Though self-explanation and instructional explanation are common learning methods, there is a lack of research directly comparing their effects within the same experimental framework or their influence in the specific context of music education. Cognitive load theory (CLT) has been widely validated in core academic subject learning, yet its application to music education remains scarce, and the moderating role of its core construct-element interactivity-in explanation-based music learning is unexamined. This study takes CLT as the theoretical framework to examine the roles of self-explanation and instructional explanation in musical knowledge learning and to explore how element interactivity (the core indicator of intrinsic cognitive load) moderates the effectiveness of the two methods in musical knowledge learning. Two respective experiments are conducted for groups of 183 and 169 fourth-grade primary school students ('Experiment 1' and 'Experiment 2'). Two experiments were conducted on element interactivity, which was manipulated by two core types of musical knowledge: intervals (low-element interactivity) and chords (high-element interactivity). In each experiment, participants were randomly divided into self-explanation, instructional explanation, worked sample only or problem-solving groups to explore their musical knowledge learning processes. In Experiment 1, self-explanation and instructional explanation groups performed significantly better for interval knowledge with low-element interactivity relative to worked sample only and problem-solving groups. Participants in the self-explanation group consistently outperformed their peers. Similarly, participants in self-explanation and instructional explanation groups outperformed others in Experiment 2; when learning chordal knowledge with high-element interactivity, participants in the instructional explanation group performed better than those in the self-explanation group. These findings suggest that self-explanation and instructional explanation methods facilitate musical knowledge learning, and that their effects differ based on the element interactivity of the material being taught. Self-explanation is more suitable for learning knowledge with low-element interactivity, while instructional explanation is more suitable for high-element interactivity learning.

ABSTRACT Purpose This study compared two methods of irregular word instruction: mispronunciation correction (MPC) and heart-words, with an active control condition involving look-and-say reading homework. Method Sixty Year 1 children (53.30% female, 11.67% of whom spoke English as an additional language) completed four active control sessions learning 14 irregular words, followed by four experimental sessions learning a different set of 14 words using either MPC or heart-word training. Post-testing assessed reading and spelling accuracy for trained items. Results Both MPC and heart-word instruction produced significantly greater improvements in reading and spelling than the active control condition. No significant differences emerged between the two experimental methods in overall learning outcomes; however, children achieved equivalent gains more quickly in the MPC condition. Conclusion The findings provide the first empirical evaluation of the heart-word method and support previous research suggesting that instruction involving active orthographic processing is effective for irregular word learning. Practical and theoretical implications are discussed.

Diverse teaching strategies, including flipped classroom (FC) approaches, are increasingly used in anatomy education to enhance learning outcomes. However, their implications are difficult to interpret when instructional methods vary alongside cohort characteristics such as instructional language. This study examined academic performance, learning satisfaction, and state anxiety in two pre-existing cohorts of first-year dental medicine students differing in instructional sequence and language. This quasi-experimental study included 186 volunteer first-year dental medicine students (Turkish-language cohort [TC]: n = 93; English-language cohort [EC]: n = 93) who took anatomy for the first time in spring 2025. The TC received the traditional education model in both the third and fourth curricular blocks (Committee 3 and Committee 4), whereas the EC received FC instruction in Committee 3 and the traditional education model in Committee 4. Accordingly, the study represents a cohort comparison within a natural dual-language educational setting rather than a design intended to isolate an independent instructional effect. Academic achievement was assessed using identical 40-item multiple-choice theory examinations at the end of each committee. Satisfaction was assessed using separate 10-item, method-specific Likert questionnaires administered after Committee 4 and was interpreted exploratorily because the instruments were not identical across cohorts. State anxiety was measured with the State-Trait Anxiety Inventory, State scale (STAI-S). Mean theory scores were higher in the EC than in the TC in both Committee 3 (53.48 ± 18.85 vs. 46.25 ± 20.00) and Committee 4 (52.38 ± 22.67 vs. 39.66 ± 18.42). Adjusted analyses indicated that the magnitude of the between-cohort difference varied across committees and that the adjusted contrasts remained in the same direction across both committees, although effect sizes were small. Because instructional sequence, instructional language, and cohort membership were not independent, these findings are interpreted as adjusted cohort-level contrasts rather than evidence of an isolated FC effect. Post-course STAI-S scores were similar across cohorts. Satisfaction findings are presented as exploratory summaries because different method-specific questionnaires were used across cohorts. This study characterizes cohort-level differences in theory examination performance, state anxiety, and satisfaction within a quasi-experimental dual-language anatomy education setting among first-year dental medicine students. Beyond these descriptive findings, the results demonstrate how performance differences can emerge in dual-language contexts where instructional methods and language tracks are structurally confounded. For dental medicine anatomy educators, this carries a clear practical implication that comparisons across dual-language cohorts may conflate instructional and language effects and therefore require anatomy-specific baseline assessment and equivalent learner-report measures for meaningful interpretation.

