Open Access Peer-reviewed Research Article

Students' evaluation and learning experience on the utilization of Digital Interactive Math Comics (DIMaC) mobile app

Main Article Content

Leo Aldamia Mamolo corresponding author


Mobile phones are prevalent worldwide, and today's learners utilize this technology for instructional purposes. This educational design research aims to evaluate the developed interactive mobile application. This instructional material contributes to today's 21st century or digital native learners' needs to engage students in the teaching-learning process. The app is aligned with mathematics instruction, balancing visuals and Math content. Employing the Instructional Material Development for Non-print Materials instrument shows that the developed mobile app is acceptable for the Grade 11 students. Students reported a positive experience and noted an increased interest in Mathematics when using the app. Further research is needed to explore the integration of this app in the mathematics classroom.

interactive app, digital comics, mathematics classroom

Article Details

Supporting Agencies
This work was supported by the Department of Science and Technology-Science Education Institute Capacity Building Program for Science and Mathematics Educators (DOST-SEI CBPSME) under the scholarship and dissertation grant; and Visayas State University (VSU) under the financial assistance program. Special thanks to Dr Elvira L. Arellano as the adviser of this research.
How to Cite
Mamolo, L. A. (2022). Students’ evaluation and learning experience on the utilization of Digital Interactive Math Comics (DIMaC) mobile app. Advances in Mobile Learning Educational Research, 2(2), 375-388.


