Authoring tools for e-learning: critical analysis and pedagogical perspectives. The case of H5P in interactive digital teaching

Alberto Fornasari ^{1[0000-0003-0553-8945]}, Gaetano Monaco ^{2[0009-0008-7677-6936]}, and

Rosa Minerva ^{3[0009-0008-9289-3024]}

¹ Associate Professor of Experimental Pedagogy at the University of Bari ‘Aldo Moro’

² PhD Candidate in Experimental Pedagogy at the University of Bari ‘Aldo Moro’

³ PhD in Experimental Pedagogy at the University of Bari ‘Aldo Moro’

alberto.fornasari@uniba.it

gaetano.monaco@lediel.it

rosa.minerva@uniba.it

DOI: 10.46793/eLearning2025.077F

Abstract. This paper critically analyses authoring tools for e-learning, with a focus on the H5P platform, highlighting its transformative potential in digital teaching. H5P is an open-source technology capable of promoting interactive, inclusive and cognitively stimulating learning environments. The article emphasises that such tools should not be seen merely as technical solutions, but as pedagogical levers for a profound methodological restructuring of teaching. Through the integration of dynamic multimedia content and immediate feedback, H5P promotes motivation, self-regulation and meaningful learning. However, the effectiveness of digital innovation depends on the quality of instructional design and teacher training. Only conscious and thoughtful use of these environments can lead to real educational transformation, capable of going beyond the simple digital transposition of traditional teaching.

Keywords: H5P, E-Learning, Pedagogical Innovation

References

[1] Singh, Vandana, and Alexander Thurman. 2019. “How Many Ways Can We Define Online Learning? A Systematic Literature Review of Definitions of Online Learning (1988– 2018).” American Journal of Distance Education 33 (4): 289–306. https://doi.org/10.1080/08923647.2019.1663082.

[2] Mishra, S., Sahoo, S., & Pandey, S. (2021). Tendenze della ricerca nell’apprendimento a distanza online durante la pandemia di COVID-19. Distance Education, 42 (4), 494-519.

[3] Chen, L., Manwaring, P., Zakaria, G., Wilkie, S., & Loton, D. (2021). Implementing H5P Online Interactive Activities at Scale. Proceedings ASCILITE 2021, December, 81–92. https://doi.org/10.14742/ascilite2021.0112.

[4] Bozdag, Hüseyin C., and İsa Gokler. 2023. “Digital Content Design for the Flipped Classroom Model: Example of Biology Lesson.” Journal of Computer and Education Research 11 (21): 335–355. https://doi.org/10.18009/jcer.1246524.

[5] Dinç, Emre, and April Millet. 2022. “Evaluating Different Assessment Types in an Online Geoscience Course.” International Association for Development of the Information Society 53 (1): 226–232. https://doi.org/10.1177/00472395241254825.

[6] Chasani, Akrom, Muhammad Nasir, and Erviyenni. 2023. “Development of Interactive Learning Media for H5P-Based Elasticity Materials in the Mobilizing School Curriculum.” Journal Penelitian Pendidikan IPA 9 (4): 2089–2096. https://doi.org/10.29303/jppipa.v9i4.3109.

[7] Wehling, Judith, Stefan Volkenstein, Stefan Dazert, et al. 2021. “Fast-Track Flipping: Flipped Classroom Framework Development with Open-Source H5P Interactive Tools.” BMC Medical Education 21 (1): 1–10. https://doi.org/10.1186/s12909-021-02784-8.

[8] Lai, Jennifer, and Matt Bower. 2019. “Evaluation of Technology Use in Education: Findings from a Critical Analysis of Systematic Literature Reviews.” Journal of Computer Assisted Learning 36 (3): 241–259. https://doi.org/10.1111/jcal.12412.

[9] Selvarasu, E., Mohammad, A. R., Farzana, S., Mohammed, N., Pillai, A., & Govindaraj, S.: Creating interactive teaching content using Moodle and H5P – Teachers’ perspectives from the Colleges of Technology in Oman. Journal of Critical Reviews 7(13), 3976–3981 (2020).

[10] Mir, Kamran, Muhammad Iqbal, and Jahan Shams. 2022. “Investigation of Students’ Satisfaction about H5P Interactive Video on MOODLE for Online Learning.” International Journal of Distance Education and E-Learning 7 (1): 71–82. http://doi.org/10.36261/ijdeel.v7i1.2228.

