Innovative Educational Tool Research Articles

Looking for a Fun Way to Learn English Vocabulary? Discover the Magic of Gamification with Digital Flashcards

Junior high school students learning English as a foreign language (EFL) in countries where English is neither the first nor the second language face significant challenges in acquiring vocabulary due to the infrequent use of English outside the classroom and monotonous teaching techniques. However, in the digital era, innovative educational tools like Digital Flashcard-based gamification offer an interactive and engaging solution. This study aims to understand junior high school EFL students' perceptions of learning English vocabulary through gamification using Digital Flashcards. The research was conducted as Classroom Action Research (CAR) and involved 32 junior high school students in Madiun District, Indonesia, learning English as a foreign language (EFL). Over eight meetings, these students engaged in learning animal-related vocabulary using Digital Flashcard-based gamification. Data were collected through pre-test and post-test and interviews to gather students' perceptions of the learning experience. The results indicate that students' vocabulary mastery significantly improved after using gamification-based Digital Flashcards, with an average increase of 15 points. The pre-test average score was 60, which increased to 75 in the post-test. The gamification elements (story, mechanics, aesthetics, and technology) enhanced students' exposure, attention, and enthusiasm during learning. Vocabulary mastery was effectively facilitated through diverse gamified activities. This study demonstrates that incorporating Digital Flashcards in a gamified format is an effective tool for improving vocabulary learning among EFL students.

Let the Ultrasound Games Begin: Developing Knowledge and Clinical Skills With Gamification.

Point of Care Ultrasonography (POCUS) is customary practice in the clinical setting. Formal training ensures competent skills using POCUS but is lacking. Preparing nurse practitioners in POCUS with gamification is an innovative educational tool. The Attention, Relevance, Confidence, and Satisfaction (ARCS) model was used to implement POCUS. Learners participated in a bracket-style elimination tournament. Learners (N = 109) in the adult-gerontology acute care nurse practitioner track participated. Eighty-eight Bachelor of Science in Nursing (BSN) to Master of Science in Nursing and 21 BSN to Doctor of Nursing Practice learners. Extremely satisfied with the experience were 72.36%, 67.11% were somewhat comfortable, 10.53% were extremely comfortable, and 11.84% were somewhat uncomfortable using POCUS. Gamification for POCUS training is a practical tool to develop knowledge and comfort using ultrasound. Adult learners retain information in various modalities and gamification offers them a multimodal learning opportunity that increases competency. [J Nurs Educ. 2024;63(X):XXX-XXX.].

The Use of Innovative Teaching Tools in Secondary Vocational Education for the Training of Specialists in "Nursing"

The Use of Innovative Teaching Tools in Secondary Vocational Education for the Training of Specialists in "Nursing"

Student Engagement in Patient Safety and Healthcare Quality Improvement: A Brief Educational Approach.

Achieving optimal patient safety (PS) remains a challenge in healthcare. Effective educational methods are critical for improving PS. Innovative teaching tools, like case-based learning, augmented reality, and active learning, can help students better understand and apply PS and healthcare quality improvement (HQI) principles. This study aimed to assess activities and tools implemented to improve PS and HQI education, as well as student engagement, in medical schools. We designed a two-week course for fourth-year medical students at the Autonomous University of Guadalajara, incorporating Fink's taxonomy of significant learning to create engaging activities. The course featured daily synchronous and asynchronous learning, with reinforcement activities using tools, like augmented reality and artificial intelligence. A total of 394 students participated, with their performance in activities and final exam outcomes analyzed using non-parametric tests. Students who passed the final exam scored higher in activities focused on application and reasoning (p = 0.02 and p = 0.018, respectively). Activity 7B, involving problem-solving and decision-making, was perceived as the most impactful. Activity 8A, a case-based learning exercise on incident reporting, received the highest score for perception of exam preparation. This study demonstrates innovative teaching methods and technology to enhance student understanding of PS and HQI, contributing to improved care quality and patient safety. Further research on the long-term impact is needed.

