International Journal of
Information and Education Technology

Abstract—The rapid development of digital technology has transformed students’ learning patterns, requiring teachers to provide more innovative and interactive learning approaches. However, conventional instruction still dominates in schools and often neglects individuals’ different learning styles, resulting in low learning outcomes. The urgency of this study lies in the need for digital learning media that are not only engaging but also adaptive to students’ visual, auditory, and kinesthetic learning preferences. Therefore, this study aims to analyze the effect of Lumi Education-based interactive multimedia on students’ learning outcomes and examine the compatibility between different content types and students’ learning styles. This research employed a quantitative approach with a one-shot case study design involving 90 fifth-grade students from five elementary schools in District X. Students’ learning styles were identified using a validated Quantum Learning questionnaire, while learning outcomes were measured through post-tests. Data were analyzed using Structural Equation Modeling–Partial Least Squares (SEM-PLS) version 4. The results revealed that Lumi Education had a significant effect on students’ learning outcomes, with the highest contribution from game content (0.263), followed by material summaries (0.262), videos (0.259), and music (0.241). Each content type showed distinct compatibility with specific learning styles. These findings highlight that multimedia design aligned with learning styles can enhance elementary students’ motivation, conceptual understanding, and equity in science learning.

Keywords—interactive multimedia, Lumi education, learning outcomes, learning styles, science learning, Structural Equation Modeling–Partial Least Squares (SEM-PLS)

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Cite: Idam Ragil Widianto Atmojo, Wahyu Noor Aryfien, and Matsuri, "The Effect of Lumi Education-Based Interactive Multimedia on Learning Outcomes: Exploring the Compatibility of Content Types with Student Learning Styles," International Journal of Information and Education Technology, vol. 16, no. 4, pp. 1043-1053, 2026.

Copyright © 2026 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).