ADDIE in Action: A Qualitative Library Research on Interactive Digital Teaching Materials for Literacy and Learning Innovation in Elementary Education
Abstract
of the ADDIE model as a systematic framework for developing interactive digital teaching
materials to support literacy and learning innovation in elementary education. The method
employed a qualitative library research design, collecting data from 45 peer-reviewed journal
articles, conference proceedings, and academic books published between 2020 and 2025.
Keywords used included ADDIE model, instructional design, digital literacy, interactive
learning media, and elementary education, with databases accessed including Google
Scholar, Scopus, ERIC, and SpringerLink. Data were analyzed using thematic content analysis
following Braun and Clarke's six phases, and source triangulation was employed to ensure
trustworthiness. The results reveal that full implementation of all five ADDIE stages (Analysis,
Design, Development, Implementation, and Evaluation) significantly enhances elementary
students' literacy skills (87.5% of studies reported positive effects), learning motivation (89%),
and active participation (91%). The Analysis stage was the most underreported (only 45% of
studies), while the Development stage was the most frequently implemented (93%). Key
challenges identified include limited teacher technological competence (78%), time
constraints (65%), inadequate infrastructure (58%), and curriculum alignment issues (52%).
Best practices documented include collaborative teacher-librarian models, rapid
prototyping, and culturally responsive design. This study concludes that ADDIE in action
provides a structured and effective framework for digital literacy transformation in primary
education, with recommendations for full ADDIE adoption, professional development,
infrastructure investment, and future cross-cultural research.
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