Cooperative learning has long been recognized as an effective pedagogical strategy, yet the development of innovative techniques tailored to modern educational demands remains a challenge. This study introduces the Curriculum Concept Constellation Technique (CCCT), a novel cooperative learning technique developed with the support of artificial intelligence (AI). The CCCT employs a metaphorical and visual approach, wherein students collaboratively map key curriculum concepts into visual 'constellations,' (Throughout this manuscript, references to 'constellations' should be understood as a pedagogical metaphor for conceptual relationships, not as an astronomical or literal representation)-a metaphor representing how individual ideas (like stars) interconnect to form meaningful patterns. This approach fosters deeper conceptual understanding through creativity, role-based collaboration, and peer interaction. Using a mixed-methods explanatory sequential design, the study examined the effects of CCCT on 67 prospective teachers enrolled in a "Curriculum Development in Education" course. Participants were divided into experimental (CCCT) and control (conventional lecture-based) groups. Quantitative results revealed statistically significant improvements in the experimental group's academic achievement (g = 0.839), co-regulation situations (g = 0.512), and attitudes toward cooperativeness (g = 0.751), with moderate effect sizes. Qualitative feedback highlighted CCCT's strengths in enhancing communication, teamwork, and engagement, though challenges such as unequal participation and time constraints were noted. The study demonstrates that AI can serve as a valuable generative tool in pedagogical innovation, producing structured cooperative learning techniques based on human-authored prompts. The findings suggest that AI-generated techniques can be effectively implemented in higher education contexts, offering a scalable model for developing tailored instructional methods.

This study aims to evaluate the effectiveness of the refrigeration vocational training program at the Job Training Center (BLK) of Karawang Regency using the Kirkpatrick Evaluation Model, which consists of four levels: reaction, learning, behavior, and results. The study employed a descriptive qualitative approach, with data collected through interviews, observations, and documentation. The informants included program managers, instructors, and trainees. Data were analyzed interactively through data reduction, data display, and conclusion drawing. The results indicate that at the reaction level, participants showed positive responses toward the training materials, instructional methods, and instructor competence. At the learning level, there was an improvement in participants’ knowledge and technical skills in accordance with the Indonesian National Work Competency Standards (SKKNI). At the behavior level, participants demonstrated changes in work attitudes, becoming more disciplined, structured, and responsible. At the results level, out of 16 participants, 12 were declared competent and ready for employment or entrepreneurship, while the remaining 4 participants did not meet the established competency standards. These findings suggest that competency-based training at the BLK of Karawang Regency is effective in enhancing participants’ quality and job readiness, and contributes to strengthening the quality of human resources at the local level.

This research investigates the correlation between recognition memory of vocabulary (RMV) and reading comprehension among eighth-grade English as a Foreign Language (EFL) learners at MTs Favorit Darut Taqwa Dlanggu, Indonesia. Utilizing a mixed-methods research design combining quantitative correlational analysis and qualitative descriptive inquiry, the study engaged 28 participants selected through purposive sampling based on their educational level and prior learning experiences. Data collection was executed through two distinct instruments: a vocabulary recognition memory assessment comprising multiple-choice questions and a reading comprehension evaluation. The findings indicated a statistically significant and exceptionally strong positive correlation between vocabulary recognition memory and reading comprehension (r = 0.976, p < 0.01), thereby illustrating a robust connection between learners’ capacity to recognize previously acquired vocabulary and their performance in comprehension tasks. Nonetheless, the results also imply that vocabulary recognition in isolation does not comprehensively account for reading comprehension, as various reading strategies, including skimming, scanning, and inference-making, were also integral to the students’ comprehension processes. This study underscores the pedagogical significance of amalgamating contextualized vocabulary instruction with explicit training in reading strategies and differentiated instructional methods. The implications of these findings offer valuable pedagogical insights aimed at enhancing English literacy instruction within EFL environments, particularly in Pesantren-based educational institutions.

