Application Of Instruction Research Articles

Effects of Geometer’s Sketchpad on Algebraic Reasoning Competency amongst Students in Malaysia

This study investigates the impact of incorporating Geometer's Sketchpad into GSP-based instruction on the algebraic reasoning proficiency of students. The research outlines the application of GSP-based instruction, utilizing Geometer's Sketchpad in Mathematics education, with a specific focus on solving quadratic problems. A quasi-experimental design, involving non-equivalent pre-test and post-test assessments, was conducted on 60 second-grade students at a private secondary school in Kuala Lumpur. The experimental group, consisting of 30 students, utilized Geometer's Sketchpad in their learning, while the control group, comprising 30 students, received traditional instruction. Data analysis was performed using ANATES 4 and SPSS 25.0 software, incorporating inferential statistics such as paired t-tests and one-way ANCOVA for quantitative data analysis. Both groups underwent an initial pre-test assessment. The research findings reveal a significant disparity in algebraic reasoning proficiency between the two groups, indicating substantial improvement after the intervention. Consequently, the integration of Geometer's Sketchpad in GSP-based instruction contributed to the enhancement of students' algebraic reasoning skills, particularly in quadratic problem-solving. In conclusion, this study underscores the potential of Geometer's Sketchpad as an instructional intervention, urging mathematics educators to contemplate its incorporation as an alternative teaching tool.

Application of Peer Instruction in College English Vocabulary Teaching

Application of Peer Instruction in College English Vocabulary Teaching

Exploring the Impact and Innovative Application of Piano Art Instruction in the Context of Deep Learning

Abstract Social progress and technological development have brought sweeping changes to the field of art education. The innovative development of piano art instruction, as a part of art education, has a significant impact on students and the academic world. The study proposes a deep learning-based model for piano art instruction, taking into account the current state of piano art instruction, and investigates the impact of this model on students’ piano playing skills and appreciation of music art. The experimental group’s students improved their playing skills in the eight dimensions of fingering, timbre, pitch, rhythm, musical expression, emotional output, body language, and stage image. Except for timbre and stage image, the p-values of the experimental group and the control group in the other six dimensions of piano playing skills were less than 0.05, which effectively improved. In terms of music art appreciation, the total number of excellences in the three dimensions of aesthetic perception, artistic performance, and cultural understanding was 118, 131, and 126, respectively, and the total number of excellences in the experimental group was 32, 45, and 39. Obviously, piano art instruction based on deep learning has a positive impact on the students’ piano-playing skills and ability to appreciate music art.

Utilizing Flipped Classroom and the First Principles of Effective Instruction in Teaching Finite Geometry

The flipped classroom approach has been used as a variation of digital learning even before the covid-19 pandemic. Using this approach and the First Principles of Effective Instruction, this study determined and compared the proving skills of higher education students in finite geometries using true experimental research involving two equivalent classes in Modern Geometry. Data on proving competencies were gathered from the 27 pairs of randomly selected respondents and were subjected to data exploratory analysis to ensure the appropriateness of statistical tools for data analysis. Results reveal that both classes performed equivalently in the pretest. However, the flipped class exhibited a statistically significant improvement in the posttest and in-class activities than the non-flipped class. Additionally, the flipped class was found to have equivalent performances in both individual and group in-class activities. The results showed that necessary competencies in proving theorems can be attained using the flipped classroom approach following the activation, demonstration, application, and integration phases of instruction. The study recommended using the approach to support students learning achievement, performance enhancement, and active learning environment. It can also be incorporated into crafting an adaptive learning continuity plan for the post-pandemic recovery period and beyond. Keywords: active learning, critical thinking and problem-solving skills, finite geometry, first principles of effective instruction, flipped classroom, pandemic, proving theorems

​​EXPLORING THE APPLICATION EFFECT OF SCAFFOLDING INSTRUCTION IN KOREAN LISTENING TEACHING IN UNIVERSITY IN SOUTHWEST CHINA​

Korean listening teaching is one of the most important parts of Korean teaching in universities in China. However, some universities still adopt the old listening teaching mode, and there are many problems in listening teaching, and the teaching effect is not satisfactory. Therefore, Korean listening teachers constantly introduce new and effective teaching methods to solve the problems in listening teaching. This study aims to explore the application effect of scaffolding instruction in Korean listening teaching. This qualitative case study interviewed four Korean listening teachers from Chengdu Institute Sichuan International Studies University, and described their thoughts and experiences. The findings of this study showed that scaffolding instruction can solve some problems in Korean listening teaching. According to the teachers, the application of scaffolding instruction can make the abstract and boring learning content lively and interesting, strengthen the teaching effect of listening, give full play to students' learning enthusiasm and initiative, and improve students' listening ability. Significant constraints were found, including inappropriate teaching materials, limited teaching time, insufficient human resources, teaching skills and training. In addition, the most disturbing aspect is the attitude of students and the lack of support from university, such as the necessity of readjusting curriculum and policies. e.

