Learning that resonates

The Discourse Force Framework for holistic evaluation

Abstract

Educational multimedia is widely used to deliver engaging learning experiences across diverse student cohorts. Despite its popularity, existing evaluation frameworks often focus narrowly on design or usability, overlooking the broader learner experience. This article introduces the Discourse Force Framework, a multidimensional, learner-centred model for evaluating educational multimedia. Developed through a literature-based inquiry guided by grounded theory principles, the framework adapts the concept of Discourse Force to the educational context. Rather than generating domains from empirical data, grounded theory was used systematically to review literature, identify gaps, and assess the relevance of prior conceptual work. The framework comprises four interconnected domains, Discourse Purpose, Cognitive Structure, Emotional Resonance, and Behaviour Impact, which offer a holistic lens for understanding how multimedia supports meaning-making, emotional engagement, and behavioural change. This inquiry confirms the need for a model that integrates cognitive, affective, and behavioural perspectives. To illustrate its practical application, the framework was used to evaluate an educational video based on the Hero’s Journey narrative, demonstrating how each domain reveals distinct yet interrelated aspects of the learner experience. By focusing on learners’ understanding and outcomes, the Discourse Force Framework encourages reflective practice and supports the development of educational multimedia that is not only informative but also transformative.