In this research, basic music theories and notations are integrated to extract parameters of features for operatic singing concerning tonal dynamics, pitch, and breathing control. Pedagogic strategy is devised for students learning vocal performance in tertiary institutions, and a data mining service system architecture is designed to provide efficient informatization service delivery. Ninety vocal-performance students studying in the undergraduate program act as the subjects of the research and are divided into three teaching groups according to different pedagogic methods used for instruction. An analysis of the individual case study illustrates the implementation process of the proposed instruction method and measures the results obtained from the overall teaching practice. Compared with teaching group G1, there is a 30.00%, 36.66%, and 36.67% increase in pitch, rhythm, and soprano, respectively, for teaching group G3; compared with teaching group G2, there is a 43.33%, 33.33%, and 33.33% increase in pitch, rhythm, and soprano, respectively. The developed pedagogic method helps identify and adaptively adjust vocal problems in an accurate manner using the database to accumulate and optimize teaching resources continuously.

This study aims to describe and analyze the challenges faced by Islamic Religious Education (PAI) teachers in creating a comfortable learning environment for students at SD Muhammadiyah Peley, South Totikum District. The research employed a descriptive qualitative approach to explore the phenomenon comprehensively based on the experiences and perspectives of the research subjects within their natural school context. The primary subject of the study was the PAI teacher, supported by the principal, students, and parents who were selected through purposive sampling. Data were collected through classroom observations, semi-structured interviews, and documentation, and were analyzed using interactive stages of data reduction, data display, and conclusion drawing. The findings reveal that students’ psychological dynamics and developmental characteristics at the elementary level significantly influence learning comfort in Islamic Religious Education. Students’ need for emotional security, recognition, and supportive interaction requires teachers to implement adaptive and communicative pedagogical approaches. In addition, limited facilities, instructional media, and school environmental conditions pose challenges in establishing a conducive learning atmosphere. Pedagogical strategies such as dialogical approaches, religious habituation, teacher role modeling, and varied instructional methods contribute positively to fostering a humanistic and religious classroom climate. Furthermore, collaboration between the school and parents plays a crucial role in strengthening students’ learning comfort through emotional support and value consistency between home and school environments. In conclusion, learning comfort in Islamic Religious Education is influenced not only by teachers’ pedagogical competence but also by students’ psychological conditions, the availability of educational resources, the school climate, and the synergy between school and family

This study addresses the limited integration of environmental education, Islamic values, and creative learning practices in existing pedagogical models. It proposes an eco-friendly Islamic calligraphy approach as an innovative medium for recycling-based learning that promotes both ecological awareness and spiritual development. The study adopts a Participatory Action Research (PAR) design involving 22 students from diverse educational levels at Sanggar Bimbingan Bintang Sembilan. Data were collected through structured observations, semi-structured interviews, and documentation, and analyzed using an iterative qualitative framework to identify changes in students’ cognitive, affective, and behavioral domains. The findings indicate that students initially exhibited low environmental awareness, minimal engagement, and limited ability to utilize recyclable materials creatively. Following the intervention, there was a substantial increase in active participation, creative output, and conceptual understanding of environmental sustainability. Students also demonstrated observable behavioral shifts, particularly in waste reuse practices and environmental responsibility. In addition, the incorporation of Islamic values reinforced ethical awareness and strengthened students’ sense of stewardship toward the environment. This study contributes to the advancement of interdisciplinary learning by offering a contextual and practice-oriented model that integrates environmental education, religious values, and art-based pedagogy. The proposed approach not only enhances student engagement but also fosters holistic learning outcomes, making it a viable alternative to conventional instructional methods in sustainability education.

