Effects of interactive-mobile learning modules in students’ engagement and understanding in genetics

Abstract

Purpose

The principal aim of the research was to develop Interactive Mobile Learning Modules (IMLM) as an approach to innovative teaching practices in online distance education.

Design/methodology/approach

The study employed educational action research, using a quasi-experimental design catering to ninth-grade students (N = 104) attending a public high school in Manila.

Findings

Our research indicates that IMLM has a positive effect on student engagement. It provides students with a convenient, easily accessible, and engaging means of understanding Genetics concepts. The execution of this initiative has facilitated the emergence of novel ideas, heightened the ease of use, and advanced more equitable opportunities within the education domain. Thus, IMLM’s utilization has resulted in a favorable shift in conceptual understanding. It has been found to support learners' concept test performance, as evidenced by score gains and statistically significant improvement in understanding.

Research limitations/implications

The study is limited with the development and utilization of mlearning strategy to accommodate learners in the public school system in a developing country.

Practical implications

The study addresses ongoing strategy and discussion to enrich online learning through the mlearning strategy.

Social implications

The study accommodates inclusivity and equitable learning through personalize mlearning strategy.

Originality/value

The study is novel because it utilize mlearning as innovative approach to teaching genetics.

Citation

Errabo, D.D. and Ongoco, A.A. (2024), "Effects of interactive-mobile learning modules in students’ engagement and understanding in genetics", Journal of Research in Innovative Teaching & Learning, Vol. 17 No. 2, pp. 327-351. https://doi.org/10.1108/JRIT-01-2024-0023

1. Introduction

E-learning has become vital in modern education, gaining global recognition (Aboagye et al., 2020). Students worldwide utilize various online platforms and tools to conveniently access education from the comfort of their homes (UNESCO, 2020; Rice, 2022). However, emerging studies indicate that students may derive only limited advantages from this teaching approach (Lizcano et al., 2020; Maatuk et al., 2022). Numerous students need assistance maintaining connections with their peers and instructors while effectively managing their coursework. A recent study by Belgica et al. (2020) discovered that limited social interaction and personal problems had a notable impact on students, causing distractions. Chen et al. (2021) and Engzell et al. (2021) found a significant issue of disengagement among students, leading to noticeable learning losses.

The level of engagement among learners is essential in influencing the dynamics of online learning. Kahu (2013) emphasizes the significance of classroom relationships as crucial sociocultural factors in educational settings. Hollister et al. (2022) delved into the various dimensions of engagement, including its affective, behavioral, and cognitive aspects. In their study, Bond et al. (2020) highlight the significance of emotional commitment, as demonstrated by positive responses to the learning environment, interactions with classmates and teachers, and a sense of belonging to a community. Teachers can enhance their teaching methods by incorporating digital tools that support personalized learning. This method enables students to progress according to their pace, fostering independence and enhancing their confidence (Barron Rodriguez et al., 2021).

Active participation in learning activities, collaboration, and a positive attitude are all critical aspects of behavioral engagement. Online instruction provides flexibility while improving student communication, interaction, and motivation (Amasha et al., 2018; Thoms and Eryilmaz, 2014). Cognitive engagement involves actively applying mental effort to learning tasks, such as deep learning, practicing self-regulation, and striving for understanding (Hollister et al., 2022). In their study, Hodges et al. (2020) emphasized the importance of meticulous planning, thoughtful development, and robust support mechanisms to maximize online instruction successfully. It involves selecting appropriate digital technologies, developing captivating materials, and assisting teachers and students in adapting to the transition.

Nevertheless, there is a need for a deeper understanding of virtual education strategies to enhance engagement, interaction, and conceptual understanding. There is a limited teaching practice that models engagement in portable devices while ensuring quality online instruction. Encouraging interactive mobile learning can advance teaching practices, increase student engagement, and improve conceptual development. By focusing on these areas, educational institutions can maximize online instruction (Chiu, 2021a, b; Zhang et al., 2021).

1.1 Interactive mobile learning

The widespread use of mobile devices, including smartphones and tablets, has significantly enhanced the interactive and engaging nature of user experiences. The adoption of mobile devices for educational purposes, such as M-learning, has seen a notable increase recently. Sobral (2020) notes the substantial momentum gained by M-learning, highlighting its importance in the current educational landscape. Furthermore, Criollo-C et al. (2021) emphasize the transformative impact of integrating information and communication technologies in education, with M-learning playing a pivotal role in reshaping learning methodologies. This transformation has expanded the scope of everyday activities and knowledge acquisition, with numerous influential factors, procedures, and strategies identified for enhancing learning experiences through mobile technology (Sophonhiranrak, 2021).

Despite being in its nascent stages, primarily due to limitations associated with feature phones, these devices possess the capability and connectivity options necessary for significant educational applications (Matzavela and Alepis, 2021). This emerging educational technology offers numerous opportunities for delivering education in innovative and engaging ways (Romero-Rodríguez et al., 2020). Díez et al. (2017) explored the potential of mobile devices to enhance teaching and learning processes, finding alignment with the growing trend toward student-centered teaching methods. Boude (2019) supports this view, highlighting the shift from traditional instructor-led knowledge delivery to a model where the teacher acts as a facilitator or mentor. This approach encourages students to take charge of their education, fostering independence, critical thinking, and self-directed learning skills through interactive activities and assignments.

