Interactive E-learning Research Articles

The Innovation of Arabic Teaching Material Development in the Digital Era at Al-Fityan School Gowa IT High School

In facing the ever-evolving digital era, the development of Arabic teaching materials at Al-Fityan School Gowa IT High School requires innovations that are able to meet the needs of modern and effective learning. This article discusses various innovations applied in the development of Arabic teaching materials, ranging from the integration of multimedia technology to the utilization of interactive e-learning platforms. The main purpose of these innovations is to improve learning effectiveness, expand accessibility, and support students' various learning styles. Using qualitative research method through case study design, this article analyzes the implementation of digital technology in Arabic teaching materials at Al-Fityan School Gowa IT High School. Data were obtained through semi-structured in-depth interviews and analyzed with three stages of Miles and Huberman's qualitative data analysis technique: data reduction, data presentation and conclusion drawing. The results showed that the use of mobile applications, learning videos and other digital aids significantly increased students' interest and understanding of Arabic. The article also identifies challenges faced, including limited infrastructure and teacher readiness. Recommendations are given for the continued development of adaptive and inclusive digital teaching materials, in order to create a more dynamic and effective Arabic learning experience in this digital era.

Introduction to Interactive Video-Based E-Learning to Improve Critical Thinking Skills in Vocational High School Students

This Community Service (PKM) activity aims to introduce interactive video-based e-learning to improve critical thinking skills in Vocational High School (SMK) students. Critical thinking skills are essential in facing the challenges of the world of work, especially for vocational school graduates. This activity was conducted online through the Zoom application, involving vocational school teachers as the main participants. The training focuses on using interactive videos as a learning medium that integrates interactive elements such as reflective questions, simulations, and problem-solving tasks to stimulate active student engagement. The evaluation was carried out through pre-test and post-test tests that showed a significant improvement in students' critical thinking skills, with an average post-test score of 80, an increase from 65 in the pre-test. In addition, a survey of teachers showed that 85% of participants benefited from using interactive videos to make learning more engaging and effective. However, some challenges related to internet infrastructure and students' technical ability to access video were identified. As a solution, materials are also provided offline. The results of this activity show that interactive video-based e-learning effectively improves the critical thinking skills of vocational school students. Hopefully, this method can be adapted more widely in the context of vocational education and contribute to developing the quality of education in Indonesia.

Simulation of interaction E-learning mode in political courses based on virtual reality and digital entertainment environment

E-learning is a social network learning method that greatly promotes the dissemination of knowledge. Students can use mobile network terminals for video learning and also share their learning materials, making the learning process interactive and entertaining. This article is based on virtual reality technology and studies the effectiveness of the interactive E-learning mode for political courses in the digital entertainment environment. This online teaching method benefits students and teachers a lot with its unique advantages, and is unanimously favored by experts and scholars. These courses not only provide students with a comprehensive understanding of Marxism, but also help them develop a correct world outlook, values, and ethics. Meanwhile, in the current digital technology environment, interactive online learning has the characteristics of virtualization and entertainment. Students can comment on social hot topics and share their favorite content through various media platforms. The results indicate that the application of artificial intelligence and virtual reality technology in the interactive e-learning mode of political networks has important advantages.

An examination of nursing students’ performance in and Satisfaction with a Patient Safety E-Learning Module

