Development and Evaluation of Interactive Self-learning Materials (iSLeM) Using Lumi Application: Enhancing Student Engagement and Learning Outcomes in Computer System Servicing        

Marnelie B. Fajardo 

Researcher, Sultan Kudarat State University, Philippines 

Eulogio D. Apellido, PhD 

Faculty, Sultan Kudarat State University, Philippines

Abstract

The rapid advancement of technology and the unprecedented disruptions caused by the COVID-19 pandemic have significantly reshaped the educational landscape worldwide, accelerating the demand for digital, interactive, and student-centered learning tools. This study explored the development and effectiveness of interactive self-learning materials (iSLeMs) designed for Computer System Servicing (CSS), aiming to address the limitations of traditional teaching methods in technical-vocational education. Developed using the Lumi application, the iSLeMs incorporated multimedia elements such as videos, quizzes, and self-assessment tools to promote active, technology-enhanced learning. The research focused on enhancing engagement and academic performance among Grade 11 TVL-ICT students at Lambayong National High School. Using a quasi- experimental design, two groups were studied: one engaged with the interactive iSLeMs, while the other continued with conventional instruction. Each group consisted of thirty- four students selected through cluster sampling to maintain class integrity and reduce sampling bias. To ensure content quality, six expert validators—including ICT professionals, master teachers, and DepEd personnel—reviewed the iSLeMs for relevance, accessibility, suitability, and educational value. Pre-tests and post-tests were administered to measure learning gains. Statistical analysis demonstrated that students who used the iSLeMs showed clear improvements in understanding and retention. As a result, both null hypotheses were rejected, confirming significant differences in the academic performance and gain scores between the control and experimental groups. The findings affirm the value of interactive learning tools in fostering engagement, deeper comprehension, and more inclusive learning experiences for 21st-century learners navigating a digitally driven, post-pandemic world. 

Keywords: development, evaluation, self- learning materials, Engagement

How to cite:

Fajardo, M., & Apellido, E. (2025). Development and Evaluation of Interactive Self-learning Materials (iSLeM) Using Lumi Application: Enhancing Student Engagement and Learning Outcomes in Computer System Servicing. International Journal of Multidisciplinary Educational Research and Innovation. 3(2), 171-198. https://doi.org/10.17613/xm268-rwy20. 

References: 

Abeysekera, L., & Dawson, P. (2015). Motivation and cognitive load in the flipped classroom: definition, rationale, and a call for research. Higher Education Research & Development, 34(1), 1-14.

Acedo, L. (2019). The role of computer system servicing in K to 12’s TVL track in the Philippines. Journal of Vocational Education.

Acosta, L., 2020. ‘Development And Assessment Of Self-Paced Module For Grade 7 Science Cum Worksheets’, International Journal of Scientific and Research Publications, vol.10, pp.1 

Akcan, F., et.al., (2023). Effect of Interactive Online Learning Material Developed on Digital Rights and Responsibilities on Students’ Self-Efficacies. International Journal of Modern Education Studies. V7 n2 p299-321

Akomolafe, C.O., & Adesua, V.O. (2016). The Impact of Physical Facilities on Students’ Level of Motivation and Academic Performance in Senior Secondary Schools in Sout West Nigeria. Journal of Education and Practice, Vol. 7, No. 4, pp. 38-42. http://files.eric.ed.gov

Al-Azawei, A., & Badii, A. (2020). The use of multimedia applications for effective learner engagement: A systematic review. Journal of Educational Technology & Society, 23(4), 45-57.

Alchemer (2021). Purposive Sampling 101. Alchemer. Retrieved from February 1, 2022, from https://www.alch emer.com/resources/bl og/purposivesampling-101/ 

Alharthi, M. (2020). The impact of self-regulated learning strategies on academic achievement in blended learning environments. Education and Information Technologies, 25, 3875–3895. 

Alonso, F., & Blázquez, F. (2020). Innovative methodologies for the digital age: Integrating technology in education. Journal of Educational Technology, 45(3), 215-230. 