[11] Siregar, Alfina Gustiany, and Friscilla Sembiring. 2022. “Interactive Learning Content Using H5P in Pronunciation Course.” Journal of Education, Humaniora and Social Sciences (JEHSS) 5 (2): 1219–1225. http://doi.org/10.34007/jehss.v5i2.1474.

[12] Mutawa, A. M., Al Muttawa, J. A. K., & Sruthi, S. (2023). The effectiveness of using H5P for undergraduate students in the asynchronous distance learning environment. Applied Sciences (Switzerland), 13(8). https://doi.org/10.3390/app13084983.

[13] Marelli, M., & Castelli, L. (2021). Ripensare la scuola: gli strumenti tecnologici al tempo della Didattica Digitale Integrata. Dirigenti Scuola.

[14] Shawira Abu Bakar, Nazrai Ahmad Zabidi, Nooni Ezdiani Yasin, & Siti Aishah Hashim Ali. (2022a). Measuring the impact of COVID-19 pandemic for continuous development of learning materials. Proceedings of the 35th Asian Association Open University Annual Conference, Vol. 1, 54–60. https://2022aaou.org/file/Conference%20Proceedings%20-%20Vol.1.pdf .

[15] Palma, Carmen, and Mauro Garzón. 2023. “The Use of a Virtual Environment to Improve Students’ Listening Skills: A Learning Analytics Approach.” Ciencia Latina Revista Científica Multidisciplinar 7 (2): 2937–2953. https://doi.org/10.37811/cl_rcm.v7i2.5537.

[16] Naidu, VR, Najah, S., Saqib, M., Swathi, R. e Pandey, N. (2023). Trasformare l’e-learning attraverso soluzioni di authoring multimediale interattivo basate su cloud. In SHS Web of Conferences, EDP Sciences.

[17] Gratani F.,: Makers at school: L’apprendimento nell’era post-digitale. FrancoAngeli, Milano (2023).

[18] Feng-Jung L., Chia-Mei L., (2021), Design and implementation of a collaborative educational gamification authoring system, International Journal of Emerging Technologies in Learning, 16(17), 277.

[19] Nilson, L. B., Goodson, L. A.: Online teaching at its best: Merging instructional design with teaching and learning research. John Wiley & Sons, Hoboken (2021).

[20] Lo Presti F., Zizza S., (2024), L’uso delle nuove tecnologie nei percorsi didattici e di formazione. Possibilità di sviluppo e versanti critici, Nuova Secondaria, 346-355.

[21] Norman, D.: Le cose che ci fanno intelligenti. Feltrinelli, Milano (1995).

[22] Novak, J. (2002), L’apprendimento significativo, Trento, Erickson.

[23] Vygotsky L. S., (1978), Mind in Society: The Development of Higher Psychological Pro cesses, Harvard University Press.

[24] Mayer R. E., : Constructivism as a theory of learning versus constructivism as a prescription for instruction. In Constructivist instruction. Routledge, London (2009).

[25] Bransford J. D., Brown A. L., Cocking R. R., : How people learn. National Academy Press, Washington, DC (2000).

[26] Seale J.,: E-learning and disability in higher education: Accessibility research and practice. Routledge, London (2013)

[27] Al-Azawei, A., Serenelli, F., & Lundqvist, K., (2016), Universal Design for Learning (UDL): A content analysis of peer reviewed journals from 2012 to 2015, Journal of the Scholarship of Teaching and Learning, 16(3), 39-56.

[28] Zimmerman B. J., (2002), Becoming a self-regulated learner: An overview. Theory into practice, 41(2), 64-70.

[29] Panadero E., (2017), A review of self-regulated learning: Six models and four directions for research, Frontiers in Psychology, 8, 422.

[30]Ertmer P. A., Ottenbreit-Leftwich A. T., (2010), Teacher technology change: How knowledge, confidence, beliefs, and culture intersect, Journal of research on Technology in Education, 42(3), 255-284.

[31] Tondeur J., Van Braak J., Ertmer P. A., Ottenbreit-Leftwich A., (2017), Understanding the relationship between teachers’ pedagogical beliefs and technology use in education: A systematic review of qualitative evidence, educational technology research and development, 65, 555-575.

[32] Selwyn N.,: Is technology good for education? John Wiley & Sons, Hoboken (2016). [33] Laurillard, D. (2014). Insegnamento come scienza della progettazione. Costruire modelli pedagogici per apprendere con le tecnologie. Milano: FrancoAngeli.

[34] Rivoltella P. C., Rossi P. G., (2024), Tecnologie per l’educazione, Torino:Pearson.

