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Development of interactive multimedia-based learning media assisted by Adobe Flash Professional CS6 on the topic of measures of central tendency
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Perangkat lunak (software) pembelajaran matematika dapat diartikan sebagai bahan ajar matematika yang berbasis teknologi komputer. Penggunaan bahan ajar matematika berbasis komputer sangat memungkinkan untuk mengembangkan kemampuan berpikir. Hal ini dikarenakan komputer memiliki kelebihan, diantaranya komputer memberi fasilitas bagi pengguna untuk mengulang bila diperlukan. Salah satu bentuk teknologi komputer yang saat ini banyak digunakan dalam bidang pendidikan, adalah multimedia. Elemen-elemen yang terdapat dalam multimedia seperti gambar, grafik, warna, animasi, dan video dapat mengoptimalkan peran indera dalam menerima informasi ke dalam sistem memori. Dalam merancang perangkat lunak (software) pembelajaran matematika berbasis multimedia terdapat beberapa prinsip yang perlu diperhatikan diantaranya, a) sajian materi harus sesuai dengan kompetensi dasar, b) penyajian harus menarik minat siswa, sistematis, mengikuti teori-teori belajar, menggunakan bahasa yang tepat, dan memperhatikan tingkat kematangan siswa, c) harus dilengkapi navigasi dan petunjuk penggunaannya, dan d) kualitas fisik perangkat lunak harus baik, sedangkan pada tahap pengembangan bahan ajar menggunakan model CADMAETD, yaitu concept (konsep), analysis (analisis), design (desain), material collecting (pengumpulan bahan), assembly (pembuatan), evaluation (evaluasi), testing (ujicoba), dan distribution (distribusi). Kata Kunci : Perangkat lunak, multimedia, model CADMAETD
This study aims to produce and test the feasibility of interactive multimedia application products for learning mathematics for elementary schools. This research was conducted at SD Negeri 07 Padang City using the Research and Development method of the APPED development model. In the process, the APPED development model consists of 5 steps, namely the analysis and initial research, Design, Production, Evaluation and Dissemination stages. The results of this study indicate that the resulting interactive multimedia application product is suitable for use by elementary students. The conclusion of this study is that this interactive multimedia application can create an effective and integrated online learning process between teachers and students. Make it easier for elementary students to learn mathematics anywhere and anytime. This interactive multimedia product is feasible as a learning medium based on the results of trials and evaluations of media or application experts and teachers with a score of 3.85 (high).
Melalui tahapan pengembangan model ADDIE peneliti merancang suatu media pembelajaran menggunakan software Articulate Storyline pada materi Statistika dan Peluang. Kelayakan media dilihat oleh dua aspek yaitu aspek kevalidan dan kepraktisan. Hasil analisis menunjukkan validasi ahli media dan ahli materi memperoleh rata-rata persentase berturut-turut 86,25% dan 92,27% yang dikategorikan “sangat valid”. Selanjutnya dari hasil uji coba diperoleh respon positif dari guru dan siswa dengan rata-rata persentase sebesar 79,35% dan 93,20% yang dikategorikan “praktis dan sangat praktis”. Rata-rata persentase untuk kedua aspek ini sebesar 87,77% yakni kategori sangat efektif, sehingga media pembelajaran matematika ini layak untuk diimplementasikan di kelas.
