Interactive Activity through Multimedia in Online Learning

Idaho Digital Learning Academy

Kody Stimpson

Contents:
1. Research of the Integration of Interactivity through Multimedia in Online
Learning
2. Resources Used in Research
3. Comparing Before and After with Interactivity
4. IDLA Process for Interactivity Development

Research of the Integration of

Interactive Activity through Multimedia in Online Learning

Kody Stimpson

Research shows that increasing interactive activity through multimedia can benefit students in the
following ways:
1.
2.
3.
4.
5.
6.

Increases Learning
Enables Students with Varying Learning Styles to Learn in a Variety of Ways
Provides Consistent and Continuous Feedback
Increases Retention with a Shorter Learning Time
Empowers and Motivates while Eliciting a Positive Attitude Towards the Course Content.
Offloads Repetitive Teaching Tasks that Allow Teachers to Focus on Specific Issues.

1. Increases Learning
Steven Hick, a Carleton University Professor states that not only does interactive multimedia have a
strong positive effect on learning, but that learners learn faster and have better attitudes towards their
learning experience. Benefits of Interactive Multimedia Courseware.
In a study by Forrester Research, respondents identified the lack of interactivity 56% of the time as
the most common obstacle to a successful elearning strategy. Overcoming human obstacles to Elearning.
A study was done to determine whether the addition of interactivity to a computer-based learning
package enhances the learning process. The result was that interactive systems facilitate deep
learning by actively engaging the learner in the learning process. The Interactivity Effect in
Multimedia Learning.
Studies also show that at-risk students and students with special needs benefit from using interactive
multimedia. Bagui explains that multimedia may make it easier for people to learn because it can
supply stimulating environments that encourage students involvement in the learning process.
Technologies for Education.
In addition to these studies, a major transportation company reported an increase in bottom-line
performance of over 35% which equated to millions in increased revenues and savings when
integrating interactive multimedia to their training. Learners also showed a 40% increased in learning
retention. - ROI with Blended E-learning.

2. Enables Students with Varying Learning Styles to Learn in a Variety of Ways

Interactive multimedia, when used correctly, enables students to learn in a variety of ways addressing
several learning styles and modalities. - Educational Benefits of Interactive Multimedia, - Innovative
Teaching, Cognitive Styles and Computer-aided Learning.
Researchers Mishra & Sharma found that interactive multimedia is also capable of presenting trueto-life situations. Decision tree simulations, video simulations, and simple animations that allow
learners to learn-by-viewing, learn-by-doing, or learn-by-coaching are all effective methods for
developing a practical skill and increase retention. Interactive Multimedia in Education and Training.
3. Provides Consistent and Continuous Feedback
Interactive self assessments provide feedback that help students improve. Blackboard Exemplary
Course Requirement. This feedback encourages students to feel safe and try because they know that
they can fail without humiliation. When they feel free to try, it enables them to learn. - Articulate
Elearning Blog.
4. Increases Retention with a Shorter Learning Time
Over 30 studies have found that interactive technologies reduce learning time requirements by an
average of 50 percent Learning Benefits of Interactive technologies. Interactive multimedia keeps
learners interested in the content while reinforcing the skills. It encourages learners to return again
and again through continual practice.
Research has shown that people remember 20% of what they see, 40% of what they see and hear,
but about 75% of what they see and hear and do simultaneously. Interactive multimedia has been
shown to elicit the highest rate of information retention and results in a shorter learning time.
Innovative Teaching, Benefits of Interactive Multimedia Courseware.
5. Empowers and Motivates while Eliciting a Positive Attitude Towards the Course Content
Interactive multimedia is more likely to be enjoyed by learners than non-interactive content. It elicits
positive attitudes towards the application and students feel empowered and more in control of their
learning. Benefits of Interactive Multimedia.
Students are able to learn better since they use multiple sensory modalities (hearing, seeing, and
doing). They are motivated to pay more attention to the information presented and better retain the
information. Innovative Teaching.
6. Offloads Repetitive Teaching Tasks that Allow Teachers to Focus on Specific Issues.
Interactive multimedia offloads repetitive training tasks and allows facilitators (or teachers in our case)
to focus on other issues. Benefits of Interactive Multimedia Courseware.
A military organization found an increase in the ability to correctly diagnose and repair aircraft
systems the first time by more than 80% when interactive multimedia was integrated into their
training. ROI with Blended E-learning.

