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Saadah, I. N., Hadi, S., Budiyanto, M. A., Rahardjanto, A., & Hudha, A. M. (2022). Development of articulate storyline learning media to improve biology learning outcomes for junior high school students. Research and Development in Education, 2(2), 51–56. https://doi.org/10.22219/raden.v2i2.23232
In this article, Saadah et al. (2022) examine the popular e-learning tool, Articulate Storyline, to develop e-learning material to increase the learning outcomes of junior high biology students. Articulate Storyline can convey instructional material in interactive images, text, sound, graphics, and video. The authors found that the students needed help learning complex material on the structure of plant root systems. Student outcomes reported that the learners only achieved a 63 percent mastery level, and the target mastery level was 80 percent. Saadah et al. (2022) were motivated by the challenges of online learning forced upon instructors and learners during the COVID-19 pandemic and wanted to explore how Articulate Storyline could support effective learning interventions in distance education.
The study was conducted using the Research and Development (R &D)methodology. The R&D method is utilized to research and assess the effectiveness of novel products. The R&D research process contains the following steps: looking for potential problems, collecting data, designing products, validating designs, product trials, design revisions, product revisions, and mass production. The researchers utilized a pretest assessment to determine the baseline knowledge of plant structure on roots of 870 students. The pretest scores indicated a pretest level average of 51% mastery of the learning content. After the Articulate Storyline intervention, students had a post-test average of 81%. This study implies that the use of interactive e-learning content has the potential to increase student learning outcomes.
This study leaves several design gaps that will need to be explored further. Articulate Storyline is a powerful self-authoring tool, but the learning curve for the technology can be steep, especially if designers create complex branching schemes and customized animations. Additionally, there is a multitude of ways to build out interactives in the storyline. It would be interesting to see the design of the interactions that helped facilitate the increase in student performance. For example, did the learners engage in retrieval practice by using flashcards? Did they use hotspots to help explain the various plant structures? Articulate Storyline requires a high level of technology expertise and multimedia design experience. For example, a poorly designed Articulate Storyline interactive can lead to cognitive overload and further confusion among learners.
I chose this article to tie into this week's readings because I frequently work with Articulate Storyline in developing asynchronous online courses. As I have taken a deep dive into educational technology, I have started to inquire about the various approaches to developing interactive and engaging learning content to develop high-quality and compelling learning experiences. I have also begun considering how using Articulate Storyline could increase learner motivation.
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