Authentic learning occurs when students apply what they have taught in the classroom to actual facts and issues, which are the complexities and ambiguities of real-life circumstances that should be reflected in their learning engagement ( DeVito, 2016 ). Every assignment, lesson, and unit in any learning experience should strive to inculcate authenticity so that students can acquire challenges of skills and confidence in their learning capacities. Hence, students participating in real-world applications are sometimes referred to as authentic learning. Learning experiences may be provided with relevance and authenticity by allowing teachers to become facilitators of learning and designing learning experiences with real significance and appropriateness ( Keiler, 2018 ).

Moreover, authentic learning experiences when intelligently crafted may aid instructors in their evaluation of learning. Teachers and students will benefit from regular evaluations, both teacher-led and peer and self-assessment ( Halawa et al., 2017 ). The learning journey becomes more relevant when it is authentic and fosters engagement which should lead to more meaningful learning. Likewise, students may now participate in a real learning environment where they can ask questions and engage in discussions with experts ( Martin & Bolliger, 2018 ) in which genuine learning has the ability to alter the dynamics of the learning environment, breaking down the complexities of the classroom and the power imbalances that exist inside it. Consequently, students in a global classroom participate in interactive and linked learning through the creation and facilitation of authentic learning environments. ( Tchamyou, 2017 )

According to Aynas and Aslan (2021) , authentic learning strives to provide students with certain critical life techniques to demonstrate the link between learning and real-life scenarios and to provide students with the challenges they will need in the future. This then benefits from the information we already have, pulling on our experiences and talent to guide our decisions and help us select our next actions within the context of the circumstances we find ourselves in ( Tremblay, 2013 ). Get to know your students before constructing authentic-based learning. What is their passion? What piques their interest? Determine educational requirements. For instance, are they a group that excels in academic tasks, but needs to improve their students’ thinking abilities? Students’ needs and interests are always a good idea to provide students with the capacity to apply their learning, learn through doing, understand their skills ( Nold, 2017 ), to adapt and change, and create the habits necessary to do so successfully in their lives beyond school by providing them with true, real-life, and relevant learning experiences.

Authentic learning experiences foster cooperation and reflection that should be integrated across disciplines ( Le et al., 2018 ) which means that an authentic activity that drives the desire to use, alter, apply, and reinterpret information must be given to students. They will also gain an understanding of the interactive nature of learning in multimedia environments. When students have the opportunity to systematically explore and act on local and global issues, they are more likely to become involved and motivated ( Saeed & Zyngier, 2012 ). More and more multimedia activities are being created to evaluate students’ understanding as well as to engage them with the course material.

Ilomäki and Lakkala (2018) confirmed that students can create conclusions based on their own observations and experiences when utilizing technology as a tool or method to construct their own understanding. As part of the knowledge creation process, technology is essential to support students not only in obtaining information but also in collaborating, sharing, presenting, and displaying their ideas ( Abubakar et al., 2019 ).

Therefore, the use of technology to facilitate authentic learning is not a matter of what is most accessible or suitable for students to engage with, but it necessitates deliberate selection that best promotes the strength of the teaching process in the learning environment. According to Lock and Duggleby (2017) , it has become essential for learning activities to be authentic and interactive in order to achieve learning outcomes to improve students’ academic performance. In order to ensure that the application seems to be thorough and well-rounded and that it may be used easily without a teacher ( Darling-Hammond et al., 2020 ) which is a desirable feature with limited financing, quizzes and evaluations are incorporated.

Also, a greater awareness of numerous global concerns associated to learning development, such as severe poverty, human rights, globalisation, equality issues, professional ethics, and environmental difficulties, facilitates the integration of sustainability education into academic activities ( Tchamyou, 2017 ). Moreover, changing educational practices within the subject matter of teaching and learning can be seen as a tool to enhance learning about sustainability. Additionally, it is important to address issues such as unequal distribution of infrastructure and resources among higher institutions, instructors’ lack of trust in integrating technology, and the absence of and inadequate access to technical resources ( Olufunke et al., 2022 ).

As a result, this study aims to gain a better understanding of the benefits of employing authentic-based multimedia learning in higher education. The entire review is guided by a research question that serves as the pivot for the study’s methodology.

Research Question

What are the benefits of learning in an authentic-based multimedia environment for education institutions?

A search for linked literature was conducted to achieve the review’s goal. We were only able to find papers on authentic multimedia learning in higher education institutions. Authentic-based multimedia learning at higher education institutions with an emphasis on the prediction and identification of course objectives, students’ interest is maintained as skills are reinforced because it is engaging, interesting, and enjoyable to use, develop and implement of technology to enhance student learning outcomes, enable students to transmit multimedia content and review students’ dropout and engagement in classroom teaching are the inclusion requirements. Articles that had no relationship to the benefits of authentic-based multimedia learning in higher education institutions were excluded from the review. Articles published between 2010 and 2022 were also reviewed. Online databases were searched using SCOPUS, Springer, Science Direct, Web of Science, Emerald, IEEE, ERIC and Google. The articles we examined were written in English. Authentic learning, multimedia environments, higher education institutions, technology development and implementation, student learning outcomes, and student disengagement and engagement were among the terms searched for.

