A Framework for Developing Interactive Animated E-Books: A Thematic Analysis-Based Study

Asma, A. Sayed and Terry, Lucas (2025) A Framework for Developing Interactive Animated E-Books: A Thematic Analysis-Based Study. Educational Process: International Journal, 16. pp. 1-22. ISSN 2564 - 8020

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Abstract

Background/purpose. This study explores the development and implementation of interactive animated e-books as a transformative digital learning tool. It analyzes their pedagogical and cognitive effects on learner participation and understanding. The study is oriented towards how multimedia integration, interactive storytelling, and adaptive learning principles create superior online learning experiences and what are the most important issues and design principles necessary to apply them. Materials/methods. This study employed a qualitative methodology through thematic analysis of semi-structured expert interviews with digital education experts, multimedia designers, and educators. The study also conducted a systematic analysis of perspectives about design, usability, educational value, and implementation of interactive animated e-books across different learning contexts. Results. Show that game-like e-books facilitate learning and student participation through gamification, real-time feedback, and customized learning tracks. Important design factors, such as visual design (color palettes, typefaces, motion design), were seen to trigger attention and recall. Yet critical implementation issues were also realized through high development costs, technological limits, insufficient teacher training, and a need for culturally sensitive design. Conclusion. Interactive animated e-books offer strong pedagogical value in digital education. Their success depends on design frameworks focused on interactivity, user experience, and adaptive learning. Wider adoption requires affordable development, educator training, and AI-driven personalization. Future studies should assess long-term impact and accessibility in diverse, low-resource contexts.

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