Interactive Exercises Research Articles

Analysis of different factors on dental students' perception of a flipped classroom model: A 6-year follow-up study.

To evaluate different factors affecting two different cohorts of dental students' perceptions with the flipped classroom (FC) model in a preclinical dental course over six years. In 2016 (cohort #1) and 2022 (cohort #2), second-year dental students participated in FC model in a preclinical dental course consisting of pre-class recorded videos and lectures along with classroom interactive exercises. Students then completed an anonymous pen-and-paper survey evaluating three factors influencing students' overall study experience with the FC model. Survey responses from cohort #1 and cohort #2 were compared to assess the effect of generation, student demographics and COVID-19 pandemic on students' perceptions. When asked to rate the FC experience out of 5, the mean ratings of cohort #1 and cohort #2 were 4.3 (±0.9) and 4.0 (±0.8), respectively. Cohort #2 preferred viewing slides and videos prior to class and had a higher agreement that pre-class course materials were beneficial to class preparation. Conversely, cohort #1 had a higher agreement that in-class discussion and exercises helped them to learn course content. From cohort #2, 88.6% of males and 71.6% of females preferred the FC approach over traditional lecture. Both cohorts reported positively with the FC model of teaching. Cohort #2 had higher positive reports with the pre-class work and cohort #1 had a higher positive report with in-class work. Course design should reflect the students' points of view and learning perspectives with careful consideration of the student population in the classroom.

Home-Based, Low-Intensity, Gamification-Based, Interactive Physical-Cognitive Training for Older Adults Using the ADDIE Model: Design, Development, and Evaluation of User Experience.

Declines in physical and cognitive function are natural biological processes, leading to an increased risk of falls. Promising evidence suggests that combined physical-cognitive exercise has beneficial effects in improving both physical and cognitive health. Although moderate-to-high exercise intensity is commonly recommended, it might be impractical for older adults facing physical limitations or contraindications. Thus, low-intensity exercise is a viable option. The main barriers to engaging in exercise in older adults include transportation, time, motivation, and enjoyment. To overcome these challenges, a home-based, gamification-based training system may provide an effective approach to enhance exercise adherence. This study aimed to develop and evaluate the usability of a low-intensity, gamification-based, interactive physical-cognitive exercise for older adults in a home-based setting. The prototype of a game-based physical-cognitive exercise was created following the ADDIE model (analysis, design, development, implementation, and evaluation) and assessed for user experience in older adults. A total of 15 older adults engaged in the game-based physical-cognitive exercise at home for 60 minutes per day, 3 days per week, for 4 weeks. The usability of the game-based training system was evaluated using the system usability scale (SUS) after completion of a 4-week training program. As for satisfaction, the 8-item Physical Activity Enjoyment Scale (PACES) questionnaire was used to assess participants' enjoyment level after 1 week and 4 weeks of training. Descriptive statistics were used to illustrate the SUS score. A Wilcoxon signed-rank test was used to compare the PACES scores between the first week and the end of the 4-week period, with significance set at P<.05. As for experts' consensus, the game-based training consisted of 3 games: Ocean Diver, Road Runner, and Moving and Memorizing. The games had 3 levels of difficulty: beginner, intermediate, and advanced. A computer vision-based system was selected as the delivery platform for a home setting. The total SUS score for all participants was mean 87.22 (SD 5.76), indicating the user's perception of the usability of a system ranging from good to excellent. At the end of the 4-week training, the total PACES score was significantly greater than the first week, suggesting an improvement in enjoyment (first week: mean 44.93, SD 3.99 vs fourth week: mean 50.53, SD 4.70; P=.001). The prototype of low-intensity, gamification-based, interactive physical-cognitive training was designed and developed using the ADDIE model, which included both experts and end users in the process. The findings showed that the exergame prototype was a usable and practical approach for a home-based setting, enhancing older adults' enjoyment and motivation. Further research is warranted to determine the effectiveness of such gamification-based training in promoting physical and cognitive functions.

