Internet and Higher Education 6 (2003) 25 40

Multimedia learning systems: a future interactive educational tool

Andy Lock Yen Low a,*,1, Kevin Lock Teng Low b, Voon Chet Kooc,2
School of Electronic and Electrical Engineering, The University of Birmingham, Edgbaston, Birmingham B15 2TT, UK b Faculty of Management, Multimedia University (Cyberjaya Campus), Jalan Multimedia, Cyberjaya 63100, Selangor, Malaysia c Faculty of Engineering and Technology, Multimedia University (Melaka Campus), Jalan Ayer Keroh Lama, Melaka 75450, Malaysia Received 24 July 2002; received in revised form 30 August 2002; accepted 24 September 2002
a

Abstract The authors outline in this paper the enhancement of a learning technique by the deployment of a novel multimedia learning system (MMLS). An overview of MMLS starting from the content development flow to the implementation stage is discussed in detail. This project is currently being launched at the Multimedia University (MMU) Malaysia. Macromedia Dreamweaver and Macromedia Flash were used to develop the interactive environment within the two campuses in MMU. In addition, a borderless education scenario is proposed by accessing the MMLS web site at http:// mmls.mmu.edu.my/, through a T1 connection and Internet browser at the office as well as through slower connection speeds such as the common 28.8 kbps dial-up connection from off-campus sites. D 2002 Elsevier Science Inc. All rights reserved.
Keywords: Multimedia learning system (MMLS); E-learning; Internet education; Interactive tool

* Corresponding author. Tel.: +606-252-3942; fax: +606-231-6552. E-mail addresses: andy.low@mmu.edu.my, lowaly@eee-fs7.bham.ac.uk (A.L.Y. Low), kevin.low@mmu.edu.my (K.L.T. Low), vckoo@mmu.edu.my (V.C. Koo). 1 Tel.: + 44-606-252-3942; fax: + 44-606-231-6552. 2 Tel.: + 606-252-3004; fax: + 606-231-6552. 1096-7516/02/$ see front matter D 2002 Elsevier Science Inc. All rights reserved. PII: S 1 0 9 6 - 7 5 1 6 ( 0 2 ) 0 0 1 6 0 - 4

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1. Introduction Malaysia has created the Multimedia Super Corridor (MSC) to help companies and higher learning institutions to test the limits of technology and to prepare themselves for the future. The MSC will bring together for the first time an integrated environment with all the unique elements and attributes that are deemed necessary to create a perfect global multimedia environment. Knowledge is fast becoming a powerful engine in life. The visions, innovations, and inventions are the building blocks of developing a knowledgeable humane society. Internet, Intranet, and Extranet applications are the latest method of communication with a distributed audience. Therefore, institutions of higher learning are constantly venturing into new and innovative methods and are radically changing the educational outlook to be competitive (Jain, 1997). The use of emerging multimedia technologies in education will create a major shift in the educational service paradigm that promises major advantages over the present analogue distance learning and face-to-face systems (Carver, Howard, & Lane, 1999; Lee & Sullivan, 1996). Radical changes in the computing infrastructure, spurred by multimedia computing and advanced communication technology, will do more than extend the educational system. Technological advances will make the lecture theatres and laboratories much more accessible and effective (Carver & Biehler, 1994). Computer-based delivery of training, communication, information, and entertainment has matured into the most cost-effective medium to reach a large audience. The interactivity possible in these new programs allows the user to have a unique, custom experience. Newer and faster computers, combined with high-resolution graphics, audio, and video, make electronic delivery possible for training and communication of many types. Thus, multimedia has redefined many ways in which education is being delivered (Laurillard, 1993). The original definition of multimedia was in the context of a computer system with the capacity to deliver visual and audio information to a user interactively (Gonzalez, 2000). Specifically, multimedia is an attribute of a system related to multiple data modalities and interactivity. In the context of education, multimedia will provide flexible information, which is usually associated with instructional design and authoring skills. Multimedia learning system (MMLS) is an interactive educational tool for course content. Basically, this system provides an interface for academicians and instructors to publish their course content on to the Web. It also provides an interface for them to retrieve various reports on students progress. The main objective of the system is to monitor the students such as when they are browsing the course content. In addition, it also serves as a medium for the students to enhance their understanding of the course content besides following the conventional and traditional way of learning. The authors believe that the MMLS is an effective method to enhance the teaching quality while reducing the teacherstudent meeting time. The authors describe in this paper how Macromedia Dreamweaver and Macromedia Flash have been used as tools to develop the interactive environment within the two campuses in Multimedia University (MMU). In addition, an MMLS web site was also launched at http:// mmls.mmu.edu.my/ to enable the users outside the campus network to log on to the MMLS server so as to provide borderless education. Also, a networked multimedia digital library (NMDL) web site at http://vlib.mmu.edu.my/ was created as an effective focal point of

