Development and Validation of Interactive Teaching Materials Based on Universal Design for Learning for Digital Marketing Learning at the Open University
DOI:
https://doi.org/10.62775/edukasia.v6i2.1722Keywords:
Digital Competency, Digital Marketing, Interactive Teaching Materials, Instructional Development, Student SatisfactionAbstract
The research aimed to develop and validate an interactive learning module effectively applicable in distance education. Using an Educational Research and Development (R&D) model with a mixed-methods approach, the study collected quantitative and qualitative data. Quantitative data were obtained from pre-tests and post-tests to measure cognitive improvement, analyzed using descriptive and inferential statistics (paired t-test or Wilcoxon test) and effect size calculation. Learning analytics from the LMS—such as clicks, video-watching duration, and quiz scores—supported the analysis. Qualitative data were gathered through semi-structured interviews, participant observation, and thematic analysis by Braun and Clarke, complemented with Likert-scale questionnaires, observation rubrics, and LMS logs. The findings revealed a significant improvement in students’ cognitive performance, with post-test scores (M = 13.24, SD = 1.07) much higher than pre-test scores (M = 3.67, SD = 1.41), t(19) = 25.43, p < 0.001, Cohen’s d = 5.69. LMS analytics showed high engagement, with 82% average video completion and frequent quiz participation. Over 85% of students reported greater satisfaction and motivation using the interactive module. The integration of short videos, diagnostic quizzes, and web simulations proved effective for self-directed learning and comprehension, supporting the Universal Design for Learning (UDL) framework in inclusive digital education.
Downloads
References
Abuhassna, H., & Alnawajha, S. (2023). Instructional Design Made Easy! Instructional Design Models, Categories, Frameworks, Educational Context, and Recommendations for Future Work. European Journal of Investigation in Health Psychology and Education, 13(4), 715–735. https://doi.org/10.3390/ejihpe13040054
Adarkwah, M. A. (2020). “I’m not against online teaching, but what about us?”: ICT in Ghana post Covid-19. Education and Information Technologies, 26, 1665–1685. https://doi.org/10.1007/s10639-020-10331-z
Alciso, R. M., Boo, A. A., Julongbayan, P. E., Ramos, Q. G., Aclan, B. L., & Porley, R. N. (2023). Development of Outcomes-Based Instructional Materials in Professional Teacher Education Courses for a Flexible Set-Up. Journal of Education and E-Learning Research, 10(1), 61–67. https://doi.org/10.20448/jeelr.v10i1.4378
Almeqdad, Q. I., Alodat, A. M., Alquraan, M. F., Mohaidat, M. A., & Al-Makhzoomy, A. K. (2023). The Effectiveness of Universal Design for Learning: A Systematic Review of the Literature and Meta-analysis. Cogent Education, 10(1), 1–24. http://dx.doi.org/10.1080/2331186X.2023.2218191
Alrakhman, R., Budimansyah, D., Sapriya, & Rahmat. (2024). The Effect of Digital Citizenship on The Quality Learning Civic Education. Journal Civics: Media Kajian Kewarganegaraan, 21(1), 29–40. https://doi.org/10.21831/jc.v21i1.67086
Anastasakis, M., Triantafyllou, G., & Petridis, K. (2023). Undergraduates’ Barriers to Online Learning During the Pandemic in Greece. Technology, Knowledge and Learning, 28, 1383–1400. https://doi.org/10.1007/s10758-021-09584-5
Bond, M., Bedenlier, S., Marín, V. I., & Händel, M. (2021). Emergency Remote Teaching in Higher Education: Mapping the First Global Online Semester. International Journal of Educational Technology in Higher Education, 18(50), 1–24. https://doi.org/10.1186/s41239-021-00282-x
Braun, V., & Clarke, V. (2006). Using Thematic Analysis in Psychology. Qualitative Research in Psychology, 3(2), 77–101. https://doi.org/10.1191/1478088706qp063oa
Bygstad, B., Øvrelid, E., Ludvigsen, S., & Dæhlen, M. (2022). From Dual Digitalization to Digital Learning Space: Exploring the Digital Transformation of Higher Education. Computers & Education, 182, 1–11. http://dx.doi.org/10.1016/j.compedu.2022.104463
