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DOI: https://doi.org/10.34069/AI/2023.72.12.16
How to Cite:
Mamchych, O., Rusyn, H., Bosa, V., Nikitina, O., & Moiseienko, N. (2023). Teaching students in high school using multimedia
technologies. Amazonia Investiga, 12(72), 180-191. https://doi.org/10.34069/AI/2023.72.12.16
Teaching students in high school using multimedia technologies
Навчання студентів у вищій школі засобами мультимедійних технологій
Received: October 8, 2023 Accepted: December 26, 2023
Written by:
Olena Mamchych1
https://orcid.org/0000-0003-1770-3311
Halyna Rusyn2
https://orcid.org/0000-0001-9601-5466
Vita Bosa3
https://orcid.org/0000-0001-7509-7044
Oksana Nikitina4
https://orcid.org/0000-0003-4028-1321
Natalia Moiseienko5
https://orcid.org/0009-0001-3896-3668
Abstract
The peculiarities of the training of specialists in
higher education using multimedia technologies
are clarified and their importance and necessity
for modern education are shown. Based on the
recorded didactic and technical pedagogical
capabilities of multimedia, we will identify
potential functions that can be differentially
implemented in the educational space.
Manipulation, deformation, contamination,
toning of images, discrete presentation of
audiovisual information is considered; fixation
of a selected part of visual information for
movement, its further examination "under a
magnifying glass", demonstration of processes
and events in the real-time, multi-window
presentation of audiovisual information, which
intensify the educational process and strengthen
the motivational effect in the educational field.
Research and experimental work were carried
out, which made it possible to find out the
peculiarities of the training of specialists in
higher education using multimedia technologies
1
PhD in Pedagogical Sciences, Associate Professor of the Languages ang their Teaching Methodology Department, T.H. Shevchenko
National University "Chernihiv Colehium", Ukraine. WoS Researcher ID: HZL-6255-2023
2
Doctor of Pedagogical Sciences, Professor of the Department of Pedagogy of Primary Education, Vasyl Stefanyk Precarpathian
National University, Ukraine. WoS Researcher ID: HKE-8491-2023
3
Сandidate of Pedagogical Sciences, Docent of Chair of Romance Philology and Comparative-Typological Linguistics, Grinchenko
Borys Kyiv University, Ukraine. WoS Researcher ID: JCF-2418-2023
4
Сandidate of Psychological Sciences, Associate Professor of the Department of Psychology, Pedagogy and Language Training,
O.M. Beketov National University of Urban Economy in Kharkiv, Ukraine. WoS Researcher ID: JLM-7982-2023
5
Candidate of Philological Sciences, Associate Professor of the English Grammar Department, Odesa I.I. Mechnikov University,
Ukraine. WoS Researcher ID: IRW-8844-2023
Mamchych, O., Rusyn, H., Bosa, V., Nikitina, O., Moiseienko, N. / Volume 12 - Issue 72: 180-191 / December, 2023
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and to prove their importance and necessity for
modern education. We have reasonably
identified the stages that are important for the
educational space for the qualitative application
of knowledge and skills in the training of
specialists; advantages of the introduction of
multimedia technologies; various aspects of the
use of computer software multimedia tools in the
process of professional training of a specialist are
named.
Keywords: training of students, improving the
quality of specialist training, multimedia
technologies, higher education, higher education
institutions.
Introduction
The problem of using multimedia technologies in
higher educational institutions occupies an
important place in the training of modern
specialists with a high level of knowledge,
practical skills and professional skills. This is due
to the fact that students' acquisition of skills in
the use of modern multimedia technologies is an
integral component of their studies in higher
educational institutions in order to conduct
classes on subjects at a high professional level.
Improving the quality of training of future
technical specialists, ensuring their practical
orientation in order to increase the level of
competitiveness of Ukrainian graduates on the
world labor market requires the improvement of
the organizational and educational process in
higher educational institutions of a technical
profile (Potapchuk, 2018).
As you know, multimedia technologies are
constantly improving, becoming more saturated,
unified, flexible and productive. They are aimed
at various needs of society. The use of
multimedia technologies in the educational
process ensures both visual and auditory
perception of the material, active participation of
students in classes, and return to topics that
require additional processing.
