Interactive Educational Software Research Articles

STUDENTS’ KNOWLEDGE OF INTEGRATION OF GEOGEBRA IN LEARNING MATHEMATICS IN LOWER SECONDARY SCHOOLS IN UGANDA

The use of technology in the pedagogical process is growing at a phenomenal rate and has revolutionized the way students learn. As a result, there is a need for integrating technology into students’ mathematical activities. GeoGebra is a technology software that supports teaching and learning mathematics, especially geometry, algebra, and statistics. This study investigated the students’ knowledge of the integration of GeoGebra in learning mathematics in lower secondary schools in Wakiso District, Uganda. The study utilized quasi-experimental and cross-sectional designs with 42 senior two students in the experimental and 43 in the control group. Data were collected using pre-tests, post-tests, and questionnaires to identify the students’ difficult geometric concepts when learning mathematics, establish the impact of GeoGebra-based training on the students’ learning, and examine the relationship between students’ perceived ease of use of GeoGebra and its integration in learning mathematics. Independent samples t-test, Pearson's linear correlation, and descriptive statistics such as mean, standard deviation, percentages, and frequencies were employed to analyze the data. The study revealed that reflection on the Cartesian plane was the most abstract geometric concept to learn. The results further revealed a statistically significant mean difference between pre-test and post-test scores in favour of the experimental group after the intervention. Furthermore, a moderately significant positive linear correlation existed between students’ perceived ease of use of GeoGebra and its integration in learning reflection on the Cartesian plane. Therefore, the study recommends urgently training students to incorporate this interactive educational software into their mathematics learning.<p> </p><p><strong> Article visualizations:</strong></p><p><img src="/-counters-/soc/0871/a.php" alt="Hit counter" /></p>

Friends, Family, and Food: Development of a Food Allergy Intervention, F3-App, for Children.

Despite a marked increase in the prevalence of pediatric IgE-mediated food allergy (FA) in recent decades, there is a dearth of age-appropriate management education and support tools for youth with FA. The purpose of this report is to detail our methods for intervention design and refinement of an interactive educational software program for school-aged children with FA. Development of the "Friends, Family and Food Application (F3-App)" employed an iterative, user-centered design approach with input from children with FA, their caregivers, and other key experts. Phase 1 (Prototype Development/Pilot Evaluation) involved family input on key themes and educational messages, development of a prototype, and pilot testing. Phase 2 (Full F3-App Development/Open Trial) included refinement and expansion of the prototype per advisory panel and end-user recommendations, followed by an open trial with additional iterative refinement. Acceptability and credibility of the F3-App were rated highly by most participants. Relatively few technical challenges arose with F3-App installation or use. Follow up interviews with children and caregivers suggested that the F3-App was generally well-received, families found the content useful, and that it prompted family discussion about the child's FA management. User input is critical to developing family-friendly software to support management of pediatric chronic conditions. Interactive educational software can be a useful channel for children to practice skills and build confidence in disease self-management and to facilitate family communication regarding the stresses of FA management. ClinicalTrials.gov identifier: NCT05111938.

The Role of Contemporary Pedagogical Technology in ECE: A Systematic Literature Review

Early Childhood Education (PAUD) is a critical stage in a child's development that lays the foundation for lifelong learning and success. The use of technology in PAUD is effective for improving learning and development outcomes. Contemporary pedagogical technologies such as interactive media, mobile applications, and educational software have been identified as potential tools for improving the quality of ECD. This literature review aims to analyze efficacy of educational technology in boosting the learning and development of young children. In this literature review, the writers selected relevant and accurate studies from restricted academic sources such as Scopus and Crossref to gather research data, which were then categorized according to PRISMA criteria. The first search yielded 134 articles, which were then whittled down to 20 papers acceptable for closer examination. This study results reveal a lack of instructor competency in the use of technology among ECE classroom instructors, preventing educators from focusing on the use of technology in early childhood education. This is due to the fact that early childhood educators are less equipped for the theory and practice of modern educational technologies, such as learning software, mobile apps, and interactive media, which may increase the cognitive, linguistic, and social capacities of young children. In the meanwhile, educational technology may assist in bridging the learning gap between children with special needs and those without access to formal schooling.

