Interactive Learning Resources Research Articles

Designing, piloting and evaluating (through a matched pre- and post-implementation survey) a targeted e-learning resource on antimicrobial resistance for public health professionals.

Antimicrobial resistance (AMR) is a significant global public health threat and key priority for the public health, especially health protection, workforce to lead by example. There is a paucity of learning resources on this for public health professionals (PHPs) in the UK. This project aimed to develop and disseminate a tailored interactive learning resource and evaluate impact on self-reported intention to change behaviour. Learning objectives were agreed, content developed by the multi-disciplinary team and piloted by PHPs in 2022 alongside a matched pre- and post-implementation evaluation survey. Questions were mapped to the capability-opportunity-motivation-behaviour change model. Before and after responses were calculated to compare change in self-reported knowledge, understanding and behaviour. Significance of change in binary responses was estimated. The resource was delivered using an interactive, user-friendly and cost-free internal platform. Thirty-one PHPs completed the pilot e-learning and survey. Perceived and actual knowledge increased in parallel. Actual knowledge on AMR burden increased from 6.45 to 35.48% (P = 0.004). Self-reported confidence to explain AMR to others improved by 0.71 (95% CI; 0.38-1.04: P = 0.0001) Likert points on a five-point scale. Motivation to advocate for antimicrobial stewardship (AMS) in day-to-day work, improved by 0.71 (95% CI; 0.34-1.08: P < 0.00001) Likert points. Case scenarios were well-received as an effective way to apply theory to practice. Ensuring a well-informed and confident public health workforce is vital for reducing the AMR threat and advocating for AMS with the public and partner organizations. This targeted e-learning module is an effective additional learning medium in contributing to PHPs knowledge, understanding and self-reported intention to change behaviours.

StudyNotion - An Edtech Website

In an era defined by rapid technological advancement, education stands as a crucial arena ripe for transformation. Our Edtech website emerges as a beacon of innovation, aiming to revolutionize traditional learning paradigms through the seamless integration of cutting-edge technology. With a multifaceted approach, our platform offers a comprehensive suite of tools and resources tailored to meet the diverse needs of students, educators, and institutions alike. At the heart of our platform lies a commitment to accessibility and inclusivity, ensuring that learning opportunities transcend geographical boundaries and socioeconomic barriers. Through interactive modules, engaging content, and personalized learning pathways, we empower learners to cultivate their intellectual curiosity and unlock their full potential. For educators, our platform serves as a dynamic hub for professional development, fostering collaboration, and knowledge sharing within a vibrant community of practice. From virtual classrooms to collaborative project management tools, we provide the scaffolding necessary to facilitate effective teaching in the digital age.Furthermore, our platform harnesses the power of data analytics and artificial intelligence to deliver actionable insights and personalized recommendations, facilitating data-driven decision-making and enhancing learning outcomes. In essence, our Edtech website represents more than just a digital learning platform; it embodies a vision for the future of education—one where technology serves as a catalyst for empowerment, innovation, and lifelong learning. Join us on this transformative journey as we redefine the possibilities of education in the 21st century and beyond. This abstract succinctly captures the essence of the Edtech website, highlighting its goals, features, and the transformative potential it holds for education.The abstract for the Edtech Website project encapsulates the endeavor to create an innovative educational platform tailored for diverse learners. This project aims to develop a user-friendly website offering interactive learning resources, personalized study tools, and collaborative features. Key objectives include providing seamless navigation, curating diverse educational content, implementing adaptive learning algorithms, and fostering real-time collaboration among students and educators. Emphasizing scalability, compatibility, and security, the website seeks to empower learners globally with accessible, engaging, and personalized learning experiences, ultimately fostering academic excellence and lifelong learning opportunities.

DESCRIBING SCIENCE MOTIVATION AND ACHIEVEMENT OF SENIOR HIGH SCHOOL SUBANEN LEARNERS USING COMPUTER-ASSISTED INSTRUCTION

This research delved into the impact of Computer-Assisted Instruction (CAI) on enhancing science education among Senior High School (SHS) Subanen learners. The incorporation of CAI revealed a significant surge in motivation (mean score of 4.80) and a noteworthy improvement in academic achievement (14% increase in Mean Percentage Score in post-tests) among SHS Subanen students. The study identified a substantial correlation between science motivation and academic achievement among senior high school Subanen learners utilizing CAI. Furthermore, a notable difference in the academic performance of SHS Subanen learners emerged between the pre-test and post-test results when employing CAI. According to SHS Subanen learners, the integration of CAI in their science classes rendered lessons more engaging and comprehensible, attributing this to the incorporation of images, videos, and other interactive learning resources. Despite the positive outcomes, SHS Subanen learners faced challenges during the integration of CAI, including power interruptions, an extensive curriculum, and headaches due to prolonged computer exposure. To overcome these difficulties, students employed strategies such as reviewing topics through computer browsing, approaching challenges with a love for learning, and incorporating relaxation techniques into their study routines.

