O contexto tecnológico percebido em vários setores da sociedade brasileira impulsiona a sua utilização em sala de aula que, por sua vez, não deve estar desconectada dessa realidade. Neste cenário, os materiais digitais no formato de multimídia interativa são reconhecidos como uma possibilidade educativa. Importantes avaliações reconhecem as dificuldades nas habilidades de leitura e escrita de alunos do Ensino Fundamental, como a Prova Brasil e o Indicador de Analfabetismo Funcional (INAF). O referencial teórico desta tese está ancorado na Teoria Cognitiva de Aprendizagem Multimídia, do inglês Cognitive Theory Multimedia Learning (CTML), principalmente nos princípios de interatividade e multimídia propostos por Richard Mayer, publicados em 2001 e 2011 e que constituem relevante orientação para projetos de Objetos de Aprendizagem Multimídia Interativos (OAMI) eficazes. Além disso, esta tese adota as taxonomias de Schwier e Misanchuk de 1993 e de Sims de 1997 e 2000, sobre interatividade em educação. Trata-se de uma pesquisa qualitativa e quantitativa, cujo objetivo é comprovar se e como os diferentes modelos de Objetos de Aprendizagem Multimídia Interativos possibilitam o aprimoramento da capacidade de leitura e escrita dos alunos nos anos iniciais do Ensino Fundamental. Os experimentos foram realizados com alunos do quinto ano do Ensino Fundamental de uma escola pública da periferia de Santa Maria - RS, durante as aulas em sala de Informática entre 2011 e 2013. Para testar as hipóteses deste estudo, foram realizadas diferentes etapas que incluem: estudo exploratório, estudo piloto, segundo estudo e o questionário sobre os objetos de aprendizagem multimídia, o qual foi aplicado em 2011 e 2013. Os dados levantados no estudo piloto de 2011 serviram como base para a proposição do segundo estudo em 2013 que definiu diferentes condições experimentais, com os tipos e níveis de interatividade, as mídias a serem utilizadas e as habilidades referentes ao conteúdo abordado nas multimídias. Inicialmente testou-se a normalidade dos dados, empregando-se o teste de Kolmogorov-Smirnov e constatou-se que os dados não seguiam uma distribuição normal (p < 0,05). A partir desse resultado, optou-se pela realização de testes não paramétricos para a comparação entre os valores dos acertos e dos erros, das Multimídias do Grupo Teste e do Grupo Controle. As respostas dos questionários (2011 e 2013) foram analisadas (Teste Qui-quadrado). As análises estatísticas conjuntas indicam algumas versões de multimídia com resultados significativos e, através dos questionários, foi possível detectar algumas variáveis que provavelmente influenciaram positivamente no desempenho dos alunos, chegando-se à conclusão de que os modelos de Objetos de Aprendizagem Multimídia Interativos utilizados nos experimentos e a sequência / The technological context perceived in various sectors of Brazilian society drives its use in the classroom, which in turn should not be disconnected from this reality. In this scenario, the digital materials in an interactive multimedia format are recognized as an educational opportunity. Important assessments as Prova Brasil (Brazil Test) and the Functional Illiteracy Indicator (INAF - Indicador de Analfabetismo Funcional), acknowledge the reading and writing skills difficulties of elementary school students. The theoretical framework of this thesis is anchored in the Cognitive Theory of Multimedia Learning (CTML), mainly on the interactivity and multimedia principles proposed by Richard Mayer, published in 2001 and 2011 and which are relevant guidance to effective projects of Interactive Multimedia Learning Objects. Moreover, this thesis adopts the interactivity education taxonomies proposed by Schwier and Misanchuk 1993 and Sims 1997 and 2000. This is a qualitative and quantitative research, whose goal is to prove whether and how the different models of Interactive Multimedia Learning Objects enable the improvement of reading and writing ability of students in the early years of elementary school. The experiments were conducted with students of the fifth grade of elementary school in a public school at the outskirts of Santa Maria – RS, during classes in Computer room between 2011 and 2013. In order to test the hypotheses of this study, different steps were performed including the following: exploratory study, pilot study, a second study and the multimedia learning objects questionnaire, which was applied in 2011 and 2013. The data collected during the 2011 pilot study, were the basis for the proposition of the second study performed in 2013 which defined the different experimental conditions with the types and levels of interactivity, media to be used and the skills related to the content addressed in multimedia. Initially, data normality was tested using the Kolmogorov - Smirnov test and it was confirmed data did not follow a normal distribution (p<0.05). From this result, it was decided to perform non-parametric tests to compare the values of the successes and the mistakes between the Multimedia Test Group and Control Group. The surveys (2011 and 2013) answers were analyzed (chi–square test). Join statistical analyses indicate some versions of multimedia with significant results and through the questionnaires; it was possible to detect some variables that probably influenced positively on students’ performance. This supports the conclusion that the models of Interactive Multimedia Learning Objects and the didactic sequence used in the experiments enabled the researched people to improve their ability to read and write.