The Role of ICT in Teaching and Learning Mathematics at College of Education: A Systematic Review

Integrating ICT in education has become increasingly popular. This systematic literature review explores the role of ICT in teaching and learning mathematics at the College of Education level. A comprehensive search was conducted using various academic databases, resulting in a final sample of 27 studies that met the inclusion criteria. The findings indicate that the use of ICT in mathematics education has positively impacted teaching and learning. The studies reviewed reported improved student engagement, motivation, and achievement in mathematics, as well as increased teacher effectiveness and confidence in their ability to teach mathematics. Regarding specific ICT tools and strategies, the studies reviewed suggest that interactive whiteboards, educational software, and online resources effectively enhance teaching and learning mathematics. However, the effective integration of ICT requires adequate infrastructure, professional development opportunities, and teacher support. This review highlights the potential benefits of integrating ICT into mathematics education at the College of Education level. Further research is to be conducted to investigate the most effective strategies for integrating ICT in mathematics education and to address the challenges associated with ICT implementation in educational settings. Keywords: Information and Communication Technology, Collaborative Learning, Community of Practice, Constructivism, Teaching and Learning. DOI: 10.7176/JEP/14-12-06 Publication date: April 30 th 2023

AI-eXplained (AI-X) [President’s Message

I have an exciting new development to report to you that has been a joint collaboration between CIS and IEEE staff teams across multiple OUs. Together, we are introducing to the IEEE a new type of article that is being labeled “immersive”. Our original foray into immersive articles will appear in this publication and have an educational orientation. We call the category AI-eXplained (AI-X). Essentially, educators who are building interactive educational software to teach aspects of computational and artificial intelligence can now find a peer reviewed venue for those efforts. This is so cool. A two page extended abstract will appear in both the printed and online versions of the magazine, but the magic happens inside Xplore. The “real” paper is viewed like a supplement and contains all of the immersive components to bring this material to life, allowing the reader to directly interact with the content. It’s much better to experience a concept than to read an explanation. Note the (purposeful) similarity of our name, AIX, to the popular research topic XAI (eXplainable AI). Even though both concern explaining, the difference is that the former is an educational enterprise while the latter is a research topic. The very first such manuscript is in this issue of CIM. The paper is titled “Choosing Representation, Mutation, and Crossover in Evolutionary Algorithms” by Alexander Dockhorn and Simon Lucas (who first posed the challenge to me for CIS to produce interactive articles). Please look at the abstract, but really have some fun trying to solve the 8-Queens problem and explore how one can do it through evolutionary computation in the immersive content. This paper went through a rigorous review process designed for such contributions and will have the same publication credentials as any other published manuscript in CIM

Impact of a Remote Monitoring Programme Including Lifestyle Education Software in Type 2 Diabetes: Results of the Educ@dom Randomised Multicentre Study.

