I certify that this report entitled “METHODOLOGY, CONCEPT AND DESIGN OF TECHNOLOGY-ASSISTED LEARNING COURSES FOR BIOLOGICAL SCIENCE” is my own work, except as cited in the references. Lee Chen Kang supports, it will be very difficult for me to complete this project. The main goal of developing this project is to solve the problem that students today face with boring and complex content in the study of biology.
This project consists of 5 modules which are Introduction Module, Experiment Module, Simulation Lab Module, Quiz Module and Mini Game Module. 98 Figure 5.18 Respondents' opinion on whether this multimedia application helps to learn biology. 98 Figure 5.19 Respondents' opinion on whether they have any thoughts on improving the quality of this multimedia application.
INTRODUCTION
- Introduction
- Background
- Problem Statement
- The unappealing content in existing educational courseware
- The existing complex scientific theory
- The problem of a complex interface design in existing educational courseware 3
- To design an interesting courseware of the biology content to attract user
- To integrate multimedia elements into courseware to enhance students learning
- To develop an user-friendly learning courseware for biology science students
- Project Scope
- Biology Lesson and Introduction Module
- Simulation Lab Module
- Quiz Module
- Experiment Module
- Mini Game Module
- Innovation of the Project
- Target Audience
It is to create a different learning environment for students to increase their interest in learning. The author will combine the multimedia elements and the biological science learning together to give students another choice to learn and understand more about the biology course. The course material will show the basic lesson in biology, allowing secondary students to learn biology courses.
This module is intended to provide a set of lessons and basic introductions to guide introductory biology students to an understanding of biological science. It can help students understand biology content with audio features and allows students to start and end the lesson in a comfortable rhythm. The combination of multimedia elements and the learning of biological science subjects together, allowing high school students to learn a biology course.
LITERATURE REVIEW
- Review on Similar Application
- Nutrition – Balanced Diet
- Nutrition – Nutrient content in food and leaves
- Nutrition - Vitamins
- Nutrition - Photosynthesis
- Nutrition – Food Digestion
- Comparisons of Similar Multimedia Applications (Comparisons Table)
- Courseware Specification Comparison Table
- Multimedia Element Comparison Table
- User Centered Approach
- User Requirements Data Collection and Analysis
As referred to Figure 2.7, it can be identified that the majority of the respondents are Chinese (97.2%) and there are only a few people who are Malaysian (2.8%). As reference is made to figure 2.11, it can be identified that the respondents have given the rationale for the selection according to figure 2.10. 13 Justification for the statement on whether one tries to use biological course material As reference is made to Figure 2.13, it can be identified that the respondents have given the justification for the choice according to Figure 2.12.
As referred to Figure 2.14, it can be identified that up to 69.2% of the respondents agree that courseware provides a good learning environment, the remaining 30.8% remain neutral. As referred to Figure 2.16, it can be identified that up to 61.5% of the respondents agree courseware that can help to understand more biological than traditional learning methods, 30.8%. As referred to Figure 2.17, it can be identified that respondents evaluated a multimedia performance of the courseware they used previously.
SYSTEM DESIGN
Overview
System Requirements
- Software Requirements
- Hardware Requirements
ADDIE Model
- Analysis
- Design
- Development
- Implementation
- Evaluation
After identifying the existing problems and solutions, the author can start designing the teaching material. At this stage, the author must begin to design the initial interface of the learning equipment. The author will try to think about what technology and tools have been used to develop educational programs.
To make the course material better, the author must understand the working mechanism of the course material and understand what the user thinks. The main point of the development phase is to develop methods and processes for creating teaching materials. In this phase, the author starts to develop the educational teaching materials proposed by the author, after the analysis phase and the design phase are completed.
System Flow Diagram
Storyboarding Design
- Main Menu
- Quiz Module
- Experiment Module
- Introduction Module
- Simulation Lab Module
- Mini Game Module
B4 "Quiz" button, The link will take the audience to a multi-quiz module, it will offer some simple questions for users to test their understanding of biological science after reviewing this interactive multimedia learning tool. B5 "Mini Game" Button, The link takes the audience to the mini game module, allowing users to learn knowledge in a fun way. T2 A simple question provided that the course is related to biological science to check users' understanding after reviewing this syllabus.
B11 "Boiling 5 min" button, an interactive button, link that will bring the audience to go to the result of boiling the liquid for 5 minutes. T7 Show the title of the experiment, for example an iodine solution test for starch in food. B17 "Back" button, A link that returns the audience to the main menu of the introduction module.
B22 “Back” button, a link that takes the audience back to the subchapter main menu.
