Uso pedagógico de recursos multimedia y aprendizaje significativo en Educación Superior

Henri Emmanuel    Lopez-Gomez; Juan Manuel    Sánchez-Soto; Julia Marleni   Martin-Marcelo; Luis Alfredo     Calderón-Villegas; Roberto Carlos    Dávila-Moran

doi:10.47606/ACVEN/PH0491

Authors

Henri Emmanuel Lopez-Gomez Universidad Peruana Los Andes, Huancayo, Perú https://orcid.org/0000-0002-5404-4047
Juan Manuel Sánchez-Soto Universidad Peruana Los Andes, Huancayo, Perú https://orcid.org/0000-0003-3436-2483
Julia Marleni Martin-Marcelo Universidad Peruana Los Andes, Huancayo, Perú https://orcid.org/0000-0002-3276-6778
Luis Alfredo Calderón-Villegas Universidad Peruana Los Andes, Huancayo, Perú https://orcid.org/0000-0002-3805-4683
Roberto Carlos Dávila-Moran Universidad Continental, Perú https://orcid.org/0000-0003-3181-8801

DOI:

https://doi.org/10.47606/ACVEN/PH0491

Keywords:

multimedia resources, meaningful learning, higher education, educational technology, educational management, university students

Abstract

This research analyzed how students at the Peruvian University Los Andes (UPLA) used multimedia resources in their education. Specifically, it sought to identify which types of content (videos, simulations, interactive websites, PowerPoint presentations) facilitated learning in higher education. The researchers used both quantitative and qualitative research methods; part of the study employed a quasi-experimental design with two groups of participants (the experimental group, which received multimedia resources, and a control group, which received only traditional education [textbooks and non-interactive materials]). The study collected data from 120 students through structured surveys, academic assessments and rubric analysis, and semi-structured interviews. Data analysis revealed that students who used multimedia materials achieved significantly greater learning compared to the control group. Furthermore, the qualitative interviews revealed that some students indicated that, while multimedia materials were useful for understanding and applying knowledge, they also felt that excessive interactivity could hinder the learning process.

Downloads

Download data is not yet available.

References

Ausubel, D. P. (1968). Educational Psychology: A Cognitive View. Holt, Rinehart and Winston.

Basilotta-Gómez-Pablos, V., Matarranz, M., Casado-Aranda, L.-A., & Otto, A. (2022). Teachers’ digital competencies in higher education: A systematic literature review. International Journal of Educational Technology in Higher Education, 19(1), 8. https://doi.org/10.1186/s41239-021-00312-8

Bond, M., Marín, V. I., Dolch, C., Bedenlier, S., & Zawacki-Richter, O. (2018). Digital transformation in German higher education: Student and teacher perceptions and usage of digital media. International Journal of Educational Technology in Higher Education, 15(1), 48. https://doi.org/10.1186/s41239-018-0130-1

Clark, R. C., & Mayer, R. E. (2016). E-learning and the science of instruction: Proven guidelines for consumers and designers of multimedia learning (Fourth edition). Wiley.

Forsström, S., Njå, M., Munthe, E., Álvarez-Galván, J.-L., & Houldsworth, L. (2025). The impact of digital technologies on students’ learning: Results from a literature review (335.a ed., OECD Education Working Papers) [OECD Education Working Papers]. https://doi.org/10.1787/9997e7b3-en

Haleem, A., Javaid, M., Qadri, M. A., & Suman, R. (2022). Understanding the role of digital technologies in education: A review. Sustainable Operations and Computers, 3, 275-285. https://doi.org/10.1016/j.susoc.2022.05.004

Hattie, J. A. C., & Donoghue, G. M. (2016). Learning strategies: A synthesis and conceptual model. Npj Science of Learning, 1(1), 16013. https://doi.org/10.1038/npjscilearn.2016.13

Hu, A., Liu, Q., & Daniel, B. (2025). Digital Technologies in Authentic Assessment in Higher Education: A Systematic Literature Review and Narrative Synthesis. SAGE Open, 15(3), 21582440251357198. https://doi.org/10.1177/21582440251357198

Istrate, O. (2022). Digital Pedagogy. Definition and Conceptual Area. Journal of Digital Pedagogy, 1(1), 3-10. https://doi.org/10.61071/JDP.0313

Jiang, S., Li, H., & Gan, D. (2025). Technology acceptance model for online education: Identifying interdisciplinary topics and their evolution based on BERTopic model. Social Sciences & Humanities Open, 12, 101831. https://doi.org/10.1016/j.ssaho.2025.101831

Kolb, D. A. (1984). Experiential Learning: Experience as the Source of Learning and Development. Prentice-Hall.

