Advanced Technological Solutions to Support Distance Learning via

Open-Source H5P Interactive Tools

Olena H. Kuzminska

1 a

, Maksym V. Mokriiev

1 b

, Olena G. Glazunova

1 c

, Joana Markovska

Valentyna I. Korolchuk

1 d

and Tetiana V. Voloshyna

1 e

National University of Life and Environmental Sciences of Ukraine, 15 Heroyiv Oborony Str., Kyiv, 03041, Ukraine

Wrocław University of Environmental and Life Sciences, Norwida 25, 50-375 Wrocław, Poland

Keywords:

Distance Learning Tools, H5P, Interactive Content, Active Learning, Higher Education.

Abstract:

The widespread introduction of distance learning in the conditions of quarantine restrictions caused by

COVID-19 increases the need to modernize the resource-and-organizational as well as methodological sup-

port of the educational process. The materials of the present paper embrace the study of the possibilities of

using open-source H5P tools to support distance learning in higher education institutions. The authors ana-

lyzed the state of research of the problem of development and introduction of interactive didactic H5P tools

in higher education institutions and identiﬁed insufﬁcient use of this tool in higher education institutions of

Ukraine despite successful foreign practices in place. Based on the results of the comparative analysis of the

functionality of various means to support distance learning, which have become most common in higher edu-

cation institutions, they deﬁned the beneﬁts of using H5P to maximize the involvement of students in distance

learning and demonstrated the wider possibilities of creation, use and distribution of interactive educational

elements on the basis of H5P in comparison with other technologies. The paper presents the results of a ques-

tionnaire conducted among the academic staff of the National University of Life and Environmental Sciences

of Ukraine and Wrocław University of Environmental and Life Sciences on determining the complexity of

development and pedagogical feasibility of using various H5P tools to support distance learning. Based on

the analysis of academic staff’s needs, they determined the necessity for specialized training on pedagogical

design of the content of H5P didactic materials, delivery technologies and methods of their use in teaching

various disciplines of higher education.

1 INTRODUCTION

As new information technologies and digital tools are

developed and disseminated, technologies for the de-

velopment, delivery and use of educational content

are being enriched to ensure the quality of e-learning,

taking into account: students’ learning styles and

age characteristics (Umryk, 2013), the available re-

sources and competence of the subjects of the ed-

ucational process (Kuzminska et al., 2019). How-

ever, during the mass transition to distance learn-

ing (Stauffer, 2020) in the conditions of COVID-19

https://orcid.org/0000-0002-8849-9648

https://orcid.org/0000-0002-6717-3884

https://orcid.org/0000-0002-0136-4936

https://orcid.org/0000-0002-3145-8802

https://orcid.org/0000-0001-6020-5233

(Miller, 2022), the problem of providing quality ed-

ucation is relevant, which, in our opinion, requires

the training of specialists who will be able not only

to use ICT in educational activities, but also acquire

competences in e-learning management (Morze et al.,

2017). Analysis of the attitude of teachers and stu-

dents to the opportunities and problems associated

with the introduction of distance learning (El Refae

et al., 2021) is the basis for the assumption of actual-

izing the need to develop interactive teaching materi-

als and educational content as a means of ensuring

quality student-centered education (Homanov

a and

Havl

askov

a, 2019). The creation of interactive di-

dactic materials and methods of their use in the ed-

ucational process will contribute to the involvement

of students in active learning: students can create re-

sources independently or “interact” with the teacher

to increase motivation, better understanding of learn-

760

Kuzminska, O., Mokriiev, M., Glazunova, O., Markovska, J., Korolchuk, V. and Voloshyna, T.

Advanced Technological Solutions to Support Distance Learning via Open-Source H5P Interactive Tools.

DOI: 10.5220/0012067600003431

In Proceedings of the 2nd Myroslav I. Zhaldak Symposium on Advances in Educational Technology (AET 2021), pages 760-767

ISBN: 978-989-758-662-0

 2023 by SCITEPRESS – Science and Technology Publications, Lda. Under CC license (CC BY-NC-ND 4.0)

ing material, practical skills, evaluation of their own

learning activities, etc.

