In hybrid and online higher education, capturing students’ attention is no longer enough: the real challenge is sustaining their cognitive, affective, and behavioral engagement. The study published in RIED, “Igniting Student Engagement: H5P’s Transformative Potential in Higher Education,” examines precisely this challenge through an intervention based on interactive activities created with H5P in Moodle.
The research, conducted with 87 students from two Ecuadorian universities, shows that interactive digital resources can become valuable allies when they are integrated into well-designed learning proposals, with immediate feedback, a variety of formats, and opportunities to apply knowledge.
The study’s findings are especially relevant because they show significant improvements in key aspects of cognitive engagement: conceptual understanding, application of knowledge, and perceived depth of learning. Improvements were also observed in students’ enjoyment of the activities, confirming H5P’s potential to make the learning experience more engaging.
However, the research also warns that technology alone does not transform education: no significant improvements were found in the perceived relevance of the content or in peer collaboration. This suggests that technical interactivity must be accompanied by a pedagogical strategy that connects content with students’ interests and promotes genuine collaborative dynamics.
The main contribution of the study is therefore a call to use H5P not as a decorative add-on, but as part of a broader, contextualized instructional design oriented toward active learning. Activities such as interactive videos, presentations with feedback, collaborative problem-solving, debates based on digital materials, or even student co-creation of content can broaden the impact of this tool.
At a time when universities are seeking to strengthen the quality of hybrid education, the study reminds us that educational innovation does not depend solely on incorporating technology, but on placing it at the service of deeper, more motivating, and more meaningful learning experiences.
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How to Cite: Ramos-Azcuy, F. J., Rodríguez-Gámez, M., Benavides-Bailón, J. M., Bonilla-Jiménez, M. M., & Arroba-Cárdenas, Ángel E. (2025). Igniting student engagement: H5P’s transformative potential in higher education. RIED-Revista Iberoamericana de Educación a Distancia, 28(2), 379–400. https://doi.org/10.5944/ried.28.2.43542
