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INTERACTIVE MULTIMEDIA COURSEWARE IN

DIGITAL DRAWING AND COLOURING SKILLS
DESIGN INCORPORATING TECHNOGOGY

Azman Fadzil1 and Rozhan M. Idrus2

1
Information Technology & Communication Department, IPGM Kampus Darulaman
2
School of Distance Education, Universiti Sains Malaysia (USM)
admin@ipda.edu.my, rozhanmidrus@gmail.com

ABSTRACT

This study was conducted to evaluate the effectiveness of the i-VTeC via technogogy to
ascertain the considerations of the components of technology, pedagogy and content in the
design of the multimedia courseware. The Instructional Design Model (ID) using ADDIE
Model and the multimedia courseware which consisted of lessons in digital drawing and
colouring animated characters was an in-house design. The courseware was designed to help
students and teachers in building up their digital drawing and colouring animated characters
skills. The study was conducted in two secondary schools in Alor Setar in the state of Kedah.
61 students and 21 teachers were selected as respondents. The courseware evaluation was
implemented using a set of questionnaire that used a 5 point Likert scale. This questionnaire
was administered to the respondents during their first semester in January 2009. In addition, 4
open-ended set of question based on multimedia elements, the content, the learning activities,
interactivity and technical aspect of the courseware was included in the evaluation
questionnaire. The findings showed that 73.7 percent (n=48) of the students agreed that the
multimedia elements in the i-VTeC courseware were helpful in their learning process. Where
else, all teachers (n=21) agreed that the multimedia elements in the courseware served as an
effective tool in supporting the teaching process. From the overall result, the multimedia
elements gave the highest score (students m=4.10 ; teachers m=4.52). This research
concluded that the i-VTeC courseware gave a positive impact in building up the digital
drawing and colouring animated characters skills among students and teachers.

Keywords: Multimedia Courseware, Digital Drawing, Technogogy, Instructional Design

Model

1. INTRODUCTION

According to Biggs & Telfer (1987), linear and structural pattern of teaching delivery has
failed to create an interest and motivate the student during the teaching and learning process. The
learning environment was unable to give the students an opportunity to actively participate in class.
However, there were also reports that the successfulness of a student in class is due to the active
participation of the student during the teaching and learning process (Hartman & Virginia, 1995).

Various innovations based on technology, have been created to fulfil the competitive edge in the
education system. The ‘chalk and talk’ pedagogy concept is not the most appropriate nor is an
effective strategy in the class teaching and learning environment and using digital equipments
prevalent and much preferable presently. Students who utilize the computer based on the digital
technology are able to uplift their confident level, improve their communication skills and increase
their positive attitude towards learning (Clements, 1994; Cardelle-Elawar & Wetzel, 1995; Adams,
1996; Denning & Smith, 1997).

The education theories at present are deliberately focusing towards more challenging paradigm and
accentuate on students to think creatively and critically in problem solving (Bates, 2000). White
(1999) emphasised that the practice of technology in teaching and learning are able to provide
opportunities to students in enhancing the capability to solve problem and are able to think creatively
and critically.

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However, teaching and learning do not improve because of improved technology (Jamieson, 1999).
Specifically, content is meaningless without context. As context is not created by sitting in front of a
computer reading content (Downes, 2002). Learning is improved when it is grounded in practical
learning theory. By itself, more technology will not make education more efficient. For these reasons,
it is imperative that the learning environment of the digital era is developed or the present environment
be redesigned so that it is relevant to the power, potential and versatility of the gamut of educational
technology available today.

Different students have different learning styles and this occur in a wide variety of ways, including the
types of instruction to which they respond best, the ways they approach their individual studies
(strategies to studying and learning approaches), and their perception and attitudes about the nature of
knowledge and their role in constructing it (cognitive levels).

