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Microsoft PowerPoint was one of the Microsoft Office applications developed by Microsoft since 1990 and has been used widely for disseminating information and presenting reports. PowerPoints are normally produced in slides to be projected on the screen or whiteboard for the audience to see. However, the strengths of PowerPoint go beyond slide presentation. This study aims to discuss the role of PowerPoint in the teaching and learning besides identifying its usage in the development of a multimedia-based module. Interviews were conducted with four respondents who have used the PowerPoint-based module learning material. The respondents are students from Sultan Zainal Abidin University who enrolled in Arabic for beginner course. Feedbacks from students are evaluated to determine whether or not the PowerPoint-based module enhances their understanding in their learning. Despite its presence, not all educators take advantage of the benefits offered by PowerPoint which go beyond a static presentation to include elements of text, picture, graphic, animation and audio. The findings from this study indicate that materials produced by PowerPoint help enhance learner understanding. Therefore, its huge potentials can be explored further to produce multimedia-based teaching and learning materials.

Digital storytelling is a method often preferred in the education process in terms of its appeal to different senses by creating a multimedia environment, and it may also be used in the development of language skills as it often includes both textual and audio elements. The current study investigates the research trends of digital storytelling, which is one of the methods recently preferred for education and for Turkish language skills development, through an examination of the Web of Science (WoS) database. The study was designed as a descriptive study. Data obtained from 545 academic works published within the context of the study were subjected to bibliometric analysis according to six categories; number of articles and citations, most-cited articles, most-used keywords, most influential countries, most influential institutions, and most influential journals. The study also presents bibliometric network maps of the most-cited articles, most-used keywords, as well as the most influential countries, institutions, and journals. The bibliometric analyses and network maps were performed using the VOSviewer_1.6.16 program. The results of the study show that digital storytelling is a method currently preferred in education. It is thought that examining the global trends of studies undertaken on digital storytelling in education will help to guide researchers looking to work on this subject in Turkish language education or in other fields of education.

Studies on English language learners (ELLs) and school science have been conducted from a range of theoretical and disciplinary perspectives, the findings of which have indicated growth in science achievement among ELLs when exposed to science inquiry. Yet studies are still needed to address the needs of specific groups within this large, and growing population. Children who are underserved in schools offering limited ELL support continue to be marginalized, and the gap for their future professional and higher education opportunities continues to grow when compared to their majority peers. Teachers often lack the experience, knowledge, and institutional support needed to address the complex educational needs of ELLs. The goal of this study was to examine aspects of multimodal science inquiry teaching strategies using technology with a specific group of students learning English as a new language. This paper describes a qualitative, autoethnographic, case study with three students from the Karen and Karenni cultures, coming to the United States from three different refugee camps in Thailand. Multiple data sources were collected throughout an year-long study, including videos of lessons, recorded focus groups, student artifacts, researcher field notes and reflections, and interviews with the classroom teachers. We coded data as emerging themes iteratively using HyperResearch qualitative research software. The study demonstrated how refugees ELL students developed their discourse skills and classroom engagements through the yearlong intervention designed to build trust between teacher and students by sharing responsibility for practice and learning, to involve inquiry-based science activities, and to value students' communities and culture. The study was founded on the premise that students of diverse linguistic and cultural backgrounds can participate effectively in scientific inquiry.

The demand for university education to produce good graduate students for emerging nations to deal with global adjustments in the learning environment looks to be increasing as global technological advancements accelerate. Although, educational institutions could evolve technologically to increase students' potential to differentiate, particularly in mathematics and vocational education. As Accounting is concerned, it is one of the undergraduate courses that incorporate learning from other disciplines as well as vocational education. Nevertheless, student outcomes in accounting have remained inadequate, owing to high dropout rates and low engagement due to insufficient teaching techniques, resulting in weak sensory thinking skills needed for success. therefore, the purpose of this article is to bridge the gap by investigating an authentic-based multimedia learning environment to improve student engagement in the teaching of accounting education in Nigerian higher institutions. Constructivist learning methodologies are being investigated in conjunction with Mayer's cognitive theory of multimedia learning, cognitive engagement theories, and behavioral engagement theories in order to solve these challenges, which is critical for engaging students in many emerging nations. For this analysis, 90 respondents were chosen from a total population of 120 undergraduate accounting students. Data was collected through questionnaire surveys and semi-structured interviews with open-ended questions. The study's results are important for instructors and administrators who seek to increase student participation in multimedia learning environments in their classroom teaching. Future studies could emphasize on the difficulties of adopting authentic-based multimedia learning while keeping students engaged. To conclude, the federal government, higher education officials, curriculum designers, and accounting teachers are all working together to boost student engagement in Nigeria's multimedia learning environment, as shown in this article.

Foreign Language educators and researchers still refine meaningful instruction and engagement to motivate secondary education students. This research aims to enhance learning environments and analyze students' exposure to English vocabulary through a collection of culinary videos as Comprehensible Input in English as foreign language (EFL) classrooms. The participants were high school students from a public educational institution in Manta-Ecuador. This study is ascribed to the post-modern paradigm, using a hybrid approach and audio-visual technology research as a teaching resource. The instrument used is the students' motivation for learning of Acevedo, et al. (2022). The techniques for determining this research were non-random sampling and data collection with surveys, interviews, and class observations. The research results demonstrated that learners recognize foreign language vocabulary when creating a cooking recipe or when the teaching process is authentic, dynamic, and innovative. Moreover, exposing learners to an artistic experience increases participants' motivation to practice a foreign language. It is concluded that EFL learning environments can be more meaningful when instructors use videos as Comprehensible Input.

