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A multimedia‐enhanced problem‐basedlearning experience in the MalaysianclassroomMai Neo & Tse‐Kian Neoa Multimedia University , MalaysiaPublished online: 17 Aug 2006.

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Learning, Media and TechnologyVol. 30, No. 1, March 2005, pp. 41–53

ISSN 1743-9884 (print)/ISSN 1743-9892 (online)/05/010041–13© 2005 Taylor & Francis Group LtdDOI: 10.1080/13581650500075553

A multimedia-enhanced problem-based learning experience in the Malaysian classroomMai Neo* and Tse-Kian NeoMultimedia University, MalaysiaTaylor and Francis LtdCLMT104316.sgm10.1080/13581650500043338Learning, Media and Technology1469-1651 (print)/1469-9443 (online)Original Article2005Taylor & Francis Group Ltd301000000March 2005MaiNeo21, Jalan USJ 5/3, 47610 UEP Subang JayaSelangorMalaysiakneo@pc.jaring.my

In this paper a multimedia project was incorporated into a problem-based learning environment toexamine how learning in multimedia could be enhanced through the use of problem-based learning.Students in a second year course in the Faculty of Creative Multimedia (FCM) were assigned theproblem-based multimedia project, they worked in groups, solving the problem using the multime-dia authoring process (MAP). This paper reports on the structuring of the student learning process,the impact of the problem-based learning environment on student learning and the important skillssuch as creative and critical thinking, teamwork, communication, collaborative and problem-solvingskills that arose as the result of this intervention. In the process, a multimedia-enhanced problem-based learning (M-PBL) model was created. The interrelationships between the teacher, studentsand technology in this learning mode were also established. A survey was conducted to assess thereactions and attitudes of the students towards this learning environment. The results obtained werepositive and satisfactory.

Introduction

The inclusion of multimedia technologies into the classroom has changed the educa-tional landscape in many ways. Multimedia is changing the way we communicatewith each other. This has introduced important changes in our educational systemand affected the way we communicate information to the learners (Neo & Neo,2000). Multimedia can provide flexibility and can be used in numerous ways in theclassroom. Because of its multi-sensory ability, multimedia can be used as an instruc-tional tool to represent and present concepts and ideas using various media types suchas text, images, sound, animation and video (Luther, 1994). Thus multimedia can beused to enhance the traditional ‘chalk-and-talk’ method of teaching through multi-media-based instructional strategies.

*Corresponding author. 21, Jalan USJ 5/3, 47610 UEP Subang Jaya, Selangor, Malaysia. Email:kneo@pc.jaring.my

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42 M. Neo and T.-K. Neo

As such, designing a multimedia application that is interactive and multi-sensorycan be both a challenge and a thrill. Multimedia application design offers newinsights into the learning process of the designer and forces him or her to representinformation and knowledge in a new and innovative way (Agnew et al., 1996).Technological developments have made it possible for learners to create multimediaapplications as part of their project requirements. This makes them active partici-pants in their own learning process, instead of just being passive learners of educa-tional content.

With a problem-based learning approach, the focus moves away from contentlearning and towards problem-solving as this approach provides a more realistic andreal-world context for learners. The diagram in Figure 1(a) describes the traditionalmodel of teaching, whereby the lecturer presents the content to the students. Thediagram in Figure 1 (b) (Tan, 2000) describes the conventional PBL model whichthe lecturer into adopts the role of coach and the students become problem-solvers.In this PBL environment, the emphasis would be on real world challenges, and increating higher order thinking skills, multi-disciplinary learning, independent learn-ing, teamwork and communication skills (Tan, 2000). However, this conventionalPBL model can be further strengthened with the inclusion of multimedia technologyenhancing the problem-based learning environment and making the students’ learn-ing experience richer as shown in Figure 1 (c), which illustrates the multimedia-enhanced PBL model.Figure 1. (a) The traditional; (b) the conventional; and (c) the multimedia-enhanced PBL (M-PBL) modelsThis reinforced model which we are calling the multimedia-enhanced problem-based learning (M-PBL) model incorporates a multimedia project into the conven-tional PBL model. In this model the students become the project builders and theteacher assumes the role of a facilitator of student learning. Through multimediaprojects, students are able to construct the knowledge that is presented to them bytheir teacher in a multi-sensory manner that is more meaningful to them. As statedby Agnew et al. (1996):