Artificial Intelligence Assistance and Cognitive Abilities: Harnessing AI-Assisted Heuristic Methods for Transitioning from Critical to Creative Thinking in English Language Learning

Transitioning from critical to creative thinking is an essential component of English language learning, fostering problem-solving abilities, innovative idea generation, and effective communication skills. Purpose. This study examines the potential of AI-assisted heuristic methods in facilitating this cognitive shift. Methodology. Three distinct AI-driven approaches are investigated: adaptive learning systems, intelligent tutoring, and data-driven feedback. A mixed-methods approach is employed to evaluate the effectiveness of the AI-assisted heuristic methods and learners' experiences during the intervention. The study involves 60 participants, divided into three groups of 20, each exposed to one of the three AI-driven methods. English language learning resources, including reading passages, audio recordings, and interactive exercises, are integrated with the AI-assisted techniques. The 8-week intervention commences with a pre-test assessing participants' initial critical and creative thinking skills. Post-tests and surveys are administered following the intervention to measure cognitive development and gather feedback on learners' experiences. Results. Results demonstrate significant improvements in problem-solving and originality of idea generation among participants. Furthermore, learners report positive experiences and recognize the value of AI-driven approaches in personalizing learning and promoting cognitive growth. However, challenges such as technological barriers and teacher training needs are highlighted. The current research underscores the potential of AI-assisted heuristic methods in English language learning, offering valuable insights into effective teaching strategies, learning tools, and platforms. Conclusion. Findings contribute to the development of innovative interventions supporting learners in acquiring essential thinking skills amidst rapid technological advancements, ultimately empowering them to succeed in today's interconnected and knowledge-driven world.

Goal-Setting, Active Practice, Self-Monitoring: a Web-Based System to Improve Programming Proficiency

Mastering programming fundamentals poses a significant challenge for students, especially in demanding higher education environments. This pilot study investigates the effectiveness of a web-based system, SoftwareSkills, designed to enhance programming proficiency among second-year bachelor students. SoftwareSkills leverages, active practice, and self-monitoring to support programming practice. Thirty-six students (n=36) participated in a quasi-experimental design, divided into independent exploration and instructional session groups. User interaction data, exercise performance, and behavioural patterns were analysed. The study revealed four distinct learning strategies: reviewing skill masteries, dedicating sufficient time to each question, striving for mastery, and adapting spaced practice. However, some students exhibited rapid responses and minimal practice, suggesting a need for deeper learning strategies. These findings highlight the suitability of self-regulated learning and deliberate practice in programming education. Future work will involve first and second-year programming students and integrate AI-driven personalised learning features to optimise the learning experience. This research contributes insights into effective practices and the potential of technology-aided learning to support student success in programming education.

Kochkarova Elmira Rashidovn

This paper discusses the key features and benefits of using interactive methods in teachingadverbs in Russian. Interactive learning approaches, such as group discussions, role-playing, languagegames, and digital tools, enhance students' engagement and comprehension by creating a dynamic andparticipatory classroom environment. The study examines how these methods can facilitate betterunderstanding and retention of adverbial usage in the Russian language, particularly in differentiatingtypes of adverbs and mastering their syntactic roles. The paper also explores the use of technology-basedtools to provide real-time feedback, making the learning process more personalized and efficient. Thepractical implementation of interactive exercises promotes active participation and fosters a collaborativelearning atmosphere, which is essential for mastering the nuances of adverbs in Russian.

"I never thought of it as payment": Qualitative evaluation of workshops with advanced practice registered nurses on pharmaceutical industry payment reporting.

