آموزش چندرسانه ای

The aim of the present study was to investigate the effectiveness of multimedia educational interventions on the learning of students with special needs. The research method was a systematic review, and the statistical population included all internal researches that was searched using the keywords of multimedia education, academic achievement and children with special needs, handicap and disability in the databases of the comprehensive portal of humanities, Scientific Information Database (SID), Noor specialized magazines, Iranian Research Institute for Information Science and Technology (IranDoc), and Iran's Publications Information Bank during the years 2011 to 2023. 384 studies were selected by the purposive sampling method, of which 11 studies were acceptable in terms of methodology and entry criteria. All studies were analyzed based on PRISMA guidelines. The findings showed that most of the researches are related to the years 2014 and 2023. Also, the cities of Arak and Tehran had the most researches. In addition, among multimedia educational interventions, the interventions related to dictation (4 studies) and mathematics (3 studies) had the largest share in the course content, and the group of students with specific learning disorders (5 research) and the group of students with intellectual disability (3 researches) had the largest contribution among the statistical samples. The results indicated the importance of multimedia presentation of educational content on improving learning and, as a result, promoting the motivation to progress in students with special needs, therefore, multimedia educational interventions, by activating the various senses of these students during education, lead to their deeper learning and longer memory. Therefore, it can be placed at the top of the planning of researchers and therapists in this field.

The aim of the present study was to investigate the effectiveness of multimedia teaching on increasing the social skills of students with externalizing psychological disorder.

The research method was quasi-experimental. In this study, 30 students suffering from externalizing disorder were selected by available sampling method in Shahrood city, and they were trained in 10 sessions using a multimedia training program. The tools of the current research were Achenbach questionnaire, social skills questionnaire and multimedia training package. To analyze the findings, covariance test was used (P ≥ 0.05).

The results of covariance analysis indicated the effectiveness of multimedia teaching on increasing the social skills of students with manifest psychological disorder. (P≥0.05).Therefore, it is recommended that the education system put this style of multimedia education on the agenda.

The research seeks to find out whether there is a difference in the level of learning and reminder from training to multimedia classroom technology, classroom, reverse, and classroom classes in elementary sixth science. The research method is quasi-experimental. The sampling method was a cluster sampling, so that at first, several areas of Karaj district 3 were randomly selected and then a school in that area was selected randomly. The statistical population of the study includes all 8304 elementary school students in the sixth grade of boys' elementary schools in the academic year of 1996-96 in the 3rd district of Karaj. The research tool was a researcher-made multi-test, whose validity was confirmed by the outstanding Kishiyur professors and its reliability was 0.81 by Cronbach's alpha method. Data was analyzed using descriptive and inferential statistics using SPSS version 20 software. The results showed that reverse learning method has a positive effect on students 'learning and learning, and other methods of classroom teaching, multimedia class, and traditional classes do not affect students' learning and learning.

Social anxiety is a complicated and a common phenomenon among teenagers that includes multidimensional dimensions and can have an important role in the pathology of psychiatric disorders. Therefore, it is important to be clinically attended. The present study was conducted with the aim of examining the effectiveness of multimedia training of problem solving in reducing social anxiety in female high school students of Kermanshah.

Research method was quasi-experimental with pre-test, post-test and control group. The statistical population was all of female high school students of Kermanshah in 2016 school year (21239 people). To determine the sample size based on Morgan table 377 students that are studying in the academic year 2016-2017 were selected. 30 students who obtained the highest score in Watson & Friend's Social Anxiety Scale (1969), based on the assumption of 2 standard deviations, were included in the trial and were assigned into two groups randomly. To analyze the data, the univariate analysis of covariance test was used by SPSS software version 20 at 95% confidence level.

Analyzing data showed that problem solving training in multimedia method has a significant effect on reducing social anxiety in the form of triple components, including social anxiety, social avoidance and fear of negative evaluation (P<0.000). The findings of the present study showed multimedia training of problem solving can have a significant effect on triple components of social anxiety.

