A New Wave of Innovations in Psychology: High Intellectual and Creative Educational Multimedia Technologies

Abstract

This article describes high intellectual and creative educational multimedia technologies (HICEMTs), which will constitute one of the innovative breakthroughs in science and technology of the 21st century and will lead to a new wave of innovations in psychology. HICEMTs appear at the intersection of many subdisciplines of psychology (including general, cognitive, developmental, educational, personality, media, cyber, and applied), education, and multimedia. The general and specific nature of HICEMTs is considered. The importance of HICEMTs is discussed from technological, economic, societal, educational, and psychological perspectives.

Perception of Undergraduate Students on the Utilisation of Flipped Classroom for Learning in South-West Nigeria

“…Education in its broadest sense is generally acclaimed as a tool that has a germane impact on the mind, character, or physical ability of an individual (Briggs et al, 2012). Shavinina (2001) defines Information and Communications Technology (ICT) as all the digital technologies, including: computer, scanner, printer, telephone, internet, digital satellite system (DSS), direct broadcast satellite (DBS), pocket-switching, fiber optic cables, laser disc, microwaves, and multi-media systems for collection, processing, storage and dissemination of information all-over the world. Information and communication technology entails all digital technologies that can be used to facilitate communication and information transmission.…”

Cognitive Psychology of College Students in Dance Course Under the Multimedia Teaching Mode

“…In previous studies, scholars compared the multimedia teaching with traditional teaching: First, in the traditional teaching, the music is often played with simple music equipment, which is not enough to meet the students' learning needs, and further affect the dance teaching negatively (Shavinina, 2001;Smith, 1997); second, the traditional teaching mode of dance teachers is often single. Their main task is to break down complex dance movements into simple movements, but without the multimedia technology, the teaching is not vivid enough so that the students cannot understand the teaching content well, with a low learning efficiency (Smithautard, 2006;Cunningham, 1992;Rosendahl, Tittelbach, & Strauss, 2003;Brown & Desforges, 2011).…”