This study aims to produce mathematics learning media products in the material of flat side space. The media is designed with the Articulate Storyline application with a visualization of understanding the concept of flat-sided building materials as a tool in explaining the concept of flat-sided building materials and improving student learning outcomes in class VIII of flat-side building material. The method used in this research is the Research and Development (R&D) method. This research method consists of several phases, namely: analysis of the potential and problems that exist in the research site, the second phase of literature studies and collection of information related to problem handling and based on existing potential, the third phase of designing the product, the fourth phase of designing the product, the fifth phase of expert validation, and getting tested product designs. Design validation is carried out by experts consisting of media experts, material experts, and teachers. Research data in the form of expert validation results obtained at 4.48 with the interpretation into the very valid category. In this way, the learning media is ready to be applied to the trial process and large classes in further research and development methods. Keywords:. mathematics learning media, articulate storyline, build flat side space
This research aims to relate Information and Communication Technologies (ICT) in the processes of distribution and use of knowledge in Higher Education Institutions (HEI). The methodology used was based on the quantitative approach, descriptive scope, and non-experimental cross-sectional design, the sample was non-probabilistic, convenience sampling. We used the survey as a technique for data collection, through a questionnaire with Likert and ordinal scales applied to the directors and vice-rectors of research in the research departments. The methodology developed allowed us to show that the profiles of the universities to carry out knowledge management focus on two components: distribution and use of knowledge. Abstract This research aims to relate Information and Communication Technologies (ICT) in the processes of distribution and use of knowledge in Higher Education Institutions (HEI). The methodology used was based on the quantitative approach, descriptive scope, and non-experimental cross-sectional design, the sample was non-probabilistic, convenience sampling. We used the survey as a technique for data collection, through a questionnaire with Likert and ordinal scales applied to the directors and vice-rectors of research in the research departments. The methodology developed allowed us to show that the profiles of the universities to carry out knowledge management focus on two components: distribution and use of knowledge.
This study aims to produce valid cognitive conflict-based interactive multimedia. This study uses the Plomp development model, which reports the results of the preliminary study and the prototyping phase. In the preliminary phase, five journals were analyzed and data were collected through teacher questionnaires. In the prototyping phase, multimedia is designed and self-evaluation is carried out and data collection is carried out through expert review questionnaires. The results of the journal analysis show that students' misconceptions about static fluid material are quite high. The results of the questionnaire show that learning is still teacher-centered, and interactive multimedia teaching materials are not yet available that can improve understanding of 4C concepts and skills. Based on the results of the preliminary research, in the prototyping phase, interactive multimedia based on cognitive conflict was designed using the Adobe Animate cc 2019 application. Interactive multimedia was arranged according to 4 syntaxes of cognitive conflict-based learning models, namely activation of preconceptions and misconceptions, presentation of cognitive conflicts, discovery of concepts and similarities, and reflection. . Each syntax is designed to improve students' conceptual understanding and 4C skills. The results of the interactive multimedia prototype self-evaluation obtained very good criteria. The results of the prototype validity test obtained a very valid category. Interactive multimedia has been valid in material substance, learning design, visual communication display, and software utilization.
One of the difficulties of students studying the polyhedron topics is the visualization of the objects so that a learning media that can help and motivate students in learning polyhedron is needed. This research aims to develop a mathematics learning media in the form of a pop-up book to help students learn the material of polyhedron. This research is a development research that uses the Borge & Gall method, which consisted of several procedures as follows: (1) analysis of the to-be-developed product; (2) first product development; (3) validation and revision; (4) large-scale field tests; and (5) the final product. The subjects of this research were 30 students of 8th grade Sunan Kalijaga Malang Junior High School. The pop-up book media developed was declared as valid and received an excellent response from students. Teachers are advised to use a pop-up book media in polyhedron learning.
This study aims to: (1) produce interactive multimedia products for Mathematics Subject in SMP Grade VIII students (2) find out the quality of the product. This research was a research and development approach (R & D) by adapting Alessi and Trollip development model that is planning, design, and development. The validation process for the product is done by the alpha test stage, beta test, and product trial. The results of the research show that: (1) the developed product is interactive learning multimedia on mathematics subjects in the form of application with * .swf format. and * .exe, (2) Interactive learning multimedia developed is feasible to be used as a supporter of learning with an average score of 3.31 from media experts with the category of “good”, 3.6 from material experts with the category of "very good", and 3.8 from users with the category “very good”.
One of the factors that determine the success of learning is the existence of appropriate learning media. The topic of the derivation of polynomial functions is one of the topics in mathematics that is considered difficult by students. So that on this topic, the creativity of teachers is needed in making learning media. This study aims to develop learning media for polynomial function derivative materials in the form of realistic visual media to instill the concept of polynomial function derivatives, which are named ‘Pool Garden’. This research is a development research that consists of three stages, namely the analysis of products developed, developing initial products, and product trials. The subjects of this study were 30 students of class XI Social Science, Batu City Madrasah Aliyah. The expert test results obtained a validity score of 3.45 which means that the learning media are valid and ready to be tested on a large scale. After a large-scale trial the student questionnaire results were obtained with an average value of 3.59, which means that practical and effective learning media are used in learning. Learning media has also been shown to increase student motivation in learning the concept of derived polynomial functions.
