Interactive Learning Activities Research Articles

The Impact of Quizlet on Vocabulary Achievement among Non-English Major Students at Dong Nai Technology University

This research aims to investigate the impact of Quizlet, a digital learning tool, on vocabulary achievement among non-English major students at Dong Nai Technology University. Vocabulary acquisition is a crucial aspect of language learning, particularly for non-English major students who often face challenges in mastering vocabulary. Quizlet, an online platform offering various interactive learning activities, has gained popularity as a supplementary tool in language learning contexts. This research aims to explore the effectiveness of Quizlet in enhancing vocabulary acquisition among non-English major students and its implications for language education at the university level. A quantitative analysis of pre-test/post-test scores is employed to provide comprehensive insights into the impact of Quizlet on vocabulary achievement. The findings contribute to understanding the potential of digital learning tools like Quizlet in supporting language learning and informing pedagogical practices for non-English major students.

Enhancing Education With Qualtrics: Interactive Learning Activities, Case Studies, and Virtual Simulations.

Enhancing Education With Qualtrics: Interactive Learning Activities, Case Studies, and Virtual Simulations.

Exploring the characteristics of undergraduates’ Critical thinking development in peer interaction via epistemic network analysis

Although peer interaction has been considered a way to develop students’ critical thinking, there has been a lack of comprehensive exploration of the teaching strategy of analyzing undergraduates’ peer interaction regarding critical thinking skills and dispositions. In this study, 33 third-year undergraduates participated in a peer interactive learning activity. By means of Epistemic Network Analysis (ENA), the characteristics of developing critical thinking in peer interaction of high- and low-scoring groups were revealed. It was found that undergraduates’ critical thinking mainly involved the critical thinking skills of analysis, evaluation, and inference, more than the critical thinking dispositions of curiosity, open-mindedness, persistence, and reflection. High-scoring group students’ critical thinking had more associations among persistence, analysis, evaluation, inference, and open-mindedness, while low-scoring group students’ critical thinking had more associations with curiosity, analysis, and inference. Moreover, the high- and low-scoring group students who engaged in peer interactive learning activities at each stage exhibited statistically significant differences in critical thinking characteristics including connectivity and interdependence. The low-scoring groups focused on critical thinking skills, whereas the high-scoring groups were driven by critical thinking dispositions. Finally, interventions for developing critical thinking are discussed, and suggestions are made to assist in designing and implementing future peer interactive learning activities.

Preventing falls in multiple sclerosis: a qualitative study on user requirements for a self-management programme

Purpose To explore perspectives of ambulatory and non-ambulatory people with MS (PwMS) and health care professionals (HCPs) on falls and falls management to gain a deeper understanding of how a self-management programme can be designed to fit the needs of end users. Materials and methods Twelve PwMS and seven HCPs participated in three four-hour workshops based on Design Thinking. Collected data were field notes and digital post-it notes gathered at the workshops. Data were analyzed using qualitative content analysis with an inductive approach. Results Two main categories, “Managing the complexity of fall-risk behaviour” and “Embracing diversity to establish group engagement”, comprising a total of seven categories were constructed from the analysis. The first main category reflects the challenges PwMS face in managing fall risk in their daily lives, and the support needed to address these challenges. The second main category highlights how engaging in peer learning activities can fulfil individual needs and improve learning outcomes for PwMS. Conclusion A self-management fall prevention programme that is relevant to PwMS regardless of ambulation level should include the development of self-tailored behavioural strategies to prevent falls along with interactive learning activities with other PwMS.