Figure 1. (a) The traditional; (b) the conventional; and (c) the multimedia-enhanced PBL(M-PBL) models

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A multimedia-enhanced problem-based learning experience in the Malaysian classroom 43

Student-created multimedia projects are beneficial, in addition, because they often involvesubstantial work, open-ended assignments, theme-based activities, and knowledge andexperiences that the students draw from a wide variety of sources. (1996, p. 9)

Multimedia-oriented projects allow students to improve their self-esteem, becomemore effective self-directed learners, to learn to think effectively, and develop an apti-tude to practice problem-solving and decision-making.

PBL: the pedagogical perspective

Problem-solving models of instruction can be traced back to the ideas of John Dewey,who advocated having educational curricula based on problems. According to Dewey(1916), the problem that was to be introduced into the classroom had to meet twoimportant criteria. The first criterion was that it had to be important to the culture,and the second was that it had to be relevant to the students. The problem-basedmethod in teaching and learning was developed in response to the weaknesses intraditional directed instruction which is generally teacher-centered (Boud & Feletti,1999). This teacher-centered mode does not encourage active engagement ofstudents in their learning process. The problem-based approach to teaching andlearning, however, involves students actively in learning and offers more flexibility forlearners to enhance creative and critical thinking skills and problem-solving ability.

One of the problems or difficulties facing many nations today is that graduates fromeducational institutions often do not have the appropriate skill-sets that are requiredby current IT industries. Many of the current graduates are found to be lacking increativity, communications skills, analytical and critical thinking, and problem-solving skills (Teo & Wong, 2000; Siaw, 2000; Tan, 2000). This mismatch hascreated a need to seek new ways to transfer the appropriate skills and knowledge tothe students in order to meet the rising expectations of the IT society. Bates (2000)states:

Modern learning theory … [is moving] beyond the recall of facts, principles, or correctprocedures and into the areas of creativity, problem-solving, analysis, or evaluation (thevery skills needed in the workplace in a knowledge-based economy, not to mention in lifein general), [where] learners need the opportunity to communicate with one another aswell as with their teachers. This of course includes the opportunity to question, challengeand discuss issues. Learning is as much a social as an individual activity. (p. 13)

Currently many institutions are moving towards problem-based learning as a solutionto producing graduates with the required skills (Teo & Wong, 2000; Marincovich,2000; McAlpine & Clements, 2001). Since acquiring knowledge is no longer an endin itself but a means to creating better problem solvers and encouraging lifelong learn-ing, problem-based learning is becoming increasingly popular in educational institu-tions as a tool to address the inadequacies of traditional teaching. Traditionalapproaches such as face-to-face methods are largely teacher-directed instruction andtherefore do not always promote any questioning of the material or association withpreviously acquired knowledge from the student (Teo & Wong, 2000). The conceptof problem-based learning, on the other hand, is seen as an innovative measure to

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encourage students to ‘learn how to learn’ via ‘real-life’ problems (Boud & Feletti,1999). Since this learning mode is broadly constructivist in its approach, the studentsparticipate actively in their own learning process and construct their own knowledgeand are responsible for determining their own learning outcomes (Savery & Duffy,1995; Jonassen et al., 1999).

The multimedia-enhanced PBL (M-PBL) environment

It is a requirement of effective problem-based learning environments that the prob-lem is not only authentic and relevant, but it must also have multiple perspectives,in that there should be many solutions to the problem, and it should encourage therepresentation of information in multiple modes such as graphics, audio or video(Cunningham et al., 1993; Jonassen et al., 1999). As a consequence of technology,there is a move toward more project work and problem-based learning, as well asstudent-created multimedia projects and assignments where students are given morechoice in their learning and in the curriculum (Bates & Poole, 2003). A multimediaproblem-based project such as the one considered in this study fulfills these require-ments because students can make use of the different media elements to representinformation in their projects.

