The document discusses three studies related to using multimedia in education. The first study examined the effects of computer-aided concept cartoons on learning outcomes. It found that concept cartoons helped elicit student misconceptions and remedy them. The second study looked at the impact of using multimedia on student achievement at King Saud University. It determined that multimedia was an effective means of achieving better learning. The third study analyzed the effect of instructor-personalized multimedia in online classes. It concluded that multimedia supplements like video and audio engaged students.

1. Using Multimedia in Education
Done by: Fatema AL-Hajri …ID:89037
Abir Almuqrashi …ID:89407
Sheihka ALRashdi...ID:90604

2. 1. Effects of computer aided concept cartoons on
learning outcomes
2. The impact of using multimedia on students‟
academic achievement in the College of Education
at King Saud University
3. Effect of Instructor-Personalized Multimedia in the
Online Classroom

3. Effects of computer aided
concept cartoons on learning
outcomes
Present by: Fatema AL-Hajri …ID:89037

4. Outline

5. 1- Problem statement
“The effects of the computer aided concept
cartoons on learning outcomes in science and
technology education”

6. Critique
1. It appears in the first page and it‟s clear. (5/5).
2. It is workable within the limit of the resources and
time.(Can be don)
3. It has enough variables to be controlled or measures.
(So, what…what‟s the importance)

7. Cont
4. it‟s in the area of interest of the researchers.(To the
researchers)
5. It‟s has a theoretical value because it covers a gab
in the literature. (Dose it fill the gaps in knowledge)
6. It has also a practical value in enhancing the
learning and teaching processes.( 5/5);;;(Will
finding affect anyone)

8. The Aim of the Research
The aim of the research is to determine the effects of
using concept cartoons on students‟ science
achievements and misconceptions about nutrition
and food chains.

9. Method
He used the both methods the descriptive and experimental
These methods are suitable for this research study because
it based on students achievement.
So, it is qualitative and quantitative study.
1.Design :
This study is based both exploratory and explanatory
design.

10. 2.Sample
Experimental
Study
Sample
group
Control group
39 4th grade

11. 3.Procedures:
1. Cartoons were prepared for reflecting students‟
misconceptions and also were animated and voiced by
using computer animations.
2. Elementary grade class teachers gave lessons for both
experiment and control groups.
3. Researchers observed the process, and done interviews
before and after the application.
4. In experimental group concept cartoons were used for
revealing students ideas before they start learning
activities.

12. 4.Instruments
1. (Pre-tests and post-tests):were applied for both groups.
2. Interviews: about concepts to determine students‟
misconceptions are done by researchers.
3. Pilot test :was applied for 390 elementary students.
4. Open-ended question :was analyzed under six different
categories.

13. Cont
1. Quantitative data obtained from tests was analyzed by
using SPSS 15.0 program. Also, ANOVA for repeated
measures is applied to both groups
2. Qualitative data obtained from interviews, and
observations are analyzed by context analysis.

14. Variables
 Independent Variables: Using computer aided concept
cartoons in teaching science VS Not using them.
 Dependent Variables: Learning outcomes and learning
misconceptions
 Control Variables: Age and subject {4th grade- science
and technology class }

15. Findings
“As a result of the study it is interpreted that concept
cartoons based learning atmosphere affected students‟
achievement positively.”

16. Conclusion
concept cartoons :
1. Help in elicitation of student misconceptions in a short
time.
2. Provide opportunity for students‟ discussion about the
causes of these misconceptions.
3. Create an environment where all students participate
during class discussions, activate them to support their
ideas, and consequently.
4. Remedy their misconceptions. Both the findings of
achievement test scores and student-interviews show
that this study is compatible with the aims in the
literature.”