The low level of Qur’anic literacy at the elementary education level remains a fundamental problem hindering the internalization of religious values among the younger generation. In rural areas, this phenomenon is escalated by a shortage of competent educators and the dominance of monotonous, conventional pedagogical methods. Such conditions lead to stagnation in learning outcomes, necessitating strategic intervention through community empowerment programs. This research aims to revitalize the Qur’anic Education Center (TPQ) in Juwet Village to ensure a more effective, adaptive, and sustainable religious knowledge transmission process. Methodologically, this study adopts a qualitative approach within a Participatory Action Research (PAR) framework. The researchers were actively involved in instructional dynamics to empirically identify barriers. Grounded in transformative education theory, strengthening teacher capacity is positioned as the primary instrument of change. Data were gathered through participant observation, in-depth interviews, and periodic evaluations of students’ tajwid competence and reading fluency to establish a continuous improvement cycle. The findings indicate that intensive mentoring interventions significantly enhance student learning motivation and accelerate material comprehension. Furthermore, the program successfully optimized the standardization of teachers’ recitation quality through the implementation of systematic and measurable instructional methods. The implications of this study emphasize that a sustainable mentoring model is a key determinant in transforming the quality of religious education in rural regions. The success in this research site serves as a potential prototype for similar institutions in efforts to eradicate Qur'anic illiteracy and comprehensively improve Islamic literacy

Purpose of the study: This study aims to develop a video-based Qur’anic recitation (tilawah) learning medium to enhance the artistic recitation skills of students at Baabul Umam Islamic Boarding School, Hajoran Village, Sungai Kanan District. Methodology: The method employed in this study is Research and Development (R&D) using the ADDIE model, which consists of the stages of Analysis, Design, Development, Implementation, and Evaluation. The study adopts a mixed-methods approach, in which qualitative data are utilized to analyze learning needs and contextual conditions, while quantitative data are used to measure the validity, practicality, and effectiveness of the developed media. Main Findings: The findings indicate that the developed media demonstrate a very high level of validity, with percentages of 98% from subject matter experts, 90% from media experts, and 92% from instructional experts. The practicality level is categorized as very practical, as reflected by teachers’ responses at 96% and students’ responses at 93.87%. Furthermore, the effectiveness of the media falls into the highly effective category, with an N-Gain score of 0.83. Novelty/Originality of this study: The novelty of this study lies in the development of a video-based Qur’anic recitation (tilawah) learning medium that is contextually designed to meet the needs of students. This medium integrates aspects of tajwid, makharij al-huruf, and the melodic art of tilawah in an audio-visual format. This study offers an innovative approach to enhancing students’ artistic Qur’anic recitation skills and enriches instructional methods within Islamic boarding school environments effectively.

This study is grounded in the prevalence of learning difficulties in Islamic Religious Education and Character Education, which arise from a range of internal and external factors. In response to these challenges, Islamic Religious Education teachers are required to adopt appropriate and effective strategies to ensure the achievement of learning objectives. The purpose of this study is to explore the strategies employed by Islamic Religious Education teachers in addressing learning difficulties among Grade VII students at SMP Informatika Bina Generasi Ciomas, Bogor. In addition, this study also aims to identify the supporting and inhibiting factors, as well as their implications. This research adopts a qualitative approach using a case study design. Data were collected through observations, interviews with teachers, the principal, vice principal, and students, and were further supported by documentation. The findings indicate that teachers employ several key strategies. First, they implement varied instructional methods, including small group discussions, reflective assignments, and direct practice of religious rituals such as ablution and prayer. Second, they provide additional instructional sessions, particularly for Qur’an reading and writing. Third, they apply a combination of scientific, contextual, emotional, and functional approaches to enhance students’ understanding. The effectiveness of these strategies is supported by several factors, including adequate school facilities, strong support from school leadership, active parental involvement, and positive interpersonal relationships between teachers and students. However, the study also identifies several inhibiting factors, such as low student motivation, limited interest in Islamic Religious Education, difficulties in reading the Qur’an, insufficient family support, negative peer influence, and excessive use of social media or digital devices. In conclusion, the strategies implemented by teachers have proven to be effective in helping students overcome learning difficulties while simultaneously fostering the development of their religious character.

This study examined the effect of instructional methods on students’ interest in Mensuration among Senior Secondary School II students in Katsina State. A factorial, quasi-experimental pretest–posttest non-randomized control group design was adopted. A total of 180 students were selected using a multistage sampling technique and assigned to three instructional groups: Interactive PowerPoint, Linear PowerPoint, and Non-Digital Technology. Data were collected using a Mensuration Interest Questionnaire (MIQ), validated and confirmed reliable through pilot testing (r = 0.78). Descriptive statistics, ANCOVA, and Scheffé post hoc analyses were conducted at a 0.05 significance level using SPSS. Results indicated that students in the Interactive PowerPoint group exhibited the highest post-test interest, followed by Linear PowerPoint, while Non-Digital Technology students demonstrated the lowest interest. ANCOVA revealed a significant effect of instructional treatment on students’ interest, F(2, 174) = 98.42, p < .05, partial η² = 0.52. Gender also had a significant effect, and there was a significant interaction between treatment and gender. Post hoc analyses confirmed significant differences in interest between all instructional groups. The study concluded that interactive instructional methods significantly enhance students’ interest in Mensuration, although the effectiveness varies across gender.

