/10019/1253.

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Bower, Matthew. "Designing for interactive and collaborative learning in a web-conferencing environment." Phd thesis, Australia : Macquarie University, 2008. http://hdl.handle.net/1959.14/26888.

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Thesis (PhD)--Macquarie University, Division of Information and Communication Sciences, Computing Department, 2008.<br>Bibliography: p. 503-514.<br>This study investigated learning design in a web-conferencing environment based on three semesters of lessons conducted as part of an introductory programming subject. As well as characterizing the nature of discourse and interaction, the study focused on how the design of the interface, activity and task type affected collaboration and learning. Engeström's (1987) Activity Theory based upon a socio-constructivist view of learning was used to frame the analysis. --Interface designs incorporated theory relating to graphical user interface design, multimedia learning, and findings from the cognitive sciences. Activity designs were differentiated based on the degree of student ownership, from teacher-centred (transmissive) approaches, to teacher-led (guided interaction) approaches, to student-centred (collaborative group-work) designs. Types of tasks were considered on the basis of their level of knowledge (declarative, procedural and conceptual), their character (authenticity, situatedness) and their domain specific nature (in the field of computer science education). The effects of the different interface, activity and task designs on collaboration and mental model formation were explored. --A mixed method approach to analysis was adopted, incorporating a design-based research study and a multimodal discourse analysis. The design-based research allowed a broader, more interpretivistic and process focused analysis to be conducted, based on the strategic redesigns that occurred between iterations of the subject. The multimodal discourse analysis enabled more detailed, objective and outcomes based measurements of the subject of discourse, the nature of interactions and the types of modalities used to mediate learning. Triangulating data from the design-based research study and the multimodal discourse analysis provided a more complete description of phenomena and promoted greater reliability. --Results include the way in which different modalities afforded different possibilities for representing, and how combinations of those modalities could be effectively integrated by applying multimedia learning principles. Student-centred learning designs increased student involvement, allowing them to take greater ownership over the content and to more fully share their mental models. Authentic, meaningful problem solving tasks promoted greater student engagement. The capacity to dynamically redesign the interface based on the collaborative and cognitive requirements of the learning episode supported more effective implementation of conversational (Laurillard, 2002) approaches to learning. --More effective interaction and collaboration resulted from prescribing patterns of engagement, managing activity and technology so that student discourse could focus on content, and providing guidance regarding semiotic representational forms so that students could concentrate on applying those representations rather than inventing them. Teacher and student virtual classroom competencies critically influenced collaboration and learning. --Based on the findings in this study, a framework of nine pedagogical patterns for teaching and learning in web-conferencing environments is proposed. The framework provides an integrated approach to learning design that relates the interface design with the activity design and the level of knowledge (task type).<br>Mode of access: World Wide Web.<br>vii, 514 p. ill. (some col.)
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Salinas, Fidel Michael Jr. "Comparative learning methods of cognitive computer -based training with and without multimedia blending." Scholarly Commons, 2001. https://scholarlycommons.pacific.edu/uop_etds/2564.

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This research study examines the differences between two types of learning presentation formats and their correlation to learning media, and delivery preferences. A research study was conducted with Fall semester-2000, college freshmen, to determine if there was a significant difference in learning via Computer Based Training (CBT) with or without Multimedia information such as: color, photographs, music, or speech. The major questions researched were: (1) Is learning via CBT more effective with or without multimedia information? (2) Which sequence is more effective, that is: (a) presenting non-multimedia information ahead of multimedia information, or (b) presenting multimedia information ahead of non-multimedia information? A set of non-multimedia and multimedia lessons and questions was developed using current courseware development technology, and recorded on CD-ROMs. A demographic questionnaire was used to correlate performance scores and completion times with the two learning presentation formats. Demographic factors researched included student age range, skill level with computers and applications, educational learning media, and educational delivery preferences that is, learning face-to-face (FTF) vs. learning in a distance-learning (DL) environment. Findings revealed that there were no significant statistical differences in learning between non-multimedia and multimedia presentation formats with performance score as the outcome. However, performance score was improved when the participant first experienced a multimedia presentation format. Using participants who had non-multimedia first, completion time in non-multimedia and multimedia sessions did not differ significantly. However, completion time in multimedia was significantly longer than that in non-multimedia condition when the participant first experienced multimedia. With respect to demographic factors, age and skill level did not reveal significant statistical results in performance score as an outcome. However, completion time was significantly reduced when linked with a higher skill level. On average, participants preferred FTF to DL. However, those participants, who preferred DL, scored approximately 10% higher than their FTF counterparts. Recommendations for incorporating multimedia and distance learning are included in the dissertation. Educational leaders are encouraged to review these findings particularly, during the decision-making process. Following the (Recommendations for Practice) section can help to demystify technological applications and arm educational administrators with information for a fruitful request-for-bid process.
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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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Laflamme, Denise Marie. "The brain-based theory of learning and multimedia." CSUSB ScholarWorks, 1994. https://scholarworks.lib.csusb.edu/etd-project/1002.