IntroductionTelemonitoring in type 2 diabetes (T2D) is mainly based on glucose monitoring. A new type of connected device which routinely gathers data on weight, physical activity and food intake could improve patients’ diabetes control. The main aim of this study was to assess the efficacy of an at-home interventional programme incorporating such devices and lifestyle education software on diabetes control, i.e., change in HbA1c, compared to standard care.MethodsThis multicentre study randomly assigned 282 people with T2D to either a telemonitoring group (TMG) or a control group (CG) for a 1-year intervention period. While routine follow-up was maintained in the CG, TMG subjects were provided with interactive lifestyle educational software (with artificial intelligence algorithms) and connected objects (blood glucose meters, scales and actimeters) for use in their own homes and were remotely monitored by their diabetologists. Changes in HbA1c were compared between groups using a mixed linear model.ResultsThe mean HbA1c dropped from 7.8 ± 0.8% (62 mmol/mol) to 7.4 ± 1.0% (57 mmol/mol) in the TMG and from 7.8 ± 0.8% (62 mmol/mol) to 7.6 ± 1.0% (60 mmol/mol) in the CG, resulting in an intergroup difference of − 0.16 (p = 0.06) in favour of TMG, after adjustment for confounding factors. Within TMG, the decrease in HbA1c was greater in frequent users: − 0.23% (p = 0.03) in the case of connections to telemonitoring synthesis above the median and − 0.21% (p = 0.05) in the case of connections to tele-education software above the median compared to the CG. Significant weight loss was observed in the TMG but only in women (p = 0.01).FindingsThe EDUC@DOM telemonitoring and tele-education device did not highlight a significant decrease in HbA1c levels compared to routine management although a slight, albeit significant improvement in glycaemic control was observed in the frequent user subgroup as well as significant weight loss but only in women. A high level of satisfaction with the connected device was recorded amongst all participants.Trial RegistrationThis trial was registered in the Clinical Trials Database on September 27, 2013, under no. NCT01955031 and bears ID-RCB number 2013-A00391-44.

Designing an interactive educational software involving children as design partners

This paper describes a requirement study to design an interactive educational software for children. The study demonstrates the importance of involvement of children as design partners. Eleven (11) students aged 8 to 12 years from a local government school participated in the study. Educational softwares used in the study were three applications to help children learn mathematics. Observations and survey methods were used to evaluate fun, learning, and ease of use. We used Smileyometer and Fun Sorter as tools for the children to evaluate the applications. We found that the Fun Sorter was a better evaluation tool for children. Results of the study show that children were aware of their needs for learning. They were able to produce creative ideas in designing an educational software for learning mathematics. The children believe that educational software should mainly focus on learning, but at the same time it should be fun and exciting.

Designing an interactive educational software involving children as design partners

This paper describes a requirement study to design an interactive educational software for children. The study demonstrates the importance of involvement of children as design partners. Eleven (11) students aged 8 to 12 years from a local government school participated in the study. Educational softwares used in the study were three applications to help children learn mathematics. Observations and survey methods were used to evaluate fun, learning, and ease of use. We used Smileyometer and Fun Sorter as tools for the children to evaluate the applications. We found that the Fun Sorter was a better evaluation tool for children. Results of the study show that children were aware of their needs for learning. They were able to produce creative ideas in designing an educational software for learning mathematics. The children believe that educational software should mainly focus on learning, but at the same time it should be fun and exciting.

FOREIGN EXPERIENCE IN APPLYING DIGITAL TECHNOLOGY AT PRIMARY SCHOOL ENGLISH LESSONS

The article deals with the benefits of using digital technology during English lessons in primary school. The research is devoted to the problem of the use of digital technologies, describes some interactive methods, educational software, and Internet resources in the process of learning English within the primary sector. The growth of globalization of trade and the predominance of English in the media, particularly on the Internet, have been responsible for driving change in language education policy and there is a global trend towards introducing English language teaching into the primary sector. Over the last years, there has been a tremendous shift in the way that users integrate technology into their personal lives. These changes have taken time to filter down into primary education, but slowly teachers have realized the need to adapt their practice in order to reflect the changing nature of technological use in the wider world. The author explores the potential of audio recorders, video conferences, virtual worlds, interactive whiteboards, karaoke, mobile applications, and computer programs, in order to form language skills in students through authentic communication. The introduction of Web 2.0 network services in language education is one of the promising areas of informatization of the educational process, which helps foster a stable communication competence in students under the guidance of an experienced teacher. Innovative technologies can help teachers in a variety of ways, inside the young learner classroom, but also in the home environment and while learners are on the move. The use of educational technologies is very dependent on the instructional context and setting, and meets the individual needs of young learners. Therefore, it is difficult to imagine the modern foreign language teaching and learning without the integrated use of digital technologies in primary school. Creative primary teachers will always be able to see the potential for an idea and are particularly adapted to customising approaches to meet the individual needs of their learners. Digital technologies can be used to develop oral, reading and writing skills when learning a foreign language.