A STRUCTURED REVIEW OF MOBILE AUGMENTED REALITY FOR LANGUAGE INSTRUCTION AND LEARNING

Mobile technology has revolutionized various aspects of our lives, including education. With the rapid advancement of mobile devices and their increasing accessibility, educators have begun exploring new and innovative ways to enhance learning experiences. One such innovation is the integration of augmented reality (AR) applications into education. However, there is still limited research about teaching and learning in a foreign language. Therefore, the present study discusses the potential of AR technology in teaching as an educational tool, specifically for language teaching and learning. Thus, this paper employed the method of Preferred Reporting Items for Systematic Reviews and Meta-Analysis (PRISMA) to highlight the potential of AR technology as an educational tool. Advanced searching has been used through Scopus and Web of Science (WoS) databases were the main platforms for sources for articles. Based on the search results, we found (n=25) published articles that associated AR in language instruction and learning were extracted out of (n=705), from 2022 to 2023. Expert scholars decided to develop three themes which are (1) the type of platforms used for mobile augmented reality (MAR) applications in language instruction and learning, (2) the language proficiencies focused on MAR applications, and (3) the impacts of MAR applications on language instruction and learning. By showcasing MAR's potential to motivate and engage learners, this paper underscores its significance in modern language education.

An analysis of the application of computer-assisted instruction in the teaching of physical education yoga

Abstract In this paper, according to the TOF method in the principle of Kinect V2.0 depth measurement, the Kinect data stream can be obtained, which can realize the real-time acquisition of the user’s yoga movement data. On the basis of the extraction of joint motion features, the position of each joint point in the model under the model coordinate system is calculated sequentially using the action redirection algorithm. For the intermittent problem of keyframes in the yoga action screen of the joints, it is necessary to optimize the analysis of yoga action recognition through the action keyframe interpolation method. Starting from the demand for sports yoga teaching, we determine the design scheme of a computer-aided yoga teaching system, realize the design of a computer-aided yoga teaching system based on the system development platform and programming program, and test the performance of the computer-aided yoga teaching system by using simulation analysis. The results show that the yoga movement redirection algorithm, when matching the data information of the same movement, the distance value is 1 to 2 orders of magnitude smaller compared to the matching distance between different yoga movement sequences, and the use of the joint angle value can find out the joints where the trainer’s movement is not up to the standard, and the yoga trainer can reasonably adjust the movement based on the similarity and the joint angle value given by the system to achieve the purpose of yoga training.

Arts integrated historical empathy: Preservice teachers’ engagement with pluralistic lived experiences and efforts toward instructional application

ABSTRACT From a sociocultural perspective, historical empathy emphasizes the reconstruction of perspectives and experiences needed to understand historical figures’ actions and lived experiences. Yet, historical evidence that informs pluralistic lived experiences may often be lacking. Arts integration, which simultaneously draws upon artistic and disciplinary practices, may be a promising avenue for informing engagement in historical empathy by harnessing the humanizing power of art. This descriptive case study explored that possibility by examining Arts Integrated Historical Empathy’s (AIHE) capacity for informing preservice social studies teachers’ (PSTs) pluralistic engagement with historical figures’ lived experiences and their subsequent efforts toward instructional planning for the secondary classroom. Analysis of recorded discussions, work products, written reflections, interviews, and the PSTs’ instructional planning revealed that arts integration added a sense of realism to historical figures’ contextually specific circumstances, fostered reflexive connections to historical figures’ perspectives and affective responses, and promoted pluralistic engagement with historical figures’ socioculturally situated perspectives. Moreover, the creation process embedded in AIHE played a crucial role in promoting engagement and display of historical empathy. However, despite recognizing and reflecting on these affordances, the PSTs struggled to plan inquiries that balanced disciplinary and artistic priorities to take advantage of AIHE’s mutually reinforcing elements.