The main condition that determines the
successful functioning of the educational system
is the active interaction of the participants of the
educational process in the modern information
environment, which is characterized by the rapid
development of the latest information and
telecommunication technologies, information
systems, and the appearance of various software
products.
So, the result of professional training of future
teachers is the readiness to use multimedia
educational systems in professional activities,
which is determined by the actual problem of
pedagogical science and practice (Markus,
2021).
The outlined trends caused a number of changes
in the education system, not only in the
methodology, structure, technology of the
learning process, but also in its strategic
orientation. Currently, the development of
scientific approaches to the use of the
pedagogical potential of multimedia tools for the
purpose of developing the student's creative
personality, forming his ability to alternative
thinking, which contributes to the improvement
of the quality of education, is being updated.
As a result, in the article we revealed: the main
areas of practical use of multimedia technologies
in education; potential functions that can be
differentially implemented in the educational
space; modern innovative means of processing
multimedia audiovisual information, which
intensifies the educational process and
strengthens the motivational effect in the field of
education, especially higher education; stages
characteristic of the educational space for the
qualitative application of knowledge and skills in
the training of specialists; advantages of the
introduction of multimedia technologies, which
contribute to the improvement of the quality of
training of specialists; factors of working with a
multimedia program; features of multimedia
technologies; the main functions performed by
multimedia technologies in the educational
process.
Literature review
In the education of Ukraine, theoretical and
practical aspects of multimedia learning
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technologies are being developed, as evidenced
by numerous studies on the informatization of
higher education and the introduction of
multimedia technologies in the process of
professional training of specialists of various
profiles. Such scientists as: R. Horbatiuk et al.,
(2022) substantiated the meaning of the concept
of "professionalism", showed different meanings
of the concept, and derived the actual concept.
The technology of forming professionalism is
substantiated; directions and ways of formation
of professionalism in future specialists using
multimedia technologies were investigated. The
technology of forming professionalism with the
use of multimedia technologies was developed
and implemented in stages for students of higher
education.
The problem of the introduction of ICT into the
educational process of educational institutions is
highlighted in scientific works: L. Shevchenko
(2016) in the process of technological
preparation analyzed the peculiarities of using
multimedia tools. I. Markus (2021), the process
of formation of professional competence of
future specialists was considered using
multimedia technologies.
A description of the practical experience of using
multimedia tools can be found in the works
Marta-Lazo, Gabelas-Barroso, Nogales-Bocio &
Badillo-Mendoza (2022). They emphasize that
the last decade, several activities have been
carried out that have aimed to implement, in
various undergraduate and graduate courses,
learning from a holistic perspective using a
multimedia dimension. Castro-Alonso, Wong,
Adesope & Paas (2021) conducted a meta-
analysis to test hypotheses from diverse theories
predicting the effects of these agents’
characteristics. We tested predictions of
cognitive load theory, cognitive theory of
multimedia learning, computers are social actors,
social agency theory, uncanny valley, and the
action observation network. They conclude that
multimedia pedagogical agents help learning
through multimedia, and that students may be
able to learn similarly from different types of
agents.
The problem of new multimedia resources versus
traditional notes was considered by Halpern, Piña
& Ortega-Gunckel (2020). With the increasing
adoption of information and communication
technologies among youngsters, it has become
common for high school students to incorporate
the use of multiple devices and digital platforms
in their study habits. Although these digital
resources support and motivate them to learn,
these are also a source of continuous distraction.
This research analyzes the impact of studying
with handwritten notes, WhatsApp, YouTube
and searching the Internet in academic
performance, through a mixed method. M. Fan
(2021) considered the meaning of the concept of
"multimedia" and clarified the content of
multimedia technologies in higher education.
Types of multimedia courses are shown in the
training of music specialists: multimedia
lectures, video lectures, and analog educational
publications. It has been proven that the
introduction of multimedia technologies into the
educational process contributes to the innovative
training of music specialists and their quality
improvement.
