Training methods to reduce the anxiety caused by the electroconvulsive therapy (ECT) should match the necessity of communicating with the patients suffering from mood disorders.
Aim: This study aimed to compare the effects of face-to-face and multimedia education on the anxiety induced by the ECT.
This randomized controlled clinical trial was conducted on 75 patients with mood disorders undergoing ECT in the Ebn-e-Sina Psychiatric Hospital in Mashhad, Iran within 2013-2014 in three groups of face-to-face education (i.e., individual training), multimedia education (i.e., training through CD), and control (i.e., usual training), Receiving training for half an hour to get familiar with the ECT department, nursing care, and self-care one day before performing the ECT. The Spielberger's State-Trait Anxiety Inventory was completed prior to the intervention and before the first, middle, and final sessions of the ECT. The data were analyzed using the one-way and repeated measures ANOVA in the SPSS version 11.5.
According to the results of the study, 56% (n=14), 56% (n=14), and 48% (n=12) of the participants in the face-to-face, multimedia, and control groups were male, respectively. The post-hoc Tukey's test demonstrated that the control group had a significant difference with the face-to-face and (P=0.01) multimedia education groups (P=0.03) before the first session of the ECT. In addition, there was a significant difference between the face-to-face and multimedia education groups in this regard (P=0.07).
Implications for Practice: Considering the conditions and facilities of the psychiatric hospitals, it is possible to use different methods of face-to-face or multimedia education to reduce the anxiety caused by the ECT.

Wide spread availability of internet made the web based education as a real module for training under -graduate medical students. The aim of this study was to evaluate the efficacy of web based multimedia education in normal electrocardiography. In a semi-experimental study and based on the educational programs of medical students in their inpatient training courses, the normal electrocardiogram selected for web based multimedia education. The materials necessary to teach normal electrocardiogram were provided and multimedia was prepared for installing into computers. Two groups of medical students, 30 in each group in their cardiology service (senior and junior students) were selected. Mean while the intervention group studied the multimedia for an hour and for comparison group classroom - based education was done. At the end of study all students answered to atwenty question questionnaire about normal electrocardiogram. The percentage of correct answers in intervention and comparison groups was 72% and 71% respectively. The prevalence of correct answer for junior students in intervention and comparison group was 68% and 67% respectively. The percentage for senior students was 73% and 75%. Like other studies, this study showed the multimedia training can be as effective as the routine classroom based learning. Web based multimedia education is as efficient as classroom based education and can be used as a suitable alternative to conventional methods of training.

Asthma is one of the most common chronic diseases among children, and is considered as a global health problem. According to the guidelines of childhood Asthma, parental education in order to improve their knowledge and self-efficacy should be considered in clinical care. Therefore, this study was performed with the purpose of investigating the influence of multimedia education on knowledge and self-efficacy among parents of children with Asthma. This study is a clinical trial which was carried out on 50 parents of children with Asthma. Three instruments, i.e. demographic information, assessing knowledge and self-efficacy among parents of children were administrated to collect the required data sets. Reliability and validity of the instruments were assessed and the multimedia education was carried out for the experimental group. Data analysis was done using SPSS 13 and descriptive inferential statistical tests (independent t-test and Mann-Whitney). History of Asthma was present in majority 52% among families of the children and 54% reported smoking in their home. The average scores of knowledge and self-efficacy in the experimental group showed an increase after multimedia education methods, so that there was a statistically significant difference between the experimental and control groups. The results obtained in this study also demonstrate that educating parents through multimedia technology increase their knowledge and self–efficacy in their care of children.

This research was aimed on designing multimedia education based on Sweller's cognitive load theory and determining its effect on mathematic educational excitement among 3rdgrade of elementary students. In this research, semi-experimental design "pretest-posttest with control group" were used. The research involved a sample of 502 third degree of elementary students(boys) of Chaipareh in 2017-2018. According to cluster sampling meth two classes from schools and 15 students from each class were selected randomly. These two groups were also randomly assigned to experimental and control group. Lichtenfeldet al. (2012) educational excitement questionnaire was used for information collection. Multivariate covariance (MANCOVA) test was used for hypotheses analyze. The results showed that implementation of multimedia education designing based on Sweller's cognitive load theory effects significantly on increasing educational excitement enjoy and decreasing educational excitement fatigue and anxiety. Experiment group mean in posttest was more than control group mean. It can be concluded, according to results, multimedia education designing based on Sweller's cognitive load theory can be used as one of the decreasing negative educational excitements and increasing positive educational excitement of students

processing (e.g. text, audio, graphics, animation, video, interactivity) to inform or entertain the user and it can be controlled by computer technology. Multimedia divided into linear and non-linear categories.Different forms of multimedia consist of electronic publishing and multimedia education and computer- assisted learning, audio and visual information storage and retrieval, multimedia databases, video conferences, digital libraries, and video games. Multimedia systems are running in virtual space that is faster than the physical world. Therefore the required time for reviewing decreases. For these reasons the ethics will be much more important in this area. Moreover due to diverse applications of multimedia technology, establishing specialized courses of multimedia in universities that are consistent with moral values plays an important role i n scientific progress of nation.