A Blended Teaching Model of College English Based on Deep Learning

Blending traditional face-to-face instruction with online learning components, this model aims to enhance student engagement and improve learning outcomes. This paper introduces a novel blended teaching model for college English courses, integrating Conditional Random Field (CRF) techniques with deep learning frameworks. Blended learning, combining traditional face-to-face instruction with online learning components, has gained traction in higher education for its potential to enhance student engagement and learning outcomes. CRF blended teaching integrates the principles of conditional random fields, a powerful probabilistic graphical model, with traditional teaching methodologies to enhance learning outcomes. Unlike conventional teaching approaches that often rely on linear or static instructional methods, CRF blended teaching embraces a more dynamic and adaptive framework. By leveraging CRF, which models the dependencies between different instructional variables, educators can design personalized learning experiences tailored to individual student needs and learning styles. This approach enables the seamless integration of diverse instructional modalities, including face-to-face instruction, online resources, and interactive learning activities. The proposed model CRF algorithms to effectively capture the sequential dependencies inherent in language learning tasks, such as sentence parsing and part-of-speech tagging. By integrating deep learning architectures, including recurrent neural networks (RNNs) and transformers, model with large-scale linguistic corpora to improve accuracy and generalization. The model achieves a 15% increase in students' English proficiency scores and a 25% improvement in comprehension compared to traditional teaching methods, underscoring its effectiveness in enhancing learning outcomes.

The impact of problem-based learning and metacognition on solving environmental pollution issues

The lecture technique still dominates in biology education, and there are not enough hands-on, interactive, creative, and problem-solving learning activities to encourage students to apply their problem-solving skills. The purpose of this study is to examine how the problem-based learning (PBL) model and students' metacognition skills affect their ability to solve environmental pollution issues. A total of 60 X MIPA students from SMA Muhammadiyah 16 Jakarta comprised the total sample of the research, collected using the quasi-experimental approach. For the study, two groups were utilized: the experimental group (X MIPA 1) and the control group (X MIPA 2). A 2 x 2 factorial design with a pretest-posttest control group was employed for the investigation. The instruments used in the study were classified as tests or non-tests. The test instrument is an essay designed to collect data on problem-solving ability and metacognition ability, while the non-test instruments are student worksheets that refer to the PBL stage, and the observation sheet is designed for instructors and students. Data analysis using ANCOVA with a significance level of 0.000 < α = 0.05 indicates that H0 was rejected. The interaction between the PBL learning model and students' metacognition skills also has an impact on their capacity to address environmental pollution-related issues.

Exploring The Intention of Using Mobile Learning in Flipped Classroom Approach for Arts and Design Students

The flipped classroom is a pedagogical approach that encourages active learning experience activities in the classroom. The students will receive information and materials before class learning using mobile technology both inside and outside of the classroom to allow for more dynamic, interactive, and advanced learning activities that involve the application of knowledge with higher-order thinking. Studies have shown, students who use the Mobile learning or M-learning platform in a flipped learning method can provide an interactive, engaging, and cost-effective way for graduates to broaden their employability skills. Although research on mobile learning in the flipped classroom approach has been extensive, research on M-learning has been limited. The study's objective is to examine the effectiveness of mobile learning adoption in relation to students' perceptions and responses under the UTAUT2 (unified theory of acceptance and use of technology) model in the undergraduate arts and design students and to review the pilot study model in development for larger-scale future research. Through a quantitative research approach, the pilot study used questionnaires to gather data from 50 undergraduate arts and design in multimedia design programme students of first-year from a local higher education institution. The findings showed that every composite reliability value in this study exceeded the 0.70 threshold value, indicating strong indicator reliability of the factors. Moreover, flipped classrooms increase student involvement, learning motivation, achievements and both at the same time improving educators' knowledge of how to use the flipped learning model in ways that are most advantageous for their own students.