Alonzo, M., & Mendoza, T. (2023). National certification II and its impact on employment for CSS graduates. TESDA Journal of Technical Education.

Alvarez-Alvarez, C. & Mischel, L. (2024). Edpuzzle for E-Learning: A Study of Perceived Advantages and Limitations. International Journal of Education and Development using Information and Communication Technology, v20 n1 p134-145.

Anderson, L. W., & Krathwohl, D. R. (2021). A taxonomy for learning, teaching, and assessing: A revision of Bloom’s taxonomy of educational objectives. Pearson. 

Aquino Sage, (2017) Analyzing Data with Pretest and Posttest Measurements of One Group, SAGE Publications, pp.75-76 School and College (2021). New Cabalan National High School. NCNHS. Retrieved from May 20, 2022

Aquino, (2024) Increasing Academic Performance on Earth Science Among Grade 9 Learners through Developed Self-Learning Materials, Eugene Jay M. Aquino Gordon College Corresponding aquino.eugenejay@gordoncollege.edu.ph

Awidi, I. T., & Paynter, M. (2019). The impact of a flipped classroom approach on student learning experience. Computers & Education, 128, 269-283. 

Bates, A. W. (2019). Teaching in a digital age: Guidelines for designing teaching and learning. Open Textbook Library. 

Bautista, R. (2023). Challenges in updating the CSS curriculum to meet industry needs. Philippine Education Review.

Bowers, A., & Li, D. (2020). The role of interactive learning platforms in fostering engagement and achievement. Journal of Educational Technology.

Britannica (2022). Origins in Prehistoric times. Britannica. Retrieved from November 12, 2021, from https://www.britannica.com/science/Earthsciences/Origins-in-prehistoric-times 

Brown, C., & Miller, J. (2021). Enhancing skill transferability through interactive learning materials: A case study in digital education. Journal of Educational Research and Practice, 39(4), 55-71. 

Brown, J., & Smith, R. (2021). The impact of well-structured digital content on student learning outcomes. Journal of Educational Technology, 39(3), 45-62. 

Bryman, A. (2021). Social Research Methods (6th ed.). Oxford University Press.

Budi A., Sunarno W., and Sugiyarto., 2018. ‘Natural science modules with SETS approach to improve students’ critical thinking ability’, Journal of Physics: Conference Series, pp.1. 

Byhar, H., et.al. (2022). Interactive Learning in the Preparation of Students 1-4 Grades. Journal of Curriculum and Teaching, p11 n1 p87-100.

Carstens, K. J., et.al., (2021). Effects of Technology on Student Learning. Turkish Online Journal of Educational Technology-TOJET, 20(1), 105-113.

Castro, M., & Tumibay, G. M. (2021). A literature review: Efficacy of online learning courses for higher education institution using meta-analysis. Education and Information Technologies, 26(2), 1367-1385.

Cathorall, M. L., Xin, H., Blankson, F., Kempland, M., & Schaefer, C. (2018). Assessing Student Performance in Hybrid versus Web-Facilitated Personal Health Courses. Turkish Online Journal of Educational Technology-TOJET, 17(1), 11-16

Chakmao, D (2022). An Article Self-Learning Materials: Meaning and Characteristics of Self-Learning Materials. https://onlinenotebank.wordpress.com/2022/01/15/meaning-and-characteristics-of-self-learning-materials/

Che Kob, C.G., Abdullah, A.S., Norizan, N.A.A., & Shamsuddin, H. (2019). Effects of Learning Aid (KIT) on Student Performance for Electric Circuits Topics. International Journal of Academic Research in Business and Social Sciences, Vol. 9, No. 1, 2019. Pp. 320-330. http://hrmars.com/index.php/pages/detail/IJARBSS

Chen, C., et.al. (2024). Effects of a Self-Regulated-Based Gamifies Interactive E-books on Primary Students’ Learning Performance and Affection in a Flipped Mathematics Classroom. Journal. Education and Information Technologies, v29 n18 p24143-24180.

