Visualearn: web-based animated microlearning videos to supplement lecture retention in illustration subject s.Y 2024-2025/ Jhianna Maurine M. Dianzon, Erraine Marie A. Olaver, Jerome P. Par, and Reycel C. Sasil.--

Bachelor's thesis

College Of Industrial Education.--
Bachelor of science in industrial education major in information and communications technology: Technological University of the Philippines,
2025.

Includes bibliographic references and index.

The traditional lecture-based instruction, while effective, often leads to
challenges such as information overload, diminished engagement, and difficulties
in applying complex concepts, particularly in visually intensive subjects like
Illustration (ICT1). This design-based research study aimed to design, develop,
and evaluate an animated microlearning video platform, VisuaLearn, to
supplement lecture retention in the Illustration subject. The study was conducted

at the College of Industrial Education, specifically with BSIE-ICT and BTVTED-
Animation students, employing a purposive and simple sampling method. Sample

sizes varied across students and educators during the four phases of the study.
Data collection instruments included semi-structured interviews, expert review,
and student evaluation forms. The research followed four phases: (1) Problem
Exploration and Identification, (2) Design and Development, (3) Iterative Testing,
Refinement, and Evaluation, and (4) Synthesis of Design Principles.
Findings revealed several key insights across the phases. In Phase 1,

challenges faced by students were identified, including long lecture durations, fast-
paced delivery, disorganized content, and a lack of engagement, which affected

students negatively often leading to frustration and academic dishonesty. While
students applied various coping strategies, they still faced limitations. In Phase 2,
the design and development of VisuaLearn was informed by these challenges,
incorporating segmented video lessons, clear and relevant examples, and easy

access for all. In Phase 3, iterative testing integrated Cognitive Load Theory, Dual-
Coding Theory, and Multimedia Learning Principles. Results in VisuaLearn

revealed highly satisfied rating using ISO/IEC 25010 standards across its
accessibility (M=3.63, SD=0.53), aesthetics (M=3.61, SD=0.55), portability
(M=3.59, SD=0.54), engagement (M=3.60, SD=0.50), and functionality (M=3.48,
SD=0.65). An immediate retention test showed 86.67% of students achieved high
level of immediate retention. Compared to traditional lectures, students found
VisuaLearn more understandable (M=3.53, SD=0.63), supports retention (M=3.56,
SD=0.58), and better in overall learning experience (M=3.49, SD=0.60). In Phase
4, underlying design principles in VisuaLearn were synthesized such as
conciseness, clarity, comprehensiveness, aesthetic design, user engagement,
seamless accessibility, and user-friendly, with further recommendation of guide
principles including expansion of topic coverage, content organization and
accessibility, strong visual appeal, instructional support, practical/hands on
application, and video simulations to inform the development of future
supplementary learning materials.
Conclusion was drawn that the VisuaLearn has huge potential in
supplementing the lecture retention of Illustration subject. The study recommends
adding shorts/reel videos, interactive assessments, and navigation guides;
expanding content coverage; involving more evaluators; and exploring