MULTIMEDIA LEARNING SYSTEM

Nurhayati Yusoff, Madhubala Bava Harji, Fadzilah Salim, Tan Choo Kim
Multimedia University

Abstract
The use of multimedia in teaching and learning presents challenges to institutions of
higher learning. Multimedia refers to any computer-mediated software or interactive
application that integrates text, color, graphical images, animation, audio sound, and fullmotion video in a single application. Multimedia learning systems consist of animation
and narration, which offer a potentially venue for improving student understanding
(Mayer & Moreno, 2000). Aimed to complement and supplement the teaching process
and leaning materials, Multimedia University (MMU) has spearhead the initiative
towards a multimedia learning environment by developing a new interactive teaching
tool, i.e. the MultiMedia Learning System (MMLS).
This paper briefly discusses the developmental stages of the on-line learning
systems at MMU, starting with the predominately On-line Notes. The first prototype online system, which suggests self-paced learning among the undergraduates, was realized
in 1997. Next, the MMLS, which was designed to complement and supplement the
teaching processes, will be presented. Seven subjects at the Alpha Level (Foundation
Level), which were put on the MMLS was piloted in the second trimester of the session
2001/2002. Strengths and shortcomings of each system are also outlined.
INTRODUCTION

A plethora of research literature abounds on multimedia learning and its impact on the
teaching and learning processes. The growing development of technology-mediated
learning systems has lead to flexible delivery and virtual learning, which has created a
whole new learning environment that enables learners to take charge of their own
educational experiences. Experts expound that multimedia enhances learning, and the
used of it in an online education is increasing (Quintana, 1996). Najjar (1996) reviewed
numerous studies and found that learning was higher when information was presented
via computer-based multimedia systems than traditional classroom lectures. However,
there appears to be a concern about sustaining interactivity within a web-based learning
system. Interactive experience for the user, i.e. instructors and learners is defined as a
multi-dimensional, multi-sensory interweave of self-directed reading, viewing, listening,
and interacting, through activities such as exploring, searching, manipulating, writing,
linking, creating, juxtaposing, and editing (Wilson, 1992: 186).
In an attempt to develop a web-based courseware delivery engine, which
incorporates the elements of interactivity, Multimedia University developed the
Multimedia Learning System (MMLS). It is a web-based teaching and learning tool, with

a virtual teacher within a virtual classroom. The MMLS was developed after a series of
web-based courses were found to lack the elements of interactivity. This paper begins by
addressing the issue of interactivity. Next, the developmental stages of the on-line
learning systems at MMU, beginning with the predominately On-line Notes are outlined.
Next, a description of the prominent features of the MMLS, which allows for greater
interactivity, will be presented. Strengths and shortcomings of each system are also
outlined.
WEB-BASED LEARNING
Research on interactive multimedia learning reveals strong positive effects on learning
(Fletcher, 1989), which among others includes that learning takes less time, is enjoyed
more and increases learning. Web-based instruction is becoming a convenient and
popular means in higher education. The first prototype on-line system, which suggests
self-paced learning among the undergraduates, was realized in 1997. MMU first
introduced its web-based learning tool by having instructors create course contents in the
html file format, with no standardize template and clear guidelines, which eventually
resulted in varied formats and designs within a particular course. This was due to the fact
more than one instructor was involved in designing the course content. Recognizing the
limitations of the on-line notes, a second tool, i.e. LOTUS Notes, was next introduced.
The only difference that sets it apart from the previous tool is the availability of
standardized templates to prevent user confusion. It also ensures that all courses have the
necessary features set by the course online committee. A team of MMU staff was set up
to develop a customized web-based learning tool known as On-line Notes (Figure 1),
which substituted the on-line system and Lotus notes.