This research aimed to develop an interactive multimedia-based mathematics lesson using Adobe flash on the probability material at SMK, to know the quality of media and increase student mathematical connection. This used the research development model 4-D. The instrument in this study is the learning media validation sheet, student’s response questionnaire to measure the media simplicity, and the question test to measure the media effectiveness. The results are described: 1) the validity level of mathematical interactive multimedia to improve the mathematical connection and the students’ learning achievements meet the valid criteria with a result of 89.17%. 2) The practicality level of mathematical interactive multimedia to improve the mathematical connection and achievements of a student’s learning meet the practice criteria with results 83.71%. 3) the effectiveness level of the mathematical interactive multimedia to improve the student’s mathematical connection meets the effectiveness criteria with results of 80,28%. The developed interactive mathematics multimedia can improve students’ mathematical connection skills in probability learning of 27.62% on the first indicator and 36.18% on the second indicator. So, the interactive mathematics multimedia that was developed can improve student’s mathematical connection skills in probability learning at SMKN 1 Wonoasri.
Learning in the industrial revolution 4.0 requires the optimal use of technology in the learning, one of which is by learning to use mathematical e-modules that can be operated on smartphones using an android operating system. This study aimed to create valid, practical, and effective android-based e-modules. This research was research and development (R&D) with the Plomp development model, which consists of the preliminary research phase, the development or prototyping phase, and the assessment phase. The subjects of this study were students of grade X in SMA N 5 Pekanbaru. The results of this study were the android-based e-module was valid, practical, and effective. The validity of e-modules was classified based on the results of the experts' evaluation. The practicality of the e-module was classified based on the questionnaire responses of teachers and students, who can use the e-module well, can help students in understanding the material, and interested in using it. The effectiveness of e-modules was classified by the percentage of student's completeness learning after using e-modules more than 70%.
Learning media is a tool to deliver learning material to students during the learning process. This research aims to develop comic-based learning media on the social arithmetic learning material of class VII students. The research trial was conducted at Sunan Kalijaga Jabung Junior High School in class VII C, with a total of 26 students as the research subjects. The development process of the learning media refers to the ADDIE model, which consists of the stages of Analysis, Design, Development, Implementation, and Evaluation. Based on data analysis, the results obtained are as follows: (1) the learning media validity test result shows that the learning media is valid with a percentage value of 85% and the category of “Good”; (2) the effectiveness test result was obtained through the students’ observation sheet and questionnaire with a percentage of 50% < x ⩽ 75% that can be included in the category of “Good”; (3) the practicality test result was obtained through learning observation sheets and student questionnaires. Learning observation sheet with a percentage of 87.5% is included in the category of “Good”, while the students’ responses questionnaire result sheets with a percentage of 91% is included in the category of “Very Good”. Based on those three test results, it can be said that this research has successfully produced a valid, practical and effective learning media.
This study aims to determine the role of activities in learning the central tendency materials (mean, median, and mode), which is expected to be able for helping students understanding the concept of statistical learning in grade VIII. The method used in this study is Validation Studies type Design Research involving students of MTs Negeri 1 Palembang. There are three stages in the design research type of validation studies, namely Preparing for the experiment; The design experiment in the form of a Preliminary Teaching Experiment (Pilot Experiment) and Teaching Experiment; and Retrospective analysis. In this study only that of preliminary teaching experiment is considered. The activity begins with questions about remind the presentation of data in the diagrams, then understanding the concept of the mean, the median, and mode, the question of associating the mean and median to determine the mode. The results of the learning experiment show that through the given questions can support students to understand the concept of the central tendency and know the relevance. Errors in doing activities because students are not careful in reading information on the questions, weak in the ability to count, and don’t remember or not understand about the materials given.
