Multimodal Communication in Informal Learning: Learners' Perceptions of Interactive Multimedia for Supporting Language Understanding

This study explores learners' perceptions of multimodal communication in informal learning environments, with particular emphasis on the perceived role of interactive multimedia in supporting language understanding among primary school learners. A mixed-methods approach was employed involving 301 upper primary students aged 10 to 12 years from Negeri Sembilan, Malaysia. Data were collected using a questionnaire comprising closed-ended and open-ended items. Quantitative data were analyzed descriptively using frequencies and percentages, while qualitative responses were examined to provide additional insights into learners’ perceptions. The findings indicate that many respondents perceived traditional museum communication approaches as less suitable for contemporary learners because they offer limited opportunities for interaction and engagement. In contrast, learners expressed positive perceptions towards interactive information boards that integrate text, visuals, audio, video, and user interaction, suggesting that these multimodal resources are viewed as more engaging and supportive of language understanding. While this study does not directly measure language learning outcomes, the findings highlight learners’ preference for interactive and multimodal communication within informal educational settings. The study contributes to the growing body of literature on multimodal communication by providing empirical evidence of learners’ perceptions in museum-based learning environments and offers practical implications for designing more engaging informal learning experiences.

Multimodal communication, informal learning, interactive multimedia, language understanding, learner perceptions

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