Choi, G. W., & Seo, J. (2024). Accessibility, Usability, and Universal Design for Learning: Discussion of Three Key LX/UX Elements for Inclusive Learning Design. TechTrends, 68, 936–945. http://dx.doi.org/10.1007/s11528-024-00987-6
Cortázar, C., Nussbaum, M., Harcha, J., Alvares, D., López, F., Goñi, J., & Cabezas, V. (2021). Promoting Critical Thinking in an Online, Project-based Course. Computers in Human Behavior, 119, 1–18. https://doi.org/10.1016/j.chb.2021.106705
Cortés-Albornoz, M. C., Ramírez-Guerrero, S., García-Guáqueta, D. P., Vélez-Van-Meerbeke, A., & Talero-Gutiérrez, C. (2023). Effects of Remote Learning During COVID-19 Lockdown on Children’s Learning Abilities and School Performance: A Systematic Review. International Journal of Educational Development, 101, 1–7. https://doi.org/10.1016/j.ijedudev.2023.102835
Deroncele-Acosta, A., Palacios-Núñez, M. L., & Toribio-López, A. (2023). Digital Transformation and Technological Innovation on Higher Education Post-COVID-19. Sustainability, 15(3), 1–24. https://doi.org/10.3390/su15032466
Fernández, A., Gómez, B., Binjaku, K., & Meçe, E. K. (2023). Digital Transformation Initiatives in Higher Education Institutions: A Multivocal Literature Review. Education and Information Technologies, 28, 12351–12382. https://doi.org/10.1007/s10639-022-11544-0
Fidalgo, P., Thormann, J., Kulyk, O., & Lencastre, J. A. (2020). Students’ Perceptions on Distance Education: A Multinational Study. International Journal of Educational Technology in Higher Education, 17(18), 1–18. http://dx.doi.org/10.1186/s41239-020-00194-2
Gall, M. D., Gall, J. P., & Borg, W. R. (2007). Educational Research: An Introduction (8th ed.). MA: Pearson Education.
Grewal, D., Guha, A., & Becker, M. (2024). The Future of Marketing and Marketing Education. Journal of Marketing Education, 47(1), 61–77. https://doi.org/10.1177/02734753241269838
Ichikura, K., Watanabe, K., Moriya, R., Chiba, H., Inoue, A., Arai, Y., Shimazu, A., Fukase, Y., Tagaya, H., & Tsutsumi, A. (2024). Online vs. Face-to-face Interactive Communication Education Using Video Materials Among Healthcare College Students: a Pilot Non-Randomized Controlled Study. BMC Medical Education, 24(746), 1–9. https://doi.org/10.1186/s12909-024-05742-2
Irambona, A., & Chang’ach, J. K. (2023). Instructional Materials and Their Influences on Students’ Academic Performance: A Case of Post-Basic School English Curriculum in Burundi. Journal of English Language Teaching and Linguistics, 8(3), 309–323. http://dx.doi.org/10.21462/jeltl.v8i3.1184
Isman, S. M., Nugraha, B., Hadianti, S., Zuhairi, A., Hidayah, & Rasyki, A. (2024). Profiling Student Based on Academic Performance: Identifying Key Characteristics in an Online Learning Environment. International Conference on Innovation in Open and Distance Learning, 5, 1233–1249. https://conference.ut.ac.id/index.php/innodel-proceedings/article/view/4972
Junaidah, Ambiyar, & Rizal, F. (2024). Mobile-Based Digital Assessment Transforming the Learning Support Efficiency. International Journal of Interactive Mobile Technologies (IJIM), 18(23), 44–56. https://doi.org/10.3991/ijim.v18i23.51339
Kelder, J.-A., Crawford, J., Naabi, I. Al, & To, L. (2025). Enhancing Digital Productivity and Capability in Higher Education Through Authentic Leader Behaviors: A Cross-Cultural Structural Equation Model. Education and Information Technologies, 30, 17751–17767. http://dx.doi.org/10.1007/s10639-025-13422-x
Kovacs, I. (2021). Digital Marketing Soft Skills and University Students’ Perceptions of Employability. GILE Journal of Skills Development, 1(1), 25–36. http://dx.doi.org/10.52398/gjsd.2021.v1.i1.pp25-36
Matsieli, M., & Mutula, S. (2024). COVID-19 and Digital Transformation in Higher Education Institutions: Towards Inclusive and Equitable Access to Quality Education. Education Sciences, 14(8), 1–19. https://doi.org/10.3390/educsci14080819
Mayer, R. E. (2009). Multimedia Learning Second Edition (Vol. 17). Cambridge University Press.
