Military Instructors\u27 Perspectives of Integrating Instructional Multimedia Into Military Classrooms

The United States Army has made efforts to meet the demand for digital technology. There is a continued need to train Soldiers with integrated multimedia instruction products to ensure soldiers are combat-ready. The purpose of this study was to investigate military instructors\u27 lived experiences and perspectives on interactive multimedia instructional (IMI) product integrations\u27 influence on students learning experiences and knowledge transfer and to understand the challenges instructors face, the strategies, needs, barriers, and the resources they use when integrating IMI products at a U.S. Army School of Excellence. The study uses a qualitative research design using a phenomenological approach. The participants of this study composed of seven certified military instructors. The researcher used Semi-structured interviews as a means of data collection. The researcher performed a qualitative content analysis. The analysis yielded five themes related to military instructors\u27 perspectives on integrating interactive multimedia instruction products into military classrooms. The findings of this study suggest that foundational technology experiences are critical to military instructors\u27 integration of IMI products. Military Instructors are integrating an array of IMI products into military instructional settings that are most useful to them. Military Instructors must be aware of available IMI product professional development training opportunities. Software licensing, wireless connectivity, multicultural learners, visual assessments of learning comprehension, and interpersonal struggles with support staff where identified as inhibitors that impact military instructors\u27 abilities to integrate IMI products. Finally, military instructors’ perceptions of learners’ experiences with IMI products skills transfer to future job requirements