Needs Analysis for the Development of Interactive Learning Media Based on Articulate Storyline for Students with Intellectual Disabilities

Rama Fajria; Nurhastuti Nurhastuti; Rahmahtrisilvia Rahmahtrisilvia; Antoni Tsaputra

doi:10.17977/um005v10i22026p294-299

Authors

Rama Fajria Department of Special Education, Universitas Negeri Padang, Padang, Indonesia
Nurhastuti Nurhastuti Department of Special Education, Universitas Negeri Padang, Padang, Indonesia
Rahmahtrisilvia Rahmahtrisilvia Department of Special Education, Universitas Negeri Padang, Padang, Indonesia
Antoni Tsaputra Department of Special Education, Universitas Negeri Padang, Padang, Indonesia

DOI:

https://doi.org/10.17977/um005v10i22026p294-299

Keywords:

intellectual disabilities, interactive learning media, Articulate Storyline, teachers’ needs, educational multimedia

Abstract

This study examines the mismatch between the learning characteristics of students with intellectual disabilities and the conventional instructional media used in classrooms, highlighting the need for adaptive, technology-based solutions. The aim of this study is to analyze the needs for developing interactive learning media using Articulate Storyline that integrates visual and audio elements for students with intellectual disabilities. A mixed-methods approach was employed within the ADDIE Research and Development (R&D) model, with a focus on the needs analysis stage. Data were collected through classroom observations, semi-structured interviews with teachers, and Likert-scale questionnaires administered to three special education teachers. The findings indicate that students showed higher engagement when learning materials incorporated animation and audio, while teachers emphasized the need for contextual, flexible, and interactive media to support instructional delivery. The average questionnaire score of 3.46 reflects a high perceived need for innovative learning media. However, these findings are limited to a small sample within a single school context and should be interpreted cautiously. This study contributes to identifying key requirements for developing multimedia-based interactive learning media in special education. The results provide initial empirical insights to inform future design and development stages, as well as teacher training programs aimed at improving the use of technology in special education settings.

References

Abedi, E. A. (2024). Tensions between technology integration practices of teachers and ICT in education policy expectations: Implications for change in teacher knowledge, beliefs and teaching practices. Journal of Computers in Education, 11(4), 1215–1234. https://doi.org/10.1007/s40692-023-00296-6

Anjelina, W., Tang, S., Aisa, S., Hikmah, N., Hermansyah, S., Muhammadiyah, U., & Rappang, S. (2024). Models of English learning for students with disabilities at SLB Negeri 1 Sidrap. Interaction Journal, 11(2), 892–904. https://doi.org/10.36232/interactionjournal.v11i2.1176

Creswell, J. W., & Plano Clark, V. L. (2017). Designing and conducting mixed methods research (3rd ed.). Sage.

Dewi, R. D. C. (2025). Strata International Journal of Social Issues. Strata International Journal of Social Issues, 2(1), 37–44. https://doi.org/10.59631/sijosi.v2i1.283

Donkoh, S. (2023). Application of triangulation in qualitative research. Journal of Applied Biotechnology & Bioengineering, 10(1), 6–9. https://doi.org/10.15406/jabb.2023.10.00319

Hata, A., Wang, H., Yuwono, J., & Nomura, S. (2023). Teknologi asistif untuk anak-anak dengan disabilitas di sekolah inklusif dan sekolah luar biasa di Indonesia [Assistive technology for children with disabilities in inclusive and special schools in Indonesia]. World Bank.

Heliawati, L., Lidiawati, L., & Pursitasari, I. D. (2022). Articulate Storyline 3 multimedia based on gamification to improve critical thinking skills and self-regulated learning. International Journal of Evaluation and Research in Education, 11(3), 1435–1444. https://doi.org/10.11591/ijere.v11i3.22168

Kalyani, L. K. (2024). The role of technology in education: Enhancing learning outcomes and 21st century skills. International Journal of Scientific Research in Modern Science and Technology, 3(4), 5–10. https://doi.org/10.59828/ijsrmst.v3i4.199

Kormos, J., & Smith, A. M. (2023). Teaching languages to students with specific learning differences. Channel View Publications.