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Fig. 1. Flow diagram towards realisation of MMLS.

document and information supply in digital formats, including worldwide library services and library cooperation. Detailed descriptions are given from the planning stage towards the realisation of the MMLS prototype. This is shown in Fig. 1. The paper is organised as follows. In Section 2, a brief description of the campus network architecture to implement the high-performance scalable network for MMLS is discussed, while the detailed steps of planning, design, and development of MMLS are outlined in Section 3. The authors show the first implemented MMLS prototype in the university as a test bed in Section 4. Lastly, a future trend in multimedia interactive applications and conclusions is discussed in Section 5.

2. Campus network infrastructure MMU currently has two campuses: the Cyberjaya Campus and the Malacca Campus. The campuses are approximately 150 km apart. In order to realise the benefits of MMLS, which combine the best aspects of Internet services, multimedia, and web-based interactive learning, the network infrastructure should be capable of supporting good-quality audio and video streams within both campuses. Fig. 2 shows a general overview of the campus network infrastructure. The Cyberjaya Campus is currently using Asynchronous Transfer Mode (ATM) and FastEtherchannel (port aggregation) as the backbone. The logical layout is based on a star-of-star topology with the centre of the network connected to two main Ethernet switches to provide load balancing and backup. The campus network bandwidth is about 622 Mbps. In order to increase bandwidth per user, the campus network is subdivided into smaller segments by implementing a virtual local area network (VLAN) across ATM backbone. Depending on the functional groups, VLANs have been allocated for staff members, lecturers, and students. Each broadcast domain is assigned to 100 nodes, and each node has its own uniquely defined private IP. Currently, there are about 100 active VLANs within the campus. The Malacca Campus uses Gigabit Ethernet as the backbone. The network bandwidth can reach up to 1024 Mbps via single-mode fibre link. The logical layout is also based on a starof-star topology. Both campuses are interconnected via a 2-Mbps dedicated lease line for data, voice, and video transmission. By having a wide-bandwidth, high-performance network,

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Fig. 2. General overview of the campus infrastructure.

both campuses are therefore capable of supporting interactive MMLS environment, which include video and desktop conferencing, digital on-line library, groupware application, and media server for video/audio streaming. A basic requirement for MMLS is the effective delivery of web-based course contents from the server to an end-user client. In the test bed, the remote students may access the network via Intranet (in-campus) or 28.8 kbps dial-up link (out-campus). The connection from Cyberjaya Campus and Malacca Campus to the ISP is through 4 and 2 Mbps leased lines, respectively. Depending upon network connection, it is possible to select different bandwidth streams to minimise packet drops. The observed frame rate over campus network varies from 20 to 30 frames per second (fps), while over a 28.8-kbps dial-up link, the average frame rate is about 15 fps.

3. Planning, design, and development Successful MMLS requires well-planned and skillfully written content, attractive and functional graphic design, and rapid implementation at a reasonable and affordable cost.

