Faculty Perception of the Value of Interactive Multimedia, Students' Engagement, and Acceptance of E-learning: A Saudi Arabian Study

This study explores faculty perceptions of interactive multimedia and students’ acceptance of e learning environments in Saudi universities. With increased national investment in digital learning infrastructure, universities continue to face challenges related to pedagogical design, technological readiness, and cultural expectations. Guided by a qualitative design, the study draws on semi-structured interviews with 17 faculty members across diverse institutions. Findings indicate strong faculty support for multimedia—particularly video—as a tool to enhance engagement, comprehension, and interaction. However, challenges persist, including limited Arabic language resources and varying levels of technological proficiency among faculty and students. Faculty generally perceived students as increasingly accepting of e learning, especially those with greater digital experience or exposure to online courses. Social factors, generational differences, and the quality of online interaction also influenced students’ attitudes. Overall, the study highlights the importance of multimedia integration, faculty training, and culturally responsive digital resources in improving e learning effectiveness in Saudi higher education.