Authoring educational multimedia content using learning styles and story telling principles

Sharda, Nalin

doi:10.1145/1290144.1290160

Cited by 13 publications

(11 citation statements)

References 3 publications

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“…The Felder-Silverman learning style model (1988) was developed by Richard Felder and Linda Silverman. The model consists of four main elements as shown in Table 2 (Sharda, 2007;Graf, Viola, Leo & Kinshuk, 2007) with two of the main elements replicating those selected by Kolb and MBTI (perception and processing). As shown in Table 1, each main element consists of two sub-elements that represent the element a person may have, for example a person may prefer to use visual or verbal materials (Graf et al, 2007).…”

Section: Learning Stylesmentioning

confidence: 99%

An application of adaptive games-based learning based on learning style to teach SQL

Soflano

Connolly

Hainey

2015

Computers & Education

138

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Section: Learning Stylesmentioning

confidence: 99%

An application of adaptive games-based learning based on learning style to teach SQL

Soflano

Connolly

Hainey

2015

Computers & Education

138

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“…(see also (Chew et al 2018;Storme et al 2016)) and "Does the preparation step reduce the complexity of educational video production process?" (see also (Zsombori et al 2011;Sharda 2007)). In fact, the idea of this paper is to reduce the complexity of educational video production by introducing an upstream specification (preparation step) that will result in some constraints related to the educational case (slides, additional video resources, lesson structuring, ...).…”

Section: Educational Video Production Softwarementioning

confidence: 94%

“…(Zsombori et al 2011) introduced an approach to the automatic generation of video narratives from user generated content gathered in a shared repository using the stan-dard NSL. (Sharda 2007) presented a methodology for authoring Educational Multimedia content using story telling as the underlying pedagogical technique. (Wang and Hsu 2006) described a system, which follows the standard SCORM, to separate e-material for use (as teaching templates/learning objects) and to label the material with use of semantic metadata for searching.…”

Section: Educational Video Production Softwarementioning

confidence: 99%

Protocols and software for simplified educational video capture and editing

et al. 2019

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Recently, educational videos have become important parts of e-learning systems which have in turn become widely used due to their flexibility. These videos should be of high quality since higher production values lead to superior learning outcomes. However, creating high quality video is a difficult task for teachers since it needs technical knowledge that includes video recording and timeline usage. Hence, creating educational video production software, that is at the same time easy-to-use and able to produce high quality educational videos, is very advantageous. In this paper, we developed protocols for an easy-to-use piece of software that enables teachers that have little technological background to produce their own educational videos autonomously. In fact, our contribution is to reduce the complexity of the whole video production process by introducing a preparation step based on micro-teaching and upstream specification. An evaluation of the software with six teachers is performed. This evaluation, based on think-aloud protocol and quantitative measurements, showed that the introduction of the preparation step allowed the participant teachers to produce high quality educational videos in less than three hours.

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“…The Middle can then be used to present the real meaningful content, and the End must conclude the story unit. Furthermore, the End of one story should link to the Begin of the next story unit [23].…”

Section: Using Mod To Develop Storiesmentioning

confidence: 99%

Creating ambient multimedia experience on-demand

Sharda

2008

Proceedings of the 1st ACM International Workshop on Semantic Ambient Media Experiences

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This paper presents the underlying theory and models required to create ambient multimedia Experience-on-Demand (EXoD), which can be defined as the ability to get the desired experience, whenever and wherever required. User experience (UX) is closely linked with storytelling, and the narrative of the story has a substantial influence on the user emotions, which are at the core of any user experience. A user experience research (UXeR) model is proposed that links UX to emotions, feelings, thoughts, behavior, actions and the systems components. Delivering the desired Quality of Service (QoS) when transmitting multimedia content is essential for producing EXoD, thus a system for negotiating QoS is presented. Movement Oriented Design (MOD) is presented as a methodology that provides a model for developing effective narratives for eLearning, an important application for EXoD. Another example of EXoD presented in this paper is an Intelligent Visual -Travel Recommender System (IV-TRS), as it offers virtual eTourism-on-demand experience.

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Authoring educational multimedia content using learning styles and story telling principles

Cited by 13 publications

References 3 publications

An application of adaptive games-based learning based on learning style to teach SQL

An application of adaptive games-based learning based on learning style to teach SQL

Protocols and software for simplified educational video capture and editing

Creating ambient multimedia experience on-demand

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