BackgroundThe knowledge nursing students acquire during their undergraduate degree influences the quality of patient care they provide for many years to come. However, previous studies indicate that students may have a limited understanding of core patient safety concepts. ObjectivesThe objectives of this study were to (i) examine nursing students’ performance in an interactive patient safety e-learning module titled ‘One shift, four patients … a day in the life of a new graduate nurse’; and (ii) explore students’ level of satisfaction with the module using the Satisfaction with the Patient Safety E-Learning Module scale. DesignA cross-sectional design was used with students’ knowledge and levels of satisfaction examined using descriptive statistics. Setting and participantsIn total, 1038 third-year undergraduate nursing students from 22 Australian universities attempted the module. ResultsThe mean correct score was 74%, but there were significant differences in knowledge levels evident across the four activities that comprised the module. Participants achieved the highest mean score in Activity 2 (Predicting, monitoring, and responding to adverse events [79%]) and the lowest in Activity 3 (Clinical reasoning [66%]). The mean score for Activity 1 (Infection control and medication safety) was 74%, and for Activity 4 (Cultural competence), the score was 77%.The level of student satisfaction with the module was high with responses to each survey item exceeding 4.0 out of 5.0. The Cronbach’s alpha for the satisfaction scale was 0.99, and the Content Validity Index was >0.9. ConclusionsUniversities are responsible for preparing nursing students to become safe clinicians. The results from this study indicate that participants’ overall level of knowledge of key patient safety concepts was adequate. However, as knowledge is the foundation for safe practice, these results suggest that further attention to imbedding patient safety in nursing curricula is required.

Augmented Reality in Elementary Education: System Architecture for Implementing an Interactive and Immersive E-Learning Application

Early childhood language acquisition is crucial, but complex scripts such as Bengali present challenges. BIPLOB, an Android-based augmented reality (AR) application, seeks to revolutionize language learning by introducing interactive 3D models and meticulously recorded audio pronunciations. Targeting both engagement and accuracy, BIPLOB addresses issues encountered by traditional methods. Its optimized workflow offers a replicable framework for future AR-based language learning applications, especially for complex scripts. BIPLOB paves the way for immersive and effective early language acquisition through the transformative power of AR technology.

The usability and user experience of an interactive e-learning platform to empower older adults when using electronic personal health records: an online intervention study

The usability and user experience of an interactive e-learning platform to empower older adults when using electronic personal health records: an online intervention study

Improving Science Literacy Skills through Interactive Physics E-Learning for students at Lapandewa High School

Improving Science Literacy Skills through Interactive Physics E-Learning for students at Lapandewa High School

Resident-as-Teacher: Can It Be Done With an E-Learning Module?

Background Resident-as-teacher initiatives are traditionally specialty-specific and performed in-person, limiting ability to disseminate essential teaching skills to all residents. Objective The aim of this study was to develop, implement, and evaluate a resident-as-teacher interactive e-learning module on growth mindset and coaching. Methods The module was designed and implemented between August 2022 and March 2023. It was distributed to postgraduate year (PGY) 1 residents in all specialties at a large academic institution. Completion rates, Likert ratings, and answers to 2 open-ended questions were used for assessment. Descriptive statistics and 1-way analysis of variance with Sîdák correction for multiple comparisons were performed on Likert ratings. Responses to open-ended questions were evaluated using content analysis. Results The module was completed by all 277 PGY-1 residents (100%), with the evaluation completed by 276 of 277 (99.6%) residents. Mean rating of the module's relevance to the role of resident teacher was 4.06±0.90 (5-point Likert scale), with general surgery residents rating the module less favorably compared to all specialties (3.28±1.06; P<.01; 95% CI 0.26-1.30). Open-ended comments revealed that residents most liked the delivery of relevant teaching strategies and the interactive design of the module. The most common area for suggested improvement was the addition of content such as teaching in challenging situations. Time needed for design, implementation, and evaluation was 80 hours total. Conclusions An e-learning module offers an interactive platform for teaching skills and was found to be an acceptable method of instruction for residents.

Improving Education in Programming via Interactive E-Learning Ecosystems

Improving Education in Programming via Interactive E-Learning Ecosystems

Digital media and interactive E-learning application in art teaching process based on big data platform

Digital media art integrates multiple fields such as art teaching, computer graphics, and AI. With the application of new computer technologies such as artificial intelligence, serving art education through network technology has become increasingly popular. This article studies the application of digital media and interactive E-learning based on big data platforms in the process of art teaching.It can facilitate the sharing of educational resources, enable collaborative learning, and support the development of new educational models that are more efficient and effective. By analyzing the needs of students for mobile learning and personalization, this article adopts data storage algorithms and their improved algorithms as a method to improve the electronic learning system, thereby achieving the digital and networked development of art education and providing a new model for the e-learning teaching mode of art courses.

