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COVID-19 forced students to rely on online learning using multimedia tools, and multimedia learning continues to impact education beyond the pandemic. In this study, we combined behavioral, eye-tracking, and neuroimaging paradigms to identify multimedia learning processes and outcomes. College students viewed four video lectures including slides with either an onscreen human instructor, an animated instructor, or no onscreen instructor. Brain activity was recorded via fMRI, visual attention was recorded via eye-tracking, and learning outcome was assessed via post-tests. Onscreen presence of instructor, compared with no instructor presence, resulted in superior post-test performance, less visual attention on the slide, more synchronized eye movements during learning, and higher neural synchronization in cortical networks associated with socio-emotional processing and working memory. Individual variation in cognitive and socio-emotional abilities and intersubject neural synchronization revealed different levels of cognitive and socio-emotional processing in different learning conditions. The instructor-present condition evoked increased synchronization, likely reflecting extra processing demands in attentional control, working memory engagement, and socio-emotional processing. Although human instructors and animated instructors led to comparable learning outcomes, the effects were due to the dynamic interplay of information processing vs. attentional distraction. These findings reflect a benefit-cost trade-off where multimedia learning outcome is enhanced only when the cognitive benefits motivated by the social presence of onscreen instructor outweigh the cognitive costs brought about by concurrent attentional distraction unrelated to learning.

This study aimed to develop multimedia instructional materials in teaching Grammar. In addition, it also aimed to determine the effectiveness of Grammar teaching through multimedia and the development of Grade 7 online language skills in Angono National High School, Angono, Rizal during the school year 2017-2018. It utilized the descriptive and experimental methods of research. The participants were the two sections of Grade 7, Section Loyalty as the experimental group and Section Prudence as the control group who were chosen based on heterogeneous sectioning performance level and first grading performance in English. The developed multimedia instructional materials as validated by the experts were acceptable in terms of multimedia principle, coherence, modality (audibility and visuality) and temporal which helped in the improvement of learners' grammar level. The validity of the developed Edmodo online quiz determined through the results of learners' online performance. It was found out that the experimental group showed a remarkable improvement in Grammar. Based on the findings, the developed multimedia instructional materials in Grammar contributed to improving the learners' speaking skill. It was also confirmed that participants who were exposed to these instructional materials performed better than those participants who did not utilize the activities. [ABSTRACT FROM AUTHOR]

Reading instruction is a key component of special education teacher preparation, with content traditionally delivered through lecture and assigned reading. Recent research investigated the potential for enhancing special education teacher preparation with technological modes of content delivery. This systematic literature review was conducted to explore the effect of multimedia interventions on preservice teachers' knowledge and skills for delivering reading instruction. Fourteen quantitative studies met the inclusion criteria established and were reviewed to identify the types of multimedia instruction employed, areas of reading instruction addressed, the measures of preservice teacher knowledge and skills used, and the alignment between instruction and theories of learning in the 14 studies. Findings indicate that technological interventions, such as Content Acquisition Podcasts and multimedia vignettes, yielded statistically significant gains in preservice teacher knowledge and skills for delivering reading instruction to students with disabilities when compared with traditional modes of instruction. Multimedia instruction developed with solid theoretical frameworks had increased efficacy, suggesting that individuals preparing future special educators may benefit from increased alignment with theories of learning. Additional implications for teacher education and future research are provided. [ABSTRACT FROM AUTHOR]

This study investigated teachers' perspectives on the use of multimedia in teaching and learning science, their level of technological proficiency, the extent to which they integrate multimedia into their science instruction, and the challenges they face in implementing multimedia in classrooms. A questionnaire was administered to forty in-service primary school teachers in Fiji to collect data. The data collected was analyzed using quantitative and qualitative methods with a descriptive and inferential approach. The findings showed that teachers positively viewed using multimedia systems to teach and learn science. Furthermore, the study found that teachers believed multimedia enhanced critical thinking, promoted collaborative learning skills in primary school students, and ensured quality education. However, the study also revealed that Fiji's primary school teachers faced challenges incorporating multimedia systems into science classes due to a lack of information and communication technology (ICT) resources, poor internet connectivity, time constraints, inadequate administrative support, lack of ICT knowledge, unavailability of electricity, and overcrowded classrooms. The study recommends that primary schools in small island states, such as Fiji, prioritize incorporating multimedia training as a key component of their professional learning and development programs. [ABSTRACT FROM AUTHOR]

Background: So far, some training interventions have been carried out to improve the mental health in women with infertility, but designing the need and evidence-based, as well as multimedia mental health self-care interventions based on cyber space has received less attention. Due to the spread of the internet and the role of self-care in improving mental disorders, this study was conducted to evaluate the effectiveness of the multimedia mental health self-care program on mental health and to assess the users' satisfaction. Methods: This study is a randomized controlled trial with pretest–posttest follow-up design. The sample was selected using a convenience sampling method (n = 90). The random number function was used to assign random numbers. The research instruments include a demographic, psychological Well-being, depression, anxiety, perceived stress, fertility problems and satisfaction with training questionnaire. Six weeks of intervention was conducted following the pre-test and the link of each session's content was sent to the participants, based on the training schedule, through Eitaa Messenger. The post-test and follow-up were conducted 1 week and 1 month post intervention. The data were analyzed using independent t-test and repeated measures ANOVA. Results: A statistically significant difference was observed between the intervention and control group in the mean score of psychological well-being, perceived stress and infertility stress 1 week and 1 month post intervention and in the mean score of depression and anxiety 1 month post intervention. The intervention group scored higher than the control in psychological well-being but lower in perceived stress, depression, anxiety and infertility stress. The intervention had a positive effect and reduced the score of perceived stress, depression, anxiety and infertility in the intervention group over time. The score reduction continued until the follow-up stage. No significant time-interaction effect was observed on psychological well-being and on the control group. Satisfaction with the program and subscales was desirable. Conclusion: This program could significantly reduce the depression, anxiety, perceived stress and infertility stress and desirable satisfaction with the program was observed among users. This program can be used in designing the experimental and therapeutic interventions to improve mental-health self-care behaviors. Trial registration: RCT Registry: Iranian Registry of Clinical Trials; RCT registration number: IRCT20210526051410N1; Registration date: 2022–11-06. Last update: 2023–01-28 https://irct.behdasht.gov.ir/trial/57874 [ABSTRACT FROM AUTHOR]