Educational online games and educational videos are classroom methods that incorporate multimedia into language teaching. Previous studies have suggested that the use of online games and educational videos in language learning enhances student performance. However, no studies have been done using three different groups to examine whether online games or educational videos are more beneficial for language learning than conventional teaching, if at all. This study intended to fill the existing gap in research about vocabulary acquisition, using an experimental research design with a pre-test at the beginning of the program and a post-test at the end of the program. These tests were administered to 93 seventh grade EFL students. The participants were divided into three groups and taught using educational videos, online educational games, and conventional teaching respectively. Statistical analysis showed that there was a significant difference among these three groups. The use of educational online games resulted in higher achievement than the educational videos and conventional teaching. These results suggest that multimedia learning has a significant effect on vocabulary enhancement.

Environmental problems still require a lot of solutions that need to involve various groups including universities. Through effective environmental education learning, it can have an impact on awareness and achievement of student competencies in Environmental Science courses. The application of learning media by utilizing digital technology is expected to be effective in explaining material on global environmental issues related to human relations with the environment, environmental principles, pollution, utilization of natural resources. The objectives of this study were to: 1) obtain the level of student competence through video-based learning media in the Environmental Science course; 2) obtain the level of student competence with power point learning media; 3) obtain the effectiveness of student competency achievement between learning with video-based media and powerpoint media. This research is a descriptive quantitative study to determine the effectiveness of student competency achievement between video-based media learning and power point media learning. The object of research is video-based learning media and power point learning media in Environmental Science courses. The subjects of this study were a group of students with video-based media learning as many as 30 people and a group of students with power point media learning as many as 32 people. The research instrument is a student competency test (pre-test and post-test) to measure the effectiveness of video-based media compared to power point media after learning Environmental Science material. The test contains 25 multiple-choice questions with a per-item score of 0 or 1 and a score range of 0-100. The results showed: first, the final competence of all students after learning using video-based media was at a high level with an average score of 78.80 75. Second, the final competence of all students after learning using power point media was still at a moderate level, namely with an average score of 72.13 75. Third, the competence of students with learning using video-based media obtained an average score of 78.80 75. The average score of student competence with learning power point media is 72.13 75. That is, the effectiveness of learning using video-based media is higher than using power point media in Environmental Science courses.

This article proposes a model for integrating text-to-speech software (TTS) in students' interpreting training and practice. It shows the aims of the model, the definition of TTS, the advantages of using TTS, how to search for TTS, instructional stages with TTS, and the interpreting instructor's role. The students can use TTS software online; download it to their laptop, use a Google Chrome extension to listen to webpages, online ebooks, Google Docs, webpages, and emails; or use a TTS mobile app. Practicing interpreting with TTS starts with introducing students to the TTS, how to copy and paste a text in the text area block, choosing a male or female reader, American or British accent, and reading speed. The students practice interpreting with TTS on their own, out of class. They listen and interpret without looking at the screen. They practice different interpreting modes (simultaneous, consecutive, liaison and sight interpreting). They can take notes only in consecutive and simultaneous interpreting. In sight interpreting, they interpret while reading the text from the screen silently without listening to the text being read. They practice individually, in pairs or small groups where they can listen to each other's interpreting and provide feedback ad comments on the quality and errors. The instructor serves as a facilitator. She can help the students find and download TTS that meet their needs and may select texts and exercises for the students to practice. She follows the students up to make sure they are making the best use of the TTS software. The article concludes with some recommendations for interpreting practice with TTS and other forms of technologies that can be utilized in student-interpreters' training and self-study.

The research has been conducted to examine the feasibility of offering a Bachelor of Science in Entertainment and Multimedia Computing, one of the Commission on Higher Education (CHED) priority courses according to [1] and in keeping with the University's mission and vision. In Nueva Ecija, questionnaires were delivered to senior high school students, and interviews were performed with corporate companies. The data was analyzed using the SWOT Analysis approach to establish the course's competitiveness and cost. According to the survey findings, many graduating senior high school respondents consider BSEMC as a college course. Some of the reasons mentioned by respondents are free tuition, proximity to their home, the University's outstanding reputation, demand for the degree, and a high percentage of employability soon after graduation. A questionnaire and interviews were used as the primary instruments in this study, including selected high schools in Nueva Ecija and several commercial entities. It also used SWOT analysis to determine the course's competitiveness and attractiveness. The amount of senior high school students who replied favorably to the questionnaire reveals that student-respondents are interested in enrolling in the BS in Entertainment and Multimedia Computing program. Demand for the course, the low cost of education, employment after graduation, and the University's strong reputation are all factors. The University's strength is based on its vision, purpose, goals, objectives, and CHED standards such as faculty qualifications and available facilities. Limited educational offerings and reliance on government scholarships are two internal flaws. This contributes to the industry's human resources shortage even more. As a result, offering entertainment and multimedia computing is necessary.

The article introduces the results of the work did in the formal education field with transmedia storytelling to Science, Technology and Society topics in students between 14 and 16 years-old from a public school in Cartagena, Colombia. The objective is to describe the phases in which the mentioned methodology consists. The study relied on the qualitative approach and virtual ethnography. At the end, the results of applying this methodology and the benefits that occur when students produce transmedia stories based on Science and Technology themes that impact society are analyzed.

The voice effect or principle assumes that people learn better when they are exposed to multimedia instruction that includes a human voice rather than a machine voice. This investigation reconsiders the voice principle by investigating the relationship between learning outcomes and mental effort of the learners. Text-to-speech (TTS) engines have improved dramatically since the early 2000s, thanks to technological advancements. The researchers employed sophisticated TTS engines in a pretest-posttest design to analyze the various voice types (human voice, traditional machine voice, and modern machine voice). The results indicated that the progress in TTS technology enabled to generate real-life-like voices, and therefore no significant difference was observed between the modern and human voice. Furthermore, the participants' cognitive load was consistent with the findings of the learning outcomes.

This experimental study examined the effects of segmentation and self-explanation designs on cognitive load in instructional videos. Four types of instructional videos (segmentation, self-explanation, combined, and control) were created and tested by 121 undergraduate students randomly assigned to one of four research groups. The results of students' self-ratings on the cognitive load survey showed that the segmenting design produced a significantly less germane cognitive load than the two non-segmenting designs (self-explanation and control). The self-explanation design did not produce a significantly more germane load than the control design. However, students' dispositions toward segmentation and self-explanation designs were generally positive and supported the theoretical justifications reported in the literature. The findings are discussed, along with segmentation dilemmas, limitations, and future study implications.

