Teaching Device Research Articles

Motion capture and AR based programming by demonstration for industrial robots using handheld teaching device

In the industrial robots field, efficient and convenient programming methods have been a hot research topic. In recent years, immersive simulation technology has been developing rapidly in many fields, which provides new horizons for the development of industrial robots. This paper presents a HTC VIVE laser scan motion capture and Holohens augmented reality (AR) based interactive Programming by Demonstration (PbD) system for industrial robot. A portable Handheld Teaching Device (HTD) and its calibration algorithm are designed in the system. The portable HTD which is tracked by a laser motion capture system can be viewed as an AR robot end-effector to teach paths. Meanwhile, the AR robot can be simulated in real time during programing. In addition, the robot reproducing the operator’s actions at the same position in space is the focus of programming. So, Multi-system registration methods are proposed to determine the relationship between robot systems, motion capture systems and virtual robot systems. Meanwhile, a path planning algorithm is proposed to convert the captured raw path points into robot-executable code. For unskilled operators, they can easily perform complex programming using the HTD. For skilled senior workers, their skills can be quickly learned by robots using the system.

Teachers’ use of mobile devices in suburban under-resourced secondary schools in Nepal

This study examined how secondary teachers used mobile devices for teaching and learning activities in under-resourced secondary schools in Napal. Twelve secondary teachers from three schools in the suburbs of one Himalayan district in Nepal were interviewed using qualitative research methods. The information gathered through observation of their classes supplemented the information gathered through interviews. Findings show that using mobile devices is productive for developing digital content, getting access to internet resources, and delivering lessons in the classroom. The degree of teachers’ technological, pedagogical, and content knowledge was reflected in how they used their mobile devices for information access, language games, dictionaries, and specific learning applications. In the absence of desktop computers and laptops, this study demonstrated how mobile devices improved teachers’ teaching and learning activities. Teachers could exhibit a greater level of proficiency in using technology if they received training on its usage in teaching and learning, and administrative support.

VIRTUAL REALITY IN EDUCATIONFundamentals, Devices, Applications and Innovation in Teaching

Virtual Reality (VR) has stood out as an innovative tool in education, transforming the waystudents learn and teachers teach. The integration of VR devices, such as glasses andsimulators, allows the creation of immersive environments, in which students can explorecomplex concepts in a practical and engaging way. Furthermore, VR offers opportunities fornew teaching paradigms, such as virtual visits to museums, simulations of scientificexperiments, and trips to historic places. This approach stimulates students' curiosity,creativity and engagement, making the learning process more dynamic and meaningful.Recent data indicates that schools and educational institutions are increasingly adopting VRas part of their pedagogical strategies, recognizing its potential for educational innovation.This work aims to demonstrate how Virtual Reality in Education is based on a promisingarea, capable of revolutionizing the way educators and students interact with knowledge.

Enhancing education quality: Exploring teachers' attitudes and intentions towards intelligent MR devices

AbstractThis research paper focuses on the adoption of multi‐perspective theory to study teachers' attitudes and intentions towards using intelligent mixed reality (MR) devices for classroom behaviour analysis. The research model integrates TRI (Technology Readiness Index), IDT (Innovation Diffusion Theory), ECM (Expectation Confirmation Theory) and TAM (Technology Acceptance Model) model. The variable of insecurity is considered to address the concerns regarding information security in the use of artificial intelligence in education. The study identifies that innovation and relative advantage significantly and positively influence teachers' attitudes towards using intelligent MR devices. PeoU (perceived ease of use), however, does not have a significant impact on attitudes, suggesting that teachers prioritize the benefits of enhancing teaching quality over the complexity of the devices. PU (perceived usefulness) emerges as a key variable for teachers' adoption of intelligent MR devices, prompting the need for attention from designers and manufacturers. Regression analysis reveals that gender does not influence the use of new technology, while teachers with more teaching experience and those working in remote areas express greater receptiveness towards utilizing new technology. The paper recognizes the potential of intelligent teaching devices to address educational challenges and promote equity in remote areas by providing auxiliary tools for teachers to improve teaching efficiency and quality. Teacher training and technical support are emphasized as crucial factors for effective use of artificial intelligence teaching devices.