The analysis of scientific literature and
dissertation studies showed that in the works
reviewed above, the following issues are poorly
researched: 1) improving the qualifications of
pedagogical workers for the use of multimedia
technologies in professional activities; 2) aspects
of the introduction of multimedia technologies in
higher education; 3) the use of multimedia
technologies by pedagogical workers to form the
social competence of students; 4) increasing the
level of competence of pedagogical workers in
the use of multimedia technologies in the
formation of social competence.
We believe that these issues are relevant and
require specially organized scientific research.
Despite the large number of scientific studies
using multimedia technologies in the field of
education, the question is not exhaustive. The
relevance of this study is due to the fact that
multimedia technologies make it possible to
actively use computers, programs and a wide
variety of modern technologies in the learning
process.
Goal: to find out the specifics of training
specialists in higher education using multimedia
technologies and to show their importance and
necessity for modern education.
Methodology
The research methodology is scientific methods
were used: theoretical (analysis of sociological,
philosophical, historical, psychological, and
pedagogical, literature), to substantiate the initial
provisions of our research; empirical (analysis of
activity results, observations) to clarify
innovative approaches for training future
specialists and identify the level of the
educational process in higher education;
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interpretative and analytical method, based on
which scientific sources were studied using
analysis, synthesis, generalization, and
systematization; the method of comparative and
historical analysis, which made it possible to
identify trends in the development of education
at different historical stages; concrete scientific
methods (generalization and analysis of foreign
modern approaches to the organization of
professional training of specialists):
comparative-semantic-terminological; historical
analysis; search; statistical.
The research was carried out taking into account
the results of comparative, pedagogical, and
pedeutological studies, based on anticipatory and
interdisciplinary approaches aimed at
understanding the problems of the specialist and
a holistic vision of the problem of education.
Therefore, we substantiated the conceptual
foundations of the research at the methodological
and theoretical levels.
The methodological level is based on the
following approaches: the synergistic approach
ensures the development of personality and
contributes to the enrichment of the educational
process with dialogue methods and means of
educational and pedagogical interaction; the
anticipatory approach promotes the orientation of
future specialists to innovative professional
activity, ensures the fundamentalization of the
training of future specialists; the system
approach ensures the interconnection and
interdependence of all components of education,
as a result of which human education is a system;
the cultural approach directs the educational
process to take into account the historical
traditions of its people, and its culture; the
partnership approach contributes to increasing
the effectiveness of educational activities,
providing practical professional training, and
enriching the content of education and the
methodology of pedagogical practice; the
technological approach provides an opportunity
for high-quality practical training of specialists in
universities and makes it possible to ensure the
effectiveness of theoretical training of
specialists.
We conducted an experimental work, in which
we used various aspects of computer program
multimedia tools in the process of professional
training of the future specialist and were
organized in the following forms of work during
our experimental research, we considered
multimedia means to be a set of different learning
technologies, software, and hardware, graphic
images, music and video, texts, and equipment,
in the process of using the skills and abilities of
the students of education are improved, and new
knowledge is acquired.
The category of tasks that needed to be solved
using multimedia technologies had good results
before the experiment, but after the experiment,
they rose to a higher level. Tasks whose solutions
required knowledge of multimedia technologies
were solved before the experiment in the CG by
4.5% of students, and in the EG by 4.1%. After
the experiment, the percentage of people able to
use multimedia technologies in the CG increased
by 15.4%, and in the EG by 60.3%. As for the
category where it is necessary to make decisions
using professional multimedia programs, there
was a zero result before the experiment, since the
students had no idea about the use of multimedia
technology programs before the experiment since
they had not been studied at all. After teaching
the developed materials, the percentage of those
able to solve professional problems using
professional programs in the CG increased by
5.9%, and in the EG by 32%, which indicates
good results.
The goal and result of training future specialists
to use multimedia technologies is their readiness
for this type of activity. In this regard, at the
formative stage, the next step of the experiment
was to carry out statistical “measurements” (zero
cuts) of the levels of the studied type of readiness
among students in the control and experimental
groups to become competitive in professional
activities with the ability to use multimedia
technologies.
Results and discussion
In the system of higher education, multimedia
teaching aids cannot replace the teacher or
partially fulfill the role of a teacher. Still, their
use in the educational process of a higher school
will contribute to the improvement of the activity
of the teacher, increase the quality of training of
future specialists, and the efficiency of the entire
educational process (Potapchuk, 2018).
