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Language Communication
With the spread and development of the English language around the world, it has become an important way of communicating between different people and cultures. Multimedia Technology creates a platform where language can be taught. The traditional form of teaching English as a Second Language (ESL) in classrooms have drastically changed with the prevalence of technology, making easier for students to obtain language learning skills. Multimedia motivates students to learn more languages through audio, visual and animation support. It also helps create English contexts since an important aspect of learning a language is developing their grammar, vocabulary and knowledge of pragmatics and genres. In addition, cultural connections in terms of forms, contexts, meanings and ideologies have to be constructed. By improving thought patterns, multimedia develops students’ communicative competence by improving their capacity to understand the language. One of the studies, carried out by Izquierdo, Simard and Pulido, presented the correlation between “Multimedia Instruction (MI) and learners’ second language (L2)” and its effects on learning behavior. Their findings based on Gardner’s theory of the “socio-educational model of learner motivation and attitudes”, the study shows that there is easier access to language learning materials as well as increased motivation with MI along with the use of Computer-Assisted Language Learning.

Multimedia and Social Work
Multimedia is a robust education and research methodology within the social work context. The five different multimedia which supports the education process are narrative media, interactive media, communicative media, adaptive media, and productive media. Contrary to long-standing belief, multimedia technology in social work education existed before the prevalence of the internet. It takes the form of images, audio, and video into the curriculum.

First introduced to social work education by Seabury & Maple in 1993, multimedia technology is utilized to teach social work practice skills including interviewing, crisis intervention, and group work. In comparison with conventional teaching method, including face-to-face courses, multimedia education shortens transportation time, increases knowledge and confidence in a richer and more authentic context for learning, generates interaction between online users, and enhances understanding of conceptual materials for novice students. In an attempt to examine the impact of multimedia technology on students’ study, A. Elizabeth Cauble & Linda P. Thurston conducted a research in which Building Family Foundations (BFF), an interactive multimedia training platform, was utilized to assess social work students’ reactions to multimedia technology on variables of knowledge, attitudes, and self-efficacy. The results states that respondents show a substantial increase in academic knowledge, confidence, and attitude. Multimedia also benefits students because it brings expert to students online, fits students’ schedule, allows students to choose courses that suit them.

Mayer’s Cognitive Theory of Multimedia Learning suggests, “people learn more from words and pictures than from words alone.” According to Mayer and other scholars, multimedia technology stimulates people’s brains by implementing visual and auditory effects, and thereby assists online users to learn efficiently. Researchers suggest that when users establish dual channels while learning, they tend to understand and memorize better. Mixed literature of this theory are still present in the field of multimedia and social work.

Education technology
Multimedia provides students with an unconventional means of acquiring knowledge designed to enhance teaching and learning through various mediums and platforms. This technology allows students to learn at their own pace and gives teachers the ability to observe the individual needs of each student. The ability for multimedia to be used in multi-disciplinary settings is structured around the aim to create a hands on learning environment through the use of technology. Lessons can be personalised and tailored to fit the subject matter and students levels of knowledge on the content can be managed through activities that utilise multimedia. This kind of learning 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. Technology has impacted multimedia as it is largely associated to 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.