Use of Multimedia Aids in Primary Education: A Comparative Analysis of Kosovo and North Macedonia
DOI:
https://doi.org/10.18690/Keywords:
multimedia integration, educational technology, teacher confidence, pro-fessional development, digital learning.Abstract
This quantitative, descriptive-comparative study examined primary teachers’ multimedia use in Kosovo and North Macedonia. Questionnaire data were col-lected from 298 teachers. Overall, 79.5% used multimedia at least sometimes and 46.3% often or always. YouTube, educational videos, quizzes, and music were most common, mainly for consolidating learning and promoting interac-tion. Multimedia use differed significantly by country and gender, favouring North Macedonia and female teachers, but not by subject area. Teachers without formal training reported significantly more frequent use than trained teachers, although sample composition warrants caution. Findings highlight the im-portance of pedagogical quality, context, and relevant professional development.
Downloads
References
Bandura, A. (1997). Self-efficacy: The exercise of control. New York, NY, US: W H Freeman/Times Books/ Henry Holt & Co.
Bond, M., Bedenlier, S., Marín, V. I., & Händel, M. (2021). Emergency remote teaching in higher education: mapping the first global online semester. International Journal of Educational Technology in Higher Education, 18(1), 50. doi:10.1186/s41239-021-00282-x
Çeken, B., & Taşkın, N. (2022). Multimedia learning principles in different learning environments: a systematic review. Smart Learning Environments, 9(1), 19. doi:10.1186/s40561-022-00200-2
Chandler, P., & Sweller, J. (1991). Cognitive Load Theory and the Format of Instruction. Cognition and Instruction, 8(4), 293-332.
Clark, R. E. (1994). Media Will Never Influence Learning %J Educational Technology Research and Development. 42(2), 21-29.
Comenius, J. A. (1967). Orbis Sensualium Pictus. New York: Charles Scribner’s Sons.
Cuban, L. (1986). Teachers and Machines: The Classroom Use of Technology since 1920. New York: Teachers College Press.
Ertmer, P., & Ottenbreit-Leftwich, A. (2010). Teacher Technology Change: How Knowledge, Beliefs, and Culture Intersect. Journal of Research on Technology in Education, 42, 255-284. doi:10.1080/15391523.2010.10782551
Ertmer, P., Ottenbreit-Leftwich, A., Sadik, O., Sendurur, E., & Sendurur, P. (2012). Teacher beliefs and technology integration practices: A critical relationship. Computers & Education, 59, 423–435. doi:10.1016/j.compedu.2012.02.001
Ertmer, P. A. (1999). Addressing first- and second-order barriers to change: Strategies for technology integration. Educational Technology Research and Development, 47(4), 47-61. doi:10.1007/BF02299597
Fullan, M. (2012). Stratosphere: Integrating Technology, Pedagogy, and Change Knowledge. Don Mills, Ontario: Pearson.
Hew, K. F., & Brush, T. (2007). Integrating technology into K-12 teaching and learning: current knowledge gaps and recommendations for future research. Educational Technology Research and Development, 55(3), 223-252. doi:10.1007/s11423-006-9022-5
Höffler, T. N., & Leutner, D. (2007). Instructional animation versus static pictures: A meta-analysis. Learning and Instruction, 17(6), 722-738. doi:10.1016/j.learninstruc.2007.09.013
Jalaluddin, I., Lilliati, I., & Darmi, R. (2020). Developing Vocabulary Knowledge among Low Achievers: Mobile Augmented Reality (MAR) Practicality. International Journal of Information and Education Technology, 10, 813-819. doi:10.18178/ijiet.2020.10.11.1463
Jonassen, D. H. (1996). Computers in the Classroom: Mindtools for Critical Thinking. Columbus, OH: Merrill/Prentice Hall.
Kay, R. H. (2012). Exploring the Use of Video in Education: A Comprehensive Review of the Literature. Computers in Human Behavior, 28, 820-831. doi:10.1016/j.chb.2012.01.011
Kozma, R. B. (1994). Will media influence learning? Reframing the debate. Educational Technology Research and Development, 42(2), 7-19. doi:10.1007/BF02299087
Lawless, K. A., & Pellegrino, J. W. (2007). Professional Development in Integrating Technology Into Teaching and Learning: Knowns, Unknowns, and Ways to Pursue Better Questions and Answers. 77(4), 575-614. doi:10.3102/0034654307309921
Lei, J. (2010). Quantity Versus Quality: A New Approach to Examine the Relationship Between Technology Use and Student Outcomes. British Journal of Educational Technology, 41, 455-472. doi:10.1111/j.1467-8535.2009.00961.x
Mayer, R. E. (2009). Multimedia Learning (2 ed.). Cambridge: Cambridge University Press.
Mayer, R. E. (Producer). (2014). Cognitive theory of multimedia learning. The Cambridge handbook of multimedia learning, 2nd ed. [doi:10.1017/CBO9781139547369.005]
Mayer, R. E. (2021). Multimedia learning (Third edition ed.). Cambridge, United Kingdom: Cambridge University Press.