This study aims to develop a multimedia-based futsal game set piece training model for junior high school extracurricular teachers in Pontianak City. This type of research is Research and Development (R&D) using the ADDIE model. The subjects in this study were junior high school students in Pontianak City who became extracurricular participants. The research instrument used in this study was a questionnaire. Analysis of the data used is a quantitative descriptive analysis technique with percentages. The conclusions in this study are: The implementation of small group trials showed 1 athlete (8.33%) gave a good response and as many as 11 athletes (91.67%) gave a good response. The large group trial showed that as many as 1 athlete (4.17%) gave a good response and as many as 23 athletes (95.83%) gave a very good response, so it can be concluded that the development of multimedia based futsal game set piece training is feasible to use in as the development of futsal training for extracurricular Middle School students in Pontianak City. [ABSTRACT FROM AUTHOR]

In this paper, a realization technique is designed with a unique analytical model for transmitting multimedia data to appropriate end users. Transmission of multimedia data to all end users through a variety of visualization methods is the foundation of future computer systems. Yet, highly limited system resources prevent the updating of the methods used to manage multimedia data. Hence, a high-end visualization technique where uncertainties are eliminated is required for the visualization process with a multimedia system. As a result, the suggested system incorporates a clustering technique utilizing an analytical framework to ensure a high degree of transmission for all multimedia data. The technical contribution of the proposed method depends on a multimedia visualization process that takes place with high security features by including necessary parametric relationships such as occurrence of jitter, data density points, time period, multimedia storage, data smoothness and distance. For the established parametric relationship the validation methodology is integrated with a hierarchical clustering algorithm, thereby transmitting every clustered data with high security feature, thereby the examined outcomes under five scenarios proves that data security which is represented by simulation outcomes is improved to 88% as compared to the existing approach. [ABSTRACT FROM AUTHOR]

The study investigated digital literacy of library and information science postgraduate students and ubiquitous learning in state universities in south-South, Nigeria. Four (4) objectives, four research questions, and four hypotheses guided the study. The hypotheses were tested at 0.05 level of significance. The study adopted a correlational design and the population was 221 comprising library and information science postgraduate students from eight (8) state universities in South-South, Nigeria. The census sampling technique was used to select the entire population of 221 which represents the sample size. Instrument titled “Digital Literacy of Library and Information Science Postgraduate Students and Ubiquitous Learning Questionnaire” (DLLISPSULQ) was used for data collection. The reliability of the instrument was established through test-retest methods and was determined using Cronbach Alpha method which yielded reliability coefficient of 0.89. The study was analyzed using mean and standard deviation for research questions and Pearson Product Moment Correlation for hypotheses. It was revealed that there was a significant relationship between digital literacy of LIS postgraduate students and ubiquitous learning in state universities in South-South, Nigeria. It was recommended that Library and Information Science schools in South-South, Nigeria should as a matter of policy direct all LIS educators to adopt the use of ubiquitous technologies in teaching to enhance the adoption of ubiquitous learning by Postgraduate students.

Abstract Background So far, some training interventions have been carried out to improve the mental health in women with infertility, but designing the need and evidence-based, as well as multimedia mental health self-care interventions based on cyber space has received less attention. Due to the spread of the internet and the role of self-care in improving mental disorders, this study was conducted to evaluate the effectiveness of the multimedia mental health self-care program on mental health and to assess the users' satisfaction. Methods This study is a randomized controlled trial with pretest–posttest follow-up design. The sample was selected using a convenience sampling method (n = 90). The random number function was used to assign random numbers. The research instruments include a demographic, psychological Well-being, depression, anxiety, perceived stress, fertility problems and satisfaction with training questionnaire. Six weeks of intervention was conducted following the pre-test and the link of each session's content was sent to the participants, based on the training schedule, through Eitaa Messenger. The post-test and follow-up were conducted 1 week and 1 month post intervention. The data were analyzed using independent t-test and repeated measures ANOVA. Results A statistically significant difference was observed between the intervention and control group in the mean score of psychological well-being, perceived stress and infertility stress 1 week and 1 month post intervention and in the mean score of depression and anxiety 1 month post intervention. The intervention group scored higher than the control in psychological well-being but lower in perceived stress, depression, anxiety and infertility stress. The intervention had a positive effect and reduced the score of perceived stress, depression, anxiety and infertility in the intervention group over time. The score reduction continued until the follow-up stage. No significant time-interaction effect was observed on psychological well-being and on the control group. Satisfaction with the program and subscales was desirable. Conclusion This program could significantly reduce the depression, anxiety, perceived stress and infertility stress and desirable satisfaction with the program was observed among users. This program can be used in designing the experimental and therapeutic interventions to improve mental-health self-care behaviors. Trial registration RCT Registry: Iranian Registry of Clinical Trials; RCT registration number: IRCT20210526051410N1; Registration date: 2022–11-06. Last update: 2023–01-28 https://irct.behdasht.gov.ir/trial/57874