Effective translation instruction is crucial to the improvement of translation competence and language abilities of undergraduates majoring in translation. On the basis of an analysis of the problems in translation teaching, this paper provides an overview of the development of translation teaching reform, and puts forward some suggestions on translation teaching in terms of teaching philosophy, teaching content, teaching methods and assessment system.

A team-based learning activity is presented that was created to support a university-level course with an integrative theme of environmental sustainability. Students in a General Education "Environmental Biology" course were asked to relate academic concepts to real-world scenarios by creating a hypothetical ecoresort on an island that had suffered severe habitat degradation. The Earth Charter helped guide student understanding of how to balance ecological, social, and economic needs. Furthermore, the SENCER approach to educational practice helped teach the science through complex social issues. Student-generated media (in the form of a webpage) helped learners integrate and showcase their gains in knowledge and skills. The "ecoresort activity" is critiqued against educational best practices, by aligning its design with Fink's Taxonomy of Significant Learning and Merrill's Principles for Instructional Design. Finally, practical recommendations (with an accompanying facilitator's guide) are provided that should help STEM educators calibrate interacting variables during technology-enhanced course designs: permeable learning spaces, assessment strategies, and social learning settings.

This qualitative case-study looks at how one preservice teacher uses multimodal counter-storytelling to push back on dominant historical narratives in social studies teaching. It examines how the teacher conceptualizes the use of critical arts and humanities as pedagogical tools to represent historically marginalized voices and disrupt dominant narratives (counter-storytell) in social studies education, and secondly, how they engage with these critical multimodalities in order to counter-storytell in their social studies student teaching. Findings show that preservice teachers can deftly and richly use multimodalities as access for counter-storytelling towards transformative social justice teaching with their students, but that a lack of curricular support and the necessity of content knowledge create challenges which demand greater assistance for educators in this pedagogical journey.

The advancement in science and technology in the 21st Century necessitates improving critical thinking skills in students. Implementing digital technology such as interactive multimedia in the learning process can encourage quality learning and teaching. This study aims to create Android-based interactive multimedia that will help students improve their critical thinking skills in learning matters. This research aims to develop android-based interactive multimedia to enhance critical thinking skills in learning matters. This research employed a developmental method that included analysis, design, development, implementation, and one group pretest-posttest to assess students' critical thinking skills. The participants were 30 students from Private Junior High schools in Bandung Barat. The instruments used were the expert's judgment rubric, students' questionnaire, and objective test. With an overall score of 88.25%, the experts' judgment score was classified as very good. Moreover, the average score of students' impressions was 84.56%, classified as very good. Based on the data analysis, the value of is 0.52, which is classified as a medium enhancement. This finding indicates that students' critical thinking skills improve after applying Android-based interactive multimedia.

This study aims to develop interactive multimedia based on Indonesian cultural diversity as a learning media for Civics in grade IV elementary schools and to determine the feasibility of the product from the material and display aspects. Product development uses the Borg & Gall. Data collection instruments in the form of interviews and questionnaires. The results of the validation by media experts indicate that the feasibility of interactive multimedia is in the "very feasible" category and the validation of the material experts shows that the feasibility of multimedia is in the "very feasible" category. Meanwhile, the results of the teacher and student responses in the field trial showed the "very feasible" category. These results indicate that the interactive multimedia developed is suitable for use in learning activities and as an alternative learning media for Civics, especially for class IV on the material of Indonesian cultural diversity.

The use of information technology in education has the potential to have positive outcomes in the face of globalization. This study aimed to identify various needs in order to integrate technology into learning. The study employed a quantitative approach with a survey method to senior high schools. The questionnaire was used as a data collection instrument which was distributed to a research sample of 60 students who were randomly selected. The results revealed that students' attitudes toward the integration of technology into the learning process are inversely proportional to their use of learning media, which is still limited to the printed module. Students would like to create interactive multimedia as a medium for learning craftsmanship and entrepreneurship, based on the needs of students who are technologically literate and efforts to optimize the use of facilities that available at school.

Student poor performance in mathematics has been a serious concern to mathematics educators and all educational stakeholders in Nigeria. The instructional strategies used by teachers in teaching mathematics have been identified by researchers as one of the problems behind this poor performance in mathematics. If this poor performance of students in mathematics continues it could deny the realization of educational goals for scientific and technological development of the nation. This research therefore, was carried out to examine the effects of multimedia instructional strategy on senior school students' performance and retention in mathematics in Ilorin, Kwara State, Nigeria. The study was a quasi-experimental type of the pre-test, post-test, non- randomized, control group design. The design is a 2x2×1 factorial design. A sample of 81 senior secondary school II students from two secondary schools in Ilorin south local government area of Kwara State was involved. The research instruments were; developed multimedia instructional package. The experimental group was taught using multimedia instructional strategy, while the control group was exposed to the conventional teaching. Data collected for analysis were subjected to ANCOVA and t-Test statistics. From the study, findings showed that: (1) there was a significant difference between the experimental groups taught mathematics using multimedia and the control group taught mathematics using conventional method (2) both female and male students were capable of competing in classroom activities when taught with a better instructional strategy (3) multimedia instructional strategy improve and stimulate students' retention level thus, multimedia instructional package helps to concretize the learning of mathematics and makes learning more effective. Based on the findings of this study, it was recommended that multimedia instructional strategy may be integrated into mathematics curriculum and also used to arouse students' interest in mathematics.

