Current Issue : April-June Volume : 2025 Issue Number : 2 Articles : 5 Articles
This paper addresses the ethical complexities surrounding the use of personal images on social media platforms, particularly Facebook. The increasing reliance on user-generated content highlights critical gaps in user awareness of the legal and ethical ramifications of their online interactions. This research aims to illuminate these issues and propose practical improvements to address the shortcomings in user protection. The literature predominantly focuses on marketing strategies or data privacy but rarely integrates ethical considerations with legal structures governing personal data. This study fills that void by examining Facebook's Terms of Service and Data Policy, emphasizing their implications for user rights, particularly regarding personal images. The methodology combines a thorough literature review with an analytical examination of Facebook's legal documentation. The study investigates user agreements, the transparency of image usage rights, and the communication of these rights to users. Quantitative insights were supplemented with qualitative analysis to gauge user comprehension and the ethical presentation of terms. The findings reveal inconsistencies and ambiguities in Facebook’s policies, particularly concerning the loss of user control over shared content and the revenuegenerating use of personal images without user compensation. The study underscores a lack of transparency in explaining these mechanisms, creating ethical and practical concerns. By proposing enhanced clarity and user-friendly disclosures in Facebook's terms, this research contributes to the evolving discourse on ethical marketing and user data governance....
Introduction: Looking at recent developments in multimedia learning research, the interaction between cognitive and affective processes is examined more extensively. Based on the emotional design hypothesis, for example, using colors, in contrast to black and white representations, for designing learning materials can elicit positive emotions, guide attention, increase motivation, and foster learning. The attentionguiding effect of colors might not be beneficial when used in learning-irrelevant, decorative pictures. In such a case, the seductive detail effect suggests that interesting but irrelevant additions can hinder learning. Previous studies manipulated colors in the whole learning material independent of the relevance of the information. The present study aimed to examine the effect of color variations according to the relevance of the information presented. Methods: With a 2 (colorfulness of learning-relevant information background: black and white vs. colored) × 2 (colorfulness of learning-irrelevant pictorial information: black/white vs. colored) between-subject design. The main and interaction effects of colors as attention guides of multimedia learning material on the formation of hurricanes were tested with two samples (128 university students and 140 secondary school students). The first sample is university students in laboratory conditions. The second sample is students in school classes. Besides learning outcomes, perceptions of cognitive load, metacognitive judgments, and affective states are measured. Results: Results show that the interplay between information relevance and the colorfulness of representations affects learners’ cognitive processes and metacognitive and affective perceptions. Discussion: These findings have practical implications for the design of multimedia learning materials, highlighting the importance of considering the interplay between colorfulness and information relevance....
Background: Interactive learning environments have emerged as transformative tools in education, enhancing engagement, academic performance, and addressing challenges like learning anxiety. This study examines the influence of multiple variables, including anxiety, internet usage for problem-solving, attitude towards a history course, metacognitive awareness, and interactive learning environments, on seventh-grade students’ academic performance. Methods: Using the Exploration of Attitudes Towards History Scale (EDIS) scale to measure attitudes and the Metacognitive Awareness of Reading Strategies Inventory-Revised Two-Factor Version (MARSI-2fR) to assess metacognitive awareness, the study evaluated historical knowledge across three stages, namely preintervention, post-intervention, and a one-month-later retest. A comparative analysis was conducted between the control group and the intervention group. The statistical analyses involved the calculation of correlation coefficients, the implementation of general linear models, and the performance ofWilcoxon signed-rank tests. Results: The findings indicated that prior to the intervention, factors such as learning anxiety and the extratextual component of metacognition were statistically significant predictors of achievement. However, the aforementioned factors ceased to be statistically significant when the parameter of study strategies was incorporated into the statistical model. The impact of the interactive learning environment on students’ achievement is highly statistically significant in terms of post-test scores, while the influence of all other predictors becomes insignificant. The retest confirmed the continued maintenance of the achieved results as evaluated following the intervention. Conclusions: The study confirms previous research demonstrating that interactive learning environments are an effective method of enhancing students’ academic performance and reducing the negative impact of learning anxiety....
Learning media plays an important role in attracting students attention to understand the material. The results of observations of D3 Tata Boga 2017 students showed that only 18 out of 39 students reached the minimum completion criteria (78%) on napkin folding material, with learning resources limited to modules and jobsheets. One of the learning media through computers is using adobe flash player. The use of adobe flash player has not been utilized by the Culinary Study Program for student learning resources on napkin folding material. Based on this fact, learning to make napkin folds requires a stimulus from the lecturer, namely through the development of learning media. This study aims to develop and test the feasibility of interactive multimedia as digital literacy on napkin folding material. This study used R&D with a 4D development model (Define, Design, Develop, and Disseminate). The data analysis technique used the Content Validity Ratio (CVR) method. The interactive multimedia-based program uses Adobe Animate 2019 and Adobe Premiere Pro CC 2019. The interactive multimedia developed consists of several features including an introductory menu, theory, video tutorials, and knowledge test questions as the final score. The results show user validation of 0.41 and are included in the appropriate CVR criteria. Based on the results of the validation of the material expert, the feasibility was obtained at 94.6% and 85.7% for the high feasibility aspect criteria. The results of the media expert validation obtained a feasibility value of 86.4% and 81.8% for the high feasibility aspect criteria. The field group trial consisting of 30 culinary program students obtained results of 84.38% and were included in the feasibility criteria. It is concluded that interactive multimedia as digital literacy is declared “suitable” as a learning resource in the Food and Beverage Service course....
The application of multimedia in English reading teaching can stimulate students’ enthusiasm for English learning and improve students’ classroom listening efficiency. This paper focuses on the characteristics and roles of multimedia technology applied to English reading teaching and proposes innovative teaching methods based on multimedia to realize the communication between teachers and students in a multimedia environment, the optimal integration of multimedia and traditional teaching, and the scientific design of multimedia teaching content. The innovative teaching methods were applied to a school, and a semester teaching experiment was conducted for two classes. At the conclusion of the semester, the experimental class scores saw a significant increase from 50.18 to 76.26 on the pre-test. The control class used the traditional teaching mode without any multimedia application, the teaching effect was average, and there was even a regression of students’ reading comprehension ability in some of the examined items, and there was no significant change in the distribution of the intervals. In the experimental class, in the application of multimedia reading comprehension teaching mode, the grades step up and gradually improve, the results of the interval distribution of the high scores of the progress of the section, the end of the period more than 90 points for 12 students. 85% of the experimental class students think that multimedia technology is an important reason for improving their grades. To sum up, multimedia teaching can provide scientific and reasonable course content and teaching arrangements, maximize teaching efficiency, and make significant progress in students’ reading comprehension abilities....
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