INSTITUT SAINS DAN TEKNOLOGI DARUL TAKZIM

JABATAN SAINS KOMPUTER

DIT 1413 / SKK 1313

PENGENALAN KEPADA MULTIMEDIA

TUGASAN 1 :

LAPORAN CADANGAN MULTIMEDIA

Multimedia Application Using Animation Cartoons for

Teaching Science in Secondary Education

NAME:

NUR LIYANA BT RAMLI

MATRIC NUMBER:

30101010

PREPARED FOR :

CIK NOOR FAZLINDA BINTI OTHMAN

DATES SUBMIT:

10 JANUARY 2011

TABLE OF CONTENT

Content Page Number

1.0 INTRODUCTION

1.1 THE REASON MULTIMEDIA IMPORTANT IN

TEACHING AND LEARNING

1.2 LITERATURE REVIEW

1.3 OBJECTIVE OF THE PROJECT

1.4 METHDOLOGY

1.5 IMPORTANCE AND BENEFIT OF THE

PROJECT

1.6 BUDGET

1.6.1 LIST OF EXPERTISE

1.6.2 THE COST OF THE PROJECT

1.7 DURATION OF THE PROJECT

1.8 CONCLUSION

1.9 REFERENCES

1

2

4

6

6

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9

10

11

12

12

13

2.0 INTRODUCTION

The presentation of ideas in visual form has been proven to be particularly important as it

helps the educational process in a critical way. Cartoons represent a form of art that has been

promoted into an important visual language, which influences the human sentiments and

transmits messages using symbols and pictures. They constitute a combination of humor,

exaggeration, and symbols, while presenting a subject using the simplest lines possible. Those

cartoons contain messages and, when they are selected carefully, they can easily provide

information via the symbols and the exaggeration. Most important is that they use familiar

pictures and objects from daily life.

In addition, cartoons can be used effectively in the teaching process when they provide

information with regard to concretely instructive objects. They were used by many researchers in

the classroom in order to promote learning, both in children and adolescents. Surprisingly

enough, the most innovative use in the instructive practice is that they initially capture the

students’ attention and, then, they allow them to travel with their mind in a world of imagination

and amusement while they are learning.

The importance of cartoons in science education has been recognized in recent years, as

they received an increasing amount of research attention. The ways that cartoons stimulate the

active involvement of the students in the learning of physics, in the development of the

curriculum in secondary education. Research evidence indicates that cartoons are already used as

innovative and supporting tools in science teaching. Purely concept cartoons have rapidly proven

to be a popular teaching and learning approach that is applicable in a variety of settings. Concept

cartoons appear to offer an innovative approach to gaining access to children’s ideas in science

and to providing possible starting points for relevant scientific investigations. They appear to

provide a possible means of offering opportunities for learning at a variety of levels and of

enhancing children’s motivation.

Finally, we must take into consideration that in the learning process, attention gaining is

an important initial event of instruction. Animation provides a good way to gain the attention of

a student and also to cue a student to focus on the most critical features of a screen display. The

most direct application of animation in instruction is using it to present lesson content. Certainly,

animation affords many practical methods of gaining and cueing attention, such as special effects

during transitions between screens and, mainly, moving icons or characters, including cartoons

and text or narration.

In the case of children, however, animation may have an effect, at least under certain

conditions, such as when dealing with material that is neither too difficult nor too simple, which

requires motion or trajectory attributes to be visualized, and where explicit links are made

between the text or narration and the animation. In the case of motion concepts, found that

students viewing animations on Newton’s laws of motion were better able to retain, retrieve, and

apply the content material.

2.1 THE REASON MULTIMEDIA IMPORTANT IN TEACHING AND LEARNING

Multimedia is media and content that uses a combination of different content forms. The

term is used in contrast to media which only use traditional forms of printed or hand-produced

material. Multimedia includes a combination of text, audio, still images, animation, video, and

interactivity content forms. Multimedia is usually recorded and played, displayed or accessed by

information content processing devices, such as computerized and electronic devices, but can

also be part of a live performance. Multimedia also describes electronic media devices used to

store and experience multimedia content.

