interactive multimedia courseware in digital drawing and colouring skills design incorporating...

8/9/2019 INTERACTIVE MULTIMEDIA COURSEWARE IN DIGITAL DRAWING AND COLOURING SKILLS DESIGN INCORPORATING TE

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I C E L 2 0 0 9 1 2 DECEMBER 2009I N T E R N A T I O N A L C O N F E R E N C E ON E L E A R N I N G

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INTERACTIVE MULTIMEDIA COURSEWARE INDIGITAL DRAWING AND COLOURING SKILLS

DESIGN INCORPORATING TECHNOGOGY

Azman Fadzil1

and Rozhan M. Idrus2

1 Information Technology & Communication Department, IPGM Kampus Darulaman2School of Distance Education, Universiti Sains Malaysia (USM)

[email protected] , [email protected]

ABSTRACT

This study was conducted to evaluate the effectiveness of the i-VTeC via technogogy toascertain the considerations of the components of technology, pedagogy and content in thedesign of the multimedia courseware. The Instructional Design Model (ID) using ADDIEModel and the multimedia courseware which consisted of lessons in digital drawing andcolouring animated characters was an in-house design. The courseware was designed to helpstudents and teachers in building up their digital drawing and colouring animated characters

skills. The study was conducted in two secondary schools in Alor Setar in the state of Kedah.61 students and 21 teachers were selected as respondents. The courseware evaluation wasimplemented using a set of questionnaire that used a 5 point Likert scale. This questionnairewas administered to the respondents during their first semester in January 2009. In addition, 4open-ended set of question based on multimedia elements, the content, the learning activities,interactivity and technical aspect of the courseware was included in the evaluationquestionnaire. The findings showed that 73.7 percent (n=48) of the students agreed that themultimedia elements in the i-VTeC courseware were helpful in their learning process. Whereelse, all teachers (n=21) agreed that the multimedia elements in the courseware served as aneffective tool in supporting the teaching process. From the overall result, the multimediaelements gave the highest score (students m=4.10 ; teachers m=4.52 ). This researchconcluded that the i-VTeC courseware gave a positive impact in building up the digitaldrawing and colouring animated characters skills among students and teachers.

Keywords: Multimedia Courseware, Digital Drawing, Technogogy, Instructional DesignModel

1. INTRODUCTION

According to Biggs & Telfer (1987), linear and structural pattern of teaching delivery hasfailed to create an interest and motivate the student during the teaching and learning process. Thelearning environment was unable to give the students an opportunity to actively participate in class.However, there were also reports that the successfulness of a student in class is due to the activeparticipation of the student during the teaching and learning process (Hartman & Virginia, 1995).

Various innovations based on technology, have been created to fulfil the competitive edge in theeducation system. The chalk and talk pedagogy concept is not the most appropriate nor is aneffective strategy in the class teaching and learning environment and using digital equipmentsprevalent and much preferable presently. Students who utilize the computer based on the digitaltechnology are able to uplift their confident level, improve their communication skills and increasetheir positive attitude towards learning (Clements, 1994; Cardelle-Elawar & Wetzel, 1995; Adams,1996; Denning & Smith, 1997).

The education theories at present are deliberately focusing towards more challenging paradigm andaccentuate on students to think creatively and critically in problem solving (Bates, 2000). White(1999) emphasised that the practice of technology in teaching and learning are able to provide

opportunities to students in enhancing the capability to solve problem and are able to think creativelyand critically.
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1.3 Study Objective

The main objective for this study was to gather feedback from the students who are enrolled inthe vocational subjects, multimedia production and Computer Graphic Animation on how the i-VTeCmultimedia interactive software could be of assistance to them in their learning process.

1.4 Study Questions

To achieve the study objective several questions of the study have been constructed as below:

1. Is the multimedia element in i-VTeC able to assist them in the Production Multimedia andComputer Graphic Animation learning process?

2. Is the multimedia content in the i-VTeC able to assist them in the Production Multimedia andComputer Graphic Animation learning process?

3. Is the multimedia activity in the i-VteC able to assist them in the Production Multimedia andComputer Graphic Animation learning process?