1.1 Background of The Study

The demand for technical and vocational skill workers especially the skill and medium-skill
workers are increasing rapidly as we approach 2020. To achieve this aspiration, the human resource
play a vital role, especially in vocational education. The vocational subject, previously known as
Industry Technical skills was put forward by the Ministry of Education (MOE) and approved by the
Cabinet on 23 June 1999. The vocational subject formerly offered at secondary school level is
intended to give the opportunity to the students that have the potential in hand craft to choose
vocational subjects as one of their study options.

The offered subject can be accessed extensively and can increase the equity that includes students and
vocational and technical fields required by the nation nowadays. Besides, the Vocational subject is the
extension of the Integrated Living Skill subject for Form 1 to 3 in lower secondary schools. The
vocational subject is an element of the subject components that are based on skill at form 4 and form 5
levels. It is an alternative subject for the Sijil Pelajaran Malaysia (SPM) examination. It is equivalent
to other elective subjects to be chosen in SPM. Students can choose MPV subject as an addition to
other subjects such as Bahasa Melayu, English, Science, Mathematics, Pendidikan Agama Islam,
Moral and History.

1.2 Statement Of The Problem

The Vocational subject is one of the subjects that has been implemented in several secondary
schools in Malaysia. The implementation of the vocational subject is based on the requirements for
Form 4 and Form 5 students and was included as one of the subjects for the SPM level. There are 2
vocational subjects that use the usage of computer which are the Multimedia Production and the
Computer Graphic Animation. In order to fulfil the vocational requirements, students are required to
complete the task according to the specific criteria, for instance, drawing and colouring digitally using
several softwares such as Adobe Photoshop.

The significant problem arises are divided into two which firstly the students who do not have the
ability to draw if the teaching is done conventionally due to the less focus when using computer.
Secondly is where the teacher lacks skill in handling the digital drawing and colouring equipments.
This is due to the reason that some of the vocational subject teachers are not computer optionists.
Vocational subject requires teachers who are highly skill in that area in order to handle and conduct
classes using the Adobe Photoshop software. This subject is not a “chalk and talk” subject. It needs
hands-on and practical tasks by the students.

Furthermore the equipment and materials for multimedia subject are still very limited. According to
statistics, some of the teachers did not have special training to develop software and even to do the
evaluation in the electronic equipments. Since 1996 to 2000, only 30% of all the teachers have
attended the relevant computer training courses. From the numbers involved, only a few of them are
capable to integrate the electronic facilities in their teaching and learning.
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1.3 Study Objective

The main objective for this study was to gather feedback from the students who are enrolled in
the vocational subjects, multimedia production and Computer Graphic Animation on how the i-VTeC
multimedia interactive software could be of assistance to them in their learning process.

1.4 Study Questions

To achieve the study objective several questions of the study have been constructed as below:
1. Is the multimedia element in i-VTeC able to assist them in the Production Multimedia and
Computer Graphic Animation learning process?
2. Is the multimedia content in the i-VTeC able to assist them in the Production Multimedia and
Computer Graphic Animation learning process?
3. Is the multimedia activity in the i-VteC able to assist them in the Production Multimedia and
Computer Graphic Animation learning process?
4. Is the interactivity in the multimedia interactive software, able to assist them in the Production
Multimedia and Computer Graphic Animation learning process?
5. Is the technical aspect in the i-VTeC able to help them in the Production Multimedia and
Computer Graphic Animation learning process.

2. LITERATURE REVIEW

Malaysia is not far behind in chatching up the ICT development especially in the education
field to produce an effective and interesting teaching and learning process. Therefore, the use of
Computer Aided Learning (CAL) and multimedia in teaching and learning process in schools and
education institutional has experienced rapid growth (Baharuddin et al, 2002). According to Noor
Azliza & Lilia (2002), an interactive multimedia is able to create an interesting environment with the
use of the elements that could attract the human sense such as the text, audio, graphic, video and
animation.

Khoo and Lou (1995) emphasized that the use of computer in teaching and learning is able to reinforce
the students individual learning process. The computer is able to stimulate and sharpen the student
analitical skill. A study by Khalili and Shashaani (1994) showed that the use of computer in teaching
and learning was able to improve students performance. This study is congruent with the studies done
by Funkhouser (1993) and Henderson and Landersmad (1992) that agreed that computer software used
in teaching and learning process are able to help the student in understanding the principle and concept
easily and effectively.

