CANVA-BASED LEARNING MEDIA AND ELEMENTARY STUDENTS’ READING OUTCOMES: A CRITICAL LITERATURE REVIEW OF EVIDENCE, METHODOLOGICAL GAPS, AND PEDAGOGICAL IMPLICATIONS

Abstract

Canva-based learning media have increasingly been used in elementary education to support reading instruction through visually rich and interactive materials. However, reported outcomes span several dimensions of reading and are supported by heterogeneous research designs, making the strength of the evidence difficult to determine. This study critically synthesizes empirical evidence on Canva-based learning media and multidimensional reading outcomes among elementary students and identifies methodological gaps and pedagogical implications. A Critical Literature Review (CLR) was conducted using PRISMA 2020 as a reporting guide for study identification, screening, eligibility, and inclusion. The review covered peer-reviewed journal articles published between 2020 and 2026. Following full-text screening, 15 studies were included in the qualitative synthesis. Study quality was appraised using four qualitative criteria covering methodological rigor, reporting clarity, relevance to the review questions and elementary reading context, and contribution to Canva-supported literacy instruction. Nine of the 15 studies employed research-and-development (R&D) designs, while only three studies used experimental or quasi-experimental comparative approaches. Positive outcomes were reported across beginning reading, reading comprehension, reading literacy, reading interest, motivation, and engagement. Nevertheless, the evidence is stronger for feasibility, validity, practicality, usability, and preliminary effectiveness than for an independently established causal effect of Canva. The findings suggest that Canva is best interpreted as a flexible pedagogical technology whose contribution depends on multimedia design, cognitive processing, motivation, engagement, instructional strategy, and teacher TPACK. Future research should prioritize stronger comparative designs, longitudinal follow-up, larger and multi-school samples, and studies that can distinguish Canva-centered effects from effects of accompanying pedagogical models.