Multimedia education techniques are used to create effective structures for images, texts, graphs and other educational resources to help learners to better understand their content visually in the information resources available in educational books so that they can use effective tools in educational applications. The effective factors in improving the management capacity of the aviation industry are the use of tools to reduce the number of accidents and air events and increase their safety factor (given the importance of the subject). Based on this, the present paper aims to "explain the factors of multimedia education that impact on reducing the vulnerability of aeronautical management." By studying the theoretical foundations in this field, how to use flight training from multimedia training and compilation learning and exploiting this approach to reducing disasters Air has been dealt with. This applied research was done by case-land survey method and the statistical population of the study consisted of 36 faculty members and faculty members at Shahid Sattari Airfield Faculty and air accident investigators. The data gathering method was library and field studies, and the data were analyzed using a descriptive statistics. The results of this research indicate that there is a significant relationship between multimedia training and reducing air accidents and ultimately increasing the management capability of the aeronautical industry.

Multimedia messages are designed considering how the human brain functions as opposed to other forms of media that are not planned accordingly. They are likely to lead to more effective and meaningful learning. In the cognitive theory of multimedia learning, it is assumed, firstly, that the human information processing system has two separate channels for processing: visual and auditory.
This research is an applied one in terms of objective. A pretest and posttest, with a control group, research design for the collection of data also makes it a quasi-experimental one. The statistical population included all educable, mentally retarded students in grades two and three of elementary schools in Qasr-e Shirin in the academic year 2014-2015. Twelve students were selected through accessible sampling method and were randomly assigned into control and experimental groups.
The results showed that the implementation of multimedia training is effective in the development of self-help and life skills of educable, mentally retarded students.
The findings indicated that multimedia education can be used to develop self-help and life skills along with traditional methods.

The objective of this study was to compare three methods of teaching based on the cognitive load theory (CLT), multimedia education, and speech on the level of academic achievement and motivation of students in learning the fourth elementary science course, which was done as a quasi-experimental project. The statistical population of the study selected a school from the schools equipped with information technology in Mahmudabad city. The tools of this research include 1. Researcher learning test made in the fourth science course 2. Questionnaire of academic achievement motivation of the Verland et al. (1985) 3. Scale of academic motivation scale (AMS) and 4. Measurement scale of Pass and Van Merriënboer (1993). The results of the questionnaires and the learning test were analyzed using ANOVA. The results showed that the level of learning, the motivation of students who were influenced by teaching based on the cognitive load theory was significantly higher than students who received multimedia education and speech in science. Also, the mean of the cognitive load was in the speech group (4.47), multimedia group (3.82), and in the training group based on cognitive load theory (3.63). This means that students in the teaching group based on cognitive load theory received less cognitive load than students in other groups.

The purpose of this analytical review is to discuss the methodological and philosophical foundations of distance education. In recent years, distance education has solved many of the problems of traditional education through the use of communication technology, new interaction experiences, learner autonomy, and lack of time and space limitation. On the other hand, constructivism can be considered as the methodological foundation and Existentialism as the philosophical foundation of this type of education. In addition, during five generations of its growth and development, distance education has passed the periods of correspondence education, education through media, computer-based education, multimedia education, and finally electronic education. Now, it possesses solid theoretical foundations, including theories of independent study, industrialization of education, transactional distance, and control in the teaching-learning process.

According to the important role of nurses, it is required to apply proper learning techniques for education of theoretical and practical skills for nursing students. Therefore this study aimed to compare the effects of tow methods including lecture and multimedia learning in learning of fundamental of nursing in nursing students. This study was conducted on 50 nursing students of nursing faculty of Esfarayen-2012. Samples were randomly divided into two groups (lecture teaching methods and teaching multimedia groups) and were trained. They were examined before and after the intervention and another test (remember) were done after 4 weeks. Data were analyzed by SPSS18 statistical software. Pre-test mean scores were significantly different with post-test and remember stage in two educational groups(p<0/001). Post-test mean scores of two groups was not significantly different, but in remember stage Multimedia training group had better mean(p<0/05). Both methods had the effect on student learning, but the effect of multimedia training method was more enduring over time. our results showed multimedia education method has more lasting effects than lecture education method. It is hoped that this method is more widely implemented with other methods to training nursing students.