This paper proposes a graph-based approach to determine the importance of each media in a multimedia document by expanding the traditional four-dimensional model with a dimension that captures the ...rhetorical relations between different media types. The proposed approach utilizes an algorithm to weight the media types based on their significance. The use of rhetorical structure theory enables the determination of the significance of each media type, making it useful for document adaptation, automatic composition, and automatic generation of summaries. The approach utilizes an extended orbits-based rhetorical structure that is a novel method for determining the importance of media types in multimedia documents. The proposed approach is effective in capturing the importance of each media type and can be utilized in a wide range of applications, making it a potential solution to the limitations of the traditional model. This research has implications for a range of applications, including document adaptation, automatic composition, and automatic generation of summaries.
The modality and redundancy principles are two fundamental principles used to inform the design of multimedia instruction. They are based on a variety of experimental studies that utilized different ...types of multimedia lessons to compare input modes of graphics+audio, graphics+text, and graphics+audio+text with each other. However, a lack of control of multimedia lessons in previous studies creates a threat to validity because a single case scenario without following certain principles is not sufficient to represent a construct. Therefore, this study addressed this inherent validity threat and reinvestigated the applicability of the modality and redundancy principles when students learned during a controlled multimedia lesson. In this study the multimedia lesson was developed to follow a series of multimedia learning principles. These principles ensured that the lesson was representative of different types of multimedia lessons. Additionally, they ensured that the multimedia lesson was conducive to learning, since those that were not helpful would not be utilized for instruction in the first place. Eighty-six students in a research university in the US took a prior knowledge survey. They were then randomly assigned to the three input mode conditions and watched the multimedia lesson about the formation of lightning. Subsequent retention and transfer tests revealed that there were no statistically significant differences among the three input mode conditions. Therefore, both the redundancy and modality effects disappeared. This study provided an updated understanding of the applicability of the two important principles for multimedia instruction. Limitations and implications were discussed.
Pictures are commonly used to represent problems. However, it is unclear how the addition of pictures affects students’ problem-solving performance. The multimedia effect in problem solving describes ...the phenomenon whereby an individual’s problem-solving performance is enhanced when equivalent pictures are added to illustrate or replace part of the problem text. Using meta-analytic techniques, this study sought to determine the overall size of the multimedia effect in problem solving and the possible boundary conditions (
k
= 51;
N
= 38,987; Range
n
= 10 – 31,842; Median
n
= 63). The results showed a significant small-to-medium multimedia effect size on response accuracy (Hedges’s
g
= 0.32) and a significant medium-to-large multimedia effect size on students’ response certainty (Hedges’s
g
= 0.74), but no significant multimedia effect on response time. The results for the effects of decorative pictures were not sufficient for a reliable interpretation. Representational (Hedges’s
g
= 0.24) and organizational (Hedges’s
g
= 0.52) pictures had a significant and positive impact on response accuracy, but informational or multiple pictures across studies did not have a significant aggregate effect on an individual’s response accuracy. These findings suggest that the multimedia effect in problem solving is diverse and limited by multiple boundary conditions. Further primary studies are needed to further investigate the multimedia effect in problem solving.
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.
This study explored the interaction of multimedia production competencies of expert and novice instructional designers on the design decisions made during the instructional design process/workflow. ...This multiple measures study used qualitative survey instruments to access and measure the production competencies of participants, then a design aloud protocol to capture and measure the instructional design decision-making process for those same participants. A follow-on interview after the initial design aloud session was conducted in order to triangulate and confirm any trends or findings uncovered during the earlier design aloud session. Ultimately, the objective of this study was to provide some evidence that suggests whether certain production skills are influencing instructional design decision-making. Employer influence on the instructional designer's decision-making was also explored. Results indicated that a substantial number of instructional designers (n=30) who participated in this study were selecting media as a preliminary step in their workflow process, and were often then using analysis as a measure to confirm the early media selection. Expert instructional designers appeared to be less susceptible to the early media selection behavior, though not immune. Results indicate that one reason the expert instructional designers were less likely to adopt media as a preliminary instructional design step was that the experts conducted a more diverse set of analysis activities. Additionally, results indicated that instructional designers were often experiencing pressure to adopt media based on employer demands, and project constraints such as budget and time.
The demand for automatic detection of Novel Coronavirus or COVID-19 is increasing across the globe. The exponential rise in cases burdens healthcare facilities, and a vast amount of multimedia ...healthcare data is being explored to find a solution. This study presents a practical solution to detect COVID-19 from chest X-rays while distinguishing those from normal and impacted by Viral Pneumonia via Deep Convolution Neural Networks (CNN). In this study, three pre-trained CNN models (EfficientNetB0, VGG16, and InceptionV3) are evaluated through transfer learning. The rationale for selecting these specific models is their balance of accuracy and efficiency with fewer parameters suitable for mobile applications. The dataset used for the study is publicly available and compiled from different sources. This study uses deep learning techniques and performance metrics (accuracy, recall, specificity, precision, and F1 scores). The results show that the proposed approach produced a high-quality model, with an overall accuracy of 92.93%, COVID-19, a sensitivity of 94.79%. The work indicates a definite possibility to implement computer vision design to enable effective detection and screening measures.
Cognitive Load Theory is one of the most powerful research frameworks in educational research. Beside theoretical discussions about the conceptual parts of cognitive load, the main challenge within ...this framework is that there is still no measurement instrument for the different aspects of cognitive load, namely intrinsic, extraneous, and germane cognitive load. Hence, the goal of this paper is to develop a differentiated measurement of cognitive load. In Study 1 (
= 97), we developed and analyzed two strategies to measure cognitive load in a differentiated way: (1) Informed rating: We trained learners in differentiating the concepts of cognitive load, so that they could rate them in an informed way. They were asked then to rate 24 different learning situations or learning materials related to either high or low intrinsic, extraneous, or germane load. (2) Naïve rating: For this type of rating of cognitive load we developed a questionnaire with two to three items for each type of load. With this questionnaire, the same learning situations had to be rated. In the second study (
= between 65 and 95 for each task), we improved the instrument for the naïve rating. For each study, we analyzed whether the instruments are reliable and valid, for Study 1, we also checked for comparability of the two measurement strategies. In Study 2, we conducted a simultaneous scenario based factor analysis. The informed rating seems to be a promising strategy to assess the different aspects of cognitive load, but it seems not economic and feasible for larger studies and a standardized training would be necessary. The improved version of the naïve rating turned out to be a useful, feasible, and reliable instrument. Ongoing studies analyze the conceptual validity of this measurement with up to now promising results.
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