Systematic Literature Review of the Effectiveness of Canva-Assisted Interactive Multimedia in Elementary Science Education
DOI:
https://doi.org/10.56916/jirpe.v4i3.1758Keywords:
Canva, Interactive multimedia primary, Science education, Systematic literature review, Student learning outcomesAbstract
This study aims to provide a comprehensive view of the use of Canva as interactive multimedia in primary science education. The research employed a Systematic Literature Review (SLR) approach following the Preferred Reporting Items for Systematic Reviews and Meta-Analyses (PRISMA) guidelines. The sampling technique was purposive sampling, selecting articles that met predefined inclusion and exclusion criteria, yielding 15 relevant studies. Data were collected through library exploration and extracted using a standardized form. Following Braun and Clarke’s procedure, thematic analysis was applied to identify key patterns and themes across the selected articles. The results show that Canva was predominantly used to create animated videos, e-modular content, and flipbooks to visualize science concepts in primary classrooms. The use of Canva positively impacted cognitive, affective, and psychomotor aspects of student learning. Research and Development was the most frequently applied methodology in the reviewed studies, followed by quasi-experimental designs. Canva’s multimedia and interactive features effectively made science lessons more creative, contextually relevant, and engaging for young learners. Nevertheless, several challenges were identified, including limited technological infrastructure, insufficient teacher digital competency, and difficulties in accurately assessing affective and psychomotor outcomes. The study concludes that Canva can be a valuable tool for primary science education if supported by appropriate infrastructure, teacher training, and assessment instruments.
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