CHAPTER II

REVIEW OF RELATED LITERATURE

Interactive Visual Aids during Classroom Sessions

The use of interactive visual media and technology in

increasing students’ engagement has emerged as an important area
of education, more specifically in classroom learning.
Interactive visual aids, such as interactive screens and
multimedia presentations, make learning lively and makes the
learners be proactive rather than just being reactive as it was
in the past. According to Balalle (2024), these tools enhance
students’ participation because it enables students to engage

with content in real-time making them more responsible on their

learning processes. This shift from traditional classroom setup
where the teacher is the main provider of information and the
students are passive recipients fosters enhanced learning due to
increased engagement from the students, hence increased student
interest (Eslit, 2023).

In addition, it has been established that the use of

interactive visual aids helps educators target various learning
modalities which address every learner’s needs effectively.
Whereas, incorporating visual elements and interactive features,
combined with activities like quizzes and decision-making roles
helps to improve knowledge retention and comprehension of
complex concepts according to Johnes (2023). For example, an
interactive video teaches students to learn through some form of
decision making involving the content, which then determines the
learning sequence simulating the real-life and enhancing problem
solving skills (Raza, 2024). In particular, these technologies
enable collaboration among students, encouraging teamwork and
communication skills that are vital for their future careers.

Nonetheless, there are several issues, which should be

further addressed relating to the implementation of interactive
visual aids in the sphere of learning. Teachers may need
additional training to effectively integrate these technologies

into their teaching approach and maximize its potential benefits

(Dogan et al., 2021). However, whenever implemented
appropriately, such teaching resources can help raise the
degrees of interest of the students during cohort sessions. As
it has been evidenced by the literature, such tools not only
help make learning more fun but also equip students for the
rigors of modern educational demands.

Technology in Student Academic Performance

Interactive visual aids in the form of multimedia

presentations and digital simulations have been proven effective
in improving retention among the learners. In a similar view,
Bethtbf (2023) noted that the use of these tools helps students
visualize complex concepts, making it easier for them to grasp
and remember the material presented. It is particularly relevant
in practical application as it helps students visualize the
subject matter being taught and how it may be used in the real
life.
 The use of technology in class also promotes the students’
critical thinking abilities as well as solving problems too.
Organized collaborative structures, fine use of technology,
students’ involvement in hands-on activities and practical
assignments also motivates students to learn (Martin, 2021).
This active involvement in the learning process not only increases
interest and motivation, but also provides important training for
further academic and professional life.

Most interactive technologies elicit instantaneous feedback

to the students in terms of their learning progress and their
learning deficiencies. According to Connoly (2024), this
feedback serves as a motivating factor, to make students give
their best and fully participate in their education and
performance. By identifying strengths and weaknesses in real-
time, students can adjust their learning strategies and work
towards achieving their academic goals.

Interactive Technology Challenges

The transition to interactive learning requires students to

adapt to new styles of learning that may differ significantly
from traditional classroom experiences. As noted by Sato et al
(2024), this adaptation process can be challenging, as students
need to acquire suitable skills in working with digital
platforms and learning resources. Educators must provide
comprehensive guides and tutorials on using online learning
platforms and digital tools to facilitate this transition.

Technical issues represent a critical barrier to effective

interactive learning. Many students face challenges related to
limited access to technology or intermittent internet

connectivity (D’Agostino, 2022). These technical difficulties

can disrupt the learning process, leading to frustration and
disengagement. Institutions and educators must ensure that
students have access to the necessary technological resources
and provide support for those who encounter technical issues.

Reuelle (2019) states that while interactive visual aids

and technology can enhance learning in many subjects, they may
not be suitable for every domain or learning style. For
instance, some students may feel more comfortable in a
traditional learning environment and may not respond well to
interactive sessions. Educators must carefully consider the
appropriateness of these tools for their specific subject matter
and student population.

Advantages of Interactive Visual Aids and Technology

One of the major strengths of interactive visual aids is

their ability to boost student’s engagement. Traditional
teaching methods frequently often leave students passive
recipients of information. On the other hand, interactive visual
aids and technology motivate students to participate actively
engaging them directly with educational materials through touch
and manipulation. Ravaglia (2023) suggests that engaged students
show 2.5 times better results in academic performance
highlighting the importance of incorporating interactive
learning strategies that will both attract their attention and
encourage their learning engagement.

Ashikuzzaman (2023) indicates that interactive visual aids

facilitate multisensory learning which is necessary for
addressing diverse learning styles. These tools allow students
to engage with through multiple senses (e.g. visuals, sounds,
and tactile interactions) simultaneously. This multisensory
approach enhances retention and understanding as it accommodates
various learning preferences — visual, auditory, and
kinesthetic. Diagrams, explanations, and physical interaction
with models or simulations, makes complex concepts more
accessible and memorable.