ICT and ICT Literacy as a curriculum are two from the three main policies guided by the Ministry of
Education (MOE, 2001) in the Education Development Primary Plan 2001-2010. This initiative was
implemented to accomplished the nation goal to reach hundred percent ICT literate people (Mahathir,
2002) and able to determine the successful life of an individual, community and nation (Hairudin,
1999). Several ICT education programmes, either formal or non-formal have been deployed at various
levels of education.

Idrus (2007) defined technogogy as the convergence of technology, pedagogy and content in
transformative use of technology to foster learning. The power of multimedia computing makes it
possible for technology to cater for the needs of pedagogical elements that can be viewed from the
standpoint of technology. Innovations in interactive technologies afford us the leveling of field in the
education of the young and the adult, each benefiting from the elements of the other. Technogogy will
allow for a continuum from the young to the adult in a way that addresses both learning needs and
activities.

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According to the Curriculum Development Centre (2001), teaching strategy based on multimedia or
Information Communication and Technology (ICT) is a teaching strategy that benefited from the
computer as the instructor and learner in extending the teaching and learning activities. ICT enables
the assembling, structuring, manipulating, gaining and information communication in various form.
ICT is used in processing, multimedia, CD-ROM, Internet, etc.

2.1 Conceptual Framework

Effective design model has been constructed based on the learning theory (Yusof, 2001). The
instructional model is a systematic process that includes all aspects in instructional model such as
concept development, design, production, evaluation and teaching approach with the aim to improve
teaching (Henrich et al., 1996). Instructional design is referred to the systematic process in interpreting
the teaching and learning principles to learning material, activities, information resources and
evaluation (Smith, 1999). According to Seels, et al.(1998), instructional design is a process to resolve
teaching and learning problems by systematic analysis. The design is based to the teaching and
learning theory and the theory that is associated with communication and technology. Instructional
design is a must follow guidance in order to produce a good learning software. Instructional design is
used in analysis phase of development methodology.

In the instruction design model, elements consist of text, graphic, animation, audio and video
constitutes as the resources in multimedia. All these elements are integrated in an interactive digital
environment that uses authoring tools such as Macromedia Flash MX’ and ‘Macromedia Director MX’
besides the additional software such as ‘Adobe Photoshop CS’’, ‘SwishMX’ and ‘SoundForge 10’. The
approach used for the software development is ADDIE model (Baharuddin, et al., 2001).

The selection of this model is because ADDIE model is an appropriate model to design a learning
software and can be the foundation to other instruction model design. This model consists of five
phases which are the analysis, design, development, implementation and evaluation. According to
Baharuddin (2000), the process to develop a multimedia software especially the one with education
and training concept is a long-drawn-out process and require continuous appropriate study that
involved information transfer process. However, elements of technogogy are not embedded in the
design and no identification of learner preferences or learning styles were conducted.

From the definition of technogogy (Idrus, 2007), the convergence of technology, pedagogy and
content (learner focused) in the transformative use of technology to foster learning is depicted in the
form of a three-dimensional relationship (Fig. 1) that will give rise to the depth and volume in the
creation of learning objects. The different points seen in the 'cube' are different learning objects based
on the deliberations of technology, pedagogy and content.

Figure 1: The Technogogy Cube (Idrus, 2007)

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According to Figure 1, the technology element refers to an interactive multimedia material which was
used through the application of i-VTeC software CDROM by the students and teachers. The software
installed was specific to the computers in the lab. The software has been developed by the researcher
taking into consideration pedagogy elements that consists of hands-on activities which enabled
students and teachers to draw and color the animation characters digitally. Individual or group
approach was also incorporated for the purpose. Students and teachers will experiment on their
drawing and coloring of the product through various activities that has been prepared where the
students and teachers are able to understand the step by step drawing technique clearly and accurately.