Research on the effectiveness of interactive e-learning mode based on artificial intelligence in English learning

E-learning, as a part of social networking services, can effectively improve the effectiveness of teaching. At the same time, in the process of knowledge dissemination, digital entertainment models can also enhance students’ interest in learning. This article analyzes the effectiveness of interactive E-Learning mode based on artificial intelligence in English learning research. The semantics of English are relatively rich, and the same meaning can be expressed using different words or expressions. By calculating the similarity of sentences, students can understand the connections and differences between different expressions. Students can master the diversity and flexibility of word meanings by comparing different sentences, thereby improving their vocabulary and expression ability. By combining word vectors with semantic similarity, we can better measure the similarity between sentences, thereby improving the efficiency and accuracy of natural language processing. We validated the effectiveness and feasibility of our model by demonstrating its ability to distinguish polysemy and its performance on word similarity datasets in experiments.

The CKD-DETECT V2.0 study: A randomised controlled trial evaluating the effectiveness of an infographic poster compared with an e-learning program on general practice nurses’ knowledge and learning efficiency about chronic kidney disease risk factors and best practice screening procedures

Aims and objectivesTo evaluate: (a) the effectiveness of an infographic poster compared with an e-learning program on general practice nurses’ knowledge about chronic kidney disease risk factors and best practice screening procedures and (b) the effectiveness of an infographic poster compared with an e-learning program on general practice nurses’ learning time and learning efficiency. BackgroundThe screening and early detection of chronic kidney disease is essential in reducing its burden on the health system and those affected by it. General practice nurses are well-positioned to assist in its early detection. DesignParallel-group, single-blinded, pre-post interventional randomised control design. MethodThis study was reported in accordance with the Consolidated Standards of Reporting Trials (CONSORT). Participants were registered or enrolled nurses working in general practice settings across Australia. The intervention group (n = 173) received an infographic poster about chronic kidney disease risk factors and best practice screening procedures, whereas the control group (n = 170) received an interactive e-learning program. Data were collected using an 8-item pre-post knowledge evaluation instrument. Time spent learning were collected through a self-reported log and a login/logout method. ResultsThe overall intervention effect demonstrated no statistical significance in knowledge scores from the baseline scores between the intervention and control group. The intervention group demonstrated higher learning efficiency in comparison to the control group. ConclusionThe study demonstrated an infographic poster is as effective as an e-learning program on improving knowledge scores. However, in comparison to an e-learning program, an infographic poster is a more efficient way of learning. Relevance to clinical practiceInfographic posters can be an efficient educational modality to enhance healthcare professionals’ knowledge and could be used as public health campaigns in clinical settings to educate the community.

P080 Supporting shared decision-making about osteoporosis medicines: Combining multiple methods to develop the prototype iFraP intervention