With the expansion of professional autonomy and prescriptive authority of advanced practice registered nurses (APRNs), interactions with industry are under greater scrutiny. As of July 1, 2021, pharmaceutical and medical device companies must publicly report all payments to APRNs through the Centers for Medicare and Medicaid Services' Open Payments website. To gauge APRNs' familiarity with, and perceptions of the Open Payments database and discuss whether and how APRNs should respond. Virtual workshops consisting of a didactic presentation and interactive exercises with APRNs recruited through professional networks, associations, and conferences. Transcripts were analyzed using a qualitative interpretive approach, grounded in an everyday ethics theoretical framework. Thirty-six APRN clinicians, students, and faculty participated in nine workshops. Seeing sponsored meals reported in Open Payments as "payments" prompted participants to see familiar interactions in a new way. Participants valued the enhanced transparency as a way to identify risks of bias but were concerned that reporting might undermine public trust in APRNs. Emphasizing awareness as a precursor to action, participants desired greater preparation for ensuring independence in practice. The importance of tackling the ethical issues associated with industry interactions is heightened within the context of an existing climate of distrust within health care. However, many participants were concerned about the effects of transparency on public trust rather than how APRNs individually or collectively can be more trustworthy. Open Payments can serve as a useful tool to catalyze broader conversations about ethics, integrity in decision making, and health policy advocacy.

The Impact of Language and Social Communication on the Sense of Belonging among International Students Using ScLINGO Application

The UK's Higher Education landscape embraces global diversity, with the country ranking second as a destination for international students. However, limited research attention has been given to understanding the challenges faced by these students, particularly regarding language proficiency and cultural adaptation, which affect their sense of belonging. This study aims to address these challenges by investigating the impact of ScLINGO, a web-based gaming platform, on enhancing language skills and fostering social integration among international students, including those studying to become health professionals. Drawing on existing literature, the study seeks to fill this gap and promote sociocultural adaptation through a digital gamified language-learning tool. ScLINGO offers personalized bingo cards and interactive language exercises to familiarize players with everyday phrases and enhance language proficiency, encouraging both independent learning and collaborative interaction. The study navigates through three phases of game development, informed by insights and feedback from practitioners, students, and technology developers. By promoting cross-cultural competence and communication, the study aims to create a more inclusive higher education environment. ScLINGO's pilot phase addresses the rationale behind the game, building-up phases, and stakeholder feedback, anticipating its role in addressing cross-cultural maladjustment and facilitating effective support mechanisms for international students. Ultimately, the findings aim to contribute to the development

Improving community understanding of cascading effects of critical infrastructure service failure: An experimental interactive learning process

Effective disaster preparedness relies on the community's understanding of hazards and risks, emphasizing the need to address cascading effects from critical infrastructure failures due to natural hazards. Understanding cascading effects in communities facing multiple hazards is crucial due to the increasing complexity of critical infrastructure (CI) services. Limited awareness can amplify vulnerabilities and socioeconomic losses, and thus capacity building at the community level is essential for reducing hazard risks. This study utilized an interactive learning process (ILP), a participatory approach to engage the community in sharing experiences and building coping capacity for cascading effects. ILP was facilitated through facilitator-learner interaction and participatory exercises, aided by visualisation tools that enriched the learning experience of participants. The use of visualisation tools in ILP simplified comprehension of intricate interdependencies, helping participants to brainstorm and think critically to explore potential solutions. We explore the effectiveness of three visualisation tools that support the ILPs in improving community understanding of the cascading effects. Through experimentation and comparison, insights are gained into how learners engage with different ILPs and their impact on overall learning outcomes. The study concluded by selecting the visualisation tool supporting ILP that was effective in fostering engagement, improving understanding, and promoting knowledge retention.

EFL TEACHING IN INDONESIA ELEMENTARY SCHOOL: INSIGHTS INTO GENERATION Z

With an emphasis on the needs of students in Generation Z, this study investigates the English instruction methods used at Elementary School in Indonesia. This study examines the materials and approaches utilized to successfully teach English, which is becoming increasingly important in today's globalized society. To further understand instructional strategies and student involvement, the study incorporates observations from classrooms as well as instructor interviews. The study, which was divided into two stages, featured observations of The teacher's class and an interview with her. The need for more participatory teaching techniques, a lack of resources, and constrained learning time are among the major issues that have been noted. The school uses the Cambridge curriculum, but it also takes Indonesia's Merdeka curriculum into account. It suggests incorporating more interactive exercises, such as games, to maintain students' interest. The results emphasize how crucial it is to modify teaching strategies to fit the demands of contemporary students and provide a welcoming environment where English can be learned successfully.