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For this project the brain-based theory of learning, an eclectic theory that incorporates the cognitive and humanistic views was researched. Multimedia, a technology which supports the principles of brain-based learning, was then selected as the vehicle to present historical materials to students.
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Barrett, Mark Douglas. "Teaching language arts in third grade with HyperStudio, an interactive computer program." CSUSB ScholarWorks, 1991. https://scholarworks.lib.csusb.edu/etd-project/849.

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Faria, José Weber Vieira de. "Criação, implementação e avaliação de um recurso didático multimídia como suporte para o ensino da neuroanatomia: realidade virtual e estereoscópica." Universidade de São Paulo, 2013. http://www.teses.usp.br/teses/disponiveis/5/5138/tde-15082014-162638/.

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Esta tese teve como objetivo apresentar o processo de construção, aplicação e avaliação de uma ferramenta para o ensino da neuroanatomia, acessível a partir de computadores pessoais, imersiva, interativa, foto-realística e que permita visão tridimensional e estereoscópica. Quarenta encéfalos frescos foram obtidos no Serviço de Verificação de Óbitos de São Paulo (SVO-SP) e submetidos às técnicas de fixação, conservação, injeção vascular, coloração de substância cinzenta, dissecação de fibras brancas, terebintina e clareamento ósseo, conforme sua finalidade, no laboratório de Técnica Cirúrgica e Cirurgia Experimental da Universidade de São Paulo (USP). Imagens das áreas de interesse foram capturadas utilizando-se uma plataforma giratória manual construída para este fim. As imagens foram processadas com softwares comercialmente disponíveis (Photoshop CS5; Stereo Photo Maker;VRWorx2.6 para Windows) em formato não linear, interativo, tridimensional e estereoscópico, e armazenadas em um banco de 5.337 imagens finais. O recurso didático foi aplicado a 84 graduandos do curso de medicina, divididos em três grupos: convencional (grupo1), interativo não estereoscópico (grupo2) e interativo estereoscópico (grupo3), cujas médias na avaliação do conhecimento prévio não diferiram estatisticamente entre si (P > 0,05). A ferramenta foi avaliada através de uma prova teórica e prática. Verificou-se que os Grupos 2 e 3 apresentaram as maiores médias e diferiram estatisticamente do Grupo 1 (P < 0,05); o Grupo 2 não diferiu estatisticamente do Grupo 3 (p > 0,05), mostrando resultado do treinamento semelhante na prova teórica. Observando-se os Tamanhos do Efeito, verificou-se que esses foram de grande magnitude, indicando uma efetividade do treinamento dos alunos. Os resultados da ANOVA mostraram que existe diferença significativa (P < 0,05) entre as médias dos grupos, e por meio do teste de Tukey observou-se que existe diferença estatística entre o Grupo 1 e os demais (P < 0,05). Na prova prática pode-se observar, que de modo semelhante à prova teórica, não houve diferença estatística entre os Grupos 2 e 3. Os autores concluem que o método apresentado propiciou ganho de conhecimento e rendimento pedagógico significativamente superior quando comparado com o tradicional<br>This thesis aims to show the process of the construction, implementation and evaluation of a tool for teaching neuroanatomy. The tool presented is accessible from personal computers, immersive, interactive, and allows photorealistic three-dimensional and stereoscopic vision. Forty fresh brains were obtained from the São Paulo Department of Death Records (SP-DDR- Serviço de Verificação de Óbitos de São Paulo (SVO-SP)) and subjected to fixation, conservation, vascular injection, staining of gray matter, white fiber dissection, turpentine and bleaching bone techniques, as needed, at the Surgical Technique and Experimental Surgery Laboratory, University of São Paulo (Laboratório de Técnica Cirúrgica e Cirurgia Experimental da Universidade de São Paulo- USP). Images of areas of interest were captured using a manual turntable built for this purpose. The images were processed with commercially available software (Photoshop CS5; Stereo Photo Maker; VRWorx2.6 for Windows) non-linear format, interactive, three-dimensional stereoscopic and stored in a database of 5337 final images. The teaching resource was applied to 84 undergraduate medical students, divided into three groups: conventional (group 1), interactive non-stereoscopic (group 2) and interactive stereoscopic (group 3). Averages on the assessment of prior knowledge did not differ significantly (P > 0.05) among groups. The tool was evaluated through a written theory test and a lab practical. Groups 2 and 3 showed the highest averages and differed significantly from Group 1 (P < 0.05), Group 2 did not differ statistically from Group 3 (p > 0.05), revealing a result of similar training on the written theory test. Observing the Effect Sizes, it was found that those were of great magnitude, indicating student training effectiveness. ANOVA results showed significant difference (P < 0.05) between group means, and the Tukey test showed statistical difference between Group 1 and the others (P < 0.05). On the lab pratical, it may be noted that similarly to the written theory test, no statistical difference between Groups 2 and 3 were found. The authors conclude that the tool presented provided a gain of knowledge for students and yielded significantly higher leaning when compared with traditional teaching resources
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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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Campbell, Alistair B. "Using hypermedia to improve the dissemination and accessibility of syllabus documents with particular reference to primary mathematics." Thesis, Edith Cowan University, Research Online, Perth, Western Australia, 1993. https://ro.ecu.edu.au/theses/1157.