Assessing the quality of chest compressions with a DIY low-cost manikin (LoCoMan) versus a standard manikin: a quasi-experimental study in primary education

Extending the access to cardiopulmonary resuscitation (CPR) training to a wider public is an important step in increasing survivability of out-of-hospital cardiac arrest. However, often price and maintenance of CPR manikins are barriers that prevent training at schools. This study aims to evaluate the learning of hands-only (HO) CPR by practicing with a low-cost manikin (LoCoMan) with visual qualitative feedback and to compare the results with the skills acquired by practice on a conventional manikin. A quasi-experimental study with 193 schoolchildren (10 to 12 years old) who were allocated to two groups: the LoCoMan group was taught via an integrative approach (science combined with physical education (PE)) and practiced on a handmade manikin, and a control group practiced in a traditional setting with a commercial manikin (Resusci Junior, Laerdal, Norway). All participants practiced for 1 hands-on skill session before performing a post-test on an instrumented CPR manikin. The outcomes including HO-CPR performance variables were compared between groups. The LoCoMan and control groups both achieved acceptable percentage of HO-CPR quality (57% and 71%, p = 0.004). Among 6th-graders, there were no significant differences in HO-CPR quality between LoCoMan 68% and control 71%, p = 0.66. The control group achieved better chest compression depth while the LoCoMan group showed more compressions with adequate chest recoil. Conclusion: Schoolchildren are able to build and use a low-cost manikin with visual feedback. The integrative learning approach used in this study may be a feasible alternative methodology for training and learning HO-CPR in schools when commercial manikins are not available.What is Known:• Access to CPR training should be universal and independent of age, location, financial means, or access to qualified instructors.• Scientific societies promote the implementation of CPR in schools, so that teachers and schoolchildren can play a multiplier role in their environment, but the gap in CPR learning is related to cultural, economic factors or access to resources and materials.What is New:• LoCoMan may be a useful device for teaching and learning CPR in schoolchildren from the age of 10 and upwards.• LOCOMAN shows that it is feasible and possible to build a low-cost manikin (about €5 in the European Region) and to integrate it into an integrative educational project, and outlines how this could be done. this approach can be an incentive for teachers to attempt teaching CPR, but also for education outside the formal environment.

The effect of simulation of sectional human anatomy using ultrasound on students’ learning outcomes and satisfaction in echocardiography education: a pilot randomized controlled trial

BackgroundEffective teaching methods are needed to improve students’ abilities in hand-eye coordination and understanding of cardiac anatomy in echocardiography education. Simulation devices have emerged as innovative teaching tools and exhibited distinctive advantages due to their ability to provide vivid and visual learning experiences. This study aimed to investigate the effect of simulation of sectional human anatomy using ultrasound on students’ learning outcomes and satisfaction in echocardiography education.MethodsThe study included 18 first-year clinical medical students with no prior echocardiography training. After randomization, they underwent a pre-test to assess basic knowledge. Following this, the students were divided into two groups: traditional teaching (traditional group) and simulation of sectional human anatomy using ultrasound (digital group). Each group received 60 min of instruction. Post-tests were assigned to students at two different time points: immediately after the lecture, and one week later (referred to as post-tests 1, and 2). In addition, anonymous questionnaires were distributed to students after class to investigate their satisfaction with teaching.ResultsBoth groups showed significant improvement in their scores on post-test 1 compared to pre-test (traditional group: from 33.1 ± 8.8 to 48.1 ± 13.1, P = 0.034 vs. digital group: from 35.0 ± 6.7 to 58.0 ± 13.2, P = 0.008). However, there were no significant differences between the two groups in several post-test comparisons. Student satisfaction ratings revealed that the digital group experienced significantly greater satisfaction in areas such as subject interest, teaching style, course alignment, and interaction compared to the traditional group. Additionally, 80% of the digital group strongly endorsed the use of simulation of sectional human anatomy using ultrasound for echocardiography teaching, highlighting its effectiveness.ConclusionsSimulation of sectional human anatomy using ultrasound may improve students’ understanding of echocardiography and satisfaction with the course. Our study provides evidence supporting the use of simulation teaching devices in medical education. Further research is needed to explore the long-term impact of this teaching method on students’ learning outcomes and its integration into the medical curriculum.Trial registrationhttp://www.chictr.org.cn (registration number: ChiCTR2300074015, 27/07/2023).

Effect of Hybrid Learning on Students’ Academic Performance at the Higher Institute of Nursing Professions and Health Techniques of Oujda

Following the restrictive security measures imposed by governments during the COVID-19 pandemic, education, like all other social sectors, has been radically disrupted. All educational systems have been urged to adopt distance learning to guarantee the continuation of training. The present study aims to determine the effect of the mode of learning used in training on students’ academic performance at the Higher Institutes of Nursing Professions and Health Techniques (HINPHT) of Oujda in Morocco. Academic results and collected using an exploitation form are compared between two groups of students registered at the institution. The first group includes students who enrolled in September 2019 and were admitted during the COVID-19 containment period. These students initially received face-to-face training in the first semester but were later transitioned to online training during the lockdown period (n = 185). The second comparison group comprises students who received face-to-face training throughout (n = 413). The results of the present study reveal a significant increase in the average number of students who benefited from the hybrid training mode in all semesters. However, failure and dropout rates have increased in the hybrid mode compared to the face-to-face mode. This decrease in the number of students graduating within six semesters is notable in the hybrid mode compared to the control group. Further research can be conducted to examine the effect technological teaching devices may have on learner motivation and sense of control during training.

