Interactive Educational Tool Research Articles

Exploring the impact of multiple stressors on cultural and ecological values: A case study from Te Rerenga Parāoa (Whangārei Harbour), Aotearoa New Zealand

Estuarine systems often have degraded ecology and functioning due to the multiple interacting stressors that they face. While conventional management might address such a situation with narrow focus, ecosystem based management provides a more holistic and adaptive option allowing for multiple objectives and values. Such an approach has some commonality with that of the Indigenous Māori of New Zealand, who have holistic, interconnected and intergenerational aspirations. In this study we utilised Te-Rerenga-Parāoa, Whangārei Harbour, Aotearoa New Zealand as a case study to explore how ecological and Māori knowledge systems and approaches may align to address complex multi-stressor and multi-value scenarios common to estuarine systems. To achieve this we co-developed a Bayesian network heuristic modelling tool which provided a probabilistic framework to consider the relationship between stressors and the outcome states for ecological function and cultural values. The process of model development itself was a rewarding exercise of joint learning. For example, this process illustrated that while western ecological values can focus on endpoints such as abundance, cultural values were more diverse, experiential in nature, with value often centred on a cultural practise being enabled, not just the ecological component the value was connected to. Once the model was developed we considered three specific scenarios relating to harbour dredging, environmental degradation from land use changes, and fishery extraction. Model predictions for these scenarios generally matched expectations, but were generic in nature and could therefore benefit from more specificity relating to aspects such as spatial scale and context around cultural interpretation. Overall, the model demonstrated generic utility as an interactive educational tool for resource managers considering the broader impacts (on ecology and cultural values) of major societal challenges.

The Comparative Performance of Large Language Models on the Hand Surgery Self-Assessment Examination.

Generative artificial intelligence (AI) models have emerged as capable of producing human-like responses and have showcased their potential in general medical specialties. This study explores the performance of AI systems on the American Society for Surgery of the Hand (ASSH) Self-Assessment Exams (SAE). ChatGPT 4.0 and Bing AI were evaluated on a set of multiple-choice questions drawn from the ASSH SAE online question bank spanning 5 years (2019-2023). Each system was evaluated with 999 questions. Images and video links were inserted into question prompts to allow for complete AI interpretation. The performance of both systems was standardized using the May 2023 version of ChatGPT 4.0 and Microsoft Bing AI, both of which had web browsing and image capabilities. ChatGPT 4.0 scored an average of 66.5% on the ASSH questions. Bing AI scored higher, with an average of 75.3%. Bing AI outperformed ChatGPT 4.0 by an average of 8.8%. As a benchmark, a minimum passing score of 50% was required for continuing medical education credit. Both ChatGPT 4.0 and Bing AI had poorer performance on video-type and image-type questions on analysis of variance testing. Responses from both models contained elements from sources such as PubMed, Journal of Hand Surgery, and American Academy of Orthopedic Surgeons. ChatGPT 4.0 with browsing and Bing AI can both be anticipated to achieve passing scores on the ASSH SAE. Generative AI, with its ability to provide logical responses and literature citations, presents a convincing argument for use as an interactive learning aid and educational tool.

Assessment of the Need for Designing an Interactive Educational Tool on Exophytic Lesions of the Oral Mucosa.

Introduction This study sought to evaluate the necessity of creating an interactive educational resource for instructing dental students on oral exophytic lesions. It also aimed to determine the validity and reliability of a questionnaire designed to assess the quality of educational software tailored to these lesions. Materials and methods This descriptive cross-sectional study involved 102 dental students from Mashhad University of Medical Sciences, Iran, who had completed the theoretical course on oral exophytic lesions. A paper questionnaire, including 23 items, assessed their clinical knowledge, the efficacy and limitations of existing educational resources, and the need for interactive electronic courseware (e-courseware). The questionnaire's validity and reliability were evaluated through expert feedback and statistical measures (intraclass correlation coefficient (ICC) and Cronbach's alpha). Results Students' answers to the seven items about evaluating their clinical diagnosis knowledge of oral exophytic lesions were between four and five items correct on average. This finding indicated that students' overall skill in diagnosing exophytic lesions was poor to moderate.The study highlighted a moderate level of self-assessed clinical ability in diagnosing oral exophytic lesions among students (62.7%), with a preference for textbooks and color atlases as primary information sources. The disadvantages of existing electronic resources were noted, alongside a strong student consensus (88.23%) on the need for interactive e-courseware featuring comprehensive, visually engaging content for differential diagnosis education. The reliability and validity analyses of the questionnaire underscored its appropriateness for assessing educational needs. In this regard, ICC for the usability of scientific context, training ability, and interaction was 0.92, 0.73, and 0.82, respectively. Also, Cronbach's alpha score was at 0.90. Conclusion The research underscores a significant gap in dental students' knowledge and diagnostic skills regarding oral exophytic lesions. It emphasizes the critical need for an innovative, interactive educational tool that aligns with contemporary students' digital learning preferences. The envisioned e-courseware would facilitate self-learning and address current resources' limitations, potentially transforming dental education by enhancing clinical diagnostic skills through accessible, effective, and engaging digital content.