Abstract The surge in 3D modelling has led to a pronounced research emphasis on the field of 3D shape retrieval. Numerous contemporary approaches have been put forth to tackle this intricate challenge. Nevertheless, effectively addressing the intricacies of cross‐modal 3D shape retrieval remains a formidable undertaking, owing to inherent modality‐based disparities. The authors present an innovative notion—termed “geometric words”—which functions as elemental constituents for representing entities through combinations. To establish the knowledge graph, the authors employ geometric words as nodes, connecting them via shape categories and geometry attributes. Subsequently, a unique graph embedding method for knowledge acquisition is devised. Finally, an effective similarity measure is introduced for retrieval purposes. Importantly, each 3D or 2D entity can anchor its geometric terms within the knowledge graph, thereby serving as a link between cross‐domain data. As a result, the authors’ approach facilitates multiple cross‐domain 3D shape retrieval tasks. The authors evaluate the proposed method's performance on the ModelNet40 and ShapeNetCore55 datasets, encompassing scenarios related to 3D shape retrieval and cross‐domain retrieval. Furthermore, the authors employ the established cross‐modal dataset (MI3DOR) to assess cross‐modal 3D shape retrieval. The resulting experimental outcomes, in conjunction with comparisons against state‐of‐the‐art techniques, clearly highlight the superiority of our approach.

Even though classic literature has cultural and educational value in heritage education, students often have trouble becoming interested because of the archaic language, a lack of good learning materials, the idea that the literature is not relevant, and complicated plots. This research aims to enhance heritage education by identifying barriers and drivers in youth engagement with classic Thai literature and exploring how Universal Design for Learning (UDL) principles could be applied to increase motivation in learning classic literature through multimedia. Ten interviews with experts, 100 on-site questionnaires filled out by students aged 15–25 years, and a multimedia e-book were used together in this mixed-methods study. As a case study, the researchers asked both experts and students to read the Thai classic poem “Phra Aphai Mani: Escaping from the Sea Witch” and make suggestions for how it could be better. The results show that there are barriers to heritage education, such as ‘the story is not connected to the present’ (mean = 4.52/5), ‘archaic vocabulary and language barriers’ (mean = 4.36/5), and ‘learning materials’ (mean = 4.25/5). Surprisingly, Thai students showed more positive attitudes towards literature courses than expected based on international trends. Key drivers for enhancing heritage education include ‘classic literature in modern, easy-to-read language’ (mean = 4.65/5), ‘including multimedia’ (mean = 4.58/5), ‘the plot/story adapted to the current era’ (mean = 4.50/5), and ‘new presenting technologies’ (mean = 4.49/5). Next, as an innovative way to improve heritage education, this study developed a free e-book titled “Phra Aphai Mani: Escaping from the Sea Witch”, which includes motion graphics and other multimedia elements. This research contributes to knowledge by demonstrating how UDL can be applied to classic literature within heritage education, enhancing understanding of student needs, and creating more effective, inclusive multimedia teaching methods for preserving and transmitting cultural heritage.

The idea of the text is to question the similarities and differences between the concepts of gesamtkunstwerk and multimedia. These are terms that presuppose the search for a new form of unification of artistic forms, at different times and in different ways. The key thinker (and artist) of gesamtkuntwerk or that orientation is the composer Richard Wagner. The theoretician who was at the crossroads of the worlds of traditional art and the contemporary technical sphere was Walter Benjamin. He begins a new line of writing about art, which is supported by theorists such as Marshall MacLuhan, Vilem Flusser, Friedrich Kittler, Jean Baudrillard, Dona Harway, Lev Manovich and Maurizio Lazarato. The text will present the idea of gesamtkunstwerk and compare it with some of the views of theorists who accepted or rejected this idea.

The purpose of this study was to investigate the current practices, opportunities, and challenges of using multimedia in social work teaching at a government college in Bhola, Bangladesh. Qualitative research methodology was used to get information from the respondents. The data was gathered using three different methods: semi-structured interviews, focus group discussions (FGDs), and classroom observations. The respondents included both faculty and honors-level students from social work backgrounds. Interviews were conducted with two instructors, observations were made in two classes, and ten students took part in two focus group discussions (FGDs). Finally, using a thematic approach, data were analyzed, interpreted, and presented. The study's findings revealed that incorporating multimedia in the classroom makes teaching easier and is beneficial for the students. Students can actively engage in a multimedia classroom, which often inspires them to study. People perceive multimedia-based classes to be more structured than traditional teaching methods. Conversely, the research shows that the social work classes are deficient in the essential resources, infrastructure, and funding required for effective functioning. The study was self-funded, completed within a short timeframe, and conducted during the global outbreak of the Corona pandemic. The study's implication was that it helped the researcher explore the current scenario of using multimedia for teaching social work in the context of government college education in Bangladesh.

This is a historical study on shadow puppets and their animate techniques, and the difference between these techniques. The research problem revolves around several questions, including whether the art of shadow puppetry evolved over time or did it stop at a certain stage and to what extent did it develop? Are there creative modern experiences in shadow puppet shows or No, and did it succeed and resonate or not, and the research objectives come to answer these questions and research about modern experiences through the experience of Hamid Rahmanian and the importance of research lies in achieving the research objectives, whether it is searching for historical animate techniques, as well as searching for one of the experiences in this field of The creative and technical side, by presenting and studying the experience of the American-Iranian artist Hamid Rahmanian, to know him and the reasons for his entry into this branch of the performing arts, as well as knowing his multiple artistic experiences and focusing on his unique artistic experience in the show "feathers of fire" inspired by one of the stories of the Shahnameh, studying the techniques of this presentation and studying multimedia in the show, which qualified it to win many awards and analysis of the elements of the show and its techniques in especially the performance of the actors themselves as shadow puppets, the temporal limits are the twenty-first century and the spatial limits are the United States of America

