Systematic Literature Review on the Effectiveness of Multimedia in Flipped Learning Classrooms
DOI:
https://doi.org/10.35870/jtik.v9i4.4111Keywords:
Flipped Learning, Educational Multimedia, Student Engagement, Comprehension, Systematic ReviewAbstract
This study addresses a critical gap in flipped learning research by focusing on the specific role of multimedia tools in enhancing student engagement and comprehension—an area often overlooked in prior studies that tend to generalize the benefits of flipped classrooms. Employing a Systematic Literature Review (SLR) methodology, the study adheres to PRISMA guidelines and analyzes 20 empirical studies selected from 147 initial records obtained through databases such as Scopus, Google Scholar, and PubMed. Articles were included based on relevance, publication year (2019–2024), and methodological rigor. The findings quantitatively indicate that 100% of the studies reported improved comprehension, 90% observed heightened engagement, and 80% noted enhanced learning flexibility through multimedia-supported flipped learning. However, 60% of the studies identified infrastructural and digital literacy challenges as significant barriers. Theoretically, this research reinforces Vygotsky’s social constructivism by emphasizing interactive and student-centered learning environments. Practically, it underscores the need for teacher training and robust digital infrastructure to optimize flipped learning implementation. This review contributes actionable insights into designing more adaptive, technology-integrated education systems.
Downloads
References
Alodail, A. (2020). Flipping learning to develop students' engagement and achievement in the computer applications unit as part of their studies on the subject of instructional design. Journal of Educational and Psychological Studies [JEPS], 14(4), 593-610. https://doi.org/10.53543/jeps.vol14iss4pp593-610.
Ankora, C. (2021, April). Implementing flipped classroom with digital students. In AIP Conference Proceedings (Vol. 2331, No. 1). AIP Publishing. https://doi.org/10.1063/5.0041735.
Aprianto, E., Purwati, O., & Anam, S. (2020). Multimedia-assisted learning in a flipped classroom: A case study of autonomous learning on EFL university students. International Journal of Emerging Technology in Learning, 15, 114-127. https://doi.org/10.3991/ijet.v15i24.14017.
Bergmann, J., & Sams, A. (2012). Flip your classroom: Reach every student in every class every day (pp. 120-190). International Society for Technology in Education.
Fasli, F. G. (2021). Flipped classroom approach during multimedia project development. Postmodern Openings. https://doi.org/10.18662/po/12.1Sup1/268.
Fortepiani, M. A. A. (2021). Revisiting the flipped classroom: Lessons learned. The FASEB Journal.
Halili, S. H., Mohsin, N., & Razak, R. (2021). Student perceptions towards the use of the mobile flipped classroom approach. International Journal of Web-Based Learning and Teaching Technologies. https://doi.org/10.4018/IJWLTT.20211101.oa3.
Jdaitawi, M., Sadiq, B., Sharoa, A., Elkilany, A., Kholif, M., & Rady, Y. (2022). Does flipped learning success in enhancing education outcomes? International Journal of Early Childhood Special Education.
Jung, H., Park, S., Kim, H. S., & Park, J. (2022). The effects of the regulated learning-supported flipped classroom on student performance. Journal of Computing in Higher Education, 34, 132–153.
Karsen, M., Kristin, D. M., & Pangestu, H. (2021). Evaluation on student engagement of online case-based learning and flipped learning during COVID-19 pandemic. In 2021 International Conference on Information Management and Technology (ICIMTech).
Kilavuz, F. (2021). Exploring research trends in the implementation of the flipped classroom model in educational research. Pedagogical Research. https://doi.org/10.29333/pr/14730.
Krstić, D. (2021). Efficiency of multimedia education. Norma. https://doi.org/10.5937/norma21021.91K.
Lee, K. C., Goh, H., Teng, J., & Wong, K. W. (2020). Flipped classroom: An investigation into learner engagement during non-face-to-face components. Scholarship of Teaching and Learning in the South, 4(2), 118-137. https://doi.org/10.36615/sotls.v4i2.116
Lo, C., & Hew, K. (2021). Student engagement in mathematics flipped classrooms: Implications of journal publications from 2011 to 2020. Frontiers in Psychology. https://doi.org/10.3389/fpsyg.2021.685338.
Mei, J. Y. S. (2021). Promoting student engagement and preparation in flipped learning's pre-class activities — A systematic review. Journal of Higher Education Theory and Practice.
Ng, E. K. L. (2023). Student engagement in flipped classroom in nursing education: An integrative review. Nurse Education in Practice, 68, 103585.
Ng, L. K., & Lo, C. (2022). Enhancing online instructional approaches for sustainable business education in the current and post-pandemic era: An action research study of student engagement. Education Sciences, 12(9), 584. https://doi.org/10.3390/educsci12090584.
