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Multimedia learning systems:
a future interactive educational tool
Andy Lock Yen Lowa,*,1, Kevin Lock Teng Lowb, Voon Chet Kooc,2aSchool of Electronic and Electrical Engineering, The University of Birmingham,
Edgbaston, Birmingham B15 2TT, UKbFaculty of Management, Multimedia University (Cyberjaya Campus), Jalan Multimedia,
Cyberjaya 63100, Selangor, MalaysiacFaculty of Engineering and Technology, Multimedia University (Melaka Campus),
Jalan Ayer Keroh Lama, Melaka 75450, Malaysia
Received 24 July 2002; received in revised form 30 August 2002; accepted 24 September 2002
Abstract
The authors outline in this paper the enhancement of a learning technique by the deployment of a
novel multimedia learning system (MMLS). An overview of MMLS starting from the content
development flow to the implementation stage is discussed in detail. This project is currently being
launched at the Multimedia University (MMU) Malaysia. Macromedia Dreamweaver and Macromedia
Flash were used to develop the interactive environment within the two campuses in MMU. In addition,
a borderless education scenario is proposed by accessing the MMLS web site at http://
mmls.mmu.edu.my/, through a T1 connection and Internet browser at the office as well as throughslower connection speeds such as the common 28.8 kbps dial-up connection from off-campus sites.
D 2002 Elsevier Science Inc. All rights reserved.
Keywords: Multimedia learning system (MMLS); E-learning; Internet education; Interactive tool
1096-7516/02/$ see front matterD 2002 Elsevier Science Inc. All rights reserved.
PII: S 1 0 9 6 - 7 5 1 6 ( 0 2 ) 0 0 1 6 0 - 4
* Corresponding author. Tel.: +606-252-3942; fax: +606-231-6552. E-mail addresses: [email protected], [email protected] (A.L.Y. Low),
[email protected] (K.L.T. Low), [email protected] (V.C. Koo).1 Tel.: + 44-606-252-3942; fax: + 44-606-231-6552.2 Tel.: + 606-252-3004; fax: + 606-231-6552.
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1. Introduction
Malaysia has created the Multimedia Super Corridor (MSC) to help companies and higher
learning institutions to test the limits of technology and to prepare themselves for the future. The
MSC will bring together for the first time an integrated environment with all the unique elements
and attributes that are deemed necessary to create a perfect global multimedia environment.
Knowledge is fast becoming a powerful engine in life. The visions, innovations, and
inventions are the building blocks of developing a knowledgeable humane society. Internet,
Intranet, and Extranet applications are the latest method of communication with a distributed
audience. Therefore, institutions of higher learning are constantly venturing into new and
innovative methods and are radically changing the educational outlook to be competitive (Jain,
1997). The use of emerging multimedia technologies in education will create a major shift in the
educational service paradigm that promises major advantages over the present analogue
distance learning and face-to-face systems (Carver, Howard, & Lane, 1999; Lee & Sullivan,
1996). Radical changes in the computing infrastructure, spurred by multimedia computing and
advanced communication technology, will do more than extend the educational system.
Technological advances will make the lecture theatres and laboratories much more accessible
and effective (Carver & Biehler, 1994).
Computer-based delivery of training, communication, information, and entertainment has
matured into the most cost-effective medium to reach a large audience. The interactivity
possible in these new programs allows the user to have a unique, custom experience. Newer andfaster computers, combined with high-resolution graphics, audio, and video, make electronic
delivery possible for training and communication of many types. Thus, multimedia has
redefined many ways in which education is being delivered (Laurillard, 1993). The original
definition of multimedia was in the context of a computer system with the capacity to deliver
visual and audio information to a user interactively (Gonzalez, 2000). Specifically, multimedia
is an attribute of a system related to multiple data modalities and interactivity. In the context of
education, multimedia will provide flexible information, which is usually associated with
instructional design and authoring skills.
Multimedia learning system (MMLS) is an interactive educational tool for course content.Basically, this system provides an interface for academicians and instructors to publish their
course content on to the Web. It also provides an interface for them to retrieve various reports
on students progress. The main objective of the system is to monitor the students such as when
they are browsing the course content. In addition, it also serves as a medium for the students to
enhance their understanding of the course content besides following the conventional and
traditional way of learning. The authors believe that the MMLS is an effective method to
enhance the teaching quality while reducing the teacherstudent meeting time.