Institutions of higher education face the task of
training a professional with flexible thinking, a
well-rounded personality, capable of
successfully performing a variety of professional
tasks, and ready to independently acquire new
knowledge throughout his life. With such an
approach, multimedia learning tools are
indispensable in the higher education system,
which increases the effectiveness of the
educational process, contributes to the
improvement of the activity of the teacher
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himself, and increases the quality of training of
future specialists. The use of multimedia
technologies in the modern educational space
during the training of specialists stimulates the
thinking of students of higher education and the
development of imagination, contributes to the
intensification of the educational process, allows
to increase the volume and quality of educational
material, to make independent decisions in
problematic situations, to form research and
analytical skills, etc. (Fan, 2021).
Let's consider the main two areas of practical use
of multimedia technologies in education:
− creation of autonomous educational
complexes and multimedia programs, which
are distributed using electronic media with
preliminary installation on local network
servers, and workstations for use in the
educational process;
− using the possibilities of
telecommunications or other innovative
technologies to create a multimedia
environment, combining several multimedia
projects with a scalable and flexible
structure Manrique, (2020).
Based on the recorded didactic and technical-
pedagogical capabilities of multimedia, we will
single out potential functions that can be
differentially implemented in the educational
space:
− informational function;
− developmental function;
− explanatory function;
− systematization function;
− heuristic function;
− motivational function.
Through the use of modern innovative means of
audiovisual information processing, multimedia
intensifies the educational process and
strengthens the motivational effect in the field of
education, especially higher education:
− "manipulation" (movement, overlay) within
the field of three screens (next, middle,
previous) with visual information;
− deformation of visual information
(compression or stretching of the image,
decrease or increase of the linear parameter);
− contamination (mixing) of various
audiovisual information; implementation of
educational animation effects;
− toning of images;
− discrete presentation of audiovisual
information;
− fixation of the selected part of visual
information for movement, its further
consideration "under a magnifying glass";
− demonstration of processes and events in
real-time;
− multi-window presentation of audiovisual
information on one screen (for example, text
in one "window", video in the other) with the
ability to activate any part of the screen.
Today requires from specialists practical skills
and theoretical knowledge in the field of mastery
of progressive means and methods of modern
science and, application of the latest pedagogical
technologies. The use of multimedia
technologies in the educational process helps to
acquire practical skills and theoretical innovative
knowledge in the field of one's professional
training.
Let's consider the stages that are characteristic of
the educational space for the qualitative
application of knowledge and skills in the
training of specialists:
− planning, in the training and own work of
education seekers, the way to use
multimedia technologies;
− organization of the method of introduction
of tools and resources to the education
process;
− monitoring the impact on increasing the
effectiveness of education and training of
multimedia technology education seekers
(de Almeida et al., 2023).
We will show the advantages of the introduction
of multimedia technologies, which contribute to
the improvement of the quality of training of
specialists:
1) to form practical skills and abilities in
communicative and informational
interaction;
2) based on the inherent personality, individual
abilities, and psychological features to
develop the acquired experience;
3) make optimal decisions, develop research
skills, and increase your level of multimedia
literacy;
4) optimally use your study time, apply and
develop innovative methods for professional
activity;
5) to develop the ability to use multimedia
technologies in future professional
activities; and to increase the amount of
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educational material for creative
assimilation and use.
So, we can see that the introduction of
multimedia technologies contributes to the
improvement of the quality of training of
specialists (Fan, 2021).
The use of multimedia computer software in the
process of professional training of the future
specialist contributes to the in-depth study of the
content of specialized subjects, effective solving
of the main tasks, optimization of self-
development and self-education of future
specialists based on the individual way of
perceiving information, the level of training,
taking into account personal characteristics.
Students of higher education master the ability to
make objective conclusions, intellectual
knowledge, comparison of information, and the
ability to synthesize, analyze, and effectively use
the results of information analysis in their own
professionally directed activities. For such a
high-quality completion of the educational
process, its special organization, search, and
implementation of innovative methods, methods,
teaching tools, substantiation of a complex of
pedagogical conditions that correspond to the
level of development of the information society,
educational innovation trends are necessary
(Seiko et al., 2021).