4. Is the interactivity in the multimedia interactive software, able to assist them in the Production

Multimedia and Computer Graphic Animation learning process?5. Is the technical aspect in the i-VTeC able to help them in the Production Multimedia and

Computer Graphic Animation learning process.

2. LITERATURE REVIEW

Malaysia is not far behind in chatching up the ICT development especially in the educationfield to produce an effective and interesting teaching and learning process. Therefore, the use of Computer Aided Learning (CAL) and multimedia in teaching and learning process in schools andeducation institutional has experienced rapid growth (Baharuddin et al, 2002). According to NoorAzliza & Lilia (2002), an interactive multimedia is able to create an interesting environment with theuse of the elements that could attract the human sense such as the text, audio, graphic, video andanimation.

Khoo and Lou (1995) emphasized that the use of computer in teaching and learning is able to reinforcethe students individual learning process. The computer is able to stimulate and sharpen the studentanalitical skill. A study by Khalili and Shashaani (1994) showed that the use of computer in teachingand learning was able to improve students performance. This study is congruent with the studies doneby Funkhouser (1993) and Henderson and Landersmad (1992) that agreed that computer software usedin teaching and learning process are able to help the student in understanding the principle and concepteasily and effectively.

ICT and ICT Literacy as a curriculum are two from the three main policies guided by the Ministry of Education (MOE, 2001) in the Education Development Primary Plan 2001-2010 . This initiative wasimplemented to accomplished the nation goal to reach hundred percent ICT literate people (Mahathir,2002) and able to determine the successful life of an individual, community and nation (Hairudin,1999). Several ICT education programmes, either formal or non-formal have been deployed at variouslevels of education.

Idrus (2007) defined technogogy as the convergence of technology, pedagogy and content intransformative use of technology to foster learning. The power of multimedia computing makes itpossible for technology to cater for the needs of pedagogical elements that can be viewed from thestandpoint of technology. Innovations in interactive technologies afford us the leveling of field in theeducation of the young and the adult, each benefiting from the elements of the other. Technogogy will

allow for a continuum from the young to the adult in a way that addresses both learning needs andactivities .


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According to the Curriculum Development Centre (2001), teaching strategy based on multimedia orInformation Communication and Technology (ICT) is a teaching strategy that benefited from thecomputer as the instructor and learner in extending the teaching and learning activities. ICT enablesthe assembling, structuring, manipulating, gaining and information communication in various form.ICT is used in processing, multimedia, CD-ROM, Internet, etc.

2.1 Conceptual Framework

Effective design model has been constructed based on the learning theory (Yusof, 2001). Theinstructional model is a systematic process that includes all aspects in instructional model such asconcept development, design, production, evaluation and teaching approach with the aim to improveteaching (Henrich et al., 1996). Instructional design is referred to the systematic process in interpretingthe teaching and learning principles to learning material, activities, information resources andevaluation (Smith, 1999). According to Seels, et al.(1998), instructional design is a process to resolveteaching and learning problems by systematic analysis. The design is based to the teaching andlearning theory and the theory that is associated with communication and technology. Instructionaldesign is a must follow guidance in order to produce a good learning software. Instructional design isused in analysis phase of development methodology.

In the instruction design model, elements consist of text, graphic, animation, audio and videoconstitutes as the resources in multimedia. All these elements are integrated in an interactive digitalenvironment that uses authoring tools such as Macromedia Flash MX and Macromedia Director MX besides the additional software such as Adobe Photoshop CS , SwishMX and SoundForge 10. Theapproach used for the software development is ADDIE model (Baharuddin, et al., 2001).

The selection of this model is because ADDIE model is an appropriate model to design a learningsoftware and can be the foundation to other instruction model design. This model consists of fivephases which are the analysis, design, development, implementation and evaluation. According toBaharuddin (2000), the process to develop a multimedia software especially the one with educationand training concept is a long-drawn-out process and require continuous appropriate study thatinvolved information transfer process. However, elements of technogogy are not embedded in thedesign and no identification of learner preferences or learning styles were conducted.

From the definition of technogogy (Idrus, 2007), the convergence of technology, pedagogy andcontent (learner focused) in the transformative use of technology to foster learning is depicted in theform of a three-dimensional relationship (Fig. 1) that will give rise to the depth and volume in thecreation of learning objects. The different points seen in the 'cube' are different learning objects basedon the deliberations of technology, pedagogy and content.

