Abstract

The rapid digitization of higher education necessitates pedagogical approaches that effectively engage diverse 21st-century learners. This study investigates the impact of multimedia-supported differentiated instruction on student engagement and learning outcomes through a mixed-methods case study at the University of Education, Winneba (UEW), Ghana. Data were collected from 312 undergraduate students and 24 lecturers using surveys, classroom observations, interviews, and learning management system (LMS) analytics. Quantitative findings indicate notable improvements in student engagement and conceptual understanding when instruction incorporates varied multimedia resources that are aligned with learner readiness and interests. Qualitative results further indicate that multimedia integration supports differentiation in content, learning processes, and assessment practices. The study concludes that multimedia-driven differentiated instruction is an effective and feasible strategy for addressing learner diversity in higher education, offering implications for instructional design and faculty development.

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