The use of multimedia in Arabic learning has high urgency in improving students' learning motivation. Meanwhile, learning motivation is essentially needed by students in achieving success the learning process. Therefore, this research aims to prove the level of students' learning motivation by using multimedia in Arabic learning and without using multimedia in one of State Madrasah Aliyah at Gorontalo Regency. This research is experimental research with the Treatment by the level design approach. The samples used in this research were students in grade VIII[subscript 2] which consisted of 35 students as the experimental class and grade VIII[subscript 3] which consisted of 35 students as the control class by using the technique of cluster random sampling. The technique of data collecting used test, questionnaire, and documentation. The technique of data analysis implemented a descriptive statistic and referential statistic with the two non-similar cell paths and the Scheffe Method'. The result of this research shows that the students who were taught using multimedia PowerPoint in the Arabic learning had high learning motivation and students who were taught without using multimedia had low learning motivation. It shows that Arabic teachers should be able to utilize the learning multimedia to improve students' learning motivation so the learning purpose can be after achieved, because it is proved that the using of multimedia in the Arabic learning can successfully improve students' learning motivation.

In recent years, mobile applications (apps) have been increasingly used and investigated as a vocabulary learning approach. Despite the extensive use of commercial English as a Foreign Language (EFL) vocabulary learning apps in China, there is a lack of a review of these apps for a systematic understanding of the components and usefulness of app-assisted vocabulary learning. To fill this knowledge gap, this study presents a systematic review of 15 EFL vocabulary learning apps that were most downloaded in China, focusing on how these apps help students develop word knowledge. The results of this study showed that most apps enabled students to access word knowledge through translating words into their native language. Notably, word knowledge was usually presented through text-plus-image and text-plus-image-plus-audio. Most of these mobile apps provided sentence examples as vocabulary learning materials. Many of these apps were integrated with game elements, especially in interactivity or feedback systems and reward systems. Based on the review results, we have provided three recommendations to vocabulary learning app developers concerning the use of video for the input of word knowledge, the efficiency of vocabulary learning, and the integration of more game elements.

A digital instructional game with embedded multimedia was believed not limited to allowing the learner to visualize chemistry concepts while playing but enable them to collect relevant information that connects the understanding of the other. The subject was described as a core science area with multiple macroscopic, submicroscopic, and symbolic representations. Thus, the study intended to investigate the effectiveness of the instructional game in enhancing students' cognitive development in learning chemical symbols and periodicity of elements. An instructional tool called Symperiod Board Game) The study was designed and developed, containing 20 test items distributed in three different levels in order of complexity from simple to complex. The between-group experimental research design was adopted for this study in which 20 Form IV students distributed into four groups was selected. The alpha value 0.830 of the Pearson correlation coefficient determines the strength of the instrument's reliability, hence used for data collection. The data obtained were analyzed using descriptive statistics, and the results indicated that the cognitive development of the respondents' increases as students play the instructional game from level 1 to 3. Thus, the study reveals that a learner cannot understand a concept if he/she does not first remember it; similarly, he/she cannot apply knowledge and concepts if he/she does not understand them. It is imperative to conclude that the poor performance of students in chemistry can be associated with the quality of instruction provided by the teacher during classroom instructions.

Background Studies: Captioning and repetition are widely used multimedia instructional devices for non-native students. Generally, studies in this area have tended to focus on second language literacy skills rather than on learning new content knowledge. Additionally, posttests were administered immediately after the treatments, while the delayed influences of captioning and repetition have never been investigated. Objectives: This paper addressed these research gaps in two separate studies. More specifically, this study attempted to examine the influences of captioning and repetition on non-native students' immediate and relayed retention. Methods: In Study One, three captioning conditions; word-by-word captions, closed captions, and no-captions; were compared to examine their efficacies in immediate and delayed content knowledge retention on 82 Chinese university students. To address the limitations in Study One as the multimedia lesson was short and played only once, Study Two incorporated captioning and two repetition types in its design. One hundred and eleven Chinese university students watch a video lesson in one of four captioning and repetition conditions. Results: The statistical analyses of Study One indicated that there were no significant differences in both immediate and delayed retention test scores across the three captioning condition. Similarly, in Study Two, there were no significant differences in retention tests scores across the four captioning and repetition conditions. Findings: Neither the availability of captions nor the repetition types had any impact on the Chinese students' immediate or delayed content knowledge retention, which lent support to existing studies. Based on the research results, the limitations and future study possibilities are discussed.

Background: How to improve learning with online multimedia lessons has attracted widespread concern. Prior studies have attempted to help students learn by breaking a video lesson into several segments. However, there has been a debate about whether learners can use pause time effectively and whether prompting them to engage in different types of generative learning activities during pauses can better facilitate learning. Objectives: This study aimed to explore how to maximize learning by asking students to engage in generative processing activities during pauses in segmented narrated video lessons. Methods: Three experiments explored the effectiveness of segmenting, and whether adding summaries between segments can improve learning performance. In Experiment 1, participants were asked to view a segmented video or a continuous video. In Experiment 2, we examined whether adding summarizing activities during pauses can improve the effects of segmenting. In Experiment 3, we further investigated the effects of adding different types of summarizing activities during pauses. Results and Conclusions: In Experiment 1, segmenting improved performance on retention tests, but not on transfer tests. In Experiment 2, the effects of segmenting on the retention and transfer tests were enhanced when learners were asked to produce written summaries during the pauses. In Experiment 3, asking participants to imagine or write summaries during the pauses in segmented lessons improved retention and transfer test performance, but providing a summary only helped on retention. Takeaways: Adding generative learning activities (i.e., summarizing) during pauses prompted learners to learn the material more deeply. Results are consistent with the ICAP framework and the cognitive theory of multimedia learning.

