—Simulation-aided learning has the ability to attract
the attention and interest of students to learn. However, the
effectiveness of simulation-aided learning requires adequate
instructional support to sufficiently achieve the learning
objectives. Multimedia Instructional Message (MIM) serves as
an instructional support in building this meaningful learning,
especially in helping the exploration of complex simulation
application, abstract learning content delivery and delivery of
learning that requires a combination of skills. Effective MIM
strategy depends on the selection of images and the medium of
communication used in the delivery of teaching and learning
strategies. The effectiveness of the image depends on the form of
the graphics used either printed static graphics, digital static
graphics or animated digital graphics apart from other factors
such as learning styles and students’ prior knowledge. Taking
these into consideration, this paper proposes a conceptual
framework for research related to simulation-aided learning.
—Animation, graphics, instructional, learning
style, multimedia instructional message (MIM), simulation.
Mohd Syahrizad Elias is with Politeknik Seberang Perai, Jalan Permatang
Pauh, 13500 Seberang Perai, Pulau Pinang, Malaysia (e-mail:
Ahmad Zamzuri Mohamad Ali is with the Faculty of Art, Computing and
Creative Industry, Universiti Pendidikan Sultan Idris, 35900 Tanjong Malim,
Perak, Malaysia (e-mail: firstname.lastname@example.org).
Cite: Mohd Syahrizad Elias and Ahmad Zamzuri Mohamad Ali, "Multimedia Instructional Message (MIM) and Simulation-Aided Learning: A Conceptual Framework," International Journal of Information and Education Technology vol. 6, no. 9, pp. 717-721, 2016.