Understanding the Impact of Interactive Digital Book as a Learning Medium for Adobe

Photoshop Proficiency of BMMA Students at STI College Las Piñas

A Capstone Project Proposal

Presented to the Faculty of
Arts and Sciences Program
STI College Las Piñas

In Partial Fulfilment
of the Requirements for the Degree
Bachelor of Multimedia Arts

Juan Miguel Bustos

Theodore Edrian Domingo
Clariza F. Garcia
Berjon Carlo N. Ledesma
Kyle Ian Unisan

2023
 ENDORSEMENT FORM FOR CAPSTONE PROJECT PROPOSAL DEFENSE

TITLE OF CAPSTONE PROJECT: Understanding the Impact of Interactive Digital

Book as a Learning Medium for Adobe Photoshop Proficiency of BMMA Students at STI
College Las Piñas

NAME OF PROPONENTS: Juan Miguel Bustos

Theodore Edrian Domingo
Clariza F. Garcia
Berjon Carlo N. Ledesma
Kyle Ian Unisan

In Partial Fulfilment of the Requirements

for the degree Bachelor of Multimedia Arts
has been examined and is recommended for Proposal Defense

ENDORSED BY:

John Jeffrey Avellanosa

Capstone Project Adviser

APPROVED FOR PROPOSAL DEFENSE:

John Jeffrey Avellanosa

Capstone Project Coordinator

NOTED BY:

Jeano Frederick Ermitano

Program Head

2023

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 CAPSTONE PROJECT PROPOSAL APPROVAL SHEET

This capstone project proposal titled: Understanding the Impact of Interactive Digital
Book as a Learning Medium for Adobe Photoshop Proficiency of BMMA Students at
STI College Las Piñas was prepared and submitted by Juan Miguel Bustos, Theodore
Edrian Domingo, Clariza F. Garcia, Berjon Carlo N. Ledesma, and Kyle Ian Unisan,
in partial fulfillment of the requirements for the degree of Bachelor of Multimedia Arts,
has been examined and is recommended for acceptance an approval.

John Jeffrey Avellanosa

Capstone Project Adviser

Accepted and approved by the Capstone Project Proposal Defense Panel

in partial fulfillment of the requirements for the degree of
Bachelor of Multimedia Arts

Ms. Alaiza Mae Rectin Mr. David Mamuri

Panel Member Panel Member

Mr. Elias Rafael Decena

Lead Panelist

Noted:

John Jeffrey Avellanosa Jeano Frederick Ermitano

Capstone Project Coordinator Program Head

2023

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 TABLE OF CONTENTS

Page
Title Page i
Endorsement Form for Proposal Defense ii
Approval Sheet iii
Table of Contents iv
Chapter I: Introduction
A. Project Context 1
B. Capstone Project Questions 2
C. Objectives of the Project 2
D. Significance of the Study 2
E. Scope and Limitations of the Project 3
F. Definition of Terms 4
G. Review of Related Literature 5
H. Theoretical/Conceptual Framework 8
Chapter II: Methodology
Research Design 10
Sampling Technique and Participants 10
Research Instrument 11
Data Gathering Procedure 12
Flow Chart of Data Gathering 12
Data Analysis 13
References 13

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 CHAPTER I: INTRODUCTION

A. Project Context

The fast-paced environment opens its door to various design software and online web-
based design tool, introducing new design tools like Canva to create amazing digital design
with ease. These new tools challenged the importance and value of Adobe Photoshop in
terms of how user-friendly both design tools are.

Bachelor of Multimedia Arts students at STI College Las Piñas and other unprivileged
designers face a difficulty using Adobe Photoshop, particularly if they are used to Canva
for design creation. Canva is user-friendly, affordable, and already have everything in it
like what they call template. Users are only going to drag and drop the designs they want
to use to make a design. Adobe Photoshop far-more different and difficult to use than
Canva. Adobe Photoshop offers a lot of editing and photo-manipulation features – it is the
standard tool for digital design and go-to tool for digital design professionals in the field.

