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Psychological Science and Education
2025. Vol. 30, no. 6, 105–116
doi:10.17759/pse.2025300606
ISSN: 1814-2052 / 2311-7273 (online)

The impact of using different types of learning materials on the characteristics of learning activity: a review of current research

 
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Abstract

Context and relevance. Student engagement is a key factor in successful knowledge acquisition and in improving the quality of the educational process. With the growth of digitalization in education and the implementation of multimedia and interactive technologies, there is a need to systematically study the influence of different types of learning materials on learners’ engagement and cognitive activity. Objective. The aim is to determine the nature of the relationship between engagement and the types of learning materials (multimedia, interactive, and traditional), as well as to identify the factors that influence the effectiveness of their use. Methods and materials. An analytical review of contemporary domestic and international studies was conducted, including experimental, cross-cultural, and psychophysiological research. Various formats of learning materials and methods for assessing engagement were considered, including self-reports, questionnaires, and psychophysiological indicators (EEG, ECG). Results. The analysis showed that multimedia materials contribute to increased cognitive and emotional engagement through visual and auditory stimuli, while interactive technologies strengthen students’ active participation and improve academic performance. Embodied and body-oriented technologies reduce cognitive load and promote deeper assimilation of the material. The effectiveness of learning materials depends on their design, content, individual learner characteristics, and the conditions of their use. Conclusion. The choice of instructional formats and modes of presenting information should be oriented toward learners’ age, level of preparation, and perceptual characteristics. The implementation of multimedia, interactive, and embodied technologies can significantly improve the quality of learning and student engagement; however, further research is needed to determine the most effective combinations and conditions for their use.

General Information

Keywords: student engagement, learning materials, multimedia, interactive learning, cognitive load, embodied cognition, VR/AR technologies, psychophysiological assessment methods

Journal rubric: Developmental Psychology

Article type: scientific article

DOI: https://doi.org/10.17759/pse.2025300606

Funding. The study was carried out by the Moscow State University of Psychology and Education funded by the Ministry of Education of the Russian Federation

Received 12.09.2025

Accepted

Published

For citation: Ageev, N.Ya., Dokuchaev, D.A., Dubovik, I.A., Marchenko, O.P. (2025). The impact of using different types of learning materials on the characteristics of learning activity: a review of current research. Psychological Science and Education, 30(6), 105–116. (In Russ.). https://doi.org/10.17759/pse.2025300606

© Ageev N.Ya., Dokuchaev D.A., Dubovik I.A., Marchenko O.P., 2025

License: CC BY-NC 4.0

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Information About the Authors

Nikita Y. Ageev, Junior Researcher of the Center for Interdisciplinary Research of Contemporary Childhood, Moscow State University of psychology and education, Moscow, Russian Federation, ORCID: https://orcid.org/0000-0002-0226-7185, e-mail: nikitoageev@gmail.com

Denis A. Dokuchaev, Head of the Laboratory of Complex Psychophysiology, Center for Career Guidance and Pre-University Education “Pro-PSY”, Moscow State University of psychology and education, Moscow, Russian Federation, ORCID: https://orcid.org/0000-0003-3432-0056, e-mail: dokuchaevda@ipran.ru

Irina A. Dubovik, Junior Research Associate, Laboratory of Complex Psychophysiology, Center for Career Guidance and Pre-University Education “Pro-PSY”, Moscow State University of psychology and education, Moscow, Russian Federation, ORCID: https://orcid.org/0009-0009-2858-3459, e-mail: ouncif@gmail.com

Olga P. Marchenko, Candidate of Science (Psychology), Senior Research Associate, Center for Career Guidance and Pre-University Education “Pro-PSY”; Associate Professor, Department of General Psychology, Institute of Experimental Psychology, Moscow State University of psychology and education, Moscow, Russian Federation, ORCID: https://orcid.org/0000-0002-5716-6744, e-mail: olga.marchenko@yahoo.com

Contribution of the authors

The authors' contribution is equal. All authors participated in the discussion of the results and approved the final text of the manuscript.

Conflict of interest

The authors declare no conflict of interest.

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