Reel or Real: A Mixed-Methods Assessment of Multimedia Content and Its Influence on Sustainable Learning in Digital Education Environments

Abstract

The digital learning environment is growing to be more dependent on multimedia content, which includes videos, animations, and interactive images, to make the learning process more engaging and sustainable. Nonetheless, there is a dearth of empirical data that evaluates the effectiveness of these multimedia elements in causing reel (perceived) and real (actual, sustainable) learning results. This research paper attempts to discuss the effects of various types of multimedia content on the sustainable learning process within digital learning settings. It responds to the presence of gap in the assessment instruments that are thorough enough in context and designed to both assess perceived engagement and long-term learning retention. A sequential exploratory mixed-method research design with intention to use a sequential approach was adopted. The qualitative step entailed thematic analysis of semi-structured interviews conducted on 20 university students in order to identify important multimedia learning constructs. These lessons helped to come up with an initial evaluation tool. The quantitative part involved a survey that was conducted on 412 undergraduate and graduate students taking virtual courses in three public universities. The study tested a 48-item scale of multimedia effectiveness, perceived engagement, cognitive load, and indicators of sustainable learning and verified it using SmartPLS 4 and confirmatory factor analysis. Results demonstrate that interactive multimedia has a strong positive influence on perceived engagement but may not necessarily be followed by more substantial sustainable learning. Better predictors of the retention of knowledge in the long term included static images and well-organized narration. The instrument validated proves to be highly relevant and reliable in digital education settings. This paper is a significant contribution to a context sensitive, and evaluation instrument of multimedia-based learning. The tool can assist teachers and policymakers in creating digital learning activities to promote authentic and sustainable learning and not a shallow interaction.