Enhancing Educational Comic Book Innovation Through Design Thinking

Indonesia's significant demographic dividend presents a valuable opportunity that should be leveraged to achieve the vision of Indonesia Emas 2045, with a key focus on enhancing educational quality. Despite government efforts to increase the number of schools, the quality of education in Indonesia still lags behind international standards. To address this issue, the Indonesian government needs to develop a learning environment that caters to students' diverse needs and learning styles, particularly in Mathematics. Technological advancements have introduced innovative educational tools, including math educational comics. This research aims to develop an innovative math educational comic that aligns with students' and parents' needs and preferences, utilizing the design thinking approach. Data was collected through semi-structured interviews with the target customers of this product—the analysis of this data involved open coding, pattern coding, and triangulation to ensure validity. The findings indicate that while the product aligns with the respondents' needs and preferences, there is room for improvement in the comic's sentence structure. Feedback from participants should be carefully considered before finalizing the product, underscoring the importance of design thinking in effectively addressing the needs and preferences of the target audience.

Development Of Digital Learning Platform to Boost Chinese Children’s Mental Health Awareness: Experts’ Evaluation

The increasing prevalence of mental health disorders among children, exacerbated by the COVID-19 pandemic, calls for innovative educational approaches and tools. Traditional mental health curriculum in Chinese elementary schools often rely on didactic methods that fail to engage students effectively. The “Mind Explorers” digital learning platform addresses this issue by enhancing mental health awareness among grade-2 students. Based on the ADDIE instructional design model and Biggs’ Constructive Alignment model, the platform integrates learning outcomes, content, activities, and assessments via Google Site. The sample unit “Know About Yourself” focuses on self-awareness and emotional regulation through storytelling, reflective activities, and interactive quizzes. Expert evaluations indicate positive reception of the platform’s content, usability, and educational alignment, with suggestions for enhancing design aesthetics and accessibility. Through a mixed-methods research design, this study underscores the potential of digital tool to transform mental health education, promoting engaging and effective learning experiences for young learners.

Low-fidelity Medical Simulation: Relevance in the Learning of Dental Students in South Africa.

Healthcare embraces simulation's learning boost, from medicine to dentistry. But can it unlock the secrets of intricate fixed prosthodontics? This study takes a pioneering step to find out. To evaluate low-fidelity medical simulation (LFMSim) in fixed prosthodontics by assessing its effectiveness in training corono-radicular preparations and by exploring participants' perceptions of LFMSim as an innovative teaching tool for developing pre-practice skills. A prospective, descriptive study was executed to explore these facets among 6th-year students. The Debriefing Assessment for Simulation in Healthcare (DASH©) evaluation grid, student version, was employed for assessment. The study encompassed one week, from 03/03/2023 to 10/03/2023. The study involved 28 learners with an average age of 23 and a sex ratio of 0.33, half of whom had prior exposure to simulation sessions. Seventy-five percent of participants watched the instructional video a day before the simulation, with nine expressing presession stress. Overall, 19% of students found the session as expected, while 43% considered it better than anticipated. Satisfaction levels varied, with 50% indicating they were "rather satisfied," and 46.4% expressing absolute satisfaction. The Debriefing Assessment using DASH yielded an average score of 4.85. The study's findings shed light on the effectiveness of LFMSim in training corono-radicular preparations and post-space impressions for fixed prosthodontics among 6th-year students. The varied satisfaction levels and the emphasis on debriefing discussions suggest avenues for improving simulation sessions in the future. These insights are pertinent for educators and institutions aiming to enhance dental education through innovative teaching tools like simulation. By refining simulation sessions based on debriefing feedback, educators can better prepare students for real-world clinical scenarios, ultimately improving patient care outcomes. This highlights the practical importance of incorporating simulation-based learning into dental curricula. How to cite this article: Hadyaoui D, Boukhris H, Riahi Z, et al. Low-fidelity Medical Simulation: Relevance in the Learning of Dental Students in South Africa. J Contemp Dent Pract 2024;25(5):463-472.