Abstract Background childbearing is a key component of population movements and sustainable development in low-fertility nations. This study was conducted with the aim of determining the impact of multimedia education on the childbearing intention in One-child women of Maragheh city. Method In this intervention study in Maragheh in 2023, 94 women with one child were randomly selected and placed in two intervention and control groups. Before the intervention, people were examined using demographic information and Miller’s questionnaire of desire to have children. Then, For the intervention group, three 60-minute multimedia training videos were shown in person for three weeks, and the control group did not receive any training. The data were collected using the researcher’s demographic questionnaire and Miller’s childbearing questionnaire in three stages before the intervention, immediately after and six weeks after the intervention. Data analysis was done with SPSS version 16 software. Results There was no significant difference between the two groups in terms of the average score of desire to have children and demographic variables (p > 0.05). Before the intervention, there was no significant difference between the intervention and control groups in terms of the demographic characteristics of the subjects and the average score of women’s willingness to have children in the positive and negative dimensions. While after the multimedia educational intervention, the average score of desire to have children in positive and negative dimensions, immediately after the intervention and six weeks after the intervention, had a significant difference compared to before the intervention (p

The essay deals with part of the literary production of Loriano Macchiavelli, one of the founders of the contemporary Italian detective story. One part is devoted to the transmedia nature of the character that brought Macchiavelli fame, Sergente Sarti Antonio. He is adapted for the small screen and for comic strips: an extension that the author mentions within the texts and that conditions the phases of his own fictional life. The other half deals with Marco Gherardini, known as Poiana, a young Forestry Police Inspector, the protagonist of the most recent trilogy by Macchiavelli & Francesco Guccini. Poiana stands almost at the antipodes of Sarti Antonio: as much Sarti is 'urban' and disenchanted, as Gherardini is at ease in the mountains and capable of casting, on nature more than on men, a gaze full of wonder. With the Poiana trilogy, the path of uprooting noir from its environment of choice, the city, comes to an end, after a significant passage through the saga of Maresciallo Santovito, the first character created by Macchiavelli & Guccini.

In recent years, Internet traffic patterns have been changing. Most of the traffic demand by end users is multimedia, in particular, video streaming accounts for over 53%. This demand has led to improved network infrastructures and computing architectures to meet the challenges of delivering these multimedia services while maintaining an adequate quality of experience. Focusing on the preparation and adequacy of multimedia content for broadcasting, Cloud and Edge Computing infrastructures have been and will be crucial to offer high and ultra-high definition multimedia content in live, real-time, or video-on-demand scenarios. For these reasons, this review paper presents a detailed study of research papers related to encoding and transcoding techniques in cloud computing environments. It begins by discussing the evolution of streaming and the importance of the encoding process, with a focus on the latest streaming methods and codecs. Then, it examines the role of cloud systems in multimedia environments and provides details on the cloud infrastructure for media scenarios. After doing a systematic literature review, we have been able to find 49 valid papers that meet the requirements specified in the research questions. Each paper has been analyzed and classified according to several criteria, besides to inspect their relevance. To conclude this review, we have identified and elaborated on several challenges and open research issues associated with the development of video codecs optimized for diverse factors within both cloud and edge architectures. Additionally, we have discussed emerging challenges in designing new cloud/edge architectures aimed at more efficient delivery of media traffic. This involves investigating ways to improve the overall performance, reliability, and resource utilization of architectures that support the transmission of multimedia content over both cloud and edge computing environments ensuring a good quality of experience for the final user. [ABSTRACT FROM AUTHOR]

The proliferation of new services, either interpersonal or machine-oriented, has generated new demands concerning the flexibility and efficiency of transmission. The ubiquity of multimedia communication in the current internet is seamlessly and successfully supported by the WebRTC concept. This paper reports on the study of the usage of a solution employing a proxy transmission unit for air-to-ground delivery of video streaming multiplexed with sensor data in the UAV-IoT system when using the WebRTC protocol stack. The comparative experiments were carried out for two cases employing the 802.11ac network with WebRTC: the first scenario (S1) without an external transceiver and the second scenario (S2) with an external transceiver working as a proxy of the ground receiver. The presented results compare the transmission conditions without (scenario S1) and with (scenario S2) the external transceiver in terms of the RSSI, the available data rate, and total throughput of transmission of multimedia data (video stream from the UAV camera and bursty data coming from employed sensors. The usefulness of the external transceiver used in a wide range of transmission conditions is clearly proven. [ABSTRACT FROM AUTHOR]

Objective: This study investigated the factors influencing college students' continuous utilization intention of virtual simulation software (Animation Character Virtual Simulation Software V1.0) in the context of current efforts to promote sustainable educational practices and explored design strategies to enhance this willingness in a sustainable manner. Method: Based on the Expectation Confirmation Model of Information System Continuance (ECM-ISC), this study developed a model to examine the impact of college students' spatial ability (SA) on their virtual simulation learning behavior. Upon administering a questionnaire to the selected participants (N = 164), the survey data were analyzed for reliability and validity. Subsequently, the relationships among the model's variables were explored. Result: For college students majoring in Digital Media Art, spatial ability significantly positively affects their sustainable utilization intention of virtual simulation software within 3D virtual scenarios. Meanwhile, it positively impacts perceived ease of use (PEU) and flow experience (FE), which are key factors in promoting the sustainable adoption of such technologies. The introduced spatial ability, perceived ease of use, and flow experience influence the endogeneity of the ECM-ISC. Moreover, gender differences in spatial ability are profound among these students. Conclusion: The primary influencing pathway is spatial ability → flow experience → expectation confirmation → perceived usefulness → continuous utilization intention. Enhancing spatial ability is one effective way to advance virtual simulation software, offering new insights for its design and long-term improvement in alignment with sustainable educational practices. [ABSTRACT FROM AUTHOR]

