THE APPLICATION AND PRACTICE OF
MULTIMEDIA TECHNOLOGY IN THE
TEACHING OF HIGHER VOCATIONAL
LOGISTICS UNDER THE BACKGROUND OF
DOUBLE CARBON
Wei Wu*
College of Preschool Education, Luoyang Normal University, Luoyang, Henan,
471934, China.
College of Education, Kyrgyz National University, Bishkek, 720033, Kyrgyzstan.
nuan8511@163.com
Reception: 15/04/2023 Acceptance: 10/06/2023 Publication: 05/07/2023
Suggested citation:
Wu, W. (2023). The application and practice of multimedia technology in
the teaching of higher vocational logistics under the background of
double carbon. 3C Tecnología. Glosas de innovación aplicada a la pyme,
12(2), 237-251. https://doi.org/10.17993/3ctecno.2023.v12n2e44.237-251
https://doi.org/10.17993/3ctecno.2023.v12n2e44.237-251
3C Tecnología. Glosas de innovación aplicadas a la pyme. ISSN: 2254-4143
Ed.44 | Iss.12 | N.2 April - June 2023
237
ABSTRACT
In the context of carbon peaks and carbon neutrality, the traditional senior logistics
majors generally have high investment, high consumption, and difficulty in
implementation in teaching. In this paper, multimedia technology is introduced into the
teaching practice of higher vocational logistics majors. Guided by the learning theory
of constructing contextual cognition and the educational idea of "learn skills from
practice", multimedia demonstration, multimedia experience, multimedia interaction,
multimedia assessment, and other forms of teaching are carried out in multimedia
practical training through several teaching steps, such as multimedia simulation
teaching design, teaching implementation, and effect evaluation. In the teaching
assessment, the use of multimedia teaching can make 23.2% of the students
proficient in warehouse management and the process of each operation, so 88.4% of
the students have a good grasp of the knowledge points of logistics professional
teaching. It shows that multimedia technology can, to a certain extent, effectively
crack the phenomenon of high input, high consumption, and difficult implementation in
the teaching of higher vocational logistics majors and enhance the teaching effect of
logistics practical training.
KEYWORDS
Carbon dafeng; carbon neutral; multimedia technology; logistics profession; higher
education teaching
INDEX
ABSTRACT
KEYWORDS
1. INTRODUCTION
2. THE TEACHING OF HIGHER VOCATIONAL LOGISTICS MAJORS IN THE
CONTEXT OF DOUBLE CARBON
2.1. Teaching characteristics of the logistics profession
2.2. Advantages of multimedia teaching
2.3. Teaching effectiveness evaluation methods
3. RESULTS AND DISCUSSION
3.1. Learning about warehouse management
3.2. Improvement of students' ability
3.3. Improvement of learning interest
4. CONCLUSION
REFERENCES
https://doi.org/10.17993/3ctecno.2023.v12n2e44.237-251
3C Tecnología. Glosas de innovación aplicadas a la pyme. ISSN: 2254-4143
Ed.44 | Iss.12 | N.2 April - June 2023
238
ABSTRACT
In the context of carbon peaks and carbon neutrality, the traditional senior logistics
majors generally have high investment, high consumption, and difficulty in
implementation in teaching. In this paper, multimedia technology is introduced into the
teaching practice of higher vocational logistics majors. Guided by the learning theory
of constructing contextual cognition and the educational idea of "learn skills from
practice", multimedia demonstration, multimedia experience, multimedia interaction,
multimedia assessment, and other forms of teaching are carried out in multimedia
practical training through several teaching steps, such as multimedia simulation
teaching design, teaching implementation, and effect evaluation. In the teaching
assessment, the use of multimedia teaching can make 23.2% of the students
proficient in warehouse management and the process of each operation, so 88.4% of
the students have a good grasp of the knowledge points of logistics professional
teaching. It shows that multimedia technology can, to a certain extent, effectively
crack the phenomenon of high input, high consumption, and difficult implementation in
the teaching of higher vocational logistics majors and enhance the teaching effect of
logistics practical training.
KEYWORDS
Carbon dafeng; carbon neutral; multimedia technology; logistics profession; higher
education teaching
INDEX
ABSTRACT
KEYWORDS
1. INTRODUCTION
2. THE TEACHING OF HIGHER VOCATIONAL LOGISTICS MAJORS IN THE
CONTEXT OF DOUBLE CARBON
2.1. Teaching characteristics of the logistics profession
2.2. Advantages of multimedia teaching
2.3. Teaching effectiveness evaluation methods
3. RESULTS AND DISCUSSION
3.1. Learning about warehouse management
3.2. Improvement of students' ability
3.3. Improvement of learning interest
4. CONCLUSION
REFERENCES
https://doi.org/10.17993/3ctecno.2023.v12n2e44.237-251
1. INTRODUCTION
With President Xi Jinping's commitment to the international community to reach
carbon peaks and carbon neutrality at the 75th General Debate of the United Nations
General Assembly, the teaching of practical courses for higher-level logistics majors
has also ushered in a major challenge[1]. At present, the setting of practical aspects in
the training program of higher vocational logistics majors requires high cost of site
construction and later maintenance[2], as well as the content of students' skills training
is difficult to keep up with the development and changes of logistics industry because
the teaching equipment is not updated for years, which leads to a serious disconnect
between the skills possessed by students through practical training and the
development of the industry[3]
. At the same time, the teaching of logistics majors in
Chinese higher vocational schools still has not got rid of the traditional teacher-
oriented one-way teaching activities[4]
, and the student-oriented form is not fully
reflected, so it is difficult for the skills practical training classes to achieve the expected
effect, which makes the student's satisfaction with the teaching contents low[5]
. In
addition, the classroom evaluation indexes of higher-level logistics majors cannot
effectively guide students to know and understand the operational process of logistics
in which they can make efforts to make positive contributions to the realization of the
"double carbon" (which is defined as carbon emissions and carbon neutrality) goal[6],
so it is necessary to make appropriate adjustments in the teaching content setting,
teaching methods and assessment mechanisms of higher-level logistics majors to
meet the latest development of logistics. Therefore, it is necessary to make
appropriate adjustments in the teaching contents, teaching methods, and assessment
mechanisms of senior logistics majors to meet the latest requirements[7].