From a technical point of view, the use of tools

to create interactive didactic materials was limited by

the need for computer programming skills. However,

with the development of H5P technology, an open-

source Internet tool, the creation of such materials

does not require special training.

Therefore, the purpose of this study is to iden-

tify the potential of H5P to support distance learn-

ing in higher education institutions and to analyze the

teachers’ needs as for its application in educational

practice.

2 THEORETICAL BACKGROUND

H5P (https://h5p.org/) is a module with a library of

learning resources developed in HTML5, which is in-

tegrated for direct use in publishing systems (namely:

Wordpress, Drupal) and learning management sys-

tems (such as Canvas, Moodle or Blackboard). The

latter allows you to create interactive learning ele-

ments (development can be done by both teachers

and students, for example, when doing independent

work), which can be used at different stages of e-

learning to form both general and subject compe-

tences of students.

The conducted analysis of research and publica-

tions on the use of H5P service in education is the

basis for expressing an assumption about the effec-

tiveness of the use of this service in the process of

training specialists regardless of the educational pro-

gram and specialty.

Santos et al. (Santos et al., 2019) represent the

method of using the H5P service as a tool for gamiﬁ-

cation of practical skills (students’ laboratory work)

on local network administration, which provides a

fast, intuitive and attractive for students method of

applying the Flip-Game Engineering and Technology

methodology (Flip-GET), developed by researchers at

the University of Cadiz.

Methodology and practical cases of H5P applica-

tion in the process of learning English in higher ed-

ucation institutions in Japan and Indonesia are pre-

sented in (Wicaksono et al., 2021). The experience of

using H5P didactic materials in the study of chemistry

(Zeller et al., 2021) is an example of the transforma-

tion of video into an interactive educational resource.

The results of a study of the use of H5P in the training

of future specialists in biological sciences (Manacek

et al., 2020) indicate that this platform is an effective

and universal tool for forming students’ critical think-

ing, independence and conﬁdence in mastering edu-

cational material in problem-oriented learning. Me-

thodical recommendations for creating an interactive

H5P video for the implementation of personalized and

active learning are given in (Singleton and Charlton,

2019; Thurner et al., 2022). The experience of using

H5P tools for the implementation of blended learn-

ing (Sinnayah et al., 2021) and development ﬂipped

classroom framework (Wehling et al., 2021) based on

learning management systems highlights the need for

additional research on the application of these tools

in the educational practice of Ukrainian higher edu-

cation institutions.

Research tasks:

1. To investigate the functionality of H5P for the fea-

sibility of using the H5P service to create and dis-

tribute interactive content.

2. To analyze the needs and readiness of the aca-

demic staff of the National University of Life and

Environmental Sciences of Ukraine (NULES) and

Wrocław University of Environmental and Life

Sciences (WUELS) to create and use interactive

didactic H5P materials in the educational process.

To achieve the goal and objectives of the study, the

following methods were used: analysis of theoretical

sources, study of successful H5P practices in the edu-

cational process of higher education institutions; gen-

eralization and systematization of experience in the

use of e-learning support tools; empirical methods, in

particular, questionnaires and monitoring of the edu-

cational process in higher education institutions dur-

ing the implementation of distance learning during the

COVID-19 quarantine restrictions.

3 MAIN FINDINGS

H5P is an open tool for creating, distributing and

reusing educational interactive content, based on

HTML5, CSS and JavaScript technologies, which

does not require additional software for its work,

therefore will work in all modern browsers, operating

systems and devices.

Since H5P technology is integrated into a num-

ber of learning management engine drivers, such as

Moodle, Canvas, Blackboard, Brightspace, and a va-

riety of web content management systems, such as

Wordpress and Drupal, integration into the higher ed-

ucation environment does not require additional costs

at the technological level (environmental administra-

tion) and organizational – teachers can create educa-

tional content in a convenient for them environment

with the ability to save and reuse. Figure 1 shows an

example of creating and demonstrating the “interac-

Advanced Technological Solutions to Support Distance Learning via Open-Source H5P Interactive Tools

761

Table 1: Comparative analysis of H5P, Moodle and Google Workspace functionality (not all the available H5P functionality

is considered).

