development and evaluation of a life sciences multimedia ... › past_editions › 2001v09n1 ›...

Development and Evaluation of a Life SciencesMultimedia Learning System

International Journal of The Computer, The Internet and Management, Vol. 9, No.1, 2001,


Li-Yeh Chuang1, Cheng-Huei Yang2, Cheng-Hong Yang3

1Dept of General Courses, I-Shou University2Dept of Electrical Engineering, National Cheng Kung University

3Dept of Electronic Engineering, National Kaohsiung Institute of Technology

Abstract

In this research, we used multimedia andcomputer-aided educational facilities todesign a life sciences curriculum. Theobjective of this curriculum is to introduceand explore the mysteries of life. In daily life,children always feel curious and sometimesdubious about many aspects of life. However,at present, very little educational materialfor life science is available. The presentteaching system was designed to guide 10 to14 years old young students from the basicall the way through to a detailedunderstanding of life functions. Structurally,the software package comprises fourindividual theme areas, namely “What islife?”; “The birth of life”; “The inheritanceof life”; and “The progress of life”. Eachtheme area contains three sections. The“What is life?” section includes a definitionof life, details the structure of human bodies,and explains how life is created; the “Birthof Life” illustrates the structure of sperm andeggs, and explains fertilization, and theformation of a fetus; the “Inheritance ofLife” includes an introduction to DNA, and

introduces some sexual and asexualorganisms; finally, the “Progress of Life”illustrates human evolution andspecialization. Each section brings togetheranimation, pictures, images, sound, andwritten words to educate and to createnumerous virtual simulations. The effect is amultifaceted educational experience.

Keywords: Life Sciences, Inheritance of life,Progress of life, Multimedia, Computer-aidedInstruction.

1. Introduction

Life science is a field of science closelyrelated to the myriad aspects of life. On ourplanet (alone) life has grown and evolved for3 billion years. But what, after all, is life?What is it that allows living organisms todisplay qualities that we associate with life?On the surface, these seem easy questions toanswer. However, not every parent or teachercan provide a satisfactory or completeanswer. For this research project, we created



a relaxing and interesting learningenvironment for children, which usemultimedia technologies to stimulate thesenses and encourage full involvement ofchildren in learning about the serious andimportant issues of life functions.

These days, we rely heavily ontechnology for effective communication.Technology has altered the very fabric of ourdaily lives and transformed traditionalmethods of education. In light of the factthat educational needs in depth and widthvary greatly from one individual to another,technology holds out the potential ofachieving a more effective educationalcurriculum tailored to an individual student’sneeds at a cost far below the traditionalsolution of teaching in big classes or one-on-one private instruction. Also, a greaterflexibility regarding teaching time andlocation is achieved. Advancing computertechnologies have made this medium aplatform for continuous innovation anddevelopment, in which more effectiveapplications are greatly employed byeducators and computer engineers, who areworking in tandem to design software foreducation in many disparate fields. Thecomputer’s role in education is that ofeducational medium (1, 2). Using applicationprograms and associated data pre-designedinto a software package, the computer cancreate a two-way dialog with the user (thestudent), where the student can determine thescope and level of this dialog. One softwarepackage may have many different facetsthrough which to interact with users, andsoftware designers typically will select waysof displaying the features of a particularsoftware package in a manner appropriate toits theme and purpose in order to ensure thebest possible educational results (3, 4).

Computer-aided education has become apopular tool due to its unique characteristics1) users can determine the pace of the

learning progress in accordance with theirindividual situations and needs; 2) usersrespond to on-screen images or sounds andreceive feedback based upon such; 3) aparticular subject may be reviewed for anunlimited number of times, thereby raisingretention levels of the subject material; and4) as software can be started, paused, andstopped based upon user requirements, the“time” factor does not hold the overridingimportance it holds in traditional education(5). Numerous studies have been conductedto assess the impact that computer-aidededucation has on the educational process (6,7). In general, results have shown thatcomputer-aided education both raises theeffectiveness of a student’s efforts andreduces the average study time required tomaster a subject.