The significance of accessibility in influencing user adoption and engagement and its subsequent impact on learning outcomes cannot be overstated (Baguma and Wolters, 2021). The portability and widespread availability of educational resources, including apps, online courses, e-books, videos, and interactive content, enhance accessibility and convenience. Integrating multimedia elements, such as films, recordings, and infographics, enriches the learning experience by improving comprehension and engagement.

M-learning aims to enhance knowledge acquisition and retention by providing accessible educational opportunities. Sotiropoulos et al. (2019) describe it as a dynamic platform for educating diverse student groups, emphasizing the adaptability of learning approaches facilitated by portable technologies. According to Matzavela and Alepis (2021), and supported by Virvou, M-learning incorporates intelligent technology to offer personalized learning experiences tailored to each student’s unique needs and preferences. This customization ensures targeted support and instruction, improving study efficacy and understanding.

Moreover, the interactive nature of M-learning, characterized by the adoption of various technological tools like e-books, educational videos, podcasts, cloud computing, and interactive platforms, promises to enhance engagement and interactivity (Lim and Churchill, 2016). Including simulations, games, and virtual and augmented reality elements actively involve students in learning, creating a stimulating and unique digital environment conducive to engagement. Interactive features like online forums, chat rooms, and video conferencing facilitate thought exchange and promote a collaborative educational atmosphere. It underscores M-learning’s role in offering a customized and adaptable learning experience that aligns with individual learner preferences and goals.

1.1.1 Research questions

The study’s primary goal was to create Interactive Mobile Learning Modules (IMLM) as a novel method to enhance teaching practices in virtual education. The study examined how an interactive pedagogical approach affected students' engagement and understanding in junior high school. The main aim was to address the following research questions:

RQ1.

What are the perceived learners’ engagements and views after the utilization of IMLM?

RQ2.

Is there a statistically significant difference in the understanding of the students before and after the IMLM’s implementation?

2. Framework and impetus of the study

We have adopted Universal Design for Learning (UDL) as the framework for creating our Interactive Mobile Learning Modules. UDL is crucial in helping students achieve their academic objectives (Wells, 2022), providing essential academic support to enhance information acquisition, and offering educators valuable guidance in catering to diverse learning needs (Levey, 2023). Similarly, Kelly et al. (2022) contended that UDL serves as a tool to address the needs of diverse students and assists educators in implementing an appropriate curriculum. UDL establishes an ideal educational environment conducive to learning (Navaitienė and Stasiūnaitienė, 2021), characterized by flexibility, inclusivity, and a student-centered approach, all based on three core principles: (1) multiple means of engagement; (2) multiple means of representation; and (3) multiple means of action and expression.

2.1 Multiple means of engagement

The UDL framework provides many options to encourage meaningful and motivated learners through multiple engagement means. Student engagement has increasingly become a central focus in discussions about effective teaching and education (Ashwin and McVitty, 2015). This concept is dynamic and multifaceted, as noted by Sholikah and Harsono (2021), and its significance lies in its ability to influence the learning process and the surrounding environment, as highlighted by Muir et al. (2019). This influence depends on various factors, such as learners' personality, teaching methodology, peer learning, and the learning environment, as Amerstorfer and Münster-Kistner (2021) explained. Cognitive, emotional, behavioral, and social engagement are encompassed in various engagement methods supported by scholarly sources (Calder et al., 2018; Chiu, 2021a, b; Carpenter, 2019; Fredricks et al., 2004). These forms of engagement directly impact students' academic achievements and learning progression, as shown in research conducted by Kahu et al. (2014).

Several studies characterize student engagement as students' active pursuit of learning (Farrell and Brunton, 2020; Qashou, 2021). When students engage in dedicated academic pursuits, they commonly experience a mutually beneficial interaction between their mental and emotional faculties, resulting in a synergistic effect. According to Amerstorfer and Münster-Kistner (2021), students are motivated to engage in intellectually challenging activities that involve acquiring and utilizing novel concepts, cognitive skills, and inferential reasoning. Engagement is a complex physiological and psychological reaction that enables individuals to sustain concentration, involvement, and enthusiasm toward learning (Bernard, 2015; Astin, 2015).

2.2 Multiple means of representation

UDL provides various ways to present information and nurture resourceful and knowledgeable learners. Karisa (2022) states that educators can customize flexible instructional and advocacy approaches to fit individual learning styles. Many recognize representation in science education for its crucial role in boosting learning. Learning materials enable investigation opportunities and corresponding experiences. Tytler et al. (2018) emphasize that scientific discourse is vital in producing, validating, and spreading knowledge within scientific communities. Visual aids, written texts, and symbolic representations act as unique communication tools, aiding in understanding science (Lemke, 1998). These methods facilitate conceptual exploration, scientific inquiry, discovery, and the spread of knowledge (Nielsen et al., 2022). Hoban et al. (2016) discovered that dynamic representation improves scientific understanding and the development of multimodal literacy. Moreover, Gooding (2006) and Latour (1999) suggest that the connection between scientific inquiry and employed techniques fosters students' skills in logical deduction and forming hypotheses.

