International Journal of Web Research

International Journal of Web Research

Assessing the Impact of Multimedia on Concept Transfer by Examining the Interplay between User Experience and Felder-Silverman Learning Style

Document Type : Original Article

Author
Maryam Tayefeh Mahmoudi
Data Analysis & Processing Research Group, IT Research Faculty, ICT Research Institute, Iran.
10.22133/ijwr.2025.528834.1296
Abstract
Multimedia content due to its inherent audio-visual capabilities plays a significant role in transferring complex/ mystical concepts into the learners. Its effectiveness, is mostly concerned with goal-oriented narration of the story from one side and the level of engagement and understanding of concept by learners from the other side. In this respect, presenting a framework to organize an e-book to facilitate the effective transmission of complex /mystical concept is the focal concern of this article. Furthermore, the proposed framework incorporates rigorous user experience (UEQ) methodology, employing established metrics and qualitative feedback mechanisms to evaluate learners' satisfaction across a comprehensive range of UEQ scales, including attractiveness, hedonic and pragmatic quality in general. Empirical results, derived from experimental studies utilizing this framework, demonstrate a statistically significant and practically noteworthy impact on the learners' ability to grasp and articulate the core meaning embedded within complex and mystical concepts, thereby validating the efficacy of this innovative approach in promoting accessible and meaningful learning experiences. In this regard, the correlation between UEQ scales with learners' learning style model based on Felder-Silverman was investigated. The assessment of the results concerning the relationship between the UEQ scales and the Felder-Silverman learning style dimensions reveals that the multimedia e-book was evaluated as more engaging and innovative by learners whose learning styles, as classified by Felder-Silverman, were characterized as intuitive and visual. This confirms that the e-book's design resonates particularly well with these learning preferences. Moreover, the User Experience Questionnaire (UEQ) results for the presented e-book, when compared to benchmark data from other products assessed using the same standardized UEQ, indicate a positive multimedia potential. Specifically, the e-book demonstrates favorable scores across dimensions such as Attractiveness, Efficiency, Stimulation, and Novelty as well, which well express the potential of proposed multimedia e-book in transferring complex/mystical concept.
Keywords
Concept Transfer
Felder-Silverman Learning Style Model
Multimedia
E-Book
User Experience Questionnaire (UEQ)