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The fundamental question that this study set out to investigate was: Can the advantages of hypermedia be extended to curriculum materials that are for the sole use of teachers? To consider this question, three areas needed to be investigated: hypermedia (the medium); teachers (the target) and curriculum documents (the content). Hypermedia has a long history dating back to Bush (1986) who in 1945 imagined his Memex system as building information trails between ideas. However, it was not until the mid 1980s that technology caught up with the theory and hypermedia came of age. The evaluation of hypermedia documents is still in its infancy and design standards are still being formlulated. Social acceptability and usability will be of major concern in the evaluation process of hypermedia. Therefore this study needed to investigate whether this medium of presentation is socially acceptable to teachers? Advances in Information Technology (IT), both in hardware and software in the last few years have brought the potential of hypermedia to the personal computer (PC). Information, be it text, sound, graphics or video, or a mixture of these, can now be presented on the same screen and the movement between screens can be seamless. The movement between screens is no longer limited to sequential movement as it is when the information is presented in a hard copy form, but can be randomly accessed. This access allows the user to move about the information as they would move about within their own minds, that is, by association. Already commercial hypermedia products are being produced for the education and "leisure" markets. Teachers' work loads are increasing, as they take on more curriculum responsibilities, while at the same time, information is expanding at a rapid rate. The challenge today is to encourage teachers to use new information technology to overcome these problems. However, since their inception into schools fifteen years ago, computers have not delivered the results that had been expected of them. Can the access to hypermedia curriculum documents help teachers to lessen their work load and encourage them to use IT? Firstly, it is important to consider whether curriculum materials for teacher use are suitable for hypermedia presentation. The literature indicated that textual materials that are not meant to be read sequentially like a novel, arc suitable to be presented in hypermedia form. At present, curriculum materials for teachers contain the content in hard copy form but the presentation is lacking in quality. This hard copy material is expensive, hard to correct and slow to update. Hypermedia offers the potential to overcome these limitations and to provide easy access to much more information. This new medium could allow teachers for the first ti.me to truly integrate their teaching programme by enabling them to access multiple curriculum documents. The methodology used in this study was based on two types of descriptive research, survey and correlation methods. The target population for this study was all K-7 teachers using the Western Australia Mathematics syllabus within Western Australia. The instrument was a mailed survey questionnaire that consisted of five parts. The first part consisted of collecting personal data such as age and gender. The second part was the Computer Attitude Scale (CAS), designed by Loyd and Gressard (1984), and was used to measure attitudes towards learning and using computers. The third part consisted of questions that asked teachers for their views and impressions on the social acceptability and utility of the present hard copy. The fourth part consisted of questions on computer experience and use, both in and outside the classroom. The final part consisted questions on the likely acceptance and usefulness of a hypermedia copy of the syllabus. This study found that the likely medium-based anxiety for this type of application is low for the teachers sampled, with 70 percent indicating that they were likely to accept this type of application. The findings indicated that the acceptance rate increased as the teachers' positive attitude towards computers increased. Teachers that rated themselves competent at using a computer were also more likely to accept this type of application. Time spent using a computer at school showed that teachers who frequently use them at least several times a week were more likely to accept this type of application. The study also found that the majority of teachers sampled considered the ability to link the syllabus to other teaching material was very useful. Many of the problems identified by the teachers sampled concerning the usability of the present hard copy could be overcome using a hypermedia version.
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Books on the topic "Multimedia Teaching Method"