2.3 Multiple means of action and expression

The UDL provides various action and expression options, supporting the development of strategic learners focused on achieving their goals. CAST (2018) reports that it enables physical action, action and expression, and executive functions, offering students diverse ways to demonstrate their knowledge (CAST, 2018; Rose and Meyer, 2002). UDL guarantees equal access to materials and opportunities for all students to showcase their understanding. A recent study by Orndorf et al. (2022) has shown that various activities within the learning spectrum can utilize physical response alternatives, such as writing, typing, or recording responses. These alternatives are crucial in enhancing executive functions and developing and implementing effective learning strategies. With its multiple methods of information delivery and opportunities for demonstrating comprehension, UDL caters to a broad spectrum of learning styles and capabilities. It promotes inclusivity, removes barriers to learning, and motivates students to engage with the content in personally meaningful ways. As a result, learners feel empowered and motivated to actively participate in their educational journey actively, leading to higher levels of involvement and more significant learning outcomes. Moreover, Lieberman and Grenier (2019) have stated that individuals will show their expertise and understanding according to their abilities.

3. Methodology

3.1 Research design

The study utilized an educational action research (AR) design. According to Reason and Bradbury (2001), AR is seen as a democratic method for producing practical knowledge to accomplish human objectives. It integrates theoretical concepts with practical applications to tackle pressing community and individual concerns. This approach is rooted in the active participation of the community and strives to discover significant solutions (Reason and Bradbury, 2001; Brydon-Miller et al., 2003).

AR is a thoughtful and systematic approach in the classroom that integrates action and inquiry to enhance teaching practices (Manfra, 2019). AR presents a specific intervention (i.e. promote interactive learning) as a pedagogical approach to improve social situations (i.e. limited interaction) about identified problems or inquiries. Given the need for more information on effective teaching practices in online learning, we proposed and leveraged interactivity in mobile learning modules. Essentially, it entails creating strategies, protocols, or measures within the learning environment (Burns, 2007). During this process, educators carefully analyze classroom procedures and practices to improve the overall effectiveness of school actions. Just as educators can use action research or practical inquiry to enhance their understanding of pedagogy, address and overcome classroom challenges, improve their professional skills, and make meaningful contributions to education (Tomlinson, 1995).

Action research has substantially impacted current educational reform by promoting inquiry and empowering teachers through research-to-practice programs. This intimate link between research and practice encourages constant improvement and innovation. Research is essential for developing knowledge and refining procedures, whereas practical application acts as a testing ground for research findings, stimulating more exploration and development. This mutually beneficial cooperation entails methodically integrating research-based teaching practices (Farley-Ripple et al., 2018) and making educated decisions (Biesta and Stengel, 2016).

3.2 Research strategy

Our study utilized a quasi-experimental design (QED) to evaluate the effects of our proposed intervention. QED, known for its nonrandomized or partially randomized pre-post intervention setup (Handley et al., 2018), offered a structured framework for our investigation. By carefully observing and analyzing different outcomes, we have acquired valuable insights into the effectiveness of our intervention.

In addition, QED in AR allows for empirical inquiry by systematically examining changes in critical variables within a single group or across multiple groups (Adelman, 1993). This methodical approach to variables can establish cause-and-effect relationships which can significantly improve credibility of assertions and predictions regarding causality (Gopalan et al., 2020). Interestingly, QED has become increasingly popular in educational research due to its proven effectiveness in real-world settings. This method is highly regarded for its ability to ensure that study findings accurately reflect reality (internal validity) and can be applied to a wide range of situations (external validity) (Handley et al., 2018). QED is a valuable tool for evaluating educational interventions, as it focuses on internal validity, allowing researchers to understand the impact of policies and interventions (Campbell, 1957). By effectively controlling for other factors, QED establishes a more robust connection between the intervention and its effects. Additionally, QED improves external validity by including a diverse range of participants and settings, enabling researchers to assess the effectiveness of interventions across various contexts.

3.3 Research participants

The research explored how 104 ninth-grade students from a public high school in Manila, Philippines, experienced the Science 9 program the Department of Education delivered through online distance learning. By selecting these intact genetics classes and engaging with the students daily, the researchers gained a deeper understanding of the students' experiences. This close engagement allowed for a comprehensive grasp of the students' perspectives, behaviors, and reactions throughout the study. Moreover, the researchers' insight into the class dynamics and the students' diverse backgrounds provided crucial context for interpreting the study’s findings within this unique educational setting.

3.4 Research ethics

The study adhered to the ethical standards approved by the institutional review committee for research involving human participants. The study followed standard protocols for human sampling to ensure the well-being and protection of the participants. The students who were primary participants were given an orientation about their participation in this research. Participation in the activity required both the informed consent of the individuals involved and the agreement of their parents.

3.5 Research procedure

We based our method on Deming's (1986) cyclical and iterative plan-do-study-act (PDSA) paradigm. The PDSA framework offered a well-organized approach for ongoing quality improvement (Knudsen et al., 2019) and based on scientific method of experimental learning (Reed and Card, 2016). The PDSA cycle is a highly effective framework for continuous learning and improvement, which has been employed through successive iterations. This approach involves testing changes in a systematic manner, fostering a continuous process of refinement and optimization ensuring that interventions remain responsive to evolving needs and contexts (Taylor et al., 2013). Figure 1 shows the development of the interactive mobile learning module.