Percepcije studenata - budućih učitelja o primeni interaktivnog obrazovnog softvera u razrednoj nastavi

The Interactive Educational Software in Classroom Teaching (IESCT) represents computer programs used for the independent design of educational content that is to be acquired. The starting point of this research was the general assumption that IESCTs significantly contribute to the effectiveness of classroom teaching and the learning and participation of students in classes. The starting points were also the specific assumptions that the research would identify the components that indicate the most common contributions of IESCTs and that it would establish a significant difference in the estimates of the pre-service teachers regarding the contribution of the IESCTs relative to their academic achievement. To establish this, the research presented in this paper was conducted in the second half of 2019 on a sample of 83 pre-service primary school teachers at the Faculty of Education in Prizren (Republic of Serbia). The data were generated by the IESCT Scale (a = .912). The factor analysis identified two components that indicate the contribution of the IESCT: 1) the efficiency of teaching and 2) individuality in learning. The analysis of variance revealed that there was a significant difference in the estimates of the four groups of students, grouped according to their academic achievement. Based on the critical comparative analysis presented in the paper and the results of the empirical research, a proposal was given for introducing innovative approaches to classroom teaching in schools in the Republic of Serbia and for its implementation in accordance with innovative didactic and methodological models that include the use of interactive educational software in teaching.

Development and Efficacy of an Electronic, Culturally Adapted Lifestyle Counseling Tool for Improving Diabetes-Related Dietary Knowledge: Randomized Controlled Trial Among Ethnic Minority Adults With Type 2 Diabetes Mellitus.

BackgroundEthnic minority populations exhibit disproportionately high rates of type 2 diabetes mellitus (T2DM). Electronic health tools have the potential to facilitate the cultural adaptation and tailoring of T2DM education to improve the knowledge and management of diabetes mellitus (DM).ObjectiveThis study aimed (1) to develop an adaptable Interactive Lifestyle Assessment, Counseling, and Education (I-ACE) software to support dietitian-delivered lifestyle counseling among low-socioeconomic status (SES) ethnic minority patients with T2DM and (2) to evaluate its effect on DM-related dietary knowledge and management compared with standard lifestyle advice (SLA) in a randomized controlled trial (RCT).MethodsThe I-ACE software, developed in consultation with clinical dieticians, incorporates evidence-based dietary and physical activity (PA) recommendations and educational materials. The features and behavioral change techniques include quantitative lifestyle (dietary intake and PA) assessment and simulation, individually tailored education and recommendations, motivational interviewing, and goal setting. For the unblinded pilot RCT, 50 overweight or obese Arab adults (aged 40-62 years) with poorly controlled T2DM were recruited from primary care clinics and randomly assigned to receive 4 in-person, dietician-delivered counseling sessions over 6 months using either (1) the I-ACE tool (experimental arm) or (2) the SLA methods (comparison arm). All outcome assessments were face-to-face. DM-related dietary knowledge (primary outcome) was measured at baseline, 3, 6, and 12 months. Lifestyle and other parameters were measured before, during, and after the intervention. Multiple linear regression and repeated measures linear mixed models were used to compare the changes in study outcomes and explore time trends in between-group and within-group changes.ResultsA total of 25 participants were enrolled in each arm, of whom 24 and 21 completed the final assessment of the primary outcome in the I-ACE and SLA arms, respectively. DM-related lifestyle knowledge increased more rapidly in the I-ACE arm than in the SLA arm (P value for study arm×time interaction=.02). Within the I-ACE arm, the mean (SE) differences in added sugar and dietary fiber intakes from baseline to 12 months were −2.6% (SE 1.0%) of total energy (P=.03) and 2.7 (SE 0.0) g/1000 kcal (P=.003), respectively. The odds of engaging in any leisure PA at 12 months tended to be higher in the I-ACE arm versus SLA arm, but did not reach statistical significance (odds ratio 2.8; 95% CI 0.7-11.6; P=.16). Both arms exhibited significant reductions in HbA1c (P value for change over time <.001).ConclusionsThe use of the I-ACE software in a 6-month, 4-session dietician-delivered lifestyle counseling intervention improved the efficiency of lifestyle education, compared with SLA, among low-SES, ethnic minority patients with T2DM. This pilot trial provides justification for conducting a large-scale trial to evaluate its effectiveness and applicability in routine clinical care among ethnically diverse populations.Trial RegistrationClinicalTrials.gov NCT01858506; https://clinicaltrials.gov/ct2/show/NCT01858506.

