Engaging Learning Experiences Research Articles

Persepsi Siswa Terhadap Quizizz Terintegrasi Google Classroom untuk Meningkatkan Minat Belajar Bahasa Indonesia

The focus of this research is the implementation of Quizizz integrated with Google Classroom (GCR) as an innovative solution to enhance students' learning interest. The main objective is to explore how the application of this technology influences students' perceptions of the Indonesian language subject and how it motivates them to learn better. By detailing students' perceptions and the impact of technology, this study provides profound insights into the potential of technology-based learning in creating engaging and effective learning experiences. The research method employed is classroom action research conducted at SD Negeri Sumber 2, involving 10 fifth-grade students. Data were collected through questionnaires, observations, and interviews. The results indicate that learning through Quizizz integrated with GCR has a positive impact on students' learning interest, with high levels of enjoyment, interest, and attention reported by the students. Although students' engagement in online learning shows variations, the use of this technology significantly contributes to improving students' learning interest. The implications of this research suggest that e-learning approaches through platforms like Quizizz integrated with GCR have substantial potential to enhance students' learning interest in the context of digitally-transformed education.

Effectiveness of the Use of Quizizz Media on Students' Learning Interest

This quantitative research examined the efficacy of Quizizz, an educational game-based learning platform, in fostering students' interest in learning within Vocational High Schools. The objectives included the assessment of the impact of Quizizz on student engagement, attitudes towards learning, perceptions of assessments, and the role of game characteristics in fostering the learning interest. A sample of 100 students from two Vocational High Schools in Bengkulu City, Indonesia, was randomly selected, and an interactive learning assessment tool using Quizizz, was employed for the evaluation. Pre- and post-implementation surveys, observations, and interviews were conducted in order to collect quantitative and qualitative data. Statistical analyses, including descriptive statistics, paired sample t-tests, reliability tests, and normality tests, were employed to analyse the obtained data. Comparing pre- and post-implementation surveys, substantial enhancements across various indicators of learning interest, including happiness, involvement, interest, and attention were observed. The results indicated a significant improvement in students' learning interest following the implementation of Quizizz. The pre-implementation surveys revealed insufficient levels of interest, while the post-implementation surveys showed substantial enhancements across all indicators, including happiness, involvement, interest, and attention. Statistical tests confirmed the effectiveness of Quizizz in enhancing students' learning interest, with a statistically significant difference between the pre-test and post-test scores. The reliability of the instrument used for data collection was established through Cronbach's Alpha test, ensuring consistency and reliability of results. The findings underscored the importance of innovative learning media like Quizizz in stimulating student engagement and interest in learning. By incorporating game elements and interactive features, the Quizizz provides an engaging and effective learning experience, positively impacting students' attitudes towards learning. This study contributed to the literature on educational technology by demonstrating the effectiveness of Quizizz as a learning tool in Vocational High Schools, highlighting its potential of enhancing student learning interest and educational outcomes improvement.

Game-Changer NPCs: Leveling-Up Technology Acceptance and Flow in a Digital Learning Quest

Digital Game-Based Learning (DGBL) combines gamification with educational content to create engaging learning experiences tailored to today’s learners. Non-Playable Characters (NPCs), integral to many video games, are computer-generated characters controlled by game algorithms rather than players. Despite their prominence in gaming, research on NPCs’ impact on learners’ perceptions, experiences, and acceptance of DGBL environments remains scarce. This study presents a framework that investigates the impact of non-player characters’ (NPCs) attributes, including social presence, telepresence, social support, and storytelling, on factors related to technology acceptance, such as perceived usefulness and perceived ease of use, as well as on the flow state and the intention to continue using a digital game-based learning (DGBL) environment. An experiment was conducted where learners were administered a survey after interacting with NPCs, simulating peers, professors, or industry experts teaching Fintech topics within a DGBL environment. Analysis of 200 valid responses using Partial Least Squares Structural Equation Modeling revealed that NPCs’ attributes significantly enhance perceived usefulness, perceived ease of use, and flow state in the DGBL environment. Furthermore, the findings indicate that perceived ease of use and the flow state positively affect learners’ intentions to continue using the DGBL environment. Thematic analysis per participant feedback highlighted the value of DGBL as an innovative educational approach that makes learning about Fintech accessible and engaging. These results are interpreted through the Technology Acceptance Model, flow theory, presence theory, and gamified learning model, offering insights into how NPCs can be effectively designed to enrich the DGBL learning experience and foster technology adoption.

