Academic journal article Educational Technology & Society

Perceived Effectiveness of Using the Life-Like Multimedia Materials Tool

Academic journal article Educational Technology & Society

Perceived Effectiveness of Using the Life-Like Multimedia Materials Tool

Article excerpt

Introduction

A popular issue for the contemporary education in Taiwan is to integrate information technologies into classroom learning so as to improve students' learning effects. Consequently, a key point of the issue is that teachers can readily make multimedia materials for classroom learning. As a result, students can easily access multimedia materials and then review them out of class. The way helps students quickly gain abundant multimedia material resources teachers made so as to promote their learning achievements (Zhan, Xu, & Ye, 2011).

Nowadays, several presentation software tools can produce multimedia materials which often include slides, texts, videos, graphics, sounds, etc. Currently, Microsoft PowerPoint is one of the most popular presentation software, which is widely adopted in the traditional classroom for instructions (Susskind, 2008). While using PowerPoint lectures, teachers spend less time in writing or maintaining lecture contents in contrast to the way lecturing with handwriting on a blackboard or whiteboard. Accordingly, teachers can readily highlight key points of teaching materials. However, many articles indicated no significant increase in students' learning performance while using PowerPoint lectures (Apperson, Laws, & Scepansky, 2008; Susskind, 2008). The reason is that each slide generally comprises 6 lines for texts and/or a few pictures (Apperson, Laws, & Scepansky, 2008). Lai, Tsai, and Yu (2011) pointed out that the PowerPoint presentations do not entirely support the effect of simultaneously containing both verbal and imagery representations during instruction. Accordingly, it is necessary to create a new kind of learning multimedia materials which at least consist of teacher's handwriting, action on PPT slides, and voice. As a result, students can repeatedly review the kind of multimedia materials out of class so as to get more understandings for teaching materials they still do not figure out in class. The reason is that students can gradually recall teachers' explanations for their misunderstanding contents via watching the multimedia materials repeatedly.

With recent advances in multimedia recording technologies such as digital video (DV) camera and screen capture software, they have been widely applied in making multimedia materials for classroom learning. Teachers can easily exploit the DV camera in class to create video materials recording their lecturing with a blackboard, whiteboard, or screen. However, to display the kind of materials mentioned above is not clear sufficiently when students study them out of class (Lai, Yu, & Tsai, 2011; Simpson, 2006). A main reason is that the screen layout of the kind of materials is not devised for the deployment of the display with respect to several resources such as teacher's face, the presentation material, drawing attention to key points, etc. This leads to that students cannot easily comprehend teacher's presentation for their teaching materials. A solution to overcome the above shortcomings adopts screen capturing software which can record teachers' all actions on the computer desktop and their voices (Lai, Yu, & Tsai, 2011). Nowadays, several popular products are used for screen capturing such as PowerCam, Articulate Presenter, and Camtasia Studio (Lee & Chao, 2007). However, these capturing software cannot simultaneously record teachers' action on the screen, teacher's face, and drawing attention to key points for lecture materials. Another kind of the capturing software is applied for video conferencing such as X-learn, Co-life, and JoinNet. They are developed to avoid the disadvantage of exploiting the screen-capturing products mentioned above (Chao & Lin, 2009). The kind of software can capture the display contents on screen and, meanwhile, record the teacher's voice and face. A critical limitation of the kind of software is to produce low-resolution video due to a need of performing high compression ratio for video via installing software in local computers. …

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