The impact of response congruence on speech production: An event-related potentials study

A puzzling finding in the speech production literature is the facilitation of categorically related distractors in a superordinate level naming task. The context is in this case response congruent, because application of the task instruction to the context would lead to the correct response. This study investigates the time-course of response congruence effects in speech production using event-related potentials (ERPs). Participants overtly named target words that were overlaid on context pictures with either their superordinate category level name or their associated function, while their response times and ERPs were recorded. Behavioural results replicate the facilitating effect of response congruence. The ERP results showed that the N2 was larger for a response incongruent than congruent context, and this effect correlated with the behavioural pattern of results. This key finding suggests that response incongruence is associated with a conflict-monitoring response which drives the behavioural effect. Further, N400 amplitude was not modulated by response congruence, showing that its effect appears confined to the conceptualisation phase. Finally, P3 modulations mirrored those in RTs, but unlike the N2 effect, they did not correlate with RTs. This suggests that, although the facilitating effect of response congruence is confined to the conceptualisation phase of speech production, response incongruent representations may remain active during later processing stages, or that this late effect of response congruence reflects conflict resolve. Implications for models of speech production are discussed.

Evaluating the impact of computer accounting media applications on human development

Purpose: Technology in education especially in accounting and computer learning is currently needed to support teacher performance and as a facility for students to participate in the learning process in the 21st century. This study aimed to determine whether there are differences in the performance of teachers before and after training on information technology-based learning evaluation models that use accounting applications.
 Design/Methodology/Approach: The process of mastering Wondershare software is carried out for economics and accounting teachers in order to enhance the quality of learning. The research design uses a true pre-and post-tests experimental design with respondents being teachers in the field of accounting learning. 
 Findings: The results showed that there were differences before and after the training was carried out. After the training, the ability of teachers to perform the learning evaluation process improved.
 Conclusion: Similarly, the responses of the teachers during the training and their perceptions of using the learning evaluation application were very enthusiastic.
 Research Limitations and Implications: The limitation in this study is that there are many choices in using the questions in this application so not all the model questions in the application are taught.
 Practical Implications: The findings of this study may be used to train instructors and raise their levels of proficiency, resulting in higher-quality human development.
 Contribution to the Literature: The theoretical ramifications of this research include developing appropriate modelling in training and learning through the use of direct instructional applications.

Human-like scene interpretation by a guided counterstream processing

In modeling vision, there has been a remarkable progress in recognizing a range of scene components, but the problem of analyzing full scenes, an ultimate goal of visual perception, is still largely open. To deal with complete scenes, recent work focused on the training of models for extracting the full graph-like structure of a scene. In contrast with scene graphs, humans' scene perception focuses on selected structures in the scene, starting with a limited interpretation and evolving sequentially in a goal-directed manner [G. L. Malcolm, I. I. A. Groen, C. I. Baker, Trends. Cogn. Sci. 20, 843-856 (2016)]. Guidance is crucial throughout scene interpretation since the extraction of full scene representation is often infeasible. Here, we present a model that performs human-like guided scene interpretation, using an iterative bottom-up, top-down processing, in a "counterstream" structure motivated by cortical circuitry. The process proceeds by the sequential application of top-down instructions that guide the interpretation process. The results show how scene structures of interest to the viewer are extracted by an automatically selected sequence of top-down instructions. The model shows two further benefits. One is an inherent capability to deal well with the problem of combinatorial generalization-generalizing broadly to unseen scene configurations, which is limited in current network models [B. Lake, M. Baroni, 35th International Conference on Machine Learning, ICML 2018 (2018)]. The second is the ability to combine visual with nonvisual information at each cycle of the interpretation process, which is a key aspect for modeling human perception as well as advancing AI vision systems.

Which qualities should built environment possess to ensure satisfaction of higher-education students with remote education during pandemics?

The built environment may be considered a complex system comprising several parts (including people, organizations, and physical structures). Since the emergence of the COVID-19 virus in recent years, there has been an explosion in the usage of mobile learning applications for classroom instruction. Research on the diffusion of mobile learning is lacking. This study examines the perceptions and experiences of many aspects of online education from the viewpoint of Chinese HEIs and university students who shifted to online modes of instruction during the COVID-19 outbreak. This research aimed to determine whether or not college students were happy with the resources available to them, how their teachers communicated with them, how they were evaluated, and the conditions in which they studied at home. It also looked at the pros and cons of online learning from the students' points of view. For this study, researchers opted for a cross-sectional survey using an online questionnaire. Information was gathered from 450 students from different Chinese tertiary institutions. To this end, we reflect on the experiences and perspectives of postgraduate students in urban design and discuss the results of an online survey conducted during the 2021-2022 academic year's subject delivery period, which included activities such as assessment, feedback, field study visits, workshops, and the use of digital platforms. PLS-SEM, which stands for partial least square structural equation modeling, is used in order to evaluate the proposed model. Therefore, the findings show that the research model offered for this investigation could explain the diversity in the actual use of mobile learning systems. This would provide helpful insight into the effect of educational, environmental, and quality factors on the actual use of remote education systems. It was shown that quality concerns acted as a mediator between institutional policy, change management, and the implementation of mobile learning systems in actual classrooms. The findings also indicate that the level of pleasure students feel acts as a moderating factor between the degree to which the mobile learning system is used and its overall level of quality. According to the findings of these studies, academic institutions may enhance their use of mobile learning applications and get more benefits from these systems if they adhere to the suggestions stated in these studies.