The transmission of the native culture to the younger generations has faced new challenges due to the digitalization process. Innovative instructional methods, as emphasized by Mark Prensky, are thus needed to minimize the gap between the different generations and to provide the digitally native children with traditional native values. Nouha Deliou’s book, Mona’s Scrapbook Adventure, through the story of an Algerian immigrant family in the United States where the eldest sister is transmitting her native culture and traditions to her little sister in a modern way, exemplifies these efforts by maintaining Algerian traditions and protecting young people from cultural erosion. This paper aims to explore the importance of children’s literature in protecting cultural heritage from oblivion and adapting instructive means to the preferences of the digital generation. It emphasizes the importance of linking technology with cultural heritage to preserve it for future generations.

To address students’ challenges in business writing and bridge the gap between workplace demands and the skills of new professionals, this quasi-experimental study examined the effects of flipped-ARCS and face-to-face ARCS instruction on Pakistani undergraduate English as a Second Language (ESL) students’ business writing achievement and motivation in a business communication course. The findings indicated that the flipped-ARCS model was more effective in improving business writing, while face-to-face ARCS instruction better boosted students’ motivation, supporting the potential of innovative teaching strategies and providing valuable insights for educators and policymakers on integrating technology-based instructional methods into business writing education.

Introduction: Sports nutrition is critical for optimising athletes’ performance, recovery, and health. Despite its importance, significant gaps in knowledge, attitudes, and practices (KAP) among athletes often lead to suboptimal dietary habits and impaired energy balance. Sports nutrition education interventions have emerged as a promising strategy to address these deficiencies. This scoping review examined effectiveness of sports nutrition education programmes on KAP, eating behaviours, and energy availability among athletes from 2015 to 2024. Methods: A systematic search of PubMed, Google Scholar, and Scopus was conducted using relevant keywords. Out of 394 studies initially screened, 12 met inclusion criteria, comprising intervention-based study designs, including randomised-controlled trials, quasi-experimental studies, and pre-post studies. Studies were considered eligible if they involved athletes, incorporated a nutrition education component, and assessed at least one outcome related to KAP, eating behaviour, or energy availability. Results: Most studies reported significant improvements in nutrition knowledge, attitudes, and practices, accompanied by positive changes in dietary behaviours. Interventions delivered via classroom instruction, digital platforms, or blended methods demonstrated varying levels of effectiveness. Key findings included increased energy availability, better dietary adherence, and favourable changes in body composition. Variations in duration of intervention programme delivery and participant characteristics led to the wide range of outcomes observed. Conclusion: Sports nutrition education can improve athletes’ nutrition knowledge and encourage healthier dietary practices. These interventions may contribute to better energy management, improved health, and enhanced sports performance, although further research is needed to evaluate their long-term effectiveness across different athlete populations.

Learners' Willingness to Communicate (WTC) is widely recognized as a key indicator of success in language learning, as higher levels of WTC are associated with more effective and meaningful language use. This study investigates students' WTC in Arabic at An Nikmah Al-Islamiyah Islamic Boarding School in Phnom Penh, Cambodia, along with the factors that support and hinder its development. This area remains underexplored in non-Arab contexts involving Muslim minority populations. Employing a convergent parallel mixed-methods design, this study used a survey as the primary method, complemented by qualitative data from observations, interviews, and documentation, with thirty students participating. Quantitative data were analyzed using descriptive statistics, while qualitative data were examined through triangulation. The findings indicate that students' WTC in Classroom contexts was moderate (M = 2.45), whereas their WTC outside the Classroom was low (M = 2.00). Students were more willing to communicate in memorization-based tasks or when prompted by teachers, but showed limited engagement in spontaneous communicative situations. Supporting factors included high learning motivation, a supportive learning environment, and varied instructional methods. In contrast, inhibiting factors included limited facilities, mismatched teacher backgrounds, differences in students' proficiency levels, and minimal opportunities for Arabic practice outside the Classroom. The study concludes that enhancing WTC requires holistic, environment-based pedagogical interventions in Arabic language learning within non-Arab Muslim minority contexts, while also extending WTC research beyond its traditional focus on English language learning.

