Articles:
LMU Experiences with Design of Computer-Based Multimedia
Learning Systems
Dr Dave Hobbs and Dr Dave Moore
Faculty of Information and Engineering Systems, Leeds
Metropolitan University, UK
Email address
Table of contents
Abstract
Introduction
Interactive Videodisk
Interactive Videotape
Hypermedia
Virtual Reality
The future for multimedia in education
Knowledge-based Advisor
Future developments
Concluding remarks
References
Abstract
The paper summarises the aims, methodologies, results and
conclusions of a number of projects conducted in Leeds
Metropolitan University (LMU) in the area of multimedia. These
investigations include development of working prototype systems
involving hypermedia, intelligent tutoring, educational
knowledge-based systems, interactive video and virtual reality.
Further, many of these projects have involved the interlinking
of such systems within a multimedia context, integrating
different presentation modes within a single teaching package.
Introduction
An increasing amount of attention has recently been focused
within the academic community on the possibilities offered by
converging technologies in the area of presentation or retrieval
of teaching materials. The quality of instructional delivery
within computer-based learning packages is becoming increasingly
enhanced by the ability to offer the student, within a single
learning package, access to teaching which may take the form of
graphics images and animation, hi-fi audio, photographic images
and motion and Interactive Video (IV), as well as the usual
text-based materials. Furthermore, these materials may link
through a hypermedia system with any of the other media and
cause them to be accessed automatically as the student explores
the domain in a student-centred goal-oriented fashion.
The Faculty of Information and Engineering Systems at Leeds
Metropolitan University has for several years been interested in
the possibilities offered by interactive video and its
inter-linking with other packages, such as databases, expert
system shells, authoring languages and hypertext. The ultimate
aim is to allow all of these to inter-communicate via the
controlling mechanism of an 'educational advisor' program. A
large part of the work has so far been conducted in recent years
through a number of final year projects undertaken by
undergraduates on the Faculty's BSc Computing degree who have
chosen to work in this area. Some of these projects are outlined
below. The facilities available for the projects included a
laser videodisk player, professional standard U-matic VCR, a PC
with Videologic MIC-2000 (and more recently MIC-4000) videocard,
a Philips CD-I player as well as several MacIntosh and MPC level
2 machines.
Interactive Videodisk
Interactive video is widely seen as having enormous potential as
a vehicle for student-centred learning. Its educational
advantages have been discussed by a number of researchers (see,
for example, Doulton 1986, Smith 1986, Ford 1987, Mashiter
1988), and it is claimed by Prewitt et al (1992, p 406) that
'interactive video could be the instructional innovation of the
twenty-first century'. In particular, it can incorporate the
advantages normally associated with computer-based learning such
as increased student control, tailoring of material to fit
different abilities, and infinite patience on the part of the
computerised 'tutor', whilst at the same time avoiding the
drawbacks associated with the passivity of a linear videotape
presentation (NIVC, 1990, Prewitt et al, 1992). Furthermore, the
technology is claimed to be suitable for group work as well as
individual student learning (Atkins and Blisset, 1988).
A common failing of computer based learning systems is the
inappropriateness to the learner of the materials they select
and present to the student user. In order to improve the degree
of individualisation of such systems, Thomason (1989)
constructed a simple student model to be used in conjunction
with a knowledge base linked to an interactive video system.
He mapped the subject content of the BBC's 'Learn Golf'
videodisk of originally linear BBC programme material onto a
tree structure domain representation, wrote a designer toolkit
in Pascal for creation and manipulation of the domain, and
produced a tutorial comprising questions and feedback using an
'in order' traversal of the tree. The student model records the
level of learning achieved for each topic node encountered by
the student in the knowledge base, and the system then uses this
in conjunction with a record of the student's desired learning
goal to plan the next stage of learning towards this end. During
this search process, a pre-requisite list is referenced for each
node in order to select, access and play a segment of video from
videodisk appropriate to the student's current cognitive state
as reflected in the student model.
Perkin (1990) took this further, aiming to create an
'intelligent' IV tutoring system by incorporating a more
comprehensive student model representing the current state of
the student's knowledge as well as his/her preferred learning
styles and previous relevant experience. Suitable
representations for the knowledge base and student model to be
used in conjunction with a chromatography videodisk were
designed as Pascal data files. Search algorithms were written in
Pascal and a system 'shell' produced which allows the user
manually to select a topic and receive a list of advised
materials (video, audio or text). The video-clips may then be
viewed after which a test is administered and the percentage of
correct responses is presented to the user.