Subjects

  • Humberstone, C.Beard, and B.Clayton, "Performativity and enjoyable learning," Journal of Further and Higher Education, vol. 37, no. 2, pp. 280-295, 2013. https://doi.org/10.1080/ 0309877X.2011.645452.
  • N. Oltinboevna,"The role of modern multimedia technologies in the educational process," Educator Insights: Journal of Teaching Theory and Practice 1, no. 2, pp. 107-111, 2025.
  • Yang, and W. Zhang, “Effectiveness of augmented reality on EFL learner’s language gains: a meta-analysis,”, Innovation in Language Learning and Teaching, vol. 19, no.1, pp.48-63, 2025. https://doi.org/10.1080/17501229.2024.2323529.
  • D.J.N. Ndjama and J. Van Der Westhuizen, “A Systematic Review of the Challenges and Limitations of VR in Education,” Creating Immersive Learning Experiences Through Virtual Reality (VR), pp.1-32, 2025. https://doi.org/ 10.4018/979-8-3693-6407-9.ch001.
  • Malann and F. Al-Turjman, “Metaverse technology in education: an enhancement for the future,” Artificial Intelligence of Things (AIoT), Morgan Kaufmann, pp. 23-36, 2025. https://doi.org/ 10.1016/B978-0-443-26482-5.00004-3.
  • F. Davar, M. A. Dewan, and X. Zhang. "AI chatbots in education: challenges and opportunities." Information,vol.16, no. 3, pp.235, 2025. https://doi.org/10.3390/info16030235.
  • Rapiia, N. Karasartova, K. Dznunusnalieva, K. Mirzoeva, and M. Mokliuk. "Enhancing learning effectiveness through adaptive learning platforms and emerging computer technologies in education." Jurnal Ilmiah Ilmu Terapan Universitas Jambi,vol.9, no. 1, pp. 144-160, 2025. https://doi.org/10.22437/jiituj.v9i1.37967.
  • Nyirahabimana, E. Minani, M. Nduwingoma, and I. Kemeza, “Assessing the impact of multimedia application on student conceptual understanding in Quantum Physics at the Rwanda College of Education.” Education and Information Technologies, vol. 29, no. 3, pp.3423-3444, 2024. https://doi.org /10.1007/s10639-023-11970-8.
  • Parekh, Principles of multimedia. CRC Press, 2025. https://doi.org/10.1201/9781003588030.
  • Stavroula. "Usability and user experience evaluation in intelligent environments: A review and reappraisal." International Journal of Human–Computer Interaction,vol.41, no. 5, pp.2829-2858, 2025. https://doi.org/10.1080/10447318.2024.2394724.
  • Brusilovsky, and E.Millán. "User models for adaptive hypermedia and adaptive educational systems." In The adaptive web: methods and strategies of web personalization, pp. 3-53. Berlin, Heidelberg: Springer Berlin Heidelberg, 2007. https://doi.org/10.1007/978-3-540-72079-9_1.
  • Wegerif, “Literature review in thinking skills,” technology and learning, 2002.
  • Li, Z. Jiang, Y. Guan, G. Li, and F. Wang, F., “Fostering the transfer of empirical engineering knowledge under technological paradigm shift: An experimental study in conceptual design,” Advanced Engineering Informatics, vol. 41, pp.100927, 2019. https://doi.org/10.1016/j.aei.2019.100927.
  • Doležalová, "Student Teachers´ Information Strategies and Strategies of Learning from Text," Procedia-Social and Behavioral Sciences, 112, pp.401-407, 2013. doi: https://doi.org/10.1016/ j.sbspro.2014.01.1181.
  • H. Wang, “Integrating games, e-books and AR techniques to support project-based science learning,”  Educational Technology & Society, vol. 23, no. 3, pp.53-67, 2020.
  • C. E. Ding, K.T.T. Huang, J. DuBois, and H. Fu, “Integrating immersive virtual reality technology in scaffolded game-based learning to enhance low motivation students’ multimodal science learning,” Educational technology research and development, pp.1-20, 2024. https://doi.org/10.1007/s11423-024-10369-7.
  • P. Schrepp, "User Experience Questionnaire Handbook," All you need to know to apply the UEQ successfully in your project, pp.50-52, 2015. https://doi.org/ 10.13140/RG.2.1.2815.0245.
  • Rauschenberger, M.Schrepp, M. P. Cota, S. Olschner and
    J. Thomaschewski, "Efficient Measurement of the User Experience of Interactive Products. How to use the User Experience Questionnaire (UEQ). Example: Spanish Language Version," International Journal of Artificial Intelligence and Interactive Multimedia, vol. 2, pp. 39-45, 2013. https://doi.org/ 10.9781/ijimai.2013.215.
