Abstract
The purpose of this study was to develop a Interactive Multimedia Instruction (IMI) System for students to learn, and assesses the efficiency of the IMI system on learning Cell Physiology (diffusion, osmosis, active transport, phagocytosis & endocytosis). In order to understand what the student learned about, we used concept analysis and pretest measurments. Then we integrated the design theory of IMI, cognitive psychology and constructivism to develop IMI Courseware. All students have already learned about Cell Physiology before this sutdy. We divided the students into two groups. The experimental group used the IMI system to learn, and the control group was without IMI system. The result of this study was that there was a statistically significant difference between the experimental group and control group (P < .001). It indicated that IMI system had significant help for students' learning Cell Physiology. The most efficient learning of Cell Physiology concepts by IMI system was osmosis. Upon the whole concept of Cell Physiology, the sutdent on concrete operational stage and those on informal perational stage were a statistically significant difference on achievement test. To analyze the learning patterns of the students who learned Cell Physiology by IMI system, there were five types of learning patterns. They were linear type(L), victorious type(V), upsidedown victorious type of V, wave type(W), super wave(s-W). Most of the students' learning patterns was linear type(L), and the second was wave type(W).
| Keywords: | Interactive Multimedia Instruction (IMI); Cell Physiology; Learning Pattern |
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