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International Journal of Instruction January 2024 ● Vol.17, No.1
e-ISSN: 1308-1470 ● www.e-iji.net p-ISSN: 1694-609X
pp. 673-696
Citation: Rogti, M. (2024). The effect of mobile-based interactive multimedia on thinking engagement
and cooperation. International Journal of Instruction, 17(1), 673-696.
Article submission code:
20230325203055
Received: 25/03/2023
Revision: 24/07/2023
Accepted: 13/08/2023
OnlineFirst: 18/11/2023
The Effect of Mobile-based Interactive Multimedia on Thinking
Engagement and Cooperation
Maroua Rogti
Ecole Normale Supérieure de Laghouat, Algeria, m.rogti@ens-lagh.dz
Recent studies show limited research in the Algerian context on the development
of learning multimedia that effectively addresses 21st century skills such as critical
thinking, communication, cooperation, and creativity. However, with the
continuous growth of digital multimedia and information technologies, there is an
urge for utilizing 21st century skills and interacting with others through interactive
multimedia tools. This study aims to investigate the effect of mobile-based
interactive multimedia on developing students of English as a foreign language
thinking engagement, cooperation, in higher education. A convenient sampling
method was used to select one sample of students (n= 60) who received a post-
treatment test. Data were analyzed through performing descriptive statistics and
one sample t-test. Findings assured that mobile-based interactive multimedia has
persistently shaped the education setting, and it can afford the potential to
positively promote students’ thinking engagement and cooperation.
Keywords: integrative multimedia, thinking skills, EFL students, cooperation, Algeria
INTRODUCTION
The idea of integrating technology in education has managed to improve the teaching
and learning experiences, and has attracted educators for the last two decades (Khanal,
2020). Therefore, many attempts have been made in this respect for incorporating
multimedia computers, internet, software, and hardware to teach the foreign language
and its significant skills. In the early 1990’s, the cognitive perspective of communicative
language teaching was replaced by socio-cognitive perspective which emphasized the
use of more authentic and meaningful language, and essentially integrating all the four
skills, listening, speaking, writing, and reading with technology which led to the so-
called integrative computer-assisted language learning.
Integrative multimedia emerged due to computer and internet availability, and recently
due to technology changes from text and graphics to sound, animation, and video
attributed to computers and PCs. These represent what we call “hypermedia” (Babelyuk
et al., 2019). The internet and hypermedia advances allowed CALL stakeholders to
integrate technology in language teaching innovatively (Tafazoli et al., 2019).
Subsequently, having access to a large information resources and authentic
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communication tools, students are expected to adjust with the use of technology in their
language learning process which affected them pedagogically, socially, and
economically (Teräs et al., 2020).
In EFL learning classroom, students’ innovation, interaction, creativity, thinking
engagement, cooperation, and communicative competence can be affected by various
attributes (Ariani & Festiyed, 2019). In an online classroom, multimedia can support
learning practices. Rahman and Ahmar (2017) stated that multimedia can provide a
significant access to equity of teaching, which enables students to have high academic
achievement. It is used to enhance learning activities, and develop thinking engagement
and 21st century competencies.
The frame of multimedia computers can provide a dynamic environment which is not
only visual or auditory, but also interactive within its learning environment (Tafazoli,
2022). Interactive multimedia environment requires interaction between learners who
are involved in meaningful tasks, thing that EFL students in Algeria may lack when
engaging in traditional learning environment tasks. Multimedia has been proved to be
effective for learning, as it can stimulate learners’ interest and enhance their learning
experience. (Makruf et al., 2022). It provides a technology-based constructivist learning
environment where students are able to solve problems by means of self-exploration,
collaboration and active participation (Silva et al., 2023).
Regarding the background above, interactive multimedia has increased learning
outcomes, interaction, and critical thinking skills. However, there was still lack of
literature on learning multimedia for helping students to develop their thinking
engagement. Therefore, this research aims to develop android-based interactive
multimedia at higher college of Laghouat using a mobile application. Hamdani et al.
(2022) emphasizes the role of using android-based application as interactive multimedia
in improving critical thinking skills, as students can learn through role playing, and
increase their enthusiasm to learn through game-based learning. Furthermore, this
research also focuses on students’ higher order thinking skills, and cooperation which
serve as one of the 21st century innovative pedagogies. Therefore, the research aims to
develop android-based interactive multimedia to enhance critical thinking engagement
in learning settings. Ariani and Festiyed (2019) stated that students’ critical thinking
abilities could be improved through game-based learning. They can enjoy studying, raise
their interest, and attain their goals.
Review of Literature
Incorporating multimedia and computer assisted language learning into higher education
curriculum in Algeria has been considered as a relevant means to the process of learning
(Babelyuk, 2019). According to Astalini et al. (2023), integrating multimedia into the
EFL classroom contributed to increasing students’ cognitive ability and 21st century
skills, and developing their autonomy to learn (Yuan & Huang, 2020).
