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The Potential Benefits of Multimedia Information Representation in Enhancing Students’ Critical Thinking and History Reasoning
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Malaysia. Two modes of multimedia information representation implemented which are chronological and thematic information representation. A qualitative study of an unstructured interview was conducted among two history teachers, one history education lecturer, two i-think expert and program trainers and five form 4 secondary school students. The interview was to elicit their opinions on the implementation of thinking maps and interactive multimedia information representation in history learning. The key elements of interactive multimedia (e.g. multiple media, user control, interactivity, and use of timelines and concept maps) were then considered to improve the learning process. Findings of the preliminary investigation reveal that the interactive multimedia information representations have the potential benefits to be implemented as instructional resource in enhancing students’ higher order thinking skills (HOTs). This paper concludes by giving suggestions for future work. <iframe src="https://publications.waset.org/abstracts/17443.pdf" style="width:100%; height:400px;" frameborder="0"></iframe> <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=multimedia%20information%20representation" title="multimedia information representation">multimedia information representation</a>, <a href="https://publications.waset.org/abstracts/search?q=critical%20thinking" title=" critical thinking"> critical thinking</a>, <a href="https://publications.waset.org/abstracts/search?q=history%20reasoning" title=" history reasoning"> history reasoning</a>, <a href="https://publications.waset.org/abstracts/search?q=chronological%20and%20thematic%20information%20representation" title=" chronological and thematic information representation"> chronological and thematic information representation</a> </p> <a 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