Determinants Influencing Instructional Designers’ Implementation of Multimedia Learning Principles: A Qualitative Study in a Law Enforcement Training Context

Abstract

Introduction: Multimedia Learning Principles (MLPs) provide a systematic way to boost learner understanding and engagement in digital learning settings. Although these principles are well-established in scholarly research, there’s limited insight into how instructional designers (IDs) actually apply them in real-world professional training, particularly in fields like law enforcement.

Objectives: This research investigates the behavioral and situational factors that determine how instructional designers use MLPs at the Dubai Police Smart Training Centre. It aims to uncover what drives their design choices when creating multimedia-based e-learning in practical environments.

Methods: A qualitative, interpretivist research approach was used. Researchers carried out semi-structured interviews with twelve instructional designers working under contract with Dubai Police to build e-learning content. The data were examined using Braun and Clarke’s six-step thematic analysis process, with guidance from the Unified Theory of Acceptance and Use of Technology 2 (UTAUT2).

Results: Analysis revealed five major themes: lack of managerial support, confidence in making multimedia decisions, influence from peers within the design culture, personal motivation to create engaging learning experiences, and how valuable they perceive multimedia design to be. These aligned with UTAUT2 elements such as facilitating conditions, effort expectancy, social influence, performance expectancy, and a revised version of price value referred to as multimedia value.

Conclusions: The study reveals key motivational and organizational elements that impact how instructional designers approach multimedia creation in law enforcement training. These insights contribute to a broader understanding of instructional design practices in real-world, non-academic environments.