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Quality in video production is no longer a luxury; it is a necessity. However, it is difficult to reach todays sophisticated audiences without spending a fortune on video development. It requires a combination of innovative creative design, precise artistic direction, and strict hands-on project management. Therefore, there are important considerations on what should and should not be placed on-line and what tools work best to reach an instructional goal. Fig. 1 shows the MMLS content development flow, which the authors have generally classified into two phases: Phase I in Fig. 3a and Phase II in Fig. 3b. 3.1. Analysis stage Developing content for any course on MMLS begins with the analysis stage. Analysis is a process of defining what is to be learned by the students in our courses. There are three stages of analysis: Needs Analysis, Learner Analysis, and Content Analysis/Task Analysis as shown in Fig. 4. Before developing the MMLS and to assist in the analysis stage, the authors have listed some pertinent questions as depicted in Table 1. 3.1.1. Needs analysis Needs analysis enables the identification of problems related to teaching and learning that are specific to content in courses. It is a process of gathering data from the real environment. The result of the needs analysis will help determine if the MMLS can be used to solve problems encountered in the conventional lectures. Needs analysis helps to identify skills and knowledge lacking in students that can be addressed through MMLS. This is easily done by feedback from students and academicians. Results related to teaching the course can be useful to consider when deciding on the development of learning materials for MMLS. It is then possible to identify areas in the content where the students experience difficulties in learning, and the strengths and weaknesses related to course content and presentation. For example, by sending a precourse survey to the target audience and by interviewing a sample of students about the course to find out their expectations from the course, such information can be useful in selecting the best method to present the content. 3.1.2. Learner analysis The purpose of learner analysis is to identify general characteristics of the audience or students, their readiness for the course, and their preferences and limitations. This is done using the diagnostic test (or pretest) to determine students levels of subject expertise. Instructions that cater to students with different entry levels or preparations are given. Physical limitations of the audience (sight, hearing, and other disabilities) must be considered in the analysis. Audience skills that are needed in using MMLS, such as technical expertise in using the Web as a tool, computer skills, study skills, communication skills, and language skills, are vital in ensuring the effectiveness of MMLS. Learner analysis provides a better understanding of students to enable better planning for a learner-centred program and to better guide students to process online information.

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3.1.3. Content analysis/task analysis Lastly, the purpose of content analysis is to identify topics and subtopics for a course. This analysis also helps identify the prerequisite skills required for the students to learn the MMLS. This allows for the identification of relationships between topics and for the selection

Fig. 3. (a) MMLS content development flow phase I. (b) MMLS content development flow phase II.

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Fig. 3 (continued ).

of the right content for the tasks and skills necessary to learn. The relevant information sources are then gathered from textbooks and references. Meantime, consultation is made through the accreditation and professional bodies, and the potential employers within the program of study. The major learning tasks and subtasks are identified and arranged in an instructional sequence. A close investigation on the key learning concepts for each task and content to be taught is carried out. This involves the relationships between content that can be

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Fig. 4. Types of MMLS analysis.

learned by discovery or peer interaction, and the part of the content that cannot be learned using the MMLS or other resources other than by having live academicians/instructors. Therefore, a decision is made on which part of the course content should be constructed. Task analysis and content analysis result in a listing of learning tasks, subtasks, and content scope that enables the arrangement of the course into relevant modules, units, and topics. 3.2. Design stage Design is the process of specifying how the content is to be learned and presented on MMLS. In order to decide on the design of the medium of MMLS, the authors have provided some questions, which can be used as a guideline on the form of presentation, as depicted in Table 2. The system is closely examined to design a learning program to be delivered over the MMLS that will ensure mastery of competencies in the area of knowledge, skills, and attitudes (Shih & Davis, 1997). From here, the three levels of design are required in the MMLS content development process. These are course framework design, pedagogic design, and microdesign, as shown in Fig. 5.
Table 1 List of questions before developing MMLS (analysis stage) . Did we experience any problem in teaching this course before? . What are the problems that we encountered? . Is the problem related to student learning? . How do we solve it? . Who are the target learners? . What is the content scope? . What must be learned? . What can be learned by discovery or peer interaction? . Can the control of course material be surrendered to students? . What should be included in the course in terms of knowledge, skills, and attitude modification? . Is there any part of the content that cannot be learned using MMLS or from resources other than live lecturers?

A.L.Y. Low et al. / Internet and Higher Education 6 (2003) 2540 Table 2 List of questions when designing MMLS (design stage) . . . . . . . . . . .

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What are the key learning objectives and learning outcomes expected? What teaching strategy will achieve the objectives? How will we know if the objectives are met? What learning activities will give students control over their learning experience? What kinds of guidance about how to process on-line information are our students likely to need? To what extent is the sequence in which information is encountered important to knowledge construction? What kinds of interaction with on-line materials are desirable for our students? Which are possible? Which information should be presented as text, pictures, graphics, video, or audio? At what points is it most advantageous to arrange on-line or off-line discussions among students and lecturer? What resources are needed to use these strategies? What media and methods are most cost-effective?

