Educational technology using multimedia in science learning: A systematic review
DOI:
https://doi.org/10.31763/businta.v7i2.661Keywords:
Educational Technology, Multimedia, Science learning, Systematic ReviewAbstract
This systematic review aims to provide a systematic review of the scientific published studies that examined different multimedia tools in the science teaching and learning process to identify the existing multimedia-based tools and understand their usage, application areas, and impacts on the education system. There are 60 articles extracted from the Scopus database from 2012 to 2022. This review generates six averments about the current study; (1) The most numerous multimedia components are text components; (2) the learning process and application of the use of multimedia in science education can be applied at various levels of education; (3) The majority of the study was conducted in the United States; (4) the current use of technology that is most widely used is the use of power points; (5) the role of technology in the learning process as learning tools, teaching tools, assessment, and evaluation; and (6) the most science content conducted in multimedia research is chemistry.
References
M. F. Ramli, M. Majid, and B. Badyalina, “Impeding Factors Towards the Effectiveness of Online Learning During Covid-19 Pandemic among Social Sciences Students,” Int. J. Learn. Dev., vol. 10, no. 4, p. 37, Nov. 2020, doi: 10.5296/ijld.v10i4.17921.
D. Purwati, A. Mardhiah, E. Nurhasanah, and R. Ramli, “The Six Characteristics of Andragogy and Future Research Directions in EFL: A Literature Review,” Elsya J. English Lang. Stud., vol. 4, no. 1, pp. 86–95, Jan. 2022, doi: 10.31849/elsya.v4i1.7473.
M. Mahmudah, M. Munzil, and E. Yulianti, “Validity and Reliability Study of Science-Edutainment Interactive Multimedia on Earth Topic for the 7th Graders of Junior High Schools,” J. Penelit. Fis. dan Apl., vol. 8, no. 1, p. 42, Jun. 2018, doi: 10.26740/jpfa.v8n1.p42-50.
S. Sullivan and S. Puntambekar, “Learning with multiple online texts as part of scientific inquiry in the classroom,” Comput. Educ., vol. 128, pp. 36–51, Jan. 2019, doi: 10.1016/j.compedu.2018.09.004.
A. A. Mohd Elmagzoub Babiker, “For Effective Use of Multimedia in Education, Teachers Must Develop Their Own Educational Multimedia Applications.,” Turkish Online J. Educ. Technol. - TOJET, vol. 14, no. 4, pp. 62–68, Oct. 2015. [Online]. Available at: https://eric.ed.gov/?id=EJ1077625.
M. Karlin, M. Karlin, A. Ottenbreit-Leftwich, G. Ozogul, and Y.-C. Liao, “K-12 Technology Leaders: Reported Practices of Technology Professional...,” Contemp. Issues Technol. Teach. Educ., vol. 18, no. 4, pp. 722–748, 2018. [Online]. Available at: https://www.learntechlib.org/p/180084/.
A. Alam, “Platform Utilising Blockchain Technology for eLearning and Online Education for Open Sharing of Academic Proficiency and Progress Records,” in Smart Data Intelligence, 2022, pp. 307–320, doi: 10.1007/978-981-19-3311-0_26.
P.-A. Allen, C. Grove, and J. Hall, “After COVID-19: The Longer-Term Impacts of the Coronavirus Crisis on Education,” Monash University, 2020. [Online]. Available at : https://research.monash.edu/en/clippings/after-covid-19-the-longer-term-impacts-of-the-coronavirus-crisis-.
M. Anshari, M. N. Almunawar, M. Shahrill, D. K. Wicaksono, and M. Huda, “Smartphones usage in the classrooms: Learning aid or interference?,” Educ. Inf. Technol., vol. 22, no. 6, pp. 3063–3079, Nov. 2017, doi: 10.1007/s10639-017-9572-7.
A. Delgado, L. Wardlow, K. O’Malley, and K. McKnight, “Educational Technology: A Review of the Integration, Resources, and Effectiveness of Technology in K-12 Classrooms,” J. Inf. Technol. Educ. Res., vol. 14, no. 2015, pp. 397–416, Sep. 2015, doi: 10.28945/2298.
C. T. Shorkey and M. Uebel, “History and Development of Instructional Technology and Media in Social Work Education,” J. Soc. Work Educ., vol. 50, no. 2, pp. 247–261, Apr. 2014, doi: 10.1080/10437797.2014.885248.
G. A. Gunter and J. L. Reeves, “Online professional development embedded with mobile learning: An examination of teachers’ attitudes, engagement and dispositions,” Br. J. Educ. Technol., vol. 48, no. 6, pp. 1305–1317, Nov. 2017, doi: 10.1111/bjet.12490.
