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Multimedia Teaching System Based on Art Interaction Technology

Xiaozhong Chen 1¹

1. Hainan Normal University Academy of Fine Arts
   Haikou 571100, Hainan, China
   cxz15248935533@163.com

Abstract

With the development of the times, traditional classroom education has gradually failed to meet the needs of teaching. Now, with the application of computers in modern education, hybrid learning has developed rapidly in the field of education. How to promote the better development of hybrid learning has become a new research hot spot. Therefore, this paper aims at improving the MOOC platform, which is the largest application of hybrid learning. It integrates animation technology and multimedia technology, and designs a multimedia-teaching platform based on art interaction technology, which effectively improves the attraction of MOOC platform to learners. Firstly, this paper introduces multimedia technology, animation technology and interactive animation technology in detail, and applies them to MOOC platform. Secondly, according to the analysis of the research results of teaching platform requirements, the design principles and system framework of this paper are given. Finally, the information processing system of B/S architecture mode is built to make the improved platform have high response speed and data processing ability. In addition, this paper constructs a small-scale multimedia hybrid learning platform for testing, and finds that the multimedia teaching platform based on art interactive technology designed in this paper can well promote students' autonomous learning and improve the effect of students' learning.

Key words

Mixed learning, MOOC platform, Multimedia teaching, art interaction

Digital Object Identifier (DOI)

https://doi.org/10.2298/CSIS220405026C

Publication information

Volume 19, Issue 3 (September 2022)
Year of Publication: 2022
ISSN: 2406-1018 (Online)
Publisher: ComSIS Consortium

Full text

Available in PDF
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How to cite

1, X. C.: Multimedia Teaching System Based on Art Interaction Technology. Computer Science and Information Systems, Vol. 19, No. 3, 1517-1532. (2022), https://doi.org/10.2298/CSIS220405026C