An Arduino-based interactive tool for pain education: a pilot study

An Arduino-based interactive tool for pain education: a pilot study

Kids Exploring Streets: An Interactive Educational Tool for Road Safety

Kids Exploring Streets: An Interactive Educational Tool for Road Safety

Enhancing Higher-Order Thinking Skills in Early Childhood Through APE Puzzle Hopscotch: A Quasi-Experimental Study

This study examines the influence of APE puzzle hopscotch on higher-order thinking skills (HOTS) in children aged 4-6 years at PAUD IT ADAR Kalasan DIY. Employing a quasi-experimental design, the research included an experimental group receiving the APE puzzle hopscotch intervention and a control group without any intervention. Over four months, pretest and posttest assessments were conducted to evaluate HOTS in both groups. The research instruments measured indicators across analysis (C4), evaluation (C5), and creation (C6). Results revealed significant enhancements in the experimental group’s HOTS, with N-Gain scores showing moderate effectiveness. Statistical tests confirmed the intervention's impact, demonstrating significant differences in post-test scores between the experimental and control groups (p < 0.05). The findings suggest that APE puzzle hopscotch effectively stimulates cognitive development in early childhood. Despite limitations such as a small sample size and short study duration, the study underscores the potential of interactive educational tools in enhancing critical thinking and problem-solving skills. Implications for educational practice include the integration of engaging tools into curricula to foster HOTS. Future research should address the current study's limitations, validate the findings across different settings, and explore the effects on other developmental areas. Additionally, longitudinal studies could provide deeper insights into the long-term benefits of such educational tools. This research contributes to the ongoing discourse on the importance of innovative teaching strategies in early childhood education, emphasizing the role of interactive play in cognitive growth.

Enhancing lyceum physics education with LAB Disc technology: a comparative study

The present study explores the impact of LAB Disc technology on enhancing physics education among gifted ninth-grade students in lyceums. The study employed a quasi-experimental design to examine students’ academic performance and engagement levels in two groups: an experimental group that utilised LAB Discs and a control group that received conventional physics education. To ensure comparability in baseline understanding of the subject, each group consisted of 30 ninth-grade students who were selected based on their academic prowess and enthusiasm for physics. The utilisation of LAB Discs, versatile devices equipped with diverse sensors for instantaneous data gathering and examination, was designed to offer a more engaging and experiential learning encounter. The study’s methodology employed a combination of quantitative and qualitative data collection techniques, including tests, surveys, interviews, and classroom observations. The impact of LAB Disc technology on students’ learning outcomes was assessed using an independent t-test and boxplot visualisation. The results demonstrated a statistically significant enhancement in ninth-grade students’ comprehension and involvement when utilising LAB Disc technology, as evidenced by a t-statistic of 6.522 and a p-value of less than 0.001. The boxplot analysis validated that students in the experimental group exhibited a superior median score and demonstrated greater consistency in their performance. The results emphasise the capacity of interactive educational tools, like LAB Discs, to enhance cognitive abilities and establish a more captivating learning atmosphere in physics classes at the lyceum level.