Emergency specialist nurses play a critical role in improving the quality of emergency care and enhancing patient satisfaction. In China, there is a growing need to systematically evaluate the training and deployment of these nurses to better inform educational and managerial policymaking. This cross-sectional study, conducted in Jiangsu Province between December 2021 and February 2022, sought to comprehensively investigate the training experiences and professional status of emergency specialist nurses. Specific objectives included: assessing perceptions of the training program, including curriculum design, faculty composition, and instructional methods; identifying post-training developments in core competencies and career trajectories; and exploring key challenges and support mechanisms in their current practice. A convenience sample of 567 certified nurses completed a structured questionnaire. Key findings revealed that 63.8% of participants called for the inclusion of experienced clinicians in the training faculty, while 72.5% identified nursing research and teaching as the most needed areas for reinforcement. Only 48.5% regarded online teaching as effective. Training coordination was primarily managed by head nurses (71.4%). Although participants reported substantial improvements in clinical, teaching, managerial, and research capabilities after training, 19.2% had moved to nonemergency departments. The study concludes that while the existing training framework is structurally sound, several areas require attention: online training formats need optimization, the quality of clinical teaching should be enhanced, and greater emphasis should be placed on scientific research training. Continuous professional development also remains essential. A key limitation of this study is its reliance on convenience sampling and self-reported data without instrument validation.

Mastery of Arabic vocabulary is a fundamental requirement that supports students’ abilities in listening, speaking, reading, and writing. However, many learners continue to struggle due to limited instructional variety and teacher-centered practices that reduce engagement and learning motivation. This issue is particularly evident among Grade XI students at MA PPM Tana Toraja, whose low vocabulary mastery negatively affects their ability to comprehend texts and use Arabic actively. While previous studies have emphasized the potential of cooperative learning strategies, limited empirical research focuses on the application of the Team Games Tournament (TGT) method in Arabic vocabulary instruction within boarding school contexts. To address this gap, the present study examines the effectiveness of the TGT method in enhancing students’ Arabic vocabulary mastery. Employing a pre-experimental one-group pre-test and post-test design, the study involved 17 students selected through purposive sampling. Data were collected using vocabulary tests, observation sheets, and student perception questionnaires, and analyzed through descriptive statistics, normality testing, and paired-samples t-test. The findings show a substantial improvement, with the mean score increasing from 47.06 on the pre-test to 84.41 on the post-test, and the t-test indicating a statistically significant difference (p < 0.001). These results demonstrate that the collaborative, game-oriented, and competitive elements of TGT effectively increase students’ motivation, participation, and vocabulary retention. Overall, the study concludes that the TGT method is an effective, engaging, and practical approach for improving students’ Arabic vocabulary mastery.

Many students struggle to master cardiovascular physiology due to the complex, dynamic nature of the subject and the cognitive demands of integrating theoretical concepts. Prior research suggests these difficulties are compounded by students' reliance on memorization, challenges in developing causal reasoning skills, and the inability to create accurate mental models of physiological processes. Traditional instructional methods often use static images and oversimplified animations that fail to convey the dynamic aspects of the cardiac cycle, further impeding conceptual understanding. These challenges may reduce students' confidence (self-efficacy) and contribute to attrition from health science career paths. A collaborative study was conducted utilizing visually realistic, interactive computer-based modules developed by the two participating universities. Data were collected across five consecutive semesters from 853 students enrolled in an undergraduate physiology course. Control data were obtained over two semesters using traditional lecture and laboratory instruction, while treatment data were collected over three semesters incorporating the interactive modules. Our aim was to determine if visually realistic, interactive computer-based modules would promote learning, knowledge retention, and improvement in students' self-efficacy and attitudes. While both groups demonstrated gains in content knowledge and positive shifts in attitudes, the treatment group exhibited improvements in confidence about concepts requiring higher-order reasoning and achieved greater learning gains across a broader range of topics. The interactive modules effectively enhanced students' self-efficacy and supported deeper conceptual understanding. These findings suggest integrating visually realistic, interactive modules into physiology instruction supports student learning and fosters greater confidence in mastering complex physiological concepts.