The framework’s first stage included a “plan” to promote educational innovation using an accessible and equitable M-learning platform. The plan covers three IMLM topics. It addressed the most difficult concepts (Cajimat et al., 2020) in genetics for grade 9. Table 1 shows the concepts tackled. In the first week, IMLM focused on the chromosomes, DNA, and genes. Week 2 discussed incomplete and complete dominance. Finally, in week three, the emphasis is on sex determination and sex-related features.

In addition to its weekly content, this phase also included a planning activity on a variety of formative assessments to employ. These helped students make sense of their learning, clarify learning objectives, and assess their progress from feedback, daily activities, and quizzes.

The second phase is commonly the “do”. The do phase focused on the articulation of the plan for M-learning. It entailed the transformation of ideas to inquiry-based M-learning pedagogy. It also involved the design of interactive and immersive M-learning experiences. Canva® is utilized for the development and design of IMLM focused on the genetic competencies of grade 9 students. This platform serves as the primary means to cultivate students' knowledge and skills in the context of distance and remote education. Figure 2 displays the interface of the IMLM cover on the three distinct modules. Each of these modules above was completed for three consecutive weeks.

Third, is the “study”. The study is the actual implementation phase in which students were engaged with the IMLM. The study has been characterized by subsequent micro-learning phases during the M-learning interaction. Figure 3 depicts the subsequent phases of the interaction.

First, the modules offer an overview. The overview described the learning content standards and objectives. It also involved expectations from the students during the immersive experience. Second, the students can refer to the study calendar. The study calendar covered a review of the previous task. By utilizing the study calendar, students were guided toward the phase of the current module. It also directed them to the concept gallery as a helpful tool for support. The concept gallery contains relevant factual and conceptual knowledge in Genetics. It piled up content information to promote knowledge and understanding. In addition, students in the concept gallery were assisted in identifying and understanding specialized and technical terminology used in the field of genetics. From jargon to unpacking concepts, students move forward to explore and inquire about M-learning experiences. Before and after the actual exploration of genetics, there were assessments to accomplish. Both pre-test and post-test were designed to gauge knowledge before and after the M-learning experience. The pre-assessment and post-assessment were researcher-made tests to capture a magnitude of improvement in knowledge and skills competence in Genetics. Students took these tests in the Google Classroom discussions during M-learning activities. In between, each formative there were discussion forums. Students read and respond to the discussion prompts provided per IMLM. Figure 4 shows a snippet of a sample discussion forum in the ABO blood group. Here students were engaged with various responses from the class. Each of them was prompted to express and communicate their thoughts, while respectfully participating in dialogue with their peers.

Students as users were incentivized during their participation in the forum discussions. Points were given as a reward for the engagement they make. In addition, the forum responses helped the teacher to identify who among the students can advance without difficulty to the next IMLM. Alternately, it also differentiates students who had thoroughly studied and reviewed the module lessons and those who may have missed some important information, and hence, may require further intervention. Additionally, the students were tasked to complete the other embedded activities like quick quizzes. Figure 5 shows a sample quick quiz in the IMLM.

These tools offer immediate recall and evaluation of the acquired understanding. In doing so, students have allowed students to make multiple attempts to answer each question until they arrive at the correct answer. This approach motivated them to correct the answer, or an accurate solution and gain a deeper regulation while understanding the concept. However, the IMLM feature may not currently be able to gather all responses from quick quizzes due to the limitations of the platform and design. Moreover, to ensure accurate record-keeping, the teacher kindly requested that students submit their responses by uploading a screenshot of their scores in either Google Classroom or Messenger. Subsequently, the students joined in reflection to leverage higher learning. After this, they completed a 19-item online student engagement scale to obtain their self-reported levels of engagement during the intervention.

The fourth is the “act” phase. Here we analyzed students' shared experiences in M-learning, supported by pieces of evidence such as the data related to their engagement, conceptual representation, understanding, and output as a means of action and expression. Various data components reflected include concept tests, weekly journal reports, engagement inventories, and focus group discussions. We collected students' perspectives regarding the intervention and the limitations they faced during the M-learning execution. The input and recommendations provided by the end users were instrumental in modifying the existing settings of the IMLM system for more effective and efficient delivery.

3.6 Research instruments

We utilized Dixson’s 2015 Online Student Engagement (OSE) scale to examine the effect of interactive-mobile learning modules on individual’s student engagement. This scale, consisting of 19 items, accurately measures student engagement in online learning environments. We used the OSE scale to evaluate both learners' engagement levels with interactive-mobile learning modules and their attitudes and interactions in this setting. Our inquiry extensively explored students' thoughts, feelings, and actions in the context of online learning to fully understand their educational experiences. To assess community engagement, we initially utilized the Community of Inquiry (CoI) tool developed by Arbaugh et al. (2008) to encourage collaborative discussions with our students. We created interview guidelines inspired by Damm’s (2016) research to examine online presence in cognitive, social, and teaching aspects. Through interviews, we have organized various themes associated with the concept of perceived engagement. In addition to collecting student perspectives on the intervention, we conducted focus group interviews and analyzed journal entries. Our goal was to extensively document the impact of implementing our intervention on student engagement in the online learning environment using various strategies.

