3 Instructional appropriateness It includes three main points, which are:
a the appropriateness of media for the planned instructional strategy; b the efficiency and effectiveness manner offered by the media;
c whether the media will facilitate the students acquisition of specific learning objective or not.
6. Interactive Multimedia
a. The Definition
Richards and Schmidt 2002: 345 explain multimedia as the use of several different types of media for a single purpose, e.g. as in a video that uses
film, audio, sound effects, and graphic images. They also add that multimedia is a collection of computer controlled or computer mediated technologies that enables
people to access and use data in a variety of forms: text, sound, and still and moving images. Vaughan 2008: 1 says that multimedia becomes interactive
when the users of multimedia application can control what and when some parts of the application contents will be delivered. Added to this, lesson on CAI
Computer-Assisted Instruction materials may involve a question on the computer, a response from students, the feedback from computer telling the
students if the answer is “correct”. In CAI, such activities are said to be “interactive” Richards and Schmidt, 2002: 265
b. Principles of Interactive Learning Multimedia
To design interactive learning multimedia, we have to take into account seven basic principles of interactive multimedia as recommended by Mayer
2005: 6-7. The following is the list of the principles. a Multimedia principle: Students learn better from combination of words and
graphics than from word alone. b Split-attention principle: Students learn better when the corresponding words
and graphics are placed closely to one another than separately. c Modality principle: Students learn better from graphics and narrations than
graphics and printed texts. d Redundancy principle: Students learn better when the same information is not
presented in more than one format. e Segmenting, pre-training and modality principles: Students learn better when
a multimedia message is presented in learned-paced segments rather than as a continuous unit, students know the name and characteristics of the main
concepts and the words are spoken rather than written.
f Coherence, signalling, spatial contiguity, temporal contiguity and redundancy principle: Students learn better when an extraneous material is excluded
rather than included, when cues are added that highlight the organization of essential material, when corresponding words and pictures are presented near
rather than far from each other on the screen or page or time and students learn better from graphics and narrations than from graphics, narration and
on-screen text.
g Personalization, voice and image principles: Students learn better when the words of a multimedia presentation are in conventional style rather than
formal style and when words are spoken in a standard-accented human voice rather than a machine voice or foreign-accented human voice; but students do
not necessarily learn better when the speaker’s image is on the screen.
c. Elements of Interactive Learning Multimedia
The effective interactive learning multimedia should contain some elements that enable both teachers and learners to use it easily and effectively.
Ivers and Baron 2010: 112 describe the main elements which make up a typical multimedia program. Those are as follows.
