On the one hand, multimedia refers to physical carriers used to store and transmit information, such as books, CDs, magnetic tapes, impressions, and other entities (Qiao, 2021). Another meaning of multimedia describes media existing in a single form. It is a collection of media including text, pictures, animation, audio, video, and other forms of expression. However, it is worth noting that multimedia is not only a simple combination of multiple presentation media, but also an organic and efficient combination of the information carried by multiple media through comprehensive planning and processing based on the widespread application of the aforementioned media (Wu, 2022).
Multimedia technology involves multiple disciplines. It is an organic combination of various information processing technologies. It uses computers to establish logical connections between various types of information such as text, images, and videos, thereby forming a technology for real-time interactive systems (Chen, 2020). Multimedia technology represents a great revolution in the history of computers. The development of multimedia technology has accelerated the entrance of computers into various fields of social life and has been widely used in school education, family life, enterprise production, etc., bringing more convenience to people’s lives, learning, work, etc. (Abdurasulovich et al., 2020).
With the transformation of educational concepts, examination-oriented education has been gradually replaced by quality education. Multimedia technology is welcomed by the field of education; with its rich forms of expression and powerful ability to disseminate information, it is also constantly improving (Benson et al., 2022). While providing technical support in the field of education, it also introduces new teaching modes, such as multimedia demonstration teaching, simulation teaching, distance teaching, interactive teaching, etc.
Multimedia teaching is a means and method of teaching that consists of the selection of suitable multimedia technology through systematic teaching design; this development has injected new vigor and vitality into the field of education. Multimedia teaching combines teaching with a variety of media methods, fully absorbs the strengths and advantages of different methods and has unique characteristics that are different from traditional teaching methods and from any single media method (Ekwonwune & Oparah, 2020). It provides a variety of channels and means for students to learn independently, explore knowledge, and cultivate innovative ability, and has a profound impact on all aspects of teaching.
First, multimedia teaching has broken through the limitations of blackboard and books. It delivers a large amount of information to students through various media channels within a limited 45-minute period. In addition, the style of multimedia teaching is rich. Third, with the progress of the times, the delivery of information becomes more real-time, keeping up with the latest developments in content and perspectives (Sulaiman & Kamaruddin, 2020).
Second, traditional curriculum teaching uses a single piece of reading material, supplemented by blackboard writing. This teaching method has its significance and value, but in the face of some relatively abstract or indirect theoretical knowledge, it cannot directly present complex content on the screen for playback and demonstration (Abdulrahaman et al., 2020). In contrast, multimedia teaching uses animation, pictures, frames, and other more intuitive presentation methods to present abstract and difficult content and knowledge relationships in books to students, allowing them to develop a sense of ownership of knowledge and deepen their mastery and understanding of course content. Then, in real social life, in the face of real situations, they can better apply what they have learned.
However, it is undeniable that the widespread use of modern teaching media in college ideological and political classrooms has also brought some negative effects. The abstract and speculative nature of theory itself conflicts with the intuitive nature of multimedia technology. If excessive emphasis is placed on the use of elaborate images, sound and light, students' attention will be diverted, and they will be distracted from the systematic nature and inherent logic of the theory itself, and thus diminishing the achievement of teaching objectives (Tursunova, 2020). After long-term sensory stimulation, students are also prone to feeling burned out, which affects their interest in learning (Yang, 2020). Finding a way to reduce these negative effects and maximize the positive role of modern teaching media will also be our goal in the future.