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Foshay, John D. Project-based multimedia instruction. Phi Delta Kappa Educational Foundation, 1999.

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Foshay, John D. Project-based multimedia instruction. Phi Delta Kappa Educational Foundation, 1999.

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San Mateo County (Calif.). Office of Education. Project-based learning with multimedia. San Mateo County Office of Education, 2001.

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Klein, Hans Emil. Interactive teaching and the multi media revolution: Case method & other techniques. World Association for Case Method Research & Application, 1999.

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E, Barron Ann, ed. Multimedia projects in education: Designing, producing, and assessing. Libraries Unlimited, 1998.

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E, Barron Ann, ed. Multimedia projects in education: Designing, producing, and assessing. 2nd ed. Libraries Unlimited, 2002.

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E, Barron Ann, ed. Multimedia projects in education: Designing, producing, and assessing. 3rd ed. Libraries Unlimited, 2006.

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1954-, Riedel Margit, ed. Dada, konkrete Poesie, Multimedia: Bausteine zu einer transgressiven Literaturdidaktik. P. Lang, 1998.

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Educational Resources Information Center (U.S.), ed. Developing and evaluating a curriculum for exploratory learning in ancient Greek culture: Perseus evaluation final report, 1995-96. U.S. Dept. of Education, Office of Educational Research and Improvement, Educational Resources Information Center, 1996.

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Mackey, Margaret. Literacies across media: Playing the text. Routledge/Falmer, 2003.

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Book chapters on the topic "Multimedia Teaching Method"

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Wang, Junling, and Weiqing Liu. "English Listening Teaching Method Based on Multimedia." In Lecture Notes in Electrical Engineering. Springer London, 2012. http://dx.doi.org/10.1007/978-1-4471-4796-1_43.

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Yang, Hesong. "Analysis of Mathematics Teaching Method Mode Based on Multimedia Courseware Teaching." In Lecture Notes in Electrical Engineering. Springer Singapore, 2022. http://dx.doi.org/10.1007/978-981-16-4258-6_128.

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Ping, Wang. "Research on English Teaching Method Based on Network Multimedia." In Information and Business Intelligence. Springer Berlin Heidelberg, 2012. http://dx.doi.org/10.1007/978-3-642-29084-8_85.

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Zhang, Ning-ning. "Method of Sports Assistant Teaching Based on Multimedia Network." In Lecture Notes of the Institute for Computer Sciences, Social Informatics and Telecommunications Engineering. Springer International Publishing, 2020. http://dx.doi.org/10.1007/978-3-030-51103-6_9.

