An Integrative Review: Application of Digital Learning Media
to Developing Learning Styles Preference
Yunisca Nurmalisa*, Sunyono Sunyono, Dwi Yulianti, and Risma Margaretha Sinaga


Abstract—The future of online learning or cybergogy known
by several terms, such as blended learning, flipped classroom,
or hybrid is something that cannot be avoided. This compelling
situation is not due to the COVID-19 pandemic alone but has
become a necessity for every student from school to higher
education. This article aims to analyze and explain
understanding in education related to the concept of "digital
media", and all student responses including "learning styles",
and related concepts, by reviewing, and synthesizing the
literature using in an integrative review. A total of 154
qualitative and quantitative articles published between 2000
and 2020 were reviewed. Based on the inclusion analysis, 25
articles reveal things related to "digital media" and the
behavior of students' "learning style" responses and what
digital learning media should be. Concerning what is embedded
in digital media that can result in different reactions from one
another, digital learning media should be made by considering
the behavioral reactions of students' "learning style" responses.
Applying various digital media such as online platforms or
applications in learning should directly affect different learning
styles in education. Learning variations should also be offered
when the learning media is created and used.

Index Terms—Digital media, learning style, learning
approach, cybergogy.

I. INTRODUCTION
Digital media for learning (cybergogy) currently faces
many challenges not only in terms of content, but also the
distinctive challenges faced by educators in terms of how
young people perceive, gather, and communicate to improve
and build new technologies [1]. Digital media facilitate
distance education, blended learning, or virtual learning
where students more easily access information by adjusting
their own time [2]. In this regard, teachers must choose the
right learning media and learning methods in delivering
teaching materials by adjusting the learning characteristics of
the students they teach. Of course now what has changed is
the nature of media, not about education it means education
will always be empirical, theoretical, and practical, but
learning media is always evolving according to learning
needs and therefore it is justified that schools use media tools
to students understand learning better [3].
Learning media development is also followed by
determining the appropriate learning style. so that in carrying
out learning, what must be considered is learning styles
related to typical learning such as determining learning styles,



combinations of learning styles, learning style profiles, and
involvement of learning styles. [4]–[7]. As a learning
experience, it would be better if the teacher's chosen learning
method followed the learning style and learning media used.
So that it can support the development of student skills, and
the efficiency of the media used [5], [8], [9]. Online learning
when dealing with digital learning media is limited to
material design [10], so students face various problems in
dealing with online classes such as lack of motivation and
understanding of the material [11]. The discrepancy between
digital learning design and the psychological readiness of
students can hinder the learning process [12]. Research on
learning styles starts from identifying and making
instructions, to the strategies used [4], [13], [14]. Therefore,
this article identifies the development of digital media in
determining learning styles. Currently, online learning
studies with the majority of research on digital media are
conducted using correlational methods, experimental, and
even descriptive studies to understand it. Digital
development in determining learning styles this time is
reviewed systematically. A lot of research on digital learning
media, and learning styles [7], [15], [16]. But there are still
rare who discuss the application of digital learning media that
can develop learning styles.
A. Aims
This integrative review was conducted to identify the
development of digital media in determining learning styles
by analyzing definitions and examples in the existing
literature
B. Research Question
How is the application of digital learning media that can
develop learning styles?

II. METHOD
This research of literature on digital learning and learning
style uses a systematic review. This method was chosen
because it increases theoretical, empirical, and quantitative
data. Data collection in this study was carried out through an
analysis of 25 articles about digital learning and learning
styles published in scientific journals from 2000-2020. 25
articles were analyzed qualitatively based on the required
issues' differences, similarities, and characteristics. The
results of the analysis are reported as findings. The online
electronic databases used include Google Scholar, SAGE
Publications, ERIC, ScienceDirect, Social Sciences Citation
Index®, and Taylor & Francis Online, and are searched
systematically using the following keyword combinations:
media, digital, learning. Keywords are illustrated in Table I.