How does the emotional tone (happy or sad) and gender (male or female) of the instructor's computer-generated voice in a multimedia lesson affect learning processes and outcomes for female learners (Experiment 1) and male learners (Experiment 2)? In two experiments, college students viewed a 2.5 min narrated slideshow on the formation of lightning and then took a posttest. In a 2 (emotion) × 2 (gender) between-subjects design, the instructor's computer-generated voice was either happy female, sad female, happy male, or sad male, as produced by text-to-speech software. Female students (in Experiment 1) who received happy instructors gave higher ratings of instructor happiness, their own felt happiness, and how engaging and facilitative the instructor was, indicating that they could perceive, feel, and socially relate to the voice's emotion, and these effects were stronger for the female voice than the male voice. Male students (in Experiment 2) showed the same pattern for perceived emotion, partially for felt emotion, and not for social connection with the instructor. In terms of learning outcomes, happy instructors produced better transfer test scores only for males and did not produce better retention test scores for males or females. These results provide partial support for the "positivity principle," which posits that people learn better from happy instructors than from sad instructors and indicate that the instructor's gender plays a moderating role.

The use of video lectures has become a core feature of digital learning, but how the media diversity carried in videos affects learning experience has been rarely studied. Adopting a two-factor experimental design, this study used cognitive style questionnaires, brain wave detection, cognitive load scale, and post-test to explore the impacts of three commonly used algorithm-based video lectures on the sustained attention, learning engagement, cognitive load, and learning outcomes of verbal and visual style learners. The results show that cognitive style and video lecture type had a small effect on learners' sustained attention and learning engagement levels; and visual learners demonstrated significantly higher attention and learning engagement levels in the animation group than in the Tablet drawing and PPT groups. Similarly, with the increase of media diversity, cognitive load also increased, but the increase did not reach a significant level. The study also found that media diversity had a small impact on learning outcomes, but cognitive style not. It further proved that cognitive load caused by moderate media diversity didn't affect learning outcomes. This research provides a valuable reference for creating effective video lectures and significant support for researching video courses from neuroscience perspective.

Open access academic lectures are potential sources for incidental vocabulary learning. These lectures are available in various formats (transcripts, audios, videos, and video with captions), but no studies have compared the learning of vocabulary in these lectures through different input modes. This study adopted a pretest-posttest design to compare learning at the meaning recall level of 50 words in the same academic lecture through five input modes: reading, listening, reading while listening, viewing, and viewing with captions. One hundred sixty-five English for Academic Purposes learners in China were assigned to five experimental groups and a control group. The experimental groups received the treatment with the assigned input mode while the control group received no treatment. Results show that although learning occurred through all input modes, only viewing significantly contributed to the learning gains. Frequency of occurrence and type of vocabulary significantly predicted the learning gains, but the type of verbal elaboration and nonverbal elaboration did not. This study provides further insights into the value of academic lectures for incidental vocabulary learning and supports the multimedia learning theory and its principles.

Previous research often revealed detrimental effects of seductive details on learning with multimedia instruction, but there are mixed findings regarding how to best explain these detrimental effects. We investigated whether the detrimental effects of seductive details are mainly mediated by the cognitive processes of diversion (deeper processing of seductive details rather than pertinent content) or disruption (unsuccessful attempts to integrate seductive details with pertinent content) by assessing the effects of instructional prompts. In an online learning experiment, participants (N = 247) learned either without seductive details (control condition) or with seductive details in one of three conditions: Participants received either a prompt informing them about the irrelevance of seductive details (irrelevance-prompt), a prompt to process seductive details and pertinent content separately (separation-prompt), or no prompt within their task instruction. We assessed recall and transfer of knowledge as dependent variables. Supporting the diversion hypothesis, participants in the no-prompt condition regarded seductive details as more relevant and consequently spent more time processing them compared to participants in the irrelevance-prompt condition, which negatively influenced their recall performance. Against the disruption hypothesis, participants in the no-prompt condition reported lower integration avoidance between seductive details and pertinent content compared to participants in the separation-prompt condition, but this led to better rather than worse transfer performance. Our results thus suggest diversion, and not disruption, to be the main process driving the seductive details effect. Reducing the details' diverting potential seems a good way to deal with seductive details in instruction.

Pedagogical agents have been designed to support the significant challenges that learners face when self-regulating in advanced learning environments. Evidence suggests differences in learners' prior skills and abilities, in conjunction with excessive didactic support, can cause overreliance on these external aids, which in turn prevents deeper learning, and pedagogical agents can provide tailored scaffolding to accommodate learners' individual needs. However, there is less evidence about the impact of abstract scaffolding, such as the sharing of non-verbal metacognitive information via a pedagogical agent's facial expressions, on self-regulated learning. To assess factors in the passing of non-verbal metacognitive information via pedagogical agents in a multimedia learning environment, we used growth modeling with self-reports, eye-tracking, and log-file data collected from fifty (n = 50) undergraduates at a large North American university as they learned about human body systems while using MetaTutor-IVH, a multimedia learning environment with a pedagogical agent. We controlled for participant characteristics (perceived utility of emotions for self- and other-centered positive and negative emotions) and characteristics of the metacognitive monitoring information provided by a pedagogical agent (expression type and expression congruency) to assess factors in non-verbally communicating metacognitive information. Results suggest that learners attend to pedagogical agents less over time, but this rate of change is weaker when an agent is providing an expression that is congruent with the ground truth of the environment. Further, only the perceived information utility of other-centered negative emotions has a significant effect on this duration, suggesting learners are driven to consult pedagogical agents to avoid embarrassment or shame. We discuss design implications of these findings for technology-based learning environments.

Contribution: Research shows that nontechnical subjects like the English language have been neglected in computer science/engineering (CS/CE) education research. This study evaluates the effectiveness of a technology-enhanced general English (GE) course that exposed CE students to multimodal input during the prereading phase to develop their reading skills and growth mindset. Background: A wide range of technological affordances have been utilized and researched in teaching CE technical courses, however, English as an invaluable asset in CE students' academic and professional success is given lower priority. Research Questions: Do multimedia-enhanced prereading activities have a significant impact on CE students' development of reading skills and growth mindset? What are CE students' perceptions of multimedia-enhanced reading instruction? Methodology: The study compares the effects of incorporating multimedia in the prereading phase of a GE course with a conventional methodology. 137 undergraduate CE students participated in the study. Reading skills and growth mindset were assessed before and after the intervention. Qualitative data were obtained through structured interviews with 18 students of the experimental groups. Findings: Significant improvements in two reading skills, i.e., skimming and scanning were observed after the experiment. The effect size of the intervention was large for skimming, indicating that multimedia videos made understanding the gist of meaning easier for CE students. This finding was verified by the qualitative data as well. Also, the experiment had a significant impact on developing CE students' growth mindset, letting them vision their intelligence and talent as being fluid and malleable and, thus, changeable by effort and hard work.

