Enhancing fraction education: an exploration of multimedia learning principles and effective digital material design

Abstract

Many students struggle to understand fractions, and this has led to a growing interest in using technology to support math education. This thesis looks at how digital learning materials can be improved using multimedia learning principles and better instructional design. The study reviews and analyzes a variety of freely available digital tools for teaching fractions, focusing on how well they follow educational guidelines and support student learning. ☐ A custom rubric was used to evaluate these tools based on Mayer’s multimedia learning principles, research-based instructional criteria, and the presence of interleaved practice. The findings show that most digital tools are focused on blocked practice rather than interleaved. Many also lack clear learning goals, strong feedback, and thoughtful user design. ☐ To help address these issues, this thesis proposes a Digital Material Development Framework (DMDF). This framework offers five key phases for designing better digital materials: instructional design, user interface design, interactivity, implementation/testing, and feedback/assessment. While the focus is on fractions, the framework can be adapted for other subjects as well. ☐ The goal of this study is to provide a starting point for developing better, more engaging, and research-based tools for learning fractions—tools that can eventually be tested in classrooms and refined with real feedback from students and teachers.