Hypermedia: A Conceptual Review
The word “hypermedia” has its origin from “hypertext”, a term coined by Theodor
Nelson, who aimed to link texts in a nonlinear way. The idea of hypertext was joined
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with the use of multimedia such as graphics, animation, audio and video, which
represent hypermedia Lu et al. (2017). Hypermedia consists of nonlinear multimedia
tools and graphics, and it involves both multimedia and hypertext. It is derived from
“hyper” that means “nonlinear”, and “media” which refers to a set of information
represented in various formats. According to Zhang and Zou (2020), the integration of
multimedia video, animation, graphics, sound with text, and its basic units of
information “Nodes” and link structure, which involves the interconnection between the
nodes contributed to increasing the language learning and teaching the structure of
hypermedia. This can be illustrated in figure 1.
Figure 1
Hypertext and hypermedia (Cohen, 2013, p.03)
Terms like multimedia, interactive video, hypermedia, and hypertext are deeply
interrelated (Kirschner et al., 2017). The first Computer-assisted Learning program was
flourished in the 1950’s, and technology use became more practical with designing
personal computers to be used for learning (Bozkurt & Sharma, 2020). Nowadays,
educators emphasize socializing learners through online communication and cooperation
in their classrooms through using computer-mediated classroom discourse (Masood &
Afsar, 2017).
Mobile applications and platforms are one form of interactive multimedia created for
academic and educational purposes. Almost every student nowadays owns a
smartphone, they can engage in mobile learning to achieve learning outcomes.
According to Nikolopoulou et al. (2023), mobile devices are equipped with
communication capabilities, and allow students to search for educational resources and
content or for information via the web, to communicate with fellow students and tutors,
to access e-class, and to download books. Chang and Hwang (2019) state that
interactions mediated by technology involve synchronous interactions with individuals,
and that mobility can create an interactive learning environment, it expends
collaboration and communication, facilitates students’ engagement, and increase their
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stimulation. Bidin and Ziden (2013) realized that mobile learning encourages learner-
centered environment and active involvement in the learning process.
Mobile learning involves the personalised and interactive use of computers in learning
environments (Alhumaid, 2020). According to Leite (2014), ML can allow the students
to construct their knowledge, it is the digital aid of adaptive, collaborative, and
productive learning practices in online classrooms. There are many mobile operating
systems, such as Android which is an open-source operating system. Furthermore, the
Android application development is smoother than other platforms (Walker, 2011).
Uzunboylu and Ozdamli (2011) indicated that mobile learning with handheld devices
enables cooperative learning environments which involve interaction between peers and
the teacher in the classroom. Mobile technologies have been used to promote deep
learning and cooperative work in teaching classrooms, and allow students to personalize
their collaborative learning progress (Zhou & Lewis, 2021; Huang et al., 2020; Each &
Suppasetseree, 2021).
Interactive Multimedia and Cooperation
Interactive multimedia in learning and teaching requires the need of developing
communicative and cooperative skills because of the nature of the interactivity and
learner engagement in interactive multimedia (Thomas, 2018). An interactive
multimedia environment requires the use of cooperative strategies to access, integrate
and navigate information, also restructuring knowledge, through collaborative learning
processes, project work, peer feedback, and monitoring (Parsazadeh et al., 2018).
Through interactive learning environment, the students can experience integrated
learning through the active interactions. Therefore, they can be self-directed learners
who take full responsibilities for their learning and make independent choices (Winarti
et al., 2022).
Regarding the use of CALL multimedia, Bruner (1996) states that “a well-programmed
computer is especially useful for taking over tasks that, at last, can be unfit for human
production” (p. 02). Occasionally, models of computer programs appeared prior to the
works of constructivists: Jerome Bruner, Jean Piaget, and Lev Vygotsky. According to
Constructivists, learners construct their own knowledge of the world through
assimilation and experience. In addition, Mohammed and Kinyo (2020) state that
Knowledge is socially produced and this cognitive constructivism promotes
collaborative Learning, either with a facilitator or with other peers.
Multimedia learning Environment is typically based on Piaget’s Cognitive theory and
Dewey’s learning principles. Piaget’s theory shapes the basis of environmental and
experiential theories: assimilation, accommodation, and equilibration (Piaget, 1985). It
evokes that the individual’s existing cognitive structures are modified based on his
environment. It refers to the process of assimilation and accommodation of one’s own
environment. Dewey’s principles yet involve three learning experiences which are
situation, interaction, and continuity (Dewey, 1938). The situation represents
experiences of an environment affecting the individual, while interaction involves
current transactions taking place between the individual and their environments.
