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The Effect of Presentation Variety of Interactive Multimedia Learning to the Learning Result

by Muhammad Ruslia
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International Journal of Computer Applications
Foundation of Computer Science (FCS), NY, USA
Volume 122 - Number 10
Year of Publication: 2015
Authors: Muhammad Ruslia
10.5120/21734-4921

Muhammad Ruslia . The Effect of Presentation Variety of Interactive Multimedia Learning to the Learning Result. International Journal of Computer Applications. 122, 10 ( July 2015), 7-12. DOI=10.5120/21734-4921

@article{ 10.5120/21734-4921,
author = { Muhammad Ruslia },
title = { The Effect of Presentation Variety of Interactive Multimedia Learning to the Learning Result },
journal = { International Journal of Computer Applications },
issue_date = { July 2015 },
volume = { 122 },
number = { 10 },
month = { July },
year = { 2015 },
issn = { 0975-8887 },
pages = { 7-12 },
numpages = {9},
url = { https://ijcaonline.org/archives/volume122/number10/21734-4921/ },
doi = { 10.5120/21734-4921 },
publisher = {Foundation of Computer Science (FCS), NY, USA},
address = {New York, USA}
}
%0 Journal Article
%1 2024-02-06T23:10:11.212384+05:30
%A Muhammad Ruslia
%T The Effect of Presentation Variety of Interactive Multimedia Learning to the Learning Result
%J International Journal of Computer Applications
%@ 0975-8887
%V 122
%N 10
%P 7-12
%D 2015
%I Foundation of Computer Science (FCS), NY, USA
Abstract

This research aims to investigate the impact of many kinds of computer-based interactive multimedia learning presentation to the learning result by controlling the student's prior knowledge. The kinds of learning presentation consist of multimedia learning with high interactivity ([animation visualization + narration] and [static visualization + clue + narration]) and multimedia learning with low interactivity ([animation visualization + narration] and [static visualization + clue + narration]). The research method used quasi experimental approach, with the kinds of multimedia learning presentation act as independent variable with 4 kinds of treatment, the student's learning result as the dependent variable, and student's prior knowledge as the covariate variable. The research was conducted in STMIK STIKOM Bali with the research subject is the students of even semester 2013/2014, and the analysis method used the Covariance Analysis. Based on the analysis results, it can be concluded that by controlling the student's prior knowledge of high interactivity multimedia learning group (built by Adobe Flash) is more effective than the low interactivity multimedia learning group (built by PowerPoint and Screencast-O-Matic). Besides that, on the high interactivity multimedia learning group, the effectiveness of the visualization content through animation+narration is equal with the content visualization through static visualization+clue+narration. This condition is also applied with the low interractivity multimedia learning.

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Index Terms

Computer Science
Information Sciences

Keywords

Multimedia learning animation high interactivity low interactivity prior knowledge learning result.

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