J. Li, P. D. Antonenko, and J. Wang, “Trends and issues in multimedia learning research in 1996–2016: A bibliometric analysis,” Educ. Res. Rev., vol. 28, p. 100282, Nov. 2019, doi: 10.1016/j.edurev.2019.100282.
S. Z. M. qizi and K. S. Abdujabborovna, “Pedagogical Conditions of Professional Direction of Pupils of the Orphanage,” Eur. J. Innov. Nonform. Educ., vol. 1, no. 2, pp. 158–160, Dec. 2021. [Online]. Available at: https://www.inovatus.es/index.php/ejine/article/view/77.
R. E. Mayer, “Using multimedia for e‐learning,” J. Comput. Assist. Learn., vol. 33, no. 5, pp. 403–423, Oct. 2017, doi: 10.1111/jcal.12197.
A. Nauman, Y. A. Qadri, M. Amjad, Y. Bin Zikria, M. K. Afzal, and S. W. Kim, “Multimedia Internet of Things: A Comprehensive Survey,” IEEE Access, vol. 8, pp. 8202–8250, 2020, doi: 10.1109/ACCESS.2020.2964280.
B. O. Stepanivna and D. E. Aristarkhivna, “Interactive Methods In The Process Of Future Teachers’ Training For The Higher Education Institutions Modeling,” Interact. Methods Process Futur., pp. 1–3, 2018, [Online]. Available at: https://cyberleninka.ru/article/n/interactive-methods-in-the-process-of-future-teachers-training-for-the-higher-education-institutions-modeling.
M. D. Abdulrahaman et al., “Multimedia tools in the teaching and learning processes: A systematic review,” Heliyon, vol. 6, no. 11, p. e05312, Nov. 2020, doi: 10.1016/j.heliyon.2020.e05312.
A. Cirrincione, “Multimedia Technologies in Education,” in Online and Distance Learning, vol. 9, IGI Global, 2011, pp. 1752–1758, doi : 10.4018/978-1-59904-935-9.ch139.
E. E. Park, “Expanding Reference through Cognitive Theory of Multimedia Learning Videos,” J. Acad. Librariansh., vol. 48, no. 3, p. 102522, May 2022, doi: 10.1016/j.acalib.2022.102522.
C. Park, D. Kim, S. Cho, and H.-J. Han, “Adoption of multimedia technology for learning and gender difference,” Comput. Human Behav., vol. 92, pp. 288–296, Mar. 2019, doi: 10.1016/j.chb.2018.11.029.
X. Xu, “Study on Effective Using of Multimedia Teaching System and Enhancing Teaching Effect,” Int. J. Emerg. Technol. Learn., vol. 12, no. 06, p. 187, Jun. 2017, doi: 10.3991/ijet.v12i06.7093.
P. Nuhoğlu Kibar, A. Y. Gündüz, and B. Akkoyunlu, “Implementing Bring Your Own Device (BYOD) Model in Flipped Learning: Advantages and Challenges,” Technol. Knowl. Learn., vol. 25, no. 3, pp. 465–478, Sep. 2020, doi: 10.1007/s10758-019-09427-4.
D. Violette, “A Study of Internet Spending and Graduation Rates: A Correlational Study,” p. 216, 2017. [Online]. Available at : https://stars.library.ucf.edu/etd/5529.
N. Gericke, P. Högström, and J. Wallin, “A systematic review of research on laboratory work in secondary school,” Stud. Sci. Educ., vol. 59, no. 2, pp. 245–285, Jul. 2023, doi: 10.1080/03057267.2022.2090125.
D. Hogan and J. O’Flaherty, “Exploring the nature and culture of science as an academic discipline: implications for the integration of education for sustainable development,” Int. J. Sustain. High. Educ., vol. 23, no. 8, pp. 120–147, Dec. 2022, doi: 10.1108/IJSHE-06-2021-0236.
D. Moher et al., “Preferred reporting items for systematic review and meta-analysis protocols (PRISMA-P) 2015 statement,” Syst. Rev., vol. 4, no. 1, p. 1, Dec. 2015, doi: 10.1186/2046-4053-4-1.
D. Sulisworo, R. Ummah, M. Nursolikh, and W. Rahardjo, “The Analysis of the Critical Thinking Skills between Blended Learning Implementation: Google Classroom and Schoology,” Univers. J. Educ. Res., vol. 8, no. 3B, pp. 33–40, Mar. 2020, doi: 10.13189/ujer.2020.081504.