This multimedia-enhanced PBL environment (M-PBL) extends the currentproblem-based learning environment through the incorporation of multimedia andproblem-solving could enable the students to better represent their solution in acreative, media-rich and meaningful way, and customized to serve their group goals.Furthermore, by incorporating digital media elements into the project, students maylearn better since they can use multiple sensory modalities, which could make themmore motivated to more attention to the information presented and retain thisacquired knowledge better. Students will also be able to harness several skills whileworking with multimedia-based projects, and these include higher-order thinkingskills, group and interpersonal skills, content skills as well as technical skill (Agnewet al., 1996), which will enhance and contribute significantly to their problem-solvingskills.

Methodology: the class structure

This study involved 75 students (N=75) taking Interactive Multimedia, a coursetaken by second-year students of the Multimedia University who are taking theirBachelor of Multimedia (BMM) degree. This course was designed to teach thestudents about multimedia concepts and multimedia project development. Since theclass was structured to be a problem-based learning course, an ill-structured problemwas posed early on to the students to do in this 14-week course. Ill-structured prob-lems have unstated goals and constraints, multiple solutions and criteria for evalua-tion, uncertainty about concepts, no general rules for describing or predictingoutcomes, and require learners to make judgments about the problem as well asdefend them (Jonassen, 1997), Students were told to form their own groups. The

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A multimedia-enhanced problem-based learning experience in the Malaysian classroom 45

problem at hand was for them to create a multimedia application based on theirknowledge and experiences, as well as research on a particular topic. Specifically,students were told to create an interactive multimedia application on a consumerproduct of their choice. The students in their respective groups had to discuss andthen decide on the topic they wished to explore. Once they had decided, they had todevelop a multimedia application based on that topic. In order for the students tocomplete this project, they used the multimedia authoring process or MAP thatenables the user to develop and create multimedia applications (Luther, 1994).

The student learning process

Identifying the problem/project

An ill-structured problem was given, which required the students to apply theircreative and critical-thinking skills to solving the problem using digital media, work-ing in a group. Students met to discuss the problem, identify issues and hypothesesand select possible directions to solving that problem (Stepien et al., 2000).

Planning and organizing the project

In this phase, a project proposal was produced which defined the scope of the finalmultimedia application. The proposal identified the aspect of the project that theywished to explore, the overall concept of their project or solution and the targetaudience. The proposal included their group storyboard that expressed the overallsolution of their project, the specific interfaces of each screen, the media elements tobe used and the information that was to accompany the screen design. They also hadto outline the type of interactivity that they were going to use in each screen and theirnavigational structure. Each screen of the application was sketched and the entirestoryboard was submitted on paper.

Once the group decided on their solution, they had to conduct their own investiga-tion and inquiry through researching the topic of their choice. They had to gatherinformation on their interest through surfing the Internet or web sites related to thetopic of choice or to visit the place and the people who were in the related field. Inother words, students went out into the field to gather information through technol-ogy, and through interviews and meetings with third party sources who were in thefield of their related topic.

Students cooperation and collaboration

As this problem-based learning environment was set in a group situation, studentshad to collaborate and cooperate with each other in order to find solutions to theirproblem. Here, brainstorming activities were developed for groups to carry out theirdecision-making process and come to a commonly agreed goal. Students conductedgroup meetings, selected a group leader to help plan and organize and take charge of

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46 M. Neo and T.-K. Neo

the group’s learning path, and cultivated teamwork activities. Peer-to-peer interac-tions, discourse and dialogue, and cohesion among team members became essentialtools in their learning process. This is evidenced from their project proposals andjournals, where students reported having conducted meetings and discussions in face-to-face environments and on the Internet via Yahoo! Messenger when schedulingmeetings became a problem. Many reported having to rely on their teammates andgroup leaders to be able to collectively solve their project’s problem. As groups weremade up of members with varying skills, the sharing of knowledge and expertiseamong group members was critical to the group’s success.

