MULTIMEDIA DATABASE

• A multimedia database has all kinds of information, like words, pictures,

sounds, and videos.
• It keeps track of all this information and finds data easily. These databases
enable the storage and retrieval of multimedia data components.
• All media files in these databases are stored as binary strings and encoded
according to their file types. Let's explore the various types of multimedia
databases.
MULTIMEDIA DATA REPRESENTATION
• We can represent multimedia in forms of text, images, audio, and video.
Text is the most basic and widely used form of multimedia data.
• Images are used to represent visual data.
• Audio and video are used for representing sound and motion, respectively.
Main advantage is that it provides a richer and more engaging user
experience. But it requires more storage space than text data.
• The multimedia database is classified into three types based on the type
of multimedia data it stores −
Static media :
• This is designed for static media objects. These media objects are not
time-dependent, such as images and graphic objects.
Dynamic media :
• This is used for storing dynamic forms of media content that are time-
dependent. These media objects are audio data, video data, and
animations.
Dimensional media:
• These multimedia datasets are primarily used in Computer-Aided
Drafting (CAD) programs and operate on 3D multimedia data. They
encompass various formats used by image and video editing
applications.
Content of Multimedia Database:
• The contents of the multimedia database has additional information
related to the primary multimedia data. To effectively manage and
query a vast collection of multimedia data. These contents are −
Media data:
• It is actual multimedia data or primary data stored in the multimedia
database. It represents a multimedia object. It can be an image, audio,
video, animation, graphic object, or text.
Media format data:
• It is information related to the format of the multimedia data such as
frame rates and encoding schemes.
Media keyword data:
• It is also known as content descriptive data. This information pertains to
the generation of multimedia data, such as date and time in the case of
images and videos.
Media feature data:
• This data is used to describe the characteristics of multimedia data, such
as the color distribution.
 CHALLENGES OF MULTIMEDIA DATABASE

Implementing a multimedia database has various challenges that need to be addressed.

These challenges include −
Storage :
• Multimedia data is typically large in size. It affects its storage, retrieval, and transmission.
So, it requires specialized storage facilities that are larger and faster than conventional
disk storage.
Modelling:
• Multimedia data exists in various formats. It can be challenging to convert one form of
media content into another. This difficulty impacts the multimedia data retrieval process.
Performance:
• Due to its massive size and storage requirements. It takes a considerable amount of time
to process different types of multimedia data. Multimedia databases are slower than
traditional databases. It requires large bandwidth and high processing power.
Querying:
• Content-based searching of multimedia content has computer vision techniques to
retrieve digital multimedia data from a vast database. This process is difficult to
implement. So, it is not conveniently supported by traditional relational databases.
 APPLICATIONS OF MULTIMEDIA DATABASE
Documents and record management:
• Multimedia databases are used in industries that require a large set of
documentation and records, such as the insurance claim industry.
Education
• Multimedia data provides an interactive way to represent data. It makes
multimedia databases effective knowledge dissemination tools. Examples are
multimedia datasets in digital libraries and computer-aided learning software.
Marketing and Entertainment
• Multimedia databases act as data providers for entertainment applications like
video-on-demand apps and news-on-demand apps. They can provide
multimedia data for advertisements and digital marketing processes.
Real-time Monitoring
• When combined with various software tools, multimedia databases can be
used to monitor and manage multimedia data in real-time. For example, a
geographic information system (GIS) makes use of multimedia databases to
analyze and visualize geographical multimedia data in real-time.
 What is Hypermedia?

• Hypermedia is an extension of hypertext that contains many forms of

media, such as text, images, audio, or video, as opposed to hypertext,
which is only text-based. It allows you to connect web pages to form a
network containing multimedia elements with a single click for a more
comprehensive multimedia experience. Hypermedia enables links to be
embedded in multimedia elements such as images and videos, and
clicking on them leads us to that page.
Example
• YouTube is an example of hypermedia. It includes hypertext and video
entries and hyperlink buttons in the videos. The user will be directed to
the video owner's blog by clicking on these buttons. Overall, hypermedia
improves access to information and provides a better multimedia
experience.
• Hypermedia is the parent of all forms of graphics since it uses them to link
different types of media on a webpage or website. In contrast, hypertext
only comprises text that is a part of images. As a result, hypertext is a form
of hypermedia.
• Hypermedia attracts users more than hypertext because it offers more
flexibility in movement.
• Hypermedia incorporates multimedia to enhance the multimedia
experience.
COMPARISON OF HYPERMEDIA & MULTIMEDIA
Comparison Multimedia Hypermedia

It represents the various forms of It is an extension of hypertext and

Basic
representing the information. not considered as text-based

Both linear and non-linear

Types available Only non-linear available.
available.