Exploring Challenges and Strategies for Online Classroom Interaction

Research has indicated the importance of classroom interaction as one of the determinant factors for language learning to be successful. However, with the fact that the online learning mode has been a new norm in the education context, creating a supportive classroom interaction is considered challenging. Both the teachers and students rely on the technological resources to interact both synchronously or asynchronously. Although theoretically, the online platforms are available to make interaction more explicit, it seems that interaction among learners during online class is either more difficult to create or is not fully encouraged. This research intends to answer two questions, firstly, what challenges students face which potentially prevent them from participating in classroom interaction? And secondly, what can be done to improve the quantity and quality of classroom interaction to maximize learning. An online survey is conducted to explore possible challenges in creating interactive learning activities as well as strategies to improve classroom interaction. It is expected that the research may offer insights for instructors and educators to have a more meaningful classroom interaction and engage learners more effectively.

STACK for Computational Science, Mathematics and Engineering e-Learners

E-Learning platforms such as Moodle, Blackboard and Canvas have got reasonable attention in teaching and learning processes. However, when it comes to assessment and interactive learning activities they offer little service to science, engineering, and mathematics e-learners. In this work, we present the application of the System for Teaching and Assessment using Computer Algebra Kernel (STACK) as a plugin in a Learning Management System (LMS) to address the issue. Different features of STACK are demonstrated and discussed. As an LMS plugin, STACK can be used for interactive delivery of content as well as an assessment tool. Here, examples from mathematics, physical sciences and engineering are demonstrated. The use of STACK extends the applicability of LMS for a wider range of subjects to address existing inability to handle higher level mathematical and computational skills. Additionally, the use of STACK in an LMS is useful in handling tutorials for large classes especially when a blended delivery mode is preferred.

One improved learning analytics of interest transfer in interactive learning activities

One improved learning analytics of interest transfer in interactive learning activities

REDUCING STUDENTS’ COMMUNICATION APPREHENSION THROUGH GROUP WORK AS THE INTERACTIVE LEARNING ACTIVITY AT UNIVERSITAS PGRI SUMATERA BARAT

The high level of communication apprehension is one of the most frequent problems for the students as the English foreign language learners, somehow giving the appropriate interactive learning activities could be good solution for these problems. Therefore, this research was aimed at finding out the students’ responses on the using of group work as the learning activities to reduce their communication apprehension. The research was conducted on the second year students of English Department at Universitas PGRI Sumatera Barat. The total number of respondents in this research was 21 students from 2022 B class selected purposively based on the subject matter; speech that use group work as the learning activities. This research was qualitative in nature since it used observation and an interview to collect the data. Students’ positive responses on using group work as the interactive learning activities to reduce their communication apprehension while speaking reached 90 % based on the interview, while data from the observation showed most of the students had positive engagement, good motivation and eager to practice their speech in their own group bravely with high self-confidence. This, the conclusion can be stated that group work as interactive learning activities can help the students to reduce their communication apprehension

The Benefits of Using Gimkit and Kahoot Online Applications to Promote Interactive Learning Among Pharmacy Students

Students' participation in the didactic classroom environment limits their time spent on active learning, which has a negative impact on their recollection of topics taught using traditional teaching methods. As a result, interactive learning is employed as a substitute for engaging students in the classroom and enriching their learning experience. Integrating interactive learning activities has been proved to improve student learning and outcomes. The goals of this study are to analyze students' perceptions of the benefits and appropriateness of using online technologies (such as Socrative and Yammer) to encourage student interaction with the teacher and other students in the classroom setting.

On the Innovation of Applying Linguistics in the Teaching of MOOC under the Background of Comprehensive Reform

With the continuous progress of society and the improvement of comprehensive national strength, people’s attention to the education industry has increased significantly compared to the past. Various reforms based on education models and educational theory applications are constantly being introduced, resulting in many differences in education business compared to the past. This article aims to explore the innovation of applied linguistics MOOC teaching in the context of comprehensive reform. Through a review and analysis of relevant literature, this article proposes a linguistics teaching model based on the MOOC platform. This model combines online learning resources, interactive learning activities, and personalized learning support, aiming to improve students’ learning effectiveness and motivation. The research results indicate that applied linguistics MOOC teaching can promote students’ learning interest and academic performance, and improve their learning satisfaction. The findings of this study have important practical significance for promoting innovation in linguistics teaching in the context of comprehensive reform.