Examining and Visualizing the Effects of Pedagogical Agents on Learning Outcomes

While there has been a growing interest in the use of animated, interactive, and embodied agents in education, there is a lack of comprehensive understanding of their impact on learning outcomes. To comprehensively examine their impact on learning outcomes, this study utilized VOSviewer and CitNetExplorer for a bibliometric analysis, examining the research trends in the field of pedagogical agents for learning. The top 10 cited authors, sources, organizations, and countries in this field were identified. The findings indicate that animated, interactive, and embodied pedagogical agents may enhance learning outcomes. Furthermore, ethnicity and prior knowledge are significant factors in influencing learning outcomes. The integration of image, audio, visuals, and narration within these agents can positively impact learning outcomes, creating a more immersive and engaging learning experience. The ethical and social implications of pedagogical agents cannot be overlooked in the future research.

The Impact of Artificial Intelligence in Employee Onboarding Programs

Problem Employee onboarding is one of the most important phases of an employee’s life cycle. Human resources (HR) is vital in setting employees up for success, particularly during this employment stage. Some organizations lose employees before they have had a chance to learn about and acclimate to the organization. An ineffective onboarding program may contribute to high turnover costs and low employee retention. Solution This article discusses emerging trends in the role of artificial intelligence (AI) in human resource development (HRD) and how AI is being used to develop more effective and efficient processes and programs. Recommendations for practitioners will include how AI may create an informative and engaging onboarding program that may increase employee retention. Stakeholders Organizational development (OD) and learning and development (LD) professionals who want a more effective employee onboarding program that will provide the knowledge employees need while creating an engaging learning experience.

Enhancing ESL Education with AI: Innovations in Teaching Methods and Au-thentic Materials

This article explores the integration of Artificial Intelligence (AI) in English as a Sec-ond Language (ESL) education, focusing on innovative teaching methods and authen-tic materials. AI-powered gamification is discussed, highlighting the use of AI tools like ChatGPT to enhance the gamification of key terms and concepts in ESL educa-tion. The interactive and enjoyable nature of gamified learning, combined with AI-driven content curation, deepens student understanding, critical thinking skills, and retention. By personalizing the learning experience, AI tools cater to individual stu-dent needs, allowing for flexibility in difficulty and fostering a love for the subject. Reflection and self-assessment play a crucial role in solidifying knowledge and pro-moting deeper learning. The article also discusses the importance of authentic materials in ESL education, emphasizing the use of AI-driven content curation to select and organize relevant and meaningful language content. AI-powered tools can analyze vast amounts of data, un-derstand patterns, and make accurate predictions, enhancing the user experience and delivering content that is most relevant and valuable to each individual student. The integration of AI in ESL education offers numerous benefits, including increased engagement, improved retention and application of key terms and concepts, personal-ized learning experiences, and enhanced critical thinking skills. By embracing AI-powered gamification and content curation, educators can create dynamic, interactive, and engaging learning experiences that foster a love for language learning and pro-mote deeper understanding.

Technology-enhanced learning in Pharmacology through non-linear storytelling

There is a growing body of literature highlighting the potential of game-based learning (GBL) in creating immersive, highly engaging, active learning experiences. Furthermore, advances in digital technology along with the demand for online learning during the COVID-19 pandemic has brought digital GBL to the forefront of innovative teaching practice. Here, I share some of the digital GBL strategies we have developed to support our pharmacology teaching. In collab¬oration with our students, we have co-created a series of “choose your own adventure” style games using Twine; an open-source storytelling game engine. Importantly, we have shown that adoption of these GBL approaches is highly effective in promoting student engagement, subject understanding, and learning community. Furthermore, I also dis¬cuss how AI tools can allow educators with little knowledge or experience of game development to create unique and engaging learning experiences for their students.

Elevating reading skill with spinning wheel media at MTsN 2 Muaro Bungo

The use of media in the learning process is crucial as it can enhance student engagement, facilitate material comprehension, and create interactive and engaging learning experiences. Therefore, this study aims to measure the effectiveness of using a spinning wheel media in improving the reading skills of students at MTsN 2 Muaro Bungo. This research employs a quantitative approach utilizing a quasi-experimental design. Data collection procedures involve administering pretests and posttests to both control and experimental groups. The collected data are then analyzed using descriptive statistical tests, assessments for data normality using the Kolmogorov-Smirnov test, and independent t-tests. The results of the study indicate that the use of spinning wheel media has a significantly positive impact on enhancing students' reading abilities. The significant difference test results demonstrate a strong statistical disparity between the group using spinning wheel media and the control group without using this media in reading skill learning. Therefore, this research provides valuable insights for educators and educational institutions to consider integrating spinning wheel media into Arabic language teaching strategies to enhance the overall quality and outcomes of student learning.

