A Systematic Review of Interactive Multimedia-based Learning: an Effective Strategy of Teaching Art History

Abstract

Background: Interactive multimedia, a dynamic technology, requires users’ input to deliver information through words, graphics, images, or videos. Educational research on Interactive Multimedia is scattered throughout the literature. This dispersion is a problem for teachers and students who intend to use technology as a means to teach and learn; hence, to assist them, this research is being undertaken to put the information on Interactive Multimedia together. The research focuses on the following: a) The effects of the instructions given under the Interactive Multimedia on the learning outcomes of students and b) The concerns, trends, and gaps that will guide future Interactive Multimedia research and development. Main Body: The review identified fifteen (15) journal articles from five (5) publishers published between January 2011 and December 2021 using the four-step Preferred Reporting Items for Systematic Reviews and Meta-Analyses (PRISMA) approach. Science Direct, Taylor and Francis, Emerald, Academia and PLOS ONE, were used to carry out the search. Observations into the educational application of Interactive Multimedia were made through tabular analysis. Conclusion: This review shows that when Interactive Multimedia is used in all disciplines of education, whether formal or informal, it enhances student performance, satisfaction, and participation. Interactive Multimedia is increasingly used as a platform to teach complex things and harness students' understanding. Therefore, more qualitative research on the use of Interactive Multimedia is necessary, especially when studying educators' viewpoints. Further research is needed to apply educational theories into course design using Interactive Multimedia.