As a result of the development of digital and internet technologies, digital content theft has become a major problem for the multimedia industry. Piracy is controlled by digital rights management (DRM) system. Multimedia on mobile devices is a novel idea for businesses where security is crucial. Numerous anonymous authentication schemes for mobile-DRM (M-DRM) systems have been developed during the past decade using the assumptions of factorization and discrete logarithms, which are proved insecure in the presence of scalable quantum computers by Shor's algorithm. Therefore, a quantum secure communication mechanism must be developed for M-DRM systems. To create a quantum-safe environment, this paper designs a lattice-based three-factor authentication session establishment technique for content key sharing in the DRM system, which provides forward secrecy and user anonymity and resists off-line password guessing, replay, impersonation, insider and signal leakage attacks. The random oracle model (ROM) is adopted to design the scheme's proof. Further, a comparison of existing schemes with the proposed scheme in terms of execution and communication costs is provided to demonstrate the efficiency of designed protocol. [ABSTRACT FROM AUTHOR]

Since 1983, the Instructional Theory Framework (ITF) (and its subsequent improvements) has guided instructional designers and researchers in designing and developing useful learner experiences (LX). For the past 40 years, the ITF was laser-focused on the selection of instructional methods, downplaying delivery methods (media) and management methods. The instructional design field continues to produce immature and confounded research-to-prove studies that do not provide guidance that is useful to practitioners. For more useful guidance, we suggest that researchers should embrace research-to-improve for studying immature methods and media, and research-to-prove for studying mature methods and media. In this paper, we discuss problems associated with proving versus improving, situational deficiencies, and confounding; we present a new version of the ITF that embraces media; and we then answer four key questions about (1) kinds of media knowledge, (2) forms of media knowledge, (3) research methods that deliver the knowledge, and (4) suggestions for editors and reviewers to embrace new media knowledge. [ABSTRACT FROM AUTHOR]

This study aims to find out the strategies of English teachers in teaching writing for high school students. This research was conducted in one of the high schools in Karawang, the subject in this study was one grade 10 English teacher. This research is a qualitative research, to collect researcher data using observation and interviews. The results of the analysis showed that teachers applied the Collaborative Learning strategy, which encourages students to collaborate in groups to complete writing tasks, as well as the Multimedia-Based learning (MBL) strategy, which involves the use of media such as videos and PowerPoint presentations to support students' understanding of recount text material. The use of collaborative strategies has proven to be effective in increasing student engagement and understanding through discussion and sharing of ideas. Meanwhile, multimedia-based media helps students understand concepts visually and interactively. The findings of this study show that teachers use Collaborative Learning and Multimedia-Based learning (MBL) strategies to teach writing recount texts. In conclusion, the implementation of this strategy provides positive results in learning to write recount texts, by increasing student engagement and understanding comprehensively. [ABSTRACT FROM AUTHOR]

Even though classic literature has cultural and educational value in heritage education, students often have trouble becoming interested because of the archaic language, a lack of good learning materials, the idea that the literature is not relevant, and complicated plots. This research aims to enhance heritage education by identifying barriers and drivers in youth engagement with classic Thai literature and exploring how Universal Design for Learning (UDL) principles could be applied to increase motivation in learning classic literature through multimedia. Ten interviews with experts, 100 on-site questionnaires filled out by students aged 15–25 years, and a multimedia e-book were used together in this mixed-methods study. As a case study, the researchers asked both experts and students to read the Thai classic poem "Phra Aphai Mani: Escaping from the Sea Witch" and make suggestions for how it could be better. The results show that there are barriers to heritage education, such as 'the story is not connected to the present' (mean = 4.52/5), 'archaic vocabulary and language barriers' (mean = 4.36/5), and 'learning materials' (mean = 4.25/5). Surprisingly, Thai students showed more positive attitudes towards literature courses than expected based on international trends. Key drivers for enhancing heritage education include 'classic literature in modern, easy-to-read language' (mean = 4.65/5), 'including multimedia' (mean = 4.58/5), 'the plot/story adapted to the current era' (mean = 4.50/5), and 'new presenting technologies' (mean = 4.49/5). Next, as an innovative way to improve heritage education, this study developed a free e-book titled "Phra Aphai Mani: Escaping from the Sea Witch", which includes motion graphics and other multimedia elements. This research contributes to knowledge by demonstrating how UDL can be applied to classic literature within heritage education, enhancing understanding of student needs, and creating more effective, inclusive multimedia teaching methods for preserving and transmitting cultural heritage. [ABSTRACT FROM AUTHOR]

This paper develops a concept of interfacing as a heterogeneous zone of interaction, a relational space created by users as they bring together interact with and draw on a range of digital and analogue materials, sources and technologies. It examines the ways tourists and travellers access, engage, use, transfer and blend multiple media sources drawing across both analogue and digital sources as they plan, execute and reflect on the trips and visits they make. It derives from a series of in depth 'show and tell' style interviews with 18 participants recruited in the UK. It contributes to the growing literature on digital geographies by exploring the relational spatiality by which individuals build interfacing activities around specific tasks and experiences as heterogeneous and contingent socio-material spaces. It develops a conception of interfacing around two interrelated and iterative sets of embodied practices. These are firstly, assembling and mobilising and secondly intermediating and sense making. Using this twin conception of interfacing as an active making, the paper discusses how and where a conception of interfacing as embodied practice might contribute to understandings of human digital relationships within complex poly media situations and environments. [ABSTRACT FROM AUTHOR]