Purpose Program Module Features

Folding text

blocks

(“accordion”)

H5P Accordion Ability to create a hidden (folded) text block with image

formatting, etc.

Moodle Absent Implementation using HTML, CSS or Bootstrap classes

GWorkspace Absent

Interchangeable

pictures

swapping

H5P Agamotto Using simulation of dynamic change in time on the map,

in space, zooming out/zooming in

Moodle Absent

GWorkspace Absent

Recording

audio

messages

H5P Audio Recording audio messages directly from the browser

Recorder

Moodle Function in The corresponding functionality is implemented in the

ATTO built-in ATTO editor

GWorkspace Absent

Creating ﬂash

cards

H5P Dialog Cards, Several solutions are available

Flashcards

Moodle Absent

GWorkspace Absent

Creating test

questions

H5P 12 types of Drag and Drop, Drag the Words, Essay, Fill in the

questions Blanks, Find Multiple Hotspots, Find the Hotspot, Image

pairing, Image Sequencing, Mark the Words, Multiple

Choice, Single Choice Set, True/False Question

Moodle 15 types of Implementation of standard types of questions:

questions + Calculated, Simple Calculated, Drag and drop into text,

informal types Drag and drop markers, Drag and drop onto image,

of questions Calculated Multichoice, Essay, Matching, Embedded

Answers (Cloze), Multiple Choice, Random Short

Answer Matching, Select missing words, Short-Answer,

Numerical, True/False

GWorkspace 9 question Short answer, Paragraph (Essay), Multiple choice,

types (in Checkboxes, Dropdown, File upload, Linear scale,

Google Forms) Multiple choice grid, Checkbox grid

Holding tests

H5P Quiz You can choose from only 6 types of questions;

available mixing of questions, sample questions;

not recommended for ﬁnal testing

Moodle Quiz Full-ﬂedged testing with lots of settings, automatic

checking and review of ratings; possible reuse of

questions in different tests

GWorkspace Forms Standard Google form with Google spreadsheets

connected to display test results

Timeline

creation

H5P Timeline Create a timeline with slides on timestamps

Moodle Absent

GWorkspace Absent

Interactive

book creation

H5P Interactive Multi-page resource with an ability to embed almost any

Book of the other elements of H5P on any page, including test

questions

Moodle Book Multi-page resource with text, graphic information,

embedded video, audio; without the possibility of testing

GWorkspace Absent

AET 2021 - Myroslav I. Zhaldak Symposium on Advances in Educational Technology

762

tive video” module directly in the Moodle environ-

ment (implemented in the training and information

portal of NULES ).

In the absence of a learning environment in an ed-

ucational institution with which H5P technology is al-

ready integrated, interactive learning content can be

created and stored in the commercial cloud (https:

//h5p.com) or in the community one (https://h5p.org)

(H5P, 2023). To use the H5P cloud, you need to regis-

ter, after which users have the opportunity to post their

own projects, optimize downloaded videos, adjust the

parameters of educational analytics for students us-

ing individual projects, share materials on other sites

and use additional features. The https://h5p.org site

is an open resource for creating interactive materials,

testing them, and commenting on resources created

by other users. In addition, the Lumi desktop ap-

plication has been developed for teachers who pre-

fer to create ofﬂine learning content. In any of the

three described options, the program interface is iden-

tical, simple and clear. So far, templates have been

developed to create 49 types of H5P content (https:

//h5p.org/content-types-and-applications). They can

be approximately grouped into three main categories:

game content (Games), multimedia content (Multi-

media), and methods of testing students’ knowledge

(Questions).

Since a number of higher education institutions

use learning management systems that have their own

modules for creating interactive didactic materials to

deliver educational content and organize e-learning

(blended, distance learning), a comparative analysis

of H5P, LMS Moodle and Google Workspace func-

tionality was additionally conducted (table 1, 2).

