Este artículo está bajo la licencia Creative Commons Atribución 4.0 Internacional (CC BY 4.0). Se permite la reproducción, distribución y comunicación pública de

la obra, así como la creación de obras derivadas, siempre que se cite la fuente original.

Eduweb, 2024, abril-junio, v.18, n.2. ISSN: 1856-7576

197

The use of multimedia technologies in the development of the methodological competence of future teachers. - Eduweb, 2024, abril-junio,

v.18, n.2. / 197-208

DOI: https://doi.org/10.46502/issn.1856-7576/2024.18.02.14

Cómo citar:

Romanyuk, S., Karaman, O., Onyshkiv, Z., Vasylyk, M., & Strohanova, H. (2024). The use of multimedia technologies in the development of the methodological

competence of future teachers. Revista Eduweb, 18(2), 197-208. https://doi.org/10.46502/issn.1856-7576/2024.18.02.14

The use of multimedia technologies in the development of the

methodological competence of future teachers

El uso de tecnologías multimedia en el desarrollo de la competencia

metodológica de los futuros docentes

Svitlana Romanyuk

https://orcid.org/0000-0002-9905-8880

Department of Pedagogy and Methodology of Primary Education, Yuriy Fedkovych Chernivtsi National

University, Chernivtsi, Ukraine.

Olga Karaman

https://orcid.org/0000-0002-5662-4395

Department of Ukrainian Language, Borys Grinchenko Kyiv Metropolitan University, Kyiv, Ukraine.

Zinovii Onyshkiv

https://orcid.org/0000-0002-4851-070X

Department of Pedagogics and Methodology of Junior, Ternopil Volodymyr Hnatiuk National Pedagogical

University, Ternopil, Ukraine.

Maryna Vasylyk

https://orcid.org/0000-0002-0515-9251

Department of Foreign Languages, Vasyl Stefanyk Precarpathian National University, Ivano-Frankivsk,

Ukraine.

Hanna Strohanova

https://orcid.org/0000-0003-2900-3152

Department of Methods of Teaching Ukrainian Language and Literature, Dragomanov Ukrainian State

University, Andrii Malyshko, Kyiv, Ukraine.

Recibido: 12/03/24

Aceptado: 05/06/24

Abstract

The main objective of this study was to determine the effectiveness of the use of multimedia technologies

in building the methodological competence of future teachers. To achieve this, a mixed methodology was

used that combined the application of standardized tests, direct observation, in-depth interviews,

evaluation by experts and a training experiment. The main findings of the study reveal that the systematic

use of multimedia technologies in the training of future teachers constitutes an effective factor for the

development of their methodological competence. A significant impact was observed on the cognitive and

motivational components of said competence. The multimedia training system implemented was based on

the principles of methodological training and demonstrated a high potential to be integrated into pedagogy

educational programs and continuing training courses for teachers.

Keywords: competence approach, educational field, future teachers, multimedia technologies,

professional training.

Este artículo está bajo la licencia Creative Commons Atribución 4.0 Internacional (CC BY 4.0). Se permite la reproducción, distribución y comunicación pública de

la obra, así como la creación de obras derivadas, siempre que se cite la fuente original.

Eduweb, 2024, abril-junio, v.18, n.2. ISSN: 1856-7576

198

Resumen

El presente estudio tuvo como objetivo principal determinar la efectividad del uso de tecnologías

multimedia en la construcción de la competencia metodológica de futuros docentes. Para ello, se empleó

una metodología mixta que combinó la aplicación de pruebas estandarizadas, observación directa,

entrevistas a profundidad, evaluación por expertos y un experimento formativo. Los hallazgos principales

del estudio revelan que el uso sistemático de tecnologías multimedia en la formación de futuros docentes

constituye un factor eficaz para el desarrollo de su competencia metodológica. Se observó un impacto

significativo en los componentes cognitivo y motivacional de dicha competencia. El sistema de formación

multimedia implementado se basó en los principios de la formación metodológica y demostró un alto

potencial para ser integrado en programas educativos de pedagogía y cursos de formación continua para

docents.

Palabras clave: ámbito educativo, enfoque por competencias, formación profesional, futuros docentes,

tecnologías multimedia.

Introduction

Multimedia tools are part of an integrated strategy for ensuring the quality of modern education

(Abdulrahaman et al., 2020). Their implementation is a mandatory element of the transformation of the

general educational paradigm in modern society (Wallner & Wagner, 2016). The use of modern

technologies has significant psychological advantages in learning (Saini & Baba, 2024), which helps to

make the educational process more personality-oriented (Deineko, Sotnik & Lyashenko, 2022). Multimedia

tools have especially proven their effectiveness in crisis periods of social life, in particular, during the

COVID-19 pandemic (Haleem et al., 2022) and full-scale war (Horbatiuk & Polishchuk, 2023). The positive

impact of the studied technologies on the effectiveness of higher education is proven (Riznyk, 2021). The

implementation of multimedia technologies in higher education makes it possible to quickly respond to the

demands of the information society, stimulate self-learning, develop creative abilities, communication skills,

optimize research activities, and establish an information culture (Bhat, Naidu & Singh, 2018; Shunkov et

al., 2022).