In contrast to traditional static textbooks, digital interactive books (DIBs) present a

dynamic and engaging learning experience through the integration of multimedia elements.
These multifaceted tools employ interactive activities, embedded audiovisual media, and
personalized learning paths to cater to diverse learning styles and enhance knowledge
retention. DIBs allow learners to actively engage with the material at their own pace,
fostering a more profound and individualized understanding of the subject matter.
Consequently, these innovative resources represent a promising avenue for augmenting
traditional educational approaches and promoting effective knowledge acquisition.

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 B. Capstone Project Questions

1. What features of interactive digital book made the students find adobe photoshop
an interesting design software?

2. What specific features of interactive digital book help the student to better
understand Adobe Photoshop software better? (text, image, and/or video)

3. What are the factors contributed by the interactive digital book in enhancing student
knowledge on Adobe Photoshop?

C. Objectives of the Project

1. To see the potential of interactive digital book as a medium for adobe photoshop
proficiency of BMMA students at STI College Las Piñas.

2. To know the significant contribution of interactive digital book to BMMA students on

learning adobe photoshop.

3. To determine how useful interactive digital book about Adobe Photoshop is for BMMA
students at STI College Las Piñas.

D. Significance of the Study

This study was conducted to benefit the following:

1. Students

For the students, interactive digital book can help expand their knowledge
on Adobe Photoshop which is the standard software used by professionals
in the field of digital design. This could be a support on making the students
more creative and familiar with the software.

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 2. Faculty

The result of this study may encourage teachers or professors teaching

digital arts to use interactive digital book as a medium for additional
learning material in teaching Adobe Photoshop. This can help teachers
provide their students with the necessary information needed to learn about
Adobe Photoshop to enhance their students’ skills and knowledge about the
software.

3. School Administrators

This study may provide the school administrator with insights on the
development of interactive digital book regarding the importance of
learning other design softwares (Adobe Illustrator, Adobe Premiere Pro,
Figma, etc.) for multimedia arts students as this will be a huge help for the
students’ future.

E. Scope and Limitations of the Project

SCOPE
This study aims to measure the impact of interactive digital book for improving Adobe
Photoshop proficiency of BMMA Students at STI College Las Piñas, focusing on first-year
to fourth-year BMMA students. This study will involve quantitative analysis of pre-and
post-test scores to assess the impact of the interactive digital book on students' Photoshop
skill development, to know the specific ways on how the interactive book contributes to
and enhances students' understanding and application of Adobe Photoshop concepts and
techniques.

LIMITATIONS
The sample selected for this study was specifically students who were pursuing multimedia
arts program, first year to fourth year. The results may not be applicable to students outside
of the said program. Students have different own ways of learning something which may

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affect the results. The research design used is quantitative approach using descriptive
research.

Definition of Terms:

• Digital Interactive Books (DIBs)

◦ Digital Interactive Books (DIBs) are an interactive version of an eBook. They
blend text with captivating multimedia like video and music, and sprinkle in
interactive features like quizzes and branching narratives.

• E-Books

◦ An electronic book, or eBook, formally represents a book publication rendered

in digital format for display on various electronic devices. Composed of text,
images, or both, eBooks seamlessly adapt page layouts and fonts to the screen
size, enabling reading on computers, dedicated e-readers, tablets, and
smartphones.

• Adobe Photoshop

◦ Adobe Photoshop is a raster-based image editing program, specializing in

image manipulation, editing, and creation. Utilizing layers and powerful tools,
it empowers users to modify existing photographs, craft artwork, design
graphics.

• Canva

◦ An online visual communication platform offering user-friendly design tools

and resources for non-designers and professionals alike. It provides a drag-and-
drop interface, extensive library of templates and elements, and collaborative
features, empowering users to create professional-looking graphics,
presentations, videos, and other visual content for various purposes. It
democratizes design by lowering the barrier to entry and fostering visual
literacy among diverse audiences.

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 F. Review of Related Literature

According to Hadaya, A., & Hanif, M. (2019), textbook is an important element in learning,
it offers clear benefits for both teachers and students, but it also has its weaknesses. Based
on their findings, the proposed interactive digital book is a proof than it can enhance
students learning outcomes.