  • P. I. R., Devy, S.Wibirama, & P. I. Santosa, “Evaluating user experience of english learning interface using user experience questionnaire and system usability scale,”, In 2017 1st IEEE International Conference on Informatics and Computational Sciences (ICICoS), pp. 101-106, 2017. https://doi.org/10.1109/ ICICOS.2017.8276345.
  • B., Santoso, M. Schrepp, L. M. Hasani, R. Fitriansyah, & A. Setyanto, “The use of User Experience Questionnaire Plus (UEQ+) for cross-cultural UX research: evaluating Zoom and Learn Quran Tajwid as online learning tools,” Heliyon, vol. 8, no.11, 2022. https://doi.org/10.1016/j.heliyon.2022.e11748.
  • Meher and M.S. Meher, "Immersive Learning Environments in Education: Application, Effect and Challenges,” Asian Journal of Education and Social Studies, vol. 50, no.4, pp.150-161, 2024. https://doi.org/10.9734/ajess/2024/v50i41314.
  • Bouchey, J. Castek, and J. Thygeson, “Multimodal learning,” In: J. Ryoo, and K. Winkelmann, Innovative learning environments in STEM higher education: Opportunities, challenges, and looking forward, Springer Nature Switzerland AG, 2021, pp.35-54, 2021. https://doi.org/10.1007/978-3-030-58948-6.
  • T. Mahmoudi, K. Badie, and M. Valipour. "Assessing the role of AR-based content in improving learning performance considering Felder-Silverman learning style." IEEE International Conference on Interactive Collaborative Learning (ICL), pp. 838-843., 2015. https://doi.org/ 10.1109/ICL.2015.7318137.
  • F .Fayaza, and S. Ahangama. "Use of Felder Silverman Learning Style Model in Technology Enhanced Learning.", IEEE International Research Conference on Smart Computing and Systems Engineering (SCSE), vol. 7, pp. 1-6, 2024. https://doi.org/ 10.1109/SCSE61872.2024.10550775.
  • M. Idkhan, and M. M. Idris. "Dimensions of students learning styles at the university with the kolb learning model." International Journal of Environment, Engineering & Education3, no. 2, pp. 75-82, 2021. https://doi.org/10.55151/ijeedu.v3i2.60.
  • Kigawa, K. Nagata, and T. Aoki. "Learning Style Recognition in relation with MBTI and FSLSM." In Proceedings of the International Conference on ICT Application Research Proceedings of the International Conference on ICT Application Research, pp. 57-62. International Institute of ICT Application Research, 2024.  https://doi.org/10.32188/iar.2.0_57.
  • Coffield, D. Moseley, E. Hall, K. Ecclestone, "Learning styles and pedagogy in post-16 learning:A systematic and critical review", Learning and Skills Research Centre, 2004.
  • T. Yilmaz, "Index of Learning Styles to Assess Learning Style of Undergraduate Surveying Engineering/Geomatics Students." Surveying and Land Information Science,vol. 84, no. 1, pp. 5-13, 2025.
  • Yousuf, S. I. Jami, S. Wasi, and M. S. Siddiqui. "Knowledge Graph Representation of Felder-Silverman Learning Style Model for Computing Education." IEEE Access, 2025. 10.1109/ ACCESS.2025.3593429.
  • T. Mahmoudi, “Evaluating the Impact of Multimedia Content on Concept Transfer from User Experience Perspective,” In 2025 IEEE 11th International Conference on Web Research (ICWR), April 2025, pp. 223-227. https://doi.org/10.1109/ ICWR65219. 2025.11006236.
  • https://learningstyles.webtools.ncsu.edu/
  • T. Mahmoudi, A. M. Yadegari, P. Ahmadi, and K. Badie, “Interpreting Contents in Social Network using Some Generic Rules with Abstract Propositions,” International Journal of Web Research, vol. 6, no. 1, pp.1-8, 2023. https://doi.org/10.22133/ ijwr.2023.407090.1171.
  • M. Felder and L.K. Silverman, “Learning and Teaching Styles in Engineering Education,” Engineering Education, vol. 78, no.7, pp.674–681,1988.
  • Laugwitz, T. Held, M. Schrepp, “Construction and evaluation of a user experience questionnaire”. In: Holzinger, A. (Ed.): USAB 2008, LNCS 5298, pp. 63-76, 2008. https://doi.org/10.1007/978-3-540-89350-9_6.
  • Laugwitz, U. Schubert, W. Ilmberger, N. Tamm, T. Held, M. Schrepp, “Subjektive Benutzerzufriedenheit quantitativ erfassen: Erfahrungen mit dem User Experience Questionnaire UEQ [Quantitative measurement of subjective user satisfaction: Experiences with the user experience questionnaire UEQ]“. In: Brau, H.;Diefenbach, S.; Hassenzahl, M.; Kohler, K.; Koller, F.; Peissner, M.;Petrovic, K.; Thielsch, M.;Ulrich, D., Zimmermann, D. (Eds.); Usability Professionals 2009, pp. 220 – 225, 2009.
  • P. Schrepp, "User Experience Questionnaire Handbook," 2015.
International Journal of Web Research
Volume 8, Issue 4
Autumn 2025
Pages 41-50