By way of providing an evaluation of IV as a learning medium,
Hussein (1990) studied the use of interactive video as a
learning aid in comparison with traditional methods. A linear
videodisk ('Play Golf' again) was taken as a basis for writing a
Pascal program to allow the disk to be used interactively. It
was also used to derive and produce a textual exposition of the
same material. A series of experimental studies with users was
conducted to compare the relative efficiency of three modes of
presentation: IV, linear video, and textbook. Hussein found
that IV scored better than linear video in terms of subjects'
achievement and factual retention, and it also scored better
than linear video and text book in terms of their attitudes.
Interactive Videotape
The above projects were all based on the use of videodisk
technology. This has advantages over videotape for interactive
teaching in that it provides a reliable and dense storage
medium, with high resolution moving and still pictures, and
rapid, random access to individual frames or frame-sequences
(Haynes and Parslow, 1986). In an educational setting, however,
the use of materials based on interactive videotape also has its
own attractive qualities.
For example, videotape can make use of equipment already
widely available in educational institutions (Shelley 1992) and
a far greater range of library materials is available on tape
than on disk. Tapes can be created and copied far more easily
and cheaply than disks can be mastered (assuming only a limited
number of copies are required), and existing tapes can be
modified fairly easily. For example, scenes pertinent to the
local situation may be inserted, a process which, according to
Barker and Tucker (1990), can increase the identification of the
user with the contents and raises the motivation. Furthermore,
the extra speed afforded by disk is not necessarily an
educational advantage for Barker and Tucker argue that time lags
can, by allowing time for reflection, be beneficial to the user.
Nevertheless, it may be possible to reconfigure the tape to
minimise search time delays. Platts (1989) analysed students
into 'types' according to their choice of learning sequence.
'Efficient' tutorial layouts (in terms of speed of access) were
constructed and a Pascal program was written to simulate the
search times for each student's desired sequence compared with
the sequence in which the current lecturer normally delivered
the topics. As expected, considerable variations in desired
sequencing of topics were noted, confirming the need for
adaptive and indiviualised learning programs. In this case the
desired topic sequences clustered into seven groupings.
According to the simulation, subjects working with a tape
sequenced to match their learning preference 'type' would
typically experience considerable and significant reductions in
search times.
In another study, Jagger (1993) found differing needs by
parents wishing to learn how to help their children to read and
was able to go some way towards providing for these by
converting a series of linear videotapes to interactive format.
All subjects found the IV approach an improvement and expressed
a desire for even greater control over choice and sequencing of
the presented material. In a similar study, Stephenson (1993)
transformed a linear video used in UK National Health Service
training to IV format. After trialling with NHS trainees he
concluded that IV is an extremely powerful teaching tool capable
of capturing students' full attention and retaining it
throughout the training period. He also found knowledge
retention rose from 76% for trainees using the original linear
version to 98% for those using his IV system.
Jagger and Stephenson used conventional programming languages
to set up their systems. Another possible programming paradigm
is to employ expert systems since there are now many successful
examples of their use for representing and manipulating
well-defined areas of expertise. A few project students
therefore chose to take such systems as a basis for emulating
the behaviour of an educational 'expert' who has to diagnose a
student's current needs and meet them with appropriate
educational feedback or materials. Chadwick (1991) successfully
linked an expert system shell (XiPlus) to an interactive
videotape player, and used an existing library tape to create a
short interactive package concerning structured interviewing, a
topic which forms part of one of the core modules at the
University. As an assessment of the success of the package,
three groups were tested for their factual knowledge of the
topic: a group exposed to the interactive package, a group
exposed to its linear equivalent, and a control group. The data
indicated that the two video groups had significantly improved
knowledge over the control group, but that there was no
significant improvement of the interactive group over the linear
group.
These projects have two important lessons for the future
development of instructional technology within the University.
