Developing a Collaborative Virtual Workspace-Based Visual Learning Environment to Enhance University Students’ Collaboration Skills in a Multimedia Development Course

Ima Pinensi Br Tarigan; Mustaji Mustaji; Utari Dewi; Almaida Vebibina

doi:10.55927/eajmr.v5i8.273

Authors

Ima Pinensi Br Tarigan Universitas Negeri Surabaya
Mustaji Mustaji State University of Surabaya
Utari Dewi State University of Surabaya
Almaida Vebibina State University of Medan

DOI:

https://doi.org/10.55927/eajmr.v5i8.273

Keywords:

collaboration skills, Canva Whiteboard, visual learning environment, multimedia development, ADDIE

Abstract

This study developed and evaluated a Collaborative Virtual Workspace-based visual learning environment using Canva Whiteboard for a Multimedia Development course. The study employed design and development research guided by the Analysis, Design, Development, Implementation, and Evaluation model. Participants were 56 sixth-semester Educational Technology students, aged 20 to 22 years, who were selected through total sampling at Universitas Palangka Raya, Indonesia. Small-group practicality reached 85%, field practicality reached 91%, and learning implementation reached 91%. Students’ mean collaboration score increased from 62.64 (SD = 4.42) to 86.88 (SD = 4.47). A paired-samples t-test indicated a significant increase, t(55) = 41.99, p < .001, with a normalized gain of 0.649. The findings indicate that a deliberately structured Canva Whiteboard environment can support collaborative multimedia-development activities.

References

Adriyanto, A. R., Ar Razi, A., & Soedewi, S. (2025). Interactions in the collaborative online platform for design studio courses through blended learning. Interaction Design and Architecture(s), 66, 105–134. https://doi.org/10.55612/s-5002-066-005

Bach, A., & Thiel, F. (2024). Collaborative online learning in higher education: Quality of digital interaction and associations with individual and group-related factors. Frontiers in Education, 9, 1356271. https://doi.org/10.3389/feduc.2024.1356271

Battelle for Kids. (2019). Framework for 21st century learning. https://www.battelleforkids.org/wp-content/uploads/2023/11/P21_Framework_Brief.pdf

Branch, R. M. (2009). Instructional design: The ADDIE approach. Springer. https://doi.org/10.1007/978-0-387-09506-6

Cohen, J. (1988). Statistical power analysis for the behavioral sciences (2nd ed.). Lawrence Erlbaum Associates.

Cortázar, C., Nussbaum, M., Alario-Hoyos, C., Goñi, J., & Alvares, D. (2022). The impacts of scaffolding socially shared regulation on teamwork in an online project-based course. The Internet and Higher Education, 55, 100877. https://doi.org/10.1016/j.iheduc.2022.100877

Dillenbourg, P. (1999). What do you mean by collaborative learning? In P. Dillenbourg (Ed.), Collaborative-learning: Cognitive and computational approaches (pp. 1–19). Elsevier.

Donelan, H., & Kear, K. (2024). Online group projects in higher education: Persistent challenges and implications for practice. Journal of Computing in Higher Education, 36, 435–468. https://doi.org/10.1007/s12528-023-09360-7

Greenstein, L. (2012). Assessing 21st century skills: A guide to evaluating mastery and authentic learning. Corwin.

Hake, R. R. (1998). Interactive-engagement versus traditional methods: A six-thousand-student survey of mechanics test data for introductory physics courses. American Journal of Physics, 66(1), 64–74. https://doi.org/10.1119/1.18809

Johnson, D. W., & Johnson, R. T. (2009). An educational psychology success story: Social interdependence theory and cooperative learning. Educational Researcher, 38(5), 365–379. https://doi.org/10.3102/0013189X09339057

Maldonado López, B., Ledesma Chaves, P., & Gil Cordero, E. (2023). Visual thinking and cooperative learning in higher education: How does its implementation affect marketing and management disciplines after COVID-19? The International Journal of Management Education, 21(2), 100797. https://doi.org/10.1016/j.ijme.2023.100797

Cherbonnier, A., Hémon, B., Michinov, N., Jamet, E., & Michinov, E. (2025). Collaborative skills training using digital tools: A systematic literature review. International Journal of Human–Computer Interaction, 41(7), 4155–4173. doi: 10.1080/10447318.2024.2348227.