Text-to-3D Non-Deformable Animation: A Proof-of-Concept System using Natural Language Descriptions

The ability to generate 3D animations from natural language descriptions has significant potential in various fields, including entertainment, education, and computer-aided design. This research paper presents a novel proof-of-concept system that transforms text prompts into complete and simple 3D animations. The system architecture comprises two main components: extraction and scene creation. In the extraction phase, a transformer model identifies the necessary objects from the text prompt, generates their geometric representations as vertices and edges, and creates a script describing the animations. The scene creation phase involves constructing the 3D objects, adding them to the scene, and rendering the animation based on the generated script. The implementation details, including the technologies and tools used, code snippets, and challenges faced, are thoroughly discussed. Qualitative and quantitative evaluations are conducted to assess the system's performance, highlighting its strengths and limitations compared to existing text-to-animation approaches. Potential applications of the proposed system are explored, ranging from rapid prototyping of 3D animations to interactive storytelling and educational tools. Furthermore, future research directions, such as improving scalability, generalization, and real-world deployment, are outlined. The research presented in this paper contributes to the emerging field of text-to-animation generation and paves the way for further advancements in transforming natural language descriptions into engaging and immersive 3D experiences.

Examining the Effectiveness of Interactive Webtoons for Premature Birth Prevention: Protocol for a Randomized Controlled Trial.

Premature birth poses significant health challenges globally, impacting infants, families, and society. Despite recognition of its contributing factors, efforts to reduce its incidence have seen limited success. A notable gap exists in the awareness among women of childbearing age (WCA) regarding both the risks of premature birth and the preventative measures they can take. Research suggests that enhancing health beliefs and self-management efficacy in WCA could foster preventive health behaviors. Interactive webtoons offer an innovative, cost-effective avenue for delivering engaging, accessible health education aimed at preventing premature birth. This protocol describes a randomized controlled trial to assess the effectiveness and feasibility of a novel, self-guided, web-based intervention-Pregnancy Story I Didn't Know in Interactive Webtoon Series (PSIDK-iWebtoons)-designed to enhance self-management efficacy and promote behaviors preventing premature birth in WCA. Using an explanatory sequential mixed methods design, this study first conducts a quantitative analysis followed by a qualitative inquiry to evaluate outcomes and feasibility. Participants are randomly assigned to 2 groups: one accessing the PSIDK-iWebtoons and the other receiving Pregnancy Story I Didn't Know in Text-Based Information (PSIDK-Texts) over 3 weeks. We measure primary efficacy through the self-management self-efficacy scale for premature birth prevention (PBP), alongside secondary outcomes including perceptions of susceptibility, severity, benefits, and barriers based on the health belief model for PBP and PBP intention. Additional participant-reported outcomes are assessed at baseline, the postintervention time point, and the 4-week follow-up. The feasibility of the intervention is assessed after the end of the 3-week intervention period. Outcome analysis uses repeated measures ANOVA for quantitative data, while qualitative data are explored through content analysis of interviews with 30 participants. The study received funding in June 2021 and institutional review board approval in October 2023. Both the PSIDK-iWebtoons and PSIDK-Texts interventions have been developed and pilot-tested from July to November 2023, with the main phase of quantitative data collection running from November 2023 to March 2024. Qualitative data collection commenced in February 2024 and will conclude in May 2024. Ongoing analyses include process evaluation and data interpretation. This trial will lay foundational insights into the nexus of interactive web-based interventions and the improvement of knowledge and practices related to PBP among WCA. By demonstrating the efficacy and feasibility of a web-based, interactive educational tool, this study will contribute essential evidence to the discourse on accessible and scientifically robust digital platforms. Positive findings will underscore the importance of such interventions in fostering preventive health behaviors, thereby supporting community-wide efforts to mitigate the risk of premature births through informed self-management practices. Korea Disease Control and Prevention Agency (KDCA) KCT0008931; https://cris.nih.go.kr/cris/search/detailSearch.do?seq=25857. DERR1-10.2196/58326.

Development of an Interactive Digital Learning Media “E-MIREDOKS” on Redox Reaction Material

This study aims to develop and evaluate the feasibility of E-MIREDOKS (Redox Reaction Interactive E-Module) as a digital and interactive learning tool for teaching redox reactions in chemistry. The research methodology employed is the Research and Development approach developed by Sukmadinata, which involves three main stages: preliminary study, media development, and media testing, culminating in a limited-scale trial. This methodology was chosen due to its alignment with the goal of developing a learning tool. The validity of the developed medium was assessed using validity sheets, pretest and posttest sheets, student feedback, and observation sheets. The medium was found to be feasible based on its content and construct validity, with validity percentages of 85.56% and 85.93% respectively, falling within the category of exceptionally valid. The effectiveness of the medium was evaluated through a comparison of pretest and posttest scores, resulting in a sig.(2-tailed) value of 0.00 < 0.05 (α), indicating a significant difference in mean scores between the pretest and posttest. Out of 36 students, 31 achieved individual learning accuracy, while 86.11% attained classical learning accuracy. The practicality of the medium was assessed using student feedback, which yielded a percentage of 92.63%, and observations of student behavior, which scored 96.67%, both falling within the category of exceptionally practical. These findings provide evidence that E-MIREDOKS can serve as an effective digital and interactive learning tool for chemistry education.