The software consists of focus contents towards drawing and colouring animation character topics via
the usage of multimedia elements texts, graphics, video, animation and audio. The implementation of
multimedia elements will enable the students and teachers choose their appropriate learning style. For
example, if the students or teachers are more interested towards visualization object, they can learn to
draw and color the animation character through video and animation activities in the i-VTeC software.
All the facilities for different learning styles has been developed by the researcher through the software
which consists of specific topics.

3. METHODOLOGY

This research is using a quantitative approach which attempts to distinguish the relationship of
the existing variables.

3.1 Design

The study conducted by the researcher employed the quantitative research strategy using descriptive
survey to observe the interactive multimedia software developed by the researcher in assisting the
students teaching and learning process. The study was distributed to students and teachers from
selected schools.

3.2 Pilot Study

Prior to the survey, a pilot study was implemented on ten students of Form 4 and 5 of SMK Kuala
Perlis. The selected students are the sample selected randomly from the population.

3.3 Sampling

The population of this study are the Form 4 and Form 5 students from selected schools that have
Multimedia Production (PM) and Computer Graphic Animation (AGB) subjects. The study population
involved 30 students of SMK Syed Ahmad Al Bukhary and 31 population of SMK Mergong (n=61).
There are 10 teachers from SMK Syed Ahmad Al Bukhary and 11 teachers from SMK Mergong
involved in the study (n=21). Both schools are from Kota Setar district of Kedah Darul Aman.

3.4 Instrument

Survey questionnaires were constructed and distributed to the samples. The questionnaire forms
distributed to the student and teachers were aimed at observing the extent of assistance of the
interactive multimedia software in the teaching and learning process.

3.5 Data Collecting Procedure

The researcher implemented data collecting procedure using four phases. In the first phase, the
researcher conducted a discussion with the schools administrators involving the School Principal,
Computer Lab Coordinator and the Multimedia Production and Computer Graphic Animation subject
teachers. The discussion was held to identify the procedure required to accomplish the study.

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After the installation process has been completed, the second phase involved the data collection. The
researcher gathered the respondents according to the number of computers in the lab. Each respondent
will use a computer for the study purpose. Then a briefing and explanation has been conducted to
inform the respondents regarding the study purposes.

In the Third phase, each respondent is allowed to use the i-VTeC software self-phased within the time
allocated. They are free to explore the software according to their own understanding and capability to
use the mouse. After the time allocated ended, the researcher distributed the questionnaires form to
each of the respondent in order to get some software evaluation feedbacks.

During the fourth phase, the respondents are required to fill in the questionnaire form according to the
exploration that they did using the i-VTeC software. They filled the form while exploring the software.
The forms were directly submitted to the researcher right after the students have completed filling the
forms.

4. SOFTWARE EVALUATION FINDING

The research findings were collected, processed and transformed into descriptive statistic
analysis format. The Descriptive analysis statistic describes the qualitative data findings referring to
the study objective statements.

The data collected from the questionnaire was analysed using Likert Scale score from 1 to 5. The
Likert scale consists of Highly Disagree(HD), Disagree(D), Not Sure(NS), Agree(A) and Highly
Agree(HA). The Total(T) is in percentage and total number of respondents.

Table 1 shows the students and teachers overall feedbacks towards the extended of the Multimedia
Software in assisting the MPV teaching and learning in i-VTeC software usage in percentage.

Table 1 shows the statements that clarify overall students and teachers feedback towards the extended
of the interactive multimedia software developed for production multimedia and graphic animation
subjects.

Findings of the data for the students showed positive attitude toward most of the given statement in
distinguishing the overall extend of interactive multimedia software in assisting the MPV teaching and
learning process. The attained finding from 61 respondents shows that the students agree to all given
statements with percentage of 47.5% to 63.9% and 6.6% to 14.8% highly agree that the multimedia
interactive software able to help their learning process. Form teachers respondents (n=21) showed that
47.6% to 61.9% agree and 19% to 52.4% highly agree that the software was helpful. Overall the result
showed that majority of the students and teachers agree and highly agree that the software usage is
effective and helpful in teaching and learning of Production Multimedia and Graphic Animation
subjects.