The problem of using multimedia technologies to train future teachers is insufficiently studied. The use of

multimedia technologies in training future art teachers has been researched in some aspects (Davydova,

2017). In particular, this study examines the possibilities of enhancing visibility, creating a professionally

oriented learning environment and updating feedback using multimedia tools. The effectiveness of

multimedia technologies in visualisation and ensuring quality communication has also been studied in

training future English teachers (Rohulska, 2018). The specifics of using multimedia presentations in the

training of primary school teachers have been identified (Filatova & Drobina, 2021).

At the same time, the impact of multimedia technologies on building the methodological competence of

future teachers remains poorly studied. The problem's significance is exacerbated by the exceptional

relevance of methodological training in education (Chernenko, 2021). Therefore, the study of multimedia

resources as a factor in building the methodological competence of future teachers has theoretical and

practical relevance for the pedagogical field.

The aim of the article is to determine the effectiveness of using multimedia technologies for building the

methodological competence of future teachers.

The research objectives:

Este artículo está bajo la licencia Creative Commons Atribución 4.0 Internacional (CC BY 4.0). Se permite la reproducción, distribución y comunicación pública de

la obra, así como la creación de obras derivadas, siempre que se cite la fuente original.

Eduweb, 2024, abril-junio, v.18, n.2. ISSN: 1856-7576

199

The use of multimedia technologies in the development of the methodological competence of future teachers. - Eduweb, 2024, abril-junio,

v.18, n.2. / 197-208

1) analyse the possibilities and principles of using multimedia technologies in higher education;

2) determine the criteria and indicators of the level of methodological competence of future teachers;

3) determine the effectiveness of the use of multimedia resources for developing the ability to interpret

texts in students of different years of study critically.

Literature Review

General understanding of multimedia technologies

Multimedia resources are the results of computer technologies manifested in a wide range of products:

presentations, animations, multimedia galleries, game applications, video and audio files, e-books, online

lessons, virtual and augmented reality (Sayidova & Do'sanova, 2022; Srivani & Hariharasudan, 2020). The

main feature of these tools is the targeting of information to different areas of the brain, which activates

visual, auditory and kinesthetic sensations with the help of information technologies (Alobaid, 2020). This

is achieved through the comprehensive integration of text, audio, and video signals (Guan, Song & Li,

2018). The effectiveness of the use of these products is related to the awareness of their importance and

learning the algorithm of use (Tang, Zainal & Li, 2023).

The use of multimedia technologies in education

The integration of multimedia technologies into the educational process optimizes communication between

teachers, parents and students, as well as to ensure the flexibility of the educational process (Anderson &

Rivera Vargas, 2020). Their methodologically justified use actualizes creative abilities, develop critical

thinking and the ability to solve universal problems (Alzubi, 2023). There is also a positive effect on the

students’ motivation, which corresponds to the principles of human-computer integration in the context of

Education 4.0 (Dhivya, Hariharasudan & Nawaz, 2023). The researchers have recorded intensive

stimulation of cognitive interest in multimedia learning (Akinoso, 2020). Multimedia games satisfy the need

for new experiences, allow to overcome tension and optimize the environment for the achievement of

pedagogical goals (Kartika et al., 2019). An individual learning experience that meets the students’ needs

and motivations determines the creation of the cooperation and teamwork environment that ensures

proper intercultural communication (Gajek et al., 2022). Multimedia technologies determine immersion in

the educational process of technology, which contributes to the acquisition of not only educational, but

also relevant skills and abilities for socialization (Oliveira & Saraiva, 2023). Informatization and

computerization of higher education should take into account the potential impact on the students’

academic performance and discipline and be based on methodological developments in view of

sociocultural conditions (Chugh et al., 2023).

The use of multimedia technologies in higher education

The effective implementation of multimedia technologies in higher education is ensured by such

components as teacher competence, teaching methods, information and communication technologies

(ICTs), and the technological infrastructure of the institution (Mayer, 2020; Miranda et al., 2021). In this

context, a particularly positive point is the role of technology in optimizing the students’ individual learning

trajectory (Qureshi et al., 2021). The integration of multimedia technologies in higher education should be

based on the appropriate training of teachers (Pastore, Manuti & Scardigno, 2019), which involves the

ability to adapt traditional teaching methods to the current information environment (Aydın & Uştuk, 2020).

This ensures the orientation of the educational process towards students’ practical abilities and skills in

accordance with the current and the near future requirements (Matsumoto-Royo & Ramírez-Montoya,

2021). An important task is the purposeful, systematic work of the administration of HEIs in this direction

(Adlet et al., 2022). The problem of using multimedia technologies in the professional training of future

specialists is of particular relevance. The implementation of video materials is effective for this process

Este artículo está bajo la licencia Creative Commons Atribución 4.0 Internacional (CC BY 4.0). Se permite la reproducción, distribución y comunicación pública de

la obra, así como la creación de obras derivadas, siempre que se cite la fuente original.

