Need help with my writing homework on Aspectual Evaluation of Information Systems. Write a 2000 word paper answering; Such entertaining scenes can be created and recreated. The social aspect of the multimedia system reflects in various ways. First, education develops and improves through the use and of applications, simulations, or courseware. People are increasingly resorting to e-learning and quick information searching as the best-suited mode of education. Entertainment has immensely been central through the multimedia systems through use and applications, educational and leisure games, movies and online videos on demand. Home-based activities are promoted such as through use and applications of television, satellite TV, and SMS services including chats, reality TV, and voting. It can also be core in public places use and applications of the information desk, help and support, security, and use of smart cards (Lian, Kanellopoulos & Ruffo 2009).
As Rao, Bojkovic & Milovanovic (2008) observes, the multimedia system has a psychic or sensitive aspect that develops through it. Imagination and the user variously combine various media technologies to organize and develop a large number of assets such as scenes, characters, movements, and props. The creations derive imaginary thoughts of inexistent worlds, people, and ideas. A highly imaginative genre can eventually be developed with digital-age technologies. Most historical work can be adapted to make them more appealing through the efforts of producers interested in imaginations. Since imagination is a rare event in most cases, the multimedia system makes it a possibility. Interacting with such a multimedia system increases creativity as remediation brings about criticality. Special features can be developed through sparked imagination. Watching films such as magical content provides fantastic imaginary creations. People develop the capacity to view the world and then act in various perspectives. Magical thinking which depicts supernatural events and alternative world.