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Interactive Multimedia: Increasing the Study in Primary Education

Interactive Multimedia: Increasing the Study in Primary Education

Eunice Maria Mussoi, Érico Marcelo Hoff do Amaral, Liane Margarida Rockembach Tarouco, José Valdeni de Lima
Copyright: © 2018 |Pages: 22
ISBN13: 9781522538226|ISBN10: 1522538224|EISBN13: 9781522538233
DOI: 10.4018/978-1-5225-3822-6.ch011
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MLA

Mussoi, Eunice Maria, et al. "Interactive Multimedia: Increasing the Study in Primary Education." Digital Multimedia: Concepts, Methodologies, Tools, and Applications, edited by Information Resources Management Association, IGI Global, 2018, pp. 217-238. https://doi.org/10.4018/978-1-5225-3822-6.ch011

APA

Mussoi, E. M., Amaral, É., Tarouco, L. M., & Valdeni de Lima, J. (2018). Interactive Multimedia: Increasing the Study in Primary Education. In I. Management Association (Ed.), Digital Multimedia: Concepts, Methodologies, Tools, and Applications (pp. 217-238). IGI Global. https://doi.org/10.4018/978-1-5225-3822-6.ch011

Chicago

Mussoi, Eunice Maria, et al. "Interactive Multimedia: Increasing the Study in Primary Education." In Digital Multimedia: Concepts, Methodologies, Tools, and Applications, edited by Information Resources Management Association, 217-238. Hershey, PA: IGI Global, 2018. https://doi.org/10.4018/978-1-5225-3822-6.ch011

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Abstract

One of the important characteristics to be considered when developing multimedia educational materials is interactivity. The purpose of this study was to check whether the proposed multimedia's interactivity influenced the performance of 5th graders in a controlled environment and using Portuguese questions from the Brazil Test (Prova Brasil) as inputs. Those assignments were given to two groups of students, where one group had access to activities implemented via software featuring different interactive resources and a second group carried out the same activity in a plain environment, without the aid of multimedia resources. As a result, this chapter compares the performance of each group of students and relates them to the levels of interactivity, thereby demonstrating the latter's influence over the number of correct answers in the activities. Additionally, this chapter provides elements for the preparation of a second study phase.

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