Effective virtual laboratory to build constructivist thinking in electrical measurement practicum

Constructivism serves as a basic theory in education, and plays an important role, because this perspective views learning as a dynamic process in which students actively participate in constructing their knowledge. So, this research aims to produce a virtual laboratory that is valid and effective in developing constructivist thinking. This research and development use the Ploom approach which consists of initial investigation, design, construction/realization, testing, evaluation, revision, and implementation. Thirty-two electrical engineering students from Padang State University participated in this research. The instruments used are validity instruments and constructivism assessment tools. The research results show that the Proteus-based virtual laboratory developed is valid and effective in fostering constructivist thinking in electrical measurement practice. This study contributes to the advancement of virtual laboratories in educational settings, emphasizing the importance of constructivist pedagogy for meaningful and engaging learning experiences in the field of electrical engineering. The results of this research open opportunities for further research regarding the exploration of artificial intelligence to improve constructivism through virtual laboratories.

A Teaching Case: Applying Benford’s Law to Detect Credit Card Fraud Using Microsoft Excel

ABSTRACT Benford’s Law has been frequently used for fraud detection and is introduced in various accounting, auditing, and analytics courses. Instead of using specialized computer-aided auditing tools, this teaching case purports to apply Microsoft Excel to demonstrate the process, applicability, and benefits of Benford’s Law by analyzing publicly available datasets on confirmed COVID-19 and credit card fraud cases. This hands-on exercise also enhances students’ Excel skills to extract, transform, and load (ETL) data and use various data visualizations (e.g., pie/100 percent stacked/combo charts) to display proportional information. This case provides an engaging learning experience that matches student skill levels, stimulates critical thinking, and fosters interest in forensic accounting. Data Availability: Data are available from the authors upon request. JEL Classifications: M42; M41; I20.

Meaningful and Engaging Learning Experiences in Early Childhood Special Education Preparation Programs

The personnel preparation of early intervention/early childhood special educator (EI/ECSE) candidates is a pivotal stage in supporting the development of professionals who can effectively work with young children with and at-risk of developmental disabilities, their families, and other service providers. This process encompasses a multifaceted approach to equip candidates with knowledge, skills, and attitudes/dispositions to successfully work within the field. This compilation article includes multiple authors of each section who share strategies, assignments, tools, and experiences to center the Initial Practice-Based Standards for Early Interventionists/Early Childhood Special Educators (Division for Early Childhood [DEC] of the Council for Exceptional Children [CEC], 2020; hereafter referred to as the EI/ECSE Standards) and DEC’s Recommended Practices (RPs). These strategies are shared through a “spiraling curriculum” framework, and progress from an awareness level to reflection of candidates’ own practice. In addition, this article shares related resources to consider in planning for innovative coursework and practicum/student teaching opportunities. Specific examples of spiraling experiences to deepen learning through opportunities to introduce content aligned to RPs and EI/ECSE Standards are included.

Interactive Creation and Performance of Digital Music Based on Virtual Reality Technology

It explores the application of Virtual Reality (VR) technology to the development and performance of digital music on the e-MARZ platform, which promotes Malaysian arts and culture. Following the ADDIE model's systematic approach, the emphasis is on the Design phase, which involves conceptualizing and realizing the goal for interactive digital music experiences. Through painstaking attention to user requirements and immersive design concepts, e-MARZ strives to provide entertaining and informative experiences that inspire creativity and enthusiasm for Malaysian music. Using VR technology, users are transported to virtual spaces where they can explore, compose, and play music in novel ways. By adhering to user-centred design principles and pedagogical effectiveness, e-MARZ seeks to give a transforming trip across the realms of digital music within a virtual landscape, enriching the cultural tapestry of Malaysian arts and music. The results of the usability show that the e-MARZ module effectively addressed the usability needs of both professionals and high school students, offering an immersive and engaging learning experience in Malaysian arts and music

Course Design Based on Association Rule Mining in Blended Teaching of College English