Abstract Background/Aims Shared decision-making (SDM) is a joint process in which a person and healthcare professional work together to reach decisions about care. The iFraP (Improving uptake of Fracture Prevention drug treatments) intervention comprises computerised decision aid (DA), Fracture Liaison Service (FLS) clinician training package, and information resources to support SDM about osteoporosis medicines. This abstract details our multi-method approach to develop this intervention. Methods Intervention development was underpinned by the Medical Research Council guidelines for development of complex interventions. Four studies guided intervention prototype development, including (1) an evidence synthesis of existing osteoporosis DAs to examine quality and effectiveness; (2) a review of patient information about osteoporosis to evaluate quality and optimal language for talking about osteoporosis; (3) a Delphi consensus survey with patients, carers, and health professionals to gain consensus on intervention content, informed by an evidence review of relevant clinical guidelines and behavioural theories; (4) and focus groups and interviews with patients recently attending FLS, FLS clinicians and general practitioners (GPs) to explore current FLS practice, and barriers and facilitators to change. Expert stakeholders and public contributors informed each sub-study. Results Studies one and two informed design of the iFraP computerised DA. Evidence reviews of existing osteoporosis DAs and patient information found that they did not meet patient needs and identified poor readability, variable quality, and unbalanced and confusing content. Public contributors preferred DAs which were individualised, and together with expert stakeholders, supported the development of understandable explanations of osteoporosis and osteoporosis medicines to include in iFraP resources. Study three identified essential components of the FLS consultation which directly informed DA content. Study four identified the need for complementary iFraP information resources, training, and potential barriers to iFraP DA use. Patients expressed that they did not feel adequately prepared for their FLS consultation, leading to the development of an enhanced leaflet to accompany their FLS appointment letter. Patients, FLS clinicians, and GPs all expressed the need for a patient-friendly individualised summary of the FLS consultation, to facilitate consistent information across services and reinforce FLS messaging. This finding informed development of the iFraP Bone Health Record, an individualised, easy-read PDF print-out of the iFraP DA. FLS clinicians identified training needs relating to communicating risk, involving patients in decisions and clinical decision-making. Barriers to use included concerns that the DA would increase consultation duration, and that SDM may undermine their goal to facilitate medicine adherence. Identified barriers to use and training needs informed the content and delivery of the interactive eLearning and role play session, with consideration of theoretically-informed behaviour change techniques. Conclusion The iFraP complex intervention development work demonstrates the use of multiple methods to develop an evidence-based and theoretically-driven intervention in-preparation for testing. Disclosure L. Bullock: None. J. Fleming: None. E.M. Clark: None. S. Leyland: None. S. Thomas: Grants/research support; ST owns Prescribing Decision Support Ltd that developed the iFraP decision aid. C. Gidlow: None. T.W. O'Neill: Grants/research support; TON is supported by the NIHR Manchester Biomedical Research Centre. C.P. Iglesias-Urrutia: None. A. Hawarden: Grants/research support; AH is funded by a Versus Arthritis Clinical Research Fellowship (reference 22726). F. Manning: None. J. Protheroe: None. J. Lefroy: None. S. Ryan: None. R. Horne: None. C.D. Mallen: Grants/research support; CM is funded by the NIHR Applied Research Collaboration West Midlands and the NIHR School for Primary Care Research. C. Jinks: Grants/research support; CJ is part funded by NIHR Applied Research Collaboration (ARC) West Midlands. Z. Paskins: Consultancies; ZP has received consultancy fees from UCB Pharma. Grants/research support; ZP is funded by the National Institute for Health Research (NIHR) [Clinician Scientist Award (CS-2018-18-ST2-010)/NIHR Academy].

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.

UTILIZATION OF DIGITAL-BASED LEARNING MEDIA IN THE INDEPENDENT CURRICULUM IN ELEMENTARY SCHOOLS

The utilization of digital-based learning media in elementary schools is becoming increasingly important in supporting the implementation of the Free Curriculum. Digital media such as interactive multimedia, e-learning, instructional videos, augmented reality (AR), and virtual reality (VR) have the potential to enhance active student participation, facilitate contextual and meaningful learning, and develop 21st-century skills. However, its implementation faces challenges such as limited technological infrastructure, educator skill shortages, lack of quality content, and insufficient stakeholder support. This research deeply examines the utilization of digital-based learning media in the Free Curriculum at Indonesian elementary schools, identifies influencing factors, and proposes optimization strategies. The method used is a literature review by analyzing and synthesizing information from relevant literature sources. The research results show that optimizing the utilization of digital media requires a comprehensive approach, including infrastructure development, educator training, provision of quality content, stakeholder collaboration, supportive policies, adequate funding, and the implementation of best practices. This research contributes to the development of effective implementation strategies to support the use of digital media in elementary school learning and to achieve the goals of the Free Curriculum in creating meaningful learning processes and developing 21st-century skills.