Using the MAP

The MAP was used to design and construct the multimedia project (Luther, 1994).The MAP is a 3-level process:

1. Pre-authoring, which includes: ● Assembling the media.● The digitization process.● The editing process.

2. Authoring, which includes: ● Integrating and synchronizing the media elements into a seamless application.● Adding interactivity and navigational links.

3. Post-authoring, which includes: ● Packaging the application for delivery on the CD.

Figure 2 shows the multimedia-enhanced PBL environment and the role of the MAP.Figure 2. The M-PBL environment, which incorporates the Multimedia Authoring Process (MAP)Once the project was completed, each group gave a final presentation in front ofthe class. This allowed other students to see what their fellow students had done andto provide feedback to them where necessary. Once all the presentations werecompleted, they submitted their final application on a CD-ROM. The final applicationscovered various topics, ranging from kiosks to electronic brochures to product market-ing to edutainment to games. Figure 3 showcases an example of one group’s project,

Figure 2. The M-PBL environment, which incorporates the Multimedia Authoring Process (MAP)

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a travelogue application for visiting Penang, in Malaysia. These final learning outcomesshow proof of student learning (Winnips & McLoughlin, 2001).Figure 3. One group’s travel application on ‘Visit Penang’ in Malaysia

Survey results

A survey via questionnaire was conducted among the students. The 5-point Likertscale ranged from 1, ‘strongly disagree’, to 5, ‘strongly agree’, and measured students’attitudes towards the project. Results obtained were positive and encouraging. Thestudents in general liked the multimedia problem-based project as in doing theproject they learnt to think critically and provide solutions. Table 1 illustrates theresults of the survey by displaying the overall means (m), and the actual numbers andpercentages of students who responded positively to each item.

As can be seen from Table 1, 71 out of 75 students found that the multimediaproject enhanced their understanding of the subject matter (mean = 4.33); 71students found the project to be challenging to them (mean = 4.27) of which 65found it motivating for them to do (mean = 4.08). The majority of students were alsoable to cultivate problem-solving skills in that they reported being able to think criti-cally about their topic (mean = 4.17), apply creative thinking skills to the project(mean = 4.19) and present them well using multimedia (mean = 4.13). As for beingable to cope with working in a group setting, students were quite favourable in theirresponses toward these items in the survey. In particular, most students reportedbeing able to learn more from working in a team (mean = 4.08) and that the interac-tion with them was very effective in their learning process (mean = 4.00). Sixty-fourstudents reported that they were able to achieve their group’s goals (mean = 4.01) and62 students reported being able to work as a team (mean = 4.11). Students alsoreported that working on this multimedia project allowed them to see its relevance toreal-life situations (mean = 4.20) and were thus satisfied with their contribution(mean = 3.92).

The findings indicate that increased understanding of the subject matter was animportant factor that contributed to the students’ favourable attitudes towards theproject, making it the highest ranking mean in the survey. The project challengedtheir ability to organize their project and allowed them to cultivate problem-solvingand critical-thinking skills. The findings are further supported by the students’ abilityto demonstrate a solid understanding of interactive multimedia, evidenced by thesuccessful completion of their project using the MAP. Team effort was also an impor-tant element in the group’s success and for each member’s own learning process.Students found that interaction with team members not only helped them achievetheir group goals, but also enabled them learn more from their team members.Students found that working in a team helped to foster an interactive social environ-ment that improved their learning process. Students were also able to relate theirproject development experiences to real-world situations, making it the third highestranking item in the survey. In addition, self-esteem and motivation items were highlyrated in the survey, indicating that students enjoyed doing the project and found it tobe very exciting and satisfying.