Per definition, multimedia is thecombined use of written words, images,sound, video, animation, and interactiveconversation to transmit information.Multimedia helps to ensure that manycategories of information are included (6, 7).Knowledge obtained through multimediasoftware packages is retained longer thanknowledge obtained through traditionalmeans. The effectiveness of multimediaeducational tools has already been confirmedby academic professionals and students (8,9). The potential fields of application formultimedia education programs is seeminglyunlimited (10, 11). Special characteristics ofcomputer-aided multimedia educationinclude: student control, fully integratedvisual and audio documents, sensoryinteraction, innovation, creativity, andeducation within a virtual environment. Themultimedia experience turns schools intoamusement parks while at the same timeensuring a comprehensive educationalexperience. This medium is definitely worthpromoting (6).



2. System Outlook and Functions

Our planet teems with life, from thedarkest ocean depths to the highest ofwindswept slopes. Life flourishes in roilingvolcanic slag, on the hidden surfaces ofrocks, and even under layers upon layers ofsnow and ice (12). However, while life isclearly all around us, it is not easy to clearlydefine. The biological science uses thefollowing characteristics to define livingorganisms: living organisms consume energyand food, grow excrete waste, and respond tooutside stimuli (13). Apart from these, thefinal and most important characteristic is thatliving organisms reproduce. Reproductionnot only ensures survival over multiplegenerations, but also permits organisms togradually change and adapt over time (14).We explore the above mentionedcharacteristics and describe how organisms"live" using a plethora of different chemicaland physical processes.

In nature, only organisms of similar typewill reproduce together. This is the basis ofthe subcategory "species". Up until as late asthe 17th Century, much of humankind stillbelieved that each organism was inalterablypre-designed and created for a specificpurpose. Modern thinking casts doubt on thisbelief, however, and geological proof wasfound that earth is far more ancient thanpreviously thought. The identification offossils, relics from earth's past, demonstratedthat many organisms once living on theplanet had perished long before humankindcame into being and that the earth seems tobe in a state of perpetual change over theeons. During the 19th Century, the Englishbotanists Darwin and Wallace provided atheory for this change. They postulated thetheory of natural selection, the survival ofbetter adapted organisms at the expense anddeath of other organisms less well equippedfor their environment (15, 16). The theory ofevolution remains one of the cornerstones of

modern research in biology to this day.

Reading books is the traditional one-way method of transferring information.Leveraging computer technology to designcourse materials is a way to create theconditions for interactive study. The studentmay enter a piece of information into thecomputer via input devices such as keyboardand mouse after receiving a variety ofsensory and mental stimuli. The computercan then process the entered information andreact to the student in a manner unique tothat user. This type of interactive educationalenvironment not only avoids the stigmaattached to traditional lectures, but alsoraises the effectiveness of learning activitiesin an associated manner (1, 5). In order tohelp those students with an interest inexploring the mysteries of life in more depth,this research utilizes many images,animation clips, voice recordings, andwritten words to provide students withpertinent, interesting data at every step of thelearning process. The system responds to astudent's learning either through images andexplanations or through more complexanimation clips. The system's reaction to theuser helps to heighten his or her acquisitionand retention of knowledge andunderstanding of the subjects taught. Inaddition, many academics believe that thechallenge, newness, and enjoyment ofcomputer games added to the educationprocess will keep students coming back formore (2, 3). Therefore, this software packageuses a format similar to that of computergames. Each unit’s design incorporates atesting function designed along the lines of acomputer game. The simulation ofcompetition in this format maximizes thestudent's retention of information andincreases interest in study.

This software package is designed alonga “gameware” format in order to heighten astudent’s interest. Each area within the



software incorporates a quiz in the form of acomputer game to test the results of the studyprocess. The package incorporatesmultimedia and a multifaceted interface tofully realize the current potential ofcomputer-aided education.

3. System Architecture

The four theme areas within thissoftware are: “What is life?”; “the birth oflife”; “the inheritance of life”; and “theprogress of life” (Fig. 1, 2).