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Constructivist theory emphasizes problem solving; thinking skills and meta-cognition,
and social constructivism emphasizes the student’s ability to solve complex problems in
real life, practical situations (Sattin et al., 2021). According to constructivists,
individuals can engage in complex tasks which require solutions to problems rather than
on instructional units which involve learning particular content skills (Halpern and
Dunn, 2021). Teachers’ role is to provide students with the required resources and act as
a guide while learners are actively engaged in interaction and thinking process as well
(Tafazoli, 2022).
The learning environment is characterized with the students’ active involvement, as they
are exposed to accomplish complex tasks which require problem solving and critical
thinking skills (Tafazoli, 2022). Huang et al., (2020) argues that interactive multimedia
learning environment is more convenient than e-learning environment because students
can learn at their own pace, and acquire knowledge through interaction with the
situation. Vygotsky (1978) emphasizes that the community plays an essential role in the
process of creating meaning. These theorists suggest that critical thinking develops
better in a learning context that involves peers. Occasionally, multimedia technology can
enhance the learning process in a constructivist learning environment. Web-based
learning, including interactive multimedia and simulation are supported by the
constructivism and social constructivism approach (O’Connor, 2020).
Hypermedia learning can provide interactive communication and can create a potentially
cooperative learning environment. According to Shah (2019), interactive multimedia is a
good potential for collaborative work and communication. Prior to this, learners can
engage in face to face and online discussion, or negotiation. Through this environment,
students can also engage in project-based groups and problem-solving activities
(Tafazoli, 2021). Moreover, this type of e-learning process for collaborative learning
creates democratic learning environment through which students can have the
opportunity to voice their opinions and hear the opinions of the others (Hodges et al.,
2020).
Collaborative learning environments can engage students in active learning and create a
community of inquiry (Orcutt and Dringus, 2017). As Collaboration can enable students
to make progress through their zone of proximal development by the tasks they engage
in (Vygotsky, 1978). According to social constructivists, students are more interested in
activities which allow them to interact with others. Hypermedia can provide students
with this, as they can raise complex cognitive skills, share their opinions, and comment
on the arguments of others. Students can develop their higher-order thinking skills,
along with reasoning, solving problems, making judgements, and drawing conclusions
(Saido et al., 2015). Integrative multimedia can create a motivating and active learning
environment for students and develop their 21st century skills through computer-based
instruction, internet, and hypermedia (Sun et al., 2022).
Interactive multimedia can provide students with a large database by using software,
hardware, and other multimedia tools to access information, by creating a learner-
centered multimedia learning environment (Bouck et al., 2020). Additionally, learners
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can be offered the opportunity to learn language in a more intercultural manner, by
interfering with cultural situations in which they make decisions on the use of language,
and make cultural interpretations of the situation by establishing a sphere of inter-culture
with the other culture (Celen, 2020; Nurhafifah et al., 2020).
Students’ engagement can work in parallel with communicative learning strategies in
interactive multimedia learning environment, their actions and decisions, and the
strategies they use to communicate and interact (Baharuddin, 2015). In effect, the
metacognitive strategies involve organizing and thinking about the learning process,
planning, monitoring the learning task, and evaluating the task (Halpern and Dunn,
2022). Cognitive strategies involve interacting with the material to be learned, and
social and communicative strategies involve interacting with others to have self-control
over assisting a learning task (Rahimi & Tafazoli, 2022).
In a study, Adeniyi, et al. (2016) examined the effects of interactive multimedia on
students’ pronunciation performance, the finding showed that using effective interactive
multimedia teaching tools had high impact regarding the time and effort, and positively
affected language skills. Learning with interactive media is more effective when learner
Knowledge is activated prior to exposure to Multimedia Content such as using
animation, motion images, verbal expressions. Additionally, Shahzad et al. (2021)
conducted an experiment to assess the use of software development design by
identifying effects of interactive multimedia environment on learning patterns of
graduation students. The finding demonstrated that in controlled environments, learning
was effective by using interactive multimedia, and learners became able to learn when
they were given freedom to use different learning strategies which were based on the
ability and cognition of learners.
The experimental study of Putri (2015) aimed to explore improving speaking ability of
the eight grade students by using Interactive Multimedia. The data were collected
through observation sheet and a speaking test. The findings indicated that using
Interactive Multimedia could improve the students’ speaking ability after the treatment,
which was proved through the improvement in the mean score, in pre-test M= 3.99 and
the post-test M= 5.77. Based on the findings, it has been concluded that using
Interactive Multimedia is effective in improving students speaking ability.
Rajendra and Sudana (2018) conducted a quasi-experimental design with pre and
posttests to investigate the effect of interactive multimedia technology on enhancing
students’ achievement on skills practice in mechanical technology. Findings indicated
that there is a significance difference between the mean scores of students in the EG
than those students in the CG. The students in the EG performed better in mechanical
technology practice and in retention test than those in the CG. Their study recommended
that multimedia teaching tool is effective in enhancing students’ achievement on
practicing skills in mechanical technology.
