MULTIMODAL AND INTERACTIVE LEARNING CONCEPTS IN EDUCATION
This article analyzes the role, didactic advantages, and practical application of multimodal and interactive learning concepts in the
context of modern digital education. The study highlights the theoretical foundations of multimodal learning, which integrates
visual, verbal, auditory, interactive, and kinesthetic channels to optimize students’ cognitive processes. It also examines how
interactive learning enhances learner engagement, collaboration, problem-solving skills, and reflection. The research is based on
content analysis, classroom observation, surveys, and experimental teaching methods. The findings demonstrate that a multimodal–
interactive learning environment significantly increases the effectiveness and quality of the educational process.
1. Mayer R. E. Multimedia Learning. – Cambridge: Cambridge University Press, 2001. – 220 p.
2. Kress G., van Leeuwen T. Reading Images: The Grammar of Visual Design. – 2nd ed. – London: Routledge, 2006. – 291 p.
3. Selwyn N. Education and Technology: Key Issues and Debates. – London: Bloomsbury Academic, 2011. – 224 p.
4. Buckingham D. Youth, Identity and Digital Media. – Cambridge, MA: MIT Press, 2008. – 176 p.
5. Kozma R. B. Technology, Innovation, and Educational Change: A Global Perspective. – Eugene, OR: International Society
for Technology in Education, 2003. – 360 p.
6. Coyle D., Hood P., Marsh D. CLIL: Content and Language Integrated Learning. – Cambridge: Cambridge University Press,
2010. – 184 p.
7. Johnson L., Adams Becker S., Estrada V., Freeman A. The NMC Horizon Report: 2015 Higher Education Edition. – Austin,
TX: The New Media Consortium, 2015. – 50 p.
8. Oblinger D. G., Oblinger J. L. Educating the Net Generation. – Boulder, CO: EDUCAUSE, 2005. – 450 p.
9. Anderson T. (ed.). The Theory and Practice of Online Learning. – 2nd ed. – Edmonton: AU Press, 2008. – 472 p.
10. Laurillard D. Teaching as a Design Science: Building Pedagogical Patterns for Learning and Technology. – New York:
Routledge, 2012. – 280 p.
Copyright (c) 2025 «ACTA NUUz»
This work is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International License.
.jpg)
1.png)
