Interactive multimedia
Definition
There seem to be three kinds of definitions:
Weak definitions
Interactive multimedia is multimedia which gives the user some navigational controls. A good example is the Internet.
Interactive multimedia “allows two-way interaction with multimedia course material, another computer, or another user with direct response to the input, as opposed to one-way communication from TV, video, and other non-responsive media. Interactive attributes commonly include data or text entry, mouse input, touch screens, voice commands, video capture, and real-time interaction.” Cyber Media Creations e-learning Glossary
Examples:
Englobing definition
Interactive multimedia can also be interpreted as large subset of educational technology, in particular CBT and CBL. Alessi and Trollop (2001:10) start from a general definition of “the process of instruction [that] includes the presentation of of information to learners; guidance of leaners' first interaction with the material; learners preacticing the material to enhance fluency and retention; and, finally, assessment of learns to determine how well they have learned the material and what they should do next.”. Computers can be used for all these four phases (e.g. as combination of different tools and face to face interactions), but all four phases do need to implemented in either way. Based on this stance, the authors define eitht methodologies of Interactive Multimedia (IMM) in their textbook:
- Tutorials
- Hypermedia (see hypertext in this wiki]]
- Drills
- Simulations
- Games
- Tools and open-ended learning environments (see cognitive tool)
- Computerized Test, both self-assessment and learner assessment]
- Web-based learning (called Web-based training in this wiki)
Strong definitions
Interactive multimedia is a multimedia system that lets the user do things.
Examples
A note on interactivity
From Alessi and Trollop's (2001:10-12) methodologies for Facilitating Learning we can make up the following table that shows which educational technology is best suited for which phase of instructions. We also showed in the table that interactivity is most demanded in the "guiding the learner" and "practising phase".
| MultimediaType | Information Presentation | Guidingthe learner | Practicing | LearnerAssessment | |
|---|---|---|---|---|---|
| RequiredInteractivity | low | medium | high | depends | |
| Tutorial | much | much (if welldone) | little | little | |
| Hypermedia | much | learner driven | little | little | |
| Drill | little | little | much | depends | |
| Simulation | depends | depends | much | rarely | Simulations usually last |
| Game | little | depends | much | | |
| Tools and open ended | little | depends (e.g. calculators) | much | rarely | |
| Tests | little | little | little | much | |
| WBT | depends | depends | depends | depends | The web is just a delivery medium |
References
- Alessi, Stephen. M. & Trollop, Stanley. R., (2001) Multimedia for Learning (3rd Edition), Pearson Allyn & Bacon, ISBN 0-205-27691-1.
- Herrington, Jan And R. Olivere (1999), Using Situated Learning and Multimedia to Investigate Higher-Order Thinking, Journal of Educational Multimedia and Hypermedia, 8 (4), 401-422.
- Sampaio, P. N. and Courtiat, J. P. 2000. A formal approach for the presentation of interactive multimedia documents. In Proceedings of the Eighth ACM international Conference on Multimedia (Marina del Rey, California, United States). MULTIMEDIA '00. ACM Press, New York, NY, 435-438. Abstract/PDF
- Park, Innwoo, Michael J. Hannafin, Empirically-based guidelines for the design of interactive multimedia, Educational Technology Research and Development, Volume 41, Issue 3, Sep 1993, Pages 63 - 85, DOI 10.1007/BF02297358 - PDF