Furthermore, we used teacher-made tests to assess participants' conceptual understanding across three learning modules: Module 1 focused on Chromosomes, DNA, and Genes; Module 2 delves into Incomplete Dominance, Complete Dominance, and Multiple Alleles; and Module 3 addresses Sex-linked and Sex-related traits. Similarly, we created and verified parallel tests for the pre-test and post-test stages. Before deployment, the researchers performed an alternate forms test to determine the dependability of the validated concept test. The acquired reliability value (r = 0.74, n = 20) was regarded as adequate, demonstrating the assessment tool’s consistency and dependability in measuring participants' understanding of genetic concepts.

3.7 Data collection and analysis

A preliminary assessment was conducted before the beginning of the study. The students were administered a pretest assessment using a Google Form platform. They utilized the interactive mobile learning modules to engage in formative activities and discussion forums. Subsequently, the participants completed self-reported inventories and furnished feedback after utilizing the available resources. Descriptive statistics were implemented to examine the level of engagement demonstrated by participants, as determined by their responses to the OSE survey and CoI instrument.

Furthermore, the researchers compared the average outcomes of the CoI assessment tool and the behavioral observations. The latter were derived from recorded scores and rates of completion within the Learning Management System (LMS). The activity aimed to acquire external validations of the student’s level of engagement. A thematic analysis was performed to categorize the qualitative data gathered from the focus group interview and journal entries into discrete themes. A follow-up assessment was conducted to evaluate the change in understanding and compare it to the initial test outcomes.

Similarly, a paired t-test was utilized to investigate the significant difference in performance between the pretest and post-test. The Hake formula illustrates the class’s score gains and normalized gain (g). Quantitative data was analyzed using SPSS v.22 software for statistical analysis.

4. Findings

4.1 The perceived learners’ engagement

Table 2 presents the item distribution and engagement scores of the learners.

The calculated cumulative engagement, which stands at 69.89, signifies a significant degree of overall engagement, nearing the maximum threshold of 95. It suggests that the group of students involved in the study is collectively extensively engaged in the subject or activity under consideration.

Furthermore, the computed average, standing at 3.68, provides extra context. Based on the research conducted by Hampton and Pearce (2016), this average meets the standards for classifying a group of students as highly engaged. More precisely, when the average score on the OSE (Overall Student Engagement) scale exceeds 3.5, and the total engagement score is equal to or greater than 66.5, the group is highly engaged.

Essentially, the increased overall engagement score and the average exceeding the stipulated threshold confirm the student group’s high involvement, as described in Hampton and Pearce’s criteria. This information emphasizes the intense involvement levels observed within the researched setting.

4.2 Learners’ views after the implementation of IMLM

Table 3 presents the themes that emerged from the focus group discussion.

4.2.1 First IMLM is user-friendly; it has page numbers, links, and navigation features

One of the essential elements of measuring usability is the device’s features. It refers to the device’s physical, technical, and functional characteristics because of its hardware and software design (Wan Sulaiman and Mustafa, 2020). This theme was defined based on how the students utilized the IMLMs to achieve their learning objectives. Furthermore, students describe how the responsive features of the module made it more user-friendly.

In other subjects, because modules were in picture format, we usually answered in the notebook. In science, it is different because the tests (Google Forms) are already included in the module, which is easier for me to answer. It is easier to submit the activities in IMLMs.

It is easy to navigate, and it has visuals to help us to understand more what the lesson is all about.

In IMLMs, you can see the lessons quickly because it is just a slide. In the PDF, you scroll the page, and it is not easy to look back at the page that includes the lesson topics. Also, in IMLMs, every picture is zoomed in properly, and even a small part can be seen.

One student claimed that the slides feature of the module is better for viewing lessons than scrolling them in PDF modules. This response supported Beaver’s (2021) claim that infinite scrolls result in problems with accessibility and usability experience. It harms usability in information-seeking and goal-oriented tasks. With slides, students would be encouraged to read and not perceive the module as a heavy task. Furthermore, this study associates the navigation menu in IMLMs with UDL’s (CAST, 2018) multiple means of options for navigation. Although usability may come together with other IMLM features, this study defined other features as a distinct theme to highlight the material’s effectiveness further.

4.2.2 Second IMLM is made accessible; links are shared and viewed easily

Inaccessibility is a significant barrier to student persistence in online learning (Tobin, 2014). This theme was defined by the students' responses regarding the ease of accessing the material. Data shows how students feel about tasks that require them to write their answers on pad paper. It demands students' time and effort since there is more classwork.

It is more efficient and lighter in storage because it is a link (refers to website). It does not need to be downloaded anymore.

We do not have to write on paper anymore. Other tasks are required to be written on paper.

In addition reducing file sizes of graphics, canva-generated images, and graphics, embedded in the websites contributed to its faster presentation without significantly increasing students’ data usage.

4.2.3 Third IMLM is interactive

Students mentioned that videos are entertaining, interesting, and easily understood. These responses support Mayer’s Cognitive Theory of Multimedia Learning which asserts that people learn more from words and images than from words alone (Mayer and Moreno, 2000, 2003; Mayer, 2009, 2014). Moreover, the students’ significant progress in their formative and summative assessments is attributed to how interactive they perceived the embedded visual representations. The pictures draw students’ attention and increase their motivation and perception of the lesson.