DESIGNING ONLINE VOCABULARY EXERCISES SUPPLEMENTARY TO THE ENGLISH 10 TEXTBOOK (GLOBAL SUCCESS SERIES)

Supplementary exercises were fundamental and beneficial for students in that they provided essential support accompanying the regular teaching and learning program or textbook. In the era of technological development, supplementary exercises on online platforms allow flexibility, accommodate learners’ different needs and styles, and thus increase their learning quality. This study implemented online vocabulary exercises as supplementary tasks attached to the official English 10 textbook used in a Vietnamese high school (Global Success series). The study aimed to enhance students' vocabulary acquisition and proficiency through interactive online learning activities. The experimental method was employed to investigate the effect of online supplementary exercises on students' English vocabulary competence. The findings reveal the effectiveness of the designed online vocabulary exercises in facilitating vocabulary acquisition and retention among students. Through interactive and engaging activities, students demonstrated improved vocabulary comprehension, usage, and retention. Moreover, the exercises were found to enhance student motivation and engagement in the English 10 curriculum, fostering a positive learning environment conducive to language acquisition.

AGILA (Araling Panlipunan Game-based Interactive Learning Activity): Boosting the Learning Attitudes of the Students

The use of game-based learning has emerged as an innovative educational strategy that promotes student motivation, emotional engagement, and enjoyment. gamification in education has been found to be popular and engaging among students. This study assessed the increase in students’ learning attitudes through the implementation and utilization of AGILA (Araling panlipunan Game-based Interactive Learning Activity) at Luis Hervias National High School in Villamonte, Bacolod City, focusing on Grade 10 Junior High School students enrolled for the school year 2022 – 2023. To gauge the participants’ reactions and experiences after engaging in game-based learning, the researchers utilized an adopted and modified survey questionnaire of game-based learning attitudes. The findings suggest that the students’ learning and interests are not enduring and impactful due to the limited range of modalities available for utilization. Most of the measured statements reflect only average results, indicating a lack of high engagement with the modular approach. Moreover, the AGILA brings about significant enhancements in students’ attitudes towards learning Araling Panlipunan. The mean results, which are based on the students’ capabilities and adjustments in game-playing, affirm the positive impact on the students’ learning experiences.

Development of Augmented Reality-Based Flashcard Media "Oreng Madureh" as an Introduction to Madurese Culture

The development of augmented reality (AR) based flashcard media "Oreng Madureh" has the potential to become an effective and interesting educational and cultural promotion tool with a combination of AR and Madurese culture. This research aims to develop learning media using AR-based flashcard media on introductory Madurese culture material which includes an introduction to traditional clothing, typical food and Madurese traditional houses. This development research uses the ADDIE model which consists of five stages, namely analysis, design, development, implementation and evaluation. Data collection used observation, questionnaires, interviews and documentation techniques for 50 children aged 4-6 years in 4 trial stages, namely material expert trials, learning media experts, small group and large group field trials. The data was analyzed quantitatively and qualitatively with material expert questionnaire trial results of 91.07%, learning media expert trial results of 92.64% with very feasible criteria, no need for revision, small group trial results of 87.14% and the results of the large group trial were 84.89% in the high category. These results indicate that this media is suitable for use in the learning process. The development of this media has the implication of being able to attract children to understand and appreciate the cultural diversity around them through interactive learning activities, as well as developing children's fine motor and cognitive skills.

