How Multimedia can improve the UMS student’s motivation of learning?
School of Engineering and Information Technology, University Malaysia Sabah
Ch’ng Nguik Hui
BK07110068
Bachelor of Computer Science with Honors (Software Engineering)
Tel: 013-8988906
Email: irenecnh21@hotmail.com
Goh Wee Ming
BK07110086
Bachelor of Computer Science with Honors (Network and Management System)
Tel: 016-6313550
Email: zgmf_x09a_justice_87@yahoo.com
Wee Sin Fei
BK07110022
Bachelor of Computer Science with Honors (Network and Management System)
Tel: 012-7987390
Email: Sin.fei@hotmail.com
ABSTRACT
Keywords
Multimedia, improve motivation, learning
School of Engineering and Information Technology, University Malaysia Sabah
Ch’ng Nguik Hui
BK07110068
Bachelor of Computer Science with Honors (Software Engineering)
Tel: 013-8988906
Email: irenecnh21@hotmail.com
Goh Wee Ming
BK07110086
Bachelor of Computer Science with Honors (Network and Management System)
Tel: 016-6313550
Email: zgmf_x09a_justice_87@yahoo.com
Wee Sin Fei
BK07110022
Bachelor of Computer Science with Honors (Network and Management System)
Tel: 012-7987390
Email: Sin.fei@hotmail.com
ABSTRACT
This paper presents an approach on how multimedia can improve UMS students’ motivation of learning. It can be help to assist with student motivation as well as an active learning environment both of which are vital for student engagement, and hence student learning experiences and outcomes.
Keywords
Multimedia, improve motivation, learning
1. INTRODUCTION
Figure 1 : Ways in which multimedia flash presentations can be used to increase engagement
2. WHICH METHOD THAT CAN IMPROVE YOUR MOTIVATION OF LEARNING?
Figure 2: Factor that Improve the UMS student’s motivation learning during lecture (Not percentage used since some students choose more than one factor)
Figure 3: Percentage of students feel more eager to learn if there has graphical illustration during lecture
Multimedia is the combined use of text, graphics, animation, pictures, video, and sound to present information in a coherent manner. It is one modality of learning that can help students learn more efficiently when applied properly, because convergence has positive effects on memory retrieval.
According to a new report commissioned by Cisco Systems, adding visuals to verbal (textual and/or auditory) instruction can result in significant gains in basic or higher-order learning, if applied appropriately. Students using a well-designed combination of visuals and text learn more than students who use only text, the report says.
Multimedia is by no means a magic wand that would solve all educational problems. Multimedia flash presentations can increase student engagement and improve student experience by providing an appropriate learning context and an active learning environment (Figure 1).
Multimedia is by no means a magic wand that would solve all educational problems. Multimedia flash presentations can increase student engagement and improve student experience by providing an appropriate learning context and an active learning environment (Figure 1).
Figure 1 : Ways in which multimedia flash presentations can be used to increase engagement
2. WHICH METHOD THAT CAN IMPROVE YOUR MOTIVATION OF LEARNING?
From the result of the questionnaires that we have conducted, we found out that most of the UMS students prefer power point presentation and multimedia flash presentation as their learning method. From our point of view, power point presentation and multimedia flash presentation could make their learning process more attractive and lively. Instead of listening to lecturer’s speech for 2 hour in the class, students prefer to have some audio and video to aid in their lecture. Power point presentation does summarize the contents of the books to the simplest and emphasize the key points. This can help students to have a better understanding on the lecture and somehow can shorten their study time.
Table 1: The total number of multimedia method(s) chosen by the UMS students (Some students choose more than one method)
Figure 2: Factor that Improve the UMS student’s motivation learning during lecture (Not percentage used since some students choose more than one factor)
3. DO YOU FEEL MORE EAGER TO LEARN IF THERE HAS GRAPHICAL ILLUSTRATION DURING LECTURING?
From our survey of 100 questionnaires, we found out that 44 science stream students and 46 art stream students feel more eager to learn if there have graphical illustrations during lecture. On the other hand, 6 science stream and 4 art stream students feel that the lecture with graphical illustrations does not make them feel more eager to learn. By this, we can assume that students feel more enthusiasm and excited when there are graphical illustrations inserted in their lesson. Also, there are research shows that human brain can memorize colour and graphical better than texts, hence students can have a better impression on what they had saw during the lecture. This can made the teaching and learning process more efficient.