It combines both hypertext as well

It combines with hypertext to form
Relation as multimedia to represent
a hypermedia.
information.

It is used for inter-connectivity

It basically works on interaction
Based on among elements and also for the
and interactivity.
cross referencing.

It requires it own delivery system

It provides the clickable links to
Requirements of hardware called as multimedia delivery
increase capability.
system.

It is the combination of the media

It is more contrasting in nature and
and content which stores the
Information present used in non-linear data
information in some form across
representation.
the devices.
 MULTIMEDIA LEARNING
Multimedia learning theory is based on three assumptions:

• Dual-channel assumption: According to Mayer, people have two

separate channels for processing auditory and visual information.
• Limited-capacity assumption: The theory recognises that
individuals have a limited ability to absorb information at any one
time.
• Active-processing assumption: The multimedia learning theory
suggests that people should be actively engaged in the learning
process rather than passive receivers of information.
• From these assumptions, Mayer goes on to identify 12 principles of
multimedia learning. And these principles provide an invaluable
checklist for designers wanting to optimise learning with
multimedia.
 12 PRINCIPLES OF MULTIMEDIA LEARNING
1. Multimedia Principle:
What it means: People learn best from a combination of words and pictures. Instructional
designers should use words (text or narration) and visuals (images, animations, or videos)
rather than only one channel. Presenting information in multiple formats helps learners
process and integrate information more effectively.
How to apply the multimedia principle:
• Use a mix of text and images.
• Incorporate visuals to illustrate key points in the eLearning program.
• Instead of using images for the sake of it, double-check that the visuals clarify meaning or
enhance comprehension.

