The influence of multimedia in learning

1. Multi Form Representation
Is a form of representation is a multi mix of text, picture, real, or graph. Based on the results of research on the use of multiple forms of representation, the information / materials via text can remember well when accompanied with a picture. This is explained with the dual coding theory (Paivio, 1986). According to this theory, the human cognitive system comprises two sub-systems: verbal system and the system image (visual). Words and sentences are usually only processed in the verbal system (except for materials that are concrete), while the image is processed through the system image and the verbal system. So with the image in the text can improve memory by because of the dual coding in memory (compare with the single coding).

Someone who read / understand the text that accompanied the picture, the activity that is: select relevant information from text, shape representation based on the proportion of the text, and then organizing verbal information into a verbal mental model.

Similarly he choose relevant information from the image, and form the image, and organize visual information to the selected mode in mental visual. Last stage is the 'model' which was formed from the text with a model that was formed from the image. This model can then explain why the image in the text can support the memory and understanding of students.

Other important features in multimedia is animation. Animation functions are: to direct attention of the participants in the Training of the important aspects of the material that is being learned (but beware, animation can also distract attention from the main topic), the Schnotz and Bannert (2003), through the text and images to support the establishment of mental model through different route .

According to this model, the image can replace the text and similarly vice versa. This model can also explain the differences of each individual in learning to use multimedia Some research results indicate that Training participants have sebelurnnya background knowledge (prior knowledge) does not get much higher profits with the image on the text, while participants with prior knowledge is very helped with the image in the text.

Means for the teacher / facilitator is quite clear when using the image in the text and when not to use it. But also keep in mind that basically support the picture as a description of the substance of the material contained in the text, so do not at times exceed the portion of the image of the text. Also, images must be relevant and related to the narrative in the text.

2. Animation
According to Reiber (1994) an important part of the multimedia is animation. Animation can be used to attract participants education and training if used appropriately, but rather anirnasi can also distract attention from the substance of the material that was delivered to the decoration animatif not important. Animation can assist the process of learning if banya Training participants will be able to perform cognitive process is assisted if the animation, while the animation without the cognitive process can not be done.

Based on research, Training participants who have educational background and knowledge tend to lower the need for assistance, one of animation, to capture the concept of material presented.

3. Multi Channel Sensorik
With the use of multimedia, participants education and training very possible to get different variations of the exposure material. Or vice versa teachers / facilitators can use the various channels available on sensorik media. With the use of multi-channel sensorik, possible use of the forms and visual auditif. According to the results of research, pemerolehan knowledge through the use of text with animated images, basil participants will learn better if the text is presented in the form of the visual auditif.

4. Learning Non-Linear
Non-linear dirnaksudkan learning as the learning process that does not rely solely on material from the teacher / widyaiswara, but participants Training should add knowledge and skills from various persons such as the somber ekstemal in the field, study the literature from several libraries, internet sites, and other sources that are relevant and support the self-improvement. Based on the research said that the level of understanding with the system of non linear merniliki better results compared to the education and training gain knowledge and skills of a facilitator only. So the task of the teacher / facilitator to stimulate and create a condition of the science of the spirit of the participants from various education and training other sources.

5. Interactivity
Interactivity diterjermahkan here as the level of interaction with the media used, namely multimedia. Because the excess of the multimedia, allowing for anyone (teacher / facilitator and participants Training) for eksplore using the details in the multimedia activities in support of learning. The problem how to live multimedia events behavioristik to provide a positive impact for both parties (teachers & students).
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