Resources:

Benefits of Interactive Multimedia Courseware, by Steven Hick Ph.D. Professor, Carleton University
1997 by Trican Multimedia Solutions Inc.
Cognitive Styles and Computer-Aided Learning (CAL): Exploring designer and user perspectives. Paper
presented at the PATT-11 conference: New media in education, Eidenhoven, the Netherlands. Atkinson,
S. (2001).
Educational Benefits of Multimedia. R.S. Gilliver, B. Randall & Y.M. Pok (1998), learning in cyberspace:
shaping the future, Journal of Computer Assisted Learning, Vol. 14, No 14, 212-222)
Innovative Teaching: Using Multimedia in a Problem-Based Learning Environment Mai Neo and Ken T.
K. Neo, Faculty of Creative Multimedia, Malaysia 2001
Interactive Multimedia in Education and Training, Sanjaya Mishra & Ramesh C. Sharma. 2005
Learning Benefits of Interactive Technologies. Miller, R. L, Multimedia and Videodisc Monitor, February
1990, pg. 14
ROI with Blended E-learning, White Paper Report, 2001
The Interactivity Effect in Multimedia Learning, Centre for Educational Multimedia. Chris Evans & Nicola
J. Gibbons. Brunel University, Uxbridge, Middlesex UB8 3PH, UK.
The Rapid E-learning Blog, Three Things I learned about learning on my deathbed. Tom Kuhlmann
http://www.articulate.com/rapid-elearning/

Comparing Before and After with Interactivity

What we have (fairly non interactive)
Read the text
View the presentation slides

View the video

Limited interactive practices,

simulations, and games

Complete the assignment

What we can have (Interactive)

View the presentation Instead of linear locked-step or slide-byslide view, the presentation can be converted to allow students to
view a main topic key at all times so they may quickly view the
areas that they find most relevant or interesting. All the content is
there, it is merely structured in a way that gives them control over
what they are viewing.
View the video Questions pop up as students view the video.
Multiple choice, true/false, or short answer self-assessments with
feedback ensure that students are interacting with the video instead
of merely watching it. Developers decide which questions should
pop up and when to help engage the student as they watch the
video.
Interactive practices, simulations, and games help students
practice what they have studied and be able to quickly identify
which areas they need to study more. They also reinforce the main
concepts while students practice and prepare to complete the
assignments or other assessments.
Complete the assignments - Research indicates students perform
better when interactive components are integrated into their
learning experience.

Process for Interactivity Development

1. Academic Specialist integrates requirements into the course development checklist for
interactivities with specifications desired.

Video interactivity
Convert presentations to non-linear format
Practices, simulations, or game interactivities
2. Developers view the samples available at http://idahodigitallearning.org, faculty tab quick links
Interactivity Samples & Templates

3. Developers select the appropriate template for the video, presentation, or practice
interactivity and then complete the template.
4. Developer sends completed template to Multimedia Specialist via email and places all
associated files (graphics, audio, video, slides, etc) in the content collection.
5. Multimedia Specialist uses multimedia tools, audio & graphic repositories, and
templates to develop and publish flash files within specified turn-around time.
6. Multimedia Specialist places .swf flash files in the content collection folder and notifies
developer.
7. Developer links to video/presentation/interactivity files and checks that it works.

Developer links to video / presentation /

interactivity files and checks that it works
Multimedia Specialist places .swf flash files in
appropriate content collection folder and notifies
developer.
Multimedia Specialist uses multimedia tools, audio & graphic
repositories, and templates to develop and publish flash files
within the specified turn-around time.
Developer sends completed template to Kody via email and places all
associated files (graphics, audio, video, slides, etc) in the content collection.
Developer selects the appropriate template for the video, presentation, or practice
interactivity and then completes the template.
Developer views the samples available at view the samples available at http://idahodigitallearning.org,
faculty tab quick links Interactivity Samples & Templates
Academic Specialist integrates requirements into the course development checklist for interactivities with specifications
desired.

Video interactivity
Convert presentations to non-linear format
Practices, simulations, or game interactivities