Design and Implementation of an Extranet Web Application for Collaborative Education at the Faculty of Sciences and Techniques – Comoros

This paper presents an interactive e-learning web platform for the Faculty of Sciences and Techniques, University of Comoros. This Extranet application replaces the manual Excel processing during session examination by proposing a fully automated programming application. The proposed platform helps to minimize errors that occur when using Excel manipulation, students’ interaction with the department, and waiting time before a response. The application leads also to a centralization of the results after deliberation and students can consult their detailed results over the different islands without having to come back to the campus. For the security of the developed platform, we used the well-known efficient agile method that allows us to facilitate task management during the process. The full platform was designed using the UML, and the implementation was done under object-oriented programming. The system was built using PHP, HTML, CSS, Symfony, JavaScript, and MySQL. For the Extranet considerations, all users are given a non-modifiable username and a unique password to access the application. During the testing period, the administration service was able to accept student requests such as reports and attestation, and scores claiming and students were automatically notified of the evolution of their requests.

Preliminary analysis of the melanoma multimedia educational program for general practitioners on behalf of the Italian Melanoma Intergroup.

According to the National Oncological Plan 2023-2027 on the importance of multidisciplinary and interactive e-learning training, the Italian Melanoma Intergroup (IMI) has developed MelaMEd (Melanoma Multimedia Education), a national project for general practitioners (GPs) on the prevention and detection of cutaneous melanoma through an online platform and an online course. MelaMEd enables participants to i) recognize skin lesions that require specialist dermatological assessment, ii) select patients at high risk of melanoma and iii) be informed of the diagnosis and treatment pathway of patients with melanoma. A free online platform and online course were developed and launched in June 2022. Before starting the course, enrolled participants fill out a pre-training questionnaire concerning the basic knowledge of the disease and the recognition and management of suspicious lesions. After the course, participants will fill out the same questionnaire again. The online course will end in December 2023. Here we present a preliminary analysis of the pre-training results (January 2023-July 2023). The data have been analyzed descriptively. So far, five healthcare centers have participated in the project for a total of 1320 participants. Of these, 298 compiled the pre-training questionnaire. Forty-seven percent of them were aged <40 years. Respondents were almost divided between GPs (47%) and resident GPs (48%). Among the theoretical questions, the ABCDE rule and ugly duckling sign are well known (96% and 91% of correct answers, respectively), but a lower percentage (68%) of respondents knows the EFG rule for the recognition of nodular melanomas and the statement of Breslow thickness (29%). Regarding the series of clinical images of pigmented skin lesions and their management, the percentages rate of accuracy varied from 33% to 87%: melanoma (5 cases) ranges from 36% to 71%, melanocytic nevi (3 cases) from 33% to 84%, whereas the percentages rate of referral for dermatological evaluation varied from 44% to 99%. Melanoma cases referred to dermatologist ranges from 67% to 99%. This preliminary analysis on pre-train-ing questionnaire mainly showed a lack of knowledge of the two major points of melanoma diagnosis (EFG) and management (Breslow thickness), as well as a low rate of participants. We will compare the proportions of correct answers to the questionnaires before and after the course once available.

Developing online communication training to request donation for vascularized composite allotransplantation (VCA): improving performance to match new US organ donation targets.

Approaching families of dying or newly deceased patients to donate organs requires specialized knowledge and a mastery of relational communication. As the transplantation field has progressed, Donation Professionals (DPs) are also leading conversations with family decision makers (FDMs) about the donation of uncommon anatomical gifts, such as face, hands, genitalia, referred to as Vascularized Composite Allotransplants (VCA) without much training or experience. To address the need for training, we adapted and beta tested an evidenced-based communication training program for donation discussions to VCA requests. The overarching goal of Communicating Effectively about Donation for Vascularized Composite Allotransplantation (CEaD-VCA) is to increase the number of VCA authorizations and to improve the socioemotional outcomes of FDMs. We developed CEaD-VCA, an online, on-demand training program based on the previously tested, evidenced-based communication skills training program designed to train DPs to have conversations about solid organ donation. The training was modified utilizing data from a national telephone survey with DPs and results of 6 focus groups conducted with members of the general public. The survey and focus groups assessed knowledge, attitudes, and barriers to VCA donation. The training was shaped by a partnership with a leading industry partner, the Gift of Life Institute.™ RESULTS: Using the results as a guide, the existing CEaD training program, consisting of interactive eLearning modules, was adapted to include technical information about VCA, foundational communication skills, and two interactive example VCA donation request scenarios to facilitate active learning. Forty-two DPs from two partner Organ Procurement Organizations (OPOs) participated in the beta test of CEaD-VCA. Pre- and post-test surveys assessed the impact of the training. The training was scored highly by DPs in effectiveness and ease of use. This project created a standardized, accessible, and comprehensive training for DPs to communicate about VCA donation. CEaD-VCA is an example of how to develop a communication skills training for difficult conversations utilizing input from stakeholders, guided by communication theory. It also demonstrates how gaps in communication skills during medical education can be filled utilizing advanced online Learning Management Systems. The training specifically addresses new CMS rules concerning OPO performance metrics.