This report begins with the presentation of &amp;quot;the state of the art&amp;quot; as well as the foreseen trend in the education system in Mozambique and analyses the present situation in the area utilizing media opportunities for teaching and/or learning. Basing on this analysis, the prevailing problems and the aims (this might need research) of the study shall then be identified and formulated (chapter 1 and 2). The necessity to carry out the study is grounded by the worldwide stormy developments utilizing modern information technology. These developments do also apply to Mozambique as the pre-studies show. A flashback on the history of teaching-/learning system as well as on present solutions utilizing new media and new information as well as communication technology shall be discussed in the third chapter. To this end, the study shall contribute to identify the lacking of previous concepts as well as to introduce an orientation as to the current world sustainable system. The software for training on the market at present show (without doubt) that they reflect developers' imaginations (knowingly or unknowingly) as to what learning and teaching actually is and how this process take place. Basing on this knowledge, it is worth to work out the starting point as to teaching-/learning methodology before working out a conception. In addition, it shall be made clear (in the course of analysis) that the dominating criterion for customizing a teaching-/learning system is that system or its form that has been realised. The contribution of this report, further, is to make the definition of the media more precise by adding new terminology that shall be discussed and viewed from different viewpoints. This shall in turn contribute to a clear and sound understanding of the media. In the past years, a series of different teaching and methodologies concepts on the design of computer-based teaching-/learning environment were developed and discussed. Among them is the so called &amp;quot;anchored instruction&amp;quot; of the cognition and Technology Group based at Vanderbilt University and the Cognitive Apprenticeship developed by Collins, Brown and their co-workers. This shall be dealt with in the fourth chapter. On that basis, and taking other factors into consideration, such as design, functionality, applications scenarios, boundary conditions as well as user backgrounds, a more effective teaching-/learning environment can be predicted and consequently a concrete design proposal can be derived. The guidelines strived as to the design of context-sensitive multimedia teaching and learning environment shall not only be treated intuitive, but implemented technically in a prototype. In so doing they can then be evaluated and adopted. The so evaluated guidelines and other relevant design proposals that can find use in other areas with respect to the demand of the study as a whole shall make the results of this report. The fifth chapter shall describe the development and evaluation of prototype-art &amp;quot;e-Aula&amp;quot; solutions basing on the developed and grounded conception. The conception constitutes of a hybrid solution in the form of training software that supports both freelance as well as classroom learning. This training technology solution is called teaching-/learning environment and it is being characterised through its feature that it embodies two system interfaces having functions (learning environment and teaching arrangement) that basically refer to the same data collection (media) that can be accessed by the in different ways. This function rates &amp;quot;e-Aula&amp;quot; at a relatively higher position in comparison with a number of learning systems. The sixth chapter shall then summarise the important findings of the report and recommend areas for further research. Appendix: e-Aula Suite 1.0 (1,26 MB) Usage: Referat Informationsvermittlung der SLUB / Mit der Arbeit wurde Ein Konzept für eine Hybridlösung in Form von Bildungssoftware entwickelt begründet und evaluiert, mit der sich einmal erzeugte digitale didaktische Medien sowohl für selbstständiges und unterrichtliches Lernen in sog. &amp;quot;Multimedia Learning Environments&amp;quot; als auch für das Lehren über sog. &amp;quot;Teaching Arrangements&amp;quot; nutzen lassen. Anlage: e-Aula Suite 1.0 (1,26 MB) Nutzung: Referat Informationsvermittlung der SLUB