  1. Alkhateeb, M. A., & Al-Duwairi, A.M. (2019). The effect of using mobile applications (GeoGebra and Sketchpad) on the students' achievement. International Electronic Journal of Mathematics Education, 14(3), 523-533.
  2. Association of College and Research Libraries. (2011). ACRL Visual Literacy Competency Standards for Higher Education.
  3. Barianos, A. K., Papadakis, A., & Vidakis, N. (2022). Content manager for serious games: Theoretical framework and digital platform. Advances in Mobile Learning Educational Research, 2(1), 251-262.
  4. Berkowitz, J., & Packer, T. (2001). Heroes in the Classroom: Comic books in art education. Art Education, 54(6), 12-18.
  5. Brantlinger, E., Jimenez, R., Klingner, J., Pugach, M., & Richardson, V. (2005). Qualitative studies in special education. Exceptional Children, 71(2), 195-207.
  6. Braun, V., & Clarke, V. (2012). Thematic analysis. In H. Cooper, P. M. Camic, D. L. Long, A. T. Panter, D. Rindskopf, & K. J. Sher (Eds), APA handbook of research methods in psychology, Vol. 2: Research designs: Quantitative, qualitative, neuropsychological, and biological (pp. 57-71). Washington, DC: American Psychological Association.
  7. Braun, V., & Clarke, V. (2006). Using thematic analysis in psychology. Qualitative Research in Psychology, 3(2), 77-101.
  8. Cabiles, N.V., & Espina, B. (2015). Komiks bilang kagamitang pampagtuturo: Pagbuo at pagtataya. The WVSU College of Education Graduate School Journal, 18(1), 68-73.
  9. Cervesato, I. (2011). Discovering logic through comics. Proceedings of the 16th Annual Conference on Innovation and Technology in Computer Science, 103-107.
  10. Cleaver, S. (2008). Comics and graphic novels. Instructor, 117(6), 28-30.
  11. Cook, R. T. (2017). Metacomics. In F. Bramlett, R. T. Cook, & A. Meskin (Eds.), The Routledge Companion to Comics (pp. 257-266). New York & London: Routledge.
  12. Crăciun, D., & Bunoiu, M. (2019). Digital comics, a visual method for reinvigorating Romanian science education. Revista Românească pentru Educaţie Multidimensională, 11(4), 321-341.
  13. Drigas, A., & Pappas, M. (2015). A review of mobile learning applications for Mathematics. International Journal of Interactive Mobile Technologies, 9(3), 18-23.
  14. Duhaney, D. (2000). Technology and the educational process: Transforming classroom activities. International Journal of Instructional Media, 27, 67-72.
  15. Duncan, R., Smith, M. J., & Levitz, P. (2015). The power of comics: History, form, and culture (2nd ed.). London & New York: Bloomsbury.
  16. Eilam, B., & Poyas, Y. (2010). External visual representations in science learning: The case of relations among system components. International Journal of Science Education, 32(17), 2335-2366.
  17. Erişti, S.D., Kurt, A.A., & Dindar, M. (2012). Teachers' views about effective use of technology in classrooms. Turkish Online Journal of Qualitative Inquiry, 3(2), 30-41.
  18. Etcuban, J., & Pantinople, L. (2018). The effects of mobile application in teaching high school Mathematics. International Electronic Journal of Mathematics Education, 13(3), 249-259.
  19. Farah, N.A., Syamsul, B.Z., & Norshuhada, S. (2014). Exploring digital comics as an edutainment tool: an overview. Proceedings of Knowledge Management International Conference, 589-594.
  20. Francis Pelton, L., & Pelton, T. (2009). The learner as teacher: Using student authored comics to ``Teach" mathematics concepts. In G. Siemens & C. Fulford (Eds.), Proceedings of ED-MEDIA 2009--World Conference on Educational Multimedia, Hypermedia & Telecommunications (pp. 1591-1599). Honolulu, HI, USA: Association for the Advancement of Computing in Education (AACE).
  21. Francis, J. (2017). The effects of technology on student motivation and engagement in classroom-based learning (Doctoral dissertation).
  22. Goldfarb, I., & Kondratova, I. (2003). Using visual materials to engage learners. Proceedings of ACEE World Conference on Educational Multimedia, Hypermedia and Telecommunications.
  23. Halaweh, M. (2017). Using mobile technology in the classroom: A reflection based on teaching experience in UAE. TechTrends, 61, 218-222.
  24. Halimun, J. (2011). A qualitative study of the use of content-related comics to promote student participation in Mathematical discourse in a Math I support class (Doctoral Dissertation).
  25. Hima, L. R., Ni'mah, K., & Kurniati, R. (2016). Membangun Kemampuan Komunikasi Matematis Siswa Menggunakan Media Komik Dalam Pembelajaran Matematika. Journal Math Educator Nusantara, 2(2), 93-186.
  26. Kane, G. C., & Pear, A. (2016). The rise of visual content online. MIT Sloan Management Review.
  27. Katsaris, I., & Vidakis, N. (2021). Adaptive e-learning systems through learning styles: A review of the literature. Advances in Mobile Learning Educational Research, 1(2), 124-145.
