A Study on the Level of Effectiveness of Multimedia Content as Instructional Methodologies to Improve the Quality of Students Learning Experience during COVID-19 Pandemic
Abstract
With our current situation we became all content creator and through the advancement of technology, schools are also advancing their teaching strategy by utilizing multimedia presentations that would benefit the students. Interactive Multimedia Learning is now a teaching strategy that utilizes visual and audio annotations for the students to comprehend the lessons in an easy and fast manner. The study aims to examine and analyse the effects of interactive multimedia learning on student’s performance in class. The research utilized a quantitative research design that focused more on numerical data. A survey questionnaire administered and distributed to the participants. A total of 30 students from the different Higher Educational Institution the province of Ilocos Norte were involved in the study. Cluster sampling was utilized to give more opportunities for different students to share their insights regarding the topic. Results of the study showed that most of the students stated that multimedia learning contributed to their creativity in performance tasks and they became more focused and motivated due to the presence of creative and aesthetic graphics provided by multimedia. It also made them more independent and participative because the graphics are engaging and appealing to them. However, some students revealed that not all of their classes utilize multimedia learning tool. It was also revealed that there are students who are still engaged in board discussions and plain-text modules.
References
Bhaskar (2013). How Technology Promotes Independent Learning? https://edtechreview.in/ trends-insights/insights/ 422-how-technology-promotes-independent-learning
Burnmark (2020). Benefits of Visual Learning https://www.embibe.com/exams/visual-learning-benefits-and-strategies-for-students-teachers/
Cognitive Theory of Multimedia Learning (Mayer) https://www.learning-theories.com/cognitive-theory-of-multimedia-learning-mayer.html
Embibe (2020). Visual Learning – Benefits and Strategies for Students & Teachers.
Ercan, O. (2014). The effects of multimedia learning material on students’ academic achievement and attitudes towards science courses: The Journal of Baltic Science Education, 13(5). 608-621.
Evans, C., & Gibbons, N. J. (2007). The Interactivity Effect in the Multimedia Learning: Computers and Education.
Jan, L.. Plass. & Ulas Kaplan (2016). Emotions, Technology, Design, and Learning.
Jandhyala (2017). Visual Learning: 6 Reasons Why Visuals Are the Most Powerful Aspect Of eLearning https://elearningindustry.com/visual-learning-6-reasons-visuals-powerful-aspect-elearning#:~
Mathew Swerdloff (2016). Emotions, Technology, and Learning.
Mayer, R. E., & Johnson, C. I. (2008). Revising the redundancy principle in multimedia learning: Journal of Educational Psychology, 100(2), 380-386.
Mayer, R. E. (1997). Multimedia learning: Are we asking the right questions?. Educational psychologist, 32(1), 1-19.
Mayer, R. E., Heiser, J. & Lonn, S. (2001). Cognitive constraints on multimedia learning: When presenting more material results in less understanding: Journal of Educational Psychology. 93(1). 187-198.
Mayer, R. E. (2002). Multimedia learning. Psychology of learning and motivation, 41, 85-139.
Mayer, R. E. (2009). Multimedia Learning. Cambridge University Press.
Mayer, R. E., & Moreno, R. (2003). Nine ways to reduce cognitive load in multimedia learning. Educational psychologist, 38(1), 43-52.
Michael C. Rodriguez, Ann Ooms, & London, Marcel Montañez (2008). Students' Perceptions of Online-Learning Quality Given Comfort, Motivation, Satisfaction, and Experience. https://www.researchgate.net/publication/255572787_Students’_Perceptions_of_OnlineLearning_Quality_Given_Comfort_Motivation_Satisfaction_and_Experience
Morse, J. M. (2003). Principles of mixed methods and multi-method research design. In C. Teddlie, & A. Tashakkori (Eds.), Handbook of mixed methods in social and behavioral research (pp. 189-208). Thousand Oaks, CA: Sage Publication.
Richard E. Mayer (2011). in Psychology of Learning and Motivation.
Schrand, T. (2010). Tapping into Active Learning and Multiple Intelligences with Interactive Multimedia: A Low-Threshold Classroom Approach: College Teaching, 56(2), 78-84.
Shilpa, S. & Sunita, M. (2016). Negative Impact of Multimedia Elements in Early Year (3-6) Students Education: Arts and Social Sciences. Retrieved from: https://www.omics online.org/open-access/negative-impact-of-multimedia-elements-in-early-year-36-students-education-2151-6200-1000158.php?aid=69486 as of October 4, 2020
Sivan, A., Leung, R. W., Woon, C. C., & Kember, D. (2000). An Implementation of Active Learning and its Effect on the Quality of Student Learning: Innovations in Education and Training International, 37(4), 381-389.
Schnotz, W. & Horz, H. (2010). International Encyclopaedia of Education