International Journal of Information and Education Technology, Vol. 13, No. 1, January 2023
187doi: 10.18178/ijiet.2023.13.1.1795
Manuscript received April 18, 2022; revised May 30, 2022; accepted
August 8, 2022.
The authors arewith the Faculty of Teacher Training and Education
University of Lampung, Indonesia.
*Correspondence: [email protected]

TABLE I: KEYWORD SEARCH
Keywords Used in Search
Technology, Digital Technology, Digital Cultures, Digital Learning,
Digital Media, Children‟s Media, Media Literacy, Cybergogy, Teaching,
Learning, Learning Style, Learning Approach, Learning Combination,
Multitasking, Interactive Earning, Learning Environments, Learning
Experiences.

A. Eligibility Criteria
This review article uses inclusion and exclusion criteria to
focus on the problem. The inclusion and exclusion criteria
are determined in Table II, which were defined in English
from 2000 to 2020.

TABLE II: INCLUSION AND EXCLUSION CRITERIA
No. Inclusion Criteria
1. Empirical and research-based publications
2. The method used is a qualitative, quantitative, and mixed
research study
3. Peer-reviewed journal articles and specialty textbooks
4. Only full-textual content articles
5. Reports commissioned by international organizations
6. literature review (including unpublished/gray literature:
government reports, policy statements, conference
proceedings, theses, dissertations, and research reports)
7. English speaking only
8. Published between January 2000 to December 2020

Based on the search described above, there were
approximately 45,800 articles identified from the search
described above, and 4730 articles were identified (see figure
1 for the data search process). The screening process for
reducing duplicates and unrelated articles resulted in 3650
articles. The software chosen is Mendeley, a free reference
manager and academic social network that helps researchers
organize research, collaborate with others online, and find
the latest research. 926 publications were identified as
potentially relevant evidence-based sources on the search
strategy. As a result, we followed a phased review - an initial
review of the abstract, followed by an in-depth review.
In Fig. 1 the PRISMA guidelines are applied to select the
selected literature. The search identified 45,800 citations
from the search. After removing the duplicates 4730 articles
remained. Then sources were filtered by title and abstract,
and 1,080 non-conforming articles were excluded. Reasons
for exclusion include but are not limited to types of digital
media, learning styles, and learning approaches. Furthermore,
for eligibility 154 full-text articles were assessed
independently. Of the remaining articles, 35 were excluded
for reasons including, but not limited to: the effectiveness of
the instructional model of learning strategies, the nature of
the resources, and the involvement of students in learning.
This resulted in 25 articles which were eventually
implemented into the final review.
B. Analysis
25 articles were analyzed qualitatively based on [17], and
sections of articles containing examples or related definitions
were analyzed. Integration is carried out based on the
required issues' differences, similarities, and characteristics.
The results of the analysis are reported as findings
C. Quality Rating
The studies that met the inclusion criteria were then
assessed for quality using an assessment tool, which was
developed intentionally based on the quality assessment
criteria. This allows the reviewer to examine the main study
in-depth and ascertain its relevance and usefulness

























Fig. 1. Integrative review flowchart.

D. Coverage of Integrative Critical Review
This integrative review of the literature shows similarities,
and two recurring friends appear in Table III.

TABLE III: KEY THEMES IN THE REVIEW
No Theme
1. Approach to Learning through Digital Media
2. Learning Style with Digital Approach

III. RESULT
The articles have reviewed the results of research on
digital media [2], [18], [19], learning activities [5], [20],
learning styles [16], [21], [22], and learning modules [9], [23].
The result of the review is presented in Table IV and Table V.
A. Approach to Learning through Digital Media

TABLE IV: THE USED THEORETICAL PERSPECTIVE AND RESULTS IN THE
INCLUDED ARTICLES
Theoretical
Perspective
Reference Results of the study
Media Digital [24] Application optimization for
internet-enabled devices on learning
[25] To integrate learning and community
engagement for young people into
programs designed in digital media
learning labs. Develop the concept of
civic rhythms as a means to feel the social
Potentially relevant
publications by search
n= = 45.800
Publications retrieved
for
Abstract review
n= 3650
Publications retrieved
for full text review n= 926
Publications assessed
for 154 methodological
quality n= 35
Publications includes in
the integrative review
n= 25
Publications exclude after
removing duplications and
unrelated articles through
title review n= 4730