Shofi and Masruroh (2018) examined the effectiveness of using multimedia on
improving English students’ speaking fluency, using a pre-experimental study involving
only one experimental group. The results of the t-test signified 8.02, and the final
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calculation shows that the t-test is greater than 0.05 level. This proves that multimedia
use is very effective in improving the speaking fluency of English students. This reveals
that the implication of multimedia in learning speaking has been significant in improving
the fluency of speaking in English. In his study, Dawood (2022) explored the correlation
between students speaking competency and their interaction with multimedia tools in the
learning process. The study was conducted to a sample of non-native speakers of
English who were divided into treatment and control groups. The results showed that
there was a significant impact of the interactive multimedia environment on developing
presentation and speaking skills among the students of the treatment group, and proved
that multimedia helped students perform and interact better.
In a study by Islam (2020), the impact of audio-visual multimedia on the Bangladshi
EFL students at tertiary level has been investigated. The study used a qualitative
method, and the data have been collected from two different sources, from students’
written response to an open-ended question and through classroom observation.
Findings revealed that using multimedia technologies can be a means for improving
traditional teaching practices, particularly in the EFL context.
Thinking Skills
Students can construct knowledge through having an opportunity to interact with their
peers, teachers, experts from various fields, and textual and electronic databases.
According to Sulaiman, et al. (2019), the incorporation of higher order thinking skills in
teaching and learning is beneficial to students’ real life because life has many
challenges, and students can be trained to think critically and creatively prior to
accomplishing tasks (Halpern & Dunn, 2021). Students can also play an active role in
learning through their real-life experiences. And think critically by making judgments,
reasoning, and reflection (Halpern & Dunn, 2022).
In the EFL context, the aim of teaching is to equip students with the ability to reason,
reflect, infer, and make decisions independently (Shekhar & Rahnev, 2021).
Occasionally, higher order thinking means doing exactly this. Critical thinking involves
a problem-solving process, through which the individual can interact with others based
on their prior knowledge and this leads to making judgments and inferences. The last
part of critical thinking involves a decision about what to do or what to believe, critical
thinking skills require a disposition to think critically and involves a subsequent decision
on how to act (Ginting & Ratnawati, 2023).
According to Shekhar and Rahnev (2021), CT is a process of thought which involves
making synthesis, reasoning and inferences. According to Campbel (2015), EFL students
can learn effectively when they engage in meaningful tasks and solve problems, they can
actively construct their own knowledge and be able to apply what they learned to new
contexts. In this respect, students’ perceptions of their learning environments and their
academic achievements are reflected by the level of their critical thinking skills.
Interestingly, many researchers considered the enhancement of student thinking skills
through the use of Multimedia computers. Using technology in the classroom can
contribute to developing problem solving skills, decision making, cooperation and
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higher-order thinking skills for students (Kusuma et al., 2017). Further, it is efficient to
integrate technology in the classroom which can ensure students’ high attitudes toward
learning, and increase their higher-order thinking skills (Jiang et al., 2021). In addition,
there is considerable evidence to suggest that when the classroom multimedia
environment was collaborative and interactive, it creates new opportunities to ensure
interaction in the teaching and learning process (Frazier et al., 2021). The cognitive
dimensions of higher order thinking skills delivered by Bloom which involve analyzing,
synthesis, and evaluation which are associated with conceptual knowledge, procedural
knowledge, and metacognitive knowledge (Kusuma et al., 2017).
In this respect, computer-assisted communication and multimedia learning can provide
opportunities for accessing remote data sources, project work, and cooperation with
peers in the learning setting (Gillespie, 2020), and allows exchanging work for
evaluation or for receiving interactive feedback by other students. Computer-assisted
language learning can work in parallel with project-based instruction which became
called integrative CALL as Gimeno-Sanz (2015) states that “it provides learners with
distinctive forms of meaningful input to enrich the learning experience and with a
multisensory experience like language itself” (p.4). It can enable teachers to design
programs to satisfy their students’ needs and enhance their learning experience.
Technology integration has proven to be effective in enhancing learners’ motivation,
thinking competency, and interactivity (Ross & Gage, 2006). Multimedia computers can
contribute to accomplishing learning tasks through supplementary activities, and extra
practice in regular EFL teaching and learning classrooms (Jafarian et al., 2012). Thus,
the integration of both integrative and interactive multimedia tools proved beneficial as
this allows interaction between not just EFL learners (Lee & Park, 2020), but also
between EFL learners providing them with high opportunities to improve their
communication and thinking skills at once (Gamage et al., 2020).
Accordingly, the study of Sandang et al. (2022) emphasizes on using interactive learning
multimedia Mejabando and its role in improving critical and creative Thinking ability in
Indonesian language learning Classroom. It aims to output android-based learning
multimedia, using the model of analysis, design, development, implementation,
evaluation. The findings of the analysis revealed that the average N-gain values for
critical thinking skills and creative thinking skills are in the moderate effective category
with 0.66 and 0.57 successively. The researcher concluded that the interactive
multimedia Mejabando is quite effective in improving students’ critical and creative
thinking skills in learning Indonesian in elementary school fifth grade, and the overall
mean is valid and practical in improving students’ critical and creative thinking skills.
