Measuring Student Engagement and Multimodal Literacy through Interactive Digital Graphic Novels in Secondary Classrooms

Abstract

This study investigates the impact of digital interactive graphic novels on student engagement and multimodal literacy in the secondary classroom. Many digital tools are available, but traditional English classrooms are still using text-heavy approaches and may be missing out on engaging digital learners and developing their multimodal interpretive skills. Therefore, this study aims to fill the gap in engagement and literacy outcomes through interactive graphic novels. The study used a mixed-methods quasi-experimental design over six weeks with 60 secondary students. Quantitative data were collected from pre- and post-intervention surveys and assessments, while qualitative data were collected through unobtrusive classroom observations and semi-structured interviews. Statistical analysis showed that student engagement scores increased significantly, with a mean rise of 2.8 to 4.1 on a 5-point Likert scale (p < 0.01). In a multimodal literacy assessment, the pre-test mean of 56% and post-test mean of 78% showed a 22% improvement. Additionally, 85% of participants reported being more motivated and interested in learning with interactive digital texts. The qualitative data reflected these results, with increased student engagement, enhanced analysis of visual-textual components, and greater interactivity in learning tools. The research shows that interactive digital graphic novels are a way to improve engagement and develop multimodal literacy. The study showed that the curriculum needs improvement, and digital, multimodal texts should be incorporated into instructional practices to create learning opportunities that are more accommodating of varying learning needs. The study also suggests that more research should be conducted on a larger scale, with a particular focus on a more diverse student population.