The present study examined the relationships among perceived teacher's autonomy support, four motivational regulations (external, introjected, identified, intrinsic), and four social-emotional outcomes (self-efficacy, resilience, test anxiety, and perceived stress). A total of 130 primary students aged between 10 and 11 (M = 10.36; SD = 0.48) were recruited in Singapore. In particular, the mediating effects of four motivational regulations in the relationship between teacher's autonomy support and social-emotional outcomes were tested using bootstrapping method. Results of the study indicated that external regulation and intrinsic motivation were two mediators between teacher's autonomy support and test anxiety. Surprisingly, introjected regulation was positively associated with test anxiety and perceived stress and functioned as a significant mediator between teacher's autonomy support and test anxiety and perceived stress. Teacher's autonomy support may serve as a potential approach to develop students' positive social-emotional outcomes such as self-efficacy and resilience while reduce negative social-emotional influences such as test anxiety and stress through activating students' motivational resources. The present study provides novel insights into the relationships between SDT and four social-emotional outcomes by considering the four types of motivational regulation as mediators to investigate the effects of perceived teacher's autonomy support on students' SEL-related outcomes. [ABSTRACT FROM AUTHOR]

Background: Improving the acquisition of complex tactical knowledge through video presentations has attracted considerable attention. Previous research has aimed to facilitate learning by structuring videos including pointing gestures and guided gaze. However, it is debatable whether these cues actually contribute to improved performance in the context of tactical learning for players with varying levels of expertise. Objectives: The present study examined the moderating roles of content complexity and expertise level on recall scores, mental effort, and visual attention while watching videos involving coach's pointing gestures and guided gaze, as well as videos with no cues. Methods: One hundred sixty novice and expert basketball learners were randomly divided into four groups: (i) simple content + no-cues, (ii) simple content + gesture/gaze, (iii) more complex content + no-cues, and (iv) more complex content + gesture/cues. They were instructed to learn the evolution of a tactical scene described by the coach, rate their mental effort invested during the learning phase, and reproduce the learned tactical scene. Results and conclusions: The results showed that regardless of the complexity of the content, novices achieved better recall performance and higher visual attention in the gesture/gaze condition than in the no-cues condition. However, the results showed that experts benefited equally from both conditions when the content was simple, whereas they benefited more from the gesture/gaze condition when the content was more complex. The results showed that the effectiveness of videos involving pointing gestures and guided gaze depends on the content complexity and the expertise level. [ABSTRACT FROM AUTHOR]

The surge in 3D modelling has led to a pronounced research emphasis on the field of 3D shape retrieval. Numerous contemporary approaches have been put forth to tackle this intricate challenge. Nevertheless, effectively addressing the intricacies of cross‐modal 3D shape retrieval remains a formidable undertaking, owing to inherent modality‐based disparities. The authors present an innovative notion—termed "geometric words"—which functions as elemental constituents for representing entities through combinations. To establish the knowledge graph, the authors employ geometric words as nodes, connecting them via shape categories and geometry attributes. Subsequently, a unique graph embedding method for knowledge acquisition is devised. Finally, an effective similarity measure is introduced for retrieval purposes. Importantly, each 3D or 2D entity can anchor its geometric terms within the knowledge graph, thereby serving as a link between cross‐domain data. As a result, the authors' approach facilitates multiple cross‐domain 3D shape retrieval tasks. The authors evaluate the proposed method's performance on the ModelNet40 and ShapeNetCore55 datasets, encompassing scenarios related to 3D shape retrieval and cross‐domain retrieval. Furthermore, the authors employ the established cross‐modal dataset (MI3DOR) to assess cross‐modal 3D shape retrieval. The resulting experimental outcomes, in conjunction with comparisons against state‐of‐the‐art techniques, clearly highlight the superiority of our approach. [ABSTRACT FROM AUTHOR]

The present study examined self-efficacy, working memory, and English proficiency in a multimedia writing environment. The research design included a survey to assess self-efficacy and a writing assessment within a multimedia environment, while controlling for working memory capacity and levels of English proficiency. Data collection methods comprised a survey on self-efficacy beliefs in multimedia writing, a working memory task, and the standardized College English Test Band 4 in China. The participants were a total of 406 Chinese university students. The results support the reliability of the self-efficacy questionnaire, with five dimensions: linguistic knowledge, planning, monitoring, evaluation, and performance. These five factors were positively correlated with the students’ writing performance in a multimedia environment. The structural equation modeling findings suggest that working memory and English language proficiency moderate learners’ self-efficacy in EFL multimedia writing. Relevant implications based on the findings were discussed. [ABSTRACT FROM AUTHOR]

Objective Methods Results Conclusion To assess the impact of an educational video on immediate postpartum contraceptive implant utilization.This was a randomized controlled study conducted in a university hospital. Postpartum women aged over 18 years were recruited and divided into two groups: the intervention group, which viewed a 7‐min educational video about contraceptive implants; and the control group, which did not. We evaluated the uptake of contraceptive implants immediately and during a 12‐week period postpartum, in addition to the reasons for not selecting this method.A total of 202 participants were included in the study, 101 in each group. Viewing the educational video was associated with higher immediate postpartum contraceptive implant usage (22.77% vs 10.89%; relative risk [RR] 2.09, 95% confidence interval [CI] 1.08–4.06). However, no significant difference was observed at the postpartum follow‐up visit (29.9% vs 25.74%; RR 1.61, 95% CI 0.74–1.82). The primary reasons for not selecting contraceptive implants were concerns about potential side effects and discomfort associated with the insertion procedure.The inclusion of an animated educational video significantly improved immediate postpartum contraceptive implant uptake, making it a potentially viable strategy in settings with high rates of loss to follow‐up. However, further research into how to address patients' fears regarding the implant is required. [ABSTRACT FROM AUTHOR]

