Different Storyboarding Methods in Multimedia Courseware Design
Leping Liu, Towson University, United States
Society for Information Technology & Teacher Education International Conference, ISBN 978-1-880094-37-2 Publisher: Association for the Advancement of Computing in Education (AACE), Chesapeake, VA
When we use multimedia-authoring tools, such as ToolBook, or Hyperstudio, to develop
courseware or course segment, we usually go through the major phases of systems development.
One of the phases is systems design, in which output, inputs, and navigation are determined and
blueprinted, which, technically, are detailed in storyboards. Traditionally, storyboards can be 5 by 7
index cards, or certain paper forms. The current paper will present another means of
storyboarding—using PowerPoint as a storyboarding tool. The components and procedures of
storyboarding will be introduced. In six undergraduate and four graduate teacher-education
technology classes, students designed multimedia courseware using HyperStudio/ToolBook with
three different storyboarding methods—index cards, paper forms, and PowerPoint. The evaluation
scores on four criteria—screen display, interaction possibilities, orientation and navigation—were
compared. Repeated measures were used for data analysis. Differences were found among the
groups with different storyboarding methods.
Liu, L. (2000). Different Storyboarding Methods in Multimedia Courseware Design. In D. Willis, J. Price & J. Willis (Eds.), Proceedings of SITE 2000--Society for Information Technology & Teacher Education International Conference (pp. 784-789). Chesapeake, VA: Association for the Advancement of Computing in Education (AACE). Retrieved March 19, 2019 from https://www.learntechlib.org/primary/p/15659/.
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