Nincs diac

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Sándor Forgó - Csaba Komló
Communicative aspects of multimedia instructional
programs
Károly Eszterházy College Eger, Hungary
http// www.ektf.hu/forgos e-mailforgos_at_ektf.hu
csabakom_at_ektf.hu
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The role of multimedia in the practical aspects
of instruction
The use of multimedia for educational
purposes not only opens new channels of
utilization, but established the foundation for
achieving an educational efficiency
substantially surpassing the earlier rate.
EVALUATION OF MULTIMEDIA PRODUCTS
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I. THE COMPOSITION OF THE MESSAGE
The purpose of the message is addressing the user
target group.
Increase the value of the multimedia product

• Simple, short sentences,
• Familiar terms and expressions,
• Explanation of professional terminology

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II. SYSTEM-ORIENTED THINKING
This criteria system emphasizes the given
programs capability of meeting the set
objectives, its ability to meet individual user
demands, and the quality of media analysis.
Also, such issues have to be addressed as the
programs ability to accomodate differing
learning techniques, its adaptability to
individual and group use in addition to the
quantifiability of the learned concepts.
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III. STRUCTURE
In a multimedia production the following
structured arrangement has to be recognizable

• introductory or lead-in image and sound,
• greetings, main menu,
• minor points (modules),
• educational modules and nodes.

The programs should also include a help option
in addition to enabling the user to leave the
program or to interrupt it.
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IV. NAVIGATION
Navigation capability, a feature definitely
to be included, enables the user to move forward
and backward and display the actual function in
order to avoid the feeling of being lost in the
multimedia system.
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V. COMMUNICATION, INTERACTION
We define interactivity as the option and
experience of user interference. Interactivity
indicates a concrete, real-time simultaneous
interaction in the human-machine relationship.
The program must include the devices and markings
(tools and icons) facilitating communication
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VI. PEDAGOGICAL DIDACTIC CRITERIA
A good multimedia program enables the
student to process the materials at an optimal
rate and rhythm. During the application the
learner can prepare notes, intensifying the
processing thereby making the communication truly
multimedial involving more sensory organs.
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VII. PSYCHOLOGICAL, ERGONOMIC CRITERIA
The quality of the user surface depends on

• The number and type of colors used,
• the definition and clarity of the graphic units,
• readibility

The short lines and dual spacing used in page
setting are ideal. Furthermore, the consistent
arrangement of the individual pages, whether
projecting a harmonic or discordant appearance
is essential.
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VIII.THE VISUAL AND AUDITIVE CRITERIA OF
MULTIMEDIA COMPONENTS
Meeting the demands of media-based message
transmission
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THE VISUAL AND AUDITIVE CRITERIA OF MULTIMEDIA
COMPONENTS
1. Textual elements
Text can facilitate a better understanding
of picture images especially when pictures and
commentary are insufficient. In multimedia the
text can appear as information, as navigatory
assistance and as an aesthetic component.
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THE VISUAL AND AUDITIVE CRITERIA OF MULTIMEDIA
COMPONENTS
2. Numbers, Data Bases
Modern multimedia provide a large amount of
information for the user as in addition to text
numbers and data can function as components.
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THE VISUAL AND AUDITIVE CRITERIA OF MULTIMEDIA
COMPONENTS
3. Freeze frames
Expectations

• The quality of composition,
• the adherence to the principle of deliberate
  color selection,
• the discernibility of figures and the background,
• the harmonious grouping and arrangement,
• the employment of the proper methods of picture
  image emphasis.

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THE VISUAL AND AUDITIVE CRITERIA OF MULTIMEDIA
COMPONENTS
4. Icons, symbols, logos

• The simplicity and intelligibility of production,
  
• the intensity of highlighting the essence of the
  message,
• the utilization of adequate elements increase the
  efficiency of multimedia.

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THE VISUAL AND AUDITIVE CRITERIA OF MULTIMEDIA
COMPONENTS
5. 3D displays
Important evaluation criteria include the
spatial complexity and spatial display
(stereoscopic display) amd spatial texture of
the module body and the selection of
illumination.
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THE VISUAL AND AUDITIVE CRITERIA OF MULTIMEDIA
COMPONENTS
5. Animation
The term means the bringing of pictures to life.
Evaluation criteria should include

• The justification of the application,
• the continuity (steady movement),
• the attempt at making movement imitating reality,
• dynamics (fast, balanced, slow)
• the products capability of calling attention to
  itself.

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THE VISUAL AND AUDITIVE CRITERIA OF MULTIMEDIA
COMPONENTS
7. Active surfaces
Expectations

• The simplicity of components,
• the interference capability,
• the answerability,
• the degree of the difficulty of the acquisition
  of user proficiency

The crucial action buttons are
to the start, back, home, forward, end, reverse,
and exit (escape).
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THE VISUAL AND AUDITIVE CRITERIA OF MULTIMEDIA
COMPONENTS
8. Auditive information
Sound effects could also take the form of a

• whisper,
• scream,
• howl,
• animal sounds,
• pleasant music,
• special effect,
• background with some dramatic atmosphere.

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THE VISUAL AND AUDITIVE CRITERIA OF MULTIMEDIA
COMPONENTS
9. Moving picture images
The use of video is recommended if the
former carries more information than the freeze
frame photograph and is especially suitable for
the demonstration of such phenomena which become
intelligible or understandable in their course or
display the space in a panoramic movement.
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THE VISUAL AND AUDITIVE CRITERIA OF MULTIMEDIA
COMPONENTS
Moving picture images
The size of the picture, movement,
illumination and the right selection of color are
especially important. The movement of the camera
has to be steady and instead of long settings
short, dynamic, commercial-like information or
nodes should be used.

• Style conflict

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IX. TECHNICAL ASPECTS OF CONSTRUCTION
Expectations

• proper selection of faultless source materials,
• adequate processing and display efforts.

Mistakes

• Cropping
• Synchronization
• Camera moving

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X. COMPLEMENTARY ELEMENTS
These are the elements the user encounters first.
Expectations

• Both graphically and installation wise the
  product would meet the users expectations.
• Instructions in a form of a printed supplement
  or support materials demonstrating educational
  methodology.

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XI. ON-LINE UPDATING
The user-friendly service package contains

• Telephone help lines,
• on-line information transmission,
• on-line or offline updating capabilities.

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XII. SUBJECTIVE EVALUATION
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Sándor Forgó - Csaba Komló
Communicative aspects of multimedia instructional
programs
Károly Eszterházy College Eger, Hungary
http// www.ektf.hu/forgos e-mailforgos_at_ektf.hu
csabakom_at_ektf.hu