Rule-Based Games for Meaningful Learning in Sustainable Solid Waste Management

Objective: The objective of this study is to investigate the impact of rule-based games as a pedagogical strategy for meaningful learning about sustainable solid waste management among 6th-grade students (Class 08) at the Leónidas Acuña Educational Institution (Cesar Department, Municipality of Valledupar, Colombia). Theoretical Framework: The research is based on the theories of Piaget (1962) and Ausubel (1983), highlighting the importance of play in children's cognitive development and meaningful learning. It also addresses sustainable solid waste management according to the environmental regulations and policies implemented in Colombia. Method: The study was developed using a non-experimental, cross-sectional quantitative approach. The sample included 28 students selected through intentional non-probabilistic sampling. A questionnaire with a Likert scale was used to collect data on knowledge and practices of waste management, learning disposition, and students' perception of using games. Results and Discussion: The results showed that 75% of the students have a high level of knowledge about solid waste, but there are significant deficiencies in sustainable management and recycling techniques. Additionally, 92.86% prefer classes that include games, highlighting their positive influence on meaningful learning. Research Implications: The research demonstrated the need to integrate playful strategies into environmental education to improve solid waste management. The results can influence educational policies and pedagogical practices, promoting deeper and more sustainable learning. Originality/Value: This study contributes to strengthening environmental pedagogy by demonstrating the effectiveness of rule-based games as an innovative educational tool to foster meaningful and sustainable learning about solid waste management. The findings can guide future research.

Foreign language teaching modes and adaptive methods in emergency education: Evaluation of first-hand experience

Turbulent world events require crisis-sensitive education models that can address new challenges and promote productive learning in extraordinary times. The research aimed to analyze the issue of teaching a foreign language to undergraduate students using intervention techniques in online and offline modes. The researchers suggested the following responsive and adaptive strategies: the creation of adaptive online learning platforms, the development of a multimedia resources bank and the careful selection of innovative teaching tools capable of addressing both psychological and educational needs. The work in groups of both formats was studied through discussion and survey from the point of view of teachers’ perceptions of positive and negative features, difficulties revealed in the education in emergencies, and the productivity of using specially designed adaptive teaching techniques for coping with them. The findings show that in most aspects teachers have a more positive assessment of ‘live’ language teaching in comparison with the online format. They indicate such benefits as more coordinated work, a collaborative and engaging environment, controllability, and greater motivation. The most effective tools used for developing vocabulary, listening skills, reading skills, and speaking skills were revealed. The final testing results in both online and offline groups were analyzed to study the effectiveness of the employed intervention methods. The study demonstrates that the rigorous instructional design is of vital importance for education in an emergency. Special attention should be given to specific adaptive and responsive intervention technologies aimed at interaction and communication enhancement as well as psychological support of students, the choice of which can be determined by the distinctive features of different teaching formats.

Comparison of Foldscope to optical microscope to identify basic histology

Introduction: The teaching of basic histology is crucial in the training of healthcare professionals. Traditionally, the optical microscope is used, but it has limitations such as cost and the need for specific infrastructure. The Foldscope (FS), a low-cost and easy-to-handle tool, emerges as a promising alternative. Objective: To validate the efficacy of the FS in teaching basic histology for healthcare training, comparing it with the traditional method of binocular optical microscopy. Method: We used a kit of prepared histology slides, first examined with an optical microscope and then with the FS. We used a smartphone for image capture, ensuring comparative accuracy between the methods. Results: The FS could observe structures seen with a 10x objective in conventional microscopy but with less sharpness and some peripheral distortions. The applicability of the FS proved effective in observing structures of various tissues, such as the thyroid, arteries, veins, and neurons, although it has limitations for teaching muscular and testicular tissues. Conclusion: The FS is an innovative educational tool that bridges the gap between theory and practice in histology teaching. It is a complementary resource to the optical microscope, effectively identifying structures with about 100x magnification. However, it does not completely replace the optical microscope due to its limitations in magnification and image quality.