Figure 1: On-line
Notes
These three web-based learning
tools were text-based, with limited elements of
interactivity except for the instructors email, and links within the same server.
Instructors merely created the notes either creating using web-paged editor, such as
Netscape Composer and Dreamweaver or in the word document format. Links were only
made between files. It appeared to be a one-way communication with instructors

presenting the course content and relaying information about the course, such as noting
deadlines deadline for coursework and quizzes. These web-based learning tools generally
lacked the elements of interactivity. The interaction between learners and technology was
confined to clicking on links, and between learners and instructors via email.
Interactivity is one of the key determinants of success in any web-based learning.
Recognizing the limitations of the three web-based learning tools that MMU adopted, i.e.
they lacked the elements of interactivity. Research literature on teaching and learning in
higher education affirms the importance of interactivity within the educational system.
Studies on interactive multimedia learning reveals strong positive effects on learning
(Fletcher, 1989), which among others include that learning takes less time, is enjoyed
more and increases learning. Trevitt (1995) highlights the distinct need for users to
interact with technology for them to be more actively engaged and thus improving the
possibility of net learning.
MULTIMEDIA LEARNING SYSTEM
MMU eventually designed the Multimedia Learning System (MMLS). It is a web-based
courseware delivery engine that utilizes multimedia to enhance the teaching and learning
process, with a virtual teacher within a virtual classroom. One of the primary
considerations in designing the MMLS is the inclusion of features that add value to
students learning by incorporating elements of interactivity. The particular virtues of the
MMLS allow instructors to interact with the system and with learners, and vice versa
(Figure 2). Interactive learning with live-action video, audio, graphics, feedback, expert
advice and question and answer aim to keep the learners engaged, i.e. captivate and retain
learners interest. It represents a move towards active learning and can be use as a
constantly available learning resource for learners. Both instructors and learners play an
active role in the education process.

Figure 2: MMLS Homepage

INTERACTIVITY BETWEEN INSTRUCTOR AND SYSTEM

Interactivity between instructor and the system is made possible with the Upload Course
Content and Progress Monitoring Windows.
Management of Course Content
Once of the province for instructor and system interaction is the management of course
content. New courses need to be registered in order to allow the learners to access them
and course contents need to be uploaded for learners to view them. The MMLS eases the
burden of the instructors in registering and uploading by having an attractive userfriendly and interactive interface and step-by-step instructions (Figure 3). The four icons
on the Upload File window are
Upload File, which allows instructors to upload their files
Change Slide Info, which allows instructor to edit the content of the uploaded
files
Q&A, which allows instructors to post questions and/or answers
Delete Lesson, which allows instructors to delete a particular lesson

Figure 3: Upload File Window

To upload the HTML files onto the MMLS system, instructors are merely
required to click on the Upload File icon and the pop up window displays specific
instructions on how to go about uploading files (Figure 4). The system allows for a
maximum of 20 files to be uploaded at one time. To do so, the number of files to be
uploaded need to be selected and the Display button clicked. This window displays the:
slide title; instructors name the file
sequence field; instructors assign a sequence number to the file
weightage field; instructors to assign points to this file
file field; instructors type in the respective HTML file
The upload course content window allows instructors to delete and add files, edit
content on the uploaded files, as well as re-sequence files.

Figure 4: Upload New File Window

One of the features of the upload course content is the question and answer component,
which allows instructors to conduct on-line tests, with fill in the blanks, multiple-choice
questions and matching questions. This feature would eliminates the mundane duties of
printing, distributing, collecting and marking test papers (Figure 5).

Figure 5: Choose the Type of Q&A

Templates for all three types of questions and answers format are incorporated in the
system. As displayed in Figure 6, upon selecting the appropriate format and number of
questions, the questions, answers and marks awarded to each question are typed, using
the template provided. The system also allows for editing of questions and selection of
the level of difficulty of each question and grading.

Figure 6: Question and Answer

Template
Progress Monitoring and Performance
Another interactive feature of the MML system is Progress Monitoring and Performance
of learners. The Progress Monitoring provides details on the learners accessibility and
time spent on the materials posted on the MMLS. The Progress Monitoring screen
displays the list of learners who have been accessing the system and instructors are able
to view the learners progress report graphically, i.e. in the form of tables or graphs. The
system keeps track of the time each slide is accessed. If instructors choose to view the
Progress Monitoring report in the table format, it provides detailed information, such as
the date and time learners accessed a particular page on the MMLS, the topic accessed,
the slides within the topics accessed, the duration they spent on each slide and how
frequently each slide is visited (Figure 7).

Figure 7: Progress
Monitoring
The graph format too displays the duration spent on each slide. There are six types of
Graph Chart available in the system i.e. line chart, area chart, bar chart, line point chart,
point chart and pie chart. It provides an overview on how learners access the materials,
i.e. the sequence and time spent on each slide (Figure 8).