J. T. Jordan et al., “Effectiveness of Student-Generated Video as a Teaching Tool for an Instrumental Technique in the Organic Chemistry Laboratory,” J. Chem. Educ., vol. 93, no. 1, pp. 141–145, Jan. 2016, doi: 10.1021/acs.jchemed.5b00354.
Z. Iqbal and A. Sami, “Role of technology in science classrooms: an exploratory study of Pakistan,” Int. J. Technol. Enhanc. Learn., vol. 12, no. 2, p. 115, 2020, doi: 10.1504/IJTEL.2020.106281.
U. Unterbruner, S. Hilberg, and I. Schiffl, “Understanding groundwater – students’ pre-conceptions and conceptual change by means of a theory-guided multimedia learning program,” Hydrol. Earth Syst. Sci., vol. 20, no. 6, pp. 2251–2266, Jun. 2016, doi: 10.5194/hess-20-2251-2016.
J. Wiley, “Picture this! Effects of photographs, diagrams, animations, and sketching on learning and beliefs about learning from a geoscience text,” Appl. Cogn. Psychol., vol. 33, no. 1, pp. 9–19, Jan. 2019, doi: 10.1002/acp.3495.
R.-A. Salas-Rueda, J. Ramírez-Ortega, C. Alvarado-Zamorano, and A. Domínguez-Hernández, “Students’ Perception About the Incorporation of Technological Tools in the Educational Field During the COVID-19 Pandemic,” Online J. Commun. Media Technol., vol. 12, no. 3, p. e202218, Jun. 2022, doi: 10.30935/ojcmt/12168.
D. Sahin and R. M. Yilmaz, “The effect of Augmented Reality Technology on middle school students’ achievements and attitudes towards science education,” Comput. Educ., vol. 144, p. 103710, Jan. 2020, doi: 10.1016/j.compedu.2019.103710.
N. S. Shemy, “Digital Infographics Design (Static vs Dynamic): Its Effects on Developing Thinking and Cognitive Load Reduction,” Int. J. Learn. Teach. Educ. Res., vol. 21, no. 5, pp. 104–125, May 2022, doi: 10.26803/ijlter.21.5.6.
C. Wu, J. DeBoer, J. F. Rhoads, and E. Berger, “Use of worked‐example videos to support problem‐solving: An analysis of student behavior,” Comput. Appl. Eng. Educ., vol. 30, no. 1, pp. 195–221, Sep. 2021, doi: 10.1002/cae.22451.
G. Hatsidimitris, “A theory-to-practice approach for teaching science with animations,” Knowl. Manag. E-Learning An Int. J., vol. 5, no. 3, pp. 334–344, Sep. 2013, doi: 10.34105/j.kmel.2013.05.024.
R. Donkin, E. Askew, and H. Stevenson, “Video feedback and e-Learning enhances laboratory skills and engagement in medical laboratory science students,” BMC Med. Educ., vol. 19, no. 1, p. 310, Dec. 2019, doi: 10.1186/s12909-019-1745-1.
S. E. Jolley, A. E. Bunnell, and C. L. Hough, “ICU-Acquired Weakness,” Chest, vol. 150, no. 5, pp. 1129–1140, Nov. 2016, doi: 10.1016/j.chest.2016.03.045.
S. M. Levonis, A. L. Tauber, and S. S. Schweiker, “360° Virtual Laboratory Tour with Embedded Skills Videos,” J. Chem. Educ., vol. 98, no. 2, pp. 651–654, Feb. 2021, doi: 10.1021/acs.jchemed.0c00622.
K. Moozeh, J. Farmer, D. Tihanyi, T. Nadar, and G. J. Evans, “A Prelaboratory Framework Toward Integrating Theory and Utility Value with Laboratories: Student Perceptions on Learning and Motivation,” J. Chem. Educ., vol. 96, no. 8, pp. 1548–1557, Aug. 2019, doi: 10.1021/acs.jchemed.9b00107.
R. Z. Ramli et al., “Assessing Usability of Learning Experience Prototype.,” Int. J. Emerg. Technol. Learn., vol. 17, no. 9, pp. 20-36., 2022. [Online]. Available at: https://web.s.ebscohost.com/abstract?direct=true&profile=ehost&scope=site&authtype=crawler&jrnl.
M. Y. Daud, F. Hamat, and A. A. Ahmad, “Integrating Multimedia In Learning Chemistry,” Int. J. Learn. Annu. Rev., vol. 18, no. 11, pp. 129–144, 2012, doi: 10.18848/1447-9494/CGP/v18i11/47703.
L. Cheng and C. R. Beal, “Effects of student-generated drawing and imagination on science text reading in a computer-based learning environment,” Educ. Technol. Res. Dev., vol. 68, no. 1, pp. 225–247, Feb. 2020, doi: 10.1007/s11423-019-09684-1.