The "double carbon" goal is an external requirement for the high-quality
development of logistics professional training in higher education institutions. The
"double carbon" goal is a fundamental requirement for China's sustainable economic
development and green low-carbon development[8], which means that technical and
production innovations are needed at many levels to reduce the investment of energy-
consuming equipment in the training process of logistics majors in higher education
institutions[9]. The "double carbon" goal is complementary to the future development of
logistics majors in higher education institutions, which should continuously improve
the teaching quality of logistics majors in the process of serving the national
development strategy[10]
. "This is an important opportunity for higher education
institutions to highlight the value of serving national economic and social development
needs, and it is also an important driving force for building a high-quality logistics
professional education system[11]
. The "double carbon" goal makes logistics
professional talents, integrate logistics professional talents training with the regional
green development planning layout[12]
, and integrate the systemic concept into the
construction of capacity to enhance the ability of training logistics professionals high-
quality skilled talents capacity of logistics majors[13]
. Multimedia teaching in Western
countries, so the level of multimedia application was relatively high[14]
. Since the
mid-1920s, research has been conducted in the United States on computer-based
https://doi.org/10.17993/3ctecno.2023.v12n2e44.237-251
3C Tecnología. Glosas de innovación aplicadas a la pyme. ISSN: 2254-4143
Ed.44 | Iss.12 | N.2 April - June 2023
239
instruction in elementary[15]
. The American Center for Educational Development took
an experimental approach to research[16]
. Some scholars have conducted
experiments to study the "carrier" and "structure" characteristics of media[17]
. Wu Y et
al [18]
used an origami test as a basis to investigate whether there is individual
variability. The results showed that there were not only individual differences in the
effectiveness of multimedia but also the combination of different multimedia could
achieve better results[19]
. The first stage started in the mid-late 1980s when
multimedia teaching in China was mainly quoted from foreign multimedia technology,
so the development of multimedia technology was still relatively weak[20]
. The second
stage was from the early 1990s, during which the application of computers in China
became more and more common as the knowledge of various aspects of computers
increased, and the research on multimedia teaching in foreign countries continued
during this period, and multimedia education in China began to enter a concrete
implementation stage[21]
. The third stage is from the mid-1990s to the present, with
the continuous growth of the social economy, and innovation of the improvement of
China's education level, the application of multimedia teaching began to be popular in
this period[22]
. However, relatively speaking multimedia teaching in China is mainly
applied in the classroom[23]
. In terms of research directions, multimedia teaching in
China is mainly studied[24-25]
. For example, the development of a multimedia system
of automated three-dimensional warehouses by Yang J et al[26]
improved the teaching
efficiency of logistics majors and enabled students to quickly grasp the operational
characteristics of three-dimensional warehouses. Wu Y J et al[27] designed a three-
dimensional multimedia system of an automated three-dimensional warehouse based
on RSTest Stand and a multimedia system design about facilities and equipment
related to the logistics simulation system of terminals and ship segments. This
provides a reference example for higher-level logistics practical training teaching.
Most of the multimedia simulation training platforms relying on multimedia technology
are applied in higher vocational education. Turkan Y et al[28]
built a Flexsim
multimedia simulation training room in 2014, which can realize the simulation of
almost all logistics phenomena. Różewski P et al[29]
started to invest in the
construction of a logistics multimedia simulation teaching laboratory in 2015, which
has taken shape now. When D et al[30]
built and improved the logistics multimedia
simulation training center in 2016 (logistics equipment virtual simulation system, 3D
interactive transportation virtual simulation system, 3D interactive distribution virtual
simulation system), etc. Kong X T R et al[31
] carried out virtual simulation teaching in
logistics practical training, emphasizing the adoption of virtual simulation teaching in
logistics majors, and the way of assessment changed from "knowledge structure
assessment" to "ability standard assessment". Orona G A et al[32]
proposed the
specific implementation of multimedia technology in the teaching of logistics
management, pointing out that the course needs to open relevant logistics simulation
training courses, so that students can make full use of multimedia simulation software
to operate and improve practical ability.
In summary, although Chinese scholars started to study multimedia technology
relatively late, the development of multimedia technology in China is still very rapid.
https://doi.org/10.17993/3ctecno.2023.v12n2e44.237-251
3C Tecnología. Glosas de innovación aplicadas a la pyme. ISSN: 2254-4143
Ed.44 | Iss.12 | N.2 April - June 2023
240
instruction in elementary[15]. The American Center for Educational Development took
an experimental approach to research[16]. Some scholars have conducted
experiments to study the "carrier" and "structure" characteristics of media[17]. Wu Y et
al [18] used an origami test as a basis to investigate whether there is individual
variability. The results showed that there were not only individual differences in the
effectiveness of multimedia but also the combination of different multimedia could
achieve better results[19]. The first stage started in the mid-late 1980s when
multimedia teaching in China was mainly quoted from foreign multimedia technology,
so the development of multimedia technology was still relatively weak[20]. The second
stage was from the early 1990s, during which the application of computers in China
became more and more common as the knowledge of various aspects of computers
increased, and the research on multimedia teaching in foreign countries continued
during this period, and multimedia education in China began to enter a concrete
implementation stage[21]. The third stage is from the mid-1990s to the present, with
the continuous growth of the social economy, and innovation of the improvement of
China's education level, the application of multimedia teaching began to be popular in
this period[22]. However, relatively speaking multimedia teaching in China is mainly
applied in the classroom[23]. In terms of research directions, multimedia teaching in
China is mainly studied[24-25]. For example, the development of a multimedia system
of automated three-dimensional warehouses by Yang J et al[26] improved the teaching
efficiency of logistics majors and enabled students to quickly grasp the operational
characteristics of three-dimensional warehouses. Wu Y J et al[27] designed a three-
dimensional multimedia system of an automated three-dimensional warehouse based
on RSTest Stand and a multimedia system design about facilities and equipment
related to the logistics simulation system of terminals and ship segments. This
provides a reference example for higher-level logistics practical training teaching.