Chen, Y., & Lai, C. (2023). Exploring the impact of interactive learning materials on student engagement and academic performance. Journal of Educational Technology & Society, 26(1), 112-124. 

Cheng, Y., Lou, Y., & Kuo, Y. (2021). The effectiveness of multimedia-assisted instruction in anatomy learning: A systematic review and meta-analysis. Medical Education Online, 26(1), 1954266. 

Clark, R. C., & Mayer, R. E. (2016). E-Learning and the Science of Instruction: Proven Guidelines for Consumers and Designers of Multimedia Learning (4th ed.). John Wiley & Sons.

Creswell, J. W., & Creswell, J. D. (2022). Research Design: Qualitative, Quantitative, and Mixed Methods Approaches (6th ed.). SAGE Publications.

Cubillas, T., 2020. ‘Contextualized Learning Material (CLM) in Developing Conceptual Understanding of Grade 7 Mathematics’, International Journal of Scientific and Research Publications, vol.10., pp1

Dashtestani, R., & Mohamadi, A., (2024). In-Service Teacher’s Conceptualization of Implementing Interactive Learning in Online and Face-to-Face Teaching Contexts: Challenges and Opportunities. Interactive Learning Environments, v32 n10 p6313-6324

Delos Reyes, A., & Garcia, N. (2021). Assessing the resources available for computer system servicing in public schools. Educational Resource Journal.

Dhamija. K (2014). Theory on self- learning modules.

Dumitricus C., Gorghiu G., and Gorghiu l., 2021. ‘Studying Science through the Integrated Science Modules’, European Journal of Sustainable Development, vol.3, no.3, pp.1 

Dutt, Sunil (2023). Self-Learning Materials- Quality Assurance. Education and Educational Management Development, National Institute of Technical Training & Research, Sector 26 India.

Ertmer, P. A., & Newby, T. J. (2018). Behaviorism, cognitivism, constructivism: Comparing critical features from an instructional design perspective. Performance Improvement Quarterly, 31(4), 43-71.

Feng, S., Wang, X., & Zhang, S. (2016) Research on design and application of video resource aggregation model based on knowledge element. Chin Audiovis Edu, 37(9):88-94.

Formpl (2022). Experimental Research Designs: Types, Examples, and Methods. Formplus. Retrieved from April 12, 2022, from https://ww w. formpl.us/b log/experimental-research 

Fraenkel, J. R., Wallen, N. E., & Hyun, H. H. (2021). How to Design and Evaluate Research in Education (11th ed.). McGraw-Hill.

Frimpong, S. O. (2021). The Role of Teaching and Learning Materials and Interaction as a Tool to Quality Early Childhood Education in Agona East District of the Central Region of Ghana. African Educational Research Journal, Vol. 9(1), pp. 168-178, 2021. DOI: 10.30918/AERJ.91.20.112

Gallardo-Echenique, E., Bullen, M., & Marqués-Molias, L. (2016). Student Communication and Study Habits of First-year University Students in the Digital Era. Canadian Journal of Learning & Technology, 42(1), 1-21.

Garcia, P., Santos, L., & Torres, M. (2022). Enhancing accessibility in digital learning: Strategies for inclusive education. International Journal of E-Learning, 44(2), 33-50. 

Garcia, R., & Lopez, H. (2022). Interactive learning strategies and student engagement in self-paced education. International Journal of Educational Technology, 44(2), 33-50. 

Garcia, R., Santos, L., & Torres, P. (2023). Enhancing student motivation through interactive and aesthetically appealing digital learning materials. Journal of Educational Technology, 41(2), 67-84. 

Gerstenmaier J., (2018). Constructivist approach. Science Direct. Retrievef from November 29, 2021, from https://www. sciencedirect.com/topics/co mpu ter-science/constructivist-approach 

Gilgore, S. (2015). Digital Education. How to Use Technology to Improve Early Learners' Reading Skills, 8-10.

Gleason, B., & Manca, S. (2022). Pedagogical affordances of interactive digital learning materials in higher education. Computers & Education, 182, 104470.