Distance education developed due to the growing needs of societies for education. Delivery of this type of education was originally done via mail services and later through multi-medias, such as radio, television and recently cell-phone and internet. The first formal distance education in Iran began in 1972 with establishment of the Free University of Iran. This university started its activity with two under graduate programs: teacher training and health sciences. Teacher training focused on interdisciplinary teaching and health sciences were designed to educate individuals in order to offer crucial health services in remote areas. Skill-based training was the prominent feature of these educational programs. The Free University of Iran registered the first group of students in 1977, and stopped working soon after the Cultural Revolution of 1979. This paper presents the vast experiences gained from this short lived educational activity. Soon after the revolution, Payam-e Noor University started the second generation of distance education.

This paper examined the effect of mobile learning (M-learning) on English vocabulary recall with the screen size serving as the moderating role. In this regard, a multi-group quasi-experimental scheme was adopted as pretest-posttest. The population consisted of all students (8 to 14 years old) participating at elementary levels I and II at Language Institute of Mashhad Department of Education, District 4. A total of 112 students were selected from the Institute and were then randomly divided into two groups using mobile devices (small screen) and computers (large screen). Then, the subjects in each group were randomly divided into four subgroups. All subjects participated in a vocabulary recall quiz before and after the treatment. The findings suggested a significant difference between the groups in terms of vocabulary recall. The textual/visual and textual presentation groups significantly outperformed the control group, whereas no significant difference was seen in the visual group. The participants receiving the instructions on a large screen performed better in the vocabulary recall quiz, while the effects of screen interaction and presentation type on vocabulary recall were insignificant. The learner’s performance is enhanced in multimedia education by providing educational materials both in verbal and non-verbal channels. Providing educational materials through small screens may lead to attention and perception difficulties.

The purpose of this study was to investigate the effectiveness of social skills training by multimedia instructional method on social skills development of second grade female deaf students in middle schools in city of Tehran. The statistical population included all of the female deaf students from Nimroz School. Then 38 students randomly selected from these students as samples. 19 students were assigned in experimental group and 19 as control group. Matson Evaluation of Social Skills with Youngsters (Matson, et al, 1983) was uesd to measure social skills. Multimedia instruction was conducted for the experimental group in eight sessions (60- minutes each) in a period of one month, twice a week. Both groups were reassessed at the end of the instruction. The results of analysis of covariance indicated that multimedia instruction was significantly effective in all the components of social skills development (p<0/001). The possible explanation for the increasing student's social skills components might be due to participation of the experimental group in the social skills training program. Therefore, in line with results from other studies, findings of this study demonstrate the prominent role of multimedia instruction in social skills development in deaf second grade female students.

Writing disorder is one of the most common learning disorders among the primary-school students and has covered 30 percent of all the learning disorders. The purpose of the present study is to design the multimedia instructive package with the emphasis on the fundamental skills of learning to write and investigate its effectiveness on the reduction of writing disorder's symptoms. Method This research is considered as semi -experimental, with pretest- posttest design and a control group. Its population consists of all the male students of third grade in Bijar city in the academic year of 2012-2013. After considering the necessary factors to be included in the research, 30 students were chosen by available sampling method and were randomly assigned into two experimental and control groups. The instruments applied in this research were wechsler intelligence Test, the researcher-made writing Test, the multimedia instructive package, and homework. Data analysis was done using PASW19 software and covariance analysis test. The results of this study showed that the multimedia instructive program has significantly decreased the writing problems of those students affected by this learning disorder through improving visual comprehension skills, visual sequenceing, memory, and distinction (p>0.01). With regard to the effectiveness of this software, it is suggested that in order to decrease the student's writing problems in classrooms, new instructive methods for improving the aforementioned skills be used.