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Figure 3. One group’s travel application on ‘Visit Penang’ in Malaysia

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A multimedia-enhanced problem-based learning experience in the Malaysian classroom 49

A conceptual M-PBL model

The results showed that technology, especially the focus on a multimedia project,was an integral component to this learning environment. As such, a conceptualmodel was developed to represent the multimedia-enhanced problem-based learn-ing (M-PBL) model as shown in the following diagram (see Figure 4). Here, the M-PBL model is the detailed illustration of Figure 1(c). At the heart of this model isthe multimedia project which is presented to the students as a problem. Such aproblem-based learning approach will inevitably result in changing roles for theteacher, student and technology. Here, the teacher becomes a facilitator to studentswho are now the problem-solvers in this learning environment, in which technologyis an enabler. This learning environment will also result in several learning outcomesexperienced by the students. In particular, they may learn problem-solving skills,critical and creative thinking skills, presentation and communication skills, team-work, cooperation and collaboration skills, and acquire an enhanced understandingof the subject matter. Such diverse layers within this extended problem-based learn-ing model serve to provide a richer and multifaceted understanding of using multi-media in a PBL environment.

Table 1. Table showing the overall means, numbers of students responding positively and percentage response of students from the survey

Items on survey Mean (m)Positive

responses (actual)Positive

responses (%)

The project enhanced my understanding of the subject

4.33 71 94.7

I found the project to be challenging 4.27 71 94.7I saw the relevance between the project and real world situations

4.20 66 88.0

The project allowed me to be creative in my thinking

4.19 69 92.0

This project allowed to think critically about the topic

4.17 70 93.3

We were able to present our project well using multimedia

4.13 70 93.3

I was able to work as a team 4.11 62 82.7I was able to learn more working with my teammates

4.08 62 82.7

Motivated to do project 4.08 65 86.7The group was able to achieve its goals 4.01 64 85.3The interaction with my classmates was effective in my learning

4.00 59 78.7

I felt satisfied with my contribution to the project

3.92 58 77.3

N=75

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50 M. Neo and T.-K. Neo

Figure 4. The multimedia-based problem-based learning (M-PBL) model

The instructional relationship between the teacher, student and technology

From this learning environment, it was observed that the teacher, students and tech-nology all played different roles. The students became actively involved in their learn-ing, unlike in the traditional classroom, while the teacher, although primarilyresponsible for the project’s requirements and evaluation, did not interfere in thestudents’ choice of media elements to use, or their concepts of the application. Theteacher’s role evolved into that of an active consultant to the students, answering theirqueries and technical concerns, facilitating and supporting the students in their learn-ing process. The teacher can also provide scaffolding for the students, by providingthem with exercises and assignments to slowly help them improve their technicalskills, as well as giving them theoretical fundamentals of the course.

As active participants in their learning process, students were responsible for thechoice of media elements to use and the best combination of tools to use in theirprojects. The decision on the final application was a student-led, group decision, withvarious team members bringing into the group their unique prior experiences andexpertise. Although many of these groups experienced conflicts and disagreementswith their teammates, they were able to resolve and work through their problems asa group and find their solutions, in order to collectively complete their projects. Thesegroups were successful in doing so, as evidenced by their submissions and presenta-tions of their final application.

Technology became the enabler for this learning to happen. Multimedia technol-ogy enabled students to exercise higher-order and creative thinking skills to decide on

Figure 4. The multimedia-based problem-based learning (M-PBL) model

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A multimedia-enhanced problem-based learning experience in the Malaysian classroom 51

the best way to represent their concepts. Web communication tools also became arelevant and important medium for the students to communicate with each otherwhen experiencing group scheduling conflicts. They were also able to use the tech-nology to exchange and share information with their teammates, and to communicatewith the teacher.

Discussion

By providing the students with control in the decision-making process and the tech-nical ability to author and create, they learned the skills that enabled them toconstruct their own solution to the problem at hand. This process enabled them toresearch, plan and organize the content of the project and structure solutions to theproblems. They were able to design and create multiple solutions or multiple expres-sions to the same problem, as they were able to incorporate their experiences and theirown views of the world to make it meaningful to them. In developing their solutions,students also had to incorporate design principles acquired from their previous classesinto their designs to be able to create screen interfaces for their final applications. Thisshowed that the students were able to apply the knowledge they had acquired previ-ously to the project. As such, students were actively engaged in seeking their owninformation and knowledge and finding their own solutions to the problem, thusgiving the students ownership and voice in the learning process.