2. Coherence Principle:
What it means: Learning is more effective if unnecessary information is excluded rather
than included. eLearning developers should ensure that words and visuals are closely
aligned and complement each other. Do away with irrelevant information or fluff that
might distract learners from the main message.
How to apply the coherence principle:
• Only include graphics, text or narratives if they are on point and support the learning goals.
• Avoid using background music.
• Use simple diagrams and info graphics.
3. Signalling Principle
• What it means: Learning is enhanced when cues are added to draw attention to vital
information. Online learning designers should make it easy for students by highlighting
what’s important. Too much information on the screen confuses the learner, making it
harder to work out the most critical elements.
How to apply the signalling principle:
• Emphasise key points with arrows, callouts, highlights or bold text.
4. Redundancy Principle
• What it means: The redundancy principle suggests that we learn best from a combination
of spoken words and graphics. Add on-screen text, and you risk overwhelming students.
Therefore, designers should avoid presenting the same information in multiple formats
simultaneously. Redundant information can create overload and gets in the way of
learning.
How to apply the redundancy principle:
• Use either graphics or text to complement spoken presentations. Never use both at the
same time.
• Minimise the use of on-screen text in narrated presentations. Instead, focus on images or
graphics.
5. Spatial Contiguity Principle
• What it means: Mayer says text and visuals should be presented close
together on the screen to maximise learning. L&D professionals should
align visuals and text, so learners can more easily understand the
relationships between them. Avoid spatially separating text from related
graphics or animations.
How to apply the spatial contiguity principle:
• Keep text and visuals close to each other in the frame.
• Place any feedback next to the relevant questions or answers.
• Ensure directions are presented on the same screen as an activity.
6. Temporal Contiguity Principle:
• What it means: This principle suggests that students learn best
when words and pictures are presented at the same time rather
than sequentially. Simultaneous presentation allows learners to
process the information together and build meaningful
connections. For example, students shouldn’t learn about a process
and then watch an animation about it afterwards. Instead,
designers should ensure the voiceover plays along with the
animation.
How to apply the temporal contiguity principle:
• Ensure voiceovers are timed with visuals or animations.
• Place related text and pictures on the same screen.
7. Segmenting Principle:
• What it means: Mayer found that better learning outcomes are achieved when information is
segmented, and students have control over the pace. For developers, this means breaking down
complex information into smaller, manageable chunks. Present the information in a step-by-step
approach, allowing learners to process each segment independently and build understanding
gradually.
How to apply the segmenting principle:
• Organise content in manageable, coherent bite-sized chunks.
• Ensure no one lesson, module, or slide has too much information packed in.
• Allow users to control the pace of instruction with next buttons or speed controls.
8. Pre-training Principle:
• What it means: When it comes to multimedia learning, this principle states that people learn
better when they already know the basics. Often, this means understanding definitions, terms or
critical concepts before diving into the details. For example, you can’t expect a student to
complete a task using Excel if they have no experience in the software.
• Instructional designers should give learners an overview of key concepts before presenting the
main content. Pre-training activates prior knowledge and primes learners to understand better
and retain new information.
How to apply the pre-training principle:
• Develop an introductory module to explain key concepts before starting the main program.
• Consider preparing a cheat sheet of terms and definitions to accompany the course.
• Ensure students know how to use any tools needed to complete tasks within the course.
9. Modality Principle:
• What it means: The modality principle says that students experience deeper learning
from visuals and spoken words than text and visuals. This doesn’t mean you shouldn’t
have text on the screen. It’s more about ensuring a balance, as too much text can
overwhelm students.
• Designers should use visual and auditory channels based on the content and the
learner’s preferences. Consider using animations or images to illustrate dynamic
processes and narration to explain complex concepts.
How to apply the modality principle:
• Try to limit your use of text. Instead, rely on visuals, images and voice overs.
• During a narrated presentation with visuals, only use text to list steps or provide
directions.
10. Voice Principle:
• What it means: This principle is straightforward. People learn better when real
presenters rather than machines make voice overs. Although we are all used to Siri and
Alexa, it seems we still prefer a friendly, human touch.
How to apply the voice principle:
• This one is simple. Narrate your own audio content or use a voiceover professional.
• If doing it yourself, ensure you have a high-quality microphone and use audio editing
software.
11. Personalisation Principle:
• What it means: The personalisation principle is another common sense one.
Learning with multimedia works best when it’s personalised and focused on the
user. For designers, this means speaking in the first person (I, you, we, our). Avoid
formal language and instead use a conversational tone to engage learners. Imagine
you are in the room speaking with students.
How to apply the personalisation principle
• Use accessible, everyday language in your content.
• Consider the demographics of your target audience and tailor your language
accordingly.
12. Image Principle:
• What it means: Mayer points out that the research is still in its early stages.
However, the image principle suggests people may not learn better from talking
head videos. High-quality, complementary visuals can often be more effective than
having a speaker’s image.
• Consider using talking head videos initially to develop connections and build trust
only.
• After that, select relevant and meaningful images that align with the instructional
content.
1. Coherence Principle – People learn better when extraneous
words, pictures and sounds are excluded rather than included.
2. Signalling Principle – People learn better when cues that highlight
the organization of the essential material are added.
3. Redundancy Principle – People learn better from graphics and
narration than from graphics, narration and on-screen text.
4. Spatial Contiguity Principle – People learn better when
corresponding words and pictures are presented near rather than
far from each other on the page or screen.
5. Temporal Contiguity Principle – People learn better when
corresponding words and pictures are presented simultaneously
rather than successively.
6. Segmenting Principle – People learn better from a multimedia
lesson is presented in user-paced segments rather than as a
continuous unit.
7. Pre-training Principle – People learn better from a multimedia
lesson when they know the names and characteristics of the main
concepts.
8. Modality Principle – People learn better from graphics and
narrations than from animation and on-screen text.
9. Multimedia Principle – People learn better from words and pictures
than from words alone.
10. Personalization Principle – People learn better from multimedia lessons
when words are in conversational style rather than formal style.
11. Voice Principle – People learn better when the narration in multimedia
lessons is spoken in a friendly human voice rather than a machine voice.
12. Image Principle – People do not necessarily learn better from a
multimedia lesson when the speaker’s image is added to the screen.