Design and evaluate an interactive online platform for teaching economic theories

Thesis Abstract

The effective comprehension of economic theories remains a significant challenge for undergraduate and postgraduate students, primarily due to the abstract nature of theoretical concepts and traditional instructional methods that often lack interactive engagement. This study addresses the pressing need for innovative teaching tools by designing and evaluating an interactive online platform aimed at enhancing students' understanding of core economic theories such as supply and demand, Keynesian economics, and classical economics. The primary objective is to develop a user-centered digital learning environment that integrates interactive simulations, multimedia content, and formative assessments, thereby fostering active learning and better conceptual grasp. Specific objectives include (1) assessing students' initial familiarity with economic theories; (2) designing and implementing the online platform based on multimedia learning principles; (3) evaluating the platform's usability and engagement levels; and (4) measuring its effectiveness in improving students’ conceptual understanding and academic performance in economics courses. Employing a mixed-methods research design, the study combines quantitative and qualitative approaches to ensure comprehensive evaluation. The population encompasses undergraduate economics students enrolled at a mid-sized public university, with an estimated total of 600 students. A stratified random sampling technique is used to select a sample of 150 students, ensuring representation across academic years and proficiency levels. Data collection instruments include a pre-validated economic theory comprehension test administered before and after platform exposure, user experience questionnaires based on System Usability Scale (SUS), and semi-structured interviews with a subset of 20 participants for heuristic usability and engagement feedback. The validity and reliability of the instruments are established through pilot testing and Cronbach’s alpha coefficients exceeding 0.80. Data analysis involves descriptive statistics to profile the sample, paired sample t-tests to evaluate knowledge gains, and regression analysis to identify factors influencing learning outcomes. Additionally, thematic analysis is employed for qualitative interview data to uncover user perceptions of platform usability and engagement. The study hypothesizes that the interactive platform will significantly enhance students’ understanding of economic theories and be rated highly in usability and engagement metrics. It is anticipated that the findings will demonstrate a statistically significant improvement in post-test scores compared to pre-test scores, with increased engagement and positive user experiences. The regression analysis is expected to reveal that factors such as interactivity level, multimedia diversity, and perceived ease of use are strong predictors of learning success. Thematic analysis should reveal that students find the platform more engaging and accessible than traditional lecture-based methods, contributing to increased motivation and conceptual clarity. This research contributes to the body of knowledge by providing empirical evidence on the effectiveness of digital interactive tools in economics education, grounded in Mayer’s Cognitive Theory of Multimedia Learning and Vygotsky’s Social Constructivism. It extends prior studies by integrating design-based research with rigorous summative evaluation, offering a replicable model for other disciplines. The main conclusion emphasizes that well-designed online platforms can significantly improve comprehension and engagement in complex theoretical subjects like economics. Based on the findings, recommendations include integrating such platforms into standard economics curricula, fostering collaborative online learning communities, and providing instructor training for digital platform facilitation. Future research is suggested to explore long-term retention effects and scalability across different educational contexts.