Interactive Digital Storybook: ICT-Based Innovation in Learning the History of Islamic Culture

The main challenges in learning the history of Islamic culture include students' perceptions of being more enthusiastic, low student participation, limited teacher staff, and the need to use more ICT-based learning media. This research aims to make interactive digital storybooks a learning tool to deepen their understanding of the history of Islamic culture and create exciting and interactive learning resources that can increase student engagement and expand their knowledge about values, practices and essential events in Islamic culture. This type of research and development uses the ADDIE model (analysis, design, development, implementation and evaluation), with the research subjects being teachers and students of Madrasah Ibtidaiyah Swasta (MIS) Bhakti Mandiri Pematang Siantar, Medan, Indonesia. The results show that interactive digital storybooks significantly increase students' understanding and engagement in learning. However, it's worth being aware of some drawbacks, such as limited accessibility and potential technical issues. Nevertheless, interactive digital storybooks are still an adequate alternative in supporting students' learning about the history of Islamic culture. Limitations of this study include limited accessibility, potential technical problems and difficulties in navigating the interface in interactive digital storybooks. This research implies that interactive digital storybooks are an adequate alternative to support the learning of Islamic cultural history and have the potential to be improved by paying attention to factors such as suitability of content, pleasant design, and teacher involvement.

Identifying Students' Interest in Inheritance of Traits and Breeding of Living Things to Support ESD

The genetic strategy, namely the inheritance of traits and breeding of living things, is a complex material at the secondary school level. The difficulty of understanding the material is due to the absence of discussion of this material at the elementary school level and the use of science terms that students rarely hear. This study aims to determine students' interest in the material inheritance of traits and reproduction of living things, methods and learning resources used, and students' ability to identify the material inheritance of traits and reproduction of living things using indicators of reading ability. The method used in this research is quantitative-qualitative to see junior high school students' interest and identification results. Researchers used data from statistical analysis and interviews with students. Data analysis was done by reducing, presenting, and drawing conclusions. The results showed that interactive and varied learning resources, methods, and models can influence students' interests and learning outcomes. Interactive learning models can improve student learning outcomes in the material of inheritance of traits and breeding of living things and help students understand the concept of sustainable development

Analysis of the Use of GPT Chat to Improve Student Performance

An AI-powered system that enables text-based conversational interactions, the Generative Pre-training Transformer (GPT). GPT has various functions, including language translation, providing recommendations, increasing productivity, and assisting in education. The benefits of using GPT in education include personalized learning, accessibility, interactive learning resources, and assistance with assignments and problem solving. However, there are limitations to using GPT Chat, such as its limited understanding, inability to replace creative work, and its tendency to provide inaccurate answers. Additionally, it cannot differentiate between fact and opinion, and requires a stable internet connection. While Chat GPT can be useful for instant data retrieval, summaries, and other research tasks, it should not be relied upon as a replacement for manual research processes. Continuing ongoing research and development is crucial to maximize the benefits of using Chat GPT while overcoming existing challenges.

Development of Mobile Learning Application System for Environmental Science Material (SARITHA-Apps)