The course of development of technology, its speed in the recent period and the point it has reached have led our relationship with technology to become a necessity rather than a choice. In this respect, teaching activities that are not intertwined with technology and do not include digital elements will remain as practices that will not go beyond the interest and expectations of students who are the subject of educational environments. This study, which examines the effect of digital content on listening skill in secondary school Turkish teaching, is at an important point in terms of showing the effect of digital elements on listening skill, which is the first learning channel of human beings and will continue until death, and which should be carefully emphasized in terms of forming the basis for other language skills. The sample of this study consists of 60 students in the seventh grade of a secondary school in Elazığ province. In the study, mixed research method was preferred as the method and sequential explanatory design was preferred as the design. Quasi-experimental design was used in the quantitative part of the study and phenomenology design was used in the qualitative part. In the quantitative part of the study, there was one control and one experimental group. In order to obtain quantitative data within the scope of the research, the Listening Skills Scale developed by Yalçın & Özcan (2022) was applied to the control and experimental groups as pre-test and post-test. The experimental and control groups were determined according to the pre-test results of the students participating in the study. In the qualitative part of the study, data were obtained from interviews with the students and these interviews were analyzed by content analysis. The results of the study showed that there was a significant difference between the listening skill scale scores of the students in the experimental and control groups in the post-test application in favor of the experimental group, there was a significant increase between the pre-test and post-test scores of the listening skill scale applied to the control group, and there was a significant difference between the pre and post-application listening skill scale scores of the experimental group. Considering the results obtained from the interviews, it was seen that listening practices enriched with digital content facilitated comprehension, digital content practices improved listening skills and created a desire to participate in new activities. At the end of the study, suggestions were made for researchers, educators and related institutions. [ABSTRACT FROM AUTHOR]

The era of innovation in education is well underway. Effective practices demonstrate the power of technology in motivating students and improving learning outcomes. This paper examines the integration of the talking image, a new and innovative technology, into the educational processthrough a case study. It also sets out the methodology and the educational benefits resulting from its use. This technology combines visual and auditory elements and is an effective tool for language education, suitable for students with learning difficulties. It can be applied in various educational contexts, from science and mathematics to art, and can enrich a simple narrative or provide personalized content. This paper is a significant contribution to the field, serving as a valuable resource for educators interested in integrating cutting-edge technologies into their pedagogical practices. New research in this direction should be done on the pedagogical use of talking pictures in education and the new frameworks for their integration. [ABSTRACT FROM AUTHOR]

In this study, it is aimed to reveal the effect of multimedia learning activities on teaching Turkish as a foreign language. The quasi experimental method with a pretest-posttest control group was used in the research. The experimental process was carried out with the students in the experimental group using multimedia activities and the control group students of traditional education methods. Academic success and language skills in teaching Turkish as a foreign language were measured using two separate measurement tools. The Academic Achievement Test in Teaching Turkish to Foreigners was used to measure the academic achievement levels in Turkish, and the Turkish Language Skills Assessment Rubric was used to measure the language skill levels. Both the Turkish academic achievement levels and the Turkish language skill levels of the students who used multimedia activities had a higher increase than the students who used traditional methods. According to the findings, it has been revealed that teaching Turkish as a foreign language by using multimedia activities is more effective and productive than traditional methods. Given the favorable impact that multimedia resources have on the teaching of Turkish as a foreign language, it is critical to create multimedia activities for all levels of education in the field and to guarantee that students and teachers have access to them. [ABSTRACT FROM AUTHOR]

Becoming proficient in scientific discourse such as argumentation or developing explanations can be challenging for students, including neurodivergent students (e.g., autistic students, students with learning disabilities, students with ADHD). Students need to practice developing arguments and explanations as well as sharing their conclusions with others; however, these opportunities do not regularly occur. The use of multimedia technology shows promise in being an engaging and effective way to support student learning and discussion of science topics and phenomena. This study investigated the use of a multimedia presentation called Dialogic Instruction for Argumentative Learning in Science (DIALS) in supporting upper-elementary neurodivergent students to provide complete responses to science questions. DIALS provides a structured inquiry investigation to the student in which they learn about a phenomenon through completing scaffolded animated experiments, explicitly learning how to develop an argument and respond to others conclusions, and learning relevant content information to support their argument and explanation development. An adapted alternating treatments design approach was used in this study. The phenomena explored were counterbalanced between three options: DIALS, PowerPoint comparison lessons, or control probe slides. Results from this study show promise in the use of DIALS in enhancing student complete responding to questions and providing quality claims for why they think phenomena occur. Implications for the findings are discussed. [ABSTRACT FROM AUTHOR]

Quito (Ecuador) has a history of mudflow events from ravines that pose significant risks to its urban areas. Located close to the Pichincha Volcanic Complex, on 31 January 2022, the northwest and central parts of the city were hit by a mudflow triggered by unusual rainfall in the upper part of the drainage, with 28 fatalities and several properties affected. This research focuses on the affected area from collector overflow to the end, considering sedimentological characteristics and behavior through various urban elements. This study integrates the analysis of videos, images, and sediment deposits to understand the dynamics and impacts of the mudflow using a multidisciplinary approach. The methodology includes verifying multimedia materials using free software alongside the Large-Scale Particle Image Velocimetry (LSPIV) to estimate the kinematic parameters of the mudflow. The affected area, reaching a maximum distance of 3.2 km from the overflow point, was divided into four zones for a detailed analysis, each characterized by its impact level and sediment distribution. Results indicate significant variations in mudflow behavior across different urban areas, influenced by topographical and anthropogenic factors. Multimedia analysis provided insights into the mudflow's velocity and evolution as it entered urban areas. The study also highlights the role of urban planning and infrastructure in modifying the mudflow's distribution, particularly in the Northern and Southern Axes of its path, compared with a similar 1975 event, seven times larger than this. It also contributes to understanding urban mudflow events in Quito, offering valuable insights for disaster risk management in similar contexts. [ABSTRACT FROM AUTHOR]