Mayer, R. E., Heiser, J., & Lonn, S. (2001). Cognitive constraints on multimedia learning: When presenting more material results in less understanding. Journal of Educational Psychology, 93, 187-198.
Mayer, R. E., Moreno, R., Boire, M., & Vagge, S. (1999). Maximizing constructivist learning from multimedia communications by minimizing cognitive load. Journal of Educational Psychology, 91, 638-643.
Mayer, R. E., Moreno, Roxana. (2003). Nine Ways to Reduce Cognitive Load in Multimedia Learning. Educational Psychologist, 38(1), 43-52. Retrieved from https://www.uky.edu/~gmswan3/544/9_ways_to_reduce_CL.pdf
Mertala, P. (2019). Teachers’ beliefs about technology integration in early childhood education: A meta-ethnographical synthesis of qualitative research. Computers in Human Behavior, 101, 334-349. doi:https://doi.org/10.1016/j.chb.2019.08.003
MEST. (2017). Korniza Kurrikulare e Arsimit Parauniversitar.
Ministry of Education and Science. (2023 ). New Concept in Education In. Republic of North Macedonia
Moreno, R., & Park, B. (2010). Cognitive Load Theory: Historical Development and Relation to Other Theories. In J. L. Plass, R. Moreno, & R. Brünken (Eds.), Cognitive Load Theory (pp. 9-28). Cambridge: Cambridge University Press.
Moreno, R., & Valdez, A. (2005). Cognitive load and learning effects of having students organize pictures and words in multimedia environments: The role of student interactivity and feedback. Educational Technology Research and Development, 53, 35-45. doi:10.1007/BF02504796
Paas, F., & Ayres, P. J. E. P. R. (2014). Cognitive Load Theory: A Broader View on the Role of Memory in Learning and Education. In (Vol. 26, pp. 191-195).
Paas, F., & Sweller, J. (2012). An Evolutionary Upgrade of Cognitive Load Theory: Using the Human Motor System and Collaboration to Support the Learning of Complex Cognitive Tasks. Educational Psychology Review, 24(1), 27-45. doi:10.1007/s10648-011-9179-2
Paivio, A. (1990). Mental Representations: A dual coding approach: Oxford University Press.
Prensky, M. (2001). Digital Game-Based Learning. McGraw-Hill, New York, 1. doi:10.1145/950566.950567
Rincon-Flores, E. G., & Santos-Guevara, B. N. (2021). Gamification during Covid-19: Promoting active learning and motivation in higher education. Australasian Journal of Educational Technology, 37(5), 43-60. doi:10.14742/ajet.7157
Saipunidzam, M., Ibrahim, M., & Mohd Taib, S. (2010). M-Learning: A New Paradigm of Learning Mathematics in Malaysia.
Sekarwangi, T., Sartono, K., Mustadi, A., & Abdulah, A. (2021). The Effectiveness of Problem Based Learning-Based Interactive Multimedia for Elementary School Students. International Journal of Elementary Education, 5, 308. doi:10.23887/ijee.v5i2.31603
Sweller, J. (1988). Cognitive Load during Problem Solving: Effects on Learning. Cognitive Science, 12, 257-285.
Teo, T., & Zhou, M. (2014). Explaining the intention to use technology among university students: A structural equation modeling approach. Journal of Computing in Higher Education, 26. doi:10.1007/s12528-014-9080-3
Thaqi, V., & Atanasoska, T. (2025). Challenges and Solutions in Implementing Multimedia in the Classroom. Open Journal of Social Sciences, 13, 583-604. doi:10.4236/jss.2025.136039
Tondeur, J., Pareja Roblin, N., van Braak, J., Voogt, J., & Prestridge, S. (2016). Preparing beginning teachers for technology integration in education: Ready for take-off? Technology Pedagogy and Education, 26. doi:10.1080/1475939X.2016.1193556
Tschannen-Moran, M., & Hoy, A. (2001). Teacher Efficacy: Capturing an Elusive Construct. Teaching and Teacher Education, 17, 783-805. doi:10.1016/S0742-051X(01)00036-1
Yang, B., & Lester, D. (2003). Liaw's measures of attitudes toward computers and the Internet: a supportive comment. Computers in Human Behavior, 19(5), 649-651. doi:https://doi.org/10.1016/S0747-5632(02)00082-1
Zydney, J., Stegeman, C., Bristol, L., & Hasselbring, T. (2010). Improving a multimedia learning environment to enhance students' learning, transfer, attitudes and engagement. IJLT, 5, 147-165. doi:10.1504/IJLT.2010.034547
Downloads
Published
Data Availability Statement
The article is based on research data stored in author's repository that are not publicly available, but are available from the author upon a reasoned request.
Issue
Section
Categories
License
Copyright (c) 2026 Syzane Merovci, Alen Azari, Zijad Kulici, Biljana Cvetkova Dimov
This work is licensed under a Creative Commons Attribution 4.0 International License.