Isabela State University Cauayan Campus

18 Dacanay, Cauayan City, Isabela

COLLEGE OF COMPUTING AND INFORMATION TECHNOLOGY

Masters in Information Technology

Multimedia: Tool for Development

In the field of continuous development, multimedia has been considered to be part

of growing tool in executing several improvements. Such as in the turf of education and
entertainment.

Multimedia learning has evolved into providing multimedia instruction which gives
an environment suitable for learning containing combined presentation of words and
images. It conceptualizes learning in a framework combining cognitive and affective
aspects processing incoming verbal and non-verbal information in two independent
information in learner’s working memory [1]. Multimedia as technology-based education
tool influences the learning styles of students’ creative thinking performance especially
those students who are active, reflective, intuitive and high visual can be benefited
creatively [2].

In addition to that, multimedia as a medium of producing e-learning tool can help

student in generating their flexible and original ideas which reflected from students’
product creativity showing novel and aesthetic qualities [4].This can also improve
students’ learning by fostering generative processing as long as the learner is not
continually overloaded with extraneous processing overly distracted from essential
processing such as too much graphics or scenarios. However, consistent with the
focused-more-is-more approach, motivational features can be improved for student
provided that the learner is not continually overloaded with extraneous processing or
overly distracted from essential processing [3].

Designing effective instruction using multimedia may involve cognitive principles

that go beyond minimizing extraneous processing and managing essential processing
which in particular fosters generative processing through inclusion of features intended
to prime affect and motivation. This encourages us to include and focus on motivational
factor to engage in in-depth thinking process [3]. Complementary research in this type of
learning production can emphasize development of learning materials that consider the
cognitive system and its function supporting effective knowledge construction for
understanding and meaningful learning [4].

Multimedia in the other field provides ambient entertainment using ambient

intelligence applications that are focused on entertainment rather that on work which
optimally used of all technical possibilities [5]. Furthermore, entertainment using
multimedia is of particular importance as it will be in high demand for many years to come.
So, in that particular manner, it should be considered to use secured multimedia in order
for the market to provide incentive for content creation [6].

Jaydwin T. Labiano
MIT1 Student
 Isabela State University Cauayan Campus
18 Dacanay, Cauayan City, Isabela

COLLEGE OF COMPUTING AND INFORMATION TECHNOLOGY

Masters in Information Technology

References:

[1] Stark, L., Malkmus, E., Stark, R., Brunken, R., Park, B. (2018). Learning-related
emotions in multimedia learning: An application of control-value theory. Learning and
Instruction, 58, 42-52

[2] Kassim, H.,(2013) The Relationship between Learning Styles, Creative Thinking
Performance and Multimedia Learning Materials, Procedia-Social and Behavioral
Sciences,Volume 97, November 2013, 229-237,
https://doi.org/10.1016/j.sbspro.2013.10.227

[3] Mayer, R.,(2014). Incorporating Motivation into Multimedia Learning, Learning and
Instruction, 29, 171-173

[4] Kassim, H., Nicholas, H., Ng, W. (2014), Using Multimedia learning tool to improve
creative performance. Thinking Skills and Creativity, 13, 9-19

[5] Nijholt, A., Reidsma, D., Poppe, R., (2010) Chapter 16- Games and Entertainment in
Ambient Intelligence Environment. Human-Centric Interfaces for Ambient Intelligence,
393-413

[6] Eskicioglu, A., Town, J., Delp, E., (2003), Security of Digital Entertainment Content
from Creation to Consumption, Security Processing: Image Communication, 237-262,
https://doi.org/10.1016/S0923-5965(02)00143-1

Jaydwin T. Labiano
MIT1 Student