The use of technology in education streamlines making of

lesson plans and delivery for teachers. Interactive displays
usually include educational resources that are pre-loaded along
with customizable templates designed to help teachers save time
on preparing materials. This gives teachers more time to spend
on teaching and less time on administrative tasks. Additionally,
real-time feedbacks from interactive quizzes and activities
promotes flexibility of teachers in adjusting their teaching
approaches instantly based on student responses. (Yang et al.,
2021).

With the rise of blended learning, interactive visual aids

have grown to be an essential part on maintaining engagement and
productive collaboration on students. This technology tools
makes virtual classes replicate the interactivity found in
traditional classrooms. According to Joseph (2023), features
 including screen sharing and collaborative platform allows
students engage with their classmates and instructors
effectively despite the physical distance. This flexibility is
very crucial in maintaining the quality of education through
various learning environments.

Furthermore, interactive visual aids help the environment

by reducing the use of paper-based materials (Novak et al.,
2023). Although the upfront cost of technology may be
significantly greater than that of conventional resources, the
substantial savings in the long term are evident because this
will minimize schools’ waste from textbooks and printed
materials. In addition, consolidating several teaching materials
into one device lessens overall resource demands, helping to
create a more environmentally sustainable learning environment.

Disadvantages of Interactive Visual Aids and Technology

According to Simpson (2024), one of the major difficulties

associated with interactive visual aids is the risk of technical
problems. Problems including equipment failures, poor internet,
or software glitches can slow down or stop teaching and waste
valuable instruction time. For instance, a projector isn’t able
to display content, or an interactive tool failed to respond as
expected. These technical glitches can frustrate both teachers
and students distracting the learning environment and later
diminishing the intended benefits of the educational technology
(Balalle, 2024).

Interactive visual aids, particularly those that involve

 complex animations or multimedia presentations, may sometimes
overwhelm students with information. Cognitive overload, the
term used for this phenomenon, occurs when learners are
presented with too much information making it difficult for them
to process and retain concepts. Kuhlmann et al. (2024) suggests
that when students have to grasp information quickly during an
animation while simultaneously integrating it with new
knowledge, their cognitive resources may become overwhelmed.
This can restrain effective learning and will create surface
understanding. While interactive visual aids are designed to engage
students, they can also become sources of distraction. Students

may pay greater attention to the entertaining components of a

video or simulation than to the educational messages conveyed.
Further, students may redirect their focus from schoolwork to
online games and activities with laptops and tablets as
explained by Auxier (2020). As described by Ballale (2024), the
misalignment between engagement and educational objectives can
decrease the effectiveness of the said interactive tools’ impact
in learning.

Another concern is the dependence on interactive visual

aids might produce passive behavior in students during learning.
According to Zhang (2020), teachers who regularly use technology
may unintentionally cause their students to develop a tendency
for passive knowledge reception instead of active engagement.
This reliance hinders the opportunities to advance critical
thinking and problem-solving skills, both of which are important
for both for academic success and practical applications (Zhai
et al., 2024).
 References
Ashikuzzaman, M., & Ashikuzzaman, M. (2023, December 17).
Visualizing Knowledge: The Impact of Audio-Visual Materials
on Educational excellence. Library & Information Science
Education Network.
https://www.lisedunetwork.com/visualizing-knowledge-the-
impact-of-audio-visual-materials-on-educational-excellence/

Auxier, B., Anderson. M., Perrin, A., & Turner, E. (2024). 1.

Children’s engagement with digital devices, screen time.
Pew Research Center.
https://www.pewresearch.org/internet/2020/07/28/childrens-
engagement-with-digital-devices-screen-time/

Balalle, H. (2024). Exploring student engagement in technology-

based education in relation to gamification,
online/distance learning, and other factors: A systematic
literature review. Social Sciences & Humanities Open, 9,
100870.
https://www.sciencedirect.com/science/article/pii/S25902911
24000676

Connolly, M. (2024). The Power of Feedback: A guide to giving

students Constructive criticism - LearningMole.