The full text will be available at the end of the embargo: 15th Dec 2026

Incidental vocabulary learning is a form of acquiring new words without having a specific intention in the acquisition, and it can occur in or out of the educational frame (Hatami, 2017). In the digital age, incidental vocabulary acquisition is increased as learners encounter and assimilate new words through different online platforms and technological tools. The study was conducted by searching digital databases ERC and ERIC using keywords such as "EFL," "L2," "reading," "listening," "viewing," and "watching" over 15 years (2008-2023). The studies that focus on traditional strategies or word frequency over incidental learning were excluded. Consequently, the results include diverse locations and learners and aim to capture a comprehensive view of incidental vocabulary learning.  This study explores the efficacy of incidental vocabulary learning modes—reading, listening, and watching—in an English as a foreign language classroom, considering the influence and the role of digitalization. While reading appears as the most potent mode of input for incidental vocabulary acquisition, listening and viewing also contribute significantly, but not as significantly as reading. Moreover, combining reading with listening has the most multifaceted approach and superior results in incidental vocabulary learning for foreign language educators. However, due to the lack of research on specific age groups and diverse situations, further studies are needed to explore various student types and effective methods for learning new vocabulary, particularly in Swedish schools.

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El propósito de esta investigación es estudiar las estrategias multimediales en seis diferentes vídeos educativos de YouTube que se dirigen a aprendices de español como lengua extranjera. Con este fin, la investigación se basa en la teoría cognitiva del aprendizaje multimedial (TCAM) y diez principios postulados por Mayer (2008) que sirven para mejorar el diseño de mensajes instruccionales multimediales como vídeos educativos. A partir de las preguntas de investigación el propósito es averiguar si los vídeos estudiados siguen los principios en concordancia con la TCAM y si se utilizan diferentes estrategias para cumplir con cada principio. La metodología es cualitativa y consiste en un análisis interpretativo de los vídeos y situaciones concretas de los mismos. Las observaciones muestran que los vídeos no siguen todos los principios y por lo demás se constata que ninguno de los vídeos cumple con los principios de redundancia y modalidad puesto que todos contienen texto añadido. Asimismo, se observa que es posible llevar a la práctica varias estrategias para implementar cada principio. En cuanto a estudios futuros se sugiere que se realizan investigaciones sobre cómo aquellas estrategias afectan a los aprendices en un contexto formal, es decir, en el aula. / The purpose of this essay is to study the multimedia strategies in six different educational videos on YouTube that are made for learners of Spanish as a foreign language. To this end, the study focuses on the cognitive theory of multimedia learning (CTML) and ten principles postulated by Mayer (2008) that serve to improve the design of multimedia instructional messages, for example in educational videos. Based on the research questions, the purpose is to find out if the videos follow the principles in accordance with the CTML and if different strategies can be used to comply with each principle. The methodology is qualitative and consists of interpretative analysis of the videos and specific situations. The observations show that the videos do not follow all the principles and that none of the videos comply with the principles of redundancy and modality, since they all contain added text. Likewise, the study verifies that it is possible to put into practice several strategies to implement each principle. Regarding future studies, it is suggested that research on how those strategies affect learners in a formal context, that is, in the classroom, are carried out.

