2. The use of animation can provide
subtle benefits like highlighting key information
3. Can
provide instructional
benefits 9
Audio 1.
Use audio for the primary presentation of the program
2. Do not allow audio compete with
text and video presentation 3.
Do not put many texts in a single screen
4. Provide the students with
headphones if the audio is used 5.
Tell the students what is relevant only
10 Video
1. Synchronize video with content
and reinforce or repeat the concept being presented
2. Use video as an advantage
organizer and simulation
f. Types of Interactive Multimedia
Robyler and Edwards 2000 state that based on its primary storage equipment, multimedia can be classified into some different types.
They are: 1
Interactive videodiscs IVD 2
Compact discs read only memories CDR 3
Digital versatile discs DVD 4
Compact discs-interactive CD-I 5
Digital video interactive DVI 6
Photo-graphic compact discs Photo CDs continued
From all the types above, the common multimedia which is used as the learning media in the teaching-learning process is the compact
discs-interactive CD-I.
g. Principles of Interactive Multimedia
Mishra Sharma 2005: 115-116 propose general design principles which can be used in an educational environment, they are:
1. The principle of tool logic: computers and ICT in general should be
used as tools to make the learning become easier. 2.
The principle of multiple interface: the interface should provide the users the ability to show themselves not only by direct influence of
objects but also with an active formulation of orders. 3.
The principle of multiple representations: information in the context of educational environments should be communicated in many
ways, through multiple rules that are interconnected from a practical and useful point of view.
In addition, Mayer 2001 in Mishra Sharma 2005: 200 explains seven cognitive principles of interactive learning multimedia
as shown below:
1. Multimedia principle: Individuals learn, retain, and transfer
information better when words and pictures are involved in the instructional environment, rather than words or pictures alone.
2. Modality principle: Individuals learn, retain, and transfer
information better when auditory narration and animation are
involved in the instructional environment, rather than on-screen text and animation.
3. Redundancy principle: Individuals learn, retain, and transfer
information better when narration and animation are involved in the instructional environment, rather than on-screen text, narration,
and animation. 4.
Coherence principle: Individuals learn, retain, and transfer information better when there are no extraneous words, pictures, or
sounds in the instructional environment. 5.
Signaling principle: Individuals learn, retain, and transfer information better when
cues that guide an individual’s attention and processing during a multimedia presentation are involved in
the instructional environment. 6.
Contiguity principle: Individuals learn, retain, and transfer information better when words or narration and pictures or
animation are presented simultaneously in time and space in the instructional environment.
7. Segmentation principle: Individuals learn, retain, and transfer
information better when individuals experience concurrent narration and animation in short, user-controlled segments in the
instructional environment, rather than as a longer continuous presentation.
h. Instructional Design of Interactive Multimedia
