Enhancing environmental and water science education: the development and evaluation of multi-media coursework materials

Abstract

This study responds to persistent challenges in South Africa’s water sector by addressing the need for innovative, accessible, and contextually relevant educational tools for training environmental and water science professionals. The research centered on the development and evaluation of a multimedia interactive e-book designed to enhance conceptual understanding, engagement, and inclusivity within university-level Environmental and Water Science education. The study had two objectives: (1) to develop multimedia coursework materials packaged as an interactive e-book, and (2) to evaluate their effectiveness as a teaching tool. The e-book integrated animations, narrated videos, AI-generated graphics, flow diagrams, field-based visuals, problem-solving tasks, and isiXhosa translations, creating a visually engaging and linguistically inclusive learning resource. Its design followed constructivist and Universal Design for Learning (UDL) principles, supporting diverse learning needs. Evaluation methods included pre- and post-tests for two cohorts, quantitative statistical analysis using SPSS, and thematic analysis of qualitative feedback. Findings showed significant improvements in students’ understanding, engagement, confidence, and ease of use. In 2024, 88% of students reported improved understanding, and 76% found the e-book engaging. In 2025, understanding increased further, with 95.8% reporting improvement, 75% reporting strong engagement, and 83.3% rating the e-book as user-friendly. Interactive multimedia features were particularly effective in clarifying complex content, with 76% (2024) and 79.2% (2025) indicating that videos, diagrams, and quizzes helped them grasp difficult environmental and water science concepts. Chi-square results from the 2025 post-test confirmed that positive perceptions of e-book quality, usability, engagement, and effectiveness were statistically significant (p < 0.05). Although only 12.5% reported benefit from the translations, their inclusion strengthened multilingual accessibility and supported ongoing higher education transformation. This research demonstrates the value of multimedia-rich and linguistically inclusive digital tools in improving academic performance, engagement, and conceptual clarity in environmental and water science education. Recommendations include expanding multilingual content, enhancing mobile compatibility, integrating e-book use with field-based learning, and training educators in multimedia design and digital pedagogies. Future studies should explore long-term knowledge retention, user experience design for accessibility, and comparative evaluations with traditional teaching methods.