Designing multimedia learning application with learning theories: A case study on a computer science subject with 2-D and 3-D animated versions

The total duration of the project was 12 months, although the evaluation and fine tuning of the package continued for another 12 months. There were a total of six key tasks in this project (Table 1). The main funding for this project was through a Federal Government grant that was administered by Committee for University Teaching and Staff Development (CUTSD). The total cost of the package development was A$46,843, and the breakdown of costs for different expenses involved in developing the package is given in Figure 1. As can be seen from the Figure 1, the salary of computer programmer and associated staff was the main cost (83% of the total cost) in this project.

Task	Description	Time (months)
I	Employment of staff; acquisition of software and computer	1
II	Detailed outline of package contents	1
III	Developing the contents and incorporating them into the software	5
IV	Validation and modifications in the package	2
V	Evaluation and improvement of the package	2
VI	Report writing	1
	Total	12

Table 1. Timeline for different tasks involved in developing the multi-media package.

Figure 1. Breakdown of costs for different expenses involved in developing the package. The total cost of the package development was A$46,843.

The original plan in this project was to cover a broad area of water, irrigation and hydrology. During the initial phase of the project we had many discussions about the contents and format of the package. We soon realised that the resources available made it unrealistic to produce an effective and useful package covering all areas initially envisaged. The project was therefore, focused to more specific aspects of sustainable water use and its management in agriculture in recognition that this would become one of a series of packages under the acronym SWAG (Sustainable Water Use in AGriculture).

The SWAG package was initially targeted at tertiary students (undergraduate and postgraduate) and professionals new to this subject area. The package contained four main sections (see Figure 2), and it was designed for the learner to take between 60 and 80 minutes to complete all of the tasks presented in the package. An example of screen shot of one of the sections of the package is shown in Figure 3. In the development of the package’s content effort was made to present the concepts in a lucid, highly interactive and interesting way through the extensive use of sound, diagrams, pictures, cartoons and animations. The use of text was kept to a minimum. For example, to illustrate how salinity rises in an irrigated field, the learner views an animated diagram that shows how excess water applied during irrigation moves down through the soil profile to below the root zone, meets the groundwater table, and the combined waters raise to within the root zone. The animation finishes by showing how the salts associated with the groundwater may get deposited within the root zone and even on the surface as a result of water-logging and subsequent evaporation.

Figure 2. The main sections in the SWAG package.

Figure 3. Screen shot of one of the sections of the package.

The package was designed to provide multiple opportunities for learners to input or respond to the different aspects of the concepts presented through a range of self-assessment exercises. We also included a variety of other exercises: some required a short answer and others a relatively detailed response. Also provided was instant vocal feedback that was triggered when the student’s response was incorrect. Overall, the strategy was to stimulate students and engage them while supporting and building their confidence in the subject matter.

The Authorware Professional™ was used for developing the overall package while Director™ was used for developing the required animations. The package was initially developed for use on a Macintosh™ platform but at completion stage, a version compatible with Windows™ platform was also developed. Expert technical advice was sought during the development of the package for its content, accuracy, relevance and pedagogical treatment. This minimised any serious drawbacks that may hinder usefulness of the package for the students.