DIGITAL INTERACTIVE MEDIA DESIGN TO INCREASE STUDENT ENGAGEMENT IN LEARNING

Abstract

This study maps the knowledge structure of digital interactive media design in the context of student involvement using a bibliometric approach. The analysis was conducted by co-occurrence of VOSviewer 1.6.20 assisted keywords, based on 200 bibliographic entries published between 2016 – 2026. The mapping results showed 21 items, 4 clusters, 151 links, and a total link strength of 507. The terms engagement and medium are identified as the dominant nodes that connect the concepts of online learning, blended learning, multimedia, e-learning, effectiveness, the role of teachers, and curriculum design. Overlay visualization shows the development of themes from initial to recent publications, while density visualization emphasizes the density of central terms and peripheral themes that still have the potential to be developed. These findings confirm that the literature emphasizes the relationship between digital media and learner engagement, while also pointing to the need for more specific definitions of engagement and media design that supports cognitive, affective, and behavioral engagement. This study provides a conceptual framework for media researchers and developers to understand research trends, thematic directions, and potential for digital interactive media design development.