The constraints posed by traditional learning tools for environmental science materials hinder the advancement of innovative and interactive learning resources, which are essential for enhancing the understanding of environmental science concepts. This research aims to develop a mobilelearning application for environmental science material to increase students’ interest in learning and cognitive abilities in environmental science material. This study uses a quantitative approach. The research population was students of the Biology Education Study Program, FKIP, Palangka Raya University, totaling 243 people. The sampling technique uses purportive sampling. The target sample is students who are taking environmental knowledge courses. The sample size was 24 people. The research approach uses the Hannafin &amp; Peck model by identifying and designing mobile-learning media along with environmental science material content, testing its performance on respondents, and analyzing learners’ cognitive skills and respondents’ learning interests. Data collection was carried out using product reflection questionnaires by a team of experts, pre-test and post-test instruments, and reflection questionnaires by users. The results show that: (1) a mobile learning application for environmental sciences materials has been produced, namely the SARITHA-Apps (abbreviation of Sistem Aplikasi Mobile LeaRning Materi Ilmu PengeTaHuan LingkungAn) as one of the materials in biology education in schools; (2) the average result of the expert team’s assessment on the product feasibility is 91%, which means the qualification is “Very Eligible”; (3) the SARITHA-Apps can improve learning cognitive skills of the respondents with an N-Gain of 0.4 or the “Moderate” category and ; (4) based on the survey, 73% of total respondents agreed (or in “Strong” qualification) that the SARITHA-Apps has a strong impact on the increasing their scientific interests for better understanding on environmental sciences subject.

Unlocking the Future of Nursing Education and Continuing Professional Development By Embracing Generative Artificial Intelligence and Advanced Language Models

The rapid evolution of technology calls for innovations in nursing education and continuing professional development (NCPD) that are crucial for maintaining high-quality health-care delivery. As lifelong learners, nurses require effective and motivational educational resources that support their ongoing growth and enable them to adapt to changing health-care landscapes. Generative AI models such as OpenAI and Advanced language models such as ChatGPT present opportunities to enhance learning experiences and support knowledge acquisition. This article explores the potential of incorporating both generative AI and advanced language models in NCPD programs, focusing on design strategies, implementation, and possible challenges. By leveraging these innovations, nursing professionals can access personalized, on-demand, and interactive learning resources, advancing their professional growth and improving patient outcomes.

Faculty development for strengthening online teaching capability: a mixed-methods study of what staff want, evaluated with Kirkpatrick's model of teaching effectiveness.

Globally, tertiary teachers are increasingly being pushed and pulled into online teaching. While most developments in online education have focused on the student perspective, few studies have reported faculty development (FD) initiatives for increasing online teaching capability and confidence from a staff perspective. We designed and evaluated FD workshops, using five datasets, and the use of H5P software for interactive online teaching. We used educational theory to design our FD (Mayer multimedia principles, active learning) and evaluated our FD initiatives using the Best Evidence Medical Education (BEME) 2006 modified Kirkpatrick levels. Teaching staff reported that Communities of Practice were important for their learning and emotional support. Uptake and deployment of FD skills depended on the interactivity of FD sessions, their timeliness, and sufficient time allocated to attend and implement. Staff who applied FD learning to their online teaching created interactive learning resources. This content was associated with an increase in student grades, and the roll-out of an institutional site-wide H5P license. This paper demonstrates an effective strategy for upskilling and upscaling faculty development. The use of H5P as a teaching tool enhances student learning. For successful FD, we make four recommendations. These are: provide just-in-time learning and allocate time for FD and staff to create online teaching material; foster supportive communities; offer personalized support; and design hands on active learning.

Provision of E-Modules on Adolescent Mental Health Understanding

&#x0D; &#x0D; &#x0D; &#x0D; Mental health frequently receives inadequate attention and is often disregarded by individuals who tend to prioritize physical health over mental well-being. The occurrence of mental disorders in adolescents (aged 15-24 years) is associated with a depression rate of 6.2%. Severe depression tends to lead to self-harm and suicide. Approximately 80-90% of suicide cases can be attributed to depression and anxiety.&#x0D; A comprehensive understanding of adolescent mental health is essential for determining appropriate actions to make adolescents aware that mental health is equally essential. Preventing mental health issues in adolescents is crucial for avoiding further mental disorders or psychological problems. Prevention can be effectively achieved through health education for adolescents, enabling them to comprehend the significance of their mental health.&#x0D; E-modules provide an ideal medium for reaching adolescents, as they adapt conventional modules by incorporating information technology, making them more engaging and interactive. This enhances their appeal as an engaging and interactive learning resource. Digital modules (e-modules) enriched with audiovisual technology are expected to apprehend students' interests and create a conducive learning environment.&#x0D; The research objective was to investigate the effect of E-modules on adolescents' understanding of mental health. The study adopted a quantitative approach, using a quasi-experimental research design with a pre-posttest without control, conducted through intervention with a single group. The study was conducted at SMP 8 Surakarta and data were collected before and after the intervention. Data analysis employed the Wilcoxon test was used to obtain a significant result with a p-value of 0.01 (p &lt; 0.05). Based on these findings, E-modules affected adolescents' mental health acquaintances.&#x0D; &#x0D; &#x0D; &#x0D; &#x0D;