Mayer, R. E. (2021). Multimedia learning (3rd ed.). Cambridge University Press.

Mitchell, D., & Sutherland, D. (2020). What really works in special and inclusive education: Using evidence-based teaching strategies. Routledge.

Moon, M. D. (2019). Triangulation: A method to increase validity, reliability, and legitimation in clinical research. Journal of Emergency Nursing, 45(1), 103–105. https://doi.org/10.1016/j.jen.2018.11.004

Nurhastuti, N., Iswari, M., Zulmiyetri, Z., Yuliana, S., Nasri, Y. Y., Zulpiani, M., & Handayani, E. S. (2024). Pelatihan pembuatan dan editing video berbasis aplikasi VN bagi guru SLB Negeri 1 Lubuk Sikaping untuk menghadapi era revolusi industri 4.0 [Training on video creation and editing using VN application for special school teachers in the industrial revolution 4.0 era]. Suluah Bendang: Jurnal Ilmiah Pengabdian Kepada Masyarakat, 24(2), 39. https://doi.org/10.24036/sb.05630

Rahmahtrisilvia, R., Amani, R., Mahdi, A., Luthfi, A., Efrina, E., Kusumastuti, G., Taufan, J., Zulmiyetri, Z., Budi, S., & Ardisal, A. (2024). A Mauro’s popup book based on voice recognition: The implementation for learning Al-Qur’an of students with autism. AIP Conference Proceedings, 3220(1), 020027. https://doi.org/10.1063/5.0234863

Reaves, J. (2019). 21st-century skills and the fourth industrial revolution: A critical future role for online education. International Journal on Innovations in Online Education, 3(1). https://doi.org/10.1615/intjinnovonlineedu.2019029705

Rismayanti, N. M., & Citra Wibawa, I. M. (2024). Interactive learning video based on PBL in Pancasila education subject for grade IV elementary school. International Journal of Elementary Education, 8(4), 752–761. https://doi.org/10.23887/ijee.v8i4.91552

Sindu, I. G. P., Santyadiputra, G. S., & Permana, A. A. J. (2020). The effectiveness of the application of Articulate Storyline 3 learning object on student cognition in basic computer system courses. Jurnal Pendidikan Vokasi, 10(3), 290–299. https://doi.org/10.21831/jpv.v10i3.36094

Sugiyono. (2019). Metode penelitian kualitatif, kuantitatif, dan R&D [Qualitative, quantitative, and R&D research methods]. Alfabeta.

Sundari, T., & Aprilia, I. D. (2022). The effect of “KIS” (social interaction communication) application on augmentative and alternative communication to improve communication for Down syndrome students. Journal of ICSAR, 8(2), 237–244. https://doi.org/10.17977/um005v8i2p237

Sushanty, R., Valentina, T., Putri, K. D., Billy, B., & Arsanti, S. N. (2023). Development of decodable books to improve the beginning reading skills of students with reading disabilities at primary schools in Malang. Journal of ICSAR, 8(2), 286–295. https://doi.org/10.17977/um005v8i2p286

Tsaputra, A., & Amani, R. (2025). Indonesian Journal of Educational Development. Indonesian Journal of Educational Development, 6(3), 832–844.

Ulutaş, N. K., Durmaz, M. E., Elbuğa, N., Sezgin, S., Kaya, K., & İsmailoğulları, B. (2025). The use of augmented reality (AR), virtual reality (VR), and artificial intelligence (AI) in language education: A systematic literature review. In Reimagining Intelligent Computer-Assisted Language Education (pp. 401–430). https://doi.org/10.4018/979-8-3693-4310-4.ch015

Xie, L. (2025). Constructing an integrated problem-based and collaborative learning model: Empirical research on the development of fourth-grade primary school students’ problem-solving and teamwork skills in mathematics class. Asian Journal of Contemporary Education, 9(1), 82–93. https://doi.org/10.55493/5052.v9i1.5318