Reading the Visual Narrative: Webtoons as a Pathway for Literacy Development and Social Entrepreneurship

This article examines the impact of webtoons on readers, with a specific focus on their potential to enhance reading comprehension and emotional engagement. Webtoons are a form of digital comics that originated in South Korea and have become increasingly popular worldwide. They are characterized by their vertical scrolling format, multimedia elements, and interactive features. Prior studies have shown that webtoons can be practical tools for promoting literacy development. They can help readers improve their comprehension skills by providing visual cues and engaging narratives. Webtoons can also help readers connect emotionally with the characters and stories, enhancing their engagement. The popular webtoon ‘Lookism’ is examined as a case study to demonstrate how webtoons can be used to teach while entertaining. This analysis highlights the defining features of webtoons, their multimodal scaffolding advantages, and their capacity to teach cultural understandings, the way webtoons can create an enabling environment for social entrepreneurship among youth. Overall, the findings of this review suggest that webtoons are a valuable educational resource that can make reading more appealing and meaningful for modern digital audiences and carry the potential to inculcate conducive environment for social change. This review also identifies critical areas for further research, such as the optimal instructional applications of webtoons and their effectiveness in different cultural contexts.

Design of Error Code Guide System on Wincor Nixdorf ATM Machine for CMD Controller Part Based on Mobile Application

The machines must have an identity to categorize these machines that are starting to circulate in the Indonesian market. The identity of these machines is determined by the Serial Number (SN) on the machine. For machines manufactured in 2015, the machine has the identity of "Mesin dengan SN 56DW5." Moving on to 2016, the machine's identity changed to "SN 56HG6," while the machine type remained the same, which is Procash 280. Given the various types of Procash 280 machines, engineers sometimes struggle to decipher the codes on Wincor Nixdorf ATM machines. The method employed by the author in analyzing the SSI Net system involves data collection through literature review and field studies, alongside Software System Development using the Waterfall Method. The author conducted a feasibility test, which included a Technology Feasibility Test for the error code application. The necessary facilities for creating the Error Code Application were available, such as a Toshiba Satellite C-40 Laptop with Windows 10 Pro, Intel Core ™) i3-3110 M CPU @ 2.40 GHz Processor, 4.00 GB RAM, and a 64-bit Operating System. The Operational Feasibility is evident in engineers being able to install the application whenever and wherever using the provided APK. Additionally, the application's instructions are in Indonesian to accommodate new engineers joining the company. The designed system consists of two components: the Master Data Error Code and the output produced. The Master Data Error Code employs a two-digit number to provide results within this application, both for CMD Error Codes and Screen Error Codes. The application's output features two displays: one in English and the other in Indonesian. The author suggests adding additional menu options to the application to further assist users in finding solutions.

Utilize Fuzzy Delphi Method to Design and Develop T2IG Application for Primary Schools

Education has encountered multiple transformations in tandem with the globalisation of society. Technology is an essential tool for conducting teaching and learning activities. COVID-19 pre- and post-education also emphasize the importance of technology in accessing education. This study aims to develop a Text to Infographic (T2IG) application. T2IG is an application that developed on two platforms, namely in the form of a website and a smartphone application. Users (students) upload text, and the Google Cloud Platform Artificial Intelligence components will translate it into a graphical form containing information. In addition, Google Cloud Platform Artificial Intelligence will quote actual contents from the entire text uploaded by the user. In this study, the process of gathering experts' consensus to identify the application's elements and components that should be used as the application's primary function. The Fuzzy Delphi Method was used to identify the consensus of the experts through a questionnaire. Using the Fuzzy Delphi technique is to get concessions from experts on the development of instructional materials. This method involves the use of fuzzy set theory which has been integrated with the classic Delphi method. The use of this technique helps in determining the requirements of the elements that are important in the development of instructional materials in detail. A total of 12 experts were identified using the expert sampling method. These 12 experts are among lecturers and officials from the fields of education, technology and language who are currently working at the University, Teaching Institutions and the Department of Education. The study identified seven key components and 25 sub-constructs that should be used in the development of the T2IG application. The findings highlight the importance of using technology to enhance teaching and learning activities and the significance of experts' opinions in the development of instructional materials. Twelve study experts accepted a total of six components. The findings of this study have implications for the development of instructional applications that will be developed. This study's findings also emphasise the appropriate components for developing T2IG applications as proposed.