Figure 1 : The Technogogy Cube (Idrus, 2007)


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According to Figure 1, the technology element refers to an interactive multimedia material which wasused through the application of i-VTeC software CDROM by the students and teachers. The softwareinstalled was specific to the computers in the lab. The software has been developed by the researchertaking into consideration pedagogy elements that consists of hands-on activities which enabledstudents and teachers to draw and color the animation characters digitally. Individual or groupapproach was also incorporated for the purpose. Students and teachers will experiment on their

drawing and coloring of the product through various activities that has been prepared where thestudents and teachers are able to understand the step by step drawing technique clearly and accurately.

The software consists of focus contents towards drawing and colouring animation character topics viathe usage of multimedia elements texts, graphics, video, animation and audio. The implementation of multimedia elements will enable the students and teachers choose their appropriate learning style. Forexample, if the students or teachers are more interested towards visualization object, they can learn todraw and color the animation character through video and animation activities in the i-VTeC software.All the facilities for different learning styles has been developed by the researcher through the softwarewhich consists of specific topics.

3. METHODOLOGY

This research is using a quantitative approach which attempts to distinguish the relationship of the existing variables.

3.1 Design

The study conducted by the researcher employed the quantitative research strategy using descriptivesurvey to observe the interactive multimedia software developed by the researcher in assisting thestudents teaching and learning process. The study was distributed to students and teachers fromselected schools.

3.2 Pilot Study

Prior to the survey, a pilot study was implemented on ten students of Form 4 and 5 of SMK KualaPerlis. The selected students are the sample selected randomly from the population.

3.3 Sampling

The population of this study are the Form 4 and Form 5 students from selected schools that haveMultimedia Production (PM) and Computer Graphic Animation (AGB) subjects. The study populationinvolved 30 students of SMK Syed Ahmad Al Bukhary and 31 population of SMK Mergong (n=61). There are 10 teachers from SMK Syed Ahmad Al Bukhary and 11 teachers from SMK Mergong

involved in the study (n=21). Both schools are from Kota Setar district of Kedah Darul Aman.

3.4 Instrument

Survey questionnaires were constructed and distributed to the samples. The questionnaire formsdistributed to the student and teachers were aimed at observing the extent of assistance of theinteractive multimedia software in the teaching and learning process.

3.5 Data Collecting Procedure

The researcher implemented data collecting procedure using four phases. In the first phase, theresearcher conducted a discussion with the schools administrators involving the School Principal,

Computer Lab Coordinator and the Multimedia Production and Computer Graphic Animation subjectteachers. The discussion was held to identify the procedure required to accomplish the study.


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After the installation process has been completed, the second phase involved the data collection. Theresearcher gathered the respondents according to the number of computers in the lab. Each respondentwill use a computer for the study purpose. Then a briefing and explanation has been conducted toinform the respondents regarding the study purposes.

In the Third phase, each respondent is allowed to use the i-VTeC software self-phased within the time

allocated. They are free to explore the software according to their own understanding and capability touse the mouse. After the time allocated ended, the researcher distributed the questionnaires form toeach of the respondent in order to get some software evaluation feedbacks.

During the fourth phase, the respondents are required to fill in the questionnaire form according to theexploration that they did using the i-VTeC software. They filled the form while exploring the software.The forms were directly submitted to the researcher right after the students have completed filling theforms.

4. SOFTWARE EVALUATION FINDING

The research findings were collected, processed and transformed into descriptive statisticanalysis format. The Descriptive analysis statistic describes the qualitative data findings referring tothe study objective statements.

The data collected from the questionnaire was analysed using Likert Scale score from 1 to 5. TheLikert scale consists of Highly Disagree(HD), Disagree(D), Not Sure(NS), Agree(A) and HighlyAgree(HA). The Total(T) is in percentage and total number of respondents.

Table 1 shows the students and teachers overall feedbacks towards the extended of the MultimediaSoftware in assisting the MPV teaching and learning in i-VTeC software usage in percentage.

Table 1 shows the statements that clarify overall students and teachers feedback towards the extendedof the interactive multimedia software developed for production multimedia and graphic animationsubjects.

