Multimedia Learning Environment: User-Oriented AI Integration

Submission 40

Presented by: Christine Siemer

Christine Siemer ¹, Vivian Harberts ²

¹ Institute Technology and Education (ITB), University of Bremen, Germany

² Institute Technology and Education (ITB), University of Bremen, Germany

This contribution presents the design and development process of a cross-country multimedia learning environment within the Erasmus+ project “Multimedia Learning Environment for Work-Based Learning Tasks for VET Students in the sector of applied informatics” (MULE). The Poster addresses the country-specific discrepancies between the qualification offered and those in demand and the cooperation in the field of digital education in order to identify opportunities for the education and training community across national borders (Vuorikari et al., 2022). Our research questions (RQ) are:

RQ-1: Which design features of the MULE multimedia learning environment positively influence learners’ subjective learning success?
RQ-2: To what extent can AI elements be integrated into MULE’s multimedia learning environment from a user perspective?

The approach is based on the “Spheres of Activity” (SoA) concept, which bundles typical work processes of a profession and enables a European comparison of requirements (Howe & Knutzen, 2022). Learning and work tasks cover complete professional activities and aim to foster technical, methodological, social, and personal skills. Learning psychology design features were considered in the design of the environment (Niegemann & Niegemann, 2018). The study follows a design-based research (DBR) approach (Reinmann, 2017). After initial piloting, a qualitative survey is conducted through problem-centered interviews with students and teachers. Data are analyzed using qualitative content analysis (Kuckartz, 2018). This two-stage approach enables the iterative development and testing of a theory- and practice-based multimedia learning environment. At the same time, AI-supported elements are identified, pedagogically reflected, and integrated in a user-oriented way. The results demonstrate how practice-oriented, pedagogically sound implementation of innovative learning technologies in vocational education can succeed by systematically considering subjective learning success, usage practices, and technological potential.