Rapid changes in technology have made computers and multimedia an integral part of our personal and professional lives while also, in many schools, it is now commonplace to find students using multimedia computers as an integral part of the learning process (Sullivan, 2001). Computers are one of the basic instructional technologies used in education that have a variety of roles to play in the curriculum, ranging from tutors to student learning tools (Smaldino, Heinich, Molenda & Russel, 2008). Multimedia is the use of text, graphics, animation, pictures, video and sound to present information (Najjar, 1996). As Sullivan (2001) stated, multimedia simply means a variety of media together while on the computer, the media can be text, sound and still or moving pictures. Moreover, as Fenrich stated, “Multimedia is the exciting combination of computer hardware and software that allows you to integrate video, animation, audio, graphics, and text resources to develop effective presentations on an affordable desktop computer” (cemca.org, n.d, p.1). Multimedia instruction can simulate a real-life experience, such as decision-making on the job, thereby allowing the learner to progress through training by interacting with realistic situations (Sullivan, 2001).
The use of computers and multimedia in learning has both advantages and limitations. According to Smaldino et al. (2008), computers and multimedia provide the following main advantages: (a) individualization, since they allow students to control over the rate and sequence of their learning, giving them more control over the outcomes; (b) monitoring, since with computers, teachers can prepare individual lessons for all students and monitor their progress; (c) information management, since computers and multimedia can cover and manage all types of information such as text, graphics, audio, and video; (d) multisensory experiences, since they provide diverse learning experiences that can employ various instructional strategies; (e) learner participation, since computer and multimedia materials require students to engage in activities while they also help to maintain students’ attention; and (f) special needs, since they are effective with students with disabilities, at-risk students and students with diverse ethnic backgrounds.
Going further, multimedia use provides real-life situations that students face every day while they also allow students to learn by viewing, doing, or coaching and they also increase information retention (Hick, 1997). Moreover, multimedia allows students to control their learning pace. Specifically, multimedia instruction allows students to personally set the pace of learning compared to the traditional classroom instruction, and this is a more effective way to learn due to the fact that the student can move to new material when the student is ready (Najjar, 1996). In addition, students respond to information differently, and hence, teachers should use various formats and modes to teach the subject matter of a lesson (Zimmer, 2003). Furthermore, the fact that multimedia engage various learning modalities such as visual, auditory and kinaesthetic, appeals to various learner styles simultaneously (Necta.org, n.d). In general, “computers help children to be in control of their experience, to set their own pace, and to select the level of challenge with which they feel comfortable” (Wiki.answers.com, 2009, ¶11).
Apart from these, as supported by the cemca.org (n.d), with multimedia, learning can become more goal-oriented, more participatory and tailored to individual learning styles and can increase collaboration between teachers and students. Going further, computers can help teachers and students in maintaining information about their learning and in guiding instruction while also students can use the computer tools in order to gather information and to prepare materials that demonstrate their knowledge and understanding of that information (Smaldino et al. 2008). Moreover, the use of multimedia helps to better explain concepts and supports the learning experience with the use of senses other than just sight and this is something that also supports the dual coding theory that supports that learning is better when information is referentially processed through two channels (i.e. text and sound) than when information is processed through one channel and as a consequence, students can create more cognitive paths allowing quicker retrieval of information (Hick, 1997).
Another important advantage of the use of computers and multimedia in learning are the benefits that can provide to students with special needs. In particular, students with special needs can use alternative input and output devices in order to interact with computers and do things that they normally could not accomplish independently while they can also benefit from having access to a patient tutor that allows them to work at their own pace (Indianchild.com, n.d). In addition, as supported in Indianchild.com, what students with special needs achieve through the use of a computer enhances their self-esteem and provides them with a greater sense of control and engagement with the world.
On the other side of the coin, the use of computers and multimedia in learning has its limitations and disadvantages as well, some of which are next mentioned and discussed. According to Smaldino et al. (2008), the use of computers and multimedia in learning has the following main limitations: (a) copyright, since software and other digital information can be duplicated with ease and without permission; (b) high expectations, since students and teachers may have unrealistic expectations from computers and multimedia while also many view computers as magical and expect learning to happen with little or no effort; (c) complex, since more advanced programs may be difficult to use, especially for student production, because they require the ability to use complex skills; and (d) lack of structure, since students whose learning style requires more structure guidance may become frustrated while also, students may make poor decisions about how much information to explore. When multimedia and computers in general are used, there is no interaction between the teacher and the students and other students, and students are not able to clarify their doubts about a particular point and therefore, the use of computers is a sedentary activity that lacks the social aspect of learning and encourages passive learning (Yahoo Inc., 2009). Moreover, as Veermans and Tapola (2004) supported, the fact that students can control pace and delivery of information, which are general features of multimedia, seems to be beneficial only to high-ability students while lower-ability students are reported to have difficulties coping with the growing demand for student control.
Apart from these, “multimedia requires high-end computer systems. Sound, images, animation, and mostly video, constitute large amounts of data which slow down or may not even fit in a low-end computer” (cemca.org, n.d, p.3). In addition, teachers should be educating students about their legal and ethical responsibilities to respect copyrighted material (Provenzo, Brett & McCloskey, 2005). Undoubtedly, the use of computers and multimedia has advantages and limitations and disadvantages as well. Comparing the advantages with the limitations, it can be denoted that the advantages outweigh the limitations and disadvantages. Computers play an increasing role in our everyday lives, and children should be educated in their use in order to get prepared for their encounters with them in the workplace and elsewhere (Underwood, J. & Underwood, G., 1990). “As they master computers, children build positive attitudes toward technology that will pay dividends for the rest of their lives” (Indianchild.com, n.d, ¶14). With the use of computers and multimedia, children grow up computer literate and they will have that as a great advantage since computer literacy is becoming a huge and important qualification and hence, feeling comfortable with one will put them a step ahead (Wiki.answers.com, 2009). Computers can help achieve the important goals of education, promoting achievement in basic skills, growth in higher-level problem solving, positive attitudes toward learning and social development as well (Clements, 1985).
References
Cemca.org (n.d) Multimedia as an Educational Tool. Retrieved October 3, 2009, from http://www.cemca.org/EMHandbook/Section2.pdf
Clements, D.H. (1985) Computers in Early and Primary Education. New Jersey:
Prentice-Hall, INC., Englewood Cliffs
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Veermans, M. & Tapola, A. (2004) Are Multimedia/Hypermedia programs Useful for Learning? Retrieved October 2, 2009, from http://www.xplora.org/ww/en/pub/insight/school_innovation/teaching_models/ernist_questions/multimedia_programs.htm
Wiki.answers.com (2009) What are the Advantages and Disadvantages of using Computers in Education? Retrieved October 3, 2009, from http://wiki.answers.com/Q/What_are_the_advantages_and_disadvantages_of_using_computers_in_education
Yahoo Inc. (2009) Advantages and Disadvantages of Computer in Education. Retrieved October 1, 2009, from http://answers.yahoo.com/question/index?qid=20080130033246AAMc6aN
Zimmer, J.E. (2003) Teaching Effectively with Multimedia. Retrieved October 4, 2009, from http://www.visionlearning.com/library/module_viewer.php?mid=87
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