Using the interactive software FossilSketch to teach micropaleontology to undergraduate students

Micropaleontology is a critical tool for determining the ages of geologic records, reconstructing ancient environments, and monitoring modern ecosystem health. However, most students are not exposed to micropaleontology in their college coursework. To enable non-expert instructors to integrate microfossil identification training in their undergraduate courses, we developed FossilSketch, an interactive web-based educational tool that introduces students to the basics of micropaleontology and guides students through a scaffolded learning experience that develops microfossil identification skills. Here we test the impact of FossilSketch on students’ ability to learn micropaleontology skills, such as identification of microfossils to genus level and basics of fossil data analysis, using data on students’ performance and survey responses collected in an undergraduate paleontology course for geology majors at a large public university. A total of 112 students took part in this study. Analysis of classroom assessments showed that junior and senior geology majors who used FossilSketch were better able to understand the process of microfossil identification, recognize morphological characteristics, and achieve a correct identification than those who did not use FossilSketch. Students who used FossilSketch needed to ask the teaching assistant fewer questions and felt better prepared for specimen-based work than students who did not use FossilSketch. These results suggest that FossilSketch improves students’ understanding of the microfossil identification process.

Determinants of Financial Literacy

Determinants of Financial Literacy

Development of Mobile App as an Educational Tool for Understanding Nanomedicine

Nanomedicine, an emerging field at the intersection of nanotechnology and medicine, holds great promise for revolutionizing healthcare by enabling targeted diagnostics and treatments at the molecular level. However, due to its complex nature, understanding nanomedicine concepts and applications can be challenging for healthcare professionals, researchers, and the general public. To bridge this knowledge gap and promote awareness, a mobile application was developed to enhance the understanding of nanomedicine, and named it "MyNanoRia". The MyNanoRia was developed by initially designing suitable content, compiling information and creating the apps using Unity platform, specifically for the Android operating system. The MyNanoRia provides users with readily available knowledge about nanomedicine's concepts, methods, and applications as an interactive educational tool. Specific facets of nanotechnology, nanomedicine, nanomaterials, and cancer are covered in this app. MyNanoRia also includes definitions for particular keywords. This app's creation required consulting and validation by subject-matter specialists, such as chemists, biologists, and medical scientists. The development of MyNanoRia is challenging since nanotechnology is a multidiscipline topic that indeed emphasizes scientific understanding, but the intended users are those who know little to nothing about it. Creating the MyNanoRia app for understanding nanomedicine seeks to close the knowledge and awareness gap between science and the general public, enabling researchers, healthcare professionals, and the general public to fully value nanotechnology's potential in healthcare.

Role of ehealth literacy, learning styles, and patterns of web-based e-content access for seeking health information among dental university students in Vadodara, India.

Individual's learning style, ehealth literacy, and preferred web-based e-content and channel to access information determines how one makes sense of health information on the Internet. Understanding these dynamics will help design suitable e-contents and choose appropriate channels for effective health communication. To assess the relationship between ehealth literacy, learning styles, and web-based e-content accessed for receiving health information among dental college students in Vadodara, India. A cross-sectional questionnaire study was conducted among all consenting Undergraduate Students (UGs), interns, and Postgraduate Students (PGs) of a dental college in Vadodara, India, from July to August 2022. The questionnaire used to collect data included questions on general information, eHealth literacy scale (eHEALS), Visual Auditory Reading/Writing Kinaesthetic (VARK) Questionnaire, and preferences of web-based e-content for receiving health information. Completely filled questionnaires were subject to statistical analysis: descriptive (means and percentages) and inferential (analysis of variance tests and odds ratio). 285 out of 380 students filled out the questionnaires completely (75% response rate). All reported using Internet for receiving health information. Majority preferred textual ehealth message (71%) and access websites (80%). Students were quadmodal (98.%) and trimodal (2%) learners who learned predominantly through kinaesthetic methods (46%). Mean eHEALS score of the group was 30.27 ± 3.41. There was a statistically significant association between preference for sharing channels and being a kinaesthetic learner (OR = 1.6; P = 0.04). Participants were multi-modal, predominantly kinaesthetic learners. The association between the preference for video-sharing channels and being kinaesthetic learner suggests the need and scope for demonstrative and interactive video-based health educational tools, with the endorsement of health authorities based on health policy.