Megavitry, R., Salfin, S., Akbar, K. F., & Taryana, T. (2023). Analysis of Learning Material Quality and Teacher-Student Interaction on Learning Achievement and Student Satisfaction Level in Distance Education in Indonesia. The Eastasouth Journal of Learning and Educations, 1(03), 147–160. https://doi.org/10.58812/esle.v1i03.160
Pascucci, F., Savelli, E., & Gistri, G. (2023). How Digital Technologies Reshape Marketing: Evidence from a Qualitative Investigation. Italian Journal of Marketing, 27–58. http://dx.doi.org/10.1007/s43039-023-00063-6
Redstone, A. E., & Luo, T. (2024). Empowering Learners in Higher Education: Redesigning an Online Computer Science Course Through Universal Design for Learning Implementation. TechTrends, 68, 869–881. https://doi.org/10.1007/s11528-024-00980-z
Roski, M., Sebastian, R., Ewerth, R., Hoppe, A., & Nehring, A. (2024). Learning Analytics and the Universal Design for Learning (UDL): A Clustering Approach. Computers & Education, 214, 1–16. http://dx.doi.org/10.1016/j.compedu.2024.105028
Rusconi, L., & Squillaci, M. (2023). Effects of a Universal Design for Learning (UDL) Training Course on the Development Teachers’ Competences: A Systematic Review. Education Sciences, 13(5), 1–21. https://doi.org/10.3390/educsci13050466
Seymour, M. (2024). Enhancing the Online Student Experience Through the Application of Universal Design for Learning (UDL) to Research Methods Learning and Teaching. Education and Information Technologies, 29, 2767–2785. https://doi.org/10.1007/s10639-023-11948-6
Sharlovych, Z., Vilchynska, L., Danylyuk, S., Huba, B., & Zadilska, H. (2023). Digital Technologies as a Means of Improving the Efficiency of Higher Education. International Journal of Information and Education Technology, 13(8), 1214–1221. http://dx.doi.org/10.18178/ijiet.2023.13.8.1923
Song, H., & Cai, L. (2024). Interactive Learning Environment as a Source of Critical Thinking Skills for College Students. BMC Medical Education, 24(270), 1–9. https://doi.org/10.1186/s12909-024-05247-y
Spatioti, A. G., Kazanidis, I., & Pange, J. (2022). A Comparative Study of the ADDIE Instructional Design Model in Distance Education. Information, 13(9), 1–20. https://doi.org/10.3390/info13090402
Suwardika, G., Sopandi, A. T., & Indrawan, P. O. (2022). The Students’ Learning Difficulties at the Open University Webinar Tutorial. Jurnal Pendidikan Indonesia (JPI), 11(3), 561–573. https://doi.org/10.23887/jpiundiksha.v11i3.51585
Talib, M. A., Bettayeb, A. M., & Omer, R. I. (2021). Analytical Study on the Impact of Technology in Higher Education During the Age of COVID-19: Systematic Literature Review. Education and Information Technologies, 26, 6719–6746. https://doi.org/10.1007/s10639-021-10507-1
Terbuka, U. (2025). Laporan Kinerja Universitas Terbuka Tahun 2024.
Vlachopoulos, D., & Makri, A. (2019). Online Communication and Interaction in Distance Higher Education: A Framework Study of Good Practice. International Review of Education, 65(4), 605–632. http://dx.doi.org/10.1007/s11159-019-09792-3
Wang, P., Ma, T., Liu, L.-B., Shang, C., An, P., & Xue, Y.-X. (2021). A Comparison of the Effectiveness of Online Instructional Strategies Optimized with Smart Interactive Tools Versus Traditional Teaching for Postgraduate Students. Frontiers in Psychology, 12, 1–8. https://doi.org/10.3389/fpsyg.2021.747719
Wells, M. B. (2022). Student Perspectives on the Use of Universal Design for Learning in Virtual Formats in Higher Education. Smart Learning Environments, 9(37), 1–12. http://dx.doi.org/10.1186/s40561-022-00218-6
Wright, A. C., Carley, C., Alarakyia-Jivani, R., & Nizamuddin, S. (2023). Features of High-Quality Online Courses in Higher Education: A Scoping Review. Online Learning Journal, 27(1), 46–70. https://doi.org/10.24059/olj.v27i1.3411
Yeh, C.-Y., & Tsai, C.-C. (2022). Massive Distance Education: Barriers and Challenges in Shifting to a Complete Online Learning Environment. Frontiers in Psychology, 13, 1–8. https://doi.org/10.3389/fpsyg.2022.928717
Zawacki-Richter, O. (2020). The Current State and Impact of Covid-19 on Digital Higher Education in Germany. Human Behavior and Emerging Technologies, 3(1), 218–226. https://doi.org/10.1002/hbe2.238
Zhang, W., Wang, Y., Yang, L., & Wang, C. (2020). Suspending Classes Without Stopping Learning: China’s Education Emergency Management Policy in the COVID-19 Outbreak. Journal of Risk Financial Management, 13(3), 1–6. https://doi.org/10.3390/jrfm13030055
Downloads
Published
Issue
Section
License
Copyright (c) 2025 Kadarisman Kadarisman, Romi Siswanto, Rhini Patmasari, Sucipto Sucipto, Fitra Jaya
This work is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International License.
How to Cite