Having clarified the peculiarities of the training
of specialists in higher education using
multimedia technologies and proving their
importance and necessity for modern education,
substantiating the stages characteristic of the
educational space with the aim of qualitative
application of knowledge and skills in the
training of specialists; advantages of the
introduction of multimedia technologies, which
contribute to the improvement of the quality of
training of specialists, we conducted an
experimental study.
To study the skills of using multimedia
technologies in solving professional problems,
students were offered educational and
professional tasks. They represent tasks of a
professional nature, but the ways to solve these
problems can be very different, in this case, the
use of multimedia technologies, from execution
on paper to solving them using professional
programs. The percentage of students who
correctly solved educational and professional
tasks is presented in Table 1.
Table 1.
Use of multimedia technologies by students to solve professional problems
Problems that need to be solved using...
Before the
experiment
After the
experiment
CG
EG
CG
EG
creation of autonomous educational complexes and multimedia programs,
which are distributed using electronic media with preliminary installation on
local network servers, on workstations for the purpose of use in the
educational process
82%
79%
91,5%
98%
− "manipulation" (movement, overlay) within the field of three screens
(next, middle, previous) with visual information;
− deformation of visual information (compression or stretching of the
image, decrease or increase of the linear parameter)
4,5%
4,1%
21,4%
60,3%
using the possibilities of telecommunications or other innovative technologies
in order to create a multimedia environment
2,3%
3,5%
22,5%
45,1%
combining several multimedia projects with a scalable and flexible structure
0%
0%
5,9%
32%
− contamination (mixing) of various audiovisual information;
implementation of educational animation effects;
− toning images;
− discrete presentation of audiovisual information;
− fixation of the selected part of visual information for movement, its
further consideration "under a magnifying glass";
− demonstration of processes and real-time events, etc.
45%
46,4%
57,1%
79,9%
In the experimental work, we used various
aspects of computer program multimedia tools in
the process of professional training of the future
specialist and were organized in the following
forms of work:
− in face-to-face distance learning: in which
some modules, blocks, and topics are offered
for distance study, or (if necessary) the
student, interacting with the teacher and
other students by e-mail in blogs, on forums,
can study part of the course remotely;
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− in face-to-face education: in the preparation
of telecommunications projects, in
individual classes, for participation in
contests, remote Olympiads, for the
performance of individual tasks;
− in distance learning using case technologies.
A complex of tasks, professionally-oriented
exercises aimed at the gradual formation of skills
as part of the professional training of students,
which are aimed at the gradual formation of the
skills of higher education seekers in the high-
quality use of computer multimedia software
tools not only in the system of professional
training but also during the whole life:
Stage 1, the tasks provide for the possibility of
systematization of skills and knowledge acquired
in the process of bachelor training of specialists,
and to be aimed at the acquirers of the
educational space of knowledge about the types
and types of software computer multimedia
tools;
Stage 2, the possibility of selecting technologies
for effective work with software computer
multimedia tools;
Stage 3, the ability to use software computer
multimedia tools in one's own professionally
oriented activities.
We proceed from the fact that multimedia
technology is a technology that allows using a
computer to process, integrate, and reproduce
different environments, different types of signals,
methods, and means of data exchange at the same
time; it is based on hypermedia (working with
combinations of video, sound, graphics,
animation) and the hypertext system (working
with combinations of text materials); with its
help, real processes are simulated and modeled;
visibility in the presentation of information
improves; sounding and enlivening of objects,
verbal accompaniment of visual information is
carried out; a virtual educational environment is
created; interactivity of software tools is ensured.
The means of multimedia technologies are based
on:
− use of multimedia technologies (real video
fragments, virtual objects, animated
graphics, audio fragments, etc.);
− interactions – means of asynchronous
interaction, online mode (electronic
educational materials, webinars),
synchronous interaction (video conferences)
(Buinytska, 2012).
One of the essential advantages is the
development of multimedia by the author's
means and the creation of presentations based on
them – the simplest type of multimedia
technology.