[35] Pagliara, S. M. (2025). Tecnologie educative e inclusione. Prospettive, metodologie e innovazione, Milano: FrancoAngeli.

[36] Panciroli C., (2021). Elementi di didattica post-digitale, Bononia University Press.

[37] Suhana, C. (2014). Konsep Strategi Pembelajaran. In Bandung: Refika Aditama (p. 78). PT. Refika Aditama.

[38] Susetyarini, R. E., Permana, T. I., Gunarta, G., Setyawan, D., Latifa, R., & Zaenab, S.: Motivasi dan tanggung jawab siswa dalam pembelajaran berbasis proyek, sebuah penelitian tindakan kelas. Jurnal Inovasi Pendidikan IPA 5(1), 1–9 (2019).

[39] Setiawan, M. A. (2017). Belajar Dan Pembelajaran Tujuan Belajar Dan Pembelajaran. In Uwais Inspirasi Indonesia (Issue August). Uwais Inspirasi Indonesia Redaksi.

[40] Ristika, R., & Lestari, H. (2024). Peningkatan Motivasi dan Tanggung Jawab Belajar Berbasis Project Based Learning dalam Memahami Karya Ilmiah Siswa Kelas XI SMA Negeri 3 Palembang. Socius: Jurnal Penelitian Ilmu-Ilmu Sosia, 1(March), 37–41.

[41] Prasong, F., Kalang, F., & Nurlailah.: Pengembangan Media Video Animasi Interaktif Untuk Meningkatkan Minat Membaca Dengan Tema Kegemaranku Pada Siswa Kelas 1 Mis Al-Fitrah Oesapa. Jurnal Pendidikan Dasar Flobamorata 3(1), 276–280 (2022).

[42] Pagarra, H., Syawaluddin, A., Krismanto, W., & Sayidiman. (2022). Media Pembelajaran. In Badan Penerbit UNM. Badan Penerbit UNM.

[43] Kristanto, A. (2016). Media Pembelajaran. In Bintang Sutabaya. Bintang.

[44] Sudarmawanto, S., Hartati, S. J., & Sucipto, S. (2025). Inductive Learning in The Digital Era: Assessing the Effectiveness of HTML 5 Package (H5P) Based Media on Learning Motivation and Responsibility. Jurnal Paedagogy, 12(3).

[45] Hug, T. (2021). Sound pedagogy practices for designing and implementing microlearning objects. In Microlearning in the Digital Age (pp. 33-57). Routledge.

[46] Black, P., & Wiliam, D.: Developing the theory of formative assessment. Educational Assessment, Evaluation and Accountability 21(1), 5–31 (2009).

[47] Reisoğlu, İ. : How does digital competence training affect teachers’ professional development and activities? Technology, Knowledge and Learning 27(3), 721–748 (2022).

[48] Gómez-García, M., Ortega-Sánchez, D., & Dimitriadis, Y. (2022). Interactive videos and gamification in H5P: Impact on motivation and academic performance in secondary education. Computers & Education, 190, 104610.

[49] Tang, Y., Hew, K. F., & Chen, W. (2023). Interactivity in online learning: A meta-analysis and research synthesis of empirical studies. Computers in Human Behavior, 139, 107540.

[50] Molenaar, I., de Mooij, S., Azevedo, R., Bannert, M., Järvelä, S., & Gašević, D. (2023). Measuring self-regulated learning and the role of AI: Five years of research using multimodal multichannel data. Computers in Human Behavior, 139, 107540.

[51] De Sanctis G., (2010), TALIS. I docenti italiani tra bisogni di crescita professionale e resistenze, Fondazione Giovanni Agnelli Programma Education FGA Working Paper, 24(2), 1-34.

[52] Di Donato, D., De Santis, C. (2021), Il cambiamento delle pratiche didattiche dei docenti italiani durante il lockdown. Percezioni dell’efficacia nell’uso delle tecnologie didattiche digitali e collaborazione con i colleghi, RicercAzione, 13(1), 213-233.

[53] Ma, J. K. H., & Cheng, S. (2022). First-and Second-Level Digital Divides from 2009 to 2018. In Adolescent Well-Being and ICT Use: Social and Policy Implications (pp. 167-183). Cham: Springer International Publishing.

[54] Panciroli, C., & Rivoltella, P. C. (Eds.). (2025). IA in classe: Didattica con e sull’Intelligenza Artificiale. Edigita ebooks. 91

Izvor: Proceedings of the 16th International Conference on e-Learning (ELEARNING2025)