Evaluation of the Impact of Authoring Tools on the Creation of Interactive Educational Resources

Abstract

The rapid technological transformation in education has created a growing demand for tools that enable teachers and instructional designers to produce interactive resources swiftly and effectively, positioning authoring tools as accessible alternatives for designing, developing, and distributing digital materials without requiring advanced programming skills, with their use expanding across both formal and non-formal educational settings. However, their widespread adoption underscores the need for systematic evaluation of their contribution to learning quality and pedagogical processes. This documentary review, guided by a PRISMA protocol, critically examines the published evidence on the impact of these platforms, delineating the phases of identification, screening, eligibility, and selection of studies, with the aim of synthesising their benefits, limitations, and pedagogical contributions, and clarifying the conditions under which authoring tools enhance interactive, accessible, and pedagogically coherent learning experiences aligned with contemporary digital education. The findings indicate that, when employed with explicit pedagogical intent and adequate teacher competencies, these tools facilitate clear content structuring, meaningful multimedia integration, and enriched learner interactions, although their effectiveness ultimately depends on proper training, sound instructional planning, and critical criteria for their selection and use.