Table 2: Number of students feels more eager to learn when there is graphical illustration during lecture.From our survey of 100 questionnaires, we found out that 44 science stream students and 46 art stream students feel more eager to learn if there have graphical illustrations during lecture. On the other hand, 6 science stream and 4 art stream students feel that the lecture with graphical illustrations does not make them feel more eager to learn. By this, we can assume that students feel more enthusiasm and excited when there are graphical illustrations inserted in their lesson. Also, there are research shows that human brain can memorize colour and graphical better than texts, hence students can have a better impression on what they had saw during the lecture. This can made the teaching and learning process more efficient.
Figure 3: Percentage of students feel more eager to learn if there has graphical illustration during lecture
4. HAVE YOU EVER BEEN TO ‘YOUTUBE’ TO GET MORE UNDERSTANDING FOR THE RESPECTIVE SUBJECT?
Figure 4: Percentage of students access ‘You tube’ to get more understanding for the respective subject
According to the result of the questionnaires, we found out that 22 science stream students and 35 art stream students get more understanding from ‘YouTube’ for the respective subject. In other hand, there are 28 science students and 15 art students do not get more understanding from ‘YouTube’ for the respective subject. ‘YouTube’ is probably best known for its hundred of homemade performances and TV clips. ‘YouTube’ can be hosts education videos helping science stream students especially biology or math UMS students.
For example, while a math student get stumped in trigonometry, the student can checked out what was showing in YouTube. Then the student can understand the equations and how to make graphs after watching a couple of trigonometry examples.
In addition, the video-based visualization can help the biology students to solve problems in low transparency and reproducibility of biological experiments and time consuming learning of experimental techniques. For the art stream students, video clips from YouTube always a good demonstration for them while watch someone demonstrates technique proficiently. They can replay the clip repeatedly until absorbed and understand the information completely and can revise and practice at home.
5. WHICH MULTIMEDIA TOOLS YOU FREQUENTLY USED FOR THE INCENTIVE LEARNING?
For example, while a math student get stumped in trigonometry, the student can checked out what was showing in YouTube. Then the student can understand the equations and how to make graphs after watching a couple of trigonometry examples.
In addition, the video-based visualization can help the biology students to solve problems in low transparency and reproducibility of biological experiments and time consuming learning of experimental techniques. For the art stream students, video clips from YouTube always a good demonstration for them while watch someone demonstrates technique proficiently. They can replay the clip repeatedly until absorbed and understand the information completely and can revise and practice at home.
5. WHICH MULTIMEDIA TOOLS YOU FREQUENTLY USED FOR THE INCENTIVE LEARNING?
Table 3:Multimedia tools that frequently used by students for the incentive learning
Scale: 1 means I candidate (Percentage cannot be used since some students choose more than one choice)
Scale: 1 means I candidate (Percentage cannot be used since some students choose more than one choice)
From the result that questionnaires we have conducted, we can found out that more art stream students prefer to use multimedia tools for the incentive learning if compare to science stream students. The art stream students have more motivation while learning techniques proficiently from the demonstration from the video, multimedia flash presentation and others. The use of pictures, animation, and sounds can help in keeping them interested in learning about new techniques. However, it is better to present an explanation and in words and text rather than text alone. From the result, the power point presentation is most popular between UMS students. Power point presentation was summarizing the keystone of the lecture with text and pictures for students easier to understand and saving in learning time.
6. DO YOU AGREE THAT POWER POINT PRESENTATION AND THE RELATED MULTIMEDIA APPLICATIONS MAKE YOU FEEL MORE ENTHUSIASTIC AND INTERESTED IN LEARNING?