Godson, F. & Ngusa, B. M. (2020). Effect of School Environment on Student Commitment Towards Learning Among Secondary Schools in Moduli District, Tanzania. East Africa Journal of Education and Social Science, 3, 60-67. doi:10.46606/eajess2020v01i03.0043

Gonzalez, R., & Smith, P. (2021). LUMI in K-12 and corporate education: A comparative analysis. Educational Research Review.

Gonzalez, R., Santos, L., & Torres, P. (2023). The role of customizable digital learning materials in modern education. Educational Research and Development, 41(1), 15-33.

Gregorio, JM (2024). Strategic Intervention Materials Using Lumi Education (SIMULE) and Students’ Conceptual Understanding and Procedural Fluency. (Master’s Thesis). Sultan Kudarat State University, E. J. C. Montilla, Tacurong City, Sultan Kudarat.

Gyllenpalm J., Lederman J., Lederman N., and Rundgren C., 2021. ‘Views About Scientific Inquiry: A Study of Students’ Understanding of Scientific Inquiry in Grade 7 and 12 in Sweden’, Scandinavian Journal of Educational Research, pp.1.

Hayes A., (2022). What is a t-test? Investopedia. Retrieved from December 3, 2021, from https://www.investopedia.com/terms/t/t-test.asp 

Herbert, S et al (2023) The impact of an interactive digital learning module on students’ academic performance and memory retention. Computers and Children 2023, 2(2), em004 e-ISSN: 2754-091X

Hernandez, L., & Santos, P. (2023). Collaboration with industry for improving the CSS curriculum. Journal of Educational Partnerships.

Horton, W. (2011). E-Learning by Design (2nd ed.). John Wiley & Sons.

Hughes, J. E., & Roblyer, M. D. (2023). Integrating educational technology into teaching: Transforming learning across disciplines.  

IGI Global (2022). What is Constructivist Approach. IGI Global Publisher of Timely Knowledge. Retrieved from December 5, 2022, from https://www.igi-global.com/dictionary/constructivist-approach/5469 International Journal of Contemporary Sciences (IJCS) Vol. 2, No. 7, 2024 :503-516 515 

Innatesari, D., Setiawan B., Sabtiawan W., and Sudarmin., 2017. ‘The Development of Local Wisdom-Based Natural Science Module to Improve Science Literation of Students’, Jurnal Pendidikan IPA Indonesia, vol.1, pp.1 

Johnson, B., & Christensen, L. (2022). Educational Research: Quantitative, Qualitative, and Mixed Approaches (7th ed.). SAGE Publications.

Johnson, D., & Brown, T. (2021). Enhancing digital education through offline-accessible learning materials. Journal of Educational Technology, 39(2), 58-74. 

Johnson, D., & Brown, T. (2021). The role of curriculum alignment in digital self-learning materials: Impact on student performance and retention. International Journal of E-Learning Studies, 38(3), 45-62. 

Jones, A., et al. (2021). Multimedia integration in educational applications: Benefits for student retention and engagement. Journal of Digital Learning.

Kaplar, M., et.al., (2022). The Influence of Interactive Learning Materials on Solving Tasks That Require Different Types of Mathematical Reasoning. International Journal of Science and Mathematics Education, v20 n2 p411-433.

Kashima, A. (2015). Teaching for conceptual understanding: an analysis of selected teachers' practice. NDLTD Global ETD Search. Retrived from December 3, 2021, from http: //search.ndltd.org/show.php?i d=oai%3A union.ndltd.org%3Ane.ac.za%2Foai%3Aunion.ndltd.org%3Arhodes%2Fvi tal%3A2037&back 

Kim, S., & Lim, J. (2023). Immediate feedback in interactive learning: Effects on student performance and motivation. Journal of Interactive Learning Research, 34(1), 21-38.

Kincey, S. D., Farmer, E. D., Wiltsher, C. Y., McKenzie, D., & Mbiza, S. T. (2019). From Chalkboard to Digital Media: The Evolution of Technology and Its Relationship to Minority Students' Learning Experiences. The Journal of Faculty Development, 33(1), 65-76.

