Multimedia Instructional Message (MIM) and Simulation-Aided Learning: A Conceptual Framework

Abstract

Abstract-Simulation-aided learning has the ability to attract the attention and interest of students to learn. However, the effectiveness of simulation-aided learning requires adequate instructional support to sufficiently achieve the learning objectives. Multimedia Instructional Message (MIM) serves as an instructional support in building this meaningful learning, especially in helping the exploration of complex simulation application, abstract learning content delivery and delivery of learning that requires a combination of skills. Effective MIM strategy depends on the selection of images and the medium of communication used in the delivery of teaching and learning strategies. The effectiveness of the image depends on the form of the graphics used either printed static graphics, digital static graphics or animated digital graphics apart from other factors such as learning styles and students' prior knowledge. Taking these into consideration, this paper proposes a conceptual framework for research related to simulation-aided learning.

Multimedia-based Presentation: Exploring Interactivity Emergence in Academic Speaking Classroom

“…One might use his visual sensory to imagine the material or to experience the sight, while another might use his auditory sensory to transform the presenter's explanation becomes the meaningful information that can be easily processed by the brain. The similar idea is also proposed by Elias and Ali (2016) who believe that multimedia is more effective to encourage the learning compared with the material only presented by the static text. In terms of interactiviy in Describing pattern, Hedberg (2004) when he explains the relationship of multimedia and interactivity by mentioning the point of creativity and combinability.…”

“…The encouragement can be done by doing the above-mentioned types of dialoguing. Elias and Ali (2016) view the same idea that the multimdia helps to manage cognitive burden as well as to stimulate the learning environment better. This finding corresponds to active learning in which the presenter actively stimulate the audience and the audience themselves actively involve in the learning.…”