The Impact of a Digital Game-Based AI Chatbot on Students’ Academic Performance, Higher-Order Thinking, and Behavioral Patterns in an Information Technology Curriculum

In the age of intelligence, information technology (IT) education has become the focus of attention in the education sector. However, traditional teaching methods fall short in motivating students and fostering higher-order thinking and have difficulty providing a personalized learning experience. Although AI chatbots can provide instant feedback as an innovative teaching tool, it is still challenging to fully enhance learner engagement. Based on this, this study developed a digital game-based AI chatbot system to enhance students’ learning experience through digital game-based learning strategies. This study utilized a quasi-experimental design with the experimental group using a digital game-based AI chatbot and the control group using a traditional AI chatbot. A comparison was made between the two groups concerning student learning performance in IT courses, higher-order thinking (including problem-solving, computational thinking, and creativity), learning motivation, and flow experience. In addition, the behavioral patterns of high-achieving and low-achieving students in the experimental group were analyzed. The results showed that the experimental group was significantly better than the control group in academic performance, problem-solving, computational thinking, learning motivation, and flow experience, but there was no significant difference in creativity tendency. Behavioral pattern analysis showed that high-achieving students in the experimental group showed more systematic learning strategies, while low-achieving students relied more on immediate feedback and external help, but both high- and low-achieving groups were able to actively talk to the AI chatbot and actively explore problem-solving strategies in the digital game. Therefore, AI chatbots based on digital games can be effectively used in IT courses to help students construct knowledge and develop higher-order thinking.

Digital Game-Based Learning in Higher Education: ESL Teachers and Students Perceptions

Digital game-based learning (DGBL) is a new approach in educational settings that aims to engage students, encourage curiosity, and provide a versatile learning experience. It has been integrated into educational settings due to the widespread use of digital games by students. This study examines the perceptions of integrating digital games into English as a Second Language (ESL) classroom among 89 second-year engineering students and 11 teachers at a private university in Chennai, India. Employing a mixed-methods research design, data were collected and analyzed using SPSS software. Unlike previous studies that focus solely on the positive aspects of DGBL, this research highlights both the benefits and potential drawbacks of integrating digital games into English language education. By comparing teachers’ and students’ perspectives, the findings emphasize the importance of careful selection and integration of digital games and reveal significant insights into the cognitive, affective, and social aspects of digital game-based language learning. These insights are crucial for guiding policy decisions, instructional practices, and resource development in language education. The study underscores the value of digital games as innovative educational tools and advocates for their thoughtful adoption of digital and technology-based teaching and learning in 21st-century in ELT practices can enhance multidisciplinary skill development.

Action learning in public administration education: learning (evidence) from an action research case study

PurposeThis study aims to explore the effectiveness of action learning (AL) in PA education through the action research (AR). Public administration (PA) requires training paths for its officials aimed at developing managerial skills. Training designers must construct pathways that identify goals and results to be obtained. Most importantly, they should adopt techniques that engage all stakeholders and measure training performance. This study uses the action research (AR) method to explore the effectiveness of action learning (AL) in PA education. It shows how a training project for officials of the PA can be designed and managed in a participatory and engaging manner.Design/methodology/approachThe AR approach is particularly suited to long-term training interventions in PA because it offers a means of taking shared responsibility. AR aids in building a bridge between academia and practice and solving real problems with stakeholders, students and end-clients through cyclical interactions of construction, intervention and evaluation. It focuses on AL as an innovative educational tool that links knowledge and action and theory and practice.FindingsThe involvement of different stakeholders, such as teachers, students, administrators and politicians, in the design, management and evaluation process facilitates the identification of educational objectives and monitoring of outcomes in a changing public organizational context. AL is effective because it involves students as individuals and as a team, often as an organization, while trying to solve real problems.Originality/valueAL through the AR approach has not been widely used in education, especially in PA, where teaching legal and administrative content combines traditional teaching methods. The case study shows the innovative potential of AL in a traditional context such as the PA.

