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In the era of rapid changes in advanced multimedia technologies, modern education now focuses on the utilization of multimedia applications to improve learning motivation and effectiveness. With the maturity of existing multimedia technology, the combination of photos, images, text and sound in the preparation of multimedia applications is better in attracting learners and, most importantly, enhances the learning motivation and fun of students (Small & Gluck, 1994; Maehr & Meyer, 1997).
Mayer (2003) pointed out that in terms of cognition of multimedia learning, the presentation of animation stimulates the visual sense, improves the learning motivation of learners, and is able to present an abstract concept in a dynamic way; thus, it has more advantages than the presentation of static photos. The research results of Rieber (1989) also suggested that the presentation of dynamic images encourages positive and active motivation among learners to make an effort to look for norm-based answers, and enables learners to clearly understand the process underlying the presentation steps. This echoed Tan’s (2001) view on video presentation as being an activity that can effectively promote students’ creativity. Furthermore, Strom (2002) also found, from students’ responses, that lecture contents presented with visual images can be better preserved and enhance and stimulate learning motivation.
Dutton and Lievrouw (1982), however, reminded teachers that although different types of media should be applied for different educational objectives, the selection of media needs to be content-driven rather than technology-driven. This implies that the selection of media has to consider teaching content and the learning effectiveness needed and desired by students (Moore & Kearsley, 1996). In short, therefore, this study aims to combine theories and practice in designing a set of multimedia applications based on an ARCS learning motivation model, anchored instruction teaching, and humor, that incorporates existing multimedia production technology and practical experience involving 2D animation and games. In addition to the design of a set of story-based multimedia applications for sixth graders’ natural science and technology courses in elementary schools, this study also records the design and development process, and examines whether the learning effectiveness and motivation of elementary school students are effectively improved via experiments.