"What is life?" incorporates foursections (Fig. 3):

1. The formation of life: This areadescribes the formation of life from the verybeginnings of life on earth. The descriptionbegins with basic molecules-amino acids,proteins, and RNA which are the buildingblock of cells. Images and ampledescriptions and explanations give youngstudents a thorough introduction to thesesubjects.

2. The Building Blocks of Life: With thebirth of cells and the passage of tens ofmillions of years came the appearance ofmulti-celled organisms. It is at this point intime that two major branches - plant andanimal life appear. This unit educatesstudents regarding the difference betweenplant and animal cells.

3. The human body: This unit introducesthe basic structure and systems of the humanbody, including the four major structuralcomponents (muscular, connective,epithelial, and nervous) and four majorsystems (vascular, nervous, muscular, anddigestive). This unit helps students to betterunderstand these systems and theirstructures.

4. Tests/quizzes: Tests and quizzes arepresented in a game-like puzzle format

allowing students to select the correct puzzleto finish out of a choice of three. Thismethod of quizzing helps to enhance theeffectiveness of the learning process.

"Birth of Life" comprises four sections(Fig. 4):

1. The structures of sperm and egg cells:This unit describes the structures of the twomost important elements in the creation oflife. Animation combined with dialog is usedto describe the creation of both sperm andeggs to involve students in the process.

2. Fertilization: This unit introduces thefertilization of the egg by a sperm. A racebegins at the moment sperm are alloweddirect access into the womb. Only a spermthat reaches the egg at the appropriate timehas the opportunity to join with the egg. Thisunit employs animation to display events.

3. The development of the embryo: Thisunit describes events that occur followingfertilization. Realistic displays and verbaldescription of events draw the students intothis unit and teach them about the creation ofnascent life.

4. Quiz: Quizzes are based around amultiple-choice format, allowing students toselect correct answers from a number ofchoices. This format heightens students’understanding of the subject.

“The inheritance of life” incorporatesthe following four sections (Fig. 5):

1. An introduction to DNA: DNA is thekey player in heredity between successivegenerations. This unit explains thefundamental structure of DNA.

2. Sexual reproduction: Reproduction asthe result of the mating of sperm with an eggis defined as sexual reproduction. This unitprovides examples from both the animal andplant kingdoms to introduce thecharacteristics of sexual reproduction.

3. Asexual reproduction: Asexual



reproduction implies that everything that isnecessary to produce offsprings isincorporated in a single organism’s body.This unit uses examples of asexualreproduction in insects, molds, and yeast.

4. Quiz: The quiz in this sectionemploys a stimulating response format totrain student response abilities and to ensureunit lessons are retained.

“The progress of life” comprises thefollowing three sections (Fig. 6):

1. Human evolution: This unit explainsthe process of human evolution from apes, toproto-humans, and on to homo sapiens.

2. Evolution of cells: This unit explainsthe evolution of cells from the earliest single-celled organisms to the profusion andspecialization of cells observed today.Examples include cells from animals, plantsand molds.

3. Quiz: The format of this quiz is aquestion and answer forum that testsstudents’ understanding of lessons taught.

This software package is written inBorland C++ Builder. System requirementsare the following: IBM Compatible PC(recommended processor of 486 or higher),16MB minimum RAM, 256 colors or bettermonitor, CD-ROM drive, sound card, andWindows 95 operating system.

4. Results and Discussion

When this software package was shownduring Taiwan 1999 Children’s InformationMonth, 20 students were selected to evaluatetheir learning efficiency. Before the studentsused the system, every student was asked totake a pretest first and then they wereintroduced to all of the functions of thesystem and they were instructed about somepoints they should pay attention to. Then, the

students after having used the softwaresystem, were given a posttest. The questionsof the pretest and posttest were similar. Also,to ensure that the tests were fair andobjective, students who had taken the testswere asked not to discuss test topics withother student who had taken the test yet.Since the students’ ages and personalities aredifferent, each of them took different a timeto finish the program. The time used wasbetween 50 min. to 100 min. and the learningefficiency was different for different testtimes.