17. Critique
Advantages:
1.
2.
3.
4.
5.
6.
Clear of problem statement and good sequence of the study.
Sample was determined randomly.
Different types of instruments are used to collect data .
SPSS 15.0 program was used as statistical analysis.
ANOVA for Repeated Measures Results of Science Achievement Test
Scores .
Briefly describe the finding of the study.
Limitation:
1.
2.
The literature that used in the study is more than five years old.
The hypothesis weren‟t mentioned. Or it was no clear state

18. References
Özyılmaz-Akamca, G., Ellez, A. M. and
Hamurcu, H. (2009). Effects of computer aided
concept cartoons on learning outcomes. Procedia
- Social and Behavioral Sciences, 1,1, 296-301

19. Study of
“The impact of using multimedia on students‟
academic achievement in the College of
Education at King Saud University”
Done by : Sara Aloraini
Present by : Abir Almuqrashi …ID:89407

20. Study objective
The study aims to find out the impact of using
multimedia on students‟ academic achievement in the
College of Education at King Saud University.

21. Study Problem
What is the impact of using multimedia in
teaching „„computer & its uses in education‟‟
curriculum on the female students‟ academic
achievement?

22. Methodology of the study
Method:
The researcher used the experimental method in this
study.
The Sample:
The sample was randomly taken from the study
community(400 female students in college of education).
The researchers take 40 students and divided them into
control group and experimental group each group had 20
students.

23. Tools:
1. The researchers designed a presentation program which
uses multimedia included sound, images and video
clips.
2. pre and post academic achievement test.

24.  Procedure
20
20

25.  Procedure
20
Given a lecture on
„„Communication and Network‟‟
through a computer representation
program which uses multimedia.
20
Given the same lecture through
using the traditional
ways of teaching
(teacher, lecture, discussion)

26. Study variables
 The independent variable:
Using multimedia in teaching the „„computer & its use in education‟‟
curriculum to the experimental group.
 The dependent variables:
students‟ academic achievement.
 The variables controlled before the experiment:




The female students level (level four).
The previous academic achievement depending on the students‟ marks.
The teaching location used.
The teacher.

27. The Conclusion
The results of this study proved that using
multimedia in education is an effective means of
reaching a better learning.

28. Critic of the study
1.Problem Statement:
Workability:
It is workable within the limit of the resources and time.
theoretical value
It‟s has a theoretical value because it covers a gab in the
literature.
practical value
It has also a practical value in enhancing the learning and
teaching processes.
variables
It has enough variables to be controlled or measures.

29. References
Aloraini, S. 2012. The impact of using achievement
on students academic achievement in the College of
Education at King Saud University‟. Journal of King Saud
University – Languages and Translation. (24):75–82.

30. Effect of Instructor-Personalized
Multimedia in the Online
Classroom
Done by: B. Jean Mandernach
Present by :Sheihka ALRashdi...ID:90604

31. The study purpose :

32. The sample
•
•

33. 20
18
29
25

34. Study variables
 The independent variable:
Using instructor-personalized multimedia supplements (video, audio
power point, video power point) in an introductory, college-level online
course.
 The dependent variables:
Students‟ engagement.

35. Methodology
Tools

36. Procedure
•
•
•
•

37. Con..

38. Conclusion
•
•

39. Critic of the study
Sample:
The present study may lack adequate
sample size to effectively analyze potential
differences.
It was not randomly selected.

40. Con..
Tools :
The questionnaire that was used may be
doesn‟t appropriate to use with online
course, because it was designed for traditional
environment and was modified to use in this
study.
Validity:
There are many subjective factors that impact
the value and effectiveness of instructorgenerated material.

41. Con..
Problem:
•
•
•
•
Stated clearly and unambiguously
Stated in a form of an implicit question
It testable by empirical methods
It was not represent a moral or ethical
position.
2.The problem appears in the first page of the
study.

42. Con..
3.Main criteria of choosing problem:
• Workability: (3)
It is workability in some extensions where
it can be applied within the limited time
and resources.
• Theoretical value: (3)
This research can fill some of the gab in
the literature that focus on this area.

43. Con..
Practical value: (3)
It enhance teaching and learning process.
Interest:
The researcher was interested with the
research area.

44. References
B. Jean Mandernach. Effect of Instructor-Personalized
Multimedia in the Online Classroom, International
Review of Research in Open and Distance Learning June
2009;10(3): 1492-3831

45. The Relationship between Three Studies
The three studies have same result which found
that the multimedia affected students‟
achievement positively.