Nikitova, I., Kutova, S., Shvets, T., Pasichnyk, O., & Matsko, V. (2020). Flipped learning methodology in professional training of future language teachers. European Journal of Educational Research.
Nugraheni, M. M. Y., Suryaningrum, P., & Rudito, M. A. (2020). Analysis of the students' engagement in the process of learning mathematics using a flipped-classroom approach to trigonometry. Journal of Mathematics and Mathematics Education.
Parker, C. (2021). The impact of flipped learning on engagement with the learning process in pre-licensure BSN students. Iris Journal of Nursing & Care.
Sadeghi, G., Zare, N., Amini, S., & Mazlom, S. (2020). Comparing the effect of flipped teaching versus multimedia-based teaching on postoperative physical activity in patients undergoing open-heart surgery. Evidence Based Care, 10, 64-73. https://doi.org/10.22038/ebcj.2020.46983.2280.
Sharda, P., & Bajpai, M. K. (2021). Online learning and teaching using google classroom during the Covid 19 pandemic. DESIDOC Journal of Library & Information Technology, 41(5), 352-357.
Sukerti, G. N. A., Rudiastari, E., & Susana, K. Y. (2020). The effectiveness of flipped learning in teaching writing.
Teichgräber, U., et al. (2023). Impact of a heutagogical, multimedia-based teaching concept to promote self-determined, cooperative student learning in clinical radiology. RöFo — Fortschritte auf dem Gebiet der Röntgenstrahlen.
Turibius, S., Muslim, S., & Sukardjo, M. (2023). Multimedia-based learning for early childhood education. https://doi.org/10.2991/978-94-6463-236-1_11.
Umar, M., & Ko, I. (2021). E-learning: Direct effect of student learning effectiveness and engagement. Sustainability, 13(14), 7723. https://doi.org/10.3390/su14031724.
Upadhyaya, I. (2023). Unlocking the power of flipped learning: Revolutionizing science education. Journal of Lumbini Engineering College.
Vagg, T., Balta, J., Bolger, A., & Lone, M. (2020). Multimedia in education: What do the students think? Health Professions Education.
Vygotsky, L. (1978). Mind in society: The development of higher psychological processes. Harvard University Press.
Ye, X. (2024). The application of multimedia teaching in primary school classrooms. Transactions on Social Science, Education and Humanities Research.
Yilmaz, F., Zhang, K., Ustun, A., & Yilmaz, R. (2022). Transactional distance perceptions, student engagement, and course satisfaction in flipped learning. Interactive Learning Environments. https://doi.org/10.1080/10494820.2022.2091603.
Zain, F., & Sailin, S. N. (2020). Students' experience with flipped learning approach in higher education. Universal Journal of Educational Research.
Zhong, L. (2020). The enhancement of student learning engagement in EFL speaking flipped classrooms. Transactions on Social Science, Education and Humanities Research. https://doi.org/10.62051/p2bgj445.
Downloads
Published
Issue
Section
License
Copyright (c) 2025 Mohamad Syarief Abdullah, Ketut Agustini, I Gde Wawan Sudatha, Anak Agung Adi Wiryya Putra
This work is licensed under a Creative Commons Attribution 4.0 International License.
Authors who publish with this journal agree to the following terms:
1. Copyright Retention and Open Access License
Authors retain copyright of their work and grant the journal non-exclusive right of first publication under the Creative Commons Attribution 4.0 International License (CC BY 4.0).
This license allows unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited.
2. Rights Granted Under CC BY 4.0
Under this license, readers are free to:
- Share — copy and redistribute the material in any medium or format
- Adapt — remix, transform, and build upon the material for any purpose, including commercial use
- No additional restrictions — the licensor cannot revoke these freedoms as long as license terms are followed
3. Attribution Requirements
All uses must include:
- Proper citation of the original work
- Link to the Creative Commons license
- Indication if changes were made to the original work
- No suggestion that the licensor endorses the user or their use
4. Additional Distribution Rights
Authors may:
- Deposit the published version in institutional repositories
- Share through academic social networks
- Include in books, monographs, or other publications
- Post on personal or institutional websites
Requirement: All additional distributions must maintain the CC BY 4.0 license and proper attribution.
5. Self-Archiving and Pre-Print Sharing
Authors are encouraged to:
- Share pre-prints and post-prints online
- Deposit in subject-specific repositories (e.g., arXiv, bioRxiv)
- Engage in scholarly communication throughout the publication process
6. Open Access Commitment
This journal provides immediate open access to all content, supporting the global exchange of knowledge without financial, legal, or technical barriers.