Decoding visual culture

As visual narratives become potent tools for emotional manipulation, it is imperative for our educational paradigms to evolve beyond traditional precepts to address this shift. We introduce ‘The Visual Code’ – an innovative educational tool tailored to nurture the ability to decode visual cues, foster critical thought, and elevate self-awareness. This concept operates through a triadic process: attentive observation, active interpretation, and rigorous validation. With visual culture firmly ensconced in modern design's ethos, frameworks like Design Theory become pivotal in deconstructing its nuances. Our proposed model for bolstering visual literacy equips individuals to both comprehend and critique intricate visual narratives, enabling them to discern and potentially counteract undue influences. Through a meticulous analysis rooted in keen observation, this article delves into the multifaceted role of visual codes across diverse campaigns, from art history, through visual communication to designed products, we are advocating for a more informed and discerning viewer. An inclusion of empirical research enhances the validity of this model in the context of high-school design education.

Reform and Development of English Teaching in Colleges and Universities with the Integration of ChatGPT Technology

As an artificial intelligence-powered language generation model based on natural language processing, ChatGPT, like other artificial intelligence technologies, possesses super real-time dialogue capabilities and is considered an innovative and intelligent auxiliary teaching tool in the field of language learning. This article first analyzes the current state of development of artificial intelligence technologies such as ChatGPT. Secondly, it examines the challenges encountered in the reform and development of English teaching in colleges and universities in China. Lastly, it summarizes the applications and recommendations for using ChatGPT technology in college-level English teaching.

Are Cartoon Movies Necessary for Junior High School Students to Learn Arabic Language?

In the current digital era, educational methodologies are evolving at an unprecedented pace, making it crucial to explore innovative teaching tools. Cartoons, with their engaging and interactive nature, present a compelling medium for Arabic language learning, particularly for young children. This research aims to describe the need for Arabic language education development by exploring learning media using cartoons. The method utilized in this study is systematic literature review, employing meta-synthesis procedures. The research findings indicate that the use of cartoons in Arabic language learning in the digital era positively impacts student engagement and understanding of learning materials. Overall, this study underscores the significance of integrating cartoons into Arabic language education to cater to the needs of elementary school children in today's digital age.

Pelatihan Inovasi Pembelajaran Berbasis Permainan Edukatif untuk Meningkatkan Karakter Siswa Sekolah Dasar

This activity explores the development and implementation of “Moral Quests,” an educational game designed to enhance the character development of elementary school students at SD Inpres Sero by adapting Indonesian folklore. The significance of this community engagement project lies in creating an innovative educational tool that instills moral values in young learners—an essential aspect of their holistic development. The topic is highly relevant as it leverages cultural heritage, specifically Indonesian folktales, to make learning engaging and meaningful. The community engagement project employs a participatory approach, involving teachers, students, and community members during the design and implementation phases to ensure cultural relevance and educational effectiveness. The methodology includes storytelling, interactive games, and character-building activities to achieve its objectives. The results demonstrate a significant improvement in students’ understanding and application of core moral values such as honesty, responsibility, and respect. These findings underscore the potential of culturally adapted educational games in nurturing desired character traits among young learners. In conclusion, this project emphasizes the importance of integrating cultural elements into educational tools to enhance their impact and relevance, pointing toward a positive future for character development.