According to the result of the questionnaires, a majority of UMS students agreed that Power Point Presentation make them more enthusiastic and interested in learning. Power Point Presentation is widely used by business people, educators, students, and trainers among the most prevalent forms of persuasive technology.
The presentation slides that create by lecturer may contain text, graphics, movies, and other objects, which arranged freely. Most of the lecturer in UMS use presentation slide during their lecture, and the UMS students already used to this style of learning.
The oral presentation from UMS lecturer was effectiveness to communicate to the UMS students. The lecture with the Power Point Presentation slides can increase the knowledge, skill, humorous to motivate the motivation of learning for UMS students, and involves thinking. The content of the presentation slide that created by UMS lecturers was developed the objectives and built the presentation around attainment of the objectives. Every aspect of the presentation slides was purposeful and directed at facilitating students’ achievement of the objectives.
According to the result of the questionnaires, a majority of UMS students agreed that Power Point Presentation make them more enthusiastic and interested in learning. Power Point Presentation is widely used by business people, educators, students, and trainers among the most prevalent forms of persuasive technology.
The presentation slides that create by lecturer may contain text, graphics, movies, and other objects, which arranged freely. Most of the lecturer in UMS use presentation slide during their lecture, and the UMS students already used to this style of learning.
The oral presentation from UMS lecturer was effectiveness to communicate to the UMS students. The lecture with the Power Point Presentation slides can increase the knowledge, skill, humorous to motivate the motivation of learning for UMS students, and involves thinking. The content of the presentation slide that created by UMS lecturers was developed the objectives and built the presentation around attainment of the objectives. Every aspect of the presentation slides was purposeful and directed at facilitating students’ achievement of the objectives.
Figure 5: Percentage of UMS students agree that power point presentation and the related multimedia applications make you feel more enthusiastic and interested in learning
7. DO YOU THINK THAT MULTIMEDIA APPLICATION CAN IMPROVE YOUR LEARNING MOTIVATION?
7.1 Yes, it can!
From the questionnaire data analysis, there are 98% UMS students from Art Stream School agree that multimedia can improve their learning motivation. There are four art stream schools involved in the questionnaires statistical data namely School of Arts Studies (30 sets), School of Business and Economics (15 sets), School of Psychology and Social (3 sets), School of education and Social Development (2 sets).
For the science stream school, the percentage of UMS students agree that multimedia can improve their learning motivation is 88%. There are five science school involved in the questionnaire statistical data namely School of Engineering and Information Technology (16 sets), School of International Tropical Forestry (11 sets), School of Science and Technology (11 sets), School of Food Science and Nutrition (10 sets), and School of Medicine (2 sets).
There have another interesting statistical data to prove that majority of both female and male students agree that multimedia application can improve their learning motivation instead according to their gender. There are 50 UMS students from both gender are chosen respectively to do the questionnaire. There are 94% of female students agree that multimedia can help them in learning motivation. Meanwhile, there are 92% of UMS male students agree regarding the subject.
From the questionnaire data analysis, there are 98% UMS students from Art Stream School agree that multimedia can improve their learning motivation. There are four art stream schools involved in the questionnaires statistical data namely School of Arts Studies (30 sets), School of Business and Economics (15 sets), School of Psychology and Social (3 sets), School of education and Social Development (2 sets).
Figure 6: Percentage of Art stream students think whether multimedia application can improve their learning motivation?
For the science stream school, the percentage of UMS students agree that multimedia can improve their learning motivation is 88%. There are five science school involved in the questionnaire statistical data namely School of Engineering and Information Technology (16 sets), School of International Tropical Forestry (11 sets), School of Science and Technology (11 sets), School of Food Science and Nutrition (10 sets), and School of Medicine (2 sets).
Figure 7: Percentage of Science stream students think whether multimedia application can improve their learning motivation?
There have another interesting statistical data to prove that majority of both female and male students agree that multimedia application can improve their learning motivation instead according to their gender. There are 50 UMS students from both gender are chosen respectively to do the questionnaire. There are 94% of female students agree that multimedia can help them in learning motivation. Meanwhile, there are 92% of UMS male students agree regarding the subject.