Publications exclude
after abstract review
n= 1080
Publications exclude
after full text review
n= 154
International Journal of Information and Education Technology, Vol. 13, No. 1, January 2023
188

and affective contours of emerging civic
engagement
[26] Students are interested in trying out new
content presentations and developing
digital content instead of writing and
presenting traditional semester reports and
learning new tools for creating their media
[27] Cultural diversity, religion, belief, and
other social aspects, can be visualized
using intercultural digital learning. Digital
learning allows students to understand
intercultural social phenomena. Students'
understanding and experience are helped
by digital media visualization.

In Table IV shows about theoretical perspective and result
of approach learning through digital media. People have
entered technological life where they improve or change our
quality of life to accommodate changes in the environment,
communication, and ways of meeting our needs [28]. The
potential of a resource-based learning environment for
teaching and learning is quite large, meaning that existing
resources can be supported by an appropriate learning
environment. Environmental support has a high impact on
personalized learning support systems, for example, online
learning environments can provide various types of displays
such as animations, videos with learning materials, and
structure of learning materials that can be made attractive
[16]
Digital learning media is increasingly popular. With more
and more people accessing digital media, there is a need for
digital literacy stages to become a culture, including in the
field of education. Currently, developing digital media
literacy cannot be limited to mastery but analysis, evaluation,
critical reflection including the impact on society, and the
ability to make proper judgments about the role of
technology in society and culture must be considered. [19],
[20].
Digital culture is defined as all types of changes in
personal and community life, and behavior caused by the
presence of digital media, and networks and changing them
quickly [28]. Therefore, schools are justified in utilizing
digital media to help students "understand media" and current
media developments so that students are always updated [3]
because the purpose of the media is to facilitate
communication and learning [2]. During the process of
cultural development through the development of digital
learning media, students commonly assumed that
accustomed to researching selected topics, planning delivery
media, learning outcomes and also using technical tools, and
also mastering the material sufficiently [7]. Referring to the
experience of children dealing with computers in their spare
time, children are more than just mastering tools for retrieval
of information, at the same time they can do several activities
in one thing or what is commonly called multitasking [5].
Children's skills in dealing with Information Technology
tools are strong support for interactive learning practices.
Students‟ ability in the field of information technology is
included in the consideration of the media for delivering
information and representing multimedia to accommodate
various types of interactions, learning, and teaching styles
[29]. For students used to multitasking out of doors about the
classroom, the use of media combined with things to do
which can be taken into consideration low interactive factors
can assist lessen the extraneous cognitive load because fewer
elements are involved in working memory [5]. The
importance of informal learning and creative learning
environment experiences supported by technology was also
discussed by Lai et al. (2013) and Manca & Ranieri (2016).
According to Thiele et al. (2014) [30]-[32], the use of
technology that is following active learning techniques
makes students more involved compared to ordinary
learning.
B. Learning Style with Digital Approach

TABLE V: THE USED THEORETICAL PERSPECTIVE AND RESULTS IN THE
INCLUDED ARTICLES
Theoretical
Perspective
Reference Results of the study
Learning Style [13] Learning styles are detected automatically
based on eye-tracking technology. There
is a high correlation between the
Felder-Silverman Learning Style and eye
movements recorded during learning.
[23] Development of learning style-based
modules from the learner's perspective
with appropriate technology in a
secondary education environment
[33] The use of virtual reality (VR) for
conventional learning methods in various
domains has a positive effect on Kolb's
learning style
[34] improvement of the learning process is the
contribution of the self-formative
paradigm to change the context and
attitudes associated with lifelong learning,
based on self-education and e-Learning.
[35] Automatic detection of learning styles is
an approach that detects student learning
style preferences and then adjusts learning
materials using the education system
automatically