LearningMole. https://learningmole.com/the-power-of-
feedback/#:~:text=For%20students%2C%20feedback%20acts%20as%
20a%20mirror%20for,specific%2C%20and%20directly%20related%2
0to%20the%20learning%20objectives .
 D’Agostino, S. (2022). Undergraduates’ technology problems and
needs. Inside Higher Ed | Higher Education News, Events and
Jobs.
https://www.insidehighered.com/news/2022/10/04/undergraduat
es-technology-problems-and-needs

Dogan, S., Dogan, N. A., & Celik, I. (2020). Teachers’ skills to

integrate technology in education: Two path models
explaining instructional and application software use.
Education and Information Technologies, 26(1), 1311–1332.
https://doi.org/10.1007/s10639-020-10310-4

Eslit, E. R. (2023). 21st Century teaching: updates, challenges,

and best practices. ResearchGate.
https://doi.org/10.13140/RG.2.2.21864.65284

Johnes, S. (2023). Strategies and Tools: How to make an

interactive course for an engaging and effective learning
experience. Science and Literacy. Retrieved September 24,
2024, from https://scienceandliteracy.org/interactive-
course/#:~:text=Active%20learning%20is%20an%20immersive%2C%

20hands-
on%20approach%20to,key%20role%20in%20testing%20and%20reinfo
rcing%20students%E2%80%99%20understanding .

Joseph, S. B. (2023). The Impact of Computer-Based Learning on

Student Engagement and Achievement. Researchgate.
https://www.researchgate.net/publication/376754412_The_Impa
ct_of_Computer-
 Based_Learning_on_Student_Engagement_and_Achievement

Kuhlmann, S. L., Plumley, R., Evans, Z., Bernacki, M. L.,

Greene, J. A., Hogan, K. A., Berro, M., Gates, K., &
Panter, A. (2024). Students’ active cognitive engagement
with instructional videos predicts STEM learning. Computers
& Education, 216, 105050.
https://doi.org/10.1016/j.compedu.2024.105050

Livingston, E., Houston, E., Carradine, J., Fallon, B.,

Akmeemana, C., Nizam, M., & McNab, A. (2022). Global
student perspectives on digital inclusion in education
during COVID-19. Global Studies of Childhood, 13(4),
341–357. https://doi.org/10.1177/20436106221102617

Martin, A. (2021). Using interactive learning to improve student

engagement. TeachHUB.
https://www.teachhub.com/professional-

development/2021/05/using-interactive-learning-to-improve-
student-
engagement/#:~:text=Interactive%20learning%20is%20an%20appr
oach%20to%20teaching%20students,and%20use%20components%20of
%20technology%20to%20complete%20classwork .

Novak, K. (2023, June 15). How UDL creates an equitable

environment for students. Edutopia.
https://www.edutopia.org/article/universal-design-learning-
promotes-equity
 Ravaglia, R. (2023). Student Engagement Matters More Than
Attendance; Why Don’t Schools Track It?. Forbes.
https://www.forbes.com/sites/rayravaglia/2023/03/25/student
-engagement-matters-more-than-attendance-why-dont-schools-
track-it/

Raza, M. (2024). Interactive Video Learning: a Game-Changer in

Learning. MyeLearningWorld.
https://myelearningworld.com/interactive-video-
learning/#:~:text=The%20decision-
making%20aspect%20of%20interactive%20videos%20promotes%20cr
itical,cultivates%20essential%20decision-
making%20skills%20applicable%20in%20real-life%20situations .

Reuell, P. (2019). Lessons in learning. Harvard Gazette.

https://news.harvard.edu/gazette/story/2019/09/study-shows-
that-students-learn-more-when-taking-part-in-classrooms-
that-employ-active-learning-strategies/

Sato, S. N., Moreno, E. C., Rubio-Zarapuz, A., Dalamitros, A.

A., Yañez-Sepulveda, R., Tornero-Aguilera, J. F., &
Clemente-Suárez, V. J. (2023). Navigating the new normal:
adapting online and distance learning in the Post-Pandemic
era. Education Sciences, 14(1), 19.
https://doi.org/10.3390/educsci14010019

Simpson, R. (2024, July 16). Why visual aids are important in

the classroom: A comprehensive guide. ED Tech RCE.
https://edtechrce.org/why-visual-aids-are-important-in-the-
classroom/
Yang, L., Chiu, M. M., & Yan, Z. (2021b). The power of teacher
feedback in affecting student learning and achievement:
insights from students’ perspective. Educational
Psychology, 41(7), 821–824.
https://doi.org/10.1080/01443410.2021.1964855

Zhang, A., Olelewe, C. J., Orji, C. T., Ibezim, N. E., Sunday,

N. H., Obichukwu, P. U., & Okanazu, O. O. (2020). Effects
of innovative and traditional teaching methods on technical

college students’ achievement in computer craft practices.

SAGE Open, 10(4), 215824402098298.
https://doi.org/10.1177/2158244020982986

Zhai, C., Wibowo, S., & Li, L. D. (2024). The effects of over-
reliance on AI dialogue systems on students’ cognitive
abilities: a systematic review. Smart Learning
Environments, 11(1). https://doi.org/10.1186/s40561-024-