In conclusion, interactive digital book can be an alternative solution the limitations of

printed textbook because of the results that shows the group using interactive digital book
had better learning outcomes than those who use printed textbook. They also highlighted
that before and during the process of making the interactive digital book, it is important to
tailor it to the needs of students to maximize the medium’s potential, so that the students
will gain more benefits from it.
According to Prasetya, D., Wibawa, A., & Hirashima, T. (2018), the use of interactive
digital books holds immense potential for enhancing student engagement, personalized
learning, and accessibility, making them a prominent trend in education today. Its one of
its advantages is that it is compact and very accessible.

In conclusion, test results validate the medium's ability to support E-learning, while student
feedback underscores its appeal and potential to become a valuable learning supplement.

A survey carried out by Bikowski, D., and Casal, J. E. (2018) found that students were very
satisfied with digital textbooks and would recommend them for future classes. On the other
hand, one student disagreed and does not recommend using a digital textbook since it is
difficult to take notes and is not motivating based on previous experiences, even though
other students expressed high satisfaction. The advantages of digital textbooks over paper
textbooks include that they provide a more flexible reading experience and allow students
to feel more connected to the book, allowing them to better understand what they are
reading. Finally, there is the ease of use and convenience.

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In conclusion, interactive digital book is an effective material for learning. They
demonstrated that students using a customized interactive digital textbook led to high
student expectations and sustained engagement throughout the term. They also
recommended that teachers and designers must provide flexibility in their materials and
assignments to ensure student success. Within this co-evolving educational landscape, it is
important to consider the disciplinary framework and student goals.

According to Abykanovaa, B., Nugumanovab, S., Yelezhanovaa, S., Kabylkhamita, Z., &
Sabirova, Z. (2016), interactive learning technology enhances learning and student
development. By focusing on specific goals, interactive exercises, and active participation,
colleges can significantly improve learning outcomes and student quality. They also
emphasized interactive learning technology not only boosts students’ knowledge and
mastery but also fosters their overall development, this confirms their hypothesis that
combining specific learning goals with interactive methods (e.g. multimedia lectures and
practicals, and electronic study guides) significantly enhances educational effectiveness
and student caliber.

In conclusion, the study found that using interactive learning technology in the learning
process helps students' cognitive processes mature, as well as build one's creative abilities
and professionally oriented skills under near-real-world conditions. This study provides the
paper a proof of how interactive learning can enhance students’ learning and development
which is connected to how interactive learning digital book may impacts adobo photoshop
proficiency of BMMA students of STI College Las Piñas.

In a study conducted in 2019 by Asrowi et al, 118 students from two junior high schools
in Surakarta, Indonesia were involved in the study. The students were divided into two
groups (59 students each): a control group and an experimental group. The control group
learned using printed textbooks, while the experimental group learned using interactive e-
books.

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Before the start of the study, both groups were given a pre-test to assess their initial
knowledge of the material (2013 Curriculum-based Social Sciences). The pre-test data
were used to ensure that there were no significant differences in the knowledge of the two
groups before the study began. The e-book was used in the classroom for four meetings,
each lasting 45 minutes. After the students had completed learning the chapter, they were
given a post-test to assess their knowledge of the material. The post-test data were used to
compare the learning outcomes of the two groups.

The data were analyzed using an independent samples t-test. The results of the t-test
showed that there was a significant difference in the post-test scores of the control group
and the experimental group, with the experimental group scoring higher than the control
group (from 54.78 to 81.69). This suggests that the interactive e-book was more effective
than the printed textbooks in improving the students' knowledge of the material. (Asrowi,
2019)

In a study conducted by Mohammed et al. In 2015 to prove the effectivity of Interactive

Ebooks in student learning, The researchers used a quasi-experimental study design to
collect data. They built an achievement test to measure the dependent variable, which was
represented by the change in achievement affected by the experimental treatment. The
study sample consisted of 60 students from the fifth level at Najran University in Saudi
Arabia who were registered in a computer in education course. The students were divided
into two groups, each with 30 students.