The effect of real-time EF automatic tool on cardiac ultrasound performance among medical students.

Point-of-care ultrasound (POCUS) is a sensitive, safe, and efficient tool used in many clinical settings and is an essential part of medical education in the United States. Numerous studies present improved diagnostic performances and positive clinical outcomes among POCUS users. However, others stress the degree to which the modality is user-dependent, rendering high-quality POCUS training necessary in medical education. In this study, the authors aimed to investigate the potential of an artificial intelligence (AI) based quality indicator tool as a teaching device for cardiac POCUS performance. The authors integrated the quality indicator tool into the pre-clinical cardiac ultrasound course for 4th-year medical students and analyzed their performances. The analysis included 60 students who were assigned to one of two groups as follows: the intervention group using the AI-based quality indicator tool and the control group. Quality indicator users utilized the tool during both the course and the final test. At the end of the course, the authors tested the standard echocardiographic views, and an experienced clinician blindly graded the recorded clips. Results were analyzed and compared between the groups. The results showed an advantage in quality indictor users' median overall scores (P = 0.002) with a relative risk of 2.3 (95% CI: 1.10, 4.93, P = 0.03) for obtaining correct cardiac views. In addition, quality indicator users also had a statistically significant advantage in the overall image quality in various cardiac views. The AI-based quality indicator improved cardiac ultrasound performances among medical students who were trained with it compared to the control group, even in cardiac views in which the indicator was inactive. Performance scores, as well as image quality, were better in the AI-based group. Such tools can potentially enhance ultrasound training, warranting the expansion of the application to more views and prompting further studies on long-term learning effects.

Pengembangan Modul Ajar Berdiferensiasi Berbasis Kurikulum Merdeka dengan Pendekatan Pendidikan Matematika Realistik

This research is development research and aims to produce a teaching device in the form of an emancipated curriculum-based module with a realistic mathematics education approach that is valid, practical, and effective. This research employs the 4- D development model conducted on the seventh grade students at SMPN 1 Kwandang, North Gorontalo Regency, in the first semester of the academic year 2022/2023. The results indicate that the quality of the developed product meets the criteria of validity, practicality, and effectiveness. This is proven by the validation results for the teaching module, where the average score given by the validators is 96.8%, indicating that it is categorized as highly valid. The analysis of the practicality aspect during the small-scale trial yielded scores ranging from 81% to 100%, meeting the criteria of being highly practical. The large-scale trial also indicates an average score of 100% with a highly practical rating. The effectiveness aspect was analyzed based on the students learning test results, which had an average score of 92.0%. In conclusion, with a realistic mathematics education approach, the emancipated curriculum-based mathematics teaching module is valid, practical, and effective for algebra material in seventh grade at SMPN 1 Kwandang.

Designing an innovative teaching device for the secondary education

The study determine the utilization and effectiveness of the research-based innovative teaching devices in the Schools Division of Camarines Norte to provide an inventory of available research-based innovative teaching devices developed in the Division as to physical component, special features and mechanics of its utilization; determine the degree of utilization of the said teaching devices as assessed by the teachers along functionality, flexibility, support to teaching, technical considerations, and engagement and interactions of the user; determine the extent of effectiveness of the said teaching devices as assessed by the jurors as to scope, delivery of instruction, appropriateness of the content, and layout and presentation; and determine the experiences and challenges in the utilization of the said teaching devices. The developed research-based innovative teaching devices utilized by the teachers were moderately functional, flexible, supported teaching, considered technical aspects, and ensured the engagement and interaction of the user to a moderate extent only. Along with scope, delivery of instruction, and appropriateness of the content, layout, and presentation, the teaching devices were found to be effective to a moderate extent; thus, their effectiveness moderately contributes to the enhancement of the competencies, skills, and abilities of the students. The inclusion of learning activities suited to the learners that could be utilized by the teachers and students is being suggested. Enhancement training and the allocation of funds to sustain the implementation of the study are necessary to motivate teachers to do research and innovation.