The Urgency of Interactive Learning Media in Improving Students’ Physics Learning Outcomes

Using media in the classroom can improve comprehension, convey trustworthy and engaging facts, facilitate data interpretation, and condense material for students. The purpose of this study is to evaluate how urgently or significantly interactive learning materials can enhance student learning outcomes. The research methodology employed is a survey of the literature, which involves reading several articles from both domestic and foreign publications about the application of interactive learning media to enhance learning outcomes. The study's findings demonstrate how crucial it is to employ interactive learning resources to raise student learning objectives.

The Impact of Smartphone Use on Students' Motor Skills and Emotional Well-being: A Comprehensive Study

The widespread adoption of smartphones among students has raised intriguing questions about their potential influence on various aspects of development, including motor skills and emotional well-being. This research undertook a comprehensive investigation into these relationships, employing a mixed-methods approach encompassing surveys, interviews, and observational assessments. The findings revealed a complex interplay between smartphone use and motor skills. While certain aspects of motor development exhibited negative associations with prolonged smartphone usage, nuances emerged when considering the types of activities engaged in and the presence of parental guidance. These results underscore the significance of maintaining a balanced approach to technology use that encourages physical activity alongside screen time. In the realm of emotional well-being, this study unveiled a spectrum of effects associated with smartphone use. While some students reported experiencing stress, anxiety, and social comparison related to their digital interactions, others discovered solace in mindfulness apps and maintained positive social connections. These results underscore the need for comprehensive digital literacy programs to empower students with the skills to navigate the emotional landscape of the digital age adeptly. Furthermore, the research highlights the pivotal roles of parents and educators in guiding responsible smartphone use. Parents are instrumental in setting boundaries, fostering healthy technology habits, and promoting a harmonious equilibrium between virtual and real-world experiences. Educators, on the other hand, can harness the potential of smartphones for educational enrichment, leveraging interactive learning and digital resources to enhance students' academic journeys. In conclusion, this research elucidates the intricate relationship between smartphone use and students' motor skills and emotional well-being. Recognizing the dual nature of technology's impact, it emphasizes the importance of conscientious engagement with smartphones to maximize their advantages while mitigating potential risks. As we navigate the digital era, the insights from this study contribute to informed discussions, enabling educators, parents, and policymakers to craft strategies that harness the potential of smartphones as tools for empowerment and enrichment in the lives of students.

The Need Analysis of the Electronic Students Worksheet of Observation Report Text Based on Merdeka Curriculum in Senior High School

The Curriculum of Merdeka is characterised by a novel paradigm centred around the concept of independence. It enables students and educators to cultivate an autonomous mindset. The curriculum implemented by Merdeka fosters an environment that promotes active and creative learning. Furthermore, it is imperative that the curriculum of Merdeka incorporates learning activities for each topic that align with the desired results and profile of Students of Pancasila. This study aimed to conduct a needs analysis of the Curriculum of Merdeka-based electronic students worksheet (E-LKPD) for tenth-grade students at a public senior high school in Palembang. The objective of this study was to enhance the attributes and requirements of students in class X throughout their study of the Indonesian language in senior high school. The research employed a mixed methods design, incorporating both qualitative and classroom action research methodologies. The study results indicated that a significant proportion of students, specifically 67.2%, expressed a need for interactive and digital teaching materials. These materials would imitate items observed through the utilisation of E-LKPD, which has been enhanced with interactive features. According to the findings, a significant proportion of students, namely 43%, shown a lack of proficiency in composing observation report texts. Additionally, all teachers expressed a need for interactive learning resources to assess the efficacy of enhancing student learning outcomes in the field of Bahasa Indonesia.