Eduweb, 2024, abril-junio, v.18, n.2. ISSN: 1856-7576

200

(Noetel et al., 2021). Professional training in the context of the use of multimedia resources involves the

implementation of preparatory, main and supporting stages, which is reflected in theoretical, practical, and

control training blocks (Kashuba, Asauliuk & Diachenko, 2019). Multimedia presentations, interactive

whiteboards, and electronic textbooks have proven effective in training future teachers (Filatova & Drobina,

2021). Multimedia technologies in the process of education of future teachers activate feedback, increase

creativity, and ensure better assimilation of educational material (Rohulska, 2018).

So, the theoretical literature review shows that the problem of using multimedia technologies in the

educational process is represented by a fairly large number of works. The study of their implementation in

higher education is relevant. Such research focuses on multimedia technologies as visualisation tools in the

training of specialists. However, researchers mainly focus on the problems of enhancing students'

knowledge in the context of an interactive environment. At the same time, research into the possibilities

of multimedia resources for building the methodological competence of future teachers is not deep enough.

The analysed theoretical literature does not identify clear links between implementing multimedia

technologies and forming professional competence and self-awareness of a pedagogical specialist. Abstract

theoretical schemes often do not find specific use in practical areas of higher education. The proposed

study allows us to identify causal trends in the technological support of professional training and

professional development of students in the pedagogical field.

Methods and materials

The study was conducted in the period from September 2023 to February 2024 with the following

stages

Research planning – development of an algorithm for carrying out the research. At this stage, the

theoretical literature of the issue under research was analysed. The general features of the use of

multimedia technologies in professional training in the context of higher education were determined. The

structure of methodological competence of future teachers was been determined separately (Chornous,

2020; Patyk et al., 2022). It includes the following components: motivational (professional motives),

cognitive (knowledge about the implementation of teaching methods), activity (specific abilities and skills

of methodological training), reflective (introspection of one’s own teaching). The research hypothesis is

advanced — a theoretically and methodologically justified system of using multimedia technologies in the

educational process of future teachers is an effective factor in building their methodological competence.

The organizational aspects are also defined at the research planning stage: research bases, samples, tools,

specifics of data collection and analysis.

The empirical stage included the primary diagnostic test, experimental influence, and repeated diagnostic

test. The data on the influence of multimedia technologies on the methodological training of future teachers

were collected. The standard academic scheme of a formative experiment was implemented. This stage

was implemented in the context of the natural science paradigm.

The data processing and interpretation stage included quantitative and qualitative analysis of the obtained

data. Trends in each component of the methodological competence of future teachers were analysed.

Thorough statistical and interpretive methods were used in order to obtain reliable results. At this stage,

the data of the first and second diagnostic tests were compared for the control group (CG) and the

experimental group (EG).

Instruments

Such tests as The Level of Satisfaction with the Profession and Self-Assessment of the Level of Ontogenetic

Reflection were used. These methods were used to determine the dynamics of the motivational and

Este artículo está bajo la licencia Creative Commons Atribución 4.0 Internacional (CC BY 4.0). Se permite la reproducción, distribución y comunicación pública de

la obra, así como la creación de obras derivadas, siempre que se cite la fuente original.

Eduweb, 2024, abril-junio, v.18, n.2. ISSN: 1856-7576

201

The use of multimedia technologies in the development of the methodological competence of future teachers. - Eduweb, 2024, abril-junio,

v.18, n.2. / 197-208

reflective component of methodological competence. We were guided by the reasoning that the general

development of reflection will determine the level of professional self-analysis. Specialized tests were also

used to diagnose knowledge about the implementation of the teaching methodology for a specific subject,

which reflected indicators of the cognitive component of methodological competence.

Observation was used to determine the level of formation of the activity component. This method will be

implemented in the process of students’ educational practice, when there was an opportunity to check the

peculiarities of conducting an educational session. We focused on the following criteria in the monitoring

process — academic knowledge of the subject, compliance of the model’s activities with the structure of

the lesson, the implementation of communication with children, the level of use of teaching methods in

class. The level of the activity component was determined based on the observation of these criteria. The

validity and reliability of the selected diagnostic tools is confirmed by an independent expert evaluation.

Expert evaluation was also used to clarify the data. Teachers with more than 20 years of experience were

involved as experts. These individuals did not directly participate in the formative experiment, but

conducted independent diagnostics. The experts had to evaluate two criteria of methodical preparation:

academic didactic and psychological. The academic didactic criterion reflected the knowledge of the

academic subject and the methodological foundations of teaching the educational material. The

psychological component showed the level of mastery of communication techniques with students and the

ability to take into account their individual and age characteristics in the educational process. The

assessment was carried out on a 10-point scale.

A pedagogical formative experiment is the main method of our research, which enabled testing our

hypothesis. The independent variable of the experiment is a methodologically justified system of using

multimedia technologies during classes. The dependent variable of the experiment is the methodological

competence of future teachers. The experiment involved an experimental sample (the presence of an

independent variable) and a control sample (the absence of an independent variable). The method is

realized in the paradigm of a natural experiment.

Sampling

The sample

was formed on the basis of the following educational institutions: Yuriy Fedkovych Chernivtsi

National University, Borys Grinchenko Kyiv Metropolitan University, Ternopil Volodymyr Hnatiuk National

Pedagogical University, Vasyl Stefanyk Precarpathian National University, Dragomanov Ukrainian State

University. The study involved the students of the 3rd-4th year majoring in Secondary Education,

specialized in Philology. The samples were formed on the basis of academic groups of students of the

respective majors. The entire territory of Ukraine were covered by selecting the subjects from different

universities, which will increase the representativeness of the study. The naturalness of the research

conditions was preserved as much as possible due to work with selected academic groups. The

experimental sample included 94 people, the control sample included 92 people (a total of 186 people).