On the other hand, the purpose of the research of Jumhur (2021) was to investigate the
effectiveness of critical thinking-based interactive learning multimedia for Basic
Mechanical Engineering. The information design in developing the learning media was
based on critical thinking aspects. The critical thinking-based interactive learning media
was developed for mobile learning to be used in IOS and Android. Results of the alpha
test and User Acceptance Test revealed significant findings regarding CTBILM, this
prominent change in student critical thinking from the t-test on pretest and posttest is
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due to critical thinking-based interactive learning multimedia.
Putting emphasis on the study of Abdulah et al. (2021), which explores interactive
multimedia and problem-based learning. The aim of the study is to assess its
effectiveness on increasing critical thinking skills. This research uses a Research and
Development approach, and the data was obtained through the media validation sheet
instrument, while data analysis used the independent t-test. The results show that
interactive multimedia based on problem-based learning proved to be significant to
improve critical thinking skills in students. Djamas et al. (2018) emphasized on
evaluating interactive multimedia learning tools which are fit with games in Linear
Motion and Newton’s Laws, and its effect on improving critical thinking skills. The
study involved testing 30 students’ critical thinking skills after using interactive
multimedia learning tools. Therefore, the results show that interactive multimedia tools
are effective and practical.
After reviewing the literature, it is apparent that most research examined the effects of
interactive multimedia on improving the language skills, communication, and speaking
competence, and very few investigations have examined the effects of mobile-based
interactive multimedia on cognitive skills and cooperation among Algerian EFL
learners. In this respect, the present study diagnoses the role of integrating mobile-based
interactive multimedia in EFL contexts, and it uncovers the level of students’ thinking
engagement and cooperation through interactive multimedia use. The study also tempted
to investigate the effect of mobile-based interactive multimedia on learners’ attitudes.
To meet these objectives, the following research questions were put forward:
- Does mobile-based interactive multimedia have a significant impact on EFL
students’ thinking engagement and cooperation?
- Do EFL students hold positive attitudes towards using mobile-based interactive
multimedia in the EFL classroom?
The following hypotheses are stated respectively:
H0: Mobile-based Interactive multimedia has no statistically significant impact on
increasing the level of students’ thinking engagement and cooperation in the classroom.
H0: EFL students do not hold positive attitudes towards using mobile-based interactive
multimedia in the EFL classroom
METHOD
The researcher used a quasi-experiment type of the One-Group Posttest-Only Design (X
O1) to conduct the present study. According to Maciejewski (2020), “quasi-experiment
is a retrospective study of a single treatment cohort and a non-equivalent comparator
cohort” (p.40). Quasi-experiments aim to examine causality between an intervention and
an outcome. In this study design, an intervention (X) is implemented and a post-test
survey (O1) is taken. To run the present study, the researcher used four instruments: the
test of Metacognitive Knowledge adopted from Händel et al. (2013) to test
homogeneity, the Online Student Engagement Scale (OSE) adopted from Dixson (2015)
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to test thinking engagement, cooperative learning scale of Fernandez-Rio et al. (2017) to
test cooperation, and attitudes towards online learning (AOL) scale of Jiang et al. (2022)
for testing attitudes of students as the post-tests by reviewing the related literature on
mobile-based interactive multimedia. The scales of the survey were also carried out to
measure the participants’ responses after the treatment.
A total of 60 EFL students were selected through a convenient sampling method, after
being homogenized by taking the test of Metacognitive Knowledge. They were selected
and assigned to a treatment group (n=60). The survey was administered to ENSL
students at the department of English who have received the treatment, which lasted for
five sessions. The scales of the survey were five-point likert-type scales ranging from
Strongly Disagree (1) to Strongly Agree (4). The data collection started in the spring of
2022. The participants included just female students because this gender is usually the
dominant at college. They aged from 19 to 21 years old and were learning English as a
foreign language. The participants expressed verbally their consent to participate in the
study, as the researcher ensured that their responses during the study would remain
confidential.
The five sessions’ treatment involved using an online application, named Interactive
Whiteboard application, which is an android-based application. The students were asked
to download the Android application. A storyboard was created, and the process of
interactive multimedia was identified through a plan which started from the beginning of
interactive multimedia until the end by the teacher. Then, a storyboard was designed for
giving a visualization of the interactive multimedia tool. This interactive multimedia
consists of lessons, images, documents, videos, recording, links, and games.
The classroom created was named Writing skills class, and was created for second year
EFL students. The teacher who is the researcher herself, has familiarized the students
with lessons about writing an argumentative essay, the form and effectiveness of the
thesis statement, and the outline of the essay.