Student learning styles vary widely such as hearing, seeing,
taking notes, imagining, and visualizing among many others
(Guabassi et al., 2019). Students are easier to explore
learning skills such as the ability to focus on learning, the
ability to think a lot, coordinate attention using their learning
style, and understanding learning styles can help learn
according to their strongest abilities.
Cybergogy is a form of independent learning that occurs
through professional guidance using the Internet [36]. Using
the Cybergogy approach which is an educational method in
the era of digitalization of learning that utilizes information
and communication technology empowerment facilities that
are used for students' cognitive, emotional, and social
progress [37].
In the classroom, students with visual learning styles
performed very well because all tests were carried out in a
written "visual" format [38] and when outside the classroom
using a computer there were no significant differences.
Because the characteristics of visual learners have a clear
imagination in seeing pictures, they visualize what they learn
in their minds. Based on the research Shaffiei et al. (2014)
[39] results of visual learners prefer to use pictorial
characteristics in their learning. Cybergogy learning is here
to overcome the problem of different learning styles. In
International Journal of Information and Education Technology, Vol. 13, No. 1, January 2023
189
Theoretical perspective and result of learning style with
the digital approach are presented in Table V.

cybergoth, students are free to determine their learning style
both visually and audio-visually.
The utilization of information technology has a positive
impact on learning and provides a fun and interesting
learning atmosphere [40]. If students are aware of their
learning style preferences research has shown that they prefer
to seek learning environments and tools that enhance these
preferences [41]. Different learning styles support each
student to work at their best, provide opportunities to process
assignments, encourage increased interest in learning
activities, and create positive learning motivation [42]. The
other is that the use of VR gives students a virtual experience
through watching videos. Students realized that in the
application of VR HMD in learning, the video was able to
present a concrete type of experience but not conceptual
knowledge, they feel that VR HMD is easy to use when
facilities and resources are adequate, and based on research
results the use of VR HMD increase learning efficacy and
academic ability. [33]. According to Bahari (2022) and Hoda
et al. (2022) [43], [44], the findings show that using
technology-assisted learning can result in a meaningful
increase in learning effectuality as measured objectively and
subjectively, technology-assisted learning considers the
entire course to be easier, and assessment of learning and
generally refers to the extent to which students perceive the
subject matter to be learnable. Furthermore, learning styles
affect learning satisfaction in technology-assisted learning
environments because the reduced risk of weak study group
support offsets the benefits of increased learning
effectiveness.
There are some learning design models, like Integrated
Learning Design Environment (ILDE), ARCS model, The
Balanced-Learning Design (BLADE) Model, and Interactive
Learning Model (ILM) [29], [45]–[47]). The Learning
Design Model has modules that are effective for visual
learners, active learners, and reflective learners [23]. Online
modules help students to improve their listening and
speaking skills [9]. Cybergogy provides benefits for
everyone, but the understanding of the specific benefits will
vary for each person depending on the ability to receive the
learning available online [36]. Thus recognizing learning
preferences, learning style profiles, and involving student
study groups will be an important part of the learning style
component [29], [47].
Summary of research results and key points identified are
presented in Table VI.