The samples are significantly dominated by female students (174 persons – 94.09%), which reflects the

gender specifics of this major. A total of 11 young men (5.91%) participated in the study. The average

age of the subjects is 19–21 years.

Data collection

The research and diagnostics were carried out by the authors of the article. The experimental influence

provided for the systematic use of multimedia technologies within the educational components of the

respective majors. In the CG, training took place in similar subjects, but without an extensive involvement

of multimedia technologies. The experimental influence was carried out in accordance with a number of

principles of methodical training, which should be analysed in more detail:

Este artículo está bajo la licencia Creative Commons Atribución 4.0 Internacional (CC BY 4.0). Se permite la reproducción, distribución y comunicación pública de

la obra, así como la creación de obras derivadas, siempre que se cite la fuente original.

Eduweb, 2024, abril-junio, v.18, n.2. ISSN: 1856-7576

202

− the principle of motivational provision of the educational process - the implementation of information

technologies contributed to the intensification of educational activities through the demonstration of

video files and presentations;

− the principle of value orientation – substantiation in the educational process of the importance of

acquired competences;

− the principle of vital expediency and effectiveness of knowledge — the use of multimedia technologies

helped to activate the connection between theory and practice;

− the principle of intensification of cognitive activity is implemented through the constant use of the

problem-based method, which is enhanced by the possibilities of multimedia technologies;

− the principle of directing education towards harmonious development;

− the principle of cooperation and mutual support - support for constant feedback regarding the nature

and results of training;

− the principle of personal activity - ensuring the constant implementation of educational and cognitive

activities in the learning process;

− the principle of individualization of the educational process is implemented through the differentiation

of tasks according to the level of difficulty for students;

− the principle of organic unity of a person, speech and the learning process is reflected in the ability of

multimedia technologies to activate various sensory systems.

The experimental programme actively used the capabilities of Web 2.0 technologies. The total time share

of their use within the class is 60-70%. At the same time, it is worth noting that the training sessions took

place in direct interaction. The experimental effect was implemented within four months.

The data analysis was carried out due to the quantitative and qualitative comparison of the results of

primary and secondary diagnostics of the control and experimental groups. The proportional shares and

indicators of the average value was calculated. The Student’s t-test was calculated using the SPSS software

package.

Results

The analysis of the obtained data of the primary diagnostics demonstrates the maximum initial similarity

of both research samples. The indicators in the context of comparing the trends of the CG and EG are

presented in Table 1.

Table 1.

Dynamics of indicators of the components of methodological competence of future teachers under the

influence of multimedia technologies

Components of

professional

competence

Development

levels

Number of respondents

Before the

experiment

After the

experiment

Before the

experiment

After the

experiment

Q-ty

Motivational

Low

54.35

48.91

51.06

2.13

Medium

42.39

43.48

43.62

92.55

High

3.26

7.61

5.32

Cognitive

Low

6.52

4.35

6.38

4.26

Medium

65.22

63.04

65.96

54.26

High

28.26

32.61

27.66

41.48

Activity

Low

10.87

3.26

12.77

4.26

Medium

76.09

53.26

71.28

60.64

Este artículo está bajo la licencia Creative Commons Atribución 4.0 Internacional (CC BY 4.0). Se permite la reproducción, distribución y comunicación pública de

la obra, así como la creación de obras derivadas, siempre que se cite la fuente original.

Eduweb, 2024, abril-junio, v.18, n.2. ISSN: 1856-7576

203

The use of multimedia technologies in the development of the methodological competence of future teachers. - Eduweb, 2024, abril-junio,

v.18, n.2. / 197-208

High

13.04

43.48

15.95

35.1

Reflective

Low

36.96

34.78

31.91

Medium

61.96

63.83

High

1.08

3.26

4.26

Author’s development

In both samples, a low level of professional motivation prevails at the beginning of the study. Such

indicators were found in more than half of the subjects. Very few students with a high level of the

component were found — 8 people in the total sample. Average values of the motivational component of

methodological competence were recorded in approximately 40%. Re-diagnostics showed an insignificant

change in results in the CG. At the same time, in the experimental group there is a very significant shift of

students with a medium level of the component - by 48.93%. Accordingly, low indicators of the motivational

component of methodological competence have significantly decreased. Comparing the results of both

samples gives reason to talk about the significance of the use of multimedia technologies in this component.

We can state that the use of audio and video files on the subject of educational courses stimulated the

students’ cognitive interest. In our opinion, the activation of students' motivation occurs through the

systematic stimulation of sensory systems and the actualisation of problematic teaching of material.

However, multimedia technologies lack the resources to target high levels of motivation, as they only

average the levels studied.