Figure 2
Interactive whiteboard application
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In this application, the users read the material, as they are asked to think, synthesize, and
analyze before learning a new aspect. For example, they have to analyze and synthesise
the nature of pandemics, then they learn about the role and effect of pandemics in
education. After that, they can draw conclusions about it. According to Ennis (2011),
critical thinkers can be able to question, analyze, judge the credibility of a source, and
make judgments, clarify and support their opinions appropriately, and to imaginatively
integrate the logic of an opinion with reactivity to others. Moreover, students can also
develop their higher order thinking skills, such as analysis, through interaction. Thakur
and Al Mahrooqi (2015) state that critical thinking skills develop through cognitive
ability, and are basically needed for evaluating the thinking process that results in a
meaningful learning experience.
Figure 3
Example of a student’s answer on the Interactive whiteboard
This interactive multimedia is also equipped with games and quizzes to achieve
students’ high thinking engagement and understanding of what has been taught. In this
interactive whiteboard application, the students have been familiarized with different
quizzes and games associated with it.
FINDINGS AND DISCUSSION
The total reliability of the questionnaire was estimated by Cronbach’s Alpha which
equals (α= 0.82). It signifies that there is a high level of internal consistency between the
items of the scales, and proves that the scales are extremely accurate. After that, the
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researcher used correlation matrix to test correlations between dependent variables, and
to screen the items of the scales. As correlations between 0.3 and 0.9 should not be
eliminated, the correlations between dependent variables ranged between −0.3 and 0.7
in all utilized scales, indicating that there were no multicollinearity effects in the data.
The third test was the prerequisite test which consisted of the normality test to test the
post-test scores of the students’ thinking engagement and cooperation using the
Kolmogorov-Smirnov and Shapiro Wilk tests.
It consisted of thinking engagement and cooperation data, and the students’ attitudes
prior to the post-test. The t-test was also used to test the level of thinking engagement
indicators collected from the students’ responses and performances during the online
classroom. The normality scores of thinking engagement and cooperation, and attitudes
for both pre-test and post-test for the sample, relying on Kolmogorov-Smirnov and
Shapiro Wilk analysis are presented in table 1.
Table 1
Result of Tests of Normality for thinking engagement, attitudes, and cooperation
Kolmogorov-Smirnova
Shapiro-Wilk
Statistic
Df
Sig.
Statistic
Df
Sig.
Cooperation in Interactive Multimedia
,153
60
,001
,935
60
,021
Attitudes towards Interactive Multimedia
,192
60
,000
,921
60
,001
Students Level of thinking Engagement
,248
60
,000
,554
60
,000
a. Lilliefors Significance Correction
The normality Kolmogorov- Smirnov tests of the students’ thinking engagement in the
post-test was 0.248. The sig value is below 0.05, (0.000≤ 0.05), cooperation statistic=
0,153 with sig= 0.001 which is below 0.05, and attitudes towards interactive multimedia
statistic is 0.192 with sig (0.000≤ 0.05). This signifies that the post-test score was
normally dispensed. In addition, the Shapiro-Wilk tests of variance were below the
alpha level of 0.05. The normality score of students’ cooperation was 0.02, thinking
engagement statistic was 0.000, and attitudes towards interactive multimedia score was
0.001.
After checking out and meeting the required assumptions, the researcher could run the t-
test. As reported in Table 2, M (3.2017) and SD (0.2054) for the sample group were
calculated in turn on the cooperation post-test. In addition, M (3.1867) and SD (0.2375)
and M (3.2817) and SD (0.4114) were calculated respectively on the attitudes, and
thinking engagement post-tests.
Table 2
Descriptive statistics for thinking engagement, attitudes, and cooperation post-tests
N
Mean
Std. Deviation
Std. Error Mean
Cooperation in Interactive Multimedia
60
3,2017
,20543
,02652
Attitudes towards Interactive Multimedia
60
3,1867
,23755
,03067
The Students’ Thinking Engagement in the
Classroom
60
3,2817
,14148
,05312
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To see if there was a statistically significant difference between the obtained means, one
sample t-test was run. As shown in table 3, the dependent variables, cooperation (0.00 <
0.05) and thinking engagement (0.00 < 0.05), had both a significant value which
indicates that there was a significant impact of interactive multimedia on cooperation,
attitudes, and thinking engagement in the group sample.
Table 3
Results of one-sample t-test of the thinking engagement, attitudes, and cooperation
post-tests
Dependent Variables
Test Value = 0
T
Df
Sig. (2-
tailed)
Mean
Difference
95% Confidence Interval
of the Difference
Lower
Upper
Cooperation in Interactive Multimedia
120,724
59
,000
3,20167
3,1486
3,2547
Attitudes towards Interactive Multimedia
103,911
59
,000
3,18667
2,1253
3,2480
Thinking Engagement in the Classroom
61,776
59
,000
3,28167
3,1754
3,3880
Therefore, the null hypothesis is rejected and the hypothesis which indicates that
interactive multimedia significantly affects EFL students’ cooperation and thinking
engagement in the online classroom is approved. On the other hand, to address the
second question, we can see that the T-value for students’ attitudes towards interactive
multimedia is 103,911, df = 59, and Sig is 0.000, which is less than 0.05. Therefore, it
was reported that the students had positive attitudes toward interactive multimedia to
increase their level of thinking engagement through higher order thinking skills.