I enjoyed using it because it has visual support; that is why I can understand it easily.

The lesson is good because you can learn about the sex-linked traits or determine the sex type of a person by seeing different chromosomes.

4.2.4 Fourth IMLM is content-rich, consisting of necessary information

The students’ responses support the course material’s alignment with the MELCs and instructional designs. These were represented by the responses describing the course content’s clarity and completeness. The accompanying visuals in the modules helped convey critical information briefly and improved the acquisition of information and concept retention.

I enjoyed using it because it is very much alike, and more information is given compared to the normal modules.

It is more detailed, you will learn more from it, and more examples can help you with the information.

4.2.5 Fifth IMLM provides immediate feedback

The fifth theme emerged from students' positive views about IMLMs' quick quizzes, which provided immediate feedback and scores. Interestingly, the students' strong agreement and engagement rates on the teaching presence indicators are associated with their positive responses on how IMLMs provide immediate feedback. Students expressed that they see the IMLMs as convenient and reliable learning material. Also, they value that their modules produce immediate results, just as they expect teachers to provide feedback. When asked if the modules helped them in answering the tests, students mentioned:

Yes, because in IMLMs, the answer is shown right away. We do not have to wait for our teachers because the answers will be there.

It is convenient and more reliable for the students.

4.3 Students’ conceptual change in understanding

Figure 6 shows the comparison of students’ conceptual test performance in the three IMLM revealed by the pre-test and post-test.

According to the data, IMLM-1 had the highest percentage of accurate answers in the pretest, demonstrating remarkable precision. It indicates that students demonstrate exceptional proficiency in the content covered in Module 1. In contrast, IMLM-3 exhibited the lowest proportion of accurate responses, indicating a possible difficulty for pupils.

Furthermore, the findings suggest a decreased proportion of correct answers in IMLM-2 and IMLM-3. These findings and the challenges mentioned during interviews indicate that students' understanding of complex genetics ideas may need more comprehension of basic genetic principles (Knippels et al., 2005). These data emphasize the differences in student performance among various modules and the significance of addressing fundamental concepts to provide a more profound comprehension of intricate genetic subjects.

Table 4 shows the results of students' conceptual understanding revealed in the pre-test and post-test. It also shows the differences between tests, hence the conceptual change in understanding after the intervention.

The data analysis demonstrates a significant increase in the score difference between the student’s pretest and post-test results, showing a notable improvement in their comprehension of ideas. The claim’s validity is supported by a p-value of less than 0.001, indicating statistical significance at a 0.05 significance level. The statistical significance highlights the reliability of the observed enhancement in scores.

The observed improvement in conceptual understanding suggests a significant change in how ninth-grade pupils grasp knowledge concepts. Figure 7 visually depicts the progress using a scatter plot, showing individual improvements in the pretest and post-test. The graph clearly illustrates the upward trend in students' performance, which further supports the significant increase revealed by the statistical analysis.

Figure 7 displays the score distribution in the pre-test and post-test evaluations across students in a graphic format. The data analysis indicates that a significant proportion of students achieved a moderate gain, as seen by the computed normalized gain (g) with a value of 0.41. Within this range, individuals displayed scores ranging from a minimum of 0.31 to a maximum of 0.79.

After conducting a more thorough analysis of the score distribution, we discovered that out of the 104 participants, 34 students demonstrated significant improvement of 50% or more in their examination results from the pre-test to the post-test. In addition, a smaller group of students (n = 4) demonstrated significant advancements within the 71%–80% range. In contrast, a further cohort of 26 pupils improved their scores by 30% or more. Crucially, there was no indication of a decrease in the participants' scores on the conceptual evaluation throughout the study. The many observations obtained from this distribution analysis offer a detailed comprehension of the varied degrees of performance and enhancements observed within the student group.

5. Discussion

5.1 Effects on students engagement

The use of IMLM demonstrates a significant impact on student engagement in online distance and remote education. Using mobile learning and instructional modules encourages active participation by considering the overall assessment of perceived involvement. However, we observed a relatively moderate level of perceived engagement in participation and accomplishment. The impact of “social presence” is heightened by virtual learning and social isolation. We also highlighted the importance of the absence of in-person communication during the educational journey.

Monteiro and Morrison (2014) suggest that students enrolled in online courses may experience anxiety when it comes to engaging in activities such as group discussions. The user’s concerns may stem from unease about being overlooked or unprepared to engage in class discussions, impacting their ability to interact with peers. According to Shea and Bidjerano (2009), enhancing teaching and social presence could improve students' epistemic engagement and cognitive presence.

An active learning environment can be created by incorporating active learning practices and utilizing a wide range of multimedia resources. This environment promotes consistent engagement and improves academic achievement among students. In addition, building a social presence in the classroom strengthens relationships with peers, teachers, and course material (Veletsianos and Navarrete, 2012). Developing a solid social presence and fostering active engagement is crucial for creating a sense of community and belonging (Buck, 2016; Veletsianos and Navarrete, 2012). Effective communication is essential for fostering a feeling of interconnectedness.