Most of the multimedia simulation training platforms relying on multimedia technology
are applied in higher vocational education. Turkan Y et al[28] built a Flexsim
multimedia simulation training room in 2014, which can realize the simulation of
almost all logistics phenomena. Różewski P et al[29] started to invest in the
construction of a logistics multimedia simulation teaching laboratory in 2015, which
has taken shape now. When D et al[30] built and improved the logistics multimedia
simulation training center in 2016 (logistics equipment virtual simulation system, 3D
interactive transportation virtual simulation system, 3D interactive distribution virtual
simulation system), etc. Kong X T R et al[31] carried out virtual simulation teaching in
logistics practical training, emphasizing the adoption of virtual simulation teaching in
logistics majors, and the way of assessment changed from "knowledge structure
assessment" to "ability standard assessment". Orona G A et al[32] proposed the
specific implementation of multimedia technology in the teaching of logistics
management, pointing out that the course needs to open relevant logistics simulation
training courses, so that students can make full use of multimedia simulation software
to operate and improve practical ability.
In summary, although Chinese scholars started to study multimedia technology
relatively late, the development of multimedia technology in China is still very rapid.
https://doi.org/10.17993/3ctecno.2023.v12n2e44.237-251
The application of multimedia teaching systems supported by multimedia technology
in logistics professional practical training teaching in secondary vocational schools is
becoming more and more common, and the teaching function of simulation systems is
becoming more and more perfect. However, the current situation of using multimedia
technology to assist logistics professional practical training teaching in higher
vocational schools is not optimistic. This study takes the current situation of the
logistics industry and the current situation of China's traditional higher vocational
logistics professional practical training teaching as the starting point, applies
multimedia technology to the front line of higher vocational logistics professional
practical training teaching, focuses on improving the logistics professional practical
training teaching environment, reducing the cost of practical training teaching and
easing the practical training teaching It also aims to improve the logistics training
environment, alleviate the problems of high investment and difficult implementation of
practical training, improve the logistics skills of vocational school students, promote
the development of vocational education informatization, and help achieve the goal of
carbon neutrality and carbon peak at an early date.
2. THE TEACHING OF HIGHER VOCATIONAL
LOGISTICS MAJORS IN THE CONTEXT OF DOUBLE
CARBON
In 2020, China put forward the strategic goal of "double carbon", which is defined
as carbon emissions aiming to reach the maximum by 2030 and carbon neutrality by
2060. To cultivate technical talents who can adapt to society, higher education
institutions discuss the education of logistics students, follow the pace of the times
and study the teaching mode of logistics majors from the perspective of low carbon, to
ensure the social adaptability and competitiveness of students in higher education
institutions.
2.1. TEACHING CHARACTERISTICS OF THE LOGISTICS
PROFESSION
It has been more than twenty years since the establishment of the Chinese logistics
profession, during which the Chinese logistics industry has gradually developed from
traditional simple transportation and storage to professional, multi-technology
combined modern logistics, and the industry has undergone great changes.
Therefore, the points that need to be noted in the teaching process are: First, logistics
is closely combined with modern multimedia, in which a large number of modern
multimedia are used, such as computer simulation technology, network technology,
etc. To better carry out teaching activities, senior logistics students first need to master
the interplay of various multimedia technologies, and combined with the actual
situation, will use common logistics information processing tools, understand the latest
logistics system, and even carry out the operation of the logistics system. Secondly,
they should recognize the importance of multimedia technology to the modern
https://doi.org/10.17993/3ctecno.2023.v12n2e44.237-251
3C Tecnología. Glosas de innovación aplicadas a la pyme. ISSN: 2254-4143
Ed.44 | Iss.12 | N.2 April - June 2023
241
logistics industry in the process of learning, and establishing the correct cognitive
concept. Finally, the teaching of logistics professional courses involves a large
number of logistics facilities and site planning and layout knowledge, for logistics
companies, the number of logistics warehouses and the planning of warehouse
addresses not only directly affect the cost of logistics and logistics efficiency, but also
affect natural resources environmental consumption and carbon emissions, therefore,
in the teaching practice of senior logistics professional, both the number of
warehouses and address planning should be based on the double carbon background
of multimedia technology, using some mathematical modeling tools or mathematical
algorithms, which require teachers to be able to clearly explain these modeling tools
and mathematical algorithms in the teaching process. It is also necessary to combine
the logistics profession with the actual industry situation, requiring teachers to teach in
conjunction with industry development. The logistics profession requires teachers and
students to pay attention to the real-time industry dynamics and grasp the changing
trends of the industry, to help improve the future employment of students and meet
the needs of society.