As you can see from table 1 and 2, H5P technol-

ogy has many more unique interactive learning ele-

ments than those that Moodle and Google Workspace

can offer. In addition, H5P can be integrated into

other learning management systems to expand their

functionality and increase the freedom of teachers to

use pedagogical technologies and disseminate their

own learning content. It should be noted that unlike

Moodle, in which H5P is fully integrated, integration

with Google Workspace involves embedding individ-

ual elements from the site https://h5p.com. You can

also download the created H5P element to a local

computer as a ﬁle and then distribute it not only in

learning management systems, but also on the sites of

publishing systems to which this technology is inte-

grated.

To determine the feasibility of using H5P tech-

nology for the development of didactic teaching ma-

terials and the readiness of teachers to use them

in the educational process (the second task of the

study), specialized training of the academic staff

of NULES and WUELS was conducted. Within

the ”Distance Learning Tools” course (https://elearn.

nubip.edu.ua/course/view.php?id=3000) the repre-

sentatives of the center of distance learning technolo-

gies NULES developed (https://elearn.nubip.edu.ua/

course/view.php?id=216) a “Fundamentals of work-

ing with H5P” module, in which the teachers had the

opportunity to get acquainted with the functionality

and features of using H5P technology, as well as to

develop separate didactic materials (ﬁgure 2).

To determine the attitude of the academic staff

to the use of H5P technology in educational prac-

tice, a questionnaire was conducted (https://forms.gle/

CgVpKWYkqgaUUhm16).

58 faculty members of NULES (46 members) and

WUELS (12 members) were embraced by the ques-

tionnaire, who train future specialists in the ﬁeld of

technical sciences (41.7%), natural sciences (32.6%)

and social sciences (25.7%). The vast majority of re-

spondents are middle-aged people (5.7% – up to 25

years; 30.8% – 25-35 years; 41.3% – 35-45 years;

19.4% – 45-55 years; 2.8% – over 55 years old) with a

sufﬁcient level of digital competence (68.3% deﬁned

their own level of digital competence as sufﬁcient;

25.6% – high; only 6.1% – basic). All respondents

stated that they have experience in using e-learning

resources, with 76.4% developing e-content indepen-

dently. 100% of respondents supported the statement

that the use of interactive educational content helps to

increase students’ learning motivation; 91.3% agree

that the study material needs to be adapted to the

learning styles and needs of the students. Therefore, it

is possible to make assumptions about the high degree

of readiness of the academic staff to use interactive

content in the educational process. At the same time,

H5P technology is new for the vast majority of re-

spondents (awareness of specialized training was de-

termined): to the question “Do you know about H5P

technology?” 14.1% gave an afﬁrmative answer, and

only 1.2% stated that they have experience in devel-

oping their own didactic materials.

Upon completion of the training, 63.6% of respon-

dents answered the question “Do you consider it ap-

propriate to use didactic H5P materials in your own

e-learning courses?” in the afﬁrmative, especially if

there is sufﬁcient and quality methodological sup-

port (100% of respondents need methodological as-

sistance). 27.1% refused because, in their opinion,

the development of H5P materials for the discipline

they teach (mainly in the natural sciences) requires

additional equipment, for example, for video record-

ing, and their use is restricted under the copyright law.

Only 9.3% of the surveyed teachers gave the negative

Advanced Technological Solutions to Support Distance Learning via Open-Source H5P Interactive Tools

763

Figure 1: Example of an educational interactive H5P element in the Moodle environment (a – educational video viewing

mode, b – interactive video editing form).

Table 2: Comparative analysis of H5P, Moodle and Google Workspace functionality (not all the available H5P functionality

is considered).

Purpose Program Module Features

Interactive video

creation

H5P Interactive Feed interactive material directly in the video clip; with a

Video possibility to add test questions

Moodle Lesson Video feed by separate clips with a possibility of adding

test questions

GWorkspace Absent

Construction of an

individual

trajectory of

studying the topic

H5P Branching Ability to write a transition script depending on the

Scenario pchoice of transition and answers to questions

Moodle Lesson

GWorkspace Absent

Panoramic image

creation

H5P Virtual Panoramic image with the possibility of transition and

Tour (360) explanations of the elements in the picture

Moodle Absent

GWorkspace Absent

Figure 2: Examples of created interactive elements (a – timeline, b – interactive video with a question on top of the video).

answer.