The authors describe in this paper how Macromedia Dreamweaver and Macromedia Flash
have been used as tools to develop the interactive environment within the two campuses in
Multimedia University (MMU). In addition, an MMLS web site was also launched at http://mmls.mmu.edu.my/ to enable the users outside the campus network to log on to the MMLS
server so as to provide borderless education. Also, a networked multimedia digital library
(NMDL) web site at http://vlib.mmu.edu.my/ was created as an effective focal point of
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document and information supply in digital formats, including worldwide library services andlibrary cooperation. Detailed descriptions are given from the planning stage towards the
realisation of the MMLS prototype. This is shown in Fig. 1.
The paper is organised as follows. In Section 2, a brief description of the campus network
architecture to implement the high-performance scalable network for MMLS is discussed,
while the detailed steps of planning, design, and development of MMLS are outlined in
Section 3. The authors show the first implemented MMLS prototype in the university as a test
bed in Section 4. Lastly, a future trend in multimedia interactive applications and conclusions
is discussed in Section 5.
2. Campus network infrastructure
MMU currently has two campuses: the Cyberjaya Campus and the Malacca Campus. The
campuses are approximately 150 km apart. In order to realise the benefits of MMLS, which
combine the best aspects of Internet services, multimedia, and web-based interactive learning,
the network infrastructure should be capable of supporting good-quality audio and video
streams within both campuses.
Fig. 2 shows a general overview of the campus network infrastructure. The CyberjayaCampus is currently using Asynchronous Transfer Mode (ATM) and FastEtherchannel (port
aggregation) as the backbone. The logical layout is based on a star-of-star topology with the
centre of the network connected to two main Ethernet switches to provide load balancing and
backup. The campus network bandwidth is about 622 Mbps. In order to increase bandwidth
per user, the campus network is subdivided into smaller segments by implementing a virtual
local area network (VLAN) across ATM backbone. Depending on the functional groups,
VLANs have been allocated for staff members, lecturers, and students. Each broadcast
domain is assigned to 100 nodes, and each node has its own uniquely defined private IP.
Currently, there are about 100 active VLANs within the campus.
The Malacca Campus uses Gigabit Ethernet as the backbone. The network bandwidth canreach up to 1024 Mbps via single-mode fibre link. The logical layout is also based on a star-
of-star topology. Both campuses are interconnected via a 2-Mbps dedicated lease line for
data, voice, and video transmission. By having a wide-bandwidth, high-performance network,
Fig. 1. Flow diagram towards realisation of MMLS.
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both campuses are therefore capable of supporting interactive MMLS environment, which
include video and desktop conferencing, digital on-line library, groupware application, and
media server for video/audio streaming.
A basic requirement for MMLS is the effective delivery of web-based course contents fromthe server to an end-user client. In the test bed, the remote students may access the network
via Intranet (in-campus) or 28.8 kbps dial-up link (out-campus). The connection from
Cyberjaya Campus and Malacca Campus to the ISP is through 4 and 2 Mbps leased lines,
respectively. Depending upon network connection, it is possible to select different bandwidth
streams to minimise packet drops. The observed frame rate over campus network varies from
20 to 30 frames per second (fps), while over a 28.8-kbps dial-up link, the average frame rate
is about 15 fps.
3. Planning, design, and development
Successful MMLS requires well-planned and skillfully written content, attractive and
functional graphic design, and rapid implementation at a reasonable and affordable cost.
Fig. 2. General overview of the campus infrastructure.
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Quality in video production is no longer a luxury; it is a necessity. However, it is difficult to
reach todays sophisticated audiences without spending a fortune on video development. Itrequires a combination of innovative creative design, precise artistic direction, and strict
hands-on project management. Therefore, there are important considerations on what should
and should not be placed on-line and what tools work best to reach an instructional goal. Fig.
1 shows the MMLS content development flow, which the authors have generally classified
into two phases: Phase I in Fig. 3a and Phase II in Fig. 3b.
3.1. Analysis stage
Developing content for any course on MMLS begins with the analysis stage. Analysis is a
process of defining what is to be learned by the students in our courses. There are three stagesofanalysis: Needs Analysis, Learner Analysis, and Content Analysis/Task Analysis as shown
in Fig. 4.
Before developing the MMLS and to assist in the analysis stage, the authors have listed
some pertinent questions as depicted in Table 1.