Table 1 summaries the analysis of all articles collected from all databases, as well as the number of articles chosen for review from the complete database of the articles. The entire literature search yielded 78 research articles, and after applying the inclusion and exclusion criteria, the review included 26 research articles

that were found to have a direct relationship with the benefits of authentic-based multimedia learning in higher education institutions and also supported the research question.

Table 1 shows the summary of the articles on benefits of Implementing Authentic-based Multimedia Learning in Higher Education Institutions.

Figure 1 below shows the number of publications on the benefits of implementing authentic-based multimedia learning in higher education institutions. This shows the increasing attention researchers are focusing on the concept of authentic-based multimedia learning in higher education institutions. From two in 2010 to five in 2020, except for a drop in 2021, which may be due to the global crisis caused by the 19 viruses. However, it is believed that educational researchers will publish more articles.

The number of articles retrieved from the database (Figure 2).

The number of articles that were selected for review (Figure 3).

Based on the number of articles selected for this review, it can be inferred that higher education institutions can gain a series of benefits from using authentic-based

multimedia learning, which includes maintaining students’ interest as skills are reinforced because it is engaging, interesting, and enjoyable to use, develop and implement of technology to enhance student learning outcomes and review students’ retention and engagement in the classroom. This also enables students to transmit multimedia content. Hence, Joynes et al. (2019) opined that an authentic environment aids in the preparation of students for skilled roles, which may enhance and inspire students to reflect on how information will be applied in the actual world in an authentic learning environment. The authentic learning context is also effective for engaging students and demonstrating how they may apply what they have learned in the classroom to their everyday life, which can help develop the education of student’s motivation ( Boateng et al., 2016 ). Besides, an authentic setting provides students with an interactive learning experience using the available resources to solve great challenges. Therefore, to help students develop their skills, we developed an authentic-based multimedia learning environment that uses interactive tools to help foster moral development (Table 2).

The constructivist setting looks to have the most potential for adopting authentic-based multimedia in higher education as a valuable learning aid ( Herrington et al., 2014 ). This environment can therefore profit from the qualities of authentic learning environments in higher education. According to the researchers, using data from authentic-based multimedia learning has helped students learn more effectively and given instructors a better knowledge of how students learn when using such media. Authentic-based multimedia can also be used for instructional creation and advancement to provide ideas on various higher education issues related to teaching methods, with the aim of enhancing learning and teaching procedures and assisting with the development of curriculum in the learning environment ( Coman et al., 2020 ).

There has been a significant rise in dropouts and low attendance in distance learning, according to other research. However, employing dropout prevention strategies would enable educational institutions to spot students who are in danger of failing their courses and indicate issues that may be resolved to assist them finish their study ( Blount, 2012 ). In order to address the issue of dropouts in certain institutions’ distance education courses, authentic-based multimedia strategy have been created. Thus, the most significant benefits of authentic-based multimedia learning are that it enables instructors to pinpoint student learning achievement and devise strategies for raising students’ performance levels throughout the educational process.

This review reveals the importance of applying authentic-based multimedia learning in higher education institutions, notably in the subject area of the classroom instruction, which is gaining traction in all universities across the world. According to the literature reviewed, students’ interest, development, and implementation of technology to enhance student learning outcomes, reviewing students’ dropout and engagement in the classroom, and multimedia content transmission are the major areas where authentic-based multimedia learning can positively impact the learning environment in higher education institutions

Additional developments are required, including the addition of learning scenarios that include phases in the learning process for the delivery of course content in the learning environment. If the delivery of the content is not accompanied by an appropriate learning approach, no medium employed as a learning tool or instructional material will perform efficiently. To accomplish each student’s learning development, it is vital to indicate what approaches or tactics will be employed in the learning process with the existing medium because students are the main users of learning technologies. It is recommended that research be carried out to assess students’ understanding of authentic-based multimedia learning approaches. This will reveal a great deal of students’ attitudes towards learning in the classroom.

Furthermore, the deployment of authentic-based multimedia learning requires teachers’ knowledge and competency to use authentic-based multimedia learning for appropriate feedback to students. Authentic-based multimedia learning may help higher education institutions access massive databases that can help them conduct learning activities that will improve teaching and learning in the school environment. Research on how higher education institutions make better use of information collected from students would be extremely beneficial. Future studies are needed to improve student performance and retention by designing and implementing an authentic-based multimedia approach that is integrated into the learning environment.

This work was supported by the Tertiary Education Trust Fund (Tet Fund) of Nigeria and the Department of Vocational and Technical Education, Faculty of Education, Ekiti State University, Ado-Ekiti, Nigeria.

The authors declare no conflicts of interest regarding the publication of this paper.

Olufunke, O.-F. T., Harun, J. B., & Zakaria, M. A. Z. M. (2022). The Benefits of Implementing Authentic-Based Multimedia Learning in Higher Education Institutions. Open Journal of Social Sciences, 10, 74-86. https://doi.org/10.4236/jss.2022.109006