Figure 8: Percentage of female students think whether multimedia application can improve their learning motivation?
Figure 9: Percentage of female students think whether multimedia application can improve their learning motivation?
Figure 10: Percentage of both female and male students think whether multimedia application can improve their learning motivation?
Figure 9: Percentage of female students think whether multimedia application can improve their learning motivation?
Figure 10: Percentage of both female and male students think whether multimedia application can improve their learning motivation?
7.2 Why they say ‘yes’?
According to both of art and science stream UMS students, they like to use the power point presentation and related multimedia applications during the lecturing or tutorials. They can see the main point or the summary of the respected chapter very clearly.
Besides that, the text using the multimedia tools can be very colourful includes the diagram. Students will feel interested to learn more since they not longer only depend to the traditional text books.
In addition, according to the art school students, they prefer the teaching and learning material is implemented with animation with relatively high frequency of repetition. The flash movies have been used during lectures as well as on the lab.
During lab sessions, the students have opportunity to play each movie separately in order to understand the basic concept. During lectures, it is obviously much easier for students to understand the material using flash movie and animation. Most of them will become more motivated and easily understand the main point or idea of the subject.
Furthermore, the other art stream students also stated that the education software have helped to increase their level of knowledge gained. For example, they can access theinternet and search the related info through the dynamic website which provides lot of interesting illustrations that make them more understanding easily of one idea for their responding subject.
Besides that, it is found that the science stream students usually face with the difficulties in learning the technical subjects especially programming and mathematics. Thus, they are low motivated to learn the subjects.
However, with the availability of educational software, it can provide highly interactive technology that keeps students engaged with the interactive simulation, realistic sounds and vivid image while providing educational instruction.
According to them, that educational software such as the simulation can disguised as games that will capture and hold their interest. They are attracted to think and to learn. By the way, they feel fresh and not easily fall asleep during the revision or class lecturing.
Moreover, according to science stream students especially the course of Computer Science and Mathematics with Computer Graphic, they like the computer-based technology are involved during the learning. One of the reasons for that is the complex concepts such as programming and higher level of mathematic are difficult to be delivering to students if using the text book and traditional teaching using board only. Nevertheless, by using the means of multimedia such as simulation, they feel more enthusiastic to learn the concept.
Moreover, the corresponding animation performed in Power Point and Flash Presentation allows them to visualise the processes for the related programming subjects. For the course of Mathematics with Computer Graphic, students without good mathematical background are able to understand how the basic programming operators work. It is definitely true that the computer-based multimedia technology can enhance the motivation factors.
8. DO YOU THINK THAT MULTIMEDIA TECHNOLOGIES CAN BE USED TO HELP YOU PRACTICE THE INDEPENDENT LEARNING?
8.1 Yes, I think so!
From the questionnaire data analysis, there are 94% of UMS students agree that multimedia technologies can help them to practice the independent learning. From that category percentage, there are 46% come from science stream meanwhile 48% come from art stream.
Figure 11: Percentage of UMS students think whether multimedia technologies can help them to practice the independent learning?
8.2 Why they agree?
Based the opinions from both of science and art stream students; they are motivated to study themselves regarding the one particular topic by the means of multimedia technologies. Usually, they can gain more understanding of the particular subject(s) by interpreting the information using flash, realistic animation, etc.
According to them, the internet-based material provides the independent assessments such as visualisation of the complex concepts which can help them comprehend the new concept(s) accordingly. By that, the UMS students can learn the new topic of the subject independently. Most of the UMS students are very convenient with the independent learning since they are able to access the teaching and learning material at any time by the facility of wireless at UMS.
Next, the UMS students who study the programming subject like to use the flash animation to gain the concept of object-oriented programming, basic ideas of the objects and the relationships between objects. This is because the actions of objects have been demonstrated using flash movies. By the way, the analogies between real and basic concepts of object-oriented programming by the flash make students easier to understand.