The trends of the cognitive component are analysed below. The vast majority of respondents (more than

60%) have medium indicators of this component of methodological competence. A third of future teachers

were diagnosed with high indicators of the component. The smallest percentage of respondents shows low

professional motivation. In the CG, no significant dynamics of the component was observed after the end

of the experiment. At the same time, the number of studied students with high indicators of methodological

knowledge in the pedagogical field increased by 13.82% in the EG. In general, the results indicate a

moderate impact of multimedia technologies on the acquisition of theoretical knowledge by future teachers.

In this context, we are talking about enhancing visibility possibilities in the multimedia environment to form

a holistic view of the methods of teaching future teachers. The visual and auditory components of learning

material are stimulated, which correlates with the formation of relevant abstract theoretical schemes.

The trends of the activity component are the following. Medium levels of the abilities and skills of

methodical training of the studied students were found in more than 70% of the sample. Low and high

values of this component of methodological competence were distributed almost equally. A significant

positive shift in the activity component was recorded in both groups. After the experiment, the percentage

of people with a high level of methodical skills in the control group increased by 30.44%. In the

experimental group, this indicator is 19.15%. That is, positive changes in this component do not depend

on the organized influence of multimedia technologies. That is, the formation of specific professional skills

is more effective in implementing direct pedagogical situations. Using multimedia technologies creates an

imitation effect of practical training, which hinders the productive learning of algorithms of teachers'

methodological actions.

The trends of the reflective component are analysed below. Medium levels dominate. Low values were

found in a third of the respondents. The results did not change significantly after conducting the formative

experiment. Therefore, the use of multimedia technologies does not have a significant impact on the

reflective component of methodological competence. Traditional vocational education is not focused on

systemic changes in the professional identity of future teachers. This requires a shift in the strategic

approach to teacher education. Since multimedia technologies are an auxiliary tool, they cannot change

the overall education paradigm.

Este artículo está bajo la licencia Creative Commons Atribución 4.0 Internacional (CC BY 4.0). Se permite la reproducción, distribución y comunicación pública de

la obra, así como la creación de obras derivadas, siempre que se cite la fuente original.

Eduweb, 2024, abril-junio, v.18, n.2. ISSN: 1856-7576

204

A corresponding diagram was created for clarity of demonstration of the results of expert evaluation during

the experiment (Figure 1). In the figure, the order of diagnostic procedures is indicated by a number: 1 –

primary diagnostics; 2 – re-diagnostics.

Figure 1.

Indicators of criteria for methodical competence of future teachers (primary diagnostics and re-

diagnostics)

Author’s development

The chart demonstrates changes in the academic didactic and psychological criteria of methodological

competence. Arithmetic means are taken as a basis. The predominance of medium values for the academic

didactic component was revealed. More pronounced changes in this criterion are recorded in the EG.

According to the psychological criterion of methodical competence, a predominance of below-medium

indicators was found. In both groups, moderate positive dynamics are observed as a result of the

experimental program using multimedia technologies. The psyche of the studied students is more sensitive

to multimedia tools, which can be explained in this situation by the systemic activation of sensory systems

as the initial link in the process of acquiring professional competencies.

Table 2.

The value of Student’s t-test according to the components of methodological competence of future teachers

Components of professional

competence

Student’s t-test

Control group

Experimental group

Motivational

1.738

4.009**

Cognitive

1.395

2.330*

Activity

3.198**

3.543**

Reflective

1.391

1.006

Author’s development

The Student’s t-test for dependent samples was used to confirm the previous conclusions. The obtained

coefficient for the motivational component in the CG indicates the absence of significant changes (t=1.738).

At the same time, statistically significant differences were found in the EG at the p=0.01 level (t=4.009).

The cognitive component in the CG has not changed significantly (t=1.395), but has significant shifts in

the EG (t=2.330, p=0.05). The obtained coefficients of the Student’s t-test for the activity component of

methodological competence indicate significant shifts in both groups (t=3.198, p=0.01; t=3.543, p=0.01).

According to the trends of the reflective component, no significant differences were recorded (t=1.391;

t=1.006). The obtained results of the statistical analysis confirm the results of the previous descriptive

analysis.

0123456789

Academic didactic criterion 1

Academic didactic criterion 2

Psychological criterion 1

Psychological criterion 2

Experimental group Control group

Este artículo está bajo la licencia Creative Commons Atribución 4.0 Internacional (CC BY 4.0). Se permite la reproducción, distribución y comunicación pública de

la obra, así como la creación de obras derivadas, siempre que se cite la fuente original.

Eduweb, 2024, abril-junio, v.18, n.2. ISSN: 1856-7576

205

The use of multimedia technologies in the development of the methodological competence of future teachers. - Eduweb, 2024, abril-junio,

v.18, n.2. / 197-208

Analysis of the qualitative characteristics of the conducted formative experiment shows a number of trends

revealed in the process of observations. Setting up a problem situation and stimulating cognitive interest

were more effective as a result of the activation of complex perceptions of information through the use of

multimedia technologies. The use of multimedia presentations combining a video series, pictures, and text

blocks (verbal logical schemes) is more pedagogically justified than text presentations. The presence of a

verbal component stimulates theoretical thinking, and a visual component causes positive emotional

experiences. In the context of practical training, the use of multimedia needs further optimization towards

interactivity. Difficulties in orienting the pedagogical education system to real interaction are observed. The

development potential of multimedia technologies is revealed through the stimulation of positive emotions

in the process of solving problems. Compared to traditional education, computer technologies create more

opportunities for the individualization of educational theoretical training due to the use of game elements.

