Effectiveness of Animated Learning on Learner Retention

Abstract

The integration of digital media into language education has accelerated the need to evaluate technology-enhanced instructional approaches. This study examines the effectiveness of animated video narratives (Innovative Teaching methodology or Practice) compared to traditional text-based materials in fostering comprehension and long-term retention among English as a Second Language (ESL) learners. Fifty-eight undergraduate students were assigned to either an animated video condition (Graphic Narrative group) or a text-only condition (Conventional group). Participants were engaged with three narrative texts across successive instructional sessions, followed by weekly formative assessments and a delayed Retention Test. The findings indicate that learners exposed to animated video narratives consistently outperformed the text-based group in both immediate and delayed assessments, demonstrating stronger comprehension and more durable memory retention. These outcomes provide empirical support for the pedagogical value of multimodal narrative instruction and underscore its role in creating inclusive, engaging language learning experiences. The study further contributes to Sustainable Development Goal 4 (Quality Education) by highlighting how accessible, technology-supported strategies can enhance learning equity and support sustained academic achievement in ESL classrooms.