One concerns the difficulty of achieving a meaningful and
significant negative response to the question of the utility of
a putative educational technology. Thus in Chadwick's study, the
only conclusion was that no major educational advantages were
evident; no conclusions concerning the wider issues of
interactive tape or instructional technology in general can be
drawn. In a similar study but in a different context, Farrow
(1986) claimed an enhancement of the self instruction by making
the tape interactive. The difficulty of rebuttal of a
technology-based finding is an important consideration, and it
is likely to be widespread in the field of instructional
technology as the control of all variables is difficult. A
second lesson concerns the difficulty of adopting, for
interactive purposes, a video originally designed to be used in
a linear fashion. The video is often found to leave a 'jagged
edge' effect when used interactively.
Hypermedia
Hypermedia potentially has much to offer for designing
educational packages. It is particularly well-suited for open
learning applications where students are allowed freedom of
action and encouraged to take the initiative. Such systems allow
the user to progress or navigate in an intuitive, non-linear way
through the information the system holds, enabling him or her,
for example, to investigate previously unfamiliar concepts
involved in the system's domain.
The use of hyper technology per se may bring a number of
educational advantages. Bielawski and Lewand (1991) suggest
that it may save users' time by allowing them to browse, that it
can aid in the discovery of new ideas by indicating links of
which the user was previously unaware, that it offers
user-defined system navigation, and that it has the potential to
provide collaborative work environments, for example for group
work. These advantages combined with those of interactive video
technology appear to hold great educational promise. Against
this context Kay (1991) chose to explore the use of hypermedia
as an authoring environment and controlling medium for a
multimedia system. He successfully linked Hyperpad (a PC-based
hypermedia system) with an interactive videotape player in a
prototype system whose knowledge domain comprised
problem-solving techniques in junior school mathematics
Kay's study pointed to a dilemma in this area for if a
browsing facility is central to the concept of hypertext, it may
be in conflict with the wish to help the student avoid a tangled
and ultimately meaningless route through the domain. Conklin
(1987) described this as the challenge to prevent the student
becoming disoriented, or 'lost in hyperspace', whilst at the
same time permitting sufficient freedom to obtain the benefits
of using hypermedia. Kay sought to overcome this criticism by
representing the complex and variable relationships between the
techniques within his domain in a meaningful way via a
sequencing mechanism called a 'dynamic web'. The dynamic web
provides a means by which the student can be prevented from
straying from the principal area of study by restricting the
links and therefore the movement of the student within the
domain. The web may be made responsive to changes in the student
model and allow individual students to develop a map through the
knowledge structure which is valid for the domain and reflects
their learning strategies.
Seth (1992) constructed a prototype in HyperCard which
illustrates the working of several standard algorithms of
computing. The system presents text to the learner and reveals
the effect of the program at each stage as the algorithm
manipulates the data. Seth intended that the package could
replace a lecture, and require minimal lecturer assistance to
the students during their work with these algorithms. Some
sample screens from the system are shown in Figure 1 (5.39,
5.39a, 5.39b).
Ten students took part in an evaluation study and from
observation and questionnaire, Seth established that they were
impressed by his system and found the presented information easy
to understand and navigate. They also valued the presentation of
several options and the fact they could decide which to pursue.
Seth also reported on the simplicity of the authoring
environment: the hypermedia system was reasonably easy to set
up, enabling the designer to concentrate on the design of
materials themselves. Seth acknowledged the problem of becoming
'lost in hyperspace' and suggested that a future development
might be to incorporate an Artificial Intelligence component
which could maintain the learning goals by giving intelligent
advice about the best direction to take through the hypertext
material at any particular time.
In another hypertext study, Clark J (1993) and Abbott (1993)
collaborated on development of a prototype IV guide to the
facilities available to students within and around Leeds
Metropolitan Univerisity. Although not intended directly as a
learning system, it is of interest in that it could potentially
form the basis of a student-centred browsing system for
learning. In evaluating the system, Clark found better retention
of presented material by those who had viewed facilities in the
IV guide as compared to those students who had read about them
in the conventionally published student guide. This IV guide was
programmed by Clark in dBase. As an alternative design, Abbott
built the same IV guide on top of the framework of a hypertext
system. He also found a greater learnability with the IV system
than with the text-only hypertext equivalent.