Table 4
Results of Test between subjects Effects for the post-test
Source
Type III Sum of
Squares
Df
Mean Square
F
Sig
Corrected model
Intercept
Attitude
Error
Total
Corrected total
Corrected model
Intercept
cooperation
Error
Total
Corrected total
Corrected model
Intercept
thinking
Error
Total
Corrected total
1,016a
325,515
1,016
1,474
617,530
2,490
1,565a
280,010
1,565
8,425
656,150
9,990
1,237a
229,425
1,237
2,092
612,620
3,329
8
1
8
51
60
59
9
1
9
50
60
59
9
1
9
50
60
59
,127
325,515
,127
,029
,174
280,010
,174
,168
,137
229,425
,137
,042
4,395
11263,962
1,032
1661,848
1,032
3,285
5482,659
3,285
,393
,000
,393
,428
,000
,428
,003
,000
,003
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International Journal of Instruction, January 2024 ● Vol.17, No.1
The test between subjects’ effects in Table 4 shows which variable is affected the most
by mobile-based interactive multimedia regarding EFL learners’ cooperation and
thinking engagement. Based on statistical data in this table, the second null hypothesis is
also rejected, and it is proved that both thinking engagement and cooperation are highly
impacted by the use of interactive multimedia, because sig-value< α, α=0.05, sig=0.000.
Therefore, it is concluded that there is a statistically significant impact of interactive
multimedia on thinking engagement and cooperation. According to Abdullah et al.
(2021), students can achieve high level of interactivity through multimedia projects, be
self-directed learners, and learn to think critically, and to practice problem-solving and
decision-making.
Considering the findings of the impact of mobile-based interactive multimedia on
thinking engagement and cooperation regarding, and how the research variables and
tests were applied. The first null hypothesis of the study was rejected and we approved
that mobile-based interactive multimedia has statistically significant impact on the both
thinking engagement and cooperation. We also rejected the second null hypothesis and
approved that students hold positive attitudes towards using interactive multimedia in
the classroom. Therefore, the researcher concluded that EFL learners can achieve high
level of thinking engagement and cooperation when they are highly involved in
interactive multimedia.
It was also revealed in the analysis that sig=0.000, considering the assumption that
α=0.005, sig<0.05. Therefore, interactive quizzes have a significant impact on both
thinking engagement and cooperation by developing students’ critical thinking skills,
and by satisfying their needs through the subject matter. According to Ozdamli and
Cavus (2011), quizzes or interactive games may be used as a supplementary tool of
acquiring knowledge through language content. Suyatna (2018) emphasized that critical
thinking skills must be taught and integrated into curriculum contents in order for
students to engage in constructivist and deep learning.
By increasing one variable, we can expect that the other one increases too. On the other
hand, most of the participants assume that they do not really focus on what the teacher is
explaining in classroom, affirming that they emphasize more on the conversations and
debates while using the application, as they become active recipients of their lesson.
These responses were homogenous accordingly with the std= 0,560 which confirms their
assumption. On another question, students have been asked whether they would get into
trouble for interacting when using the interactive whiteboard application, and the
majority state they would not with M= 3.257 and std= 0.443. This typically signifies that
teachers do encourage discussions to promote the level of interactivity and cooperation
while using interactive multimedia-based lesson. The work of Shahzad et al. (2021)
proves the idea that learning through interactive multimedia can increase the level of
students’ creativity, interaction, and innovation.
Accordingly, the first research question examined whether mobile-based interactive
multimedia significantly affects learners’ thinking engagement and cooperation in the
EFL classroom. The findings ensured that compared to the post-test findings of the
sample group, the thinking engagement and cooperation of the students augmented at
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International Journal of Instruction, January 2024 ● Vol.17, No.1
the end of the experiment. In effect, the multimedia in the Android application, such as
images, videos, lessons, recording, and graphics, enabled an accessible learning content,
and was consistent with the materials of online learning. This finding can be in line with
Sandang et al. (2022) who argued that critical thinking should be related with
curriculum contents. Larson and Miller (2011) explained that the students should be
enabled to construct knowledge through interaction as well as though interpretation,
analysis, and evaluation which all can be integrated with the use of technology.