Faculty development for strengthening online teaching capability: a mixed-methods study of what staff want, evaluated with Kirkpatrick’s model of teaching effectiveness

Background: Globally, tertiary teachers are increasingly being pushed and pulled into online teaching. While most developments in online education have focused on the student perspective, few studies have reported faculty development (FD) initiatives for increasing online teaching capability and confidence from a staff perspective. Method: We designed and evaluated FD workshops, using five datasets, and the use of H5P software for interactive online teaching. We used educational theory to design our FD (Mayer multimedia principles, active learning) and evaluated our FD initiatives using the Best Evidence Medical Education (BEME) 2006 modified Kirkpatrick levels. Results: Teaching staff reported that Communities of Practice were important for their learning and emotional support. Uptake and deployment of FD skills depended on the interactivity of FD sessions, their timeliness, and sufficient time allocated to attend and implement. Staff who applied FD learning to their online teaching created interactive learning resources. This content was associated with an increase in student grades, and the roll-out of an institutional site-wide H5P license. Conclusion: This paper demonstrates an effective strategy for upskilling and upscaling faculty development. The use of H5P as a teaching tool enhances student learning. For successful FD, we make four recommendations. These are: provide just-in-time learning and allocate time for FD and staff to create online teaching material; foster supportive communities; offer personalized support; and design hands on active learning.

The Application and Impact of Artificial Intelligence in International Chinese Language Education: A Case Study of ChatGPT

This paper aims to explore how artificial intelligence technology plays a role in the field of international Chinese language education and its impact on Chinese teaching and learning. Taking ChatGPT as an example, this paper introduces its principle, function and advantages, analyzes its application scenarios and effects in Chinese education, discusses its possible challenges and problems, as well as its future development direction and suggestions. This paper argues that ChatGPT is a natural language generation technology based on deep learning, which can generate smooth, logical and emotional Chinese conversations based on user input. ChatGPT can provide diversified, personalized and interactive learning resources and teaching aids in international Chinese education, which is helpful to improve the quality and efficiency of Chinese teaching, stimulate learners’ learning motivation and interest, and promote cross-cultural communication and understanding. At the same time, ChatGPT also has some technical limitations and hidden dangers in social ethics. It is necessary to arouse the attention and vigilance of teachers and learners, reasonably regulate and use the technology, and ensure the healthy development of data security and man-machine relationship. This paper hopes to provide some reference and inspiration for the application of artificial intelligence technology in international Chinese education.

Development of E-Modules Based on 5E Instructional Models in Chemistry

Information technology in education opens up new opportunities to enhance learning in schools. The learning media that can be used is e-module, which is an interactive and flexible digital learning resource. This study aimed to develop an e-module based on the 5E instructional model in class XI chemistry at SMA. The development method used is 4D. Identify the needs and objectives of class XI chemistry learning. Furthermore, the structure and content of the e-module is prepared based on the 5E instructional model, namely: engage, explore, explain, elaborate, and evaluate. At the development stage, the e-module is designed and developed by taking into account the principles of instructional design that are in accordance with the characteristics of learning chemistry. E-modules are also equipped with multimedia, interactive simulations, practice questions, and automatic assessments to facilitate interactive learning. After the e-module has been developed, the implementation phase is carried out by testing the e-module in a sample group of class XI students in a high school. Furthermore, an evaluation of the effectiveness of the e-module was carried out through collecting data from students and teachers regarding the use, use, and satisfaction of the e-module. The results of this study are expected to improve the quality of high school chemistry learning, helping students be more active, creative, and independent in understanding complex chemical concepts. With the use of this e-module, learning is expected to be more interesting, interactive, and effective in achieving learning objectives

DEVELOPING ENGLISH INTERACTIVE LEARNING MEDIA BASED ON ANDROID BY USING ARTICULATE STORYLINE 3 APPS

This study was conducted in response to the challenges encountered by students in learning English within an academic context. The identified issues included a lack of interactive learning resources, difficulties in comprehending English materials, limited opportunities for practice, and time constraints within the classroom. Consequently, the aim of this research was to develop an Android-based English interactive learning app using the Articulate Storyline 3 application, specifically tailored to support students in an academic setting.The research employed the Research and Development (R&amp;D) methodology, utilizing the 4-D (four-D) version and following the Luther-Sutopo model for system development. The target population consisted of seventh-grade students at SMPIT Al-Fityah Pekanbaru, with a sample size of thirty students. Data were collected through questionnaires and a pretest-posttest procedure. Statistical analysis involved the utilization of Aiken's V formula, the Moment Kappa formula, and the t-test formula. The study yielded three key results. Firstly, the validity test demonstrated a high validity score of 0.88, indicating the reliability and appropriateness of the developed learning app for its intended academic purposes. Secondly, the practicality test produced a score of 0.98, indicating that the learning app was practical and feasible to be used within the academic teaching and learning process. Lastly, the effectiveness test revealed a significant improvement, with a two-tailed significance score of 0.00, which was smaller than the significance level of 0.005. This indicates that the learning app was highly effective in facilitating the academic teaching and learning process. Based on the results of the three tests, it can be concluded that the developed app provides a valuable tool for both teachers and students in the academic English learning process. &#x0D;

