Abstract: This systematic review investigates the impact of educational animation and multimedia applications on student learning outcomes by synthesizing findings from sixteen empirical studies published between 2021 and 2026. Using the PRISMA four-phase framework identification, screening, eligibility, and inclusion the study systematically filtered an initial pool of 2,989 articles down to a final dataset of relevant research . The review adopts an integrative analytical approach, combining qualitative, quantitative, and mixed-method studies to identify recurring themes and patterns. Findings reveal that educational animation significantly enhances learning through three primary dimensions: cognitive processing, emotional engagement, and instructional design. First, animation supports cognitive and perceptual processes by simplifying abstract concepts, guiding attention, and reducing cognitive load through multimodal representations such as augmented reality (AR), virtual reality (VR), and dynamic visualizations. Second, animation contributes to increased motivation and emotional engagement, with interactive and emotionally designed content fostering sustained attention, curiosity, and active participation. Game-based and immersive environments, in particular, demonstrate strong motivational effects by stimulating emotional and reward systems. Third, the effectiveness of animation is closely tied to instructional design features, including pacing, interactivity, narrative elements, and alignment with pedagogical theories such as the Cognitive Theory of Multimedia Learning. Evidence suggests that animation alone does not guarantee improved outcomes; rather, its impact depends on purposeful, theory-driven implementation. Overall, the review concludes that educational animation is a powerful instructional tool when strategically designed, offering significant benefits for comprehension, engagement, and learning performance in modern digital education environments.
Hussin et al. (Fri,) studied this question.