Background: Multimedia Advocacy is the use of digital technology for people with intellectual disabilities as means of developing identities, being heard, connecting to family and care networks and, advocating for change. Methods: We explore principles and theories that underpin Multimedia Advocacy, mapping disciplinary approaches that have influenced the concept and praxis. Results: We describe relevant theories from cultural and media studies, personal therapeutic practices, communication, universal design, and systemic adoption of technology. We discuss new ways of achieving person-centred working with digital technology. We aim to develop a stronger theory/practice dialogue between these disciplines. Conclusions: The theories described highlight the importance of embedding access and use of digital technology within everyday settings. Long-term implementation plans and buy-in from all organisational levels are required for Multimedia Advocacy tools to be embraced by health and social care systems so the voice of an individual is included and genuine person-centred practice is achieved.

In recent years, flipped classroom has become a popular teaching method. Compared with the traditional teaching method, the flipped classroom gives learners and teachers more opportunities to discuss. However, the flipped classroom has also encountered some difficulties. If we do not consider the different learning conditions of each learner when conducting group discussions in the classroom, the learning effectiveness will not be as expected. Therefore, this study uses the Apriori algorithm in association rule analysis to diagnose learning and implement adaptive teaching, hoping to improve the deficiencies in the flipped classroom. This study developed a multimedia learning system applied in the experiment. In pre-class stage, learners were provided with teaching videos, conducted unit tests online, and then used Apriori association rules to analyze the test results for learning diagnose, derive association rules between concepts, and perform adaptive grouping according to learners' test results. Learners will carry out classroom tasks in the class stage, and then implement post-test and post-questionnaire to analyze whether there are significant differences among learners. Finally, we found that using adaptive teaching of flipped classroom combined with concept map learning diagnosis, there were significant differences in research issues such as learning effectiveness, learning motivation, self-efficacy, cognitive load and programming learning attitude. It is hoped that through the results of this study, meaningful contributions can be made in the research field of flipped classroom and adaptive teaching, and it is also hoped that there can be a theoretical basis for scholars who study these fields in the future.

Anthropomorphism is defined as attributing human traits and emotions to non-human entities. In the field of emotional design in multimedia learning, anthropomorphising essential learning elements has been associated with promoting positive learning experiences. Although it has been widely used for educational purposes, there are still limitations when considering different contexts, learning variables, and non-invasive measurement. Therefore, in this study, we investigated how anthropomorphising affects and associates with learning based on three perspectives: learning outcomes, epistemic emotions, and gaze behaviour. The findings indicate that anthropomorphism did not directly affect learning achievement, perceived satisfaction, and effort or when moderated by the need for cognition. However, anthropomorphism reduced the effect of perceived negative epistemic emotions, namely Bored and Anxiety. Additionally, a comparative correlation analysis indicated that anthropomorphism significantly reduced the perception of negative epistemic emotions for learning achievement (Confused and Frustrated) and effort (Frustrated). The gaze behaviour analysis revealed that anthropomorphism only influenced the initial view and not the number of views or dwell time. However, dwell time reflected partiality towards anthropomorphised elements showing negative emotions. The results implicate design and research considerations for future studies.

Evidence regarding the benefits of an instructor's deictic gestures in video lectures on adults' learning may not necessarily be reflective of their effect on children's learning. Furthermore, there is a lack evidence regarding how deictic gestures specifically affect learners' learning process. Based in cognitive load theory, with consideration of the signaling principle and embodiment principle in multimedia learning, the present study sought to determine whether an instructor's deictic gestures affected young adults' and children's learning from video lectures differently. Participants consisted of 60 college students as the young adults sample and 63 pupils as the children sample. Each participant viewed one of two video lectures, either with or without the instructor using deictic gestures. During the experiment, participants' eye movements, prior knowledge, learning process, and learning performance were recorded and measured. The results of nonparametric tests showed that when the instructor used deictic gestures, the children paid more attention to the video content while the young adults reported a higher learning experience. Both groups demonstrated improved learning performance, regardless of age. Our findings highlight the fact that young adults and children do learn differently from video lectures with an instructor using deictic gestures. Furthermore, our findings contribute to understandings regarding the design of video lectures and video-based learning, specifically, that if an instructor is presenting the content in video lectures, they should be encouraged to use deictic gestures to improve students' learning.

The promise of using immersive technologies in learning has increasingly been attracting researchers' and practitioners' attention. However, relevant empirical works are usually conducted in fully controlled Virtual Reality (VR) laboratories, as opposed to conventional settings. This quasi-experimental study compares the effectiveness of video learning resources to that of stereoscopic 360° VR, as supplements to the traditional instructional approach. The potential of such methods was examined in high school settings, in the context of the 'Life and Evolution' module, with participants (n = 70) divided equally into control and experimental groups. As a point of reference (control condition), we considered the adoption of Video Learning Resources, as students are more acquainted with this instructional method. In the intervention approach (experimental condition), students adopted the use of low-end mobile-VR (VeeR Mini VR Goggles). The key findings indicate differences in the learning motivation, confidence and satisfaction, but no statistically significant difference was identified regarding the factual or conceptual knowledge gains. The study offers insights on the potential of the investigated technologies in the subject of secondary school Biology and further provides implications for theory and practice.