Course design based on association rule mining in blended teaching of college English offers a data-driven approach to curriculum development, enhancing the effectiveness of English language instruction. By analyzing patterns and relationships within student performance data, association rule mining algorithms identify correlations between different learning activities, topics, and assessment outcomes. This information enables instructors to design courses that strategically integrate online and offline learning components, ensuring a cohesive and engaging learning experience. Additionally, association rule mining facilitates the identification of potential dependencies between course elements, allowing for the optimization of teaching sequences and resource allocation. This paper investigates the use of the Extraction Apriori Rule Mining Blended (EARMB) technique to enhance teaching effectiveness in English instruction within blended learning environments. Through the analysis of association rules derived from instructional data, significant relationships between instructional components and student outcomes are identified, providing valuable insights for course design and instructional strategy development. A structured course design framework is presented, integrating various instructional activities and assessment methods to address diverse language skills and learning objectives. Additionally, a comparative analysis of different teaching approaches, including traditional classroom instruction, online learning platforms, and blended teaching, demonstrates the efficacy of blended teaching in promoting student engagement, improving learning outcomes, and enhancing overall student satisfaction.

Correlation Analysis of Teachers' Educational Technology Quality and Teachers' Professional Competence by Integrating Collaborative Filtering Algorithm

In today's educational landscape, the effective integration of technology into teaching practices is paramount for fostering engaging and impactful learning experiences. Central to this integration is the competence of educators and the quality of educational technology utilized. This study presents a novel approach to correlating teachers' educational technology quality with their professional competence, utilizing a fusion of collaborative filtering algorithm and Weighted Collaborative Mamdani Optimization (WCMO). By leveraging collaborative filtering, the model extracts patterns from historical data to recommend educational technology tools tailored to individual teachers' needs and preferences. The WCMO framework further refines these recommendations by incorporating weighted factors related to teachers' professional competence, ensuring a more nuanced understanding of their instructional requirements. WCMO considers the collaborative input from multiple stakeholders or sources, assigning weighted values to each input based on their relevance or significance. This collaborative approach allows for a more comprehensive analysis of the problem space, ensuring that diverse perspectives and factors are adequately accounted for in the decision-making process. Additionally, by leveraging Mamdani fuzzy logic, WCMO can handle imprecise or uncertain input data effectively, enabling more robust and adaptive optimization outcomes. Through extensive analysis and evaluation using real-world educational datasets, proposed approach demonstrates a significant correlation between teachers' technology quality and professional competence, achieving a correlation coefficient of 0.92. Moreover, qualitative assessments reveal the effectiveness of the WCMO-enhanced recommendations in enhancing teachers' instructional practices and technology integration.

Optimization of English Classroom Interaction Models Incorporating Machine Learning

The optimization of English classroom interaction models incorporating machine learning represents a paradigm shift in language education, offering innovative ways to enhance student engagement, participation, and learning outcomes. With machine learning algorithms, educators can analyze various factors such as student proficiency levels, learning styles, and behavioral patterns to dynamically adapt classroom interactions in real-time. These models can predict and optimize the timing, content, and format of instructional activities, fostering more personalized and effective learning experiences.This paper explores the implementation of optimized interaction models and machine learning predictions in the English classroom to enhance student engagement, academic performance, and personalized instruction. Through the analysis of various tables and findings, key insights emerge regarding the effectiveness of student-centered learning, active learning strategies, differentiated instruction, and technology integration within the interaction model. Additionally, machine learning predictions offer valuable opportunities for personalized instruction based on predicted proficiency levels. The study demonstrates promising outcomes, but limitations such as sample size constraints and data quality issues must be addressed to ensure the reliability and applicability of the findings. Results indicate a 15% increase in student participation rates, a 12-point rise in average test scores, and a shift from high to moderate teacher intervention frequency. Additionally, machine learning predictions achieved an accuracy rate of 80%, with 8 out of 10 correct predictions. Aspect evaluation scores revealed high effectiveness in student-centered learning (9.2), formative assessment (9.3), and teacher facilitation (9.0). These findings contribute to enhancing teaching and learning practices, supporting educators in fostering more engaging and personalized learning experiences for students.

Publication performance and trends in virtual reality research in education fields: a bibliometric analysis

AbstractVirtual Reality (VR) technology has the potential to enhance education by providing immersive and engaging learning experiences that can improve teaching and learning outcomes. While there is a growing interest in utilizing VR in education settings, further research is needed to understand its pedagogical effectiveness and address associated considerations and challenges. This bibliometric study comprehensively analyzes 1,157 relevant articles from the Social Science Citation Index (SSCI) and the Science Citation Index Expanded (SCI-EPANDED) to gain insights into the current state of VR integration in education. The analysis revealed variation in VR adoption and research output across countries and institutions, underscoring the importance of collaboration and knowledge-sharing in the field. Key research areas and trends, such as the use of VR for skill development and training, were identified. Additionally, the study highlighted the need for more research on the pedagogical effectiveness of VR. The findings carry practical implications for guiding future research shaping policy decisions and advocating for a concerted effort to harness VR’s capabilities in education. This study serves as a practical roadmap, promoting the implementation and improvement of VR technology and fostering equitable and inclusive educational practices.