Kocijancic, S. (2018). Contemporary Challenges in Teaching Electronics to STEM Teachers. AIP Conference Proceedings, 2043(1), 020002.        doi: https://doi.org/10.1063/1.5080021

Kumar, R., & Mohan, S. (2024). The global expansion of LUMI: Supporting diverse learning communities. Global Education Review.

Kumon (2018). What exactly is self-learning? Kumon North America. Retrieved from December 4, 2021, from https://www.kumon.com/resources/whatexactly-is-self-learning /?doing_w p_cron=1653913330 .0778110 027 313232421875 

Kumon (2022). Why self-learning is important. Kumon Europe. Retrieved from December 3, 2021, from https://www.kumon.co.uk/blog/why-selflearning-is-important/ 

Kurt, S. (2021). Constructivist Learning Theory. Educational Technology. Retrieved from November 29, 2021, from https://educationalt echnology.net/constructivist-learning-theory/ 

Laurillard, D. (2012). Teaching as a Design Science: Building Pedagogical Patterns for Learning and Technology. Routledge.

Lawrence, J. E. (2019). Teaching Large Classes: Engaging Students through Active Learning Practice and Interactive Lecture. International Journal of Teacher Education and Professional Development (IJTEPD), 2(1), 66-80.

Lee, H., & Park, J. (2023). Artificial intelligence and personalized learning in LUMI: Impact on student performance. Computers & Education.

Li, C., & Lalani, F. (2020). The COVID-19 pandemic has changed education forever. This is how. World Economic Forum.

lmarashdeh, I. (2021). Sharing instructors experience of learning management system: A technology perspective of user satisfaction in distance learning during COVID-19. Computers in Human Behavior Reports, 4, 100113. 

Lopez, C., & Cruz, H. (2023). Assessing the suitability of digital self-learning materials in skill-based education. Educational Technology Research, 41(1), 22-39. 

Malugayak, B, D. (2019). Creative pedagogies in teaching vocabulary and students’ achievement. (Master’s Thesis). Sultan Kudarat State University, E. J. C. Montilla, Tacurong City, Sultan Kudarat.

Mamolo, L.A., & Sugano, S.G.C. (2024). Digital Interactive App and Students’ Mathematics Self-Efficacy, Anxiety, and Achievement in the “New Normal”. Journal Articles. E-Learning and Digital Media, v21 n5 p427-443.

Manu G., Manu V., Savkar M., and Shivaraju P., 2017. ‘Evaluating the effectiveness of pre- and post-test model of learning in a medical school’, National Journal of Physiology, Pharmacy and Pharmacology, vol.7, pp. 947 

Martínez, D., et al. (2023). Using learning analytics in LUMI to support educators and improve learning outcomes. Journal of Educational Technology.

Martinez, J., & Cruz, H. (2022). Promoting student independence through self-learning materials: A study on digital accessibility. International Journal of Online Learning, 44(3), 29-47. 

Martinez, J., & Cruz, H. (2022). Reducing cognitive load in e-learning: The impact of clarity and instructional design on learning outcomes. Educational Technology Research Review, 36(1), 22-39.

Mayer, R. E. (2009). Multimedia Learning (2nd ed.). Cambridge University Press.

Mayer, R. E. (2019). Multimedia Learning (3rd ed.). Cambridge University Press.

Mayer, R. E. (2021). Multimedia learning (4th ed.). Cambridge University Press.

Mekonnen, F. D. (2020). Evaluating the Effectiveness of ‘Learning by Doing’ Teaching Strategy in a Research Methodology Course, Hargeisa, Somaliland. African Educational Research Journal, Vol. 8(1), pp. 13-19, 2020. https://files.eric.ed.gov/fulltext/EJ1242694.pdf

Meli, P. (2019). How to focus on Conceptual Understanding while practicing student Thinking Skills: Simplifying Approaches to Teaching & Learning Series (Part 2). 100 Mentors. Retrieved from November 3, 2021, from https://blog.100mentors.com/category/ib-tips-tricks/approachesteaching-learning/ 

Mhai, M.A. (2020). The use of Interactive Whiteboards in Urban Gauteng Classrooms. Journal Articles. Perspectives in Education, v38 n2, p318-336.