Content acquisition podcasts (CAPs) are a popular tool in special educator preparation but little is known about their application to communication disorders. This quasi-experimental study investigated the effectiveness of two instructional methods: lecture plus video and a content acquisition podcast (CAP). Participants were undergraduates in early childhood education and special education programs (N = 62). Participants were assessed on their knowledge and application of communication development and disorders at four time points. Results indicated that the lecture plus video condition was more effective at producing knowledge gains compared to the CAP condition, but both conditions were equally effective at producing gains in application ability at post-test. Neither group maintained their knowledge gains 8 weeks after instruction. Learning condition did not affect participants in the two education programs differently. Implications for teacher preparation are discussed.

Vocabulary is a critical building block for establishing mastery of content area knowledge. Two technology-based tools (InferCabulary and Content Acquisition Podcasts for Students [CAP-S]) have been found to have beneficial effects on students' vocabulary knowledge, but efficacy of device features across varied presentation formats is unknown. The purpose of this study was to compare InferCabulary and CAP-S on four measures of vocabulary performance. Fifth-grade students (n = 656) drawn from 30 classrooms across three states participated in one of three conditions to learn 100 new vocabulary terms. Teachers (n = 30) taught student participants new word meanings via the InferCabulary program, CAP-S instructional slides, or their business-as-usual (BAU) approach to instruction. Results indicate that when students learned vocabulary using InferCabulary or CAP-S approaches, they significantly outperformed their peers who participated in BAU vocabulary instruction. In addition, students with disabilities in the CAP-S and InferCabulary conditions scored similarly to students without disabilities in the BAU condition on most measures. Implications for research and practice are discussed.

Principles derived from the Cognitive Theory of Multimedia Learning (CTML; Mayer in: Multimedia learning, Cambridge University Press, Cambridge, 2021) provide valuable guidance for enlisting commonly-available technologies to create effective online multimedia lessons. Specifically, CTML can guide instructional designers on the use of slide-sharing programs to create concise, narrated animation segments; the use of survey programs to interpolate questions and prompts between these segments to facilitate generative learning activities; and the use of video-sharing sites to provide learners with control over relatively superficial aspects of instruction. The application of CTML to the design of online multimedia lessons raises a number of theoretical and practical questions, including the need to better understand the relationship between working memory capacity and working memory duration, the importance of retrieval as a learning process, and the relative impact of selection and organization processes on learning.

A growing body of research has supported the implementation of innovative and immersive video for teaching and learning across the lifespan. Immersive video, delivered through eXtended Reality (XR) tools like 360 video, provides users with new ways to see real or created environments. Unfortunately, most of the existing research has highlighted immersive video without accompanying immersive audio. This use of monophonic audio can create a disconnect for viewers as they experience close to real world video with sounds that do not match a real-world environment. The purpose of this study was to respond to this gap in the literature by exploring the use of ambisonic audio and its impact on preservice teacher noticing and variability of viewing focus when watching 360 video. Data were collected from undergraduate teacher education students who participated in a self-paced online activity that included watching 360 videos and responding to a questionnaire. A convergent mixed methods design was employed to compare participants' professional noticing and observed viewing behavior in the context of ambisonic and monophonic audio. Results showed that users in ambisonic audio conditions in 360 video environments were more likely to have higher focus. Moreover, for users who had specific professional knowledge, monophonic audio with immersive video had a negative impact on their variance in focus. The paper concludes with recommendations for future research on the use of audio in virtual and augmented reality environments.

Pedagogical agents were found to enhance learning but studies on the emotional effects of such agents are still missing. While first results show that pedagogical agents with an emotionally positive design might especially foster learning, these findings might depend on the gender of the agent and the learner. This study investigated whether emotional expressions performed by an on-screen instructor were able to increase learning outcomes while considering differences the gender of the agent and the learner. In a 2 (neutral vs. enthusiastic expressions) × 2 (female vs. male agent) between-subject design with additional consideration of the gender of the learner, data of 129 participants was collected. Results revealed that the manipulation of enthusiasm lead to higher perceptions of positive emotions. In addition, a pedagogical agent who performed enthusiastic expressions led to a higher retention but not transfer performance. In terms of the gender of the agent and the learner, male learners retained knowledge better when they watched the agent performing enthusiastic expression irrespective of the persona gender. Female learners, however, retained knowledge only better when a female agent performed enthusiastic expressions. Results are discussed in the light of the positivity principle, model-observer similarity hypotheses and current theories on social cues in multimedia learning.

This study examined the relationship between grade and the ability of text-picture integration in terms of task completion and the pattern of using textual and pictorial information. Children (N = 144) from secondary schools were recruited from grade 5 and grade 8. Analyzing the time spent with the multimedia unit prior to an incorrect response, this study suggests that 5th graders tend to give up relatively early compared to 8th graders. Furthermore, early incorrect responses were more prevalent among students of the non-academic track and were predicted by a low proportion of fixations on the text in mental model construction and on the picture in adaptive mental model specification. An inappropriate approach of integrating text and picture can thus be the reason for giving up early. The work provides a basis for (1) automated feedback during the course of working on a multimedia unit. (2) Instructional design should be adapted to the characteristics of student groups to support text-picture integration and to avoid giving up early.

This study aims to investigate the effect of different formats of emotionally designed educational animations in terms of the emotional worthiness of the material, retention and transfer, intrinsic motivation, subject interest and cognitive load. In this direction, an experimental research approach was adopted. Five emotionally diverged animations were developed for the study, one of which was designed without adding any appealing illustrations. Animations were about the life cycle of low mass stars and was developed by researchers under the supervision of an animation expert. With one control and four treatment groups, experiment was carried out with the participation of 256 students at a state university in Turkey. Data were gathered using Turkish adaptation of Subject Interest Scale, Intrinsic Motivation Scale, one-item Subjective Cognitive Load Scale, and a retention test, a transfer tests and an emotional experience survey which were developed by the researchers. Turkish adaptation process of Subject Interest Scale and Intrinsic Motivation Scale were also conducted by the researchers. Findings showed that two of the animations, both of which included character animations and one of which was enhanced by an introduction music and emotionally complementary sound effects, were emotionally effective. According to the results, emotionally effective animations had positive effects on transfer, intrinsic motivation and subject interest while no effect was found in terms of retention and cognitive load.