The use of digital media is increasingly being promoted in school teaching. Since this aspect changes the interaction between teachers and pupils, this research is concerned with the development of a prototype of a mobile application for Android and iOS, in which different learning applications for language acquisition are offered on the basis of learning analytical measurements provided by experts in the field. By logging and collecting interactions of the user, it is possible to create a variety of statistical evaluations and thus respond to the needs and weaknesses of students. For the evaluation of the application, a user experience test was carried out, whereby the child-friendly operation of the application was tested. Due to the very positive feedback, the design was found to be good and can therefore be further developed.
Despite the predicted need for a more mathematically capable workforce, the proportion of students undertaking advanced mathematics courses in Australia and other comparable countries has stagnated or fallen, in part due to a lack of student engagement with mathematics in school. In society in general, technology use is commonplace, leading some educators to speculate that technology use for the teaching and learning of mathematics can improve student engagement. In this paper, using multiple case studies, we examine how teachers (n = 10), recognised by their peers as exemplary users of technology, take advantage of technological affordances to optimise student engagement with mathematics. Data was collected from three participant groups: Teachers, Leaders (n = 10), and student focus groups (n = 6). We examine both student and teacher perspectives, through the lens of the Framework for Engagement with Mathematics (FEM), to tease out the ways in which exemplary teachers use technology to enhance pedagogical relationships with students and their pedagogical repertoires. We find that the teachers and students reported evidence of all elements of the FEM, but to differing degrees. In particular, we identified that teachers used technological tools to enhance teacher awareness of individual student learning needs and to promote student-centred pedagogies leading to greater student engagement with mathematics. We contend that a greater awareness of the nuanced pedagogical affordances of a range of technological tools could lead teachers toward practices that enhance student engagement with mathematics, leading to an increase in students wishing to extend their mathematical knowledge beyond the compulsory school years.
The research is aimed to describe; (1) the development procedure of Actuarial Mathematics learning material with ADDIE model; (2) Validation of learning material using the ADDIE model for Actuarial Mathematics. The research method used is research and development using ADDIE Models. The instrument were used observation and quesionare. The data were analyzed by descriptive qualitative and descriptive quantitative. The results showed that (1) the process of designing and development of the material teachings has followed the five steps in ADDIE model such as analyze, design, development, implementation, and evaluation. (2) The result of the content expert's validation was falling into agreement category, that of the instructional design expert's validation was agreement, that of the instructional media expert was agreement. There were some comment that given by expert about module. The average of student's quesionare were falling into good category.
This study aims to determine the quality and response of students from the use of Adobe Flash CS6-based Electronic Worksheet on fractions for the seventh-grade students of the junior high school. This research is a type of research and development, which is based on the Borg and Gall model. Data collection instruments used were questionnaires and tests. Data collection technique used was a questionnaire with a Likert scale. Data analysis techniques using quantitative descriptive data analysis. The results of this study are the feasibility according to media experts and material experts, as well as knowing the response of students from the development of instructional media in the form of the Electronic worksheet on fraction material. The results of the assessment of material experts and media experts obtained the criteria of Valid with an average value of material experts by 74% and media experts by 93%. Student responses toward the learning media obtained the criteria of very interesting with an average score of 3.46 and the electronic worksheet said to be an effective teaching material that can be used in the learning process.
Computer-based learning media is the use of a computer to help present learning materials to students, monitor the progress of learning or choose additional learning materials in accordance with student learning needs individually or is a form of application and use of computers that are applied in student learning directly to convey the content of the lesson, providing student learning exercises. The purpose of this study is the development of interactive multimedia computer-based on the subject of civic education in elementary education. This research method using an approach of research and development with stages: requirement analysis, design, and validation expert. The results of this study found that interactive multimedia applications based on computer valid and suitable for use in teaching and learning activities in primary schools.
