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In education, Multimedia can bring some advantages. Beginners can get help through submitted key marks of multiple media. Consumer control over the delivery of information and interactivity can help learners and beginners come through to a deeper understanding. It can further be enhanced by the support of conceptualization and contextualization of the new material presented;
It would be an asset if Multimedia learning applications can have a consumer centred approach to the design. It would also be quite useful if the same approach is adopted in both, from an interactive system perspective and also by an educational perspective. The approach need to be based on general human-computer reactions and interaction, and also as learning considerations. To enhance learning to beginners, the use of these Multimedia elements would encourage a beginner by using the application. This would encourage the learner to put hard work required for actual learning.
Similar and related factors can have a substantial influence on this. Further testing and development need to be supported for the benefits and recognition of these outlined theories. Guidelines can be further developed and defined in order to promote successful learning. More detailed investigations are required to establish better Interactivity to design learner activities. These can be used further for the learner to obtain best results.
In respect of various learners and participants informal design ensures that various stages are properly listed by aiming to maximise the input at various design stages. I have exhibited how design id interactive learning environment can be put to greater use. In this case, it has proved to be quite useful by development of multi media software for teaching difficult theories in ecology. I believe the concept can also be generalized to other domains.
It may be necessary to evaluate and assimilate other relevant informants, depending on the nature of the domain selected. I consider the development of the necessary framework more useful instead of building an integrated team of work together through the design project. Generally on the other hand we value the use of diversity of informants to maximise various varieties of suggestions. Neverthe less we see efficiency as being about specialized inputs. Hence we can observe the difference in various inputs in designing at different points such as, at the beginning, to identify the problem hence the domain, in the middle to try and to think about our cognitive and design acceptances, and at the end to value our prototypes in daily context. The role of informants in the design procedure therefore is multiple:
as a partner
This helps in designing with and at the same time designing for us.
Instead of solving how these technologies these can be used to encounter the challenges of the present age, these are being utilized to deliver a slightly improved version of the previous era. Initiatives that tried to ask, to make schools that new things in new ways has mainly failed (Tyack and Tobin 1994). To change too many variables are immediately a prescription for loss. I would use certainly the palms in the future for activities in my class room. It is a pleasure to utilize the available technology, that works, as well as through the time. Saving the frustration of going through the unnecessary administrative procedure. It would definitely be very useful when teacher can be given the technology where it fits best. Teachers would not have to change their teaching methodologies and manage their classes but just to get started. Changing the way classes are taught and managed demands a whole suite of skills that require additional expertise and development that will come in time, but are not always immediately available to teachers.
Instead of having the teachers to learn entirely new ways of teaching and new content it would be quite suitable professional development can provide teachers with the skills they need to teach this particular content. This generally they lack. Then teachers can apply the skills that they have mastered in managing and mediating classes, that is, leading discussions, guiding student inquiry, structuring collaboration, and so on.
Teachers definitely have these skills but can apply the skills like managing and conducting the classes, leading to informal discussions and solving student enquiries and structuring collaborations etc. There is a fair Amount of opposition by many critics who do not believe in learning games and oppose this medium for the ideas, concepts, and content that games can't deliver well.
Games may not be good at teachÂing you to factor polynomials or to memorize when "i" goes before "e." But whether they are "good" at teaching these ideas (absolutely or relative to other teaching modes) is irrelevant.
Although there are many topics and things where games are not a good medium of education, but we should focus on the things that they can teach well.
Very few people argue that games should be the only teaching medium. Most learning games scholars and experts advocate for them being some part of an ecology and not all the part. Certain techniques and methÂods that we use to teach and learn in schools, informal learning centers, and training situations can utilize the quality of multi media. The use of games in education would be most effective if it were used along with changes in the pedagogies of learning institutions, to thereby focusing more on constructivist, learner-centered, motivating, and engaging tasks more generally.