3.2.1. Course framework design The purpose of the course framework design is to identify important information about the course to be communicated to students. The course framework is to inform students of the information about the course, how to run the course, learning materials, and things related to

Fig. 5. MMLS design stage.

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student administration. The MMLS is used to prepare a course framework design template and to distinguish the important information and helpful advice for studying on-line. The content of the course framework is organised based on the initial task analysis and content analysis. 3.2.2. Pedagogic design The learning materials and presentation are planned in the pedagogic design stage. As usual, a precise and concise learning objective is determined by judging from the task analysis. This is to provide a focus for content, strategies, and media selections. This serves to direct the learners attention to the expected learning outcome and desirable performance. In order to achieve the expectation from the students, the objectives are classified according to levels of learning and to set the criteria for measuring the learning outcomes. In the meantime, the assessment and instructional strategies are determined. There are numerous opportunities given for students to demonstrate the task performance, or to exhibit retention of knowledge in the particular course. Then, the students knowledge and skill acquisition are tested through examination so as to ensure that the assessment task is congruent with the learning objectives. The purpose is to identify appropriate strategies for delivering the course content and to meet the needs of the specific audience by translating the strategies that are feasible and appropriate to the Web platform. Pedagogic design also involves providing opportunities for active learning and opportunities for the student interaction to be carried out in an on-line environment. From there, the media elements are selected based on learning activities, content, and students preferences. Instructional resources are equally important as the primary and secondary sources of information for students. Without neglecting this crucial factor, an NMDL is created. The library plays a vital role in supporting the instructional, research, and development programmes of the university by providing a wide range of resources in printed and nonprinted format to enable users access to a vast collection of information, resources, and learning materials. Most of these materials are on open access and can be freely consulted by browsers and borrowers alike. The collections and resources are carefully selected to meet and suit the course requirements and are relevant to the current teaching and research interests of the university. In moving towards the realisation of the NMDL, the library will incorporate a very large number of distributed information sources that communicate over the existing networks such as the Internet and the evolving national information infrastructure. The library will be built as a distributed, modular system to perform various tasks such as query processing, information integration, and information management. 3.2.3. Microdesign Microdesign involves designing the user interface and the screen for presentation. The look and the feel of the learning materials are guided by the pedagogic design specifications. Here, the Graphical User Interface (GUI) ensures that the humancomputer interaction is simple. It is important that the user interface is user-friendly, accessible, functional, and motivating.

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Besides, the interface also ensures a high-level interactive design (including user control, branching, and testing). A metaphor or a theme that is appropriate to the topic of the course content and the target audience is selected. This is followed by drawing navigational tools on the template with a hierarchy chart and a flow diagram to show the hypertext links between all pages. Screen design plays a crucial role in ensuring visually attractive and motivating presentation. In our designed MMLS, the text is standardised (e.g., font types, size, and colour) as is screen layout (e.g., dynamic and static contents) based on the course theme and metaphor selected. Subsequently, important elements are identified in each scene by using appropriate pictures, animations, audio, and video. Graphics design is eventually incorporated to each screen in order to attract the interest of the audience. 3.3. Development The blue print or course specifications will guide the next development phase. Development is the process of authoring and producing the learning materials for MMLS. Four important inquisitions that can guide us through the development of the MMLS are noted in Table 3. The steps involved in development include storyboarding, creating the course web page, and formatively evaluating the prototype, as shown in Fig. 6. 3.3.1. Storyboard The purpose of a storyboard is to develop the screen frame by frame on paper. The frame will describe each web page or document in detail. The flow of each scene for the lessons should be carefully arranged in sequence and branching order. The content of each course should include text, graphics, audiovisual elements, and navigation tools for each web page that adhere to the format specified by the MMLS during the planning stage. 3.3.2. Web page prototype This step involves creating all the elements described in the storyboard using programming or specialised authoring systems or tools. In our MMLS, Macromedia Dreamweaver and Macromedia Flash were used to author the learning materials. A special team is assigned to produce graphics and animations to facilitate scripts narration tasks by the academicians and instructors; thus, more effort could be utilised on course content development. Audio and visual components are carefully inserted in appropriate frame. Some assignments and quizzes were given after each lesson so that the progress of the students could be monitored.
Table 3 List of questions in developing MMLS (development stage) . . . . What materials could be presented in a digital format? How do the materials look and sound? Do the students learn from them? How do we improve them?