At the same time, teachers need to ensure that the emotional component of game-based multimedia

methods does not interfere with the performance of professional training tasks. It should be noted that

the current study's results were more representative, using more reliable research methods. This

determines the need for further development of tools for diagnosing the components of methodological

competence, which involves preliminary testing of such tools.

Discussion

The research confirmed the hypothesis that a theoretically and methodically justified system of using

multimedia technologies in the educational process of future teachers is an effective factor in building of

their methodological competence. In particular, the impact of multimedia tools on the development of the

motivational and cognitive component of the studied competence is quite significant. At the same time, no

significant changes were recorded in the CG. We can assume that traditional education is more inert in

terms of the development of professional competencies. At the same time, multimedia technologies provide

the necessary additional stimulus for students’ cognitive interest and work on themselves. The connection

between the motivational and cognitive components of the methodological competence of future teachers

is also obvious.

The formation of methodological abilities and skills does not significantly depend on the use of multimedia

technologies, as it is more determined by the regular implementation of a system of practical actions. It

may also be related to the active period of practical training of the surveyed students. Reflection does not

change significantly in the educational process. In general, we confirm the conclusions of other researchers

about the effectiveness of the implementation of multimedia technologies in higher education (Riznyk,

2021). These tools create favourable psychological conditions in the educational process (Saini & Baba,

2024). It should be noted that the main stages of the implementation of information technologies are

preserved in the formative influence: preparatory, main, control (Kashuba et al., 2019).

We agree with the opinions about the positive impact of video materials for professional training of future

specialists (Noetel et al., 2021). Multimedia presentations and interactive whiteboards demonstrated their

effectiveness in the development of methodological competence (Filatova & Drobina, 2021). One of the

leading factors of the positive role of multimedia technologies in educational training is their systemic

impact on various sensory systems (Alobaid, 2020). It is promising to improve the used pedagogical tool

when designing an environment based on the Education 4.0 principles (Dhivya et al., 2023). According to

the results of our research, we can state the importance of modern technologies for the individualization

of education (Kartika et al., 2019). In the future, similar pedagogical systems should more actively involve

the possibilities of virtual reality and artificial intelligence to increase the immersive effect (Oliveira &

(Saraiva, 2023). It is also worth to train teachers in the use of multimedia technologies in the educational

process (Pastore et al., 2019).

Este artículo está bajo la licencia Creative Commons Atribución 4.0 Internacional (CC BY 4.0). Se permite la reproducción, distribución y comunicación pública de

la obra, así como la creación de obras derivadas, siempre que se cite la fuente original.

Eduweb, 2024, abril-junio, v.18, n.2. ISSN: 1856-7576

206

Limitations

The research was conducted with students studying to become Philology teachers. The obtained results

will be more fair for the specified group of future specialists.

Conclusions

Methodical training of future teachers is one of the key factors in their professional development. In this

context, the role of modern information tools for optimizing the professional training of students of

pedagogical majors has not been sufficiently studied. As a result of the study, the hypothesis that a

theoretically and methodically justified system of using multimedia technologies in the educational process

of future teachers is an effective factor in the development of their methodical competence was confirmed.

The primary diagnostics revealed the dominance of medium indicators of the methodological competencies.

The significant impact of multimedia tools on the motivational and cognitive component was revealed. At

the same time, significant changes in these components are not observed in the CG. The activity and

reflective components of methodological competence does not depend on the use of multimedia

technologies. The multimedia training system was used in accordance with the principles of methodological

training of future specialists. Multimedia technologies help to stimulate cognitive interest and more

productive acquisition of professional knowledge of methodological competence. This is due to the

systematic activation of students' sensory systems. At the same time, the formation of the ability to self-

analysis, self-development, and practical skills of methodological competence in multimedia technologies

is not observed. The study's results are limited by the composition of the sample and the methodological

tools used. The practical significance of the study is the possibility of changing the content and methodology

of educational programmes of pedagogical majors. It is necessary to consider the possibility of increasing

the efficiency of multimedia technologies to form the activity and reflective components. The solution to

this issue lies, in particular, in the integration of artificial intelligence and virtual reality technologies into

the technological rationale of higher education. The results can also be used in advanced training courses

for teachers of HEIs. The research prospects may be the verification of the basic hypothesis on a wider

range of students. In particular, future teachers of natural and social sciences may be involved.

Bibliographic References

Abdulrahaman, M. D., Faruk, N., Oloyede, A. A., Surajudeen-Bakinde, N. T., Olawoyin, L. A., Mejabi, O. V.,

Imam-Fulani, Y. O., Fahm, A. O., & Azeez, A. L. (2020). Multimedia tools in the teaching and

learning processes: A systematic review.

Heliyon,

6, e05312.

https://doi.org/10.1016/j.heliyon.2020.e05312

Adlet, K., Zhanagul, S., Tolkin, Y., Fadeyeva, O., Nazymgul, A., & Kadir, N. (2022). Interactive educational

technologies as a factor in the development of the subjectivity of university students.