Integrated use LearningApps.org and information devices in secondary school Biology teaching

This paper explores using the LearningApps.org online resource and information devices such as computers, interactive whiteboards, tablets, smartphones, and websites in teaching Biology in secondary school. An experimental methodology involving LearningApps.org exercises, smartphone apps, interactive whiteboards, and websites was developed and tested. The methodology aims to increase the effectiveness of biology education by leveraging educational technology. Experiments conducted in secondary schools demonstrated increased learning outcomes in plant morphology, anatomy, physiology and systematics topics. The use of multimedia and interactive exercises facilitated the learning process. Results highlight the benefits of integrating online learning tools with traditional classroom teaching. The methodology provides a model for modernising biology instruction through technology.

Bayesian regression models in gretl: the BayTool package

AbstractThis article presents the package which integrates the software functionalities, mostly concerned with frequentist approaches, with Bayesian estimation methods of commonly used econometric models. Computational efficiency is achieved by pairing an extensive use of Gibbs sampling for posterior simulation with the possibility of splitting single-threaded experiments into multiple cores or machines by means of parallelization. From the user’s perspective, the package requires only basic knowledge of scripting to fully access its functionality, while providing a point-and-click solution in the form of a graphical interface for a less experienced audience. These features, in particular, make stand out as an excellent teaching device without sacrificing more advanced or complex applications.

Exploring Mixed Reality Board Games as an Innovative Educational Tool for Teaching History in Primary Schools

This study investigates the challenges of teaching history to primary school students and the endeavour to develop a board game, supported by educational apps and augmented reality, to enhance the learning experience. The initiative is in response to the New Zealand Ministry of Education's mandate that New Zealand's history must be taught in all Kura and schools' local curriculum from 2023. (Ministry of Education, 2023). The study was conducted in two phases. The first phase explored teachers' attitudes towards using technology as a teaching aid and the availability of digital devices for interactive teaching and learning. The results showed that many teachers are supportive of using board games and technology in their teaching. In the second phase, a board game was developed and trialled with a group of teachers and students as expert representatives for the target group. The results showed that the mixed reality board game has great potential and is well worth continued development. The study also suggests that emerging disruptive technologies such as mixed reality can create effective and engaging learning and teaching environments.

Inquiry dynamics at the crossroads of descriptive and inferential statistics

The fast evolution of statistics caused by technological developments is the basis of numerous challenges in undergraduate courses. Project-based learning (PBL) and similar methodologies have been proposed by various authors to develop students’ ‘statistical sense’. This paper presents a case study regarding implementing three study and research paths (SRPs) in an undergraduate statistics course. SRPs are inquiry-based teaching devices developed in the Anthropological Theory of the Didactic. This study aims to analyse the inquiry dynamics that SRP implementations promote, the influences of teachers’ interventions and the role of external instances. The way statistical knowledge evolves and links descriptive and inferential statistics is also examined. The results of this study suggest that SRPs can contribute to the self-sustainability of the inquiry process, which is not often the case in other approaches such as PBL. This study also highlights the use of question–answer maps to analyse the dynamics of the inquiry process in terms of the connectivity of the knowledge involved. Future research points to the study of the conditions needed to generate more adidacticity in PBL proposals.

Mobile Pedagogy in Higher Education: A Comprehensive Analysis of Mobile Learning Practices for Classroom Management in Usmanu Danfodiyo University, Sokoto State, Nigeria

The study investigated the awareness, utilization, and relevance of mobile devices for classroom management at Usmanu Danfodiyo University Sokoto State, Nigeria. A descriptive survey research design was used for the study. The study was guided by three research questions. The population of the study comprises all lecturers of Usmanu Danfodiyo University Sokoto. Multistage sampling technique was used; first stage, simple random sampling was used, second stage, proportionate sampling, third stage, snowball sampling technique was used to select a total sample of 526 respondents (165 lecturers). The instrument used for data collection was the researcher's self-constructed questionnaire titled Lecturers' Perception on the Utilization of Mobile Devices in Teaching (LPUMT) which was validated by experts and pilot-tested, yielding a reliability index of 0.67 through Cronbach Alpha analysis. Frequency counts and percentages were used to analyze the demographic information and answer the research questions. The study's findings revealed that lecturers are aware of and use mobile devices in classroom management. The study has also confirmed the relevance of mobile devices in classroom management at UDUS. The study recommends awareness programs that will enable lecturers to recognize the importance of using mobile technology in the educational system. The study also recommends Viable learning programs and applications accessible using mobile devices for both teachers and students in tertiary institutions should be created. These initiatives, as suggested by the study, are crucial for harnessing the full potential of mobile pedagogy in higher education settings.