Students used the following stages of creating a
multimedia presentation:
− formulation of the thematic direction of the
presentation;
− a selection of materials on a certain defined
topic (pictures, text, video, animation,
sound);
− distribution of topic materials on the
expected number of slides, which is planned
in the presentation;
− selection of slide design and selection for
creating a program presentation;
− placing the necessary information on the
slides, determining the markup for each
made slide;
− adding background music, animations,
video, and audio materials;
− viewing the presentation and its correction,
saving the presentation.
Multimedia tools in the educational process help
reproduce specialized educational material, but
at the same time do not provide an opportunity
for direct interaction with the object being
demonstrated (Liu, 2023).
A technical and effective teaching tool that helps
to qualitatively solve modern educational tasks is
a set of technical tools, which consists of a
computer, a multimedia projector, and a SMART
Board (a flexible tool that combines the
capabilities of a computer with an ordinary
marker board). SMART Board, combined with a
multimedia projector, becomes a touch-sensitive
large screen where you can control the computer
by touching the surface of this innovative screen.
Without deviating from the explanation of the
material, it is possible to demonstrate the
necessary information, open any computer
program, and make the necessary selections and
notes at the same time, which emphasizes the
attention of the acquirers of the educational
space. The SMART Board includes a set of files,
and SMART Notebook software with the content
of practical and lecture classes (Jordán Naranjo
et al., 2022).
So, during our experimental research, we
considered multimedia means to be a set of
different learning technologies, software, and
hardware, graphic images, music and video,
texts, and equipment, in the process of using the
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skills and abilities of the students of education
are improved, and new knowledge is acquired.
Observation of the practical activities of future
specialists was carried out during industrial
practice. An integral part of the professional
training of future specialists is the practical
mastery of all elements of professional activity
using multimedia technologies. Therefore,
observation of the practical activities of students
ensured the study of the characteristics of
professional skills, personal qualities, creative
attitude to professional activities, and theoretical
training.
Based on the results of the final diagnostics, it
was revealed that there is a positive trend in the
use of multimedia technologies to solve
professional problems.
The category of tasks that needed to be solved
using multimedia technologies had good results
before the experiment, but after the experiment,
they rose to a higher level. Tasks whose solutions
required knowledge of multimedia technologies
were solved before the experiment in the CG by
4.5% of students, and in the EG by 4.1%. After
the experiment, the percentage of people able to
use multimedia technologies in the CG increased
by 15.4%, and in the EG by 60.3%. As for the
category where it is necessary to make decisions
using professional multimedia programs, there
was a zero result before the experiment, since the
students had no idea about the use of multimedia
technology programs before the experiment since
they had not been studied at all. After teaching
the developed materials, the percentage of those
able to solve professional problems using
professional programs in the CG increased by
5.9%, and in the EG by 32%, which indicates
good results.
Based on the observation and results of a formal
experiment to determine the activity component
of readiness, that is, readiness to solve
professional problems using multimedia
technologies, the experiment data were
processed and students were divided by readiness
levels.
Table 2.
Table of student readiness levels before and after the experiment
Levels of readiness of students to implement multimedia
technologies in professional activities
Before the
experiment
After the
experiment
CG
EG
CG
EG
High
14%
17%
22%
65%
Average
29%
31%
45%
24%
Low
57%
52%
33%
11%
The table shows that the percentage of students
with a high level of readiness for competitiveness
in professional activities in both groups before
the experiment was approximately the same, but
after that, there was a significant difference, in
the CG – 22%, and in the EG 65%, which
undoubtedly indicates the formation in students'
readiness to solve professional problems using
multimedia technologies. The average level also
has changes, so the percentage of students before
the experiment in the CG was 29%, and in the EG
– 31%, but after completing the course in the CG
with an average level it increased, and in the EG
it decreased. As for the low level, the results are
approximately the same; the percentage of
students with a low level decreased to 33% in the
CG, and 11% in the EG.
It can be concluded that the readiness of students
to become competitive in professional activities
with the ability to use multimedia technologies
can be considered fully formed since the
experimental study revealed the presence of an
established structure of professional action using
multimedia technologies (the presence of the
ability to solve problem situations that arise in
process of professional activity using multimedia
technologies, the ability to organize work using
the capabilities of multimedia technologies).