Findings of the data for the students showed positive attitude toward most of the given statement indistinguishing the overall extend of interactive multimedia software in assisting the MPV teaching andlearning process. The attained finding from 61 respondents shows that the students agree to all givenstatements with percentage of 47.5% to 63.9% and 6.6% to 14.8% highly agree that the multimediainteractive software able to help their learning process. Form teachers respondents (n=21) showed that47.6% to 61.9% agree and 19% to 52.4% highly agree that the software was helpful. Overall the resultshowed that majority of the students and teachers agree and highly agree that the software usage iseffective and helpful in teaching and learning of Production Multimedia and Graphic Animationsubjects.


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Table 1 Total distribution in percentage to measure the respondent feedbacks towardsthe usage of Interactive Multimedia Software in assisting the teaching and learning of Production Multimedia and Computer Graphic Animation (N=61)

Statement HD%D%

NS%

A%

HA%

T%

Min/ SD

Student Opinion

1. The multimedia element (text, graphic, audio,video and animation) in the i-VTeC iseffective.

-- 11.6

1219.7

3963.9

914.8

61100

4.100.55

2. The contents in i-VTeC software are effectivetoward student understanding.

--

58.2

1727.9

3252.5

711.5

61100

3.800.76

3.The learning activities in i-VTeC haseffectively allowing the student to doexploration with deep interest

-- 34.9

1219.7

3963.9

711.5

61100

3.900.68

4. The interactivity in i-VTeC software eases thestudent understanding 11.6

34.9

1423.0

3963.9

46.6

61100

4.050.51

5. Technical aspects in i-VTeC software allowedthe student to understand effectively.

11.6

23.3

2134.4

2947.5

813.1

61100

4.100.71

Teacher Opinion

1. The multimedia element (text, graphic, audio,video and animation) in the i-VTeC iseffective.

--

--

--

1047.6

1152.4

21100

4.520.51

2. The contents in i-VTeC software are effectivetoward student understanding.

--

--

29.5

1152.4

838.1

21100

4.280.64

3.The learning activities in i-VTeC haseffectively allowing the student to doexploration with deep interest

--

29.5

29.5

1361.9

419.0

21100

3.900.83

4. The interactivity in i-VTeC software eases thestudent understanding

--

--

29.5

1257.1

7 33.3

21100

4.230.62

5. Technical aspects in i-VTeC softwareallowing the student to understand effectively.

--

--

29.5

1152.4

838.1

21100

4.280.64

An objective of education should thus help students build their skills in both their preferred and lesspreferred modes of learning. The learning theories provide good frameworks for designing instructionwith the desired breadth. The goal is to make sure that the learning needs of students in each modelcategory are met at least part of the time. When mismatches exist between learning styles of moststudents in a class and the teaching style of the teacher, the students will disengage from theeducational environment.

This was collaborated by the works of Ulieru et al (2008) when they determined the range of learningstyles of the first year of Electrical Engineering and Materials Engineering, Mechatronics, and Robot

Equipments students from Valahia University of Targoviste in 2007 and found that they correspondedto six learning styles of participative, collaborative, competitive, retractile, independent and dependent


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as the main learning style of each student. The mission of the teacher was to help students in realizingtheir own learning style and to adopt adequate teaching strategies.

Technogogy can be applied in any area or discipline as it forces the consideration of the threecomponents in the design of the lesson plan and subsequently enrich the learning environment withmore specific learning objects the subjects taught. Technogogy was also illustrated in action in

engineering education in order to strengthen the unique needs of engineering students and the designfor their instruction (Idrus, 2008)

5. CONCLUSION

In accomplishing the study, the researcher has design an instruction model after referring to severalexisting instruction model design. With some amendment and discussion, the model is able to becompleted after some augmentation. Then researcher has built the flow chart and story board, thereforethe education multimedia software able to be developed systematically and put in order. Theresearcher has to enrich the multimedia software development knowledge using authoring tools suchas `Macromedia Flash MX` , Director MX and other utilities software. At this level, severalimprovements have to be done to the multimedia interactive software that involve some changes to theflowchart and story board. The biggest challenge to the researcher is to design an instruction modeland develop the multimedia interactive software that fits the requirement of the students, hence theapplication and incorporation of technogogy.

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