Based on the findings, we may assume that this positive change may be due to the use
of mobile-based interactive multimedia in the classroom. We may say that the positive
impact of the interactive multimedia use through the computer, mobile, and social
platforms might have enabled the students to increase their level of thinking and
cooperation. This can be supported by the idea of Ikonnikova et al. (2022) that mobile
applications should include all the curriculum of the program, and the learning materials
in a form of graphics such as images, videos, and recordings, so that the students can
study effectively the material in the learning application. Ozdamli and Cavus (2011)
emphasized that the graphics, video, and multimedia components could support mobile
learning applications. In accordance with the findings, it is plausible to argue that the
participants might have shaped the positive attitudes of students toward interactive
multimedia. According to Hamimi and Sari (2018), interaction is the major
characteristic of mobile learning applications which enables the students to interact with
media.
The results of the post-test showed that the higher mean of scale items was M= 3, 65.
Most participants agreed that they can ask questions for additional clarification, and give
arguments with evidence and challenging ideas, suggesting that cooperation and
interaction were emphasised through students’ active performance in class. The
homogeneity of the answers strengthens this claim with the std= 0,650. Most
participants also argued that they can use their prior knowledge in responding
appropriately, and debating among themselves to reflect on what they have learned and
what they are learning as new material.
Considering the role of interactive multimedia integration in EFL learning, students
claimed that they can develop their thinking skills through evaluation, analysis and
cooperation. Eventually, this will necessarily increase their problem-solving skills in
accomplishing project work tasks. The potential basis for these findings might be due to
the fact that interactive multimedia mainly deals with increasing the cognitive
development of students which is already related with their social development and
social skills. Therefore, mobile-based interactive multimedia applications shall be
effective in an interactive classroom environment; this is affirmed in many studies by
Syawaludin et al. (2019) Sandang et al. (2022), Islam (2020), Jumhur (2021), Djamas et
al. (2018), and Abdulah et al. (2021). This may be because language performance
reflects the social nature of teaching and learning, and the cognitive development of the
learner is deeply associated with cooperation and activity in an interactive multimedia
learning environment, as Vygotsky (1978) emphasized in his theory on social
interaction.
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International Journal of Instruction, January 2024 ● Vol.17, No.1
CONCLUSION
This study has investigated the impact of promoting thinking engagement and
cooperation through using mobile-based interactive multimedia in Algerian EFL
classroom. It has offered valuable data about the efficiency of implementing particular
teaching and learning tools in accomplishing complex language tasks such as computer
software, media blender, video blender, and mobile applications. This can allow students
to experience language learning through active interactions, and subsequently they can
be self-directed learners. The significance of the practical effects between the research
variables highly supported and impacted the findings of the study. Considering the
research questions of the study, the findings demonstrated that the participants perceived
mobile-based interactive multimedia through mobile application in their EFL classroom
as highly effective and practical. The overall analysis of the quantitative data proved that
the majority of the students are holding positive attitudes towards the efficiency of
multimedia use in an interactive learning environment.
Some implications may be introduced for educators in light of the findings of the study.
First, the findings of this study may be a benefit for ministry of higher education to put
more emphasis on in-depth learning which emphasises on interactive multimedia
computers and mobile learning. They should provide the required means for this issue
and train educators to run interactive online classrooms. In addition, institutions of
higher education may like to equip their faculties with new technological devices such as
computers in order to enable EFL students to take advantage of online classrooms. As
achieving critical thinking ability requires teachers’ high intervention and competence,
with the use of multimedia computers in an interactive learning environment, students
can be encouraged to be self-directed by making judgments, questioning assumptions,
reflecting, thinking critically, debating, and exchanging arguments. Therefore, engaging
students with hypermedia can stimulate their critical thinking competency, and can help
them engage through meaningful debates which will typically increase self-directed
learning.
Therefore, the findings of the study also tempted to be highly reliable and consistent
compared to other research findings in the field which prove valid impact of interactive
multimedia use in Algerian higher education. The study has spared the agenda for future
investigations in further areas in education such as assessment and evaluation of higher
order thinking skills of students and learner autonomy. A major stand in the growth of
higher order thinking ability is the learner-centered approach. Occasionally, Gunawan
(2019) views that assessing the level of students’ thinking skills and abilities should
work in parallel with the curriculum which involves thinking skills instruction, as the
assessment of higher order thinking skills requires cooperation, collaboration, and social
activity.
Prior to this, the constructivist approach offers teachers the ability to do exactly this.
Teachers can develop HOTS ability through problem-based learning activities and
project work which can help students construct new knowledge based on their already
acquired knowledge and their prior life experiences. Teachers today should act as guides
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International Journal of Instruction, January 2024 ● Vol.17, No.1
for students, and allow them to solve complex problems instead of passively receiving
direct answers without using their higher order thinking skills. Thus, students will
actively be involved in their learning process and achieve its high learning outcomes. On
the other hand, interactive multimedia can allow various possibilities of developing
HOTS in the EFL classroom. Teachers should be aware about higher order thinking
pedagogies, and be equipped with technological knowledge in order to effectively teach
higher order thinking skills in the online EFL classroom.
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