Barcamps or unconferences as an emerging paradigm in medical education: Insights from a pilot and feasibility mixed methods study.

Medical education is experiencing a paradigm shift towards more interactive and collaborative pedagogical approaches. Barcamps, also known as unconferences, offer an interactive, participant-driven learning approach. This study aims to evaluate the feasibility of using barcamps as an educational model in medical education. Furthermore, the possibility of establishing barcamps in medical education as a pedagogical tool is discussed. The study integrates two evaluations to achieve a multifaceted understanding: a pilot study conducted in 2022 and a subsequent feasibility study in 2023. Participation in the barcamps and their evaluations was voluntary. We combined quantitative data, primarily from post-event evaluations, and qualitative data from open-ended survey questions. These methods were designed to capture a broad range of participant experiences and perceptions. The pilot study in 2022 included 11 participants and produced a response rate for the evaluations. The feasibility study in 2023 had 34 participants but a lower evaluation response rate of 53%. Both barcamps were generally positively evaluated by the participants, indicating a high level of satisfaction and perceived value. Regarding the active participation of participants, the wide range of presented topics highlights the adaptability and flexibility of the barcamp model. Attendees at the pilot mentioned a significantly higher previous experience with barcamps. The study suggests that barcamps are generally well received as an interactive and collaborative educational tool in medical education, reflected by high participant evaluation scores. The wide range of topics presented and discussed indicates that barcamps can accommodate diverse educational needs and interests. However, the study also identified areas for improvement, most notably in the structure of topic plans and the overall learning environment. Finally, the principals for barcamps might adapt to other educational methods by adding more interaction, choice, collaboration, communication, critical thinking, creativity, and caring to the learning process.

Design and Development of Numflex Application for Number System Learning: A DDR Approach with Fuzzy Delphi Method

This study presents the design and development of the NumFlex App, an interactive educational tool aimed at improving students’ understanding of number system conversions (binary, octal, decimal, hexadecimal) in secondary schools. The objective was to obtain expert agreement and views on the app’s content, interaction, and interface design. Using the Fuzzy Delphi Method (FDM) and a 7-point Likert scale, responses were collected from seven experts in various fields of education. The data were analyzed using triangular fuzzy numbers, and the ranking of each variable was determined through the defuzzification process. The study followed a Design and Development Research (DDR) methodology, starting with a Nominal Group Technique (NGT) to identify learning challenges. The findings demonstrated 100% expert consensus, with key elements such as content clarity (defuzzification value 0.95714) and interface design (defuzzification value 0.97143) ranked highest. The results confirm that NumFlex successfully integrates clear, pedagogically sound content with intuitive interactive features, making it an effective learning tool. Future research should focus on expanding the app to additional platforms and exploring its integration into the Malaysian national curriculum through collaboration with the Ministry of Education Malaysia (KPM) to broaden its educational impact.

Contribution to PID and PIDA Interactive Educational Tools

The paper presents a simple educational tool that can be used for teaching basic concepts of PID and PIDA control. In the case of PID controller, its 3 basic forms are available: standard, parallel and series. The developed application is available via web browser and does not need any additional installation. The user can interact with the tool by choosing any non delayed linear dynamical system and by setting controller parameters. A comparison of the results from the performed simulation experiments is also available.

How Well Did ChatGPT Perform in Answering Questions on Different Topics in Gross Anatomy?