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Yang, Lin. "Police Wrestling Skills Teaching Based on Multimedia Feedback Method." In Proceedings of the 2nd International Conference on Green Communications and Networks 2012 (GCN 2012): Volume 1. Springer Berlin Heidelberg, 2013. http://dx.doi.org/10.1007/978-3-642-35419-9_97.

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Wang, Mengjun. "Korean Teaching Strategy Based on Multimedia Technology and Task-Based Teaching Method." In Lecture Notes in Electrical Engineering. Springer Nature Singapore, 2022. http://dx.doi.org/10.1007/978-981-19-4132-0_120.

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Zhang, Jiarong, and Zihang Chen. "Improved Design of Multimedia Podium Under the New Teaching Method." In Man-Machine-Environment System Engineering. Springer Nature Singapore, 2022. http://dx.doi.org/10.1007/978-981-19-4786-5_35.

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Rønningsbakk, Lisbet. "Pedagogy for the Digital Infants: Perspectives on Multimedia Production as Teaching Method." In Lecture Notes in Computer Science. Springer Nature Switzerland, 2023. http://dx.doi.org/10.1007/978-3-031-40113-8_27.

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Zhang, Haitao, and Yufeng Sang. "Personalized Recommendation Method of Nursing Multimedia Teaching Resources Based on Mobile Learning." In Lecture Notes of the Institute for Computer Sciences, Social Informatics and Telecommunications Engineering. Springer Nature Switzerland, 2023. http://dx.doi.org/10.1007/978-3-031-28867-8_20.

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Zhou, Yong-ji, and Shou-qing Lu. "Evaluation Method of Multimedia Art Teaching Courseware Playback Effect Based on Data Envelopment Analysis." In Lecture Notes of the Institute for Computer Sciences, Social Informatics and Telecommunications Engineering. Springer International Publishing, 2020. http://dx.doi.org/10.1007/978-3-030-63952-5_6.

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Conference papers on the topic "Multimedia Teaching Method"

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Faidi, S. E., M. Fay, and R. A. Cottis. "A Computer Aided Learning Package for Teaching Corrosion to Engineering Students." In CORROSION 1996. NACE International, 1996. https://doi.org/10.5006/c1996-96377.

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Abstract The personal computer and the multimedia revolution are presenting those who teach and train corrosion engineers with attractive opportunities to make teaching and learning more efficient and effective. This paper describes the development of a computer aided learning (CAL) package for teaching corrosion to engineering students. This educational software employs a case study approach to teach corrosion principles and corrosion control methods. The course comprises Case Study modules, a TheoryBase and a Glossary. Each case study involves a problem solving exercise which is based on a particular aspect of corrosion. The user finds background information by searching the TheoryBase and the Glossary. Students can move freely between the three major components of the course at any location in the software. The case study, the TheoryBase and the Glossary can be launched independently, if required, from the Corrosion control centre. Two case study modules of different levels are described.
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Tang Liansheng and Wang Xinzhe. "Logistics courses network multimedia teaching method." In 2010 International Conference on E-Health Networking, Digital Ecosystems and Technologies (EDT). IEEE, 2010. http://dx.doi.org/10.1109/edt.2010.5496424.

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Mohamad, Mariam, and Farah alwani Zolkifli. "THE COMPARISON OF THE EFFECTIVENESS OF THE FLIPPED CLASSROOM TEACHING METHOD AND INTERACTIVE MULTIMEDIA AIDED CONVENTIONAL TEACHING METHOD FOR PROBABILITY TOPIC AT PENANG MATRICULATION COLLEGE, MALAYSIA." In eLSE 2016. Carol I National Defence University Publishing House, 2016. http://dx.doi.org/10.12753/2066-026x-16-103.