C. Wu et al., “Eye-Tracking Metrics Predict Perceived Workload in Robotic Surgical Skills Training,” Hum. Factors J. Hum. Factors Ergon. Soc., vol. 62, no. 8, pp. 1365–1386, Dec. 2020, doi: 10.1177/0018720819874544.
P. A. O’Keefe, S. M. Letourneau, B. D. Homer, R. N. Schwartz, and J. L. Plass, “Learning from multiple representations: An examination of fixation patterns in a science simulation,” Comput. Human Behav., vol. 35, pp. 234–242, Jun. 2014, doi: 10.1016/j.chb.2014.02.040.
S. E. August, M. L. Hammers, D. B. Murphy, A. Neyer, P. Gueye, and R. Q. Thames, “Virtual Engineering Sciences Learning Lab: Giving STEM Education a Second Life,” IEEE Trans. Learn. Technol., vol. 9, no. 1, pp. 18–30, Jan. 2016, doi: 10.1109/TLT.2015.2419253.
D. L. Jacobs, H. A. Dalal, and P. H. Dawson, “Integrating Chemical Information Instruction into the Chemistry Curriculum on Borrowed Time: The Multiyear Development and Evolution of a Virtual Instructional Tutorial,” J. Chem. Educ., vol. 93, no. 3, pp. 452–463, Mar. 2016, doi: 10.1021/acs.jchemed.5b00427.
J. Moore, “Efficacy of Multimedia Learning Modules as Preparation for Lecture-Based Tutorials in Electromagnetism,” Educ. Sci., vol. 8, no. 1, p. 23, Feb. 2018, doi: 10.3390/educsci8010023.
J. R. VandenPlas, D. G. Herrington, A. D. Shrode, and R. D. Sweeder, “Use of Simulations and Screencasts to Increase Student Understanding of Energy Concepts in Bonding,” J. Chem. Educ., vol. 98, no. 3, pp. 730–744, Mar. 2021, doi: 10.1021/acs.jchemed.0c00470.
A. Lai, C. Chen, and G. Lee, “An augmented reality‐based learning approach to enhancing students’ science reading performances from the perspective of the cognitive load theory,” Br. J. Educ. Technol., vol. 50, no. 1, pp. 232–247, Jan. 2019, doi: 10.1111/bjet.12716.
S. R. Manurung and D. D. Panggabean, “Improving Students’ Thinking Ability In Physics Using Interactive Multimedia Based Problem Solving,” J. Cakrawala Pendidik., vol. 39, no. 2, pp. 460–470, Jun. 2020, doi: 10.21831/cp.v39i2.28205.
J. Urquiza-Fuentes and J. Á. Velázquez-Iturbide, “Toward the effective use of educational program animations: The roles of student’s engagement and topic complexity,” Comput. Educ., vol. 67, pp. 178–192, Sep. 2013, doi: 10.1016/j.compedu.2013.02.013.
O. Zawacki-Richter, V. I. Marín, M. Bond, and F. Gouverneur, “Systematic review of research on artificial intelligence applications in higher education – where are the educators?,” Int. J. Educ. Technol. High. Educ., vol. 16, no. 1, p. 39, Dec. 2019, doi: 10.1186/s41239-019-0171-0.
J. Valverde-Berrocoso, M. del C. Garrido-Arroyo, C. Burgos-Videla, and M. B. Morales-Cevallos, “Trends in Educational Research about e-Learning: A Systematic Literature Review (2009–2018),” Sustainability, vol. 12, no. 12, p. 5153, Jun. 2020, doi: 10.3390/su12125153.
M. T. Fontana, “Gamification of ChemDraw during the COVID-19 Pandemic: Investigating How a Serious, Educational-Game Tournament (Molecule Madness) Impacts Student Wellness and Organic Chemistry Skills while Distance Learning,” J. Chem. Educ., vol. 97, no. 9, pp. 3358–3368, Sep. 2020, doi: 10.1021/acs.jchemed.0c00722.
B. J. M. Swoger and E. Helms, “An Organic Chemistry Exercise in Information Literacy Using SciFinder,” J. Chem. Educ., vol. 92, no. 4, pp. 668–671, Apr. 2015, doi: 10.1021/ed500581e.
A. Oliveira, R. Feyzi Behnagh, L. Ni, A. A. Mohsinah, K. J. Burgess, and L. Guo, “Emerging technologies as pedagogical tools for teaching and learning science: A literature review,” Hum. Behav. Emerg. Technol., vol. 1, no. 2, pp. 149–160, Apr. 2019, doi: 10.1002/hbe2.141.