One of the factors that determine the success of mathematics learning is the learning media used. Learning media can help students to create mathematical abstract mathematics that is abstract. In addition to media, meaningful learning is a learning that is adapted to the students' cognitive development. According to Piaget, junior high school students are at the formal stage of thinking, but the reality in the field has not been entirely capable of formal thinking so that a learning media is needed that is able to serve students with different cognitive development. By using the principles of ASSURE and VISUALS, it is necessary to develop a medium tailored to the cognitive development of junior high school students. Semi-concrete media development can be used as an alternative to mathematics learning. Some concrete semi that can be used in learning such as number cards, number lines, and comics.
Limited access to information due to the unavailability of internet connection in remote areas of Indonesia, especially in South Kalimantan, causes low mathematics achievement of students in junior high school, so still, require offline packages of learning such as interactive multimedia learning, therefore this study aims to develop interactive multimedia learning of pyramid and prism. The research was applied Luther (1994) method that consists of six steps: concept, design, collecting material, assembly, testing, and distribution, and for the development was using Macromedia Authorware. The result is an interactive multimedia learning pyramid and prism with following the description of the steps of developments.
The main objective of this study is to integrate mastery and cooperative learning approaches together with an interactive multimedia to enhance students’ high order thinking skills in the learning of Cellular Respiration. A multimedia interactive courseware was developed and applied in three different strategies, namely the Multimedia-assisted Mastery Learning (MML), Multimedia-assisted Cooperative Learning (MCL) and Multimedia-assisted Cooperative Mastery Learning (MCML). The MML used a self-learning approach while MCL and MCML involve learning in groups. This study involved a quasi-experimental design whereby the domain scores of analysing, evaluating and synthesizing were the three dependent variables. The independent variable was the interactive multimedia courseware with the three approaches. Eighty-four, 88 and 90 pre-university students went through the MML, MCL, and MCML respectively. The MANCOVA was applied to analyse the performance scores of each of the three higher order thinking skills based on the three approaches with the implemented courseware. The result revealed that the MML and MCML students performed significantly better in the creating domain score compared to MCL. Overall, the findings of this study suggest that the multimedia interactive courseware with the combination of mastery and cooperative learning approaches brings a positive effect in the learning of Cellular Respiration.
The continuous inventions and evolutions in all information technology fields open new channels and opportunities to enhance teaching and educational methods. On one side, these may improve the abilities of educators to present information in interactive and media-enhanced formats relative to traditional methods. This may help students or learners through offering them the information in channels and methods that can be easier to understand, deal with and retrieve. On the other hand, offering those alternative methods of teaching can be helpful particularly for children, people with special needs, or students in rural areas where they can have virtual or remote instructors, especially for majors who have shortages. The purpose of this study is to investigate the impact of utilising multimedia technologies on enhancing, or not, the effectiveness of teaching students at early stages in Jordanian primary schools. To achieve this objective, a program has been developed to test the students' ability to understand basic mathematical knowledge and skills. Two groups were selected from a local school based on their own class distribution, where one group was taught the subject in basic math using a program developed for this purpose and the second class was taught the same subject using traditional methods of teaching (i.e. direct student-to-child instruction, board, etc.). Results showed that in such math skills at this age, using programs or multimedia-enhanced methods of teaching can be effective in getting students' attention, especially when cartoon characters are used. Results also showed that there is no significant difference in learning and knowledge skills and information absorption based on gender distribution, as a comparison of the results between little boys and girls showed no significant difference in their learning skills.
Earlier studies revealed that students encountered difficulties in understanding the concept of measures of central tendency. However, there is negligible empirical support concerning this problem in Malaysian context. Thus, the purpose of this study is to identify misconceptions held by tenth grade students from Malaysian secondary schools regarding measures of central tendency. The instrument used was a statistical reasoning test. It was administered to 412 tenth grade students from nine different schools. Overall, the results demonstrated that tenth grade students held considerable misconceptions about measures of central tendency. Interestingly, some misconceptions were new which had not been identified in previous
research. This study provides implications for instructors and researchers planning learning goals as well as designing instructional activities and assessments for future studies.
