The Case for Using Interactive Multimedia with HSS/IDM populations:
What are the compelling reasons for designing an interactive multimedia version of a
proven HIV intervention (the RTR) for rural teenagers in Appalachian schools? It is no
secret that young people today are immersed in technology. For teenagers in particular,
Moore’s Law seems to apply consistently. The rate of cell phone use has quadrupled in
the last five years, picture phones, high-end graphics in off-the-shelf multimedia
computers, gameboys and low-cost MP3 players that download digital audio and music
from the web have made interactive technologies affordable and desirable. But do the
actual features of these entertainment and communication tools contain elements that can
be hypothesized to specifically appeal to characteristics of HSS and IDM students in rural
schools?.
Features of technologies are said to provide ‘affordances’ – that is opportunities for
particular kinds of interactions or experiences specficially supported by the design or
inherent aspects of the technology (Gibson, 1971). For example, interactive
technologies specifically provide the opportunity for users to move at their own pace
through content or to get feedback on their progress on program content. In this section
we discuss features of interactive multimedia technologies, evidence from research
regarding effectiveness and then link these features to known cognitive and affective
characteristics of the target population for this grant.
Feature
(Affordance)
Interactivity
(Adaptive
Hypermedia
Systems)
Specific Element
Research on Effectiveness
Immediate Feedback
1. Promotes self-efficacy (Shunk,
1991) because self-efficacy changes
with experiences of success or
failure and feedback provides such
info. This is particularly important
for our study because impulsive
persons show greater concern
about appearing incompetent and
often rush to appear to ‘finish’
quickly and thus need consistent
feedback to stay on track while
maintaining interest (Park & Lee,
2004 p. 656).
Self-paced navigation
Learner control (Snow, 1980)
defined 3 types: 1)complete
independence, self-direction; 2)
imposed tasks with control over
sequence and pace 3) fixed tasks
with only control over pace.
Students find learner controle
motivating (Gay, 1986, Kinzie,
1988). However, students can
misjudge their own knowledge and
needs. Limited learner control and
advisement have been found to be
effective in low prior knowledge
situations. Shin, Schaller and
Saveyne (1994). Our project
provides opportunities to gather
important, useful information about
learner control needs for HSS/IMD.
Presentations adapted to user
knowledge and interest defined by
paths through hypermedia effective
for learning (Bursilovsky, Elkind,
Schwarz, 1998; DeBra & Calvi,
1998).
Annotations/
Communication/IM/BBS
Multimedia
Static Graphics
Animations
Video
Opportunities for communication
support multiple perspectives,
prod alternative views, engage users
in collaborative conversations
(Gunawardena, 1991; 1995).
Pictures can be memorable and
engaging, particularly for students
with attention problems (Mayer,
1984).
Gain Attention, focus on processes
and can make external often hidden
processes (such as biological
processes). (Rieber, 1989)
Gesture, tone of voice, non-verbal
feedback add affective force during
interactions with learners and
affect motivation and attention
(duBoulay & Luckin, 2001).
Users identify with visually
presented situations (Mayer, 1984).
Audio
Can increase information in Short
Term memory, can reinforce text
information, can appeal to learners
who have difficulty reading, can
engage those who prefer to learn
aurally, (Beccue, Vial & Whitley,
Games/Simulations Combine MM (often highend graphics and audio) and
Interactivity
Credibility
2001).
1. Games provide high levels of
intrinsic motivation because they
incorporate elements of challenge
and fantasy (Malone,
2. Characteristics of simulations a)
models complex, real-world
situations in which user interacts b)
defined roles for participants with
constraints and responsibilities c)
data rich environments permitting
users to execute a range of
strategies from targeted to
‘shotgun’ decision-making d)
feedback for particpant action in the
form of changes in the problem or
situation [empowering, engaging]
(Gredler, 2004 p. 571).
Credibility perceptions vary, but
most non-academic user have high
perceptions of credibility for webbased information. Simply put, they
not only seek information on the
web because it is easily accessible,
but web-based information is
viewed as credible (regardless of
source etc).
(Shon, Marshall, & Musen, 2000),
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