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Advances in technology have led to changes in education. The integration of technology into educational processes provides potential to improve instruction by creating technology-based, student-centered learning environments that allow students to take charge of their learning (Gaytan & Slate, 2002-2003). Multimedia instructional tools (MMIT) are created when interactive media content is developed in conjunction with instructional design processes which requires students to take an active role in their learning and increases communication between students and faculty (Eastman, Iyer, & Eastman, 2011). Higher education institutions are looking for ways to reduce costs while providing quality education (Twigg, 2011). Educational technology, including MMIT, can provide this opportunity (Bassoppo-Moyo, 2011).
MMIT allow faculty to control the design and content of the course and student assessment. Students control the delivery and pace of the content empowering them to control their own learning (Chien & Chang, 2012). MMIT can present some course material as effectively or better than instructors allowing the instructors to allocate their time to providing individual instruction and assistance instead of delivering content (Twigg, 2011). Class focus changes from presenting course material to student-centered, interactive, problem-solving activities that incorporate instructional materials to support their individual learning (Eyal, 2012).
Technology-based materials offer students practice opportunities with immediate high-quality feedback that can improve students’ work and learning (Schilling, 2009). Nichol’s (2009) research shows that assessment activities support student learning, especially for first year students who traditionally make up a large population of introductory courses. Students need productive and relevant learning activities that encourage appropriate time on task. MMIT supplies these opportunities allowing equal to significantly improved learning and retention as compared to traditional instructional methods (Stegeman & Zydney, 2010).