Mobile technology opens the door for next generation and let the learning occurs in anytime, anywhere and to be influence in a variety of learning contexts. The study was conducted in 329 teachers from 2352 secondary school teachers of Mathematics from 19 districts of Tehran using descriptive-field method during 2012-2013 academic years. A researcher-made Likhert-type questionnaire was developed to identify the teachers’ viewpoint of the effect of M-learning in different aspects of Mathematics learning. Twenty six questions measured the effect of different functional capabilities of mobile technology on increased motivation of learning Mathematics. Thirty seven questions measured the effect of different aspects of mobile learning on diversity of training methods of learning Mathematics. Thirty one questions measured the effect of different functional capabilities of mobile learning on students’ participation in learning Mathematics. The reliability of the questionnaire using Chronbach's Alpha was 92%. One sample T test was used to examine significance of difference among the variables supporting the effect of M-leaning on different aspects of Mathematics learning. ANOVA was used to examine the effect of teachers’ educational level and teaching experience on the effect of M-leaning on Mathematics learning. The results revealed that in teachers’ viewpoint, mobile learning has a positive effect on motivating the students towards Mathematics. Also there is a positive and significant relation between using mobile learning and students’ participation in Mathematics. Moreover, the relation between mobile learning and diversity of training methods of teachers is positive and significant. The findings of this survey show that teachers of Mathematics are interested in using the mobile technology in Mathematics learning. In their view this technology could increase students’ motivation and participation in Mathematics learning and provide the opportunity of diversity of training methods of Mathematics.
Interactive technology use (e.g., Internet and video games) can promote children’s educational access and achievement. However, excessive technology use, particularly for entertainment, may adversely affect children’s educational development. This study examined the relationship of the amount of entertainment-related interactive technology use and school engagement and performance using two-wave survey data collected from a nationally-representative sample of middle school students in China (N = 9,949, 48% girls, Mean age = 13.5 years). Results showed that nearly 40% of children used interactive technology for entertainment/non-schoolwork-related activities on school days, and 62% of them used for entertainment/non-schoolwork-related activities on weekends. Multilevel mixed models revealed that excessive use of technology for entertainment/non-schoolwork-related activities (i.e., 1+ hours on a school day and 4+ hours daily on weekends) was significantly, adversely associated with all outcomes one year later, including lower test scores on Chinese, Math, English, and cognitive competencies, lower educational aspirations, and higher likelihoods of truancy, lacking concentration in class, and boredom at school. Potential reasons for the findings as well as their implications for research and interventions are discussed. Findings will inform the development of feasible and effective guidelines to help parents, teachers, and schools regulate interactive technology use among school-aged children.
The purpose of this study was to examine the word-problem performance and strategies utilized by 3rd-grade students experiencing mathematics difficulty (MD). We assessed the efficacy of a word-problem intervention and compared the word-problem performance of students with MD who received intervention (n = 51) to students with MD who received general education classroom word-problem instruction (n = 60). Intervention occurred for 16 weeks, 3 times per week, 30 min per session and focused on helping students understand the schemas of word problems. Results demonstrated that students with MD who received the word-problem intervention outperformed students with MD who received general education classroom word-problem instruction. We also analyzed the word-problem strategies of 30 randomly-selected students from the study to understand how students set up and solve word problems. Students who received intervention demonstrated more sophisticated word-problem strategies than students who only received general education classroom word-problem instruction. Findings suggest students with MD benefit from use of meta-cognitive strategies and explicit schema instruction to solve word problems.
Objectives:
This study evaluated the benefit of physically-active lessons for learning maths multiplication-tables. The impact of the intervention on general numeracy, physical activity (PA), aerobic fitness, body mass index (BMI) and school-day moderate to vigorous PA (MVPA) was also assessed.
Design:
Randomised controlled cross-over trial.
Method:
Year 3 students (n=172, mean age 8.4±0.3 years, 48% male) were recruited from 10 classes across two urban primary schools. Participants were randomly assigned to a seated classroom (Classroom) group or physically-active lessons in the playground (Playground) and crossed over to the alternative condition in the subsequent school term. The 6-week intervention comprised 3×30min sessions/week. Multiplication-tables (teacher-designed test) and general maths (standardised test) were assessed pre- and post-intervention. Aerobic fitness was assessed via the shuttle-run. Pre- to post-intervention change scores were compared for analysis and effect sizes (ES) calculated. Total PA and MVPA were assessed with accelerometers in a subset of participants.