3.1.1. Needs analysis
Needs analysis enables the identification of problems related to teaching and learning
that are specific to content in courses. It is a process of gathering data from the real
environment. The result of the needs analysis will help determine if the MMLS can beused to solve problems encountered in the conventional lectures. Needs analysis helps to
identify skills and knowledge lacking in students that can be addressed through MMLS.
This is easily done by feedback from students and academicians. Results related to
teaching the course can be useful to consider when deciding on the development of
learning materials for MMLS. It is then possible to identify areas in the content where the
students experience difficulties in learning, and the strengths and weaknesses related to
course content and presentation. For example, by sending a precourse survey to the target
audience and by interviewing a sample of students about the course to find out their
expectations from the course, such information can be useful in selecting the best methodto present the content.
3.1.2. Learner analysis
The purpose of learner analysis is to identify general characteristics of the audience or
students, their readiness for the course, and their preferences and limitations. This is done
using the diagnostic test (or pretest) to determine students levels of subject expertise.
Instructions that cater to students with different entry levels or preparations are given.
Physical limitations of the audience (sight, hearing, and other disabilities) must be considered
in the analysis. Audience skills that are needed in using MMLS, such as technical expertise in
using the Web as a tool, computer skills, study skills, communication skills, and languageskills, are vital in ensuring the effectiveness of MMLS. Learner analysis provides a better
understanding of students to enable better planning for a learner-centred program and to
better guide students to process online information.
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3.1.3. Content analysis/task analysis
Lastly, the purpose of content analysis is to identify topics and subtopics for a course. Thisanalysis also helps identify the prerequisite skills required for the students to learn the
MMLS. This allows for the identification of relationships between topics and for the selection
Fig. 3. (a) MMLS content development flow phase I. (b) MMLS content development flow phase II.
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of the right content for the tasks and skills necessary to learn. The relevant information
sources are then gathered from textbooks and references. Meantime, consultation is made
through the accreditation and professional bodies, and the potential employers within theprogram of study. The major learning tasks and subtasks are identified and arranged in an
instructional sequence. A close investigation on the key learning concepts for each task and
content to be taught is carried out. This involves the relationships between content that can be
Fig. 3 (continued).
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learned by discovery or peer interaction, and the part of the content that cannot be learned
using the MMLS or other resources other than by having live academicians/instructors.
Therefore, a decision is made on which part of the course content should be constructed. Task
analysis and content analysis result in a listing of learning tasks, subtasks, and content scope
that enables the arrangement of the course into relevant modules, units, and topics.
3.2. Design stage
Design is the process of specifying how the content is to be learned and presented on
MMLS. In order to decide on the design of the medium of MMLS, the authors have provided
some questions, which can be used as a guideline on the form of presentation, as depicted in
Table 2.
The system is closely examined to design a learning program to be delivered over the
MMLS that will ensure mastery of competencies in the area of knowledge, skills, and
attitudes (Shih & Davis, 1997). From here, the three levels of design are required in the
MMLS content development process. These are course framework design, pedagogic design,
and microdesign, as shown in Fig. 5.
Fig. 4. Types of MMLS analysis.
Table 1
List of questions before developing MMLS (analysis stage)
. Did we experience any problem in teaching this course before?
. What are the problems that we encountered?
. Is the problem related to student learning?
. How do we solve it?
. Who are the target learners?
. What is the content scope?
. What must be learned?
. What can be learned by discovery or peer interaction?
. Can the control of course material be surrendered to students?
. What should be included in the course in terms of knowledge, skills, and attitude modification?
. Is there any part of the content that cannot be learned using MMLS or from resources other than live lecturers?
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3.2.1. Course framework design
The purpose of the course framework design is to identify important information about the
course to be communicated to students. The course framework is to inform students of the
information about the course, how to run the course, learning materials, and things related to
Table 2
List of questions when designing MMLS (design stage)
. What are the key learning objectives and learning outcomes expected?
. What teaching strategy will achieve the objectives?
. How will we know if the objectives are met?
. What learning activities will give students control over their learning experience?
. What kinds of guidance about how to process on-line information are our students likely to need?
. To what extent is the sequence in which information is encountered important to knowledge construction?
. What kinds of interaction with on-line materials are desirable for our students? Which are possible?
. Which information should be presented as text, pictures, graphics, video, or audio?
. At what points is it most advantageous to arrange on-line or off-line discussions among students and lecturer?
. What resources are needed to use these strategies?
. What media and methods are most cost-effective?
Fig. 5. MMLS design stage.