Aplikasi Media Pembelajaran Tumbuhan Langka Indonesia menggunakan Augmented Reality berbasis Android

The absorption and understanding of grade 2 students at SDN SINDUADI 1 in learning about rare plants is still lacking, resulting in students having little or no knowledge of Indonesia's rare plants. Using smartphones as a learning medium is an example of utilizing today's technology. The use of technology in education supports teachers and students in creating creative, innovative, educational, and interactive learning activities. The aim of this research is to create learning media using augmented reality technology to increase students' absorption, understanding, and interest in learning about rare Indonesian plants. This research uses the research and development method to develop products and test their level of effectiveness. System development uses the waterfall SDLC (Software Development Life Cycle) model, including requirements analysis, modeling, implementation, testing, and maintenance stages. Data collection was done through literature study techniques, observation, and questionnaires. Application testing in this research used an alpha test by us and a beta test in the form of a questionnaire using a random sampling technique carried out by nine user samples taken from 30% of the population. The results of this research show that combining augmented reality technology with educational games can support students' absorption and understanding of learning about rare Indonesian plants. Indonesian rare plant learning media shows the feasibility of the media, getting a score of 95.6%. Based on the Likert scale test results, it was concluded that the application for learning rare Indonesian plants using AR technology was very suitable for use.

Understanding the hybrid classroom in economics: A case study

In this paper, we discuss the differences between online and in-person students (“cohorts”) in an intermediate econometrics course taught in Summer 2021 using a hybrid (online and in-person) educational format. We designed this course as an experimental pilot which used a combination of lectures, labs, and hands-on activities to study whether hybrid instruction necessarily advantages one group of students (e.g., in-person) over another (e.g., online). We were particularly interested to know if differences could be reduced through course design choices and the use of interactive learning activities. We found that our design led to generally highly positive experiences for students – and there were no differences in affective experiences between the online and in-person cohorts. We did find some small differences in participation and peer-evaluation, favouring in-person students, but no differences in overall academic achievement. We conclude that this case study shows how certain forms of hybrid learning do not necessarily disadvantage online students, if properly supported with course and curriculum design. We also provide examples and guidance for educators seeking to adapt, replicate, or extend our approach.

Profil Pengajaran Guru Matematika terhadap Kemampuan Pengelolaan Kelas Berbasis Rencana Kegiatan Belajar Mengajar (RKBM) pada Materi Pertidaksamaan Rasional

Good classroom management is very necessary for teachers to achieve learning objectives. However, previous research states that classroom management in the implementation of mathematics learning on rational inequality material is still less than optimal. This is caused by the lack of the teacher's ability to manage the class. As a result, students are less interested in participating in learning activities. Therefore, this study aims to describe the teaching profile of mathematics teachers on classroom management skills on rational inequality material based on the Teaching and Learning Activity Plan (RKBM). This research uses descriptive research with a qualitative approach. The participants of this study were a mathematics teacher of MAN 2 Malang City and 36 students of S1 IPS-1 (Grade 10). Data collection techniques were observation, interview, and documentation. Data analysis techniques were carried out in several stages, namely data collection, data condensation, data presentation, and conclusion drawing. The results showed that RKBM-based mathematics teacher teaching could support good classroom management including, the majority of students being enthusiastic in participating in learning activities and students orderly carrying out the instructions given by the teacher. The results of this study can be used as a reference for teachers to design creative and interactive learning activities

PENINGKATAN HASIL BELAJAR PESERTA DIDIK KELAS V SD NEGERI 1 SUMBEREJO DENGAN MODEL PROBLEM BASED LEARNING(PBL) DAN MEDIA VIDEO ATAU GAMBAR PADA PEMBELAJARAN PENDIDIKAN PANCASILA

This research was motivated by the lack of concentration of students which resulted in low learning outcomes for class V students at SD Negeri 1 Sumberejo in the Pancasila Education subject. This research aims to create interactive teaching and learning activities to improve student learning outcomes by using problem based learning models and video or image media. The data collection techniques used in this research are the results of interviews, observations, tests and documentation. The results of the research showed that there was an increase in the average student learning evaluation score in cycle I of 70.55 and in cycle II of 86.39. Based on the results of the research that has been conducted it can be concluded that learning using the problem based learning model and video or image media can improve student learning outcomes in Pancasila Education learning.