2.2. ADVANTAGES OF MULTIMEDIA TEACHING
The logistics profession is a specialized profession that combines practice and
theory; therefore, the teaching of logistics in higher education institutions requires a
high level of theoretical and practical aspects in the classroom. This profession
involves the transportation, storage, processing, and distribution of goods, and these
processes often require the use of modern multimedia technology for students to have
a more intuitive understanding of their knowledge. The multimedia technology
teaching mode provides two kinds of teaching modes including online and offline,
which can make full use of the convenience of online teaching and the participation of
offline teaching, and can fully adapt to the students' course arrangement and provide
them with more choices. In the teaching process of using multimedia technology, it
can play its great advantages, which are mainly reflected as follows: Firstly,
multimedia means making students listen and watch together, changing the traditional
teaching mode of the teacher talking and students listening, and also saving teaching
time and completing teaching contents accurately and efficiently. In the traditional
class mode, teachers mainly teach through drawing and handwriting, which leads to
poor listening effects for students. With the use of multimedia technology, a lot of time
can be saved, the original multiple lessons to complete the content may now take only
one lesson, which significantly saves teaching hours, making the classroom transfer
more information, and the dissemination of knowledge more convenient, and give
teachers enough space to play. Secondly, it enables students to better understand the
difficult points of learning and important content, through multimedia learning, various
communication methods greatly improve the previous situation of uniform traditional
learning mode, in the application of multimedia technology, educational content is
summarized as follows: in the classroom to teach photos, illustrations, videos,
animations, etc., so that complex and difficult knowledge becomes simple and easy to
understand, the boring theory into photos and animation, intuitive and easy to
https://doi.org/10.17993/3ctecno.2023.v12n2e44.237-251
3C Tecnología. Glosas de innovación aplicadas a la pyme. ISSN: 2254-4143
Ed.44 | Iss.12 | N.2 April - June 2023
242
https://doi.org/10.17993/3ctecno.2023.v12n2e44.237-251
understand. But in the process of multimedia education, the dominant position of the
teacher is easily weakened, in the traditional mode of education, the teacher's
educational ideas are often easily conveyed directly to students through heuristic
methods, and when multimedia teaching, often can not achieve the purpose of such
heuristic education, therefore, the use of multimedia technology teaching tools should
play a certain role in guiding learning, while conventional teaching methods can not be
reduced or replaced by new technological tools. The conventional teaching process
cannot rely too much on multimedia technology, teachers need to mix the old with the
new and pay equal attention to what is written on the board, only then can students
become more interested in multifaceted learning and improve the effectiveness of
teaching and learning, achieve interactive learning and increase students' motivation
and initiative.
2.3. TEACHING EFFECTIVENESS EVALUATION METHODS
Therefore, this paper tries to optimize the existing teaching quality evaluation
process, establish a scientific, objective, and perfect evaluation index system,
evaluate teachers' teaching quality through reasonable methods, and apply the
evaluation results to improve teachers' teaching effect. The evaluation of teaching
quality is an evaluation of the school and teachers. Teaching quality evaluation is the
evaluation of the effectiveness of the work of schools and teachers, and also a clear
understanding of student's mastery of knowledge, of which hierarchical analysis is a
common method of evaluating teaching effectiveness. When conducting power
allocation, a hierarchical weighted decision analysis method was proposed when
applying network system theory and multi-objective comprehensive evaluation
methods. The method decomposes complex evaluation metrics into several
constituent elements. The complex problem is how to judge the teaching effect of
multimedia teaching, and the components are the consistency index of teaching effect
and the corresponding weight coefficient of each index. And groups these elements
according to the dominant relationship to form a hierarchical structure, and then
compares the elements in each level to determine the relative importance of each
element, and finally analyzes the judgment of all personnel to determine the total
weight of each solution relative to the target level, on which the qualitative and
quantitative analysis of the decision-making method is based. The analysis and
evaluation steps generally include: decomposing the system into its constituent
elements and grouping them to form a recursive hierarchy, constructing a judgment
matrix, comparing the elements of each layer, and testing the consistency of the
judgment matrix. First, a judgment matrix is constructed, and a two-by-two
comparison of the elements at each level is performed, as in equation (1).
(1)
In the above equation, represents the scale of importance of element compared
with element . A stands for judgment matrix, and
represent numbers of matrix
A≜
(
aij
)
i
j
i
j
https://doi.org/10.17993/3ctecno.2023.v12n2e44.237-251
3C Tecnología. Glosas de innovación aplicadas a la pyme. ISSN: 2254-4143
Ed.44 | Iss.12 | N.2 April - June 2023
243
elements. After constructing the judgment matrix, the consistency test of the matrix
needs to be launched, and the main indicators are as in equations (2) and (3).
(2)
(3)
Where is the consistency indicator, is the matrix dimension, and
denotes the component of vector . Find the corresponding random consistency
index according to the dimension of the matrix, and calculate the consistency
ratio
(4)
Based on the judgment matrix, the weight W of each layer of elements relative to
the previous layer is calculated.
(5)
Square root method to calculate the weight values of different dimensions:
(6)
This section details the characteristics of logistics majors in China and the
problems they face, and also analyzes the advantages of using multimedia teaching in
the context of double carbon, and finally evaluates the effect of using multimedia
teaching. To make the whole study more rigorous, we make a theoretical analysis of
the teaching effect of the system. The content of this section lays the foundation for
the subsequent implementation of education for logistics students in higher education
institutions using multimedia technology.
3. RESULTS AND DISCUSSION
This study uses multimedia virtual technology to analyze the teaching process of
logistics students in higher education institutions under the background of double
carbon, taking the management of a logistics warehouse as the research object, the
study selects a sophomore student of a higher education institution, whose age is
between 19 and 21 years old, and after the course, to verify the teaching effect of
multimedia virtual technology, a web-based questionnaire is used for higher education
C.I.
=
λ
max
−n
n−1
λ
max ≈1
n
n
∑
i=1
(AW )i
W=1
n
n
∑
i=1
∑n
j=1
a
ij
W
j
Wi
C.I.
n
(AW )i
i
AW
R.I.
C.R.
C.R.
=
C.I.
R.I.
<
0.1
W=(
W
1,
W
2,⋯,
W
n)T
W
t=
(
∏n
j=1 aij
)1
n
∑n
i
=1 (
∏n
j
=1
aij
)
1
n
,i= 1,2,⋯,
n
https://doi.org/10.17993/3ctecno.2023.v12n2e44.237-251
3C Tecnología. Glosas de innovación aplicadas a la pyme. ISSN: 2254-4143
Ed.44 | Iss.12 | N.2 April - June 2023
244
elements. After constructing the judgment matrix, the consistency test of the matrix
needs to be launched, and the main indicators are as in equations (2) and (3).
(2)
(3)
Where is the consistency indicator, is the matrix dimension, and
denotes the component of vector . Find the corresponding random consistency
index according to the dimension of the matrix, and calculate the consistency
ratio
(4)
Based on the judgment matrix, the weight W of each layer of elements relative to
the previous layer is calculated.