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student administration. The MMLS is used to prepare a course framework design template
and to distinguish the important information and helpful advice for studying on-line. Thecontent of the course framework is organised based on the initial task analysis and content
analysis.
3.2.2. Pedagogic design
The learning materials and presentation are planned in the pedagogic design stage. As
usual, a precise and concise learning objective is determined by judging from the task
analysis. This is to provide a focus for content, strategies, and media selections. This
serves to direct the learners attention to the expected learning outcome and desirable
performance. In order to achieve the expectation from the students, the objectives are
classified according to levels of learning and to set the criteria for measuring the learningoutcomes.
In the meantime, the assessment and instructional strategies are determined. There are
numerous opportunities given for students to demonstrate the task performance, or to exhibit
retention of knowledge in the particular course. Then, the students knowledge and skill
acquisition are tested through examination so as to ensure that the assessment task is
congruent with the learning objectives. The purpose is to identify appropriate strategies for
delivering the course content and to meet the needs of the specific audience by translating the
strategies that are feasible and appropriate to the Web platform.
Pedagogic design also involves providing opportunities for active learning and opportun-ities for the student interaction to be carried out in an on-line environment. From there, the
media elements are selected based on learning activities, content, and students preferences.
Instructional resources are equally important as the primary and secondary sources of
information for students. Without neglecting this crucial factor, an NMDL is created. The
library plays a vital role in supporting the instructional, research, and development
programmes of the university by providing a wide range of resources in printed and
nonprinted format to enable users access to a vast collection of information, resources,
and learning materials. Most of these materials are on open access and can be freely
consulted by browsers and borrowers alike. The collections and resources are carefullyselected to meet and suit the course requirements and are relevant to the current teaching and
research interests of the university. In moving towards the realisation of the NMDL, the
library will incorporate a very large number of distributed information sources that
communicate over the existing networks such as the Internet and the evolving national
information infrastructure. The library will be built as a distributed, modular system to
perform various tasks such as query processing, information integration, and information
management.
3.2.3. Microdesign
Microdesign involves designing the user interface and the screen for presentation. The lookand the feel of the learning materials are guided by the pedagogic design specifications. Here,
the Graphical User Interface (GUI) ensures that the humancomputer interaction is simple. It
is important that the user interface is user-friendly, accessible, functional, and motivating.
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Besides, the interface also ensures a high-level interactive design (including user control,
branching, and testing). A metaphor or a theme that is appropriate to the topic of the coursecontent and the target audience is selected. This is followed by drawing navigational tools on
the template with a hierarchy chart and a flow diagram to show the hypertext links between
all pages.
Screen design plays a crucial role in ensuring visually attractive and motivating presenta-
tion. In our designed MMLS, the text is standardised (e.g., font types, size, and colour) as is
screen layout (e.g., dynamic and static contents) based on the course theme and metaphor
selected. Subsequently, important elements are identified in each scene by using appropriate
pictures, animations, audio, and video. Graphics design is eventually incorporated to each
screen in order to attract the interest of the audience.
3.3. Development
The blue print or course specifications will guide the next development phase. Devel-
opment is the process of authoring and producing the learning materials for MMLS. Four
important inquisitions that can guide us through the development of the MMLS are noted in
Table 3.
The steps involved in development include storyboarding, creating the course web page,
and formatively evaluating the prototype, as shown in Fig. 6.
3.3.1. Storyboard
The purpose of a storyboard is to develop the screen frame by frame on paper. The frame
will describe each web page or document in detail. The flow of each scene for the lessons
should be carefully arranged in sequence and branching order. The content of each course
should include text, graphics, audiovisual elements, and navigation tools for each web page
that adhere to the format specified by the MMLS during the planning stage.
3.3.2. Web page prototype
This step involves creating all the elements described in the storyboard using programmingor specialised authoring systems or tools. In our MMLS, Macromedia Dreamweaver and
Macromedia Flash were used to author the learning materials. A special team is assigned to
produce graphics and animations to facilitate scripts narration tasks by the academicians and
instructors; thus, more effort could be utilised on course content development. Audio and
visual components are carefully inserted in appropriate frame. Some assignments and quizzes
were given after each lesson so that the progress of the students could be monitored.
Table 3
List of questions in developing MMLS (development stage)
. What materials could be presented in a digital format?
. How do the materials look and sound?
. Do the students learn from them?
. How do we improve them?
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Newsgroup and short notes sections were created for an open forum among the students and
academicians/instructors.