Developing Interactive Multimedia-based E-Learning to Teach Reading

Teaching phenomenon during Covid-19 Pandemic demanded teacher used platforms for online learning. Teaching via online learning caused students' learning motivation decreases. Students were passive during learning. Based on school regulations, teachers can only use two platforms for online learning, namely, Google Class Room and WhatsApp. Teachers were not allowed to upload files that were too large so that it would burden the students, and the types of files that can be sent on the two platforms were also very limited. The aims of the study are to identify students’ need for learning and develop appropriate interactive multimedia-based e-learning to teach reading. This was Research and Development study which employed ADDIE Design. The study was conducted for the tenth-grade students of SMAN 3 Bantul. The result showed the target needs most of the students choose to master English and can read English text with good pronunciation are their goals. The learning needs as determined by the needs analysis are divided into input, planning, methods, the role of the teacher, and environment. In addition, Interactive learning multimedia developed using ADDIE in the form of Microsoft PowerPoint. The menus consisted of Home Page, Main Menu, and Extras Menu. The mean score for the content aspect was 3.86 and the media aspect was 3.625 which both were categorized as “very good”. The mean of the implementation and interview to the students’ response is 87.75/100 points. In conclusion, interactive multimedia is appropriate and feasible in teaching and learning reading.

Development and implementation of sexual and gender minority curriculum for advanced practice nursing: A feasibility study.

To explore the feasibility of development and implementation of an educational intervention addressing sexual and gender minority healthcare issues; examine recruitment processes and instrument appropriateness. Non-randomized feasibility study. The educational intervention was developed and implemented in family nurse practitioner courses with data collection from August through December 2022. Clinical preparedness, attitudinal awareness and basic knowledge were measured using the lesbian, gay, bisexual and transgender Development of Clinical Skills Scale. Development and implementation of the intervention was feasible but will require amendment before progressing to the pilot study. Clinical preparedness and basic knowledge increased post-intervention, but attitudinal awareness did not improve. Recruitment did not achieve the desired sample size. Instrument internal consistency reliability was confirmed. Feasibility was established but will require amendment prior to the pilot study. To prepare nurses and nurse practitioners to care for sexual and gender minority patients. This study addressed the feasibility of developing and implementing a sexual and gender minority healthcare education using an e-Learning platform. Findings confirm that the intervention was feasible but will require amendment. The intervention increased knowledge and clinical preparedness in caring for this population, but recruitment was challenging. This research will impact nurses, nurse practitioners and nurse educators. The authors adhered to the relevant EQUATOR guidelines. The Consolidated Standards of Reporting Trials guideline extension for reporting randomized and feasibility guidelines were used. Sexual and gender minority community members contributed to the intervention development. WHAT DOES THIS PAPER CONTRIBUTE TO THE WIDER GLOBAL CLINICAL COMMUNITY?: The feasibility of using interactive e-learning educational resources to provide sexual and gender minority healthcare curriculum. Evidence to support the use of the Lesbian, Gay, Bisexual, and Transgender Development of Clinical Skills Scale to measure learning outcomes. This study was not prospectively registered because it was an educational intervention involving graduate student nurses and did not assess clinical outcomes of patients.