Learning with AI Language Models: Guidelines for the Development and Scoring of Medical Questions for Higher Education.

In medical and biomedical education, traditional teaching methods often struggle to engage students and promote critical thinking. The use of AI language models has the potential to transform teaching and learning practices by offering an innovative, active learning approach that promotes intellectual curiosity and deeper understanding. To effectively integrate AI language models into biomedical education, it is essential for educators to understand the benefits and limitations of these tools and how they can be employed to achieve high-level learning outcomes.This article explores the use of AI language models in biomedical education, focusing on their application in both classroom teaching and learning assignments. Using the SOLO taxonomy as a framework, I discuss strategies for designing questions that challenge students to exercise critical thinking and problem-solving skills, even when assisted by AI models. Additionally, I propose a scoring rubric for evaluating student performance when collaborating with AI language models, ensuring a comprehensive assessment of their learning outcomes.AI language models offer a promising opportunity for enhancing student engagement and promoting active learning in the biomedical field. Understanding the potential use of these technologies allows educators to create learning experiences that are fit for their students' needs, encouraging intellectual curiosity and a deeper understanding of complex subjects. The application of these tools will be fundamental to provide more effective and engaging learning experiences for students in the future.

Digital Learning and its Design in the Context of Mass Digitization

Mass digitization and high-technological advances have transformed the educational landscape and the ways people learn. In this context, the article explores the key digital learning trends that shape its intricate and diverse nature and contribute to the transition towards more complex design, aiming to guide professionals in the field who seek to provide engaging learning experiences for their learners. While many of these trends have emerged in the past, today they resurge with new impact.

Simulation research on interactive entertainment e-learning based on visual saliency testing in music multimedia teaching system

In traditional music teaching method, students passively accept information and lack sufficient interaction and participation. Entertainment robots can provide students with a more interesting and engaging learning experience through means such as multimedia content, gamified elements and interactive design. The goal of this research is to develop a technology based on visual saliency testing to improve the performance of entertainment robots in music teaching systems, making them more intelligent and interactive. The research collected a large number of music multimedia teaching materials, and marked and analyzed them. The visual significance test method is used to determine the key points and important information in the teaching materials, and the computer vision technology is used to identify the areas of visual interest to students in real time. Through interaction with students, the system can adapt its output based on student feedback to ensure personalized exploration and teaching of students' points of interest. Finally, an interactive entertainment robot system is designed, which can perform intelligent feedback and interaction according to the significant information in music teaching materials. The results show that the entertainment robot system based on visual salience test shows higher intelligence and interactivity in music multimedia teaching, which greatly improves the teaching experience.

NARRATIVE REVIEW OF INFORMATION AND COMMUNICATION TECHNOLOGY (ICT) INTEGRATION IN NIGERIAN SECONDARY SCHOOLS’ HOME ECONOMICS INSTRUCTION

This paper explores how Information and Communication Technologies (ICTs) can revolutionize Home Economics education in Nigeria, particularly at secondary schools. ICT integration aligns with national policy goals of introducing students to technology and enhancing professional skills in Home Economics. Students can access a wealth of online resources, improving their knowledge of nutrition, healthy living, and sustainable home management. However, challenges like limited internet access, lack of ICT facilities, and inadequately trained teachers impede progress. Overcoming these hurdles requires collaboration. The government can invest in teacher training and infrastructure development, while schools can explore cost-effective solutions. Partnerships with communities and the private sector can further support ICT resource acquisition. The paper emphasizes the importance of teacher collaboration and localized digital content creation to enhance learning and cultural identity. By addressing challenges and implementing a multi-pronged approach, stakeholders can empower educators to leverage technology. Students equipped with both Home Economics knowledge and digital literacy skills will be prepared for the future, becoming informed consumers, responsible family members, and innovative contributors to society. Ultimately, ICT integration has the potential to transform Home Economics into a dynamic and engaging learning experience, empowering individuals and society to thrive in a technology-driven world