Canva website for interactive economics learning: a qualitative study of students' perceptions

Abstract

Purpose: to analyze students' perceptions of the canva website as an interactive multimedia learning platform in economics learning.

Method: this study employed a descriptive qualitative approach involving 78 eleventh-grade students, with 12 purposively selected for interviews and 1 economics teacher as a supporting informant. Data were collected through observations, semi-structured interviews, and documentation, and analyzed using the interactive model of Miles, Huberman, and Saldaña.

Findings: students perceived the canva website positively due to its ease of use, appealing visual design, enhanced engagement, improved conceptual understanding, increased motivation, flexible accessibility, and meaningful learning experiences, highlighting its potential to support interactive economics learning.

Implications: the potential of the canva website to facilitate interactive and meaningful learning, and to provide practical guidance for integrating digital media into economics education.

Originality: lies in its qualitative exploration of students' perceptions of the canva website as an interactive multimedia learning platform in secondary economics education, providing insights beyond the effectiveness-focused findings of previous studies.