РОЗРОБЛЕННЯ МОБІЛЬНОГО ДОДАТКУ ДЛЯ ВИВЧЕННЯ ІНОЗЕМНИХ МОВ З ВИКОРИСТАННЯМ МАШИННОГО НАВЧАННЯ

Recently, Ukrainians, especially those who have suddenly found themselves abroad, have faced the need to learn different languages. Each language is associated with the culture of a country, so by learning it, a person not only gets a communication tool, but also immerses himself in the life and customs of the country. Knowledge of foreign languages opens up opportunities for both study and work outside of Ukraine. The growing popularity of mobile devices and the availability of high-speed Internet make mobile language learning apps increasingly popular and effective tools. The purpose of this work is to investigate the possibility of using machine learning algorithms to create a mobile application for learning a foreign language. The ML Kit SDK was used to create a mobile application with a wide range of functions. In the context of learning a foreign language, ML Kit SDK is used to recognize and process speech, translate text, and identify the most important words or phrases in a text, parts of speech, nouns, verbs, adjectives, etc. The mobile application allows you to create unique and personalized settings for each user based on their personal data and preferences. The application offers users a wide range of features in the form of interactive exercises, personalization, progress tracking, and offline support. The software product helps users memorize new vocabulary faster and easier when learning a foreign language. The app is available on mobile devices, making it convenient to use anywhere and anytime. The target audience is people learning a foreign language, students, professionals who need foreign language vocabulary for work, etc. The mobile application can also be useful for foreign language teachers looking for innovative and effective methods of teaching their students.

Application of Interactive Psychological Exercises for Psychological Rehabilitation of Combatants

Aim. Military operations in Ukraine have caused signs of mental trauma in the combatants. Such individuals need active psychological rehabilitation involving effective methods. One of them is the use of interactive psychological simulators that help to rethink one’s perception of reality and oneself in it, learn new types of behaviour. The aim is to identify the effectiveness of using interactive psychological simulators in improving the psycho-emotional state of combatants. Methods. The following methods were employed during the diagnostics: Diagnosis of Psychological Safety of a Person (DPSP-88), Lemur-Tessier-Fillion Psychological Stress Measure (PSM25), Beck’s Depression Inventory (BDI), Taylor Manifest Anxiety Scale (TMAS). Descriptive statistics and Student’s t-test were applied for statistical processing. Results. The study proved that the use of an interactive psychological simulator by combatants increased their Psychological Safety Index (t = 8.42; p≤0.001), reduced stress (t = 4.39; p≤0.001), depression (t = 5, 14; p≤0.001), and anxiety (t = 5.43; p≤0.001). This makes it possible to expand the range of psychological rehabilitation of combatants through the introduction of psychological simulators. Conclusion. The obtained results are important for psychologists and rehabilitators, as they prove the effectiveness of the use of psychological simulators in the psychological rehabilitation of combatants. This can improve the process of psychological recovery of the military, contribute to their social and psychological adaptation, resocialisation. Based on the obtained results, it is planned to expand the possibilities of using psychological simulators in the rehabilitation of combatants. Their introduction into the mandatory system of providing assistance to victims of hostilities will reduce the time of their psychological recovery.

Spiral-curricular blended learning for the mathematics education in physics teacher training courses

A good physics education depends on a good, transferable mathematics education. A concept for a cross-modular blended learning math course developed for the first two semesters of our physics teacher trainee study program is introduced. The course covers the important new mathematics required for the development of the conceptual understanding of the classical experimental physics mechanics and electrodynamics. It is based on three pillars: parallelism of the math topics to the physics lectures, spiral-curricularity to prior knowledge and high quality digitally available interactive materials such as interactive videos, formative tests and exercises to foster a self-regulated learning of the students in online as well as face-to-face learning environments. The blended learning math course and its face-to-face math seminars are integrated into the experimental physics modules. Results of surveys among the first two cohorts of course participants indicate that the design of the math course is well accepted and the interactive videos are very well received by the students. Initial tests on the learning effectiveness indicate a sufficient development of long term knowledge by the students.