(5)
Square root method to calculate the weight values of different dimensions:
(6)
This section details the characteristics of logistics majors in China and the
problems they face, and also analyzes the advantages of using multimedia teaching in
the context of double carbon, and finally evaluates the effect of using multimedia
teaching. To make the whole study more rigorous, we make a theoretical analysis of
the teaching effect of the system. The content of this section lays the foundation for
the subsequent implementation of education for logistics students in higher education
institutions using multimedia technology.
3. RESULTS AND DISCUSSION
This study uses multimedia virtual technology to analyze the teaching process of
logistics students in higher education institutions under the background of double
carbon, taking the management of a logistics warehouse as the research object, the
study selects a sophomore student of a higher education institution, whose age is
between 19 and 21 years old, and after the course, to verify the teaching effect of
multimedia virtual technology, a web-based questionnaire is used for higher education
C.I. =λmax −n
n−1
λmax ≈1
n
n
∑
i=1
(AW )i
W=1
n
n
∑
i=1
∑n
j=1 aijWj
Wi
C.I.
n
(AW )i
i
AW
R.I.
C.R.
C.R. = C.I.
R.I.< 0.1
W=(W1,W2,⋯,Wn)T
Wt=(∏n
j=1 aij)1
n
∑n
i=1 (∏n
j=1 aij)1
n
,i= 1,2,⋯,n
https://doi.org/10.17993/3ctecno.2023.v12n2e44.237-251
students To verify the teaching effect of multimedia virtual technology, a web-based
questionnaire was used to evaluate and analyze the teaching effect. The number of
students studied in the paper is 90, but the valid data collected is 69.
3.1. LEARNING ABOUT WAREHOUSE MANAGEMENT
The process includes several specific processes, such as warehousing planning,
warehousing acceptance, warehouse storage area planning, etc. The teaching
objectives are summarized as follows. The process requires students to master the
basic process of warehousing operations, master the basic operational steps and
methods of goods acceptance, and understand the various documents involved in the
process of goods warehousing, and at the same time, according to the supplier's
notice of warehousing, the preparation of warehousing operations plan, according to
the nature of goods receiving inspection, according to the goods to plan the storage
location and warehouse area, but also must have the ability to deal with the receiving
process The ability to handle abnormal situations in the receiving process. This study
uses virtual technology that can realize multiple scenes, full process, and full view in
the real environment to carry out the inbound operation process teaching, which is
conducive to deepening the learners' perception and understanding. The space
provided by the multimedia environment enhances the students' spatial sense,
satisfies their needs for multiple and repeated trials, improves their ability to plan the
storage area, and achieves the set teaching objectives. The warehousing operation
mainly includes the following activities: making warehousing plans, preparing for
warehousing, receiving and transporting goods, reviewing documents, preliminary
acceptance, handing over goods, accepting goods, handling goods for warehousing,
and assigning cargo space. Among these activities, preparation for warehousing,
review of documents, and handling of goods in the warehouse are declarative
knowledge, which can be taught through pictures, videos, and other auxiliary means,
or the resources provided by the multimedia environment. Inbound planning, goods
receiving, preliminary acceptance, goods acceptance, and cargo space allocation
belong to procedural knowledge, and it is more conducive to students' thinking,
understanding, and mastery to complete teaching through the multimedia
environment. According to the data collected at the end of the course, students' basic
learning of warehouse management is shown in Table 1 and Figure 1. In this study,
the examination of student's mastery of warehouse management is mainly carried out
by understanding students' cognition of knowledge points and their familiarity with
warehouse management processes.
Table 1. Survey of Students' Mastery of warehouse management
Options Subtotal Proportion
Master all 16 23.2%
Basic mastery 45 65.2%
General mastery 7 10.1%
Not available 1 1.45%
https://doi.org/10.17993/3ctecno.2023.v12n2e44.237-251
3C Tecnología. Glosas de innovación aplicadas a la pyme. ISSN: 2254-4143
Ed.44 | Iss.12 | N.2 April - June 2023
245
Figure 1. Students' mastery of the warehouse
As can be seen from Table 1 and Figure 1, 23.2% of the students can master the
warehouse management process and various operations, 65.2% of the students can
master, 10.14% of the general mastery, while only 1.45% did not master, 88.4% can
have a good grasp of the teaching knowledge points, the overall effect is good. This
shows that the use of multimedia virtual technology for warehouse management is an
effective teaching method.
3.2. IMPROVEMENT OF STUDENTS' ABILITY
Cultivating students' independent learning ability and guiding students' good
learning habits are more important. For students in higher education institutions, most
schools currently adopt the traditional bundled education model for teaching logistics
majors, as a student needs to learn dozens of courses, it seems that they have
learned everything, but in fact, they feel that they have not learned anything, mainly
because they have no deep understanding of the knowledge points. Many logistics
students in higher education institutions find that the knowledge they have learned for
the actual work can be used is not much, coupled with the lack of in-depth mastery of
knowledge during school, thus causing the rapid forgetting of knowledge points. In the
face of the competitive society, as logistics students, it is necessary to improve their
learning ability and learn the knowledge they need by combining their actual situation
and the demand of the social market, so the cultivation of students' learning ability is a
necessary choice in the teaching process of higher education institutions. And this
study also analyzed the students' independent learning ability, the results are shown
in Table 2 and Figure 2.
https://doi.org/10.17993/3ctecno.2023.v12n2e44.237-251
3C Tecnología. Glosas de innovación aplicadas a la pyme. ISSN: 2254-4143
Ed.44 | Iss.12 | N.2 April - June 2023
246
Figure 1. Students' mastery of the warehouse
As can be seen from Table 1 and Figure 1, 23.2% of the students can master the
warehouse management process and various operations, 65.2% of the students can
master, 10.14% of the general mastery, while only 1.45% did not master, 88.4% can
have a good grasp of the teaching knowledge points, the overall effect is good. This
shows that the use of multimedia virtual technology for warehouse management is an
effective teaching method.