The goal and result of training future specialists
to use multimedia technologies is their readiness
for this type of activity. In this regard, at the
formative stage, the next step of the experiment
was to carry out statistical “measurements” (zero
cuts) of the levels of the studied type of readiness
among students in the control and experimental
groups to become competitive in professional
activities with the ability to use multimedia
technologies.
The research was carried out in the following
areas:
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− determining the level of interest in
multimedia technologies in the process of
professional education at a university;
− study of the level of knowledge formation on
the problem of higher professional education
under study;
− identifying the level of mastery of
professional skills in using multimedia
technologies in the studied aspect of
university education.
In the process of our research, the conditions that
ensure the development of the professional
interests of education seekers and the activation
of their educational activities in the process of
learning technologies have been singled out:
− use of innovative methods of the educational
process;
− creation of a special educational
environment for cognitive interest and the
formation of the need of education seekers
to use ICT;
− solving professionally oriented problems
using multimedia tools.
Systematic use of multimedia provides:
− establishment of interdisciplinary
connections during the educational process;
− increasing the quality and professional level
of the use of visibility;
− logical construction of educational material,
which has a positive effect on the level of
knowledge of education seekers;
− organization of project activities for
education seekers with the creation of
educational programs under the guidance of
teachers;
− change of attitude towards the computer;
− increasing the motivation of education.
Educators begin to perceive multimedia tools for
work in any professional field as a universal tool.
It should be noted that at different stages of the
lesson, the professional method of using
multimedia tools can differ significantly. The
task is to find such innovative methodical tools
and techniques that will help generalize,
systematize, deepen, and supplement knowledge,
and not just reproduce the acquired. What is
valuable in the use of multimedia educational
tools is that they bring an "interesting innovative
novelty" to the lesson, that by the form and
content of their application, they make it possible
to understand the material in a new way in a short
period, to reproduce a significant amount of
material, to clarify unclearly formed concepts, to
evoke new images in the students of education,
to deepen the acquired knowledge (Shevchenko,
2016).
We agree with the opinion of O. Pinchuk (2010),
that the use of multimedia technologies during
the summarization and repetition of educational
material can be calculated for comparison,
independent work, and solving cognitive tasks,
where students should better clarify the essence
and importance of events, processes, and
phenomena, make certain generalizations and
conclusions. In this case, according to its didactic
purpose, the applied information acts as a
valuable material for the independent work of
education seekers. The didactic role of
multimedia technologies at the stage of
explaining new material, in the process of
generalization and repetition differs from their
use. The difference is that the material is no
longer used as a source of knowledge and
repetition, at the same time, the material can
cover several topics, and the purpose of the
material is an additional or main illustration or a
means of systematization and reproduction of
already acquired knowledge. The method of
working with a multimedia program depends on
the following factors:
− is it known to the students of education;
− whether the students are getting acquainted
with such a means of education for the first
time.
When students of education use multimedia
programs, it helps in the reproduction of the
educational material and its systematization,
generalization, and deepening (Polishchuk et al.,
2022).
In the case of previous non-use of multimedia
tools, their didactic purpose changes: they
present known material in a new light, and not
only reproduce it, and supplement it with new
facts, but help to systematize and generalize
knowledge. In classes at institutions of higher
education, not only the multimedia educational
program can be used in its entirety, but also
individual fragments of education, if students
need to simulate a phenomenon or a complex
process that students have not mastered enough.
At the same time, during the repetition of the
material, to systematize the topics studied in
other disciplines and summarize the significant
material, separate multimedia programs can be
successfully used. By the purpose and content of
material repetition, multimedia tools can be used:
during individual classes as a guide to
independent work, visualization or as a means of
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repetition, illustration for repetition,
generalization, and systematization of
knowledge; while explaining with elements of
the current iteration. Accordingly,
methodological techniques, the place of
multimedia information, and its application are
changing. Therefore, the use of multimedia
technologies is carried out in different ways,
depending on the level of ownership of various
programs and the availability of certified
programs, according to the needs of a specific
type of activity (Shevchenko, 2016).