Curiosity in Science Learning: A Systematic Literature Review

This review systematically examines the role of curiosity in science learning, focusing on its influence on engagement, cognitive processes, and educational outcomes. A comprehensive literature search was conducted using databases such as Scopus, resulting in the selection of 40 peer-reviewed empirical studies published between 2019 and 2024. Inclusion and exclusion criteria ensured the relevance and rigor of the selected studies. The findings reveal that curiosity significantly enhances memory encoding and consolidation, motivates learners, and supports exploratory behavior. Specifically, studies indicated that curiosity-driven learning leads to improved attention and learning processes, resulting in better educational outcomes. Pedagogical strategies that foster curiosity, including the integration of large language models and innovative teaching tools, have been shown to effectively enhance student engagement and learning in science. Quantitative data from the reviewed studies demonstrate that curiosity-driven approaches lead to a 25% increase in student engagement and a 30% improvement in learning outcomes. The review underscores the importance of systematically integrating curiosity-enhancing strategies within pedagogy to create more engaging and effective educational experiences. Future research should focus on developing comprehensive measurement tools for assessing curiosity and conducting longitudinal studies to explore its long-term impact on academic achievement and skill development. Additionally, the exploration of modern technologies in enhancing curiosity-driven learning should be prioritized. Educators are encouraged to implement pedagogical strategies that stimulate curiosity to maintain and enhance student engagement and achievement in science learning.

Development of neonatal Apgar scoring training program utilizing contactless hand tracking in immersive virtual reality

BackgroundThe rapid and accurate assessment of neonatal asphyxia is critical to preventing potentially fatal outcomes. Therefore, nursing students must acquire the skills to assess newborn conditions immediately after birth and implement appropriate interventions. Virtual reality (VR) simulation education has emerged as a promising tool for nursing education, offering repetitive and customizable clinical training while ensuring patient safety and overcoming spatiotemporal limitations. AimThis study investigated the effects of a contactless hand-tracking-based immersive VR neonatal Apgar scoring program, adapted from experiential learning theory. DesignA non-randomized controlled trial with a pre-post-test, quasi-experimental design was conducted. SettingsThe study was conducted at two nursing schools from July to October 2023. ParticipantsParticipants comprised nursing students holding bachelor's degrees in nursing, with three or four years of experience and successful completion of a neonatal nursing theory course. Additionally, individuals with at least six months of experience working in a neonatal ward or delivery room before enrolling in nursing school were eligible. MethodsThe participants were divided into three groups: the VR group (n = 27) received contactless hand-tracking-based immersive VR neonatal Apgar scoring training; the simulation group (n = 28) received face-to-face Apgar scoring simulation training; and the control group (n = 26) received instruction on the Apgar scoring criteria. Changes in scores among the VR, simulation, and control groups were statistically compared using ANOVA with SPSS-WIN 27.0. ResultsThe VR group exhibited significant improvements in knowledge, learning satisfaction, self-confidence, immersion, and motivation compared to the simulation and control groups. Moreover, satisfaction was significantly higher in the VR group than in the simulation group. ConclusionsThe hand-tracking-based immersive VR neonatal Apgar scoring program represents an innovative and effective educational tool, prioritizing the privacy and rights of mothers and infants. It can potentially replace traditional delivery-room clinical training, which is observation-based and limited.

Enhancing mathematics education: effective approaches for teaching linear equations to students with and without learning difficulties

This study examined the teaching complexities of linear equations to students with Specific Learning Difficulties (SpLDs), such as dyslexia and dyscalculia, compared to students without SpLDs but with difficulties in mathematics. It intended to identify significant differences in mathematicians' teaching experiences, the impact of these challenges on students’ lives, and the effectiveness of specialized teaching strategies. Conducted with 380 mathematics teachers in secondary schools across Attica and Thessaloniki, Greece, this quantitative study employed Two-Tailed Wilcoxon Signed Rank Test and Spearman's rho correlation. Findings highlighted the heightened difficulties faced by students with SpLDs in learning linear equations, necessitating more varied and intensive interventions. A positive correlation was noted between the interventions and factors contributing to SpLDs, implying the need for personalized teaching approaches. The study highlights early identification of student difficulties, individualized support, and the need for a more inclusive and supportive learning environment, suggesting policy revisions for inclusive education and further research on effective, innovative educational tools.