TABLE VI: SUMMARY OF RESEARCH STUDIES INCLUDED IN THE
INTEGRATIVE REVIEW
No. Article,
Country
Method Key points identified
1. [19] Australia Review A proposed framework for
developing digital media
literacy and training students
in digital media invention
helps discover the training
needs of students and teachers
for virtual media output
competently and
communication in their
disciplines
2. [20] Norway,
Sweden
Review Shows how participants align
their actions both on and in
front of the screen and where
splits and pauses are oriented
as important aspects of
organizing activities. In
addition, shows how past and
present technologies are
linked together in the concept
of literacy culturally and
historically
3. [5] USA Experiment Inform students on the state of
multitasking. The findings
show that the multitasking
state can break down thinking
in the acquisition of
knowledge. This results in
another cognitive load that
overloads working memory.
Students perform better when
they focus on one task at a
time especially when they are
learning new material in and
out of class.
4. [35]
Argentina
Theoretical
and
Experiment
al Research
Propose Automatic detection
of learning styles is a process
of using students' learning
preferences in the education
system. Automatic detection
of learning styles overcomes
several problems related to
inappropriate questionnaires
5. [7] USA Mix
Method
Research
Seeing students' interactions
with self-produced digital
media, satisfaction, and
learning styles.
6. [18] Jordan A
mixed-meth
ods
approach
This study explores
preservice teachers'
perceptions of technology
integration into educational
programs and assesses
satisfaction with preparation
7. [2] Thailand Review Describes a system that can be
used for teaching and learning
in schools using technology
as well as a system used as
responsible online
information.
8. [1] USA Review A critical approach is needed
to understand participatory
media pedagogy. Part of the
challenge educators face is in
looking at the ways young
people come together and
communicate to
improve/build new
technologies.
9. [48] USA Review Explores digital media and
technologies to support
data-driven teaching and
learning by highlighting the
need to more closely
investigate how data is used
to support learning and some
of the problems and
opportunities associated with
the productive use of data.
10. [8] Review Inspires a more independent
and self-regulated learning
approach, driven by students'
intrinsic motivation which
can eventually turn into
self-determination.
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190

11. [9] Slovakia Research Explaining Online modules
help students to improve
speaking and listening skills,
as online exercises and
assignments provide
authentic opportunities to
practice skills through real
and direct communication
12. [49] Iraq Research Based on the results of the
study, although the
integration of learning style
theory does not positively
affect the model, empirically
its impact contributes to
education. There is no
significant difference
between students' willingness
to adopt e-learning and their
satisfaction based on learning
style
13. [23] Malaysia Research This showed that the Isman
Learning Design Model that
notices learning from the
interpretation of learners
based on the perspective of
content is appropriate in
designing and developing
Physics modules based on
learning styles and proper
technology in the secondary
education circle.
Effective modules for visual
learners, active learners, and
reflective learners.
14. [16] Thailand Research Explain Environmental
support has a high impact on
student efficiency in
personalized ubiquitous
learning support systems.
Whereas students at high
achievement levels perceive
ease of use with a positive
attitude that influences their
decision to use a personalized
ubiquitous learning support
system, as well as their
subsequent actual use.
15. [21] South
Africa
Research Development with TETS
strategy. Most students
learning styles are different or
assimilated.
16. [22] Taiwan Research Using multimedia teaching
styles to improve student
learning attitudes. The use of
multimedia teaching style has
a significant effect on
students' learning attitudes
with different learning
methods in teaching
17. [28] Review All these 'gogies' will make
the lives of teachers easier if
they have the competence to
use and understand the digital
system that governs our
educational life in the 21st
century. The life of a person
with a digital culture enters
our classrooms, homes,
neighborhoods, and
communities
18. [6] Hungary Review The articles reviewed in this
study were carried out by
identifying application
development using adaptive
learning that could affect
learning styles.
19. [50]
Indonesia
Research In this study, digital learning
using augmented reality had
good results and was proven
to help students learn
effectively. The average score
increases so that applying
digital media also affects
learning styles.
20. [10] Germany Experiment This study can show that
providing simple options for
digital learning media to
increase perceived autonomy,
intrinsic motivation, and
learning value is a
motivational enhancement
strategy that can be
implemented as well as
possible.
21. [33] Research Seeing the effect of using
HMD in learning. And the
influence of the concrete
experience on learning style
22. [51]
Hongkong
Quantitativ
e Research

See the comparison of
face-to-face learning using
technology.
Online learning environments
can provide listening practice,
but their effectiveness may
not be comparable to
conventional classroom
settings
23. [52] Australia A
case-study
approach
This article examines digital
media as a new concept as a
play and learning experience
for early childhood.
Integrating children's lives
with play-based learning
through technology.
24. [15] US Quantitativ
e Research
This article discusses learning
style groups with
experimental, divergent,
assimilator, and convergent
types. Research proves not all
learning styles have a
significant difference in
academic achievement. The
diversity of individual
characteristics under various
conditions tends to produce
different results.
25. [42]
Kazakhstan
Review Proving the practicality of
different learning to bridge
the knowledge gap. Different
learning strategies can be
added to foster student
understanding as a good
learning tool.