Encouraging active discourse between students and instructors through asynchronous discussion forums and synchronous online classes can significantly enhance interaction and social presence (Buck, 2016). Furthermore, it is essential to consistently provide updates and respond promptly with clear instructions, expected outcomes, and evaluations for the ongoing task. Engaging in cognitive processes and instruction entails the acquisition of knowledge and the accomplishment of tasks. Effective communication can help build understanding and foster connections between students and teachers, as well as among students. Participation is crucial in fostering cognitive, social, and teaching presence. The study conducted by Yu and Li (2022) revealed a significant and positive correlation between instructional, social, and cognitive presence within an online community.

5.2 Views on IMLM utilization

The widespread availability and portability of mobile devices have transformed human interactions during distance and remote learning. IMLM has provided students with a practical and easily accessible tool that uses their devices to improve their understanding of genetic concepts through engaging learning experiences. The program allows students to access and participate in educational materials and activities using electronic devices.

In addition, the interactive features of IMLM, along with its widespread availability, have contributed to significant advancements in M-learning. The integration of multimedia and pre-assessment components, such as quizzes, scientific history, various representations, and content-rich debates inside IMLM, has been well-received by students. They find it user-friendly, and it has resulted in practical outcomes. Research by Cvetkovic (2019) and Kumar et al. (2021) suggests that incorporating interactive multimedia in M-learning can positively affect students' creativity, self-expression, and autonomy. IMLM has taken steps to foster innovation and enhance accessibility, aiming to enhance equity in education. The portable communication channel enables prospective users to engage, interact, and access rich information. The design and functionality of this are user-friendly.

5.3 Change in conceptual understanding

Our findings confirm the positive impact of IMLM on students' conceptual understanding of genetics, with notable differences observed among the three IMLM modules. In analyzing the pre-test and post-test results across the three mobile modules, a consistent increase in the difference is evident, with Module 3 showing the highest improvement and Module 1 displaying the lowest. Notably, the post-test results are relative, reflecting the complexities of the concept, where Module 1 has the highest post-test scores, and Module 2 has the lowest.

The score increases demonstrate statistically substantial enhancements in the students' cognitive framework, indicating a positive shift in their conceptual comprehension. Students transition from misconceptions to scientific views. Although students continue to need help in specific genetics competencies, such as Punnett squares and identifying patterns of heredity, their responses indicate persisting difficulty in understanding fundamental genetics principles. The challenges highlight the importance of pupils being able to create Punnett squares, solve probability issues, and use logical thinking to understand patterns of heredity (Knippels et al., 2005).

Furthermore, the students' collective comprehension of the concepts showed a moderate increase, suggesting that most (over 50%) of the student participants achieved a gain score that exceeded the normalized gain. The advancement is attributed to the influential use of multimedia depictions and interactive exercises that prioritize visualization and interactivity, prompting an increased understanding of genetics. Learner interaction is vital in promoting conceptual transformation (Dole and Sinatra, 1998; Heddy and Sinatra, 2013). Active cognitive engagement, influenced by factors such as motivation and personal significance, facilitates conceptual change. This study suggests that interactive multimedia improves the learning experience of complex and abstract genetic concepts.

According to Hiebert and Lefevre (1986), diSessa and Sherin (1998), and Star (2005), a solid understanding of subject-specific concepts requires expressing these concepts as knowledge and effectively transferring understanding by comprehensively grasping ideas, relationships, and their interconnections. Conceptual knowledge enhances critical thinking and problem-solving skills, guaranteeing a solid comprehension of essential concepts. By employing the theoretical framework of conceptual transformation, learning extends beyond mere knowledge acquisition. It involves the transformative process of restructuring conceptual frameworks, as highlighted by Posner et al. (1982) and Strike and Posner (1992), stressing the crucial differentiation in research.

6. Conclusion

Our main goal was to create IMLM to improve the teaching of Genetics in the virtual environment. The results of our study highlight that incorporating IMLM has a favorable impact on student engagement, especially in an immersive online learning setting. This M-learning gives students a handy, readily available, and captivating means of understanding intricate genetic topics. Incorporating multimedia elements, quizzes, scientific narratives, different depictions, and intellectually stimulating discussions inside IMLM elicited positive student feedback, leading to successful educational achievements. The integration of M-learning methodologies has not only encouraged innovation but also enhanced accessibility and advanced educational equity. Significantly, our research indicates a noticeable change in conceptual comprehension of the use of IMLM. Incorporating interactive multimedia elements in online instruction has led to notable enhancements in learners' performance on conceptual assessments, as indicated by score improvements. The significant percentage of students who achieved a moderate increase, in the calculated normalized gain (g) of 0.41, indicates the effectiveness of the teaching methods employed in the intervention. This result significantly adds to the current literature on effective M-learning techniques and methods that improve student engagement. The development and execution of IMLM provide vital insights into ideas concerning student involvement and conceptual change in distance and remote learning. Additionally, it represents a significant advancement in the field of distance education. The results of our study emphasize the possibility of combining creative teaching methods, namely using interactive multimedia materials, to promote active participation and improve comprehension in the field of Genetics education in virtual environments.

7. Limitations and implications of the study

This study examined the impact of IMLM on student engagement and comprehension of genetics in an online learning setting. The research focused on 9th-grade junior high school students. Employing a quasi-experimental design, we evaluated the participants' perceived level of engagement and gathered their feedback following their use of the IMLM. In addition, we assessed the student’s comprehension of the concepts before and after the intervention. The researchers focused on the universal design for learning principles, aiming to cater to different ways of interacting, representing knowledge, and expressing oneself.