World Journal

on Educational Technology: Current Issues

(3), 533-543.

https://doi.org/10.18844/wjet.v14i3.7269

Akinoso, О. (2020). Effect of the use of multimedia on students' performance in secondary school

mathematics.

Global Media Journal

, 16(30), 1-8. Retrieved from

https://www.researchgate.net/publication/341741472

Alobaid, A. (2020). Smart multimedia learning of ICT: Role and impact on language learners’ writing fluency

– YouTube online English learning resources as an example.

Smart Learning Environments

(1),

24. https://doi.org/10.1186/s40561-020-00134-7

Alzubi, A. (2023). The role of multimedia tools in Hashemite Kingdom of Jordan education classroom

teaching in the digital era.

European Journal of Interactive Multimedia and Education

(2), e02303.

https://doi.org/10.30935/ejimed/13378

Este artículo está bajo la licencia Creative Commons Atribución 4.0 Internacional (CC BY 4.0). Se permite la reproducción, distribución y comunicación pública de

la obra, así como la creación de obras derivadas, siempre que se cite la fuente original.

Eduweb, 2024, abril-junio, v.18, n.2. ISSN: 1856-7576

207

The use of multimedia technologies in the development of the methodological competence of future teachers. - Eduweb, 2024, abril-junio,

v.18, n.2. / 197-208

Anderson, T., & Rivera Vargas, P. (2020). A critical look at educational technology from a distance

education perspective.

Digital Education Review

, 208-229.

https://doi.org/10.1344/der.2020.37.208-229

Aydın, S., & Uştuk, Ö. (2020). A descriptive study on foreign language teaching anxiety.

International

Online Journal of Education and Teaching

(3), 860-878. Retrieved from

https://iojet.org/index.php/IOJET/article/view/846

Bhat, A. Z., Naidu, V. R., & Singh, B. (2018). Multimedia cloud for higher education establishments: A

reflection.

Advances in Intelligent Systems and Computing,

841

, 691-698.

https://doi.org/10.1007/978-981-13-2285-3_81

Chernenko, H. M. (2021). Formation of subject-methodical competence in future teachers of primary

education institutions.

Collection of Scientific Works "Pedagogical Sciences", 91

, 129-134.

https://doi.org/10.32999/ksu2413-1865/2021-94-18

Chornous, V. (2020). The main criteria and indicators of the formation of professional competence of

students of pedagogical specialties.

Current Issues of the Humanities

(4), 232-237.

https://doi.org/10.24919/2308-4863.4/31.214390

Chovriy, S., Pelekh, V., Rogoza, V., Zorochkina, T., & Zdir, D. (2024). Organization of a STEM-oriented

environment in higher education institutions.

Amazonia Investiga, 13

(76), 333-347.

https://doi.org/10.34069/AI/2024.76.04.27

Chugh, R., Turnbull, D., Cowling, M. A., Vanderburg, R., & Vanderburg, M. A. (2023). Implementing

educational technology in Higher Education Institutions: A review of technologies, stakeholder

perceptions, frameworks and metrics.

Education and Information Technologies

, 16403-16429.

https://doi.org/10.1007/s10639-023-11846-x

Davydova, S. (2017). The use of multimedia technologies in the training of fine arts teachers.

Information

Technology and Management

132

, 67-77. Retrieved from

https://www.researchgate.net/publication/329520251

Deineko, Z., Sotnik, S., & Lyashenko, V. (2022). Multimedia systems in education.

International Journal of

Academic Information Systems Research (IJAISR), 6

(7), 23-28.

Dhivya, D. S., Hariharasudan, A., & Nawaz, N. (2023). Unleashing potential: Multimedia learning and

Education 4.0 in learning professional English communication.

Cogent Social Sciences

(2).

https://doi.org/10.1080/23311886.2023.2248751

Filatova, L., & Drobina, A. (2021). The use of multimedia technologies in the training of future primary school

teachers.

Acta Paedagogica Volynienses

, 157-165. https://doi.org/10.32782/apv/2021.3.23

Gajek, A., Fabiano, B., Laurent, A., & Jensen, N. (2022). Process safety education of future employee 4.0

in industry 4.0.

Journal of Loss Prevention in the Process Industries

, 104691.

https://doi.org/10.1016/j.jlp.2021.104691

Guan, N., Song, J., & Li, D. (2018). On the advantages of computer multimedia-aided English teaching.

Procedia Computer Science

131

, 727-732. https://doi.org/10.1016/j.procs.2018.04.317

Haleem A., Javaid M., Asim Qadri, M., & Suman, R. (2022). Understanding the role of digital technologies

in education: A review.

Sustainable Operations and Computers, 3,

275-285.

https://doi.org/10.1016/j.susoc.2022.05.004

Horbatiuk, O., & Polishchuk, S. (2023). Features of the functioning of higher education institutions during

the war: face-to-face and distance forms of education, their key advantages and disadvantages.

Modern Information Technologies and Innovation Methodologies of Education in Professional

Training Methodology Theory Experience Problems

, 5-13. https://doi.org/10.31652/2412-

1142-2022-66-5-13

Kartika, Y., Wahyuni, R., Sinaga, B., & Rajagukguk, J. (2019). Improving math creative thinking ability by

using math adventure educational game as an interactive media.