The purposes of this study were to determine: 1) the attitudes and motivations of pre-service science teachers in learning Hess' Law using multimedia based on multiple representations (macroscopic, microscopic, and symbolic) of Hess' Law; 2) the learning outcomes of the participated pre-service science teachers after experiencing the learning through the multimedia, and 3) the effectiveness of the multimedia in improving the mastery of pre-service science teachers' science processes and concepts about Hess' Law. The method used in this study is quasi-experimental; pre-test and post-test were addressed through a questionnaire and test. Data analysis was performed through multimedia quality data, based on the multiple representations and t-test. The results showed that the pre-service science teachers could learn Hess' Law material more efficiently, faster, more actively, and more independently. They were also motivated to learn by using the multimedia. The results of the t-test for the difference before and after treatment was significant (p <0.005). Suggestions and recommendations for teacher educators, policymakers, and pre-service science teachers are provided.

The primary goal of this study is to examine the effects of authentic and interactive video tasks on English as a Foreign Language (EFL) learners' listening practices, perceptions (interest and enjoyment level) regarding using multimedia learning in improving their listening skills. The study involved students from the preparatory school of a university in Turkey. A pre-test and a post-test were given to the students to analyze the effects of authentic and interactive video tasks. The students were asked to reflect on their authentic and interactive video task experience. After the implementation, a questionnaire and interviews were applied to understand the students' overall perceptions regarding the multimedia learning experience. The results of the study show that authentic and interactive video tasks created a positive effect on students' listening practices and influenced their perceptions (interest and enjoyment level) positively. The study results show that the participants found watching these videos out of the classroom appealing and helpful in improving their listening skills.

ERP systems have a reputation for their complexity, making it challenging for students to learn to use them. This study uses three common multimedia teaching methods, including the lecture, the video-based tutorial, and the paper-based tutorial to deliver hands-on SAP ERP exercises to students. Studies show that multimedia learning helps learners process complex information and foster deeper learning. This study aims to understand how students perceive the multimedia teaching methods for learning the SAP ERP system. The technology acceptance model (TAM) is used to capture students' perceptions and intention to use each teaching method. The study found that perceived ease of use (PEOU) played a stronger influence on intention to use than perceived usefulness (PU) across the multimedia teaching methods. However, the PU of video-based tutorials showed a stronger influence on intention to use than the lectures and the paper-based tutorial. This study suggests that the video-based tutorial is suitable for an SAP ERP exercise with complex operating sequences and underlying business aspects. The lecture is suitable for a short SAP ERP exercise with simple operating sequences and underlying business concepts. The paper-based tutorial is an effective method when it is used for a short and straightforward SAP ERP exercise.

This study is aimed at identifying the speaking assessment methods in multilingual English Language Teaching (ELT) in the Philippines. It also determined the perception of the English language teachers towards the effectiveness of the varied speaking assessment practices in the multilingual classroom. The results of this exploratory sequential mixed method study revealed that the speaking assessment methods perceived to be most effective are debates and argumentations, social surveys, task-based language teaching, individual oral presentations, informative speeches, and role plays. Using various assessment methods is encouraged among English language teachers so as to establish a motivating language learning environment in multilingual classroom settings.

Gifted students get bored of reading authoritative and descriptive multimodal texts. They need coherent, explanatory, and interactive texts. Moreover, because of the pandemic, gifted students took courses online, and teachers had to conduct their lessons on digital online tools with multimodal representations. They posted supplementary teaching materials as multimodal texts to the students. Hence, teachers of gifted students should pay attention to inner and intermodal relations to meet the needs of gifted students and support their learning experience. The research aims at examining to what extent teachers of gifted students identify inner and intermodal relations because before designing these relations, the teacher should recognize these types of relations. The educational descriptive case study was applied. Six experienced primary school teachers were involved. The data were analyzed via content analysis. The results showed that teachers just identified the primitive level of inner and intermodal relations. The conclusion can be drawn that several educational design research should be increased to construct professional development courses for teachers about this issue. Learning and applying inner and intermodal relations are crucial for teachers of gifted students, in addition to having curiosity, they have a high cognitive level in different areas, thus they demand advanced forms of multimodal texts.

This mixed-methods study investigates the design and instructional practices of massive open online courses (MOOCs) instructors within the learning environment to address the cultural diversity and learner personalization needs. Leveraging a grounded theory approach, the researchers analyzed two rounds of email interviews (n1= 25; n2=19) with MOOC and open education leaders about cultural sensitivity and personalization in MOOCs. Those interviews led to the formation of a 30-item online questionnaire completed by 152 MOOC instructors. While many of the MOOC instructors within the sample did not fully grasp the complex issues of cultural diversity, most made attempts to modify their instructional practices to accommodate cultural variances. To address cultural and linguistic differences, instructors added subtitles to video content and offered transcripts for video or audio content. Additionally, instructors were careful with language use and hand gestures, used simplified language, slowed their pace of speech, made the course content easy to navigate, limited text by leveraging (multi)media, and encouraged learners to translate and localize content for their peers. Furthermore, many instructors favored collaborative, small group learning; however, instructors could not agree on best practices to establish these groups. Implications and future directions for MOOC instructors and instructional designers are offered.

Today, the digitalization of education is one of the main tasks of the state social policy and an urgent sphere of life in modern society. At the beginning of 2020, the spread of COVID-19 forced educational institutions to introduce urgently all levels of distance learning technologies focused on the possibility to learn remotely and in real-time. The research focuses on the need to create an effective mechanism for organizing distance learning in the context of the globalization of education. The purpose of the research is to reveal the experience of distance learning in the context of globalization of education (based on the analysis of using the online learning platform Moodle). The results of the research reveal the prerequisites for the popularization of distance learning technologies in the practice of educational institutions, present the experience of using Moodle in the university educational process and determine the prospects of distance learning in educational practice.