The burgeoning interest in leveraging ChatGPT within the medical field underscores the necessity for a comprehensive understanding of its capabilities and limitations, particularly in the context of medical assessments and examinations. The model possesses a unique aptitude for addressing queries related to medical student exams, thereby serving as an invaluable resource for academic support. Its advanced natural language processing capabilities empower it to comprehend the intricacies of medical terminology, enabling it to provide nuanced and contextually relevant responses. This study aimed to quantitatively evaluate ChatGPT performance in answering Multiple Choice Questions (MCQs) related to the different topics in Gross Anatomy course for medical students. The research conducted for this study was focused on a comprehensive examination of ChatGPT (GPT-3.5) capabilities in answering 325 MCQs designed in USMLE style, arranged in 7 different sets related to specific topics. These questions were selected from Gross Anatomy course exam database for medical students and reviewed by three independent experts. The results of 5 successive attempts to answer each set of questions by Chat-GPT were evaluated based on accuracy, relevance, and comprehensiveness. The ChatGPT provided accurate answers to 44.1% ± 8.2% of questions. Accordingly, to our data, ChatGPT is answering much better on MCQs from Back material (58.4%), following Head and Neck (48.8%) and Pelvis (45.6%), and performing not so well in questions of Thorax (37.6%) and Upper limb (36.4%). ChatGPT is struggling in answering questions about blood supply and innervation of the specific organs. ChatGPT stands out as a promising and interactive educational tool, particularly for students engaged in the study of anatomy. Its distinctive ability to not only provide informative responses but also engage students in a conversational manner is highly commendable. This quality has the potential to enhance student engagement and foster curiosity, creating a dynamic learning experience. However, it’s crucial to acknowledge that ChatGPT’s current level of comprehension and interpretative abilities may not meet the demanding standards required for practical applications in the medical education domain. Its performance in challenging examinations like medical college exams and health licensing exams might need to catch up to expectations.

Exploring the Potential of Twine Fiction as an Interactive Learning Tool for Literature Education: A Case Study of Girish Karnad's Naga-Mandala

Twine fiction is a digital genre of literature that allows for multiple paths through a narrative, with readers choosing their own adventure as they click through links and explore different threads. By using the latest type of hypertext (twine) as an interactive model in narrating a text, readers can engage with the story in a way that is more immersive and interactive than traditional linear narratives. The paper aims to explore the use of Twine Fiction platform as an interactive model in narrating a text. It also tries to investigate the ways in which it can be used to help students engage with and learn from literature in new ways. This paper aims to examine the potential of twine fiction as a tool for educators to engage students with literature in new and innovative ways. Girish Karnad’s text ‘Naga-Mandala’ has been opted for this reference as to illustrate the interactive learning materials that provide students with a more engaging and meaningful reading experience. This is particularly relevant in the digital age, where students are increasingly accustomed to interactive and multimedia forms. By using hypertext (twine fiction) to teach literature, educators can create materials that are both fun and challenging, engaging students in critical thinking and analysis. Hypertext can also be used to teach literary elements, such as point of view, theme, and symbolism, by allowing students to explore different paths through the narrative and draw connections between different threads. The paper further argues that a traditional text converted into twine fiction has the potential to revolutionize the way that literature is taught and learned.

Students' Satisfaction Regarding the Application of Crossword Puzzles During the Online Teaching Practice of Medical Physiology: A Promising Experience During the COVID-19 Pandemic.

The coronavirus has hit the world and has led to substantial changes in all aspects of life. One of the important affected aspects is the teaching and learning process. Most of the learning authorities including King Abdulaziz University, Rabigh branch, have shifted to distant and online learning to avoid social contact and spreading the viral infection.Creating an interesting and interactive environment via online learning became necessary to attract the students' attention and sharing in the online sessions was, therefore, crucial. Crossword puzzles were created using an online tool. A questionnaire that assesses the satisfaction of the students regarding the application of the online puzzle was built and medical education experts did the content validity. Lectures were given online via the blackboard ultra-collaborate system followed by a brief session for solving the crossword puzzle. Students were given five minutes to think and prepare their answers and then they solved the puzzle via the chat window and the teacher corrected them.The questionnaire was sent to students in a Google form. Statistical analysis was followed using SPSS software. No major gender differences in students' satisfaction levels. 75.7% strongly agreed that games are an interesting and enthusiastic method in physiology education. 78.4% strongly agreed that games are an effective tool of communication between the teacher and students. 70.3% strongly agreed: crossword puzzle is an interesting interactive online educational tool. 64.9% strongly agreed that puzzles helped them to memorize the definitions and terminologies in physiology. 78.4% strongly agreed that crossword puzzles are a good addition to the educational practice of physiology. The crossword puzzle is considered a good tool for promoting an interesting, interactive online educational practice. The presence of no major gender difference in the students' satisfaction regarding this tool casts light on the importance of interactive, enjoyable, and creative teaching practice particularly during the stigmata of epidemics.