In Journal of Physics: Conference

Series,

1179

(1), 012078. https://doi.org/10.1088/1742-6596/1179/1/012078

Kashuba, V. O., Asauliuk, I. O., & Diachenko, A. (2019). Increasing the effectiveness of professional and

applied physical training of students based on the use of multimedia technologies.

Scientific Journal

of the National Pedagogical University named after M. P. Drahomanov. Series 15: Scientific and

Este artículo está bajo la licencia Creative Commons Atribución 4.0 Internacional (CC BY 4.0). Se permite la reproducción, distribución y comunicación pública de

la obra, así como la creación de obras derivadas, siempre que se cite la fuente original.

Eduweb, 2024, abril-junio, v.18, n.2. ISSN: 1856-7576

208

Pedagogical Problems of Physical Culture (Physical Culture and Sport): Collection of Scientific

Papers

(107), 25-29. Retrieved from http://enpuir.npu.edu.ua/handle/123456789/26359

Matsumoto-Royo, K., & Ramírez-Montoya, M. S. (2021). Core practices in practice-based teacher

education: A systematic literature review of its teaching and assessment process.

Studies in

Educational Evaluation

, 101047. https://doi.org/10.1016/j.stueduc.2021.101047

Mayer, R. E. (2020).

Multimedia learning

(3rd ed.). Cambridge: Cambridge University Press. Retrieved from

https://assets.cambridge.org/97811071/87504/frontmatter/9781107187504_frontmatter.pdf

Miranda, J., Navarrete, C., Noguez, J., Molina-Espinosa, J. M., Ramírez-Montoya, M. S.,

Navarro-Tuch, S. A., Bustamante-Bello, M. R., Rosas-Fernández, J. B., & Molina, A. (2021). The

core components of education 4.0 in higher education: Three case studies in engineering

education.

Computers and Electrical Engineering

, 1-13.

https://doi.org/10.1016/j.compeleceng.2021.107278

Noetel, M., Griffith, S., Delaney, O., Sanders, T., Parker, P., del Pozo Cruz, B., & Lonsdale, C. (2021). Video

improves learning in higher education: A systematic review.

Review of Educational

Research

(2), 204-236. https://doi.org/10.3102/0034654321990713

Oliveira, S. R. M., & Saraiva, M. A. (2023). Leader skills interpreted in the lens of education 4.0.

Procedia

Computer Science

217

, 1296-1304. https://doi.org/10.1016/j.procs.2022.12.327

Pastore, S., Manuti, A., & Scardigno, A. F. (2019). Formative assessment and teaching practice: The point

of view of Italian teachers.

European Journal of Teacher Education

(3), 359-374.

https://doi.org/10.1080/02619768.2019.1604668

Patyk, R., Benyakh, N., Yakymova, O., Yefimova, A., & Danylyuk, S. (2022). The use of information

technology in the educational process during martial law.

Revista de la Universidad del Zulia

696-713. http://dx.doi.org/10.46925//rdluz.38.38

Qureshi, M. I., Khan, N., Raza, H., Imran, A., & Ismail, F. (2021). Digital technologies in Education 4.0.

Does it enhance the effectiveness of learning? A systematic literature review.

International Journal

of Interactive Mobile Technologies (iJim)

(4), 31-47.

https://doi.org/10.3991/IJIM.V15I04.20291

Riznyk, N. (2021). Use of multimedia technologies during distance learning in higher education

institutions.

University Economic Bulletin

, 12-17. https://doi.org/10.31470/2306-546X-2021-

50-12-17

Rohulska, О. (2018). The expediency of using multimedia technologies in the training of future teachers of

foreign languages.

Youth and the Market,

(167), 82-87. https://doi.org/10.24919/2308-

4634.2018.155508

Saini, G., & Baba, M. M. (2024). Psychological expedient of multimedia in blended learning and

metamemory satisfaction.

The Learning Organization

(1), 68-87. https://doi.org/10.1108/TLO-

11-2022-0130

Sayidova, D., & Do‘sanova, M. (2022). Use of multimedia in education.

Conference Zone

, 165-167.

Retrieved from https://conferencezone.org/index.php/cz/article/view/479

Shunkov, V., Shevtsova, O., Koval, V., Grygorenko, T., Yefymenko, L., Smolianko, Y., & Kuchai, O. (2022).

Prospective directions of using multimedia technologies in the training of future specialists.

IJCSNS

International Journal of Computer Science and Network Security, 22

(6), 739-746.

Srivani, V., & Hariharasudan, A. (2020). Modern techniques of English language learning using Education

4.0.

International Journal of Recent Technology and Engineering

(4S4), 73-76.

https://doi.org/10.35940/ijrte.d1027.1284s419

Tang, X., Zainal, S. R. B. M., & Li, Q. (2023). Multimedia use and its impact on the effectiveness of

educators: A technology acceptance model perspective.

Humanities and Social Sciences

Communications

, 923. https://doi.org/10.1057/s41599-023-02458-4

Wallner, T., & Wagner, G. (2016). Academic Education 4.0.

International Conference on Education and

New Developments,

155-159. Retrieved from

https://www.researchgate.net/publication/304115292