Multimedia is important to assist how the adoption of multimedia for training and

education in your school could enhance the learning process and can achieve measurable

performance results. The following are common benefits in using multimedia courseware.

a) Improves Learning

- Numerous studies over the years have shown that interactive multimedia learning takes

less time, is enjoyed more and increases learning. In a review of numerous meta-analysis

studies Najjar (1996:30) found that "learning was higher when information was

presented via computer-based multimedia systems than traditional classroom lectures".

b) Interactive

- Interactivity is mutual action between the learner, the learning system, and the learning

material. Numerous studies have found that interactivity has a strong positive effect on

learning

c) Flexible

- Multimedia courseware on CD-ROM can be used at work on the desktop or at a learning

centre, at home, while travelling, or to enhance facilitated management development

programs. Multimedia courseware can also be used on networks, Intranets or the

Internet. These distributed learning approaches allow for even more flexibility, but in the

cases of Internets will involve much lower quality images and will preclude the use of

video, at least in the near future. Multimedia courseware off-loads repetitive training

tasks and frees facilitators to focus on company-specific, department-specific, or even

team-specific issues.

d) Modular

- Each topic or section can stand alone, so managers or trainers can delve deeply into the

topic areas they need to learn, and skip over the ones they don't. In many cases

applications include the option to custom build the application for your specific use

where you can choose modules, and even edit the content in some fields.

e) Practical

- It is capable of presenting true-to-life situations that learners face every day. Adults are

very practical learners—they learn best when faced with real problems that have real

consequences. Decision tree simulation, video simulations or simple animations allow

learners to learn-by-viewing, learn-by-doing or learn-by-coaching. All are effective

methods for developing practical skill and increasing information retention.

f) Cost-effective

- Multimedia courseware may have higher up-front development costs, but overall studies

have shown that it is less expensive and more effective than traditional classroom

learning only. There can also savings on expensive and time-consuming travel, lodging,

facility rentals, the loss of productivity caused by sending learners away, and other

expenses. The ability to practice new concepts in a risk-free environment improves

learners' skills and ability. When using a built in course management system which

collects and analyses learner delivery and performance data substantial administrative

time savings result.

g) Engaging

- Interactive learning with live-action video, audio, graphics, feedback, expert advice, and

questions and answers keep learners interested and reinforce skills. Because it is

exciting, challenging, and fun to use, it encourages learners to return to the program

again and again. Through continual practice, learning is absorbed and integrated into

daily performance.

2.2 LITERATURE REVIEW

For the construction of the cartoon-style multimedia application, cartoons where designed

from scratch using appropriate programs. Therefore the application was enriched with narration,

dialogues, static graphics, and animation, and was addressed to the fifth grade of elementary

school students. The narrations, texts and questions of the multimedia application were based on

the books of science that are used in the 5th grade of the primary school.

The cartoon-style multimedia application that was created consists of two major parts. In

the first part, the presentation and the analytic explanation of the involved basic science concepts

of volume, mass, and density was attempted via animated cartoons and hearing dialogues, thus

aiming at both the comprehension and the assimilation of the above concepts. In particular, a

fifteen-minute story with animation and narration was presented. The story takes place in the

interior of a house, with basic heroes the wise old male-owl Aristides and the young female

rabbit Chloe. A specific script was followed whereas Aristides answers Chloe’s questions, grabs

the opportunity to explain the meaning of mass, volume, and density and, at eventually, he

resolves Chloe’s indirect queries. Chloe asks questions and, through the answers that she gets,

her misconceptions regarding the aforementioned basic science concepts are corrected.

Nevertheless, specific animated cartoons have been drawn for the needs of the story presented so

that, in combination with narration and dialogues, are functioning as auxiliary material for the

user-student. In the second part of the application, a series of seven closed-type questions are

presented. The questions are of the multiple choice type, and each student has three choices and

one attempt to make in order to give his/ her answers to each question. Due to the fact that the

cartoon-style application was addressed to the age of eleven, it was built in such a way in order

to be easy in use and navigation by the novices. In particular, the main screen consists of a bar,

with the known three choices of diminution, enlargement, and exit, as well as two buttons one

monkey for the exit and one rabbit which correspond to the thematic unit that is currently

examined. When the user places the mouse pointer on a button, he/she observes three changes:

the change of color in each button, the appearance of a figure, and, last but not least, the

appearance of the familiar cartoon ‘cloud’ in the upper part of the screen, where an explanation

of the operation of the corresponding button is given.

Because the cartoon application was designed to be used as a didactic tool, it was obvious

that, in addition to the pedagogical aspect, it had to be friendly and interesting enough for the

young children to watch it. Indicatively, a small part of the cartoon animation is presented in

which the rabbit shows through animation the measurement of the volume of water. At the same

time, the narrations and dialogues which are heard, explain in detail the procedure of the liquid

volume measurement.

In the second part of the cartoon application, in the questions section, the same simple

cartoon-style is used and the answers that each student gives are recorded. Each question takes

advantage of the processing partnership between visual and verbal information, which is well-

established theoretically. The student is called to study carefully the table that is given and then

to answer the question by selecting one of the three answers provided.

Then the student is led to the next screen, whether he/she has chosen the right answer, the

right explanation is given and, in addition, the opportunity to visualize the correctness of the

answer via the animations that he/she watches. In each one of the animations the balance

operates and, at the end, the mass of ball of all three materials is recorded.

