International Journal of
Information and Education Technology

Abstract—Physics education is often associated with abstract and difficult concepts. This perception leads to low student motivation and learning desire. Traditional physics teaching methods occasionally hinder effective learning and fail to clearly convey complex physics concepts. Even standard multimedia learning approaches often remain ineffective in increasing student engagement and improving the effectiveness of physics instruction. This study aims to develop better physics teaching methods to enhance students’ learning outcomes, motivation, and critical thinking skills using multi-sensory media (mulsemedia). The research methodology uses a quasi-experimental design involving two student groups: a control group that received traditional teaching and an experimental group taught using multi-sensory media. The mulsemedia approach combines visual, auditory, and kinesthetic elements. Data were collected through pre-tests and post-tests, along with student engagement surveys. The experimental group showed significant improvements across several metrics. From pre-test to post-test, the experimental group showed a performance increase of 27.7 percentage points (post-test score: 82.4%) compared to the control group’s 10.5 percentage point improvement (post-test score: 65.8%). Additionally, 87% of students in the experimental group reported strong involvement, compared to 42% in the control group, indicating significantly increased student engagement. The experimental group also demonstrated better critical thinking abilities in problem-solving activities, outperforming the control group by 78% to 51%. This study concludes that multi-sensory media significantly improves learning outcomes, student motivation, and critical thinking skills in physics learning. Further research is recommended to explore the application of multi-sensory media in various science subjects and other educational levels, as well as examining its long-term impact on learning and cognitive development. To increase practical contribution, future studies should examine the use of low-cost equipment for schools with limited access to technology.

Keywords—multimedia, multi-sensory, physics education, multimodal

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Cite: Marvin Chandra Wijaya, "Transforming Physics Education with Multi-Sensory Media Innovations," International Journal of Information and Education Technology, vol. 15, no. 11, pp. 2358-2365, 2025.

Copyright © 2025 by the authors. This is an open access article distributed under the Creative Commons Attribution License which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited (CC BY 4.0).