BookCanBee: Revolutionizing Drug Education Content through Digital Modules

• Published in: Multidisciplinary journal for education, social and technological sciences Vol. 12; no. 1; pp. 29 - 79
• Main Authors: Catahan, Gideon L., Mangulaban, Leslie P., Perez, Decerie C., Visda, Vincent Brian L., Tolentino, Julius Ceazar G.
• Format: Journal Article
• Language: English
• Published: Universitat Politècnica de València 14.04.2025
• Subjects: addie model; blended learning; digital instruction; health education; mobile learning
• ISSN: 2341-2593; 2341-2593
• DOI: 10.4995/muse.2025.22356

The fusion of technology and pedagogy has become imperative in the ever-changing education landscape. BookCanBee is an initial attempt to utilize the innovative value of BookWidgets, Canva, and Kotobee software to transfigure drug education content into an engaging digital experience. Anchored in the ADDIE Model and Cognitive Theory of Multimedia Learning, this study explored the development and evaluation of digital modules in drug education for pre-service physical educators in a teacher education institution in Pampanga, Philippines. Employing a postpositivist worldview, the study adopted educational research and development design. Students and experts served as respondents to capture the developmental and evaluative insights for the proposed material. Results revealed smartphones as the quintessential tool for blended learning, emphasizing the shift towards mobile-centric instruction. However, the availability of non-print materials in drug education appears scarce indicating the need for digital materials to be developed. Despite moderate levels of readiness for mobile learning, students exhibited an interest in exploring the potential of mobile instruction. Meanwhile, six interactive modules, rooted in the 5Es model, were developed using Kotobee, Canva, and BookWidgets. Overall, the digital modules were assessed by experts to be very satisfactory, with contents being valid, instructions being appropriate, technical quality having minimal issues, and additional comments being complied with.  The digital modules, as perceived by students, are effective in achieving specific and general learning outcomes, easy, and enjoyable to use for learning. Recommendations for future directions include expanding the scope of the study and the evaluation of the digital modules’ effectiveness.