Nan, X. (2015) The selection of “materials” is more exciting-thinking about the inefficiency of learning materials and selection strategies. Math Learn Res, (10):68.

Nassi, B., Pirutin, Y., Swisa, R., Shamir, A., Elovici, Y., & Zadov, B. (2022). Lamphone: Passive sound recovery from a desk lamp's light bulb vibrations. In 31st USENIX Security Symposium (USENIX Security 22) (pp. 4401-4417).

Nelson, T. (2019). Exploring the effectiveness of LUMI as a learning management system. Online Learning Journal.

Oktay, O.S., & Yüzer, T.V., (2024). The Analysis of Interactive Scenario Design Principles Supporting Critical and Creative Thinking in Asynchronous Learning Environments. Jounal on Interactive Learning Environments, v32 n8, p4183-4204.

Ong, J., & Torres, S. (2021). Employability outcomes of K to 12 graduates specializing in CSS. Journal of Career Education.

Ou, F. (2017) An empirical study of the tutoring case in high school English reading teaching. Guiyang: Guizhou Normal University.

Perez, J., 2020. ‘Enhancement of grade 7 students’ performance in science through teacher-crafted worksheets’, International Journal of Research Studies in Education, vol.10, no.3, pp.2 P

Prabha S., 2020. ‘Students’ Views on Difficulties in Conceptual Understanding of Science at Secondary Stage’, The Eurasia Proceedings of Educational & Social Sciences, vol.16, pp.1 

Prince, M. (2004). Does active learning work? A review of the research. Journal of Engineering Education, 93(3), 223-231.

Quadir, B., & Yan J.C. (2024). Interactive Learning with WeChat’s Rain Classroom in a Blended Setting: The Influence of Three Types of Interactions on Learning Performance. Journal Articles. Education Technology & Society, v27 n3 p147-164.

Raja, F.U. (2018). Comparing Traditional Teaching Method and Experiential

Reid, A., & Ho, D. (2022). Overcoming barriers to using LUMI in educational settings: Instructor adoption and support. Teaching and Learning with Technology.

Romanov, A. Y., Romanova, I. I., & Romanov, Y. A. (2019, January). Pre-Lecture Preparation as a Key-Component in Achieving the Goals and Objectives of IT Teaching: A Case of Networks-on-Chip. In International Scientific Conference" Far East Con"(ISCFEC 2018). Atlantis Press.

Russell, C., Malfroy, J., Gosper, M., & McKenzie, J. (2014). Using research to inform learning technology practice and policy: a qualitative analysis of student perspectives. Australasian Journal of Educational Technology, 30(1), 1-15.

Sanchez, M., & Olmos, J. (2021). Digital self-learning materials in higher education: Design, implementation, and evaluation. Computers & Education, 167, 104178. 

Schunk, D. H. (2020). Learning Theories: An Educational Perspective (8th ed.). Pearson.

Shi, Y., Yang, H., Wu, Y., Zhang, X., & Wei, S. (2016) Analysis of the actual effect of information-based learning terminals in classroom teaching: Taking middle school mathematics as an example. Chin Audiovis Edu, (07):87-92

Siemens, G. (2019). Connectivism in modern educational platforms: The role of social learning tools. Journal of Educational Technology & Society.

Skilling India (2020). Self-Learning- definition, importance, and advantages. Skilling India Power Your Education. Retrieved from November 29, 2021, from https://skilling-india.net/self-learning-definition-importance-andadvantages

Spring 2016 Using Inter Using Interactive Lessons thr e Lessons through Technology t echnology to Improve Students’ Academic Performance. Katie M. Robarge California State University, Monterey Bay

Stahl, S. A., & Fairbanks, M. M. (2021). The effects of mnemonic strategies on learning and memory. Educational Psychology Review, 33(2), 249-267.