Multimedia communication arises as a theoretical issue according to the constant and fast progress in information and communication technology evolution. In relation to the process of digitalization, there are made a new instruments and possibilities of communication that integrate a lot of new and also standard approaches. Focus of the public and both the producers is directing mainly to the technologies and tools. Theoretical framework that predicts the impacts and advices effective using in society context retreated into the background of interest. It is going to start massive expansion of technological instruments without the general know-how of parameters of its using and without the importance in whole society contact. Literacy in this way is a key to effective information design which allows us to communicate the message we want to in the way we want to. This document deals with issue of analysis actual state and synthesis of the basics that are important for the development of theoretical base. Main goal of this base it to support effective production of multimedia content thru identifying elementary principles that affects the transfer of message by multimedia. In the process of multimedia communication is happening that the initiator is separated from the message and has no possibility to manipulate with it during the process. So it is very necessary to act consciously and qualified during the formulations and coding to media to avoid bad reinterpretations and so that message will be resistant to the disruptive effects.

This study attempted to combine the benefits of multimedia learning, adaptive interfaces, and learning style theory by constructing a novel e-learning environment. The environment was designed to accommodate individual learning styles while students progressed through a computer programming course. Despite the benefits of individualised instruction and a growing worldwide e-learning market, there is a paucity of guidance on how to effectively accommodate learning styles in an online environment. Several existing learning-style adaptive environments base their behaviour on an initial assessment of the learner's profile, which is then assumed to remain stable. Consequently, these environments rarely offer the learner choices between different versions of content. However, these choices could cater for flexible learning styles, promote cognitive flexibility, and increase learner control. The first research question underlying the project asked how learning styles could be accommodated in an adaptive e-learning environment. The second question asked whether a dynamically adaptive environment that provides the learner with a choice of media experiences is more beneficial than a statically adapted environment. To answer these questions, an adaptive e-learning environment named iWeaver was created and experimentally evaluated. iWeaver was based on an introductory course in Java programming and offered learning content as style-specific media experiences, assisted by additional learning tools. These experiences and tools were based on the perceptual and information processing dimension of an adapted version of the Dunn and Dunn learning styles model. An experimental evaluation of iWeaver was conducted with 63 multimedia students. The analysis investigated the effect of having a choice of multiple media experiences (compared to having just one static media experience) on learning gain, enjoyment, perceived progress, and motivation. In addition to these quantitative measurements, learners provided qualitative feedback at the end of each lesson. Data from 27 participants were sufficiently complete to be analysed. For the data analysis, participants were divided into two groups of high and low interest in programming and Java, then into two groups of high and low experience with computers and the Internet. Both group comparisons revealed statistically significant differences for the effect of choice. Having a choice of media experiences proved beneficial for learners with low experience but detrimental for learners with high experience or interest. These findings suggest that the effect of choice appears to be strongly influenced by the learner's background. It is hypothesised that encouraging a more active learner role in educational systems would expand the positive influence of choice to a wider range of learners. The study has contributed some weight to the argument that for certain groups of learners, it is more beneficial to view learning style as a flexible, rather than a stable construct. As a practical implication, it seems advisable to collect data on prior experience, interest, and the initial learning style distribution of the target audience before developing environments comparable to iWeaver. [See http://www.adaptive-learning.net/research/media.htm for media files associated with this thesis.]

This qualitative study examines an asynchronous online course from a private university utilizing a template model for all online courses to provide students with consistent navigation and course structure throughout their degree program. The asynchronous online courses are purposely created using three criteria of quality course design: navigation is intuitive, information is chunked, and instructions are written clearly. A two-part usability test was conducted with three internal and three external participants. The two-part usability test focused on course navigation and examined the signaling, segmenting, and coherence principles applied to course content page layouts. Transcripts from the usability tests and observational field notes were coded through an iterative process in Nvivo. Through emic and etic coding, seven main categories were identified: user experience, cognitive load, multimedia learning principles, page design and layout attributes, course navigational attributes, course attributes and information, and participant navigational behavior. The findings for first-day navigation, general navigational behaviors, and perceptions of design elements used to implement the signaling, segmenting, and coherence principle are discussed. Course design recommendations for creating a positive usability experience and suggestions for future research are provided.