Fostering Digital Equity via Mobile-Optimized Hypermedia: A Flipped Classroom Model for Resource-Constrained Higher Education

Ira Arini; Dian Permana Putri; Dede Kurnia Adiputra

doi:10.3991/ijim.v20i10.59797

Authors

Ira Arini Universitas Setia Budhi Rangkasbitung, Lebak, Indonesia https://orcid.org/0000-0001-8096-1036
Dian Permana Putri Universitas Swadaya Gunung Jati, Cirebon, Indonesia https://orcid.org/0000-0002-7810-1798
Dede Kurnia Adisaputra Universitas Setia Budhi Rangkasbitung, Lebak, Indonesia

DOI:

https://doi.org/10.3991/ijim.v20i10.59797

Keywords:

digital literacy, flipped classroom, hypermedia learning, higher education, quasi-experimental study

Abstract

The rapid digitalization of higher education has heightened the need for digital literacy development, particularly for first-year university students in resource-constrained contexts. This study examines the effectiveness of a mobile-optimized hypermedia-based flipped classroom model designed to promote digital equity in higher education. Adopting a Research and Development (R&D) approach guided by the ADDIE framework, the study encompassed needs analysis, expert validation, and an eight-week quasi-experimental field trial involving 60 firstyear students. Data were gathered using a multi-method design, including a digital literacy assessment, engagement and satisfaction questionnaires, and learning analytics, as well as qualitative interviews and focus group discussions. The findings show that students in the experimental group achieved substantially greater improvements in digital literacy compared to those in the control group, with a very large pretest–posttest control-group effect size computed using Morris’s (2008) estimator (dₚₚc2 = 2.41; bias-corrected gₚₚc2 = 2.37) and a moderateto-high normalized gain (N-Gain = 0.52). Notably, the intervention demonstrated a strong equity-enhancing effect, as students with lower initial digital proficiency exhibited the highest learning gains (N-Gain = 0.61). Qualitative evidence and learning analytics further indicate high levels of engagement, increased learner autonomy, and the emergence of digital resilience, supported by mobile accessibility and offline-enabled hypermedia modules. Overall, these findings highlight the potential of mobile-first, context-sensitive flipped learning models to reduce digital disparities and foster more inclusive digital literacy development in higher education.

Author Biographies

Ira Arini, Universitas Setia Budhi Rangkasbitung, Lebak, Indonesia

Department of Sport and Health Education, Faculty of Teacher Training and Education, Universitas Setia Budhi Rangkasbitung, Lebak, Indonesia

Dian Permana Putri, Universitas Swadaya Gunung Jati, Cirebon, Indonesia

Faculty Education and Science, Universitas Swadaya Gunung Jati

Dede Kurnia Adisaputra, Universitas Setia Budhi Rangkasbitung, Lebak, Indonesia

Department of Elementary Teacher Education, Faculty of Teacher Training and Education, Universitas Setia Budhi Rangkasbitung, Lebak, Indonesia

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