3.2. IMPROVEMENT OF STUDENTS' ABILITY
Cultivating students' independent learning ability and guiding students' good
learning habits are more important. For students in higher education institutions, most
schools currently adopt the traditional bundled education model for teaching logistics
majors, as a student needs to learn dozens of courses, it seems that they have
learned everything, but in fact, they feel that they have not learned anything, mainly
because they have no deep understanding of the knowledge points. Many logistics
students in higher education institutions find that the knowledge they have learned for
the actual work can be used is not much, coupled with the lack of in-depth mastery of
knowledge during school, thus causing the rapid forgetting of knowledge points. In the
face of the competitive society, as logistics students, it is necessary to improve their
learning ability and learn the knowledge they need by combining their actual situation
and the demand of the social market, so the cultivation of students' learning ability is a
necessary choice in the teaching process of higher education institutions. And this
study also analyzed the students' independent learning ability, the results are shown
in Table 2 and Figure 2.
https://doi.org/10.17993/3ctecno.2023.v12n2e44.237-251
Table 2. Improvement of Students' independent learning ability
Figure 2. Degree of improvement of students' independent learning ability
The survey analysis of the improvement of student's independent learning ability
was done, and the results are shown in Table 2 and Figure 2, from which it can be
seen that 17.39% of students think their learning ability is improved very obviously,
57.97% think it is improved, 21.39% think it is improved in general, and 1.45% think it
is not improved, in general, the students who think their independent learning ability is
improved greatly Students account for 75.36% of the overall number, which is
relatively high. The results show that the use of multimedia technology can provide
good educational measures and methods for logistics professional education in higher
vocational institutions. Compared with the teaching effect without the use of
multimedia teaching, the study found that students who use multimedia technology to
teach have better cognition and understanding of knowledge.
3.3. IMPROVEMENT OF LEARNING INTEREST
This study is fundamentally different from the traditional teaching model. According
to the teaching content, through multimedia simulation technology, students are
allowed to simulate field practice, which enables students to be in the situation
Options Subtotal Proportion
Very obvious 12 17.39%
Obviously 40 57.97%
General 16 23.19%
Not obvious 1 1.45%
https://doi.org/10.17993/3ctecno.2023.v12n2e44.237-251
3C Tecnología. Glosas de innovación aplicadas a la pyme. ISSN: 2254-4143
Ed.44 | Iss.12 | N.2 April - June 2023
247
designed by the teacher, increases communication and exchange between teachers
and students, strengthens students' understanding of logistics business, enhances
students' practical problem-solving ability, and enables students to apply what they
have learned flexibly. Meanwhile, in the context of certain practical cases, practical
tasks are assigned as the main line, using the Task-driven method, students, carry out
activities around different process tasks in the warehouse management process,
through the active application of learning resources to complete a task or decision,
and at the same time, in the process of task implementation, students can also
creatively design multiple solutions and ways to complete the task, and make choices.
Students often have a strong sense of satisfaction and pride after completing the task,
and the teacher's motivation will make students have a strong interest in the
profession or course, which lays a solid foundation for better learning. At the same
time, this survey found that 65% of the students showed obvious interest in logistics
majors and were willing to continue their in-depth study, as shown in Figure 3.
Figure 3. Students' interest in learning
4. CONCLUSION
Under the background of double carbon, with the advent of the big data era and the
dramatic increase of the logistics business, the demand for high-end talents
specialized in logistics management in China is increasing day by day. In the supply of
logistics talents, higher education institutions are important educational institutions,
especially for the cultivation of practical and compound talents. The unprecedented
speed of development of China's logistics industry and the spurt trend of enterprises'
demand for talents are the subjective and objective factors that make higher
vocational colleges and universities face unprecedented pressure and challenges in
the training of logistics talents. Therefore, how to improve the practical ability of higher
https://doi.org/10.17993/3ctecno.2023.v12n2e44.237-251
3C Tecnología. Glosas de innovación aplicadas a la pyme. ISSN: 2254-4143
Ed.44 | Iss.12 | N.2 April - June 2023
248
designed by the teacher, increases communication and exchange between teachers
and students, strengthens students' understanding of logistics business, enhances
students' practical problem-solving ability, and enables students to apply what they
have learned flexibly. Meanwhile, in the context of certain practical cases, practical
tasks are assigned as the main line, using the Task-driven method, students, carry out
activities around different process tasks in the warehouse management process,
through the active application of learning resources to complete a task or decision,
and at the same time, in the process of task implementation, students can also
creatively design multiple solutions and ways to complete the task, and make choices.
Students often have a strong sense of satisfaction and pride after completing the task,
and the teacher's motivation will make students have a strong interest in the
profession or course, which lays a solid foundation for better learning. At the same
time, this survey found that 65% of the students showed obvious interest in logistics
majors and were willing to continue their in-depth study, as shown in Figure 3.
Figure 3. Students' interest in learning
4. CONCLUSION
Under the background of double carbon, with the advent of the big data era and the
dramatic increase of the logistics business, the demand for high-end talents
specialized in logistics management in China is increasing day by day. In the supply of
logistics talents, higher education institutions are important educational institutions,
especially for the cultivation of practical and compound talents. The unprecedented
speed of development of China's logistics industry and the spurt trend of enterprises'
demand for talents are the subjective and objective factors that make higher
vocational colleges and universities face unprecedented pressure and challenges in
the training of logistics talents. Therefore, how to improve the practical ability of higher
https://doi.org/10.17993/3ctecno.2023.v12n2e44.237-251
vocational logistics students has become an important issue of concern for higher
vocational colleges and universities. The multimedia teaching can improve the
comprehensive quality of students, and enable them to learn more advanced and low-
carbon and environmentally friendly logistics operations, transport high-quality
logistics professionals to the society, and indirectly contribute to the society's carbon
emissions. To this end, this paper takes logistics teaching in higher vocational
institutions as the research object, verifies the application of multimedia technology in
logistics teaching, and also verifies the usability of the logistics teaching design model
in a multimedia environment, and completes the teaching design of warehouse
management operation based on this model. The post-class teaching effect survey
showed that compared with the traditional teaching model, students had a better
grasp of the key contents of warehouse management such as inbound process and
warehouse area planning, and their independent learning ability was improved. The
specific work of this study is as follows.