Our research shows that IMLM plays a crucial role in providing engaging and effective learning experiences, particularly in virtual environments where social isolation can reduce social presence. Fostering social presence online allows students to participate actively in group discussions, boosts motivation, and improves student engagement. IMLM utilizes innovative teaching methods and multimedia resources to enhance academic performance and promote sustained engagement. Creating a dynamic and interactive online presence facilitates meaningful connections among students, instructors, and course material, fostering a strong sense of community and belonging essential for academic success.

Encouraging active participation in online learning communities requires careful planning of diverse learning opportunities, including forums for discussion, interactive readings, and instructional activities with a gamified approach. These initiatives promote student engagement and foster an inclusive learning environment, ultimately enhancing motivation and connection among students for a more effective educational experience.

The IMLM instructional model emphasizes a holistic grasp of genetics concepts by encouraging hands-on application, which significantly enhances students' conceptual understanding. A firm grasp of the subject matter is essential in cultivating analytical reasoning and the ability to solve complex problems, skills that hold great significance in genetics and various other areas of study. Interactive learning strategies, such as the IMLM model, cater to various learning styles. They aim to empower students by promoting autonomy and independent learning, fostering a sense of responsibility and self-regulation.

Despite the progress in teaching genetic concepts, such as Punnett squares and inheritance patterns, students still need additional clarification. In order to tackle this issue, it is crucial to implement targeted interventions and offer additional support in areas that present difficulties. This approach ensures that students develop a deep understanding of the subject matter, which will be a solid basis for their future learning and real-world application.

The IMLM paradigm facilitates continuous evaluation and feedback, empowering educators to monitor student progress and offer timely interventions. This iterative process is essential for improving learning, correcting misunderstandings, and strengthening understanding. Through adaptive learning technologies, the IMLM paradigm provides customized feedback that caters to the unique requirements of individual learners.

The use of interactive mobile learning modules has the potential to revolutionize remote and distance learning delivery. By transforming traditional passive learning into a dynamic and captivating experience, IMLM integrates components that foster creativity, self-expression, and student independence, thereby adapting to the changing educational landscape. Through multimedia and adaptive learning technology, this approach accommodates various learning styles while fostering a strong sense of community and connection between students and instructors, regardless of their geographical locations. It promotes a more inclusive and accessible education, equipping students with essential skills for the digital age, such as problem-solving, collaboration, and digital literacy.

Integrating interactive multimedia resources into professional development programs significantly benefits educators, policymakers, and curriculum designers. Likewise, incorporating diverse multimedia and interactive elements into courses significantly enhances student learning outcomes. Prioritizing the accessibility of multimedia technologies is crucial to ensuring equal educational opportunities for all. Stakeholders must collaborate to create dynamic and impactful learning experiences for students in the digital age. By promoting innovation, prioritizing accessibility, providing support, and advocating for evidence-based policy, stakeholders can empower students to succeed.

Figures

Figure 1

IMLM phases of development

Figure 2

Interface of the three IMLM

Figure 3

Study phases

Figure 4

Sample discussion forums in IMLM

Figure 5

Sample quick quiz in IMLM

Figure 6

Comparison of students’ conceptual performance in IMLM

Figure 7

Students’ score gains

Table 1

IMLM scope and standards

IMLM	Topics	Learning Standards	Administration
1	The Chromosomes, DNA, and Genes	Identify the components of the DNA molecule	Week 1
		Describe the structure of genes and chromosomes
		Describe the location of genes in chromosomes
2	Incomplete and Complete Dominance	Explain incomplete dominance and codominance	Week 2
		Determine all possible combinations of genes for a specific blood type
3	Sex determination and sex-related traits	Determining the probability of sex in humans	Week 3
		Explain sex-linked traits

Source(s): Table by the authors

Table 2

Item distribution, engagement scores, and mean score in the OSE survey

	Skills	Emotional	Participation	Performance	Total
Item Distribution	1,3,4,5,6,7	2,8,9,10,11	12,13,14,17,18,19	15,16	19
Engagement Score	22.82	19.03	20.24	7.80	69.89
Maximum Score	30	25	30	10	95

Source(s): Table by the authors

Table 3

Themes and categories of learners' views after IMLM’s implementation

Themes	Categories
User-friendly	Works well on a mobile device; easy to navigate, find the lessons, and submit the tasks; consists of pages and submission links
Accessible	Light storage; shared as website link; with videos and quizzes; efficient than PDFs; no more downloading/printing of materials
Interactive	Visual support; with quizzes and clickables; innovative, interesting, creative
Content-rich	Helped review topics, learned difficult lessons, and contained explicit content with stories about early investigations
Immediate feedback	Provide answers; no need to wait for teachers; reliable

Source(s): Table by the authors

Table 4

Pre-test and post-test paired test results

	Mean	Level of significance	p-value	Sig. (2-tailed)
Pretest	4.36	0.05	p < 0.05	0.000***
Post-test	8.70

Note(s): ***Significant(p < 0.05)

Source(s): Table by the authors

Disclosure/Ethics statement: The authors declared no potential conflicts of interest. The study has been deemed to meet the ethical requirements for human subjects research by the Institutional Review Board.