Another open discovery guidance system was followed up by
Clark A (1993) who aimed to develop a design for an art gallary
guide based upon the concept of an electronic book offering
text, graphics (digitised paintings), audio (expert opinions),
and video (for appropriate films of background and related
material). In his design prototype, pages and sections of the
book are linked together using hypertext principles to enable
the visitor to explore related topics.
The prototype system was created using the 'notepad' facility
of the Lotus Organiser package through which pages could be
customised to include text and graphics which could then be
linked to any other pages. The metaphor used by Organiser is
that of a personal organiser, a multi-sectioned book with
coloured tabs indicating the location of each section.
A series of skeleton books was developed, each one
representing a different type of classification (by artist,
theme, picture type, artist gender, art gallery room,
chronological age, medium, country of origin, style). One book
was developed in full (an arrangement of works by artist) and
divided into a number of sections (help, artist, work,
criticism, style, medium, glossary and gallery plan). A tutorial
was created using Micrografx Charisma Slide Show to be used as
an introduction to the prototype system.
Two types of potential users were identified. Firstly, casual
visitors who may visit the gallery possibly only once might wish
to find out more about a work they have seen which appeals to
them, or alternatively browse the system in a more random or
linked way to discover information which will then lead them to
view a work in the gallery. Secondly, those with an active
interest in art may use the guide in order to extract more
detailed and specific information; from their wider perspective
and familiarity with art terminology they will gain a greater
appreciation of the more complex topics.
The information was structured in terms of a 'web' which it
was felt was more appropriate in conforming to the traditional
relationship of one page to the next in a book metaphor. In this
respect the structure was analogous to the stacks used by the
Apple MacIntosh HyperCard system. Access to topics and material
within the guide could take place using section tabs, contents
pages, pull-down links, dedicated link pages, sequential page
turning, free text search, and pull-down menus. The defining and
use of hot areas was unfortunately not a feature available
within that version of Organiser. Figure 2 (4.3a-d) shows some
example pages from the prototype guide book. A comprehensive
evaluation through questionnaire of the system using 40
questions with 22 subjects chosen from both types of user
resulted in an overall positive response. The book metaphor was
considered by users to be successful and to compare favourably
with paper guide books.
Virtual Reality
All of the learning systems so far described have employed
metaphors for the learning environment. However good these
metaphors are, they usually fall well short of reality and the
user has to make an internal translation in order successfully
to employ the system. More recent attempts to convey reality
through the computer have taken place within the umbrella term
of virtual reality (VR). Although the public's perception of VR
will probably be of full-immersion systems employing headset
with stereoscopic displays and binaural stereo sound, the more
conventional desktop VR systems, through their much longer
pedigree of Computer Aided Design experience, still have a role
to play in presenting and allowing manipulation of three
dimensional objects and scenes. An increasing number of packages
in the large games market now employ such techniques and a
several students chose to investigate the possibilities offered
by desktop VR for learning systems.
Clark J made use of the film footage in his IV guide described
above to develop a surrogate walk system, an off-shoot of VR,
which allowed the students to explore the nearby shopping and
recreational area off-campus through an on screen map which then
brought up appropriate film footage of scenes and facilities
available at that map reference. Nichols (1993) took the
surrogate walk concept further by developing a simulated Virtual
Reality library system. This made use of a 3D graphics program
presented on the 2D screen of a fast PC which allowed the user
to navigate through the building and shelves. Initially it was
conceived as a navigational aid which, linked to the library's
existing catalogue browsing system, would enable the location of
the chosen book or books to be judged visually on screen. He
found that users did indeed retrieve the books more quickly from
the bookshelves as a result.
His longer term vision was of an educational facility which,
with the advent of more widespread use of full VR, could enable
each user to retrieve electronic versions of books in a remote
library, viewing the retrieval process as one of 'virtually'
removing books from shelves and opening them to read their
contents. Furthermore, each user could tailor their own version
of the library, populating it with books in their own subject
area according to their own particular interests.
As part of his art gallery project described earlier, Clark A
(1993) designed a VR Art Gallery in which the user could appear
to move around a gallery with pictures on the wall, choose to
stop in front of one, and request details of the painting. This
system was created using 3D Construction Kit, a program used for
building Virtual Reality worlds. Although not technically
possible within this package, Clark's design allowed for import
of graphics into the program to give the realistic effect of 3D
paintings on a wall. The paintings can be viewed from many
angles and distances and the image change accordingly to reflect
the new viewing position.