The survey findings further supported this as students reported favourably on manyof the survey items that sought to measure their perceived teamwork, critical-thinkingand problem-solving skills, and motivation levels. This learning environment alsoencouraged and supported collaborative peer learning where the teacher acted as afacilitator and consultant, guiding students in solving their problems. After complet-ing the projects, students made their presentations, allowing them the opportunity toreflect on their work and enable further critique of what they had achieved. Thisprocess encouraged thoughtful reflections on their experiences, thereby making themaware of the knowledge construction process.

Students enjoyed working together as a team and learnt more from working withtheir teammates, thus encouraging learning in a social context. By working togetherand solving problems as a team, students were able to achieve their group’s goals.Problem-solving skills such as creative and critical-thinking were experienced by thestudents and this resulted in their enhanced understanding of the subject matter uponproject completion. They were also able to display metacognitive skills, defined as a‘personal awareness of factors that influence … thinking, learning and problem-solving abilities’ (Bentham, 2002, p. 114) by being able to see the relevance betweentheir project and real-life situation, and not viewing the project simply as a classroomexercise. This showed that the project was successful in bridging the gap betweenstudents’ theoretical understanding of interactive multimedia and its practical uses inthe real world, and has important implications for their future. Being in their secondyear in the University, these students will soon be undertaking practical training in areal company. By reporting that they are able to relate their project work skills to real

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life situations, these students are implying that they feel ready to undertake this typeof activity with confidence and motivation, which, in turn, will make them moremarketable and in demand by industry.

The use of multimedia technology in this problem-based learning environment,and the use of a challenging project, allowed students the flexibility to solve theirdesign project which contributed to their motivation levels, as reported in the survey.By incorporating digital media elements into the projects, students are able to learnbetter since they use multiple-sensory modalities, which would make them moremotivated to pay more attention to the information presented and retain the acquiredknowledge better. It supports the view that the generation of students today arebecoming more media savvy and prefer the use of digital media in their learningprocess (Tapscott, 1998).

Conclusion

The results positively supported this study’s objective to create a more learner-centered environment, where the locus of control lay with the students themselves,enhancing their involvement by giving them decision-making opportunities in theproject. This multimedia design project was anchored in the problem-solving contextand served as the core of the problem in a problem-based learning environment. Thedesign problem was a realistic and authentic task and the MAP was used to designthe multimedia project. In this process, students became active learners and partici-pated in their own learning process instead of being the passive receivers of the educa-tional content. It focuses on the process of knowledge construction rather thanknowledge absorption and reproduction as in the traditional directed instruction.

The study showed that by engaging students to participate actively in their ownlearning process and working together in collaboration with their peers to solveauthentic problems, students learned to cultivate their high order thinking skills,teamwork and enhance their problem-solving and interpersonal skills which arehighly valued and needed in today’s workplace.

Notes on contributors

Mai Neo is a Senior Lecturer in the Faculty of Creative Multimedia, MultimediaUniversity, Malaysia, where she teaches courses in computer graphics, interac-tive multimedia, and principles of multimedia in educational technology. Herresearch interests includes the use of interactive multimedia technology in educa-tion, constructivist learning, problem-based learning (PBL) and collaborativelearning in project-based group settings, and web-based education. She is amember of IASTED and AACE, and is Macromedia’s Authorised TrainingProvider (ATP) for Director and Authorware as well as coauthor of several bookson multimedia and on Director and Authorware.

Tse-Kian Neo (Ken) is Senior Lecturer and currently the Chairman of the Centre forInnovative Education (CINE) as well as the Coordinator for Computer Studies

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at the Faculty of Creative Multimedia. His research interests focus on the use ofmultimedia technologies in teaching and learning environments. He is a Macro-media Authorised Training Provider (ATP) for Authorware and Director andhas coauthored books on Authorware and Director as well as other multimediabooks.

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