Copyright of International Anatolian Journal of Social Sciences / Uluslararasi Anadolu Sosyal Bilimler Dergisi is the property of Uluslararasi Anadolu Sosyal Bilimler Dergisi and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Background: childbearing is a key component of population movements and sustainable development in low-fertility nations. This study was conducted with the aim of determining the impact of multimedia education on the childbearing intention in One-child women of Maragheh city. Method: In this intervention study in Maragheh in 2023, 94 women with one child were randomly selected and placed in two intervention and control groups. Before the intervention, people were examined using demographic information and Miller's questionnaire of desire to have children. Then, For the intervention group, three 60-minute multimedia training videos were shown in person for three weeks, and the control group did not receive any training. The data were collected using the researcher's demographic questionnaire and Miller's childbearing questionnaire in three stages before the intervention, immediately after and six weeks after the intervention. Data analysis was done with SPSS version 16 software. Results: There was no significant difference between the two groups in terms of the average score of desire to have children and demographic variables (p > 0.05). Before the intervention, there was no significant difference between the intervention and control groups in terms of the demographic characteristics of the subjects and the average score of women's willingness to have children in the positive and negative dimensions. While after the multimedia educational intervention, the average score of desire to have children in positive and negative dimensions, immediately after the intervention and six weeks after the intervention, had a significant difference compared to before the intervention (p < 0.001). Conclusion: The findings of the study showed that carrying out multimedia educational interventions to single-child women can have a positive effect on their desire to have children. It seems that the implementation of such programs is effective in the conscious decision of families to have children and ultimately increases the intention of the individual to carry out the behavior. Trial registration: Iranian Registry of Clinical Trials: IRCT20230227057549N1. Date of registration: 16/04/2023. URL: https://irct.behdasht.gov.ir/. [ABSTRACT FROM AUTHOR]

Interactive multimedia is currently a significant topic in terms of learning speaking skills. This study aims to describe the use of interactive multimedia in stimulating early childhood speaking skills based on a literature review that has been conducted. The study method used in this literature study is the PRISMA (preferred reporting items for systematic reviews and meta-analyses) method. Data was obtained from the Scopus and Google Scholar databases using scientific articles from reputable international journals with the Scopus Q1–Q4 index. Article searches using the title and keywords “Interactive Multimedia,” “Multimedia,” “Interactive Multimedia in Early Childhood,” or “Speaking Skills” are limited to the last ten years, starting from 2013–2023. The findings showed that the articles in the source database were 10.982 articles, and the final selected papers left 40 articles for review. The results of the study found that: a) the use of interactive multimedia in early childhood learning is dominated by Android-based interactive multimedia (50%), video (30%), and animation (20%); b) the use of interactive multimedia in stimulating early childhood speaking skills is dominated by android media (45%), video (40%), and animation (15%); c) the challenges faced when using interactive multimedia in early childhood learning are limited infrastructure and resources, and not all schools have adequate facilities for the use of technology-based learning media and a lack of teacher creativity. The contribution of this research can provide insight into the use of interactive multimedia to stimulate early childhood speaking skills effectively and efficiently. Thus, the use of interactive multimedia can be a research target in selecting interactive multimedia that is appropriate and effective for stimulating students’ speaking skills at all levels of education and on different research topics. [ABSTRACT FROM AUTHOR]

Copyright of Gazi University Journal of Gazi Educational Faculty (GUJGEF) is the property of Gazi University Journal of Gazi Educational Faculty (GUJGEF) and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

We conducted a nationwide, randomized controlled trial to evaluate the impact of Healing Choices, a novel interactive education and treatment decision program rooted in the self-regulation theory framework, on decisional conflict and psychological distress at 2-month post-intervention in women with early-stage breast cancer. Patients were randomized to receive the National Cancer Institutes standard print material (control) or standard print material plus Healing Choices (the intervention). The final sample at 2-month post-intervention consisted of N = 388 participants (intervention: n = 197; control: n = 191). There were no significant differences in decisional conflict or its subscales; however, psychological distress was higher in the intervention group (16.09 ± 10.25) than in the control group (14.37 ± 8.73) at follow-up, B = 1.88, 95% CI [-0.03, 3.80], t(383) = 1.94, p = .05. Upon further examination, we found that engagement with the intervention was low-41%-prompting as-treated analyses, which showed no difference in distress between users and nonusers and a positive impact of Healing Choices on decisional conflict: decisional support subscale: users (35.36 ± 15.50) versus nonusers (39.67 ± 15.99), B = -4.31 (s.e. = 2.09), p = .04. Multiple recommendations for moving ahead stem from this work: (i) intent-to-treat analyses appeared to cause distress, cautioning against interventions that may lead to information overload; (ii) engagement with the intervention is low and future work needs to focus on increasing engagement and monitoring it throughout the study; and (iii) in studies with low engagement, as-treated analyses are critical.

This article presents the specific functions of multimedia in the process of English language teaching and learning with the active addition of Post-Method techniques. An experiment was conducted with two groups of learners in order to prove or reject the hypothesis. One group used textbooks throughout the entire time of the experiment whereas the other one used both the textbooks (the first two weeks) and the selected Post-Method techniques (the second two weeks). The statistical elaboration of the results showed that the multimedia tools, alongside the selected Post-Method techniques, delivered better learning and teaching results.