In addition, three-dimensional sculpture and mobiles were also
modelled to illustrate the effects that can be achieved using a
three-dimensional interface. All artifacts in the gallery have
an entry on the information system, including works held in a
reserve collection. Each work is processed graphically and
textually. Attributes are assigned to that object such as
artist, country of origin, and subject matter. All links to
other objects are held either with the work object or in a
dynamic link library as used by Windows programs.
As well as moving visually through the gallery to discover
works of interest, a searching mechanism was proposed which
employs an iconographic classification system search based on
the ICONCLASS system for classifying images (Pountain, 1992) as
well as on a conventional database-style search on key fields.
This search then takes the user to the graphical representation
of the gallery, placing them in front of one of the works
matching their criteria from which they can obtain more
information or move on through the gallery to other related
works. Some sample screens demonstrating this mode of working
appear in Figure 3 (4.2a-f). Again a 14-question questionnaire
with 22 users gave a unanimously positive appraisal of the
system. Alternatively, the user may set up their own
personalised gallery populated with artificacts of their own
choosing.
Both Clark's and Nichols' systems present intriguing
possibilities within an educational setting. Nichols' system
could greatly facilitate retrieval of educational materials,
especially for distance learning students. Clark's could form
the basis for the front end to a teaching system, the metaphor
being that students could move around a teaching room with the
appropriate subject visibly materials laid out for their
selection and educational study.
The future for multimedia in education
Multimedia systems are not as widely used in education as in
business because of the high cost of the systems. As a foretaste
of how possible future educational systems might look, and to
evaluate the current uses and their suitability for import into
an educational environment, Davies (1993) investigated the
adoption of such systems within the advertising and retail
industries to evaluate their current uses and to assess their
suitability for import into an educational environment. She
found an increase in the use of video units and interactive
systems for point-of-sale applications. The reasons for this
include the trend of increasingly rapid turnover of staff in the
service industries and the desire by companies to retain
valuable expertise after their employees move. Also it allows
producers to differentiate their goods which may be similar to
those of their competitors.
Davies investigated the Zanussi Optima system, an example of
how interactive media are currently being used for advertising
and retail purposes in public access areas. The system provides
information about domestic appliances and is now installed at
over 500 stores in the UK. Results of observation, questionnaire
and interview, during and after subjects' completion of a set
information retrieval task with the system, were almost
overwhelmingly favourable. The multimedia aspect was greatly
appreciated and felt to be an effective means of communicating
information and retaining the user's attention. The overall high
general rating of the system suggests a possible educational
value for students who might be set self-exploration tasks and
be expected to work on these with little if any lecturer
intervention or assistance. This augurs well for the
introduction of such student-centred learning systems.
Indeed, Cooper (1994) designed and trialled a prototype
hypertext-based multimedia system using Macromedia Toolbook and
video footage shot in Germany. His aim was to create a rich
environment in which language learners could use and improve
their language skills. This improvement was to include
increasing knowledge of the target language through introduction
to new language grammars and vocabulary. He drew attention to
the fact that students need to gain competence in reading,
writing, listening and speaking in equal degrees and that a
human teacher's skill would be to recognise an imbalance of
ability across these four aspects and to select and deliver
appropriate teaching to the shortcomings. A hypermedia learning
environment, he claims, must also offer such a flexible
concentration of skills rather than just supplying simultaneous
delivery of meaterials which use all skills. Hence there is a
need in a language learning application to support work on both
mixed and individual skills. Thus the individual work must be
supported by separate utilities and the learning environment
will consist of several applications rather than just one.
Accordingly Cooper's prototype learning environment contained
a number of utilities including a hypertext control bar,
hypertext navigation tool, history and book mark facility,
dictionary, phrase book, picture tool for image viewing, video
library, email, and login for user identification and user
keeping. Using video compression techniques he was able to place
the video sequences directly on the hard disk of the PC making
for rapid random-access retrieval and eliminating the need for a
videotape player. A small scale evaluation of the prototype
using a 'discovery' task requiring use of many of the features
of the system showed the application to be usable and attractive
to the users
Barton (1994) also developed a prototype multimedia learning
system incorporating windowed video alongside windows of textual
explanation and navigational maps for location within and
guidance through the teaching material. This was constructed
using Owl International's Guide hypertext authoring tool.