Investigating the Effects of Artificial Intelligence-Assisted Language Learning Strategies on Cognitive Load and Learning Outcomes: A Comparative Study

This study investigates the impact of AI-assisted language learning (AIAL) strategies on cognitive load and learning outcomes in the context of language acquisition. Specifically, the study explores three distinct AIAL strategies: personalized feedback and adaptive learning, interactive exercises with speech recognition, and intelligent tutoring with data-driven insights. The research employs a pretest-posttest random assignment experimental design, utilizing three experimental groups and a control group, with a total of 484 EFL students specializing in teaching English as a foreign language participating in the study. Data collection involves pre- and post-tests, questionnaires, and interviews to assess the influence of AIAL strategies on cognitive load and learning outcomes. Cognitive load is measured using the Cognitive Load Scale, while pretest-posttest assessments evaluate the efficacy of AIAL interventions across various language skills. These results contribute to the existing body of AIAL research by offering empirical evidence for the effectiveness of specific strategies in optimizing language learning experiences. The implications of this study extend to educators, researchers, and developers in the field of AIAL, emphasizing the potential of AIAL to enhance language acquisition processes and inform instructional design practices.

Mi Superpoder es la Programación: A Tool for Teaching Programming to Children and Youth

Mi Superpoder es la Programación is a web tool designed to teach programming to children and young people. It focuses on developing logical thinking through interactive exercises that cover computer parts recognition, sequences, patterns, and flowcharts. The tool was developed to address the educational needs identified in the social project of the same name, where modern technologies and a serverless-based architecture were used to create an accessible and effective solution for teaching programming. Initial results indicate that students found the tool useful and demonstrated improvements in their understanding of computational logic. This analysis is framed within the global challenge of teaching programming to children and youth, demonstrating the potential of gamified tools across diverse educational contexts. Future plans include expanding the tool to incorporate more modules, allowing customization by teachers, and conducting broader evaluations in different educational environments.

AI-Powered Curricula: Unpacking the Potential and Progress of Generative Technologies in Education

The aim of this narrative review is to understand how Artificial Intelligence (AI), specifically generative AI (e.g. ChatGPT) is thought to be used to support teachers in content authoring and curriculum production. Our findings indicate that Generative AI is envisioned as a co-design partner in enhancing educational content such as rubrics, lesson plans, interactive exercises, analogies, reflective questions, and case studies tailored to learning goals and instructional needs. The literature suggests that the key issues with the use of ChatGPT in education can be summarised mainly around its accuracy, and reliability, and its potential to lead to plagiarism. The analysis of empirical studies on the use of generative AI in higher education revealed first insights into themes such as ChatGPT's role in administrative tasks, varied perceptions of AI, generational differences in attitudes, multifunctional roles of ChatGPT, concerns about academic integrity and need for AI literacy, and the call for teaching philosophy reform, around assessment.

The effectiveness of using visual communication in teaching vocabulary to non-English majors students at the Foreign Languages Center of Nguyen Tat Thanh University

Due to the essence of English vocabulary learning and its challenges, teachers tend to be in search of effective pedagogical techniques. The current case study aims to explore the usefulness of visual media in teaching vocabulary at Nguyen Tat Thanh University. A total of 240 non-English majors completed an online survey to express their opinions on using visual media in vocabulary class. Findings revealed the benefits, such as interesting learning conditions, stronger word memorization, improved learning strategies, high contexts for word practice, and convenient word meaning presentation. The perceived reasons were interesting, memorable content, different kinds of visualizations, interactive and extensive exercises, and the use of many senses. The results have a few applications to EFL vocabulary teaching and learning at the university. This study could make contributions to future studies as its findings delineated that visual media adapted from the coursebook can facilitate students’ vocabulary learning and foster their learning motivation. ® 2024 Journal of Science and Technology - NTTU

What Do Elementary Students Need to Excel in English Learning?