3.3.3. Formative evaluation
Formative evaluation is a process of continuous improvement of the learning materials. It
is carried out at all phases in the development of the course for the MMLS. In the
development stage, formative evaluation is conducted for the purpose of reviewing and
revising the learning materials or the prototype (Lawther & Walker, 2001). The process
involves self-review, experts review, and students review.
After the standard prototype of MMLS is presented, the academicians and instructors
should have a self-review for counterchecking of congruency between course objectives
and assessments, as well as the technical quality. This ensures that objectives are kept inmind and that the decisions made throughout the phases of analysis, design, and
development lead to the achievement of the objectives (Morgan, 2001). Expert reviews
are also sought from instructional designers and subject matter experts regarding the
Fig. 6. Flow diagram of development steps.
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Fig. 8. Screen shot after the audience log-on to the MMLS.
Fig. 7. Layout design of MMLS.
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learning materials, context appropriateness, and technical quality. The final review will be
from a group of selective students.
3.4. MMLS final evaluation
The purpose of the final evaluation is to assess the learning materials and the MMLS project
based on its effectiveness, efficiency, and appeal. This concerns the impact of the MMLS on
student learning and on the organisation goals. Ideally, the impact evaluation should be carried
out after at least one semester of use. This is to identify whether problems have been solved.
4. Implementation
When the revision is found to be adequate in the aspects of course planning, design, and
development, the final version is ready for use in the real context. Implementation involves
Fig. 9. Screen shot of a course content.
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developing a system of managing the change, installing the project, and monitoring it. In the
design of our second release of the MMLS layout, three frames were created, namely themenu frame, display frame, and control frame, as depicted in Fig. 7. The menu frame
provides the basic links for the interface.
The audience can log on according to their registered module (e.g., lecturers and students).
For the new users, one can register on-line so that the administrator can create a personal
account for each individual. Once the audience logs on to the MMLS server, a customised
subject list according to the user personal account is given.
Fig. 8 shows a screen shot after the audience logs on to the MMLS server. A watchdog
time will be activated so as to monitor the audience. After 10 min of inactivity, the audience
will be automatically logged off in order to avoid network congestion. A neural network can
be applied at this juncture to monitor the progress and behaviour of the audience and toprovide feedback directly to the academicians and instructors.
Fig. 9 depicts the screen shot of one of the course content. A careful design has been made
for each screen and the visual and audio effects have been added accordingly (Little &
Tobagi, 1995). An open forum that can be seen in the newsgroup and short notes for the
students to interact with their peers and instructors were created.
An NMDL is established as a measure taken to ensure that the students have sufficient
supportive information. The NMDL is designed to provide easy and swift access to the
materials needed by the students. It is an effective hub of document and information supply in
digital formats, worldwide library services, and library cooperation.
5. Conclusions and future works
The use of multimedia for supporting the classroom instruction is still in its infancy but is
not new (Chang, Hassanein, & Hsieh, 1998). In this paper, the authors have described and
developed a step-by-step guide to incorporate the MMLS into the education programs and
management operations at MMU Malaysia. The MMLS aims not only to increase efficiency,
but also to empower a geographically and temporally dispersed group of educators,administrators, and students to participate in a dynamic learning organisation, without losing
the small-classroom advantage. There is evidence produced by Lee and Sullivan (1996) from
a written examination, which indicated that multimedia is an effective medium for reinforcing
student learning and understanding. The MMLS enables the audience to communicate with
their instructors and peers more effectively. Also, the MMLS incorporates the multimedia
technology into the classroom to manage time and resources, and to enhance learning through
engaging activities.
Future research is needed to explore how the lecturers and instructors should work in teams
to develop individual technology goals and planning guides through on-line and offline
activities. Some of the areas that should be researched are standards-based activities, on-lineassessment, interactive educational games, on-line grade books, individual classroom
websites, on-line collaborative projects, WebQuests, and virtual field trips. Once these
revolutionary changes are made in the conventional classrooms and laboratories, one can
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expect students to be better prepared to explore the wealth of educational opportunities.
MMU is hence gearing itself for the challenges of the dynamic educational environment ofthe new millennium by offering the MMLS as a feasible alternative. Our goal is to attain the
highest quality in teaching and to position MMU as a world-class university.
Acknowledgements
The authors wish to express their gratitude to all the staff members in MMU who
contribute towards realisation of the MMLS prototype.
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