Title: Exploring the effect of graphic design and student academic background on interactive multimedia learning in higher education

Authors: Houria Kelkoul; Adil Zabadi; Youssef Zaz

Addresses: Arts and Pedagogical Engineering Laboratory, Ibn Tofail University, 14010 Kenitra, Morocco ' Risk Analysis Laboratory, National Institute of Urban Planning_INAU, 10100 Rabat, Morocco ' Computer Science and Systems Engineering Laboratory, Abdelmalek Esaadi University, 93010 Tetouant, Morocco

Abstract: The proposed research focuses on investigating factors that influence students' motivation and engagement with specific multimedia content, such as games and interactive videos. It examines the role of students' academic backgrounds and the appeal of graphic design in affecting their motivation towards digital learning. To do this, an experimental multimedia content, featuring interactive videos and games, is designed. This study primarily targets higher education, especially in the context of the ongoing pandemic, aiming to assess how students can effectively engage with complex learning scenarios that simulate real-world discovery. It introduces a transversal module designed for new students, allowing them to virtually visit the university campus while adhering to safety measures during the pandemic. The research begins by evaluating how students' academic backgrounds impact their ability and motivation to enhance their learning through interaction with multimedia content. The subsequent objective is to assess how the proposed graphic design of multimedia content can be attractive and conducive to effective learning. A dataset, comprising both quantitative and qualitative information, is collected from two groups of students: a test group and a control group, originating from various academic backgrounds.

Keywords: higher education; multimedia; serious game; interactive video; graphic design; pandemic lockdown.

DOI: 10.1504/IJIIE.2023.136169

International Journal of Innovation in Education, 2023 Vol.8 No.2/3/4, pp.125 - 142

Received: 08 Aug 2022
Accepted: 17 Aug 2023
Published online: 19 Jan 2024 *

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