1. By analyzing the characteristics of logistics majors and the problems students
may encounter in the learning process, this study uses multimedia virtual
technology as the teaching method. The logistics teaching design model in a
multimedia environment is based on the classical teaching design model,
summarizes the common elements in the classical teaching design model, and
combines it with multimedia technology. The survey results show that 23.2% of
the students can master the warehouse management process and various
operations, 65.2% of the students can master them, and the overall number of
students who can master the teaching knowledge points better is 88.4%.
2.
Multimedia technology can conform to situational cognitive learning theory,
constructivist learning theory, and tower of experience theory, and can enhance
the application of teaching theory. Secondly, 75.36% of the learners feel that
their independent learning ability has been greatly improved by the practical
test of teaching in the storage course.
3. In this teaching of multimedia virtual technology, students' knowledge mastery
of the whole process of related operations, their ability to learn independently,
and their practical skills have been significantly improved, while also expanding
the scope of teaching, breaking through time and space limitations, allowing
learners to access more advanced logistics technology and equipment, and
finally fully stimulating students' interest in learning, the study results show that
more than 65% of students look forward to continuing to use multimedia
technology for teaching and learning, and also want to use the method in other
courses as well.
REFERENCES
(1) Gao, J., Yang, Y., Gao, F., et al. (2021). Optimization of Electric Vehicles Based
on Frank-Copula-GlueCVaR Combined Wind and Photovoltaic Output
Scheduling Research. Energies, 14.
https://doi.org/10.17993/3ctecno.2023.v12n2e44.237-251
3C Tecnología. Glosas de innovación aplicadas a la pyme. ISSN: 2254-4143
Ed.44 | Iss.12 | N.2 April - June 2023
249
(2) Liu, L., Jiang, P., Qian, H., et al. (2022). CO2-negative biomass conversion: An
economic route with co-production of green hydrogen and highly porous carbon.
Applied Energy, 311, 118685-.
(3) Zhang, R., Tai, H., Cheng, K., et al. (2022). Carbon Emission Efficiency Network:
Evolutionary Game and Sensitivity Analysis between Differentiated Efficiency
Groups and Local Governments. Sustainability, 14.
(4) Zhao, M. (2020). The Application of Cloud Computing in the Practice Teaching of
Business English Major in Higher Vocational Colleges. Journal of Physics
Conference Series, 1634, 012009.
(5) Salomone, L. S., Garcia-Inza, M., Carbonetto, S., et al. (2022). Numerical
modeling of radiation-induced charge neutralization in MOS devices. Radiation
Measurements, 153, 106745-.
(6) Wu, P., Guo, F., Cai, B., et al. (2021). Co-benefits of peaking carbon dioxide
emissions on air quality and health, a case of Guangzhou, China. Journal of
Environmental Management, 282(4), 111796.
(7) Su, Y., Liu, X., Ji, J., et al. (2020). Role of economic structural change in the
peaking of China's CO2 emissions: An input–output optimization model. Science
of The Total Environment, 761, 143306.
(8) Wen, Y. A., Zm, A., Mz, A., et al. (2020). Neutralization reaction in synthesis of
carbon materials for supercapacitors. Chemical Engineering Journal, 381,
122547-.
(9) Tamersit, S., Bouhidel, K. E. (2020). Treatment of tannery unhairing wastewater
using carbon dioxide and zinc cations for greenhouse gas capture, pollution
removal and water recycling. Journal of Water Process Engineering, 34, 101120.
(10) Yuan, Y., Duan, H., Tsvetanov, T. G. (2020). Synergizing China's energy and
carbon mitigation goals: General equilibrium modeling and policy assessment.
Energy Economics, 104787.
(11) Chen, L. (2020). Practice Teaching Reform of Tourism Management Major in
Higher Vocational Education under the Background of New Industry Form.
Journal of Physics Conference Series, 1549, 042100.
(12) Chen, M., Ma, M., Lin, Y., et al. (2022). Carbon Kuznets curve in China's building
operations: Retrospective and prospective trajectories. Science of The Total
Environment, 803, 150104.
(13) Cui, X. Q., Wang, K., Fu, S., et al. (2017). Global carbon budget and emissions
pathway of 2℃ and 1.5℃
target. Zhongguo Huanjing Kexue/China
Environmental Science, 37(11), 4353-4362.
(14) Singaravelu, G. . (2021). Multimedia assisted teaching in pedagogical technique.
The Journal of Educational Research.
(15) Walker, S. , & Sellers, T. . (2021). Teaching appropriate feedback reception skills
using computer-based instruction: a systematic replication. Journal of organiza-
tional behavior manag ement(3), 41.
(16) Justice, B. (2018). Democracy's schools: the rise of public education in America.
Journal of American History.
(17) Dong, & Lin. (2017). Teaching communication and media studies: pedagogy and
practice. Technical Communication.
(18) Wu, Y., Zhang, J., Shen, T. (2022). A logical network approximation to optimal
control on continuous domain and its application to HEV control. Science China
Information Sciences.
https://doi.org/10.17993/3ctecno.2023.v12n2e44.237-251
3C Tecnología. Glosas de innovación aplicadas a la pyme. ISSN: 2254-4143
Ed.44 | Iss.12 | N.2 April - June 2023
250
(2) Liu, L., Jiang, P., Qian, H., et al. (2022). CO2-negative biomass conversion: An
economic route with co-production of green hydrogen and highly porous carbon.
Applied Energy, 311, 118685-.
(3) Zhang, R., Tai, H., Cheng, K., et al. (2022). Carbon Emission Efficiency Network:
Evolutionary Game and Sensitivity Analysis between Differentiated Efficiency
Groups and Local Governments. Sustainability, 14.
(4) Zhao, M. (2020). The Application of Cloud Computing in the Practice Teaching of
Business English Major in Higher Vocational Colleges. Journal of Physics
Conference Series, 1634, 012009.