2.3 OBJECTIVE OF THE PROJECT

The objectives of the project are:

To build the courseware of a learning environment that aimed at fostering problem

solving and conceptual development

To build the multimedia application using animation for science subject to primary

students.

To evaluate their effectiveness the use of animated cartoons in a multimedia

application meant in supporting teaching and learning in science.

2.4 METHDOLOGY

The methodology that chooses to develop this multimedia is ADDIE Model. The ADDIE

model is the generic process traditionally used by instructional designers and training developers.

One commonly accepted improvement to this model is the use of rapid prototyping. This is the

idea of receiving continual or formative feedback while instructional materials are being created.

This model attempts to save time and money by catching problems while they are still easy to

fix. The ADDIE model was used in the framework for helping create new research topics in

learning technology. The process of creating multimedia application courseware for teaching and

learning consists of five phases: (1) Analysis, (2) Design, (3) Develop, (4) Implementation, (5)

Evaluate (Figure 1.1). Phase 1 and 2 is primarily led by the content expert, while the multimedia

development in Phase 3 is primarily performed by the development team. Phase 4 and 5 includes

all team members and the users. Below is a brief description of the five phases.

Phase 1. Analysis

o In the analysis phase, the instructional problem is clarified, the instructional

goals and objectives are established and the learning environment and

learner's existing knowledge and skills are identified. Below are some of the

questions that are addressed during the analysis phase:

Who is the audience and what are their characteristics?

What is the new behavioral outcome?

What types of learning constraints exist?

What are the delivery options?

What are the online pedagogical considerations?

What are the Adult Learning Theory considerations?

What is the timeline for project completion?

Phase 2. Design

o The design phase deals with learning objectives, assessment instruments,

exercises, content, subject matter analysis, and lesson planning and media

selection. The design phase should be systematic and specific. Systematic

means a logical, orderly method of identifying, developing and evaluating a

set of planned strategies targeted for attaining the project's goals. Specific

means each element of the instructional design plan needs to be executed with

attention to details.

o These are steps involved in design phase:

Document the project's instructional, visual and technical design

strategy

Apply instructional strategies according to the intended behavioral

outcomes by domain (cognitive, affective, and psychomotor).

Design the user interface and user experience

Create prototype

Apply visual design (graphic design)

Phase 3. Develop

o The development phase is where instructional designers and developers create

and assemble the content assets that were blueprinted in the design phase. In

this phase, storyboards and graphics are designed. If e-learning is involved,

programmers develop and/or integrate technologies. Testers perform

debugging procedures. The project is reviewed and revised according to the

feedback received.

Phase 4. Implementation

o During the implementation phase, a procedure for training the facilitators and

the learners is developed. The facilitators' training should cover the course

curriculum, learning outcomes, method of delivery, and testing procedures.

Preparation of the learners includes training them on new tools (software or

hardware).

o This is also the phase where the project manager ensures that the books,

hands-on equipment, tools, CD-ROMs and software are in place, and that the

learning application or website is functional.

Phase 5. Evaluation

o The evaluation phase consists of two parts: formative and summative.

Formative evaluation is present in each stage of the ADDIE process.

Summative evaluation consists of tests designed for domain specific criterion-

related referenced items and providing opportunities for feedback from the

users which were identified

Figure 1.1: Summary of development process

2.5 IMPORTANCE AND BENEFIT OF THE PROJECT

It is important to realize that one of the reasons why science is perceived as difficult by

many students in primary education is that it is a-priori viewed as dealing with concepts which

are often difficult to be explained and understood. Some student’s feel that they have to learn a

lot of theory without ever considering how this theory might apply to the real world they are

living in. Cartoons represent an attempt to ask some of the questions that students might like to

ask, if they would think in terms of everyday life situations or ideas, and actually get some

answers. Through these animated cartoon situations science concepts can be given a breath of

life and realism. More important is that animated cartoons attempt to provide learning

opportunities such as to facilitate the differentiation of scientific concepts, to recall effectively

the prior knowledge and therefore, promote the process of conceptual development.

Furthermore, cartoons in a multimedia application provide evidence that science in a

form of a multimedia application in science, provide evidence that science can be discovered

even in the most surprising and informal places. The combination of the students’ familiarity and

acceptance of them, along with careful pedagogical integration, makes this resource an excellent

and refreshing complement to learning and teaching. Our research showed that the presentation

of cartoons in a multimedia application gave it an obvious advantage as learning aid, based upon

the presentation of specific scientific knowledge in a popular form that is enjoyed by most young

students. In teacher’s hands, animated cartoons are consider to be an effective supplementary

didactical tool that can used for reaching students learning goals inside the classroom. And this is

what mainly we are looking for in the modern educational practice in the real school

environment.

