Impact of Multimedia Devices on High School Students
Introduction
Learning and development in an individual is one of the most important aspects. Learning in the life of human individual start from a very early age and it continues to be an important part for the rest of life, either in an active state or a passive state (Ke, 2008 p. 1609-1620). In consideration of the same, it has to be highlighted that the methods and techniques that have been adapted for teaching and learning over the years have also evolved. The most important feature of the same is rise in the rate of application of technology in various aspects of learning in the world, whereby it has become much easier to access information (Barab et al. 2009 p.1-20). It is also believed that because of this ease to access to information, education systems in many countries are focusing on the implications and impact of multimedia devices on school students. This particular study is focused on researching and presenting the findings on impact of multimedia devices on high school students.
Establishment of the research hypothesis is an important part of any research process as it helps in providing a direction to the research process. With respect to this particular research study, the hypothesis is influenced by the findings of Zevenbergen (2007, p. 18-28), which is to analyze and understand the impact of multimedia devices on high school students. There are two reasons as to why Zevenbergen (2007, p. 18-28) considered study into impact of multimedia devices on high school students. The first being the fact high school students nowadays are surrounded by various electronic devices for communication and information based on multimedia (Muller et al. 2006). The second is the fact that in many learning systems around the world, there is extensive use of multimedia devices in teaching and learning activities.
Findings
The findings on the research subject area are influenced by the reflections provided by various authors and specialists in the fields of psychology, education, personal development and information technology. The various implications have been highlighted in this presentation under the sections convenience and usage of multimedia, present and future role of technology and subsequent benefits and limitations of multimedia devices on high school students.
Multimedia – convenience and usage
According to the reflections provided by Osman (2008, p.97-115), the convenience and usage of multimedia devices have led to significant changes in the education system as well, especially in case of high school students. Osman have highlighted the fact that theory and practical aspects of different subjects have been greatly enhanced by the advent and usage of various multimedia devices. Ease to access of information and vivid presentation through animation is an important development in the field of education and training. Barab et al. (2009, p. 1-20) suggests that various multimedia devices help in not only provision of vital information to learners, but it also helps in the provision of effective and efficient exhibition and presentation of theoretical aspects. There is specific focus on the ease and utility of multimedia devices. As compared to earlier learning and development techniques, use of multimedia devices enables a user to access numerous sources of print media like books, journals, articles and websites through devices such as smartphones, tablets and laptop computers (Meinz and Hambrick, 2010 p. 914-919). It is not only the students who prefer to use various forms of multimedia devices for learning, but a trend has been observed indicating growing number of teachers using multimedia devices from presentation and teaching purposes as well (Muller et al. 2006). In their studies, Muller et al. (2006) have presented, that in a study conducted in 14 research institutes in Denver, CA, 12 reported scanty uses of books and other library resources by students in the last 10 years, characterized by exponential growth in the usage of computer and internet.
Technology – present and future
The popularity of the multimedia devices and technology has led to a significant change in the education system. Stith (2004, p. 181-188) conducted studies on 20 under graduate students of Anglia Ruskin University UK and the students’ responses revealed by the end of 2017 they were expecting automatic software based evaluation of their projects and assessments. It is further anticipated, that there will be changes in the education system which would make virtual classrooms not only an option but a reality (Mayer, 2001). At present, there has been incorporation of technology and multimedia devices in many universities and colleges around the world. The findings of the studies of Cronje and Fouche (2006, p.559-583) indicated that out of every 10 graduate students in the Michigan area, 7 use their cell phones and laptops to take down notes while the lecturer takes classes. Out of these 7, 5 indicated that they only use cell phones and laptops to take pictures or download study material and course modules, to be used at a later time for studies. These trends have highlighted several positive and negative impacts on the education of high school students.
Positive impacts
Improvements in communication and evaluation systems have been highlighted to be the major benefits of the impact of multimedia devices. Aspects such as e-learning and sky computing have been attributed to make the process of studies easier for students (Chang and Yang, 2010 p. 673-680). Ease of access to a variety of information is regarded to be the main reason behind the growth of usage of such devices. At the same time, the utility provided by use of multimedia devices are regarded to have simplified learning system. Students are able to save a lot of time and focus on analysis of information as compared to earlier times where time was a constraint considering availability of books only in libraries.
Negative impacts
Though there are many perceived benefits associated with the impact of multimedia devices on high school students, there are a few areas of concern too. Adamo-Villani and Wilbur (2008, p.38-46) stated that the use of multimedia has led to limitations among high school students related to reading, writing and comprehension abilities. Chang and Yang (2010 p. 673-680) further highlights the fact that it is associated with increase in expenses related to development and maintenance of infrastructure, and also learning and cognitive abilities of the learners.
Conclusion
In the study, it has been well established that the impact of multimedia devices on high school students is indeed significant. In accordance to the developed hypothesis for this study, it has been observed that high school students around the world are familiar with multimedia devices and use the same as an integral part of their learning and development. The second aspect has also been found to be evident as there has been a reflection of the increase in the usage of multimedia devices by various learning systems. They are significantly used in the teaching and training methods in various schools around the world. As a result, more studies are required to understand the impact of multimedia devices on the learning and cognitive abilities of mankind, both at present and in the future so as to ensure its survival.
References
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Barab, S., Warren, S., & Ingram-Goble, A. (2009). Academic Play Spaces. In R. Fertig, Handbook of Research on Effective Electronic Gaming in Education, (pp. 1-20). Hershey, PA: Idea Group Reference.
Chang C.C. & Yang F.Y. (2010). Exploring the cognitive loads of high-school students as they learn concepts in web-based environments, Computers & Education, 55 (2), 673-680.
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Stith, B. (2004). Use of Animation in Teaching Cell Biology. Cell Biology Education, 3, 181-188.
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