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Fig. 6. Flow diagram of development steps.

Newsgroup and short notes sections were created for an open forum among the students and academicians/instructors. 3.3.3. Formative evaluation Formative evaluation is a process of continuous improvement of the learning materials. It is carried out at all phases in the development of the course for the MMLS. In the development stage, formative evaluation is conducted for the purpose of reviewing and revising the learning materials or the prototype (Lawther & Walker, 2001). The process involves self-review, experts review, and students review. After the standard prototype of MMLS is presented, the academicians and instructors should have a self-review for counterchecking of congruency between course objectives and assessments, as well as the technical quality. This ensures that objectives are kept in mind and that the decisions made throughout the phases of analysis, design, and development lead to the achievement of the objectives (Morgan, 2001). Expert reviews are also sought from instructional designers and subject matter experts regarding the

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Fig. 7. Layout design of MMLS.

Fig. 8. Screen shot after the audience log-on to the MMLS.

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learning materials, context appropriateness, and technical quality. The final review will be from a group of selective students. 3.4. MMLS final evaluation The purpose of the final evaluation is to assess the learning materials and the MMLS project based on its effectiveness, efficiency, and appeal. This concerns the impact of the MMLS on student learning and on the organisation goals. Ideally, the impact evaluation should be carried out after at least one semester of use. This is to identify whether problems have been solved.

4. Implementation When the revision is found to be adequate in the aspects of course planning, design, and development, the final version is ready for use in the real context. Implementation involves

Fig. 9. Screen shot of a course content.

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developing a system of managing the change, installing the project, and monitoring it. In the design of our second release of the MMLS layout, three frames were created, namely the menu frame, display frame, and control frame, as depicted in Fig. 7. The menu frame provides the basic links for the interface. The audience can log on according to their registered module (e.g., lecturers and students). For the new users, one can register on-line so that the administrator can create a personal account for each individual. Once the audience logs on to the MMLS server, a customised subject list according to the user personal account is given. Fig. 8 shows a screen shot after the audience logs on to the MMLS server. A watchdog time will be activated so as to monitor the audience. After 10 min of inactivity, the audience will be automatically logged off in order to avoid network congestion. A neural network can be applied at this juncture to monitor the progress and behaviour of the audience and to provide feedback directly to the academicians and instructors. Fig. 9 depicts the screen shot of one of the course content. A careful design has been made for each screen and the visual and audio effects have been added accordingly (Little & Tobagi, 1995). An open forum that can be seen in the newsgroup and short notes for the students to interact with their peers and instructors were created. An NMDL is established as a measure taken to ensure that the students have sufficient supportive information. The NMDL is designed to provide easy and swift access to the materials needed by the students. It is an effective hub of document and information supply in digital formats, worldwide library services, and library cooperation.

5. Conclusions and future works The use of multimedia for supporting the classroom instruction is still in its infancy but is not new (Chang, Hassanein, & Hsieh, 1998). In this paper, the authors have described and developed a step-by-step guide to incorporate the MMLS into the education programs and management operations at MMU Malaysia. The MMLS aims not only to increase efficiency, but also to empower a geographically and temporally dispersed group of educators, administrators, and students to participate in a dynamic learning organisation, without losing the small-classroom advantage. There is evidence produced by Lee and Sullivan (1996) from a written examination, which indicated that multimedia is an effective medium for reinforcing student learning and understanding. The MMLS enables the audience to communicate with their instructors and peers more effectively. Also, the MMLS incorporates the multimedia technology into the classroom to manage time and resources, and to enhance learning through engaging activities. Future research is needed to explore how the lecturers and instructors should work in teams to develop individual technology goals and planning guides through on-line and offline activities. Some of the areas that should be researched are standards-based activities, on-line assessment, interactive educational games, on-line grade books, individual classroom websites, on-line collaborative projects, WebQuests, and virtual field trips. Once these revolutionary changes are made in the conventional classrooms and laboratories, one can

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expect students to be better prepared to explore the wealth of educational opportunities. MMU is hence gearing itself for the challenges of the dynamic educational environment of the new millennium by offering the MMLS as a feasible alternative. Our goal is to attain the highest quality in teaching and to position MMU as a world-class university. Acknowledgements The authors wish to express their gratitude to all the staff members in MMU who contribute towards realisation of the MMLS prototype. References
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