Multimedia education embraces a combination of words and images which may include either written or spoken words, images or design, static pictures or dynamic ones as the animations. The animation can be effective for learning in two cases. First, when the events during the time are dynamic and changeable and the learner cannot learn through static images; second, when the learner is a beginner and cannot make a good mental model of the process, therefore cognitive load is enhanced. Animation can reduce the cognitive load of learning in beginners. The literature suggests that individuals with low spatial ability have a better performance with dynamic presentation and those with high spatial ability have a better performance with static images. Also, the issue of gender differences in multimedia education has been taken into consideration. The findings indicate that the presence of animation can effectively eliminate the performance differences in girls and boys. To enhance the effectiveness of animation in multimedia learning, application of visual cues could be of high importance. Visual cues are of two type: cues (e.g. color) which belong to the content are called internal cues, and cues (e.g. flash) that are detached from the content are called external cues. This study aimed to investigate the effect of visual cues, presentation forms (animation, & static picture) and their interaction on comprehension and transfer. The role of gender as a moderating variable in multimedia learning was also taken into account. Research questions: 1- With the spatial ability being controlled, to what extent does the use of animation versus static pictures affect transfer and comprehension?2- With the spatial ability being controlled, to what extent does the impact of animation versus static pictures on transfer and comprehension is modified by visual cues?3- With the spatial ability being controlled, to what extent does the impact of animation versus static pictures on transfer and comprehension is modified by gender?

The present study is of quasi-experimental design. The research variables included form of presentation (animation vs. static pictures) with two levels as the independent variable, comprehension and transfer of learning as the dependent variables, visual cues (color & Flash) with two levels and gender (male & female) with two levels as the moderator variables. The survey was done in summer semester of the year 1391-92 and included 120 male and female participants of Islamic Azad University of Mahdi Shahr, Semnan. The participants from different majors of Architecture, Law, Electronics and Computer Engineering took part in the study. 60 boys and girls were selected voluntarily and were randomly assigned to 8 groups. Educational content of the course focused on biology including an introduction to different hemispheres and parts of the brain. The first group received static pictures with the color cue, the second group static pictures with flash, the third group animation with flash and group 4 animation with colors. This grouping was applied to both males and females similarly. The same explanations were offered to the groups. Training duration was 15 minutes. The instruments used for data collection included a reading comprehension test, a test of learning transfer, and Wechsler’s revised IQ test for adults. The short form of this test contains 4 subtests. The data were analyzed through multivariate analysis of covariance.

The findings showed that animated form was more applicable in comparison to static picture in both comprehension and transfer tests. On the other hand visual cue of color in comparison to the visual cue of arrow had more effect on comprehension and transfer. No interaction effect was observed between the forms provided and the visual cues, but a significant interaction effect was found between gender and presentation formats. The average learning in presenting animation form was higher than that of static pictures in girls, but there was no significant difference in boys. In addition, there was no interaction effect between gender and visual cues. In designing multimedia environments and electronic contents using animation combined with color cues will increase the efficacy of learning. This is especially effective on girl's education rather than the education of boys. Practical implications of the findings are also discussed.

The results showed that when spatial ability is controlled, learning through animation will be higher than learning through static pictures in the comprehension test. The results of this study along with the results of previous studies lend support to the efficiency of animation. A possible explanation for this finding is that animation enhances learning motivation. The findings also showed that animation is superior to static picture in learning transfer. Also, it was found that the visual cue of color functions better than the arrow cue in the comprehension and learning transfer. A possible explanation is that because the internal cue is embedded in content it increases the level of attention. The study also found that there existed no significant interaction effect of presentation form and type of visual cues on comprehension and transfer. The effect of color cue was found to be the same in animation and static pictures. Another finding of this study was that with the spatial ability controlled, the girls had a better performance in comprehension and transfer of learning when received animation rather than static pictures. This finding is inconsistent with the explanation proposed in previous studies. In a previous study it was found that girls have a lower spatial ability than boys and the use of dynamic presentation can diminish the difference. It can be argued that women's cognitive and emotional processes interact with each other and emotions are activated accordingly. This will affect the working memory and cognitive processing of women. In summary, the use of animation combined with color cues can increase learning efficiency. This is especially the case with girls than boys.