Multimedia-Supported Problem-Based Learning in School Mathematics: A Systematic Review of Trends, Integration, and Pedagogical Roles
Keywords:
problem-based learning; multimedia; school mathematics; pedagogical roles; systematic reviewAbstract
Multimedia is increasingly used in problem-based learning (PBL) in mathematics, yet how it is integrated across PBL phases and the pedagogical roles it serves have not been clearly synthesized. This systematic review examined research trends, multimedia use across PBL phases, pedagogical roles, reported impacts, challenges, and research gaps in multimedia-supported PBL in school mathematics. Following PRISMA guidelines, studies were identified through Scopus and ERIC. Eleven empirical studies published between 2018 and 2026 met the inclusion criteria, and their methodological quality was assessed using the Mixed Methods Appraisal Tool (MMAT). The studies were concentrated mainly in Indonesia and Türkiye, with GeoGebra being the most frequently used tool. Multimedia was used across several PBL phases but was most prominent during investigation activities. Across the studies, four main pedagogical roles were identified: visualization and representation, exploration and investigation, construction of understanding, and solution verification. Positive cognitive and affective outcomes were reported in several studies, although the results were not consistent across studies or measures. The studies also reported technical and student-related challenges. Overall, multimedia was used primarily to support students’ investigation during PBL, while its use in other phases was less evident. Research across educational levels remains limited, particularly at the primary school level.
https://doi.org/10.26803/ijlter.25.9.8
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