The experimental group studied the computer in education course via e-book, and the
control group studied the computer in education course via printed book. The findings of
the paper illustrate that there are significant differences between the study groups in
academic achievement in favor of the experimental group who learned using e-books. The
mean score of the experimental group in the posttest was 43.56, which was greater than the
mean score of the control group in the posttest, which was 38.33. The t-test results showed
that there were statistically significant differences at the significance level of (0.05)
between the means of students' scores of the experimental group and control group in the

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posttest measurement of achievement tests in favor of the experimental group.
(Mohammed et al, 2015)

G. Theoretical/Conceptual Framework

Theoretical Framework

Mayer and Moreno's (1999) Cognitive Theory of Multimedia Learning

Cognitive Theory of Multimedia Learning of Mayer and Moreno (1999) shows combining
text and visuals leads to deeper learning than text alone. This shows that auditory and visual
plays a big role on processing information into working memory. According to Sorden, S.,
(n.d.), due to its learner-centered and cognitive constructivist approach, this theory is
important in current educational applications.

Mayer and Moreno's (1999) Cognitive Theory of Multimedia Learning play a crucial role
in understanding the potential impact of interactive digital books for Adobe Photoshop
proficiency in BMMA students at STI College Las Piñas. The theory highlights the benefits
of presenting information through both text and visuals, which directly aligns with the
strengths of interactive digital books.

Understanding the principles of Mayer and Moreno's theory provides a valuable framework
for analyzing and predicting the potential effectiveness of interactive digital books in
developing BMMA students' proficiency in Adobe Photoshop at STI College Las Piñas. In
essence, the synergy between Mayer and Moreno's theory and interactive digital books can
pave the way for a more engaging and effective learning experience for BMMA students

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in Las Piñas, ultimately impacting their understanding and proficiency in Adobe
Photoshop.

PREDICTOR CRITERION

Interactive Digital Book BMMA students of STI

(About Adobe Photoshop College Las Piñas will be
& its features) proficient in Adobe
Photoshop

Conceptual Framework

Predictor-Criterion Model (PC Model) was used in the conceptual framework. Tabuena,
A. (2021) emphasizes the PC Model's suitability for investigating relationships,
associations, differences, and impacts between variables, making it a valuable tool for
evaluating the influence of one variable on another.

The illustration above shows the researchers’ prediction on the possible impact interactive
digital book may have on BMMA students. The PC Model was used to simply understand
the relationship between the two variables: Interactive Digital Book (independent
variable), & Adobe Photoshop Proficiency of students at STI College Las Piñas.

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 CHAPTER II: METHODOLOGY

This chapter presents the research method, the respondents of the study, the instrument
used, data gathering procedures, flow chart data gathering, and data analysis.

Research Design

The researchers will employ quantitative approach and use descriptive type of research.
According to Skidmore, S., & Kowalczyk, D., the purpose of descriptive research is to
describe the people who take part in the study. A descriptive study is a data analysis that is
used to explore the relationship between variables. In the research study, these relationships
go about questioning the what rather than the why.

The researchers want to know the impact of using interactive digital book in adobe
photoshop proficiency of BMMA students at STI College Las Piñas by descriptive
research.

Sampling Technique and Participants

The researchers will use stratified random sampling – a type of probability sampling to
select the students from each year level under BMMA program who will participate in the
study. In stratified random sampling, to complete the sample, a total population is divided
into smaller groups or strata. A simple random sample is a subset of a population chosen
at random. Each member of the population has an exactly equal probability of being chosen
using this sampling procedure.

The bachelor of multimedia arts program in STI College Las Piñas have a total of 320
enrolled students from 1st-year to 4th-year. There are 130 enrolled students in 1st-year, 103
students in 2nd-year, 65 students in 3rd-year, and 22 students in 4th-year.

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The researchers use Slovin’s formula to calculate the sample size of each year level under
BMMA program with a 5% margin of error. The calculation determined that the sample
size in 1st-year is 72, in 2nd-year is 57, in 3rd-year is 36, and in 4th-year is 12 with a total of
177 sample size.