An experimental test that made it possible to find
out the peculiarities of training specialists in
higher education using multimedia technologies
and to prove their importance and necessity for
modern education, to substantiate the stages that
are characteristic of the educational space with
the aim of qualitative application of knowledge
and skills in training specialists; name the
advantages of the introduction of multimedia
technologies, which contribute to the
improvement of the quality of the training of
specialists and highlight the characteristic
features of modern multimedia technologies.
These are the features of multimedia
technologies:
− provide opportunities for independent
activity to education seekers;
− ensure joint creative activity of the teacher
and students of education;
− make it possible to change the role of
teachers and students of education to
participants in productive activities, from
authoritarian carriers of information;
− create a favorable environment for the
professional competencies of future
specialists, and the formation of the own
intelligence of the students of education.
Modern multimedia technologies of the
educational space are based on the principles of
optimization, which are aimed at improving the
quality of education and the entire process of the
educational space.
Future competitive specialists, as subjects of the
educational process, based on the acquired
competencies, should possess the latest
information technologies that contribute to the
solution of professional problems at the
methodologically appropriate level (Liu, 2022).
Modernity demands from future professionals
such personality traits as the ability to adapt to
rapid changes in the world, activity, creativity,
and independence, the formation of which
requires the use of modern multimedia
technologies in the educational process based on
the implementation of the competence approach
(Nastas & Vember, 2021).
The study made it possible to find out the main
functions performed by multimedia technologies
in the educational process:
− reproduction of educational information that
reflects the essence of objects, phenomena,
and processes being studied;
− ensuring visibility of multiple uses in the
educational process and educational
information materials;
− modeling of physical, geometric, and
mathematical schemes that provide an
opportunity to investigate and demonstrate
the processes under study and dynamic
systems;
− ensuring self-education of education
seekers;
− ensuring control and self-control of
education seekers, and their perception of
educational information;
− indirect management of cognitive activity of
education seekers;
− the use of audio materials is an effective and
necessary means of education;
− involvement of education seekers through
listening and direct communication;
− application of educational visual materials
consisting of models, objects, tables,
diagrams, animations, graphs referring to
slides, illustrative instructions, and
animation;
− use of video tools to motivate future
specialists to develop professional
competence.
So, in the process of forming the professional
competencies of future specialists, multimedia
technologies are used to achieve specific goals:
explanation generalization, and abstraction,
which are the main criteria of the educational
process and provide an opportunity to prepare a
competitive specialist (Potapchuk, 2018).
Conclusions
The peculiarities of the training of specialists in
higher education using multimedia technologies
are clarified and their importance and necessity
for modern education are shown. The main areas
of practical use of multimedia technologies in
education are considered.
Based on the recorded didactic and technical
pedagogical capabilities of multimedia, we will
identify potential functions that can be
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differentially implemented in the educational
space.
Manipulation, deformation, contamination,
toning of images, discrete presentation of
audiovisual information are considered; fixation
of a selected part of visual information for
movement, its further consideration "under a
magnifying glass", demonstration of processes
and events in the real-time, multi-window
presentation of audiovisual information, which
through the use of modern innovative means of
processing audiovisual information, multimedia
intensifies the educational process and
strengthens the motivational effect in the
educational field, namely higher education.
Research and experimental work were carried
out, which made it possible to find out the
peculiarities of the training of specialists in
higher education using multimedia technologies
and to prove their importance and necessity for
modern education. During our experimental
research, we considered multimedia means to be
a set of different learning technologies, software,
and hardware, graphic images, music and video,
texts, and equipment, in the process of using the
skills and abilities of the students of education
are improved, and new knowledge is acquired.
The goal and result of training future specialists
to use multimedia technologies is their readiness
for this type of activity. In this regard, at the
formative stage, the next step of the experiment
was to carry out statistical “measurements” (zero
cuts) of the levels of the studied type of readiness
among students in the control and experimental
groups to become competitive in professional
activities with the ability to use multimedia
technologies.
The means of multimedia technologies are
singled out based on: the use of multimedia
technologies, and interaction; the stages of
creating a multimedia presentation are
considered; the conditions that ensure the
development of professional interests of higher
education seekers, the activation of their
educational activities in the process of studying
technologies and the characteristic features of
modern multimedia technologies are named.
Various aspects of the use of multimedia tools in
the process of professional training of a future
specialist in distance learning require further
research.
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