Figure 8: Progress Monitoring

As mentioned earlier the system grades the papers and the performance of all the
learners, i.e. marks is accessible to instructors. In fact, on the students performance

graph, it displays the mark together with the average mark of the group. Figure 9 displays
the sample of the total marks scored by the learners and its graph.

Figure 9: Display of Marks

INTERACTITY BETWEEN INSTRUCTOR, LEARNERS AND THE SYSTEM

Adapting Normans model (1988), Kirsch views interaction as a model driven feedback
system: the user would have a mental model of the environment and so formulate a plan
internally, he or she would issue a command or instruction to the environment, then
observe feedback soon enough to decide whether things are on track, or whether the
process should be terminated midway, redirected, or recast. He added that every step
involved in decision making is interactive and that the nature of interactivity is diverse
ranging from simple actions to preparatory, exploratory, maintenance and complimentary
actions. Various features have been built in to enhance interactivity and develop a threeway communication between instructors, learners and the system, which opens a whole
new spectrum of communication, which allows for instructors to scaffold learners and
peers to scaffold each others virtual learning, i.e.
i)
Chat
ii)
News Group
iii)
E-mail

iv)
v)
vi)

Bulletin Board
On-line tests
Short notes

These features allow for wide scopes of interactivity, including on-line real-time,
collaborative discussions on a given topics, on a one to one basis or via a forum between
instructors and learners. It also provides for both corrective and informational feedback to
the learners. The newsgroup (see Figure 9) in particular, enables learners or instructors to
raise issues for discussions. It creates an environment for immediate interaction
between peers and instructors, who would be able to monitor the directions in which the
forum are heading. The electronic bulletin board allows for messages and information to
be disseminated to a wider group of learners via the bulletin board by instructors. The
system also allows for learners to sit for tests/quizzes on-line, who are able to monitor
their own performance from the system. In addition it made possible for authorship,
where learners are able to their own marginal or diary short in the system, rather than on
loose sheets of papers. These features eventually create a virtual interactive classroom.

Figure 9:
Newsgroup
Additional elements incorporated into the system are the library and reference features.
The local library is made more readily accessible to learners via the library component on
the MMLS. Learners are able to view the availability of the materials in the library,
which could save them a trip. Finally, the reference component enables them to access
references, which are posted by the instructor.
LIMITATION OF USE OF THE SYSTEM
The limitation of the use of the MMLS appears to be specific to Internet-based systems,
i.e. download delay, the server and Internet Explorer support.

Download delay
Since interactivity is of primary concerned in the MMLS, therefore graphics, video,
sound and animation play an important role. However, large and complex graphics as
well as video and sound clips in instructional materials tend to slow downloading and
learners may need to wait for the page to appear, which Davis & Hantula (2001) note
may have detrimental effects on performance and satisfaction.
Server
The accessibility of the MMLS depends on the server too. If the university server is
down, learners are not able to access the MMLS, which the users (instructors and
learners) can do little about. Sometimes the server is too slow for accessing the MMLS if
there are many learners access to the MMLS at the same time.
Internet Explorer (IE) support
The MMLS is best viewed by the latest version of IE, since it supports the use of the
features of the MMLS. For instance, if there is a space within the file name, the Netscape
Navigator would cite it as an error message, i.e. file not found, but not with the use of IE.
Therefore, the users must always upgrade the IE to the latest version, otherwise they
would not be able to access the MMLS.

CONCLUSION
With the major concern of incorporating interactivity to diversify and enhance the
teaching and learning process, the MMLS provides a multidimensional nature of on-line
triangular interaction between instructors, learners and system. The development of the
MMLS is ongoing and many more features would be likely to be introduced to further
enhance and support interactivity. Further research is needed to examine the effectiveness
of the interactive elements and its effect on the teaching and learning process.
Acknowledgement:
The authors would like to acknowledge the following contributors:
Mohd Rahimi Yusoff, Kerk Perk Hoon, Chong Chin Wei, Nor Aini Naim, Sarinah
Suliman and the team from CMED, Multimedia University
Reference:
Davis, E.S. & Hantula, D.A. (2001). The effects of download delay on performance and
end-user satisfaction in an Internet tutorial. In Computers in Human Behaviour, volume
17, issue 3, 249-268.

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Kirsh http://icl-server.uucsd.edu/~kirsh/Articles/Interactivity/brook-single.html

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