Editing Multimedia (section)

=== Education ===
In [[education]], multimedia is used to produce [[computer-based training]] courses (popularly called CBTs) and reference books like encyclopedias and almanacs. A CBT lets the user go through a series of presentations, text about a particular topic, and associated illustrations in various information formats.

Learning theory in the past decade has expanded dramatically because of the introduction of multimedia. Several lines of research have evolved, e.g., [[cognitive load]] and [[multimedia learning]].

From multimedia learning (MML) theory, David Roberts has developed a large group lecture practice using PowerPoint and based on the use of full-slide images in conjunction with a reduction of visible text (all text can be placed in the notes view' section of PowerPoint).<ref>{{Citation|title=Visual feasts of the mind: matching how we teach to how we learn {{!}} David Roberts {{!}} TEDxLoughboroughU|date=2016-12-13|url=https://www.youtube.com/watch?v=FJyhTg26w-A&index=5&list=PLoI1XyYg-D9WW51FPWUWLi4ZEp_mVZv5c| archive-url=https://ghostarchive.org/varchive/youtube/20211030/FJyhTg26w-A| archive-date=2021-10-30|access-date=2017-05-17}}{{cbignore}}</ref> The method has been applied and evaluated in 9 disciplines. In each experiment, students' engagement and active learning have been approximately 66% greater than with the same material being delivered using bullet points, text, and speech, corroborating a range of theories presented by multimedia learning scholars like Sweller and [[Richard E. Mayer|Mayer]].<ref>{{Cite web|url=https://lboro.academia.edu/DRoberts|title=David Roberts {{!}} Loughborough University - Academia.edu|website=lboro.academia.edu|language=en|access-date=2017-01-18}}</ref> The idea of media convergence is also becoming a major factor in education, particularly higher education. Defined as separate technologies such as voice (and telephony features), data (and productivity applications), and video that now share resources and interact with each other, media convergence is rapidly changing the curriculum in universities all over the world. Higher education has been implementing the use of social media applications such as Twitter, YouTube, Facebook, etc. to increase student collaboration and develop new processes in how information can be conveyed to students.<ref>{{cite journal |last1=Cao |first1=Yingxia |last2=Ajjan |first2=Haya |last3=Hong |first3=Paul |title=Using social media applications for educational outcomes in college teaching: A structural equation analysis: Social media use in teaching |journal=British Journal of Educational Technology |date=July 2013 |volume=44 |issue=4 |pages=581–593 |doi=10.1111/bjet.12066 }}</ref>

==== Educational technology ====
[[File:Interactive multimedia educational game.jpg|thumb|[[Interactive]] multimedia [[educational game]]]]
Multimedia provides students with an alternate means of acquiring knowledge designed to enhance teaching and learning through various media and platforms.{{cn|date=July 2021}} In the 1960s, technology began to expand into classrooms through devices such as screens and telewriters.<ref>{{cite journal |last1=Fletcher |first1=Curtis |title=The school of tomorrow: promoting electronic multimedia education in the 1960s |journal=History and Technology |date=2 October 2017 |volume=33 |issue=4 |pages=428–440 |doi=10.1080/07341512.2018.1482592 |s2cid=149685793 }}</ref> This technology allows students to learn at their own pace and gives teachers the ability to observe the individual needs of each student. The capacity for multimedia to be used in [[multi-disciplinary]] settings is structured around the idea of creating a hands-on learning environment through the use of technology.{{cn|date=January 2021}} Lessons can be tailored to the subject matter as well as personalized to the students' varying levels of knowledge on the topic. Learning content can be managed through activities that utilize and take advantage of multimedia platforms.{{cn|date=January 2021}} This kind of usage of modern multimedia encourages interactive communication between students and teachers and opens feedback channels, introducing an active learning process, especially with the prevalence of [[new media]] and [[social media]].<ref>{{cite book |last1=Andresen |first1=Bent B. |last2=van den Brink |first2=Katja |title='Multimedia in Education' Curriculum |date=2013 |publisher=UNESCO |isbn=978-5-7777-0556-3 |url=https://iite.unesco.org/publications/3214723/ }}</ref> Technology has impacted multimedia as it is largely associated with the use of computers or other electronic devices and [[digital media]] due to its capabilities concerning research, communication, problem-solving through simulations, and feedback opportunities.<ref>{{cite journal |last1=Collis |first1=Betty |title=Anticipating the impact of multimedia in education: lessons from literature |journal=International Journal of Computers in Adult Education and Training |date=1991 |volume=2 |issue=2 |pages=136–149 |oclc=6893982757 |url=https://ris.utwente.nl/ws/portalfiles/portal/6401710/K26499__.PDF }}</ref> The innovation of technology in education through the use of multimedia allows for diversification among classrooms to enhance the overall learning experience for students.<ref>{{cite journal |last1=Pierce |first1=Glenn L. |last2=Cleary |first2=Paul F. |title=The K-12 educational technology value chain: Apps for kids, tools for teachers and levers for reform |journal=Education and Information Technologies |date=July 2016 |volume=21 |issue=4 |pages=863–880 |doi=10.1007/s10639-014-9357-1 |s2cid=7745071 }}</ref>

Within education, video games, specifically fast-paced action games, are able to play a big role in improving cognitive abilities involving attention, task switching, and resistance to distractors. Research also shows that, though video games may take time away from schoolwork, implementing games into the school curriculum has an increased probability of moving attention from games to curricular goals. <ref>{{cite book | chapter-url=https://www.cambridge.org/core/books/abs/cambridge-handbook-of-multimedia-learning/multimedia-learning-with-computer-games/95C3B0F6C47D1B77B4906AC042898BCC | doi=10.1017/CBO9781139547369.037 | chapter=Multimedia Learning with Computer Games | title=The Cambridge Handbook of Multimedia Learning | date=2014 | last1=Tobias | first1=Sigmund | last2=Fletcher | first2=J. D. | last3=Bediou | first3=Benoit | last4=Wind | first4=Alexander P. | last5=Chen | first5=Fei | pages=762–784 | isbn=978-1-139-54736-9 | url=https://archive-ouverte.unige.ch/unige:55204 }}</ref>