Edinburgh Napier University

  This thesis investigates effective ways of designing and integrating Interactive
Multimedia (IMM) to facilitate teaching and learning of programming. Drawing on a
preliminary investigation in IMM and learning, an initial design and integration
approach was developed. The architecture and design features of IMM courseware and
its integration were modelled to suppOli the learning activities defined by Laurillard's
conversational and Mayes' learning frameworks and to accommodate the needs for the
domain identified at two UK Universities. The approach aimed to improve the quality of
student learning with IMM courseware through creating a learning context which
supports the teaching and learning processes; encourages students to use the courseware
for learning; and increases their motivation and interests in the subject matter they study.
The primary emphasis of this approach lies in integrating IMM for lectures and tutorial.
Sequent case studies were conducted to evaluate the effectiveness of the approach in
supporting teaching and learning. Two IMM courseware, consisting of resource-oriented
and task-oriented materials, were developed and integrated into four programming
modules at Napier and BruneI Universities. To explore the effects of hyperlinks in
problem-solving contexts, three different variations of the task-oriented material were
developed: one without hyperlinks, the second with questions (static), and the third with
model answers when the questions were answered incorrectly (dynamic).
The results suggested that student learning experience was enhanced by the use of the
IMM courseware for teaching and learning: their performance and perceptions of the
subject matters improved. Using the IMM courseware in lectures and tutorials enhanced
the teaching and learning processes, promoted active learning and reflective thinking,
and created collaborative learning environment. However, weaknesses were also
identified in supporting student learning with different knowledge levels. As for the
hyperlinks effects, the results showed that the 'dynamic' hyperlinks improved students'
performance most effectively. They helped students become aware of their
misconceptions and correct them through revisiting the resource-oriented material; and
in the process reflect on what they learnt in lectures. The 'static' hyperlinks were found
to be beneficial when students did not have sufficient knowledge to test. In addition, the
results revealed various factors affecting student learning with IMM. Among them was
students' familiarity with IMM, which emphasised the importance of integrating IMM
courseware in a way that encourages students to use it for learning.
The thesis presents a design and integration approach informed by the findings from the
case studies, and proposes a design and integration process with IMM. The process
consists of three phases (designing and integrating IMM, and facilitating learning with
IMM) and the factors affecting the phases, and illustrates the relationship between them.