An Interactive App with Multi-parametric MRI – Whole-Mount Histology Correlation for Enhanced Prostate MRI Training of Radiology Residents

To validate the educational value of a newly created learning application in enhancing prostate MRI training of radiologists for detecting prostate cancer using an observer study. An interactive learning app, LearnRadiology, was developed using a web-based framework to display multi-parametric prostate MRI images with whole-mount histology for 20 cases curated for unique pathology and teaching points. Twenty new prostate MRI cases, different from the ones used in the web app, were uploaded on 3D Slicer. Three radiologists (R1: radiologist; R2, R3: residents) blinded to pathology results were asked to mark areas suspected of cancer and provide a confidence score (1-5, with 5 being high confidence level). Then after a minimum memory washout period of 1 month, the same radiologists used the learning app and then repeated the same observer study. The diagnostic performance for detecting cancers before and after accessing the learning app was measured by correlating MRI with whole-mount pathology by an independent reviewer. The 20 subjects included in the observer study had 39 cancer lesions (13 Gleason 3+3, 17 Gleason 3+4, 7 Gleason 4+3, and 2 Gleason 4+5 lesions). The sensitivity (R1: 54%→64%, P=0.08; R2: 44%→59%, P=0.03; R3: 62%→72%, P=0.04) and positive predictive value(R1: 68%→76%, P=0.23; R2: 52%→79%, P=0.01; R3: 48%→65%, P=0.04) for all 3 radiologists improved after using the teaching app. The confidence score for true positive cancer lesion also improved significantly (R1: 4.0±1.0→4.3±0.8; R2: 3.1±0.8→4.0±1.1; R3: 2.8±1.2→4.1±1.1; P<0.05). The web-based and interactive LearnRadiology app learning resource can support medical student and postgraduate education by improving diagnostic performance of trainees for detecting prostate cancer.

The Effectiveness of Contextualized Digital Game-Based Learning Resource in Improving Kindergarten Pupil’s Alphabet Knowledge Level

The achievement of pupils in their future studies depends on their reading skills. One of the strongest foundations in reading success includes alphabet knowledge. Nowadays, the utilization of information communication technology (ICT) influences young children’s learning and emergent literacy skills. Hence, this study explored the effectiveness of digital game-based learning resource in improving pupils’ alphabet knowledge specifically on vowels. An alphabet knowledge checklist on vowels was used to collect the data. One key finding from the study is that most of them have fair alphabet knowledge of vowels with an overall pre-test mean score of 17.91. Findings revealed that interactive learning resource was effective as reflected by a substantial increase of 8.95 points. The t-test for paired samples results in a t-value of -10.11 and a p-value of 0.000. Thus, the difference between the posttest and pretest is significant. Hence, digital game-based learning resource is an effective non-print instructional material in kindergarten for the improvement of alphabet knowledge on vowels. The study recommends the creation of contextualized digital game-based learning resource using consonants to further validate the result. A similar resource may also be suggested to other grade levels to confirm its effectiveness in improving alphabet knowledge.

Effectiveness of H5P in improving student learning outcomes in an online tertiary education setting.

Innovative, pedagogically informed instructional design is instrumental in increasing student engagement and improving learning outcomes in online learning environments. Interactive learning resources provide students with the opportunity to engage with content in a more personalised manner. H5P (HTML 5 Package) is a collaborative platform that allows developers to create interactive content and has been regularly used in education settings. Some evidence suggests using interactive H5P resources in online education courses could lead to greater student engagement. However, to date, there has been little investigation into whether H5P resources can improve student learning outcomes. The current study aimed to assess whether using interactive H5P resources improved assessed learning outcomes in an online undergraduate psychology course. A randomized cross-over design was utilized to test whether students exposed to H5P interactive videos had improved assessment results when compared to a control group. This study found no meaningful differences in assessment scores between students exposed to H5P versus those that were not. There was low overall engagement with the interactive content. However, students who did engage with the resources reported a positive experience and indicated a preference for more interactive elements in future courses. Future research should extend on the instructional design obstacles identified in this study, for example, by examining whether improved accessibility and education on the benefits of interactive resources would increase engagement and grades.