Steffe, L., & Gale, J. (ed.). (2015). Constructivism in Education. Hillsdale, NJ: Lawrence Erlbaum Associates.

Sumaoang, C. (2015). Enhancing Students’ Learning in Basic Electricity Through the Development and Validation of an Electric Circuit Trainer: A Comprehensive Study of its Educational Impact. . (Unpublished Master’s Thesis). Sultan Kudarat State University, E. J. C. Montilla, Tacurong City, Sultan Kudarat.

Tan, F., & Garcia, M. (2022). Practical skills development in computer system servicing: A case study. Philippine Journal of Technical Education.

Thompson, A., & Reyes, M. (2023). The impact of age-appropriate digital learning materials on student comprehension and retention. Educational Innovations Review, 47(1), 22-39.

Thompson, A., & Reyes, M. (2024). Interactive learning materials and their role in improving student engagement and retention. Educational Innovations Review, 47(1), 15-30.

Villanueva, C., et al. (2020). Teacher training challenges in the implementation of CSS in the K to 12 curricula. Journal of Teacher Development.

Wang, T., & Zhan, H. (2020). Enhancing self-directed learning through technology: When learners become creators. International Journal of Educational Technology in Higher Education, 17(1), 1–19. 

Wang, W. (2017) Study on the effectiveness of using IMOOC resources to guide students’ self-directed learning to improve students’ learning ability. J Jiamusi Vocat Coll, (09):309.

Wang, X., & Tsai, C. (2023). Adaptive learning technologies in personalized learning environments: A meta-analysis. Educational Technology Research and Development, 71(1), 89-108.

Wu, C.-F., Chen, P.-C., & Tzeng, S.-F. (2014). A study of the effects of electronic textbook-aided remedial teaching on students’ learning outcomes at the optics unit. International Journal of Computer Science and Information Technology, 6(4), 205-212. https://doi.org/10.5121/ijcsit.2014.6414

Xia, J.P. (2020) Teaching for student learning: Exploration of teaching strategies based on protocol-guided learning. Sci Insigt Edu Front, 5(1):451-457.

Xie, Z.D., & Yang, J.N. (2020) Autonomous learning of elementary students at home during the COVID-19 epidemic: A case study of the Second Elementary School in Daxie, Ningbo, Zhejiang Province, China. Best Evid Chin Edu, 4(2):535-541.

Xu, F., & Du, Q. (2015) Optimization of “problem design” in the political guidance case of high school. Teach Manag, (19):66-67.

Yao, J.J., Rao, J.L., Jiang, T., & Xiong, C.Q. (2020) What role should teachers play in online teaching during the COVID-19 pandemic? Evidence from China. Sci Insigt Edu Front, 5(2):517-524.

Yilmaz, R. M., & Bayraktar, D. M. (2020). Interactions between cognitive styles and e-learning environments: Academic performance and learning patterns. Interactive Learning Environments, 28(7), 887–902. https://doi.org/10.1080/10494820.2018.1552871

Zhang, J., & Yu, W. (2022). The role of self-learning materials in online education: A systematic review. International Journal of Educational Technology in Higher Education, 19(1), 65-78.

Zhang, W., Wang, Y., Yang, L., & Wang, C. (2020). Suspending classes   without stopping learning: China’s education emergency management policy in the COVID-19 outbreak. Journal of Risk and Financial Management, 13(3), 55. 

Zhao, Y., & Zheng, Q. (2021). User-centered design in self-learning materials: Fostering learner autonomy and engagement. International Journal of Educational Research, 107, 101765.

Zhou, L.J., & Li, C.G. (2020) Can student self-directed learning improve their academic performance? Experimental evidence from the instruction of protocolguided learning in china’s elementary and middle schools. Sci Insigt Edu Front, 5(1):469-480 

Zhou, M., Wang, W., & Zhang, Y. (2022). The impact of e-learning tools on medical students’ learning outcomes: A meta-analysis. BMC Medical Education, 22(1), 1–13.