Given the broad functionality of H5P, in the ﬁnal

questionnaire, researchers were asked to assess on a

5-point scale the pedagogical feasibility of using indi-

vidual interactive H5P elements (table 1) in the learn-

ing process (group I questions) and the complexity of

AET 2021 - Myroslav I. Zhaldak Symposium on Advances in Educational Technology

764

Figure 3: Matrix of correlation of development complexity and educational effect from application of separate elements of

H5P technology.

their independent development (group II questions).

Having created a matrix with four quadrants and re-

ﬂecting the complexity of development (x-axis) and

pedagogical expediency of application (y-axis), the

authors visualized the attitude of the academic staff

to the development and use of H5P didactic tools in

the educational process (ﬁgure 3).

According to the academic staff surveyed (ﬁg-

ure 3), the most optimal (high pedagogical expedi-

ency and ease development) is the use of different

types of questions that can be added to the educa-

tional content. Not much more difﬁcult to develop,

but also appropriate, is the use of full-ﬂedged tests. It

should be noted that H5P developers do not recom-

mend using such tests for ﬁnal assessment, but only

for the current test of knowledge and self-assessment

of students. It should be noted that the pedagogi-

cal expediency of using educational elements with a

script game (“Branching Scenario”), interactive video

(“Interactive Video”), interactive book (“Interactive

Book”) is high, despite the relative complexity of their

creation. Creating such interactive elements requires

more prior training, digital competence, and imple-

mentation time from the teacher.

In general, the academic staff, according to the

questionnaire, praised the educational effect of us-

ing H5P technology to support distance learning and

noted their willingness to use it in the learning pro-

Advanced Technological Solutions to Support Distance Learning via Open-Source H5P Interactive Tools

765

cess. The need for additional training related to the

pedagogical design of e-learning courses and method-

ological support in the use of interactive didactic H5P

materials in teaching speciﬁc disciplines was also

identiﬁed. The latter is deﬁned as prospects for fur-

ther research.

4 CONCLUSION

The massive transition to distance learning caused by

the COVID-19 pandemic has highlighted the need for

additional research to ensure the quality of education

under quarantine restrictions. In this context, many

factors favor the usage of the H5P service to cre-

ate and disseminate interactive content as a means of

strengthening the motivation and involvement of stu-

dents in active learning. It is evidenced by:

• openness: H5P is an open-source software;

• integration with learning management systems

such as: Moodle, Canvas, Blackboard;

• wide range of templates: 49 templates have been

developed so far, based on which you can create

materials of different complexity and degree of in-

teractivity;

• choice of operating mode: you can work with in-

teractive learning material on your own learning

site, in the https://h5p.com cloud environment or

in the desktop application;

• personalized use: teachers and students can store

the created materials in personal environments or

portfolios.

The results of comparing the H5P service with the

Moodle and Google Workspace learning management

systems are grounds for claiming that the develop-

ment of interactive didactic content using H5P meets

the requirements for innovative educational resources,

expands the functionality of learning management

systems and increases teachers’ freedom to use peda-

gogical technologies. The questionnaire, conducted

upon the completion of specialized training of the

academic staff of NULES and WUELS, shows a high

degree of readiness of the academic staff to use inter-

active content in the educational process if they are

provided with technical and methodological support.

Among the various options for didactic content

that can be created using H5P, teachers prefer to use

interactive elements using educational video. How-

ever, given the complexity of independent develop-

ment of such elements, the need to create a bank of

educational video with the involvement of specialists

in its shooting and editing is relevant. Instead, teach-

ers have shown willingness to actively create a variety

of test questions, as the proposed H5P templates sig-

niﬁcantly expand the functionality of LMS Moodle

and Google Workspace.

Consequently, noting the potential of H5P as a

tool to support distance learning in a broad context,

the results of this study can be used by administra-

tors and teachers of institutions of higher education

to make a decision on the application of this technol-

ogy in a speciﬁc HEI. Methodology of creating and

using of interactive didactic H5P materials to support

distance learning and professional development of the

academic staff of Ukrainian and Polish higher educa-

tion institutions are included in the prospects for fur-

ther research.

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