Educational Multimedia Application

“Research reports on educational multimedia application”



Table of contents

Introduction1

Application Overview1

Educational Multimedia2

Genre4

Target Users4

Venue5

Purpose5

Subject6

Content6

Analysis7

Features8

Structure9

Screen Descriptions and Layout10

Multimedia Assets10

Navigation/Functions and Comments10

Design Review11

History of Multimedia12

Future of Multimedia17

Conclusion18

References19

Appendix21

“Research reports on educational multimedia application”

Introduction

To be able to conduct a relevant research on an Educational Multimedia application, it is essential to take into consideration the "Digital Frog" educational multimedia application and multimedia in general as an element simultaneously to generate a better and more feasible understanding. There is no clear definition for the term multimedia. The presentation of various formats is nothing new, but the term multimedia stands out in particular by means of digital content. The existence of different interaction possibilities is an important role, such as active navigation that helps in the manipulation or control of content rendering parameters (Baine, Pp. 36).

Application Overview

Due to technical progress of digitization and the increased performance of multimedia, computers experienced a rapid development. It is to be kept in widespread view that the use of various media to the viewer to aid in the reception of knowledge making the content easier, because the user receives information from multiple senses. The underlying superficial insightful assumption that information is "stored" better if they are taught through as many "channels" as possible is true (Pearce II, J.A. pp. 105-109).

The lack of any empirical evidence makes this suggesting less authentic. Presumably, the assumption is rooted in a misinterpretation of a statement of the founder of Media Education, Comenius: among other things: "So ought all schools to offer their own senses of learners, so they can see, hear, smell, taste, and touch everything. In addition to the interactivity of the medium, two other properties became apparent that the media must fulfill so that they can be called multimedia.

Educational Multimedia

Within the group of multimedia materials that integrate various textual elements (sequential and hypertext) and visual (graphics, sound, video, animation ...), are educational multimedia materials, multimedia materials that are used for a purpose education. Depending on their structure, multimedia materials can be classified into programs tutorials, exercises, simulations, databases, builders, and software tools, presenting different views on learning and allowing in some cases the modification of its content and creating new learning activities by teachers and students (Kodama, M. Pp. 321-331). The classification is as follows:

Training materials management: General behavioral approaches are followed providing information and posing questions and exercises for students while correcting their answers.

Programs of training: They just propose self-correcting exercises provide reinforcement without prior conceptual explanations.

Programs tutorials: They have self-correcting exercises proposed content and respect. If using Artificial Intelligence techniques to customize the tutoring according to the characteristics of each student tutorials are called experts.

Databases: They present data organized in a static environment using criteria that facilitate exploration and targeted consultation to solve problems, analyze and correlate data, test hypotheses, draw conclusions. By using multimedia, you can ask questions like: What makes this information? 

Programs such as a book or story: It has a story or information in a static environment like a book or ...