The impact of interactive multimedia on young learners' achievement and academic behaviour in the classroom in the context of student-centred learning

Khabbab Meziane Cherif

doi:10.55056/cte.779

Authors

Khabbab Meziane Cherif The National Institute for Research in Education https://orcid.org/0000-0003-1869-447X

DOI:

https://doi.org/10.55056/cte.779

Keywords:

interactive multimedia, achievement, academic behaviour, student-centred learning, primary school cycle

Abstract

This era is characterized by the extensive use of technology tools, particularly in education. In this study, we evaluated young learners' academic achievement and academic behaviour degree in the classroom using interactive multimedia tools such as Canva, Powtoon, and learning games. The study utilized a mixed-method approach, including a pre- and post-test to assess achievement and a questionnaire to evaluate the academic behaviour of learners. This study examined whether there was a significant difference between the outcomes of teaching through interactive multimedia learning materials and the academic behaviour of learners after the intervention. The sample consisted of 35 primary-level students (ages 8 to 9) from Midad Private School. The collected data were analyzed using SPSS version 26, employing t-tests, means, and standard deviations. The results show that interactive multimedia tools, such as Canva, Powtoon, and educational games, are able to make a significant impact on the education process. These tools effectively improve young learners' academic achievement, as evidenced by significant improvements in post-test scores compared to pre-test scores. Furthermore, interactive multimedia enhances cognitive engagement and self-regulation among students. Study recommendations focused on the importance of using multimedia tools and training teachers to use ICT in education.

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