Promoting Students’ Critical Thinking Skills on Social Studies in Primary School: TPACK based Instructional Media

Social Studies is one subject matter which is learned by students in schools. It could attract the students’ attention and interest in learning process when teachers utilize technology based instructional media. This study aims to investigate how instructional application promotes the students’ critical thinking on social studies in primary school. This study was conducted in one of primary schools in West Java. There were 65 students participating in completing the questionnaire. In addition to the questionnaire, interviews for seven selected students were also done for collecting the data. The results showed that most students felt happy to learn social studies when using instructional application. This study also revealed that instructional application could increase the students’ critical thinking skills indicated by their strong statements on sharing opinions, making conclusions, and asking questions. Thus, it is recommended that instructional application should be used by teachers in primary schools so as that students are more interested in learning social studies.

An Assessment of EFL Students' Autonomous Writing Skills Through the Application of Strategy-Based Instruction

An Assessment of EFL Students' Autonomous Writing Skills Through the Application of Strategy-Based Instruction

Cognitive research in pedagogy: conceptual metaphor in CLIL-economics

The paper analyses a prominent topic of current research into implementing cognitive findings in pedagogy. The study pursues a threefold purpose. It aims to review research literature on the instructional application of cognitive research in general and Conceptual Metaphor Theory (CMT) in particular. Conceptual metaphor investigation is a broad strand of cognitive research that has promised to discover new insights in methodological approaches applicable to different specialist subjects including economics known for ubiquitous use of metaphors. The second focus of this study is to review research papers on the use of cognitive findings including Conceptual Metaphor Theory (CMT) in Content and Language Integrated Learning (CLIL) which names cognition as one of its key components indispensable for content and language coordination. The paper aims to ascertain whether conceptual metaphor research plays any role in CLIL pedagogy and whether the pedagogical potential of language and theory-constitutive metaphors is used in CLIL-economics instruction. This study finds that conceptual metaphor as a property of both language and thought ensuring the convergence of learning economic language and content has not yet been translated to CLIL practice despite its great potential. Thirdly, the paper looks into the pedagogical implications of CMT findings in CLIL-economics. The paper argues that conceptual metaphor agrees with the tenets of integrated economic language and content learning. A cognitive interface between metaphor-based economic language and content which ensures their integration in CLIL methodology is postulated. Some steps in applying a metaphor-based approach in CLIL-economics are suggested.

A meta-analysis of online learning, blended learning, the flipped classroom and classroom instruction for pre-service and in-service teachers

This is a study of two populations of learners/teachers: Pre-service teacher students (i.e., formal education for teaching certification) and In-service teachers (i.e., engaged in professional development), and involves an examination of their use of internet-based instructional applications. In these studies, the technologies are: a) Online Learning [OL]; b) Blended Learning [BL] and c) Flipped Classrooms [FC]. Treatments were compared to standard face-to-face classroom instruction (CI) on three dependent measures analysed separately to produce 77 achievement measures in the first meta-analysis, 21 attitude/satisfaction measures in the second, and 22 studies of self-efficacy in the third. Achievement data yielded a statistically significant, moderate effect size (i.e., g+= 0.44) in favor of the combined OL, BL and FC approaches versus CI, although OL showed only a small positive effect versus CI. Attitude yielded a non-significant effect size comparing CI with technology-supported strategies (g+= 0.12). Interestingly, self-efficacy produced a significant and moderate average random effect size of g+ = 0.45. Perhaps the most impactful finding of this analysis is related to improved performance of BL/FC when contrasted with OL, yielding significantly positive differences in all three measures. This confirms that improved outcomes are the result of better pedagogy, not the mere presence of technology. Finally, self-efficacy was found to be meaningfully improved when using BL/FC. This is the first meta-analysis with this target population implicating self-efficacy. These two outcomes offer important implications for institutions regarding the future design of instructional delivery for both pre- and in-service teachers.

Supporting Multilingual Education with Computer Aided Instruction Applications

Supporting Multilingual Education with Computer Aided Instruction Applications