Project Planning
- Project 1
- Project 2
DEVELOPMENT
Overview
Development Process
- Pre-authoring Process
- Authoring Process
- Post-authoring Process
The purpose of the Create classic Tween selection is to create the effect of moving the font, as shown in Figure 4.14 (label 5). To create a button, you must first create a page and drag a button image prototype from the library into it, as shown in Figure 4.16 (label 1). After completing all the steps for the buttons, start creating the classic Tween effect for the button as shown in Figure 4.17.
To create a home page for the introduction module, add scene for each subchapter content to link together as shown in Figure 4.19 (label 1). Next, to create the effect of the mouse over display content, double-click the created button again to display the timeline as shown in Figure 4.20. First, as shown in Figure 4.21, add subchapter content chaining scene (label 2).
Next, start creating the volume control function to control the audio volume, as shown in Figure 4-25 (label 4). Finally, start creating the descriptive text, the back button, and the next button, as shown in Figure 4-27 (label 11). Next, start making the temperature selection knob for the fireplace, as shown in Figure 4.30 (label 7).
In order to achieve the special effect of fire transformation, so it must enter the necessary action script command to complete the creation as shown in figure 4.32. First, start creating the volume control slider to control the background music and audio volume as shown in Figure 4.33 (label 1). Next, use the action script command to create the time function and import it into the static text as shown in Figure 4.35 (label 7).
The action script command is used to complete the production, as shown in Figure 4.42 (label 3). First, save the generated flash modules, then click on the file and select the post, as shown in Figure 4.44 (label 1). The system will automatically publish the flash.swf file and save it to the desktop as shown in Figure 4.45.
TESTING, RESULTS AND DISCUSSION
- Overview
- Method of Testing
- Testing Analysis
- Results and Discussion
As referred to Figure 5.2, it can be identified that the respondents evaluated an introductory module design performance of this multimedia application. As referred to Figure 5.3, it can be identified that the respondents rated an introductory module convenience performance of this multimedia application. As referred to Figure 5.4, it can be identified that the respondents had rated an introductory module overall performance of this multimedia application.
As referred to Figure 5.5, it can be identified that respondents evaluated a simulation laboratory module design performance of this multimedia application. As referred to Figure 5.6, it can be identified that respondents evaluated a simulation laboratory module convenience performance of this multimedia application. As referred to Figure 5.8, it can be identified that respondents evaluated an experiment module design performance of this multimedia application.
As shown in Figure 5.9, it can be found that the respondents rated the convenient operation of the experimental module of this multimedia application. As shown in Figure 5.10, it can be seen that the respondents rated the overall performance of the experimental module of this multimedia application. As shown in Figure 5.11, it can be found that the respondents rated the design performance of the quiz module of this multimedia application.
As shown in Figure 5.12, it can be found that the respondents rated the convenient operation of the quiz module of this multimedia application. As shown in Figure 5.13, it can be seen that the respondents rated the overall performance of the quiz module of this multimedia application. As shown in Figure 5.14, it can be found that the respondents rated the design performance of the mini-game module of this multimedia application.
As we refer to Figure 5.15, it can be identified that the respondents rated the convenience performance of a mini-game module of this multimedia application.
CONCLUSION
- Overview
- Research Findings
- Problem Faced
- Knowledge Gained
- Limitations
- Future Enhancement
For example, how to use the Adobe Director and Flash Action script commands, how to enter commands, and where to use them. Therefore, knowledge of the Adobe Director and Flash Action script commands may not be fully understood. To avoid the continued problems of these issues, we reviewed many related offline and online materials to provide an in-depth foundation for the development of this course material, and finally successfully completed the production of the course material.
In addition, the use of such rich multimedia technology made it possible to understand the necessity and importance of multimedia learning. In addition, they also learned some knowledge that they had never learned before and realized the shortcomings that existed and gained deep experience. Due to the limited design concept and knowledge of multimedia technology skills, some modules may have a little limited interaction functionality, but overall it is not bad and successfully introduced the interactive function.
Finally, the color of the learning equipment used and the design of the graphics are not quite perfect. Based on the findings of the survey, some respondents give any thought on how to improve the quality of the curriculum. In addition, continue to improve this curriculum to ensure that the curriculum can catch up with current trends in multimedia technology teaching.
ONLINE] Available from: https://www.educause.edu/research- and-publications/books/educating-net-generation/using-technology-learning-tool-not-just-cool-new-thing. Available from: http://www.eajournals.org/wp-content/uploads/The-Effectiveness-of-Interactive-Multimedia-Courseware-as-Instructional-Medium-for-Teaching.pdf. Note Supervisor/candidate(s) are required to deliver a soft copy of the full set of the originality report to the faculty/department.
Based on the above findings, I hereby declare that I am satisfied with the originality of the final project report submitted by my students as mentioned above.