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Probability is one of the topics in the syllabus of Mathematics semester II of Matriculation Program. Students often have difficulty in understanding the concept of probability during the teaching and learning process and they do not perform well in the quizzes. Therefore, this paper presents the flipped classroom teaching method and the interactive multimedia aided conventional teaching method in order to improve understanding of probability's concept and also to provide alternative teaching methods to teachers. The study was conducted to evaluate and compare the effectiveness of both flipped classroom teaching method and the interactive multimedia aided conventional teaching method for probability topic. In addition, this study was also conducted to assess students' perceptions of both teaching methods. The flipped classroom teaching method is using instructional videos while the conventional teaching methods is using interactive multimedia software as teaching aids. The selected research methods are experimental and descriptive survey. The samples comprised 261 Accounting students at the Penang Matriculation College. The effectiveness of the two teaching methods was assessed through an evaluation post test after the teaching and learning process of probability topic completed. Independent t test results show that there is no significant difference at 0.05 significant level between the flipped classroom teaching method and the interactive multimedia aided conventional teaching method in the population. The results of the given questionnaires show that the students exposed to the flipped classroom teaching method exhibit moderate perception while the students exposed the interactive multimedia aided conventional teaching method show a positive perception towards the use of interactive multimedia in teaching and learning. As a conclusion, this study contribute an insight and interesting findings towards the new learning environment in higher education Malaysia.
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Kulinski, Jaroslaw. "An Inspiring Method of Teaching CAAD Programs." In eCAADe 1995: Multimedia and Architectural Disciplines. eCAADe, 1995. http://dx.doi.org/10.52842/conf.ecaade.1995.267.

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Xu Qi, Xue Zhi-qin, Wang Song, et al. "Application of multimedia CBS method in medical immunology teaching." In 2012 International Symposium on Information Technology in Medicine and Education (ITME 2012). IEEE, 2012. http://dx.doi.org/10.1109/itime.2012.6291326.

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Lin, Lu, and Yu Xiang. "A multimedia teaching method research of animation production in China." In 2012 7th International Conference on Computer Science & Education (ICCSE 2012). IEEE, 2012. http://dx.doi.org/10.1109/iccse.2012.6295347.

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Ramsden, K. W. "An Interactive Method for Teaching Turbine Design." In ASME 1999 International Gas Turbine and Aeroengine Congress and Exhibition. American Society of Mechanical Engineers, 1999. http://dx.doi.org/10.1115/99-gt-325.

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The implementation of new technology in the gas turbine industry is accelerating at a rate which demands increasing specialisation by its engineering design staff. Simultaneously, this industry has been adopting concurrent engineering practices to reduce product lead-time. Accordingly, the industry now requires its engineers to acquire competence in a wide range of technological disciplines together with a thorough understanding of the demands of design optimisation for the whole engine. Against this background, educational providers must respond to these increasing demands with teaching programmes that enable a more rapid and deeper understanding of a very complex product. The ambition of the teacher, however, to prepare the student will continue to be limited by time constraints within lecture courses. Hitherto, this has normally resulted in class worked examples which are necessarily narrow in scope and confined to a limited range of design cases. To overcome these limitations, a portfolio of multimedia computer programs has been developed specifically for rapid and relevant learning purposes. Each is structured to facilitate in-depth understanding of the key interactions between aerodynamics, thermodynamics and mechanical integrity needed in gas turbine design and performance assessment. This paper describes an interactive teaching method for turbine design optimisation using only the multimedia turbine design and performance module. Through the example of a case study, the preliminary design of a high pressure and low pressure turbine combination is undertaken initially by hand. This first pass design leaves substantial scope for design optimisation through a series of workshops using only the software. Final design recommendations are subsequently based on comprehensive tutor led but fully interactive discussion. Particular emphasis is placed on the impact of design decisions on both the various technology issues and on the performance of other engine components.
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Wang, Rui. "On the Application of Multimedia Teaching Method in the Teaching of Chinese National Folk Dance." In International Conference on Education, Management and Computing Technology (ICEMCT-15). Atlantis Press, 2015. http://dx.doi.org/10.2991/icemct-15.2015.159.

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Wang, Hong Ying, Xiu Min Ma, Qi Xu, and Jian Bing Ding. "The role of multimedia method in teaching medical Microbiology and immunology." In 2011 International Symposium on Information Technology in Medicine and Education (ITME 2011). IEEE, 2011. http://dx.doi.org/10.1109/itime.2011.6132029.

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Qiu, Wenping. "The Case Study of Multimedia Technology-based Heuristic Story Teaching Method." In Proceedings of the 2018 International Workshop on Education Reform and Social Sciences (ERSS 2018). Atlantis Press, 2019. http://dx.doi.org/10.2991/erss-18.2019.128.