  28. Kc{edra, J., & Žakevičiūtė, R. (2019). Visual literacy practices in higher education: what, why and how?. Journal of Visual Literacy, 38(1-2), 1-7.
  29. Kirchoff, J. (2017). Using digital comics to develop digital literacy: fostering functionally, critically, and rhetorically literate students. Texas Journal of Literacy Education, 5(2), 117-129.
  30. Lazarinis, F., Boididis, I., Kozanidis, L., & Kanellopoulos, D. (2022). An adaptable multi-learner serious game for learning cultural heritage. Advances in Mobile Learning Educational Research, 2(1), 201-215.
  31. Lazarinis, F., Mazaraki, A., Verykios, V., & Panagiotakopoulos, C. (2015). E-comics in teaching: Evaluating and using comic strip creator tools for educational purposes. Proceedings of the 10th International Conference on Computer Science & Education.
  32. Liu, J. (2004). Effects of comic strips on L2 learners' reading comprehension. TESOL Quarterly, 38, 225-243.
  33. Mamolo, L. (2019). Development of Digital Interactive Math Comics (DIMaC) for senior high school students in general Mathematics. Cogent Education, 6, 1689639.
  34. Marianthi, V., Boulodakis, M., & Retalis, S. (2001). From digitized comic books to digital hypermedia comic books: their use in education. Piraeus: University of Piraeus.
  35. Mayer, R. (2005). Cognitive theory of multimedia learning. In R. Mayer (Ed.), The Cambridge Handbook of Multimedia Learning (Cambridge Handbooks in Psychology, pp. 31-48). Cambridge: Cambridge University Press.
  36. Mckenney, S., & Reeves, T.C. (2013). Educational design research. Handbook of Research on Educational Communications and Technology (4th ed.), Springer.
  37. National Book Development Board. (2017). The NBDB 2017 readership survey.
  38. National Education Association. (2009). P21 framework definitions.
  39. Nurdin, E., Saputri, I., & Kurniati, A. (2020). Development of comic Mathematics learning media based on contextual approaches. Jurnal Ilmiah Pendidikan Matematika, 8(2), 85-97.
  40. Official Gazette of the Republic of the Philippines. (2013). The K to 12 Basic Education Program: GOVPH. https://www.official
  41. Olson, J. C. (2008). The Comic strip as a medium for promoting Science literacy. California State University.
  42. Orlando, J. (2014). Teachers' changing practices with information and communication technologies: an up-close longitudinal analysis. Research in Learning Technology, 22, 21354.
  43. Orlando, J. (2014). Teachers' changing practices with information and communication technologies: An up-close longitudinal analysis. Research in Learning Technology, 22, 21354.
  44. Özkubat, S., & Ulutaş, I. (2017). The effect of the visual awareness education programme on the visual literacy of children aged 5-6. Educational Studies, 44(3), 1-13.
  45. Papadakis, S. (2020). Evaluating a game-development approach to teach introductory programming concepts in secondary education. International Journal of Technology Enhanced Learning, 12(2), 127-145.
  46. Papadakis, S. (2021). Advances in Mobile Learning Educational Research (AMLER): Mobile learning as an educational reform. Advances in Mobile learning educational research, 1(1), 1-4.
  47. Papadakis, S., & Kalogiannakis, M. (2019). Evaluating the effectiveness of a game-based learning approach in modifying students' behavioural outcomes and competence, in an introductory programming course. A case study in Greece. International Journal of Teaching and Case Studies, 10(3), 235-250.
  48. Papadakis, S., Trampas, A. M., Barianos, A. K., Kalogiannakis, M., & Vidakis, N. (2020). Evaluating the Learning Process: The ``ThimelEdu" Educational Game Case Study. Proceedings of the 12th International Conference on Computer Supported Education, CSEDU, 2, 290-298.
  49. Pardimin, & Widodo, S. A. (2017). Development of comic based problem solving in geometry. International Electronic Journal of Mathematics Education, 12(3), 233-241.
  50. Poultsakis, S., Papadakis, S., Kalogiannakis, M., & Psycharis, S. (2021). The management of Digital Learning Objects of Natural Sciences and Digital Experiment Simulation Tools by teachers. Advances in Mobile Learning Educational Research, 1(2), 58-71.
  51. Rahmawati, I., & Salam, M. (2018). The development of mathematics interactive comic for third grades of elementary school. Proceedings of the 2nd International Conference on Education Innovation (ICEI 2018).
  52. Raja, R., & Nagasubramani, P. (2018). Impact of modern technology in education. Journal of Applied and Advanced Research, 3(S1), 33.
  53. Rushmer, R. F. (1973). Advantages and Disadvantages of Technological Achievements. In: Williams, R.H. (eds) To Live and To Die: When, Why, and How. Springer, New York, NY.