Results:
Multiplication scores improved significantly more in Playground than Classroom groups (ES=0.23; p=0.045), while no significant differences were observed in general numeracy (ES=0.05; p=0.66). Total PA and MVPA were substantially higher during Playground than Classroom lessons (ES: total PA=7.4, MVPA=6.5; p<0.001) but there were no differences in PA/MVPA between the groups throughout the rest of the school day. Aerobic fitness improved more in Playground than Classroom groups (ES=0.3; p<0.001) while the change in BMI was not different between groups (p=0.39).
Conclusions:
Physically-active lessons may benefit the learning of maths multiplication-tables while favourably contributing to school-day PA/MVPA.
The ubiquity, flexibility, ease of access and diverse capabilities of mobile technologies make them valuable and a necessity in current times. However, they are under-utilized assets in mathematics and science school education. This article analyses the high quality empirical evidence on mobile learning in secondary school science and mathematics education. Our study employed a Systematic Literature Review (SLR) using well-accepted and robust guidelines. The SLR resulted in the detailed analysis of 49 studies (60 papers) published during 2003 – 2016. Content and thematic analyses were used to ascertain pedagogical approaches, methodological designs, foci, and intended and achieved outcomes of the studies. The apps and technologies used in these studies were further classified for domain, type and context of use. The review has highlighted gaps in existing literature on the topic and has provided insights that have implications for future research.
This study examined the impact of tablet-based cross-curricular maths activities on the acquisition of
higher-order learning outcomes. In the experimental group included tablet-based cross-curricular maths activities to identify the effect on learning outcomes. An observations were conducted to identify the affordance and ergonomic characteristics of tablets for learning. The introduction of tablets in schools because their multi-sensory humancomputer touch interaction provides interactive manipulatives supporting transition between
representations on the concrete, visual and abstract level.
As the number of online education and training programs increase, researchers and practitioners are interested in investigating ways to design and develop effective e-learning programs. One of the major design decisions that affects learning effectiveness is the choice of media to present the contents of such programs. The prevailing tendency seems to be to use “richer” medium, in the progression from text to graphics to audio to video, for designing and developing e-learning programs. It is not clear, however, if a “richer” medium provides proportionately higher learning effectiveness. To investigate this gap in our understanding, we developed an integrated research model and tested it empirically. Our results showed that the relationship between media choice in an e-learning program and the effectiveness of that program is moderated by the learning domain of the program and the learning styles of learners.
What does interactivity entail? What factors need to be taken into account in the design of interactive systems? Although interactivity is a widely used term accorded great prominence in discussions of multimedia learning, even a preliminary look at the literature suggests that how interactivity is defined, and what benefits it may offer, are not at all clear. The goal of this article is therefore to clarify the concept of interactivity. We present a unifying model that includes the user, the learning environment, and a system of connections and concepts that together make up interactivity. Such a model can help inform research, discussion, and design decisions on interactive multimedia instruction.
The Global Achievement GAP : Why Even Our Best Schools Don’t Teach the New Survival Skills Our Children Need, and What We Can Do about it
- T Wagner
Analisis Kesulitan Matematik Siswa SMP pada Materi Statistika [Analysis of Mathematical Difficulties of Junior High School Students on Statistics Material
- D K Dewi
- S S Khodijah
- L S Zanthy
Fundamentals of Creation and Use of Interactive Electronic Courses on the Basis of Multimedia Technologies
- U Murod
- B Suvankulov
- M Bakiyeva
- D Nusratova
Inovasi Media Pembelajaran Matematika Interaktif Berbasis Google Sites pada Materi Statistika kelas VIII SMP [Innovation of Interactive Math Learning Media Based on Google Sites on Statistics Material for Grade VIII Junior High School
- K Waseso
- P Fitriasari
- A Isroqmi
Kesulitan dalam Kemampuan Pemecahan Masalah Matematis Siswa pada Materi Statistika [Difficulties in Students’ Mathematical Problem Solving Ability on Statistics Material
- T Latifah
- E A Afriansyah