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Reports on the topic "Multimedia Teaching Method"

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Havrilova, Liudmyla H., Olena Ye Ishutina, Valentyna V. Zamorotska, and Darja A. Kassim. Distance learning courses in developing future music teachers’ instrumental performance competence. [б. в.], 2019. http://dx.doi.org/10.31812/123456789/3265.

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The scientific and methodological background of creation and development of the distance learning courses for the future music teachers is substantiated. The components and structure of future music teachers’ instrumental performance competence are defined; the content of the course is revealed. The materials are based on the authors’ teaching experience within the distance learning course “Basic Musical Instrument (Piano)”. The main blocks of the distance course design and development are considered among them to be theoretical, practical, individual work, and control blocks. The specificity of distance learning methods in the future music teachers’ instrumental and performance training is substantiated and three main methods are distinguished. The method of involving information and communication technologies, including multimedia; project method, and features of knowledge and skills controlling are elaborated. The results of implementation and experimental research of using distance learning courses for developing future music teachers’ instrumental performance competence are described. The influence of different methods use on students’ success is explored.
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Modlo, Yevhenii O., Serhiy O. Semerikov, Stanislav L. Bondarevskyi, Stanislav T. Tolmachev, Oksana M. Markova, and Pavlo P. Nechypurenko. Methods of using mobile Internet devices in the formation of the general scientific component of bachelor in electromechanics competency in modeling of technical objects. [б. в.], 2020. http://dx.doi.org/10.31812/123456789/3677.

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An analysis of the experience of professional training bachelors of electromechanics in Ukraine and abroad made it possible to determine that one of the leading trends in its modernization is the synergistic integration of various engineering branches (mechanical, electrical, electronic engineering and automation) in mechatronics for the purpose of design, manufacture, operation and maintenance electromechanical equipment. Teaching mechatronics provides for the meaningful integration of various disciplines of professional and practical training bachelors of electromechanics based on the concept of modeling and technological integration of various organizational forms and teaching methods based on the concept of mobility. Within this approach, the leading learning tools of bachelors of electromechanics are mobile Internet devices (MID) – a multimedia mobile devices that provide wireless access to information and communication Internet services for collecting, organizing, storing, processing, transmitting, presenting all kinds of messages and data. The authors reveals the main possibilities of using MID in learning to ensure equal access to education, personalized learning, instant feedback and evaluating learning outcomes, mobile learning, productive use of time spent in classrooms, creating mobile learning communities, support situated learning, development of continuous seamless learning, ensuring the gap between formal and informal learning, minimize educational disruption in conflict and disaster areas, assist learners with disabilities, improve the quality of the communication and the management of institution, and maximize the cost-efficiency. Bachelor of electromechanics competency in modeling of technical objects is a personal and vocational ability, which includes a system of knowledge, skills, experience in learning and research activities on modeling mechatronic systems and a positive value attitude towards it; bachelor of electromechanics should be ready and able to use methods and software/hardware modeling tools for processes analyzes, systems synthesis, evaluating their reliability and effectiveness for solving practical problems in professional field. The competency structure of the bachelor of electromechanics in the modeling of technical objects is reflected in three groups of competencies: general scientific, general professional and specialized professional. The implementation of the technique of using MID in learning bachelors of electromechanics in modeling of technical objects is the appropriate methodic of using, the component of which is partial methods for using MID in the formation of the general scientific component of the bachelor of electromechanics competency in modeling of technical objects, are disclosed by example academic disciplines “Higher mathematics”, “Computers and programming”, “Engineering mechanics”, “Electrical machines”. The leading tools of formation of the general scientific component of bachelor in electromechanics competency in modeling of technical objects are augmented reality mobile tools (to visualize the objects’ structure and modeling results), mobile computer mathematical systems (universal tools used at all stages of modeling learning), cloud based spreadsheets (as modeling tools) and text editors (to make the program description of model), mobile computer-aided design systems (to create and view the physical properties of models of technical objects) and mobile communication tools (to organize a joint activity in modeling).
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