Integrating digital and interactive learning methods is crucial in enhancing English language acquisition among young learners. This study explores the preferences and attitudes of fifth-grade students toward these methods in English as a Foreign Language (EFL) education. The research aimed to identify the specific needs of young EFL learners and assess the effectiveness of technology-oriented learning models. A questionnaire was administered to 84 fifth-grade students, examining their engagement with various digital tools, including videos, audio materials, interactive games, digital modules, and mobile accessibility. The results indicate a strong preference for visually engaging and interactive methods, with students strongly inclined toward video-based learning and interactive activities, particularly enjoying interactive games. Digital modules with interactive exercises, quizzes, and simple, user-friendly layouts were highly favoured, and colourful transitions and animations further enhanced their experience. The study also highlights the demand for responsive, mobile-accessible modules and tools that provide progress tracking and feedback. These findings underscore the importance of incorporating multimedia and interactive elements in EFL resources to better cater to the needs of young learners, suggesting that digital methods can significantly improve language acquisition and student engagement.

A Case Study: The Secondary Students Overall Satisfaction on Online Learning

Online learning has revolutionized education by offering a flexible platform that transcends geographical boundaries and time constraints. It provides various multimedia resources, interactive exercises, and personalized feedback, enhancing the learning experience. However, online classes have challenges, such as decreased student engagement, technical issues, and a lack of structure, leading to procrastination and decreased productivity. This research aims to delve into the level of satisfaction experienced by talented high school students in terms of their virtual classroom experience. The study was conducted through an online survey using purposive and convenient sampling techniques. The data analysis showed that most students expressed satisfaction with the online classes, indicating that they found them informative, engaging, and meaningful. However, a few minor adjustments could be made to enhance students' experience, such as more opportunities for interactive participation, additional resources, and more precise instructions. Overall, the research highlights the positive impact of online education on the learning experience of gifted high school students.

Competences for the future (Future Work 4S) – Green skills and environmental education

This article describes an innovative Future Work 4S project and provides comprehensive feedback on a free Massive Open Online Course (MOOC) focused on environmental skills. Feedback was collected from two main target groups: educators (including university professors, teachers, and trainers) and student adult learners from Bulgaria, Greece, the Czech Republic, and Italy. The purpose of this survey is to provide an in-depth analysis of the feedback received on the Green Skills course and to highlight the main strengths identified by both educators and students. The findings reveal a high appreciation for the course’s interactive and experiential learning approach by both the students and the educators. Specifically, 93% of participants agreed that the course was interesting, engaging, relevant, accessible, and developmental. The course’s interactive exercises and gamification elements were particularly praised, enhancing learning and motivation. However, suggestions were made for including more practical examples and improving the uniformity of the text.

Reconfigurable Robotic Exercising Companion

Regular exercise plays a crucial role in promoting overall well-being in today’s lifestyle. However, individuals often find it challenging to properly execute exercises, including maintaining correct postures and appropriate movement speeds. Robotic companions have emerged as potential solutions to assist and motivate users during exercise sessions. This research paper proposes a novel robot companion designed for exercise scenarios using a reconfigurable robot. In contrast to existing non-reconfigurable robotic companions, the use of a reconfigurable robot provides added flexibility in generating emotions. The system incorporates a module that utilizes fuzzy logic to evaluate the correctness of exercise performance based on posture variations and movement speeds. The robot generates emotions and provides feedback to users based on the exercise correctness score. The robot expresses emotions through reconfigurations, motion patterns, and variations in robot speed. This emotion-based feedback could be helpful for creating engaging and interactive exercise experiences. Apart from emotion generation, the robot utilizes vocal cues as feedback. Experimental results validate the effectiveness of the proposed system in evaluating exercise correctness and demonstrating meaningful emotion transitions. The findings of this work contribute to the development of innovative robotic companions for improving exercise adherence and overall well-being.