9. SUMMARIZATION OF KEY POINT
The multimedia applications and the related education software are deemed significant in improving UMS student’s motivation of learning. First of all, the power point presentation has been chosen as presentation software package to deliver lectures since it implements relatively simple animation with notes dedicated to each slide.
Next, the animation using flash software used in the teaching process also one of the multimedia element to improve the UMS student’s motivation of learning. It can explain and visualise the most complex concepts compare to power point presentation. The advantage of flash animations is that the realistic sound and vivid images are provided that motivate the students to replay it very often. The next factor is the publishing material on the WWW included the lectures note. Those materials are accessible by students at any time. They can study the lecture note or any additional material independently.
In a nutshell, the multimedia tools can help students to get more understanding for the respective subject and more enthusiastic and interested in learning. However, lecturers were played an important role to improve the UMS students’ motivation of learning. The humorous and thinking of lecturers can increase the interest of students and make them more enthusiastic to study. The multimedia applications need to be applied appropriately to deliver the learning outcomes and the self-study.
10. ACKNOWLEDGMENTS
First, we would like to thank to our lecturer, Madam Siti Hasnah Tanalol, who has guide us through this assignment and feel appreciated for her constructive comments, and kindly consideration to give enough time to prepare this technical paper.
Next, we want thanks to those 100 UMS students to be candidate for the questionnaire. We also want to thank to our friends, Tan Su Yi and Tiu Si Jie, for giving the constructive information regarding how to do the standard questionnaire and give some suggestion and ideas on how to do the good statistical data.
Finally, we would like to express deeply thanks to all of the people who has gave us support and cooperation to help us finish this technical paper in time.
11. REFERENCES
[1]http://weili602.wikispaces.com/file/view/Impact+of+multimedia+case+studies+on+improving+intrinsic+learning+motivation+of+students.pdf
[2]http://unified-communications.tmcnet.com/topics/unified-communications/articles/47433-teachers-youtube-learning.htm
[3]http://artseducation.suite101.com/article.cfm/selfdirected_learning_for_art_students
[4] http://en.wikipedia.org/wiki/Power_point
[5]http://kr012.k12.sd.us/Portfolio/Group%20Research%20Paper.pdf
[6]http://dhhcybercommunity.cs.washington.edu/publications/asset_dc_cavender_doc.pdf
[7]http://www.iadis.net/dl/final_uploads/2004210104.pdf
According to both of art and science stream UMS students, they like to use the power point presentation and related multimedia applications during the lecturing or tutorials. They can see the main point or the summary of the respected chapter very clearly.
Besides that, the text using the multimedia tools can be very colourful includes the diagram. Students will feel interested to learn more since they not longer only depend to the traditional text books.
In addition, according to the art school students, they prefer the teaching and learning material is implemented with animation with relatively high frequency of repetition. The flash movies have been used during lectures as well as on the lab.
During lab sessions, the students have opportunity to play each movie separately in order to understand the basic concept. During lectures, it is obviously much easier for students to understand the material using flash movie and animation. Most of them will become more motivated and easily understand the main point or idea of the subject.
Furthermore, the other art stream students also stated that the education software have helped to increase their level of knowledge gained. For example, they can access theinternet and search the related info through the dynamic website which provides lot of interesting illustrations that make them more understanding easily of one idea for their responding subject.
Besides that, it is found that the science stream students usually face with the difficulties in learning the technical subjects especially programming and mathematics. Thus, they are low motivated to learn the subjects.
However, with the availability of educational software, it can provide highly interactive technology that keeps students engaged with the interactive simulation, realistic sounds and vivid image while providing educational instruction.
According to them, that educational software such as the simulation can disguised as games that will capture and hold their interest. They are attracted to think and to learn. By the way, they feel fresh and not easily fall asleep during the revision or class lecturing.
Moreover, according to science stream students especially the course of Computer Science and Mathematics with Computer Graphic, they like the computer-based technology are involved during the learning. One of the reasons for that is the complex concepts such as programming and higher level of mathematic are difficult to be delivering to students if using the text book and traditional teaching using board only. Nevertheless, by using the means of multimedia such as simulation, they feel more enthusiastic to learn the concept.