Lin, Y., & Yu, Z. (2023). Extending Technology Acceptance Model to higher-education students’ use of digital academic reading tools on computers. International Journal of Educational Technology in Higher Education, 20(1), 34. https://doi.org/10.1186/s41239-023-00403-8

Martin, F., Long, S., Haywood, K., & Xie, K. (2025). Digital distractions in education: A systematic review of research on causes, consequences and prevention strategies. Educational Technology Research and Development, 73(6), 3423-3451. https://doi.org/10.1007/s11423-025-10550-6

Martín-Gutiérrez, J., Mora, C. E., Añorbe-Díaz, B., & González-Marrero, A. (2017). Virtual Technologies Trends in Education. EURASIA Journal of Mathematics, Science and Technology Education, 13(2). https://doi.org/10.12973/eurasia.2017.00626a

Mayer, R. E. (2009). Multimedia Learning (Second Edition). Cambridge University Press.

Moses Adeleke Adeoye & Olaolu Paul Akinnubi. (2023). Integrating Interactive Learning Technologies into Traditional Teaching Methods for Private Higher Education Institutions. Formosa Journal of Computer and Information Science, 2(2), 223-234. https://doi.org/10.55927/fjcis.v2i2.4113

Novak, J. D. (2010). Learning, Creating, and Using Knowledge (0 ed.). Routledge. https://doi.org/10.4324/9780203862001

Pérez-Juárez, M. Á., González-Ortega, D., & Aguiar-Pérez, J. M. (2023). Digital Distractions from the Point of View of Higher Education Students. Sustainability, 15(7), 6044. https://doi.org/10.3390/su15076044

Potocan, V., Nedelko, Z., & Rosi, M. (2025). Digitalization of Higher Education: Students’ Perspectives. Education Sciences, 15(7), 847. https://doi.org/10.3390/educsci15070847

Ramírez, R. I., Villalobos, J. V., Lay, N. D., & Herrera, B. A. (2021). Medios de comunicación para la apropiación del conocimiento en instituciones educativas. Información Tecnológica, 32(1), 27-38. https://doi.org/10.4067/S0718-07642021000100027

Redecker, C. (2017). European framework for the digital competence of educators: DigCompEdu. Publications Office. https://doi.org/10.2760/159770

Rotar, O. (2025). Beyond Technology Tools: Supporting Student Engagement in Technology Enhanced Learning. Education Sciences, 15(12), 1617. https://doi.org/10.3390/educsci15121617

Sailer, M., Maier, R., Berger, S., Kastorff, T., & Stegmann, K. (2024). Learning activities in technology-enhanced learning: A systematic review of meta-analyses and second-order meta-analysis in higher education. Learning and Individual Differences, 112, 102446. https://doi.org/10.1016/j.lindif.2024.102446

Silva, E. A. R. D., Frizzera, C., Bassiqueti, E. R. D. S., Souza, E. G. D., Santos, F. A. D., Galvão, G. L., Moura, M. A. D. S., Ribeiro, P. A. G., Santos, R. B. D., Souza, S. A. D., Gonçalves, S. S. D. M., Tossi, T. M., & Santos, Z. V. D. (2023). Integração de recursos digitais nas práticas pedagógicas remotas. Revista Acadêmica Online, IX(46). https://doi.org/10.36238/2359-5787.2023.015

Sitzmann, T. (2011). A meta-analytic examination of the instructional effectiveness of computer-based simulation games. Personnel Psychology, 64(2), 489-528. https://doi.org/10.1111/j.1744-6570.2011.01190.x