Functionality included an electronic notebook for the user to
record notes of material viewed, a multiple bookmark facilty,
and an index which could take the user to a graphical map of the
system showing the current section entered which complemented
the identifying header which appeared in the top right-hand
corner of each page. A small scale evaluation elicited a
positive response from subjects who enjoyed the mix of text,
colour graphics and video.
Knowledge-based Advisor
A third area of this related research programme at Leeds
Metropolitan University has concerned the development of a
knowledge-based educational Advisor which might eventually link
the teaching materials available from a variety of media
sources. Hobbs (1988, 1990), in a collaborative research project
with Leeds University's Computer-Based Learning Unit,
investigated suitable underpinning strategies and principles
upon which to construct a design of the required Advisor.
Within this framework, Fendley (1988) explored the use of a
planner and knowledge domain to aid self-generation of teaching
routes. He also incorporated a student modeller to cater for
individual student differences. The knowledge domain was
represented through a 'directed acyclic graph' and filled out
with an example subject domain (descriptive statistics). A
student model was then set up using Goldstein's (1982) method of
overlaying the knowledge domain. Finally a 'planner' was
developed based on the specification given by Peachy and McCalla
(1986). The outcome was a working demonstrator program capable
of selecting an appropriate sequence of topics for the learner
together with individualised teaching advice on each topic.
Wong (1990) continued this line of research and investigated
possible search strategies and mechanisms for use in the
Advisor, with a tree representation for the knowledge domain'.
She used an overlay student model to record for each learner
his/her current topic strengths, together with additional
information about preferred teaching style, learning type, time
available and confidence. Possible candidate rules were
formulated for navigating the domain for the purpose of deriving
a sequence of learning advice and a set of design tools was
constructed for creating and modifying the domain and student
model. On the basis of student stereotype data supplied to it,
this program then produced traces of the corresponding advice
sequences. These topic sequence traces were subsequently found
to match closely the advice sequences produced for the same data
by an experienced lecturer in this field.
Future developments
The preceding discussion describes a great deal of valuable
exploratory work and a number of useful and interesting
prototypes. The next task will be to target appropriate
curriculum areas, apply the lessons from the projects to develop
applications within these areas, and evaluate the applications
in field trials with students. This evaluative process is
particularly important in the hypermedia work for, as Tucker et
al (1992) claim, 'there is little empirical evidence concerning
hypermedia's learning effects'.
A second development will integrate the various aspects of the
different projects (multimedia technology, expert system
technology, and hypermedia technology) into a coherent teaching
and resource package. In this respect, the Advisor developed by
Hobbs (1988,1990) could provide the basis for a suitable
controlling framework. A possible system architecture is
depicted in Figure 4.
A relatively simple enhancement would be to allow the student
to take snapshots of such screens as they deem appropriate, and
thus build their own individualised learning resource, after the
manner of Tait (1987). A more complex, but potentially very
valuable, enhancement of allowing for a mixed initiative
dialogue as part of the teaching interaction, is currently being
investigated (Moore and Hobbs 1992, see also another paper in
this WWW collection).
Longer term developments will include the utilisation of a
wider range of media, such as Compact Disc Interactive (CD-I),
and Digital Video Interactive (DVI). More tentatively, the work
of Nichols (1993) and Clark A (1993) described earlier in this
paper raises the possibility of incorporating Virtual Reality in
learning systems after the manner of Blackwell (1992) and is
worthy of further investigation when such systems become
sufficiently developed and affordable. Much of the work may
parallel studies elsewhere involving 'electronic books' (eg
Barker and Giller 1992) which may well become more commonplace
with the recent arrival on the market of hand-held CD-ROM/CD-I
players with miniature screen and keyboard and powerful
keyboardless personal organisers with handwriting recognition.
Concluding remarks
Whilst much work remains to be undertaken as part of our
research at Leeds Metropolitan University, it is felt that the
projects outlined above have provided a valuable initial
exploration into a range of media types and controlling
mechanisms for these media, and have indicated how these might
eventually be integrated into a unified teaching system. As
such, they indicate a fruitful way forward for a continuation
and expansion of this research.
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