IV. DISCUSSION
This Integrative Review is based on an analysis of the
included articles showing the impact of learning with digital
media and the systems used in using technology [2], [7]. This
is also a challenge for multimedia design makers where the
media created must have clear guidelines in the designs
created. The importance of informal learning and creative
learning environment experiences supported by technology
was also discussed by Lai et al. (2013) and Manca & Ranieri
(2016). According to our review, achieving these benefits is
the most important reason for designing and implementing
digital media integrated learning styles so that the learning
process carried out and the learning media used are following
the preferences of students' learning styles. This statement
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192

strengthens by McGovern et al. (2017) [53] that learning
with a digital approach can improve learning styles by
expanding the learning experience. Learning styles created
from digital media environments can also affect cognitive
load [54]. Because the higher the digital literacy, the higher
the metacognitive listening of students towards learning
styles [55]. In this study, the uses of technology and digital
boundaries are presented not only in terms of content but also
in style. [2]. A critical approach is needed to understand
pedagogical media, especially in the form of participatory, all
forms of learning approaches will make it easier for teachers
if they understand the digital system that regulates
educational life today [1], [28].
The current challenge is the changing nature of resources
and the development of learning strategies that involve
technology and the role of software developers [21]. So that
the determination that students make has an impact on
whether or not the choice of learning style. In reviewing
learning media, educators and/or software developers need to
present a system that uses technology in schools with
responsible use of online information, and an active approach
to supporting the needs of up-to-date learning experiences [2],
[7], and such as the Interactive Learning System (ILS).
When starting to use different learning techniques, the
software can be introduced first to spread knowledge [42] an
ILS or educational design approach can encourage students
to create their media to use. All of this is used to achieve more
effective interactive learning and when digital media is
created by students themselves, the learning media can lead
to learning satisfaction and affect their learning style [7].
Apart from that, all is that students learn in different ways.

V. CONCLUSION
The application of digital learning media can be done by
learning cybergogy. This learning exists to address the
problem of different learning styles. Like students with visual
learning styles, the media developed must be able to visualize
what they learn in their minds. The use of VR as a learning
medium can provide concrete experiences in learning where
learning styles also affect learning satisfaction in a
technology-assisted learning environment.
The development of technology affects student learning
styles [49]. This review provides a synthesis of the
determination of learning styles that are influenced by
technology, namely digital media as a learning tool that is
adapted to students' learning styles. Digital media affects
learning styles such as determining learning styles,
combinations of learning styles, learning style profiles, and
learning style involvement. The development of various
learning media makes many choices of learning styles for
students. Based on the literature review, there are learning
media that are suitable for the student's learning environment
and create a concrete experience in learning. Teachers need
to see their students learning and provide learning that is
appropriate to their student‟s learning styles. Learning
designed to fill students' learning needs becomes an
important reason to design digital media as a means of
learning that is appropriate to students' learning style
preferences.
CONFLICT OF INTEREST
The authors declare no conflict of interest
AUTHOR CONTRIBUTIONS
Yunisca Nurmalisa, Sunyono Sunyono, Dwi Yulianti, and
Risma Margaretha Sinaga carried out the literature study and
quality assurance.
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Yunisca Nurmalisa is a lecturer in the Department of
Civic Education, Faculty of Teacher Training and
Education, University of Lampung. Her research
interests are blended learning, civic education, and
online learning. She is also currently taking doctoral
education at the University of Lampung Doctor of
Education.


Sunyono is a professor of chemistry learning
methodology. He is also vice dean for academic affairs,
Faculty of Teacher Training and Education University
of Lampung.


Dwi Yuliyanti is the head of the teacher's master's study
program and elementary school. She conducts research
focused on learning.


Risma Margaretha Sinaga is head of the social
studies education master's program. She focuses on
learning studies related to culture.