De Backer, L., Van Keer, H., De Smedt, F., Merchie, E., & Valcke, M. (2022). Identifying regulation profiles during computer-supported collaborative learning and examining their relation with students’ performance, motivation, and self-efficacy for learning. Computers & Education, 179, 104421. doi: 10.1016/j.compedu.2021.104421.

De Backer, L., Van Keer, H., & Valcke, M. (2022). The functions of shared metacognitive regulation and their differential relation with collaborative learners’ understanding of the learning content. Learning and Instruction, 77, 101527. doi: 10.1016/j.learninstruc.2021.101527.

Isohätälä, J., Järvenoja, H., & Järvelä, S. (2017). Socially shared regulation of learning and participation in social interaction in collaborative learning. International Journal of Educational Research, 81, 11–24. doi: 10.1016/j.ijer.2016.10.006.

Janssen, J., & Kirschner, P. A. (2020). Applying collaborative cognitive load theory to computer-supported collaborative learning: Towards a research agenda. Educational Technology Research and Development, 68, 783–805. doi: 10.1007/s11423-019-09729-5.

Jeong, H., Hmelo-Silver, C. E., & Jo, K. (2019). Ten years of computer-supported collaborative learning: A meta-analysis of CSCL in STEM education during 2005–2014. Educational Research Review, 28, 100284. doi: 10.1016/j.edurev.2019.100284.

Muñoz, P., Hernández, N., Fuentes-Abeledo, E. J., & González-Sanmamed, M. (2021). Factors influencing students’ perceived impact of learning and satisfaction in computer-supported collaborative learning. Computers & Education, 174, 104310. doi: 10.1016/j.compedu.2021.104310.

Ouyang, F., Chen, Z., Cheng, M., Tang, Z., & Su, C. Y. (2021). Exploring the effect of three scaffoldings on the collaborative problem-solving processes in China’s higher education. International Journal of Educational Technology in Higher Education, 18, 35. doi: 10.1186/s41239-021-00273-y.

Ransanz Reyes, E., Arana-Cuenca, A., & Manzanal Martínez, A. I. (2025). Recommendations for designing collaborative activities in online higher education: A systematic review. Journal of Technology and Science Education, 15(1), 4–17. doi: 10.3926/jotse.2818.

Rozo-García, H., Alcantar-Nieblas, C., & Ramírez-Montoya, M. S. (2024). Scale to measure student perception in collaborative online international learning experiences: Design and validation. Frontiers in Education, 9, 1401295. doi: 10.3389/feduc.2024.1401295.

Slof, B., van Leeuwen, A., Janssen, J., & Kirschner, P. A. (2021). Mine, ours, and yours: Whose engagement and prior knowledge affects individual achievement from online collaborative learning? Journal of Computer Assisted Learning, 37(1), 39–50. doi: 10.1111/jcal.12466.

Vuopala, E., Näykki, P., Isohätälä, J., & Järvelä, S. (2019). Knowledge co-construction activities and task-related monitoring in scripted collaborative learning. Learning, Culture and Social Interaction, 21, 234–249. doi: 10.1016/j.lcsi.2019.03.011.

Yang, X. (2023). A historical review of collaborative learning and cooperative learning. TechTrends, 67, 718–728. doi: 10.1007/s11528-022-00823-9.

Zheng, X.-L., Huang, J., Xia, X.-H., Hwang, G.-J., Tu, Y.-F., Huang, Y.-P., & Wang, F. (2023). Effects of online whiteboard-based collaborative argumentation scaffolds on group-level cognitive regulations, written argument skills and regulation patterns. Computers & Education, 207, 104920. doi: 10.1016/j.compedu.2023.104920.