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virtual education .
environment
by Kher Hui Ng and Ryoichi Komiya
This paper discusses a proposed multimedia textbook to be iniplernenred in a virtual education environment
(VEE) at the Mnltimedia University in Cyberjaya, iVfalaysia. The aim ofthe tnirltimedia textbook,
which is tavgeted at cwgineeriny courses, is to briny out a students creative abilities and to niinirnise basic
study and learning time so that niore subjects can be provided to prepare stndentsfor~frrtureinterdisciplinary
RGD and indnstrial work. The multimedia textbook will be designed both for stirdents on-catnpnr and for
those scattered locally and internationally Shorter learning times have already been confirmed using an
experimental multimedia textbook having a limited set ofinterjices (see, hear, click). The remainin2
interfaces will next be implemented and AI software included to enable a studentr learning behaviour to be
monitored and to custonzise learning materials according to the strrdenrk level cf understanding.
I
Fig. 1 An idealistic engineering education
73
(stand alone)
*Distance education application stalls from this level
whiteboard
campus
network
SBNW
74
I"
1 Features
Rationale
Chapter title
The chapter title helps students maintain their focus and the scope of their study t o the chapter.
Page number
The page number lets students know where they are in the lesson and how long they will have
to maintain their concentration before reaching the end of the chapter.
Navigation control
Buttons such as 'Menu', 'Back', 'Next' and 'Exit' are used t o help students navigate or choose
study items.
Keywords
Text lines
Short sentences are used. New points are placed on new lines or in new paragraphs. This enables
students t o capture the main points easily.
Text colour
When backgrounds are light-coloured. dark-coloured text is used (and vice versa).
The colour scheme. which is consistently used in all screens, is limited t o orange, blue, yellow,
red, black and white. Contrasting colours are used so that text is easy t o read. Bright colours are
used t o create a sense of fun in learning.
Screen layout
The screen design has two column boxes. The right-hand box is t o display text information, the
other to display supporting media. This suppoTts dual coding of media.
Transition effects
Transition effects are used t o smoothe page turning, t o bring a student's attention t o a specific
object (i.e. Wipe down of diagram), or to show a process.
Hypertext and
hypermedia
Instructiondhints
Evaluation results
Evaluation
campus VEE
Fig. 4
Global VEE'
75
Fig. 5
Distribution
The introduction of an ideal multimedia textbook
that contains so many features will be d5cult to
aclneve at this point in time, as design standards will
need to be clarified and technology constraints
overcome. Delivery of large multimedia files over
the network and storage limitations are most likely
to cause problems. The size of the experimental
multimedia textbook alone is 124 MB, 95.7% ofthe
to& size being taken up by large video files.
The size of the final multimedia textbook will be
sevcral hundred megabytes. With the current canipus
net operating 10 Base T Ethernet the download time
would be as shown in Table 2. If Switched (10 Base T)
Ethernet is available, the download time might be
35
30 25 20-
-E
0-
15
10
5 -
76
APRIL zoo2
Fig. 8 Overall
performance rating of the
multimedia textbook
80 -
60
6a
40
a
.0
.-
8 200
II
Size
200 Mbyte
400 Mbyte
800 Mbyte
Download time
160 s
320 s
640 s
Inremational standardisation
The design and development of a multimeda
textbook is very sinular to that of a motion picture.
Figs. 10a and b show this correspondence. Clearly
many s d members with specific expertise are
necessary. As the content must keep up with the latcst
trends in technology and science, revisions must be
colours
user interface design
rules for meda combination
screen layout
authoring tools
Fig. 9 Comparison
between the multimedia
textbook and a paper
textbook
0effectiveness
preference
fa,,
poor
mng
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APRIL 2002
scenario writing
r-l
dramatisation
dramatisation
1
I
casting
I 1
scenesating
media combination
pagedesign
I
Lshooting
authoring
editing
editing
Conclusions
tl
I From
To
Information content
VLET
student
visual
Student
VLET
visual
VLET
student
audio
Student
VLET
audio
VLET
student
kinaesthetic
Student
VLET
kinaesthetic
VLET
student
physiological
Student
VLET
physiological
78
m
Student
1- '
Fig. 11 Functional
reference model of an
interface between a
student and a virtual
learning environment
terminal
visual
VLET
.. .
.
.
..
.
.
..
composed of CPU,
OS,software application
audio
--'
..-.
.
...
.
.
..
.
lmultimedia textbookl.
software agents,
peripherals (display,
keyboard. tablet,
3D minter. tow etc.1
I
4
physiological
..-.
....
.
- ....
Acknowledgment
The authors would like to thank all members of the
Centre for Virtual Reality and Computer Graphics at
the Multimedia University of Malaysia for tbeir
contributions and commem in reviewing this paper.
OIEE: 2002
References
The authon were with rhr Faculty ofEnginrrring. Multimedia
University, Jalan Mulrimedva, 631llll Cybrjaya, Selangor,
Malaysia. K-H. Ng is now a postgmduiuate mearch student ir the
Mixed Reality Laboratory, School of Coinpurer Science & IT,
Univenic/ of Nortingham. UK. I<. Komiy. is now teaching at
Ryum Keirai Univenity Japan.
1 See
http://wwwmonbu,goJp/anmashi/l')99mg/~04/
4114-5.htm
2 See http://counrr.telecampus.edu/
3 YEOH ENG THIAM, BENOIT VAILLANT, TEO
LlAN SENG, and KOMIYA, R.: 'Virtual education
79
APKIL 2002