Slovin’s Formula
𝑵 𝟑𝟐𝟎 𝟑𝟐𝟎
𝒏= = = = 𝟏𝟕𝟕
𝟏𝑵𝒆 ² 𝟏 + 𝟑𝟐𝟎(𝟎. 𝟎𝟓)² 𝟏. 𝟖

Respondent Sample Size Computation

𝑹𝑷𝑺
×𝒏
𝑵

𝟏𝟑𝟎
𝟏𝒔𝒕𝒚𝒆𝒂𝒓 = × 𝟏𝟕𝟕 = 𝟕𝟐
𝟑𝟐𝟎

𝟏𝟎𝟑
𝟐𝒏𝒅𝒚𝒆𝒂𝒓 = × 𝟏𝟕𝟕 = 𝟓𝟕
𝟑𝟐𝟎

𝟔𝟓
𝟑𝒓𝒅𝒚𝒆𝒂𝒓 = × 𝟏𝟕𝟕 = 𝟑𝟔
𝟑𝟐𝟎

𝟐𝟐
𝟒𝒕𝒉𝒚𝒆𝒂𝒓 = × 𝟏𝟕𝟕 = 𝟏𝟐
𝟑𝟐𝟎

Research Instrument

The researchers will conduct a survey through a questionnaire created using google forms.
The google forms’ link will be distributed in-person where respondents will fill it out
themselves. According to Check, J., & Schutt, R.K., a survey is a means of gathering data

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via the answers provided by a representative group of people. This study will use a
researcher-made questionnaire designed to collect data that is relevant to the topic of this
study. The questionnaire will only consist of close-ended survey questions and will not get
other personal details from the respondents aside from their year level.

Data Gathering Procedure

The questionnaires will be distributed and administered to the respondents from 1st-year to
4th-year level of BMMA program at STI College Las Piñas. Subsequently, once all the
respondents have answered the questionnaires given to them, the google form will be
closed by the researchers to prevent the respondents from changing their answer or make
new response that will ruin the process of analyzing the data got by the researchers.

Flow Chart of Data Gathering

To get the results of this study, this flow chart of data gathering will guide the researchers
to get the data according to their plan. This flow chart presents 1st-year to 4th year levels
of BMMA program, after identifying each year levels, the researchers will distribute the
developed interactive digital book to each year level. Afterwards, a survey questionnaire
will be distributed, and the responses will be analyzed by the researchers to carefully
present the results and form a conclusion.

YEAR LEVELS

1ST YEAR 2ND YEAR 3RD YEAR 4TH YEAR

Pre-Test

Distribution of Interactive Digital Book

Post-Test

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 Data Analysis

Flow Chart of the Data Gathering Procedure

Data Analysis

The data analysis that will be used in this paper is Paired T-Test as advised by the
statistician. Paired T-Test compares the means of two measurements taken from the same
individual, object, or related units. It is used to test if the means of two paired
measurements, such as pretest/posttest scores, are significantly different.

Formula:
∑𝑑
𝑡=
𝟐 𝟐
√𝑛(∑ 𝑑 ) − (∑ 𝑑)
𝑛−1
d = difference per paired value
n = number of samples

REFERENCES:

Abykanova, B., Nugumanova, S., Yelezhanova, S., Kabylkhamit, Z., & Sabirova, Z.
(2016). The use of interactive learning technology in institutions of higher learning.
https://eric.ed.gov/?id=EJ1124626

Bikowski, D., & Casal, E. (2018). Interactive digital textbooks and engagement: A
learning strategies framework.
https://scholarspace.manoa.hawaii.edu/handle/10125/44584

Check, J., & Schutt, R. K. (2011). Research methods in education. Sage publications.

FT-CRD-020-00 | STI College <School Name> 13

Hadaya, A., & Hanif, M. (2019). The impact of using the interactive e-book on students’
learning outcomes. International Journal of Instruction.
https://eric.ed.gov/?id=EJ1210970

O’Bannon, B., Skolits, G. J., & Lubke, J. (2017). The influence of digital interactive
textbook instruction on student learning preferences, outcomes, and motivation.
Journal of Research on Technology in Education, 49(3–4), 103–116.
https://doi.org/10.1080/15391523.2017.1303798

Prasetya, D. D., Wibawa, A., & Hirashima, T. (2018). An interactive digital book for
engineering education students. ResearchGate.
https://www.researchgate.net/publication/323905909_An_interactive_digital_book
_for_engineering_education_students

Sorden, S. (n.d.). The Cognitive Theory of Multimedia Learning. ResearchGate.

https://www.researchgate.net/publication/267991109_The_Cognitive_Theory_of_
Multimedia_Learning

Thomas, L. (2023, December 18). Simple Random Sampling | Definition, Steps &
Examples. Scribbr. Retrieved January 1, 2024, from
https://www.scribbr.com/methodology/simple-random-sampling/

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