(5) Salomone, L. S., Garcia-Inza, M., Carbonetto, S., et al. (2022). Numerical
modeling of radiation-induced charge neutralization in MOS devices. Radiation
Measurements, 153, 106745-.
(6) Wu, P., Guo, F., Cai, B., et al. (2021). Co-benefits of peaking carbon dioxide
emissions on air quality and health, a case of Guangzhou, China. Journal of
Environmental Management, 282(4), 111796.
(7) Su, Y., Liu, X., Ji, J., et al. (2020). Role of economic structural change in the
peaking of China's CO2 emissions: An input–output optimization model. Science
of The Total Environment, 761, 143306.
(8) Wen, Y. A., Zm, A., Mz, A., et al. (2020). Neutralization reaction in synthesis of
carbon materials for supercapacitors. Chemical Engineering Journal, 381,
122547-.
(9) Tamersit, S., Bouhidel, K. E. (2020). Treatment of tannery unhairing wastewater
using carbon dioxide and zinc cations for greenhouse gas capture, pollution
removal and water recycling. Journal of Water Process Engineering, 34, 101120.
(10) Yuan, Y., Duan, H., Tsvetanov, T. G. (2020). Synergizing China's energy and
carbon mitigation goals: General equilibrium modeling and policy assessment.
Energy Economics, 104787.
(11) Chen, L. (2020). Practice Teaching Reform of Tourism Management Major in
Higher Vocational Education under the Background of New Industry Form.
Journal of Physics Conference Series, 1549, 042100.
(12) Chen, M., Ma, M., Lin, Y., et al. (2022). Carbon Kuznets curve in China's building
operations: Retrospective and prospective trajectories. Science of The Total
Environment, 803, 150104.
(13) Cui, X. Q., Wang, K., Fu, S., et al. (2017). Global carbon budget and emissions
pathway of 2℃ and 1.5℃ target. Zhongguo Huanjing Kexue/China
Environmental Science, 37(11), 4353-4362.
(14) Singaravelu, G. . (2021). Multimedia assisted teaching in pedagogical technique.
The Journal of Educational Research.
(15) Walker, S. , & Sellers, T. . (2021). Teaching appropriate feedback reception skills
using computer-based instruction: a systematic replication. Journal of organiza-
tional behavior manag ement(3), 41.
(16) Justice, B. (2018). Democracy's schools: the rise of public education in America.
Journal of American History.
(17) Dong, & Lin. (2017). Teaching communication and media studies: pedagogy and
practice. Technical Communication.
(18) Wu, Y., Zhang, J., Shen, T. (2022). A logical network approximation to optimal
control on continuous domain and its application to HEV control. Science China
Information Sciences.
https://doi.org/10.17993/3ctecno.2023.v12n2e44.237-251
(19)
Wang, J., Jiang, K., Wu, Y. (2022). On congestion games with player-specific
costs and resource failures. Automatica, 142, 110367.
(20)
Yao, S., Li, D., Yohannes, A., et al. (2021). Exploration for network distance
teaching and resource sharing system for higher education in epidemic situation
of COVID-19. Procedia Computer Science, 183, 807-813.
(21)
Wood, R., & Shirazi, S. (2020). A systematic review of audience response
systems for teaching and learning in higher education: The student experience.
Computers & Education, 153, 103896.
(22) Bozzelli, G., Raia, A., Ricciardi, S., et al. (2019). An integrated VR/AR framework
for user-centric interactive experience of cultural heritage: The ArkaeVision
project. Digital Applications in Archaeology and Cultural Heritage, 15, e124.
(23)
Wang, Y., Sun, Q., & Bie, R. (2022). Blockchain-Based Secure Sharing
Mechanism of Online Education Data. Procedia Computer Science, 202,
283-288.
(24)
Arndt, T., & Guercio, A. (2017). From Multimedia Micro-University to Macro
University and beyond. Journal of Visual Languages & Computing, 38, 38-46.
(25)
Wuang, Y., Chiu, Y., Chen, Y. J., et al. (2018). Game-Based Auxiliary Training
System for improving visual perceptual dysfunction in children with
developmental disabilities: A proposed design and evaluation. Computers &
Education, 124, 27-36.
(26)
Yang, J., Li, Y., Calic, G., et al. (2020). How multimedia shape crowdfunding
outcomes: The overshadowing effect of images and videos on text in campaign
information. Journal of Business Research, 117, 6-18.
(27)
Wu, Y. J., Wu, T., & Li, Y. (2019). Impact of using classroom response systems
on students' entrepreneurship learning experience. Computers in Human
Behavior, 92, 634-645.
(28)
Turkan, Y., Radkowski, R., Karabulut-Ilgu, A., et al. (2017). Mobile augmented
reality for teaching structural analysis. Advanced Engineering Informatics, 34,
90-100.
(29) Różewski, P., Ł
obacz, K., & Malinowska, M. (2021). Multi-dimensional support
for development of visual literacy in engineering education. Procedia Computer
Science, 192, 4810-4819.
(30)
Li, Zhengjian, & Li, Lifeng. (2021). Mathematical statistics algorithm in the
bending performance test of corroded reinforced concrete beams under fatigue
load. Applied Mathematics and Nonlinear Sciences. doi:10.2478/
AMNS.2021.2.00142.
(31)
Kong, X. T. R., Chen, G. W., Huang, G. Q., et al. (2017). Ubiquitous auction
learning system with TELD (Teaching by Examples and Learning by Doing)
approach: A quasi-experimental study. Computers & Education, 111, 144-157.
(32)
Orona, G. A., Li, Q., McPartlan, P., et al. (2022). What predicts the use of
interaction-oriented pedagogies? The role of self-efficacy, motivation, and
employment stability. Computers & Education, 184, 104498.
https://doi.org/10.17993/3ctecno.2023.v12n2e44.237-251
3C Tecnología. Glosas de innovación aplicadas a la pyme. ISSN: 2254-4143
Ed.44 | Iss.12 | N.2 April - June 2023
251