JUNIOR HIGH SCHOOL ENGLISH TEACHERS’ PLANNING ON MERDEKA CURRICULUM

JUNIOR HIGH SCHOOL ENGLISH TEACHERS’ PLANNING ON MERDEKA CURRICULUM

Instructional teaching theory: Basis for effective teaching device in learning

The study examines the contribution of instructional teaching theory in educational system as a basis for effective teaching devices in learning as to print materials, electronic media, technology devices, visualization and graphics, games, and interactive resources. The study employs descriptive quantitative research designs because it measures and quantifies the variables of the study on the contribution of instructional teaching theory in educational system. Likewise, convenience purposive sampling is utilized in the study. It is a non-probability sampling method in gathering the sample size of the study. The study comprised one hundred seventy five (175) respondents only. Results show to offer and plan step by step lesson, time saving, assessment materials, testing, and worksheets, to create and allow multiple friendly learning for students to listen in audiobooks, CDs, using headset to avoid disturbance from other classmates, show to help and develop deeper learning and understanding process of students, and show learning factor on the concept of instructional teaching that can turn complex things into play. Findings show that there is a significant correlation on the contribution of instructional teaching theory in educational system as a basis for effective devices in learning as observed by the respondents.

Design and Implementation of a Mobile Experimental Application for Networked Control Systems

With the development of mobile technologies, mobile applications are increasingly designed and developed. In the field of science, technology, engineering, and mathematics (STEM) education, the idea of using mobile devices for teaching and learning has gradually gained popularity and gained in-depth research. Owing to the advantages of convenience, portability and excellent interactive abilities, mobile devices are a good choice for accessing remote laboratories. In propose of promoting the massive online experimentation of control education, a mobile application with framework based on React-Native is implemented in this paper. The overall remote laboratory architecture adopts front-end and back-end separation scheme, which benefits the mobile application focusing on the construction of front-end interface and user experience. Various functional modules and technologies are applied in the mobile application, allowing users to access various experiment test rigs in the remote laboratory with intuitive experimental immersion. Moreover, a complete laboratory management system to manage the massive users from different universities has also been integrated into the mobile application. At the end, a remote networked control experiment has been conducted to prove the practicability of the mobile application.

Sosialisasi Penyusunan E-Modul Interaktif Berbasis IT

Socialization of the preparation of e-modules is an activity carried out with the aim of providing understanding to teachers in compiling interactive e-modules using IT. One IT application that can be used is the Canva application. The activity was carried out for 3 months starting April 10 – July 10 2023. The location of this activity was SDN No. 49 inp. Residence. Participants in the activity totaled 14 teachers. The team involved in implementing the activity was 3 lecturers and involved 5 PGSD students. The implementation of activities uses several stages including the formation of a Community Service Team (PKM), observation, committee meetings, activity implementation and activity evaluation. Based on the results of the activity evaluation using a questionnaire filled out by the participants it showed that there were significant differences before and after the activity. Before the activity, some of the participants were not able to operate the Canva application and had never made interactive e-modules, while after the activity, most of the participants were able to operate the Canva application in making interactive e-modules. The socialization of the preparation of interactive e-modules is expected to assist teachers in making teaching devices or materials that can be used during the learning process.

Increasing Student Learning Enthusiasm Through Multimedia-Based Learning

A teaching device is a medium that can be used to convey material from a teacher to students. The delivery of material designed in the form of multimedia aims to make it easier for students to understand the material both in the form of desktop and web-based applications. A common problem faced by students is that there are still many who have not achieved satisfactory learning achievement. With the existing limitations, learning tools that support learning achievement are absolutely necessary. This research focuses on increasing student enthusiasm for learning in the Ulumul Quran course. Learning activities with multimedia-based applications aim to increase students' enthusiasm for learning, so that the material is absorbed more quickly and students are not bored. Initial observations included a literature review and interviews to identify class issues for lesson analysis and possible remedies. In developing the solution, the problem is identified based on course material, class schedule, student characteristics, class atmosphere, learning methods/approaches, process assessment, and learning outcomes. Then analyse data and demands and design a multimedia-based e-learning system. The conclusion of this study states that students are able to increase their enthusiasm for learning the subject 'Ulumul Qur'an. There is an increase in student enthusiasm for learning with multimedia-based learning. This can be seen in the average N-Gain value obtained 0.466. The significant value obtained from the calculation results is smaller than the significant level α = 0.05 (0.000 0.05) than H0, which states that there is no difference in the enthusiasm for learning of students who study.