Interactivity in multimedia assisted learning applications can and should go further than simply allowing a learner to choose their own path through an application by pointing and clicking at various menus items and buttons. If deep learning is to be promoted then the application should actively engage the user in carrying out tasks, which allow them to apply the new knowledge being presented. Reflection on that experience needs also to be encouraged. Multimedia affords many opportunities to do this. Learners can interact with multimedia packages in a number of ways. Learners can manipulate virtual objects on screen and simulations of experiments or industrial processes can also be provided. This allows learners to experiment safely, enabling them to examine the consequences of taking wrong approaches, as well as correct ones, thereby assisting the learner to come to a deeper understanding of the subject. Learners can be supported in viewing the consequences of taking alternative courses of action, which lead to both positive and negative outcomes. Interactivity also supports role-playing, which is useful for language learning or encouraging learners to consider alternative viewpoints. Online testing can be provided, with instant feedback given for learners. The results of these tests can be stored to . le and accessed at a later stage by both the learners themselves and staff, allowing progress to be monitored. The key here is to design learning activities which cognitively engage the learner, that is causes them to think about the material that is presented, what it means, its relevance, how it can be applied and in what contexts. Self-contained or stand-alone multimedia applications do not provide the opportunity for ongoing discussions, although it is possible to provide the answer to frequently asked questions and comments from different sources. The potential bene. ts that multimedia offers educators have been outlined in this section. A range of media elements can be used to convey a given message and learners can control the delivery of that information. Individual preferences can be catered for, through taking advantage of the flexibility that multimedia offers and providing, where appropriate, multiple representations and supporting different access routes. Interactivity can be used to involve the learner in activity, through, for example, providing virtual experiments or quizzes that allow the learner to apply the new material being presented and to test their understanding. Re action and discussion can also be supported.
Good video game design across these genres immerses users in a rich interactive digital microworlds. Video gamers can be at the helm of an F-14 fighter or an entire civilization (Civilization, Age of Empires, Alpha Centauri); they can raise a family (The Sims), socially engineer a race of creatures (Creatures), explore rich interactive environments (Shenmue), or engage in fantasy/role play (Final Fantasy VIII).
Simulations and Strategy Games Unlike games, which suspend the rules of reality in order to use the rules of a game, simulations attempt to model a system in a manner that is consistent with reality.
A novice to IMM is confronted by a new medium which transforms narrative structures which have evolved over thousand of years. This new narrative form is initially likely to impose a heavier cognitive demand on the audience, but wholesale transfer and emulation of conventions from other medial would devalue the unique features of IMM. It should be possible to use narrative as a way of providing continuity and coherence within the context of the possibilities offered by the technology and to exlore ways of enabling children to supplement their learned sense if narrative in a way which eases navigation, comprehension and accessibility. Whether learners find narrative coherence which is already there or generate it for themselves is uncertain. I suggest that both processes need to occur simultaneously: designers need to lay the foundations of narrative and to capitalise on learners actively producing their own sense of a text.
One of the key issues in developing educational games is to evaluate the learnings that the children have gained. As Prensky (4) highlights, we need to 'address the learner as a player, not as a learner' - as children will not enter as willingly into the interactive environment if they feel they are being coerced into doing so - 'but this raises the issue of how to make children aware that they have learned
something, which is a key part of useful, generaliseable and transferable learning,' concludes Prensky
When researching the learnings derived from using gaming, some key findings became evident,
including skills such as communication and working with others, and problem solving. Outside the classroom, working as a team is the most commonly reported skill developed through game playing.
The report on games and learning for Becta (the British Educational Communications and Technology Agency) also identified 'Thinking skills - reasoning, enquiry, creative thinking, evaluation of actions, devising strategies, considering options, taking rational decisions ... Thinking logically, planning ahead and considering the impact of a range of factors', as key learnings that young people developed from games. Another finding to come out of the studies is that 'games and the use of the internet in general [have] seen an increase in young people working together and as part of a team' and, in this way, developing a sense of community.