  54. Rasiman, R., & Pramasdyahsari, A. (2014). Development of Mathematics learning media e-comic based on flip book maker to increase the critical thinking skill and character of junior high school students. International Journal of Education and Research, 2(11), 535-544.
  55. Remake learning. (2016). Demystifying learning frameworks: The P21 Framework.
  56. Rudyanto, H., Ghufron, A., & Hartono, H. (2019). Use of integrated mobile application with realistic mathematics education: A study to develop elementary students' creative thinking ability. International Journal of Interactive Mobile Technologies, 13(10), 19-27.
  57. Schindler, L. A., Burkholder, G. L., Morad, O. A., Marsh, C. (2017). Computer-based technology and student engagement: a critical review of the literature. International Journal of Educational Technology in Higher Education, 14(1), 25.
  58. Scott, C. L. (2015). The Futures of Learning 2: What kind of learning for the 21st century? UNESCO Education Research and Foresight, Paris.
  59. Sengül, S., & Dereli, M. (2010). Does instruction of ``Integers" subject with cartoons effect students' mathematics anxiety? Procedia Social and Behavioral Sciences, 2(2), 2176-2180.
  60. Sepriyanti, N., & Tapia, C. (2018). The development of mathematics comics media on linear equations and linear inequalities of one variable. Proceedings of SHS Web of Conferences, 42.
  61. Shin, D. S., Kim, D. H, Park, J. S., Jang, H. G., & Chung, M. S. (2013). Evaluation of anatomy comic strips for further production and applications. Anat Cell Biology, 46, 210-216.
  62. Silva, A. B., Santos, G. T., & Bispo, A. K. (2016). The comics as teaching strategy in learning of students in an undergraduate management program. RAM. Mackenzie Management Review, 18(1), 40-65.
  63. Sincubaa, M., & John, M. (2017). An exploration of learners' attitudes towards mobile learning technology-based instruction module and its use in mathematics education. International electronic journal of mathematics education, 12(3), 845-858.
  64. Statton, D., Shemberger, M., & Wright, L. L. (2018). Evaluating visuals: Increasing visual literacy with infographics. International Visual Literacy Association Book of Selected Readings.
  65. Stošić, L. (2015). The importance of educational technology in teaching. International Journal of Cognitive Research in Science, Engineering and Education, 3(1), 111-114.
  66. Sugano, S. G. C., & Mamolo, L. A. (2021). Analysis of students' aptitude and academic performance: Input to curriculum enhancement. Anatolian Journal of Education, 6(2), 51-62.
  67. Supandi, S., Ariyanto, L., Kusumaningsih W., & Aini, A N. (2018). Mobile phone application for mathematics learning. Journal of Physics: Conference Series, 983, 1-5.
  68. Tejwani, S. (2012). Comparison of educational comics instructional material and traditional method in terms of conceptual understanding in Economics of ninth graders. International Educational e-Journal, 1(5), 10-15.
  69. Toh, T. L. (2009). Use of cartoons and comics to teach Algebra in Mathematics classrooms.
  70. Vassallo, S., & Warren, D. (2018). Use of technology in the classroom. In book: LSAC Annual Statistical Report 2017. Australian Institute of Family Studies.
  71. Versaci, R. (2001). How comic books can change the way our students see literature. One Teacher's Perspective English Journal, 91(2), 61-67.
  72. Vidakis, N., Barianos, A. K., Trampas, A. M., Papadakis, S., Kalogiannakis, M., & Vassilakis, K. (2019). In-Game raw data collection and visualization in the context of the ``ThimelEdu" educational game. In International Conference on Computer Supported Education (pp. 629-646). Springer, Cham.
  73. Xezonaki, A. (2022). Gamification in preschool science education. Advances in Mobile Learning Educational Research, 2(2), 308-320.
  74. Yang, G. (2003). Comics in education [Master's Thesis, California State University at Hayward].
  75. Ycong, H., Barredo, B., & Mamolo, L. (2021). Effects of peer tutoring to the learning outcomes in exponential expressions of grade 8 students. Indomath: Indonesia Mathematics Education, 4(2), 107-118.
  76. Yerushalmy, M., & Weizman, A. (2007). Math4Mobile mobile environments. The University of Haifa. https:://
  77. Yerushalmy, M., & Ben-Zaken, O. (2004). Mobile phones in education: The case of Mathematics. The Institute for Alternatives in Education, University of Haifa.
  78. Zhao, X., & Okamoto, T. (2009). A personalized mobile mathematics tutoring system for primary education. Journal of the Research Center for Educational Technology, 4(1), 61-67.
  79. Zimmerman, B. (2008). Creating comics fosters reading, writing, and creativity. The Education Digest, 74(4), 55-57.