Economic Evaluation and Systematic Review of Publicly Available Workers’ Compensation Practice Details and Mod Rate Calculators Applied to Upper Midwest Agriculture

ABSTRACTBackground: Agricultural employment is one of the most dangerous occupations in the United States. Workers’ compensation coverage requirements for agricultural work vary from state to state, and experience modifier rates (E-mods) affecting insurance premiums sometimes vary drastically across state lines and according to claim severities and farm sizes. We proposed to develop an interactive software application that would educate farmers on the impact of employee time loss on annual E-mod factor change specific to their geographic location and farm size.Methods: We conducted a comparative analysis of workers’ compensation formulations, including E-mods among Upper Midwestern states. We performed sensitivity analysis of the formulas to claim amount and payroll to highlight differences related to claim severity and to farm size.Results: The state to state variation and remarkable complexity of these formulas was confirmed. E-Mod factors are shown to increase substantially across states with both claim size and payroll, though are found to be similar across Wisconsin and Minnesota which were examined in detail.Conclusions: The findings confirm that creating a nationally applicable interactive educational software tool for farmers and ranchers to view hypothetical rate changes by inputting on-farm injury scenarios represents a significant challenge and that educational outreach coupled with the use of commercial software, especially as less costly options become available, may serve the role of minimizing misunderstandings by current producers as may other informational sources.

FORMING THE CONCEPT OF NATURAL NUMBERS AND THE ARTEMATIC ACTIVITIES THROUGH THEM WITH THE GCOMPRIS EDUCATIONAL SOFTWARE

The penetration of information and communication technologies in the educational process in primary school is a tendency and expected phenomenon. Gradually blackboards give way to interactive ones, and the static source of information - the textbook is replaced by interactive educational software. Educational software is one of the most preferred ICT in Mathematics Education. There are a number of software products aimed at deepening and enriching students' mathematical ideas. Most of them have a playful character and require the player to solve certain puzzles. Others are mathematical calculators and interactive screens to help compute certain numerical expressions. Others combine elements from the previous two categories, making them an accessible and attractive tool for learning mathematical knowledge. It is the GCopris educational software. It creates prerequisites for active absorption of the sewing for the numbers up to 10 in a fun and casual interactive environment.

Empirical evaluation of educational interactive systems

Educational software systems are usually highly interactive systems that needs to be evaluated from two different perspectives, first as interactive software, mainly using usability and accessibility approaches, and second as an educational product that needs to be evaluated from its learning impact. The empirical evaluation methods may be quantitative, with a more deductive reasoning, or qualitative, with a more inductive reasoning, oriented, however mixed approaches have been used extensively because they combine the both main methods with a more pragmatic knowledge focusing on knowing the consequences or solving problems. The empirical evaluation of interactive educational software due to its own characteristics requires a mixed approach typically. This special issue is devoted to identify, share and valorise best practices and experiences, with a very solid modelling background, that are focused on the empirical evaluation of educational interactive systems with a special emphasis on mixed quantitative and qualitative approaches.

