INTERNATIONAL JOURNAL OF CHANGES IN EDUCATION
Research Article
Aug 12, 2026 212 58

Tuning into Learning: Student Narratives from an Augmented Podcasts Intervention

Ajita Deshmukh 1 2 * ,
Dhairya Pandya 2,
Sameer Sahasrabudhe 2
1 School of Education and Research, MIT Art Design Technology University, India2 Design, Indian Institute of Technology, India* Corresponding Author
International Journal of Changes in Education, 3(3), 2026, 371-385, https://doi.org/10.47852/bonviewIJCE52026135
Online publication date: Aug 08, 2025
Publication date: Aug 12, 2026
Full Text (PDF)

ABSTRACT

This study explores learner experiences with augmented podcasts (APs), an innovative multimodal learning format that uses two formats in this case: MP3 file + PDF file of the screenshots used in the lecture. Situated within a larger mixed method study, this qualitative analysis is an extension of the earlier quantitative findings that evaluated effectiveness of APs through test scores. The present study delves into the uncaptured nuances of learner engagement—examining how students interact with, experience, and make meaning from this novel format. Using purposive sampling from Tier 2 and Tier 3 Indian cities, the study makes use of interviews conducted with 20 students to identify perceived facilitators and barriers to AP use. Findings of this study reveal that this experience of learning using APs which encourage learner autonomy, fostered enhanced cognitive engagement, multisensory integration, and deeper involvement. It was noted that students valued the format’s integrated cues and layered delivery, which encouraged focused learning and sustained attention. However, issues with pacing, language accessibility, and digital fatigue were mentioned by some students. This study adds to the growing discourse about inclusive, scalable, and learner-informed digital innovations in education by elevating the voices of students while confirming the pedagogical value of APs.

KEYWORDS

educational podcasts augmented podcasts multimodal learning digital learning learner experience educational technology qualitative analysis digital divide cognitive engagement

CITATION (APA)

Deshmukh, A., Pandya, D., & Sahasrabudhe, S. (2026). Tuning into Learning: Student Narratives from an Augmented Podcasts Intervention. International Journal of Changes in Education, 3(3), 371-385. https://doi.org/10.47852/bonviewIJCE52026135
Harvard
Deshmukh, A., Pandya, D., and Sahasrabudhe, S. (2026). Tuning into Learning: Student Narratives from an Augmented Podcasts Intervention. International Journal of Changes in Education, 3(3), pp. 371-385. https://doi.org/10.47852/bonviewIJCE52026135
Vancouver
Deshmukh A, Pandya D, Sahasrabudhe S. Tuning into Learning: Student Narratives from an Augmented Podcasts Intervention. International Journal of Changes in Education. 2026;3(3):371-85. https://doi.org/10.47852/bonviewIJCE52026135
AMA
Deshmukh A, Pandya D, Sahasrabudhe S. Tuning into Learning: Student Narratives from an Augmented Podcasts Intervention. International Journal of Changes in Education. 2026;3(3), 371-385. https://doi.org/10.47852/bonviewIJCE52026135
Chicago
Deshmukh, Ajita, Dhairya Pandya, and Sameer Sahasrabudhe. "Tuning into Learning: Student Narratives from an Augmented Podcasts Intervention". International Journal of Changes in Education 2026 3 no. 3 (2026): 371-385. https://doi.org/10.47852/bonviewIJCE52026135
MLA
Deshmukh, Ajita et al. "Tuning into Learning: Student Narratives from an Augmented Podcasts Intervention". International Journal of Changes in Education, vol. 3, no. 3, 2026, pp. 371-385. https://doi.org/10.47852/bonviewIJCE52026135

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