2.6 BUDGET

Microsoft is offering the educational fund up to RM 10,000 for a project that aims to use

appropriate multimedia in teaching and learning at my school. The budget includes the hardware

and software that use including payment for the expertise and another bill and equipment.

2.6.1 LIST OF EXPERTISE

A solid team with the appropriate skills and teamwork is key to the success of a

multimedia courseware. This team consists of experts in education, science teaching, and

technology who collaborate to design the blueprint for the courseware. This interdisciplinary

team should consist of:

A project manager

- The project manager is the liaison between the people in Microsoft of the project,

who is usually the funding agency or content expert, and the team members. The

manager allocates tasks for the team and sets milestones, deliverables, and

deadlines for the project, all within the proposed budget and resources. The

manager should have a strong background in the sciences, technology, and

education to understand how to allocate the time and resources for the tasks and

provide the backbone for the interdisciplinary team.

A content expert with teaching experience

- The content expert is often the expert in the scientific field and has extensive

teaching experience. The content expert designs the student learning outcomes

and learning goals for the module. This expert also helps to design user

assessments to validate that the student has understood the module.

A multimedia development team

o Graphic designers

- The graphic designer must have artistic abilities and is trained in visual

communication, visual design, and have extensive knowledge with Adobe

Photoshop and Illustrator. The designer transforms the abstract learning content

into a visual language and layout that communicates the learning outcomes and

learning goals.

o Educational media developers/ learning designers

- The educational media developer is trained in learning with technology design

(human–computer interaction, user-centered design principles, user studies,

iterative design, rapid prototyping, and evaluation). The developer designs the

user interactions and validates the learning effectiveness of the module.

Programmers

- The programmer provides technological experience and authors the interactive

content for the multimedia. The programmer should be able to develop rapid

digital prototypes.

An evaluation expert

- Evaluators provide expertise on formative and summative assessments, measures

for educational achievement, conduct field tests on users, design how to

implement the module into the curriculum, and report to stakeholders on user

feedback.

2.6.2 THE COST OF THE PROJECT

List of the budget will spend:

Bil Item Quantity Price

(RM)

Total Price

1 Hardware

Laptop

Speaker

CD-ROM

3000

3000

2 Software

Converter Audio

Dreamweaver

Adobe Photoshop

400

400

Adobe CS3

3

Expertise Payment

2

3000

6000

4 Resource :

Book

3

100

300

5 Maintenance 1 300

Total Amount 10,000

2.7 DURATION OF THE PROJECT

The duration for this project is 6 month. The Appendix A had shown the duration for the

project using Microsoft Project 2007.

1.8 CONCLUSION

In conclusion, we should point out that although some educators have started using

courseware in their classroom instructional methods, the efforts by large have been limited to

very few institutions. Consequently, the effectiveness of these new teaching tools has not been

fully realized or studied. This indicates that the full benefits and advantages of these new

teaching techniques will not be fully realized any time soon. It is important to realize that one of

the reasons why science is perceived as difficult by many students in education is that it is a-

priori viewed as dealing with concepts which are often difficult to be explained and understood.

Some student’s feel that they have to learn a lot of theory without ever considering how this

theory might apply to the real world they are living in. Cartoons represent an attempt to ask some

of the questions that students might like to ask, if they would think in terms of everyday life

situations/ideas, and actually get some answers.

Through these animated cartoon situations science concepts can be given a breath of life

and realism. And more important is that animated cartoons attempt to provide learning

opportunities such as to facilitate the differentiation of scientific concepts, to recall effectively

the prior knowledge and therefore, promote the process of conceptual development. Animated

cartoons are considered to be an effective supplementary didactical tool that can use for reaching

students learning goals inside the classroom. And this is what mainly we are looking for in the

modern educational practice in the real school environment.

1.9 REFERENCES

Ball, H. G. (1982). Who is Snoopy In J. L. Thomas (Ed.), Cartoon and comic in the

classroom: A reference for teachers and librarians (pp. 14–20). Littleton, CO:

Libraries Unlimited.

Barlex, D., & Carré, C. (1985). Visual communication in science. Cambridge:

Cambridge University Press.

Bliss, J., Ogborn, J., & Whitelock, D. (1989). Secondary pupils’ commonsense

theories of motion. International Journal of Science Education, 11, 261–272.

Journal of computer Assisted Learning

Interactive learning environment

British journal of education technology

www.google.com

www.sciencedirect.com

Keogh, B., & Naylor, S. (1997). Making sense of constructivism in the classroom.

Science Teacher Education, 8, 12–14.

Keogh, B., & Naylor, S. (1999). Concept cartoons, teaching and learning in science:

An evaluation. International Journal of Science Education, 21(4), 431–446.