The Effectiveness of Designing Interactive Educational Software to Develop Instructional Design Skills among Students Teachers at Al Baha University

The Effectiveness of Designing Interactive Educational Software to Develop Instructional Design Skills among Students Teachers at Al Baha University

The Interactive Whiteboard and Educational Software as an Addition to the Teaching Process

The Interactive Whiteboard and Educational Software as an Addition to the Teaching Process

TOOLS FOR INQUIRY-BASED LEARNING IN PRIMARY SCHOOL

Information technology and information literacy are becoming increasingly important in today's knowledge society. Many studies have shown that students from elementary school to graduate school do not have enough information literacy and skills in IT, therefore, there is a need for effective pedagogical approach that will develop these skills. One of the important step in this direction is the possibility of combining a collaborative teaching approach with inquiry-based learning to develop information literacy of elementary school students and IT skills. Based on existing theoretical framework, we believe that modern teaching technology should be used in early childhood. Children of primary school age explore and learn about the environment by using queries, and computer technologies offer available way to extend the domain and range of this request. A great number of interactive games and educational software packages have been implemented over the last decade for primary schools. However, a large number of software packages are not focused on inquiry-based learning. Examples of existing and hypothetical apps to research in early childhood presented in this article. Problems and future research directions are also identified and discussed. DOI: https://doi.org/10.28925/2414-0325.2017.3.4354

Interactive educational software for teaching water distribution networks design

ABSTRACTThis paper presents an educational software focused on teaching the design process of water distribution networks to Municipal Engineering students and Environmental Engineering students. This software has been developed using Delphi 7.0. And it is divided into four sections: (1) interactive drawing tools for developing the topology model of a water distribution network, (2) effective management of different kinds of data related to water distribution networks, (3) hydraulic analysis for designing a water distribution system in operational conditions when varying the parameter values, and (4) AutoCAD interface files produced to help students draw the design scheme. This software has become a very useful tool for undergraduate students in compliment to the theoretical classes or alone, as a self‐study tool. © 2016 Wiley Periodicals, Inc. Comput Appl Eng Educ 24:615–628, 2016; View this article online at wileyonlinelibrary.com/journal/cae; DOI 10.1002/cae.21736

Effect of Nutritional Intervention on Food Choices of French Students in Middle School Cafeterias, Using an Interactive Educational Software Program (Nutri-Advice)

ObjectiveTo evaluate the impact of interactive Nutri-Advice kiosks on children's nutritional skills and their ability to apply it to food choices in a middle school cafeteria menu (food choice competencies). DesignQuasi-experimental design; pre/post-test. SettingFreestanding interactive computer terminals (kiosks) were installed in three middle schools in Toulouse, France. ParticipantsA total of 580 children were enrolled into the study (mean age, 13 ± 1 years). InterventionEach child's physiological profile was stored in a personal barcode card. During 1 school year, once a day, each child could access the kiosk with this card, trying to find the most balanced meal according to his or her profile and the food available on the cafeteria menu. Main Outcome MeasuresChildren's food choice competency changes and body mass index z-score were evaluated. AnalysisSignificance of change in food choice competencies (postintervention vs baseline) was examined using paired t test. ResultsAcross the study, children chose significantly less cheese and pastry or desserts, and significantly more starchy food and dairy, and tended to choose fruits and vegetables more often. Body mass index z-score decreased significantly during the period. Conclusions and ImplicationsPersonalized nutrition counseling through an interactive device has the potential to improve the food choice competencies of children.

Application of a color education software to improve color aptitude

The ability to handle colors smoothly and consciously may be vital to professionals in various fields, including engineers specializing in architecture or design. Education in sciences related to colors and a developed color aptitude are essential. In our experience, many secondary school graduates in Hungary exhibit inadequate competence and need to be trained in both fields by college instructors, thereby laying the foundations for their future professional work. In our paper, we introduce a computer-based method to teach color theory using a self-developed interactive educational software. We also demonstrate the results of a test measuring the efficiency of the software. Our method was shown to be capable of familiarizing students with the basic fields of visual computing, e.g. graphics and image processing.