In addition to the evaluation of thestudents’ learning efficiency, ten of theparents of the students or their teachers wereselected to evaluate the software package.Evaluated items included were: systemintroduction, user friendliness, teachingcontents, design and layout, quality ofquizzes, curriculum management, anddetermination if the curriculum contentswere suitable for the learners and thecurriculum arrangement appropriate.

The 20 students’ test results and the datarecord of their learning process, highlightedfour factors that affect learning efficiency: 1.the degree of a student’s life scienceknowledge, 2. the learning time, 3. thelearning intention and perseverance, 4. thestudent’s age. The results are shown in Table1.

The software package was evaluated bythe 20 students and 10 of their parents orteachers. The results are shown in Table 2.The evaluating data shows that the studentsgave “quality of quizzes” items a very highscore, meaning the students liked thosegame-like quizzes a lot. Moreover, thestudents and parents expressed a highlyaffirmative response about the “design andlayout”, “teaching contents”, and “over all “items, indicating that the students andparents generally consider this software to be



innovative and acceptable. The pictures andsounds designed for this software package

also received a highly positive response fromthe users.

Table 1. The Results of Learning Efficiency StudyStudent Age Degree of life

science knowledgeTime used

(min)Pretestscore

Posttestscore

Learningefficiency

1 14 High 60 70 100 43%

2 14 Middle 70 60 80 33%

3 12 Middle 70 60 85 42%

4 10 Low 50 50 60 20%

5 12 Middle 55 60 70 17%

6 11 Middle 75 60 80 33%

7 10 Middle 70 60 75 25%

8 13 High 60 80 95 19%

9 12 Middle 75 70 85 21%

10 10 Middle 50 50 60 20%

11 10 Low 65 55 65 15%

12 11 Low 60 60 70 17%

13 12 Middle 55 65 75 15%

14 12 Middle 90 70 90 29%

15 13 Middle 70 70 80 14%

16 14 High 70 75 100 33%

17 10 Middle 60 60 80 33%

18 14 High 75 80 100 25%

19 11 Middle 100 80 95 19%

20 13 Middle 80 70 80 14%

Table 2. The Results of Software Evaluation StudyItem Basic score Students (20) Parents or teachers (10)

System introduction 5 4 (80%) 4 (80%)

User friendliness 10 8 (80%) 9 (90%)

Teaching contents 30 26 (80%) 27 (90%)

Design and layout 20 18 (90%) 18 (90%)

Quality of quizzes 10 10 (100%) 9 (90%)

Curriculum arrangement 10 8 (80%) 8 (80%)

Over all 15 15 (100%) 14 (90%)



5. Conclusion

Life science is an area of science closelytied to human existence. Having said this, theeducation in life sciences currently providedfor our children lacks an introduction andexplanation of such connections. Traditionaleducation provides only a cursory at best andnon-existent at worst, introduction to thetopic of the process of life creation. Mosteducational software targeting children focuson teaching math, languages, biology, andlife skills. Software introducing life sciences,a topic which is the subject of much curiosityfor children, is noticeably absent. Therefore,we have chosen to design just such asoftware package with the expectation that,upon completion, it will provide childrenwith an accurate, engaging, and interestingintroduction to the fascinating world of lifesciences that leads them to appreciate andvalue life more. At present, we are furtherdeveloping the functions of this softwarepackage, including the miracle of life andreproduction and an introduction to genesand genetic functions. We are also keeping instride with current developments in the fieldof life sciences by exploring the subject ofcloning new life. Through this softwarepackage, we sincerely hope to providechildren with a straightforward, interactive,and multifaceted educational environment.This software package was shown duringTaiwan 1999 Children’s Information Monthin Taichung and Tainan, and wasexceptionally well received by parents andchildren alike.

Acknowledgements

This work was supported in part by theNational Science Council R.O.C undercontract NSC-87-2515-S-214-001-CH.

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______



What is life

The inheritance oflife

The progress of life

Birth of life

main menu

The formation oflife

The buildingblock of life

The human body

Tests/quizzes

Sexualreproduction

Asexualreproduction

An introductionto DNA

Quiz

Human evolution

Evolution of cells

The structures ofsperm and egg

Ferhilization

The developmentof the embryo

Quiz

Quiz

Fig.1

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