Moreover, the corresponding animation performed in Power Point and Flash Presentation allows them to visualise the processes for the related programming subjects. For the course of Mathematics with Computer Graphic, students without good mathematical background are able to understand how the basic programming operators work. It is definitely true that the computer-based multimedia technology can enhance the motivation factors.
8. DO YOU THINK THAT MULTIMEDIA TECHNOLOGIES CAN BE USED TO HELP YOU PRACTICE THE INDEPENDENT LEARNING?
8.1 Yes, I think so!
From the questionnaire data analysis, there are 94% of UMS students agree that multimedia technologies can help them to practice the independent learning. From that category percentage, there are 46% come from science stream meanwhile 48% come from art stream.
8.2 Why they agree?
Based the opinions from both of science and art stream students; they are motivated to study themselves regarding the one particular topic by the means of multimedia technologies. Usually, they can gain more understanding of the particular subject(s) by interpreting the information using flash, realistic animation, etc.
According to them, the internet-based material provides the independent assessments such as visualisation of the complex concepts which can help them comprehend the new concept(s) accordingly. By that, the UMS students can learn the new topic of the subject independently. Most of the UMS students are very convenient with the independent learning since they are able to access the teaching and learning material at any time by the facility of wireless at UMS.
Next, the UMS students who study the programming subject like to use the flash animation to gain the concept of object-oriented programming, basic ideas of the objects and the relationships between objects. This is because the actions of objects have been demonstrated using flash movies. By the way, the analogies between real and basic concepts of object-oriented programming by the flash make students easier to understand.
9. SUMMARIZATION OF KEY POINT
Figure 12: Percentage of UMS Students that Agree Using multimedia Can Improve Their Learning Motivation
The multimedia applications and the related education software are deemed significant in improving UMS student’s motivation of learning. First of all, the power point presentation has been chosen as presentation software package to deliver lectures since it implements relatively simple animation with notes dedicated to each slide.
Next, the animation using flash software used in the teaching process also one of the multimedia element to improve the UMS student’s motivation of learning. It can explain and visualise the most complex concepts compare to power point presentation. The advantage of flash animations is that the realistic sound and vivid images are provided that motivate the students to replay it very often. The next factor is the publishing material on the WWW included the lectures note. Those materials are accessible by students at any time. They can study the lecture note or any additional material independently.
In a nutshell, the multimedia tools can help students to get more understanding for the respective subject and more enthusiastic and interested in learning. However, lecturers were played an important role to improve the UMS students’ motivation of learning. The humorous and thinking of lecturers can increase the interest of students and make them more enthusiastic to study. The multimedia applications need to be applied appropriately to deliver the learning outcomes and the self-study.
10. ACKNOWLEDGMENTS
First, we would like to thank to our lecturer, Madam Siti Hasnah Tanalol, who has guide us through this assignment and feel appreciated for her constructive comments, and kindly consideration to give enough time to prepare this technical paper.
Next, we want thanks to those 100 UMS students to be candidate for the questionnaire. We also want to thank to our friends, Tan Su Yi and Tiu Si Jie, for giving the constructive information regarding how to do the standard questionnaire and give some suggestion and ideas on how to do the good statistical data.
Finally, we would like to express deeply thanks to all of the people who has gave us support and cooperation to help us finish this technical paper in time.
11. REFERENCES
[1]http://weili602.wikispaces.com/file/view/Impact+of+multimedia+case+studies+on+improving+intrinsic+learning+motivation+of+students.pdf
[2]http://unified-communications.tmcnet.com/topics/unified-communications/articles/47433-teachers-youtube-learning.htm
[3]http://artseducation.suite101.com/article.cfm/selfdirected_learning_for_art_students
[4] http://en.wikipedia.org/wiki/Power_point
[5]http://kr012.k12.sd.us/Portfolio/Group%20Research%20Paper.pdf
[6]http://dhhcybercommunity.cs.washington.edu/publications/asset_dc_cavender_doc.pdf
[7]http://www.iadis.net/dl/final_uploads/2004210104.pdf
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