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The Ideal Multimedia Enabled Classroom: Perspectives From Psychology, Education, And Information Science

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Conference

2003 Annual Conference

Location

Nashville, Tennessee

Publication Date

June 22, 2003

Start Date

June 22, 2003

End Date

June 25, 2003

ISSN

2153-5965

Conference Session

Issues in Computer Education

Page Count

18

Page Numbers

8.1144.1 - 8.1144.18

Permanent URL

https://peer.asee.org/12058

Download Count

325

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Paper Authors

author page

Ahmet Eskicioglu

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Abstract
NOTE: The first page of text has been automatically extracted and included below in lieu of an abstract

Session 3420

THE IDEAL MULTIMEDIA-ENABLED CLASSROOM: PERSPECTIVES FROM PSYCHOLOGY, EDUCATION AND INFORMATION SCIENCE

A. M. Eskicioglu, D. Kopec

Department of Computer and Information Science CUNY Brooklyn College 2900 Bedford Avenue, Brooklyn, NY 11210 {eskicioglu, kopec}@sci.brooklyn.cuny.edu

ABSTRACT

With the recent technological developments, an opportunity has emerged to introduce more efficient instruction into the classroom. The traditional blackboard approach is gradually giving way to more interaction between the instructor and students. Multimedia can be defined to be multiple forms of media (text, graphics, images, animation, audio and video) that work together. It is unparalleled in its ability to disseminate information quickly and accurately. Before the digital era, multimedia was delivered using one-way communication technologies such as books, magazines, radio and television. The invention of the personal computer and the Internet, however, has introduced interactivity and created an engaging learning environment. Literature on learning and technology contains evidence that multimedia has the potential to transform every aspect of academic endeavor from instruction and learning to research and dissemination of knowledge. In this paper, we will discuss why multimedia should be employed as the centerpiece for an emerging pattern of instruction. It can promote independent and cooperative learning, improve performance of low achievers and special student populations, while heightening interest in learning, writing and research.

1. INTRODUCTION

As this paper evaluates the effectiveness of multimedia in the learning process, we will start with an overview of what learning is. The nature of the human mind is one of the most challenging questions that have puzzled the philosophers and scientists through the centuries. Learning is the “process of acquiring modifications in existing knowledge, skills, habits, or tendencies through experience, practice, or exercise.”1

Until recently, the quest to understand the thinking and learning processes has been hampered by the lack of systematic research tools. The revolutionary progress in the study of the mind since the 60’s provides an abundance of scientific information with significant implications for education. Behaviorism, an influential school of psychology that dominated the psychological theory between the two world wars, takes the objective evidence of behavior (as measured

“Proceedings of the 2003 American Society for Engineering Education Annual Conference & Exposition Copyright © 2003, American Society for Engineering Education”

Eskicioglu, A. (2003, June), The Ideal Multimedia Enabled Classroom: Perspectives From Psychology, Education, And Information Science Paper presented at 2003 Annual Conference, Nashville, Tennessee. https://peer.asee.org/12058

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