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Table 1 Total distribution in percentage to measure the respondent feedbacks towards

the usage of Interactive Multimedia Software in assisting the teaching and learning of
Production Multimedia and Computer Graphic Animation (N=61)

HD D NS A HA T Min/
Statement
% % % % % % SD

Student Opinion
1. The multimedia element (text, graphic, audio, -
1 12 39 9 61 4.10
video and animation) in the i-VTeC is -
1.6 19.7 63.9 14.8 100 0.55
effective.
2. The contents in i-VTeC software are effective -
5 17 32 7 61 3.80
toward student understanding. -
8.2 27.9 52.5 11.5 100 0.76
3.The learning activities in i-VTeC has
-
effectively allowing the student to do 3 12 39 7 61 3.90
-
exploration with deep interest 4.9 19.7 63.9 11.5 100 0.68

4. The interactivity in i-VTeC software eases the

1 3 14 39 4 61 4.05
student understanding
1.6 4.9 23.0 63.9 6.6 100 0.51
5. Technical aspects in i-VTeC software allowed 1 2 21 29 8 61 4.10
the student to understand effectively. 1.6 3.3 34.4 47.5 13.1 100 0.71

Teacher Opinion

1. The multimedia element (text, graphic, audio, - - - 10 11 21 4.52

video and animation) in the i-VTeC is - - - 47.6 52.4 100 0.51
effective.
2. The contents in i-VTeC software are effective - - 2 11 8 21 4.28
toward student understanding. - - 9.5 52.4 38.1 100 0.64

3.The learning activities in i-VTeC has - 2 2 13 4 21 3.90

effectively allowing the student to do - 9.5 9.5 61.9 19.0 100 0.83
exploration with deep interest

4. The interactivity in i-VTeC software eases the - - 2 12 7 21 4.23

student understanding - - 9.5 57.1 33.3 100 0.62

5. Technical aspects in i-VTeC software - - 2 11 8 21 4.28

allowing the student to understand effectively. - - 9.5 52.4 38.1 100 0.64

An objective of education should thus help students build their skills in both their preferred and less
preferred modes of learning. The learning theories provide good frameworks for designing instruction
with the desired breadth. The goal is to make sure that the learning needs of students in each model
category are met at least part of the time. When mismatches exist between learning styles of most
students in a class and the teaching style of the teacher, the students will ‘disengage’ from the
educational environment.

This was collaborated by the works of Ulieru et al (2008) when they determined the range of learning
styles of the first year of Electrical Engineering and Materials Engineering, Mechatronics, and Robot
Equipments students from Valahia University of Targoviste in 2007 and found that they corresponded
to six learning styles of participative, collaborative, competitive, retractile, independent and dependent

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as the main learning style of each student. The mission of the teacher was to help students in realizing
their own learning style and to adopt adequate teaching strategies.

Technogogy can be applied in any area or discipline as it forces the consideration of the three
components in the design of the lesson plan and subsequently enrich the learning environment with
more specific learning objects the subjects taught. Technogogy was also illustrated in action in
engineering education in order to strengthen the unique needs of engineering students and the design
for their instruction (Idrus, 2008)

5. CONCLUSION

In accomplishing the study, the researcher has design an instruction model after referring to several
existing instruction model design. With some amendment and discussion, the model is able to be
completed after some augmentation. Then researcher has built the flow chart and story board, therefore
the education multimedia software able to be developed systematically and put in order. The
researcher has to enrich the multimedia software development knowledge using authoring tools such
as `Macromedia Flash MX` , ‘Director MX’ and other utilities software. At this level, several
improvements have to be done to the multimedia interactive software that involve some changes to the
flowchart and story board. The biggest challenge to the researcher is to design an instruction model
and develop the multimedia interactive software that fits the requirement of the students, hence the
application and incorporation of technogogy.

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