Interactive Learning Environment Research Articles

The Impact of Augmented Reality-Based Applications on Students' Motivation towards Learning Math and in their Academic Achievement

The current study aims to verify whether students’ motivation towards learning math and their academic achievement is affected by using (AR) applications in learning math. The study followed the quasi-experimental approach to achieve the objectives. The sample is (46) students in seventh grade distributed as two groups: control and experimental, (23) students in each. AR-based applications were used to explain the educational content to the first group, while the second group was taught using conventional methods. Two instruments were developed to collect data for the study: a scale of motivation towards learning math and an achievement test in math. The results indicated that the experimental group students’ motivation towards learning math was significantly enhanced after treatment, and their academic achievement was apparently improved. Accordingly, the study recommends using (AR) applications in teaching math topics to create a more interactive learning environment that may enhance learners’ motivation and improve their academic achievement.

Digital and Physical Interactive Learning Environments: Early Childhood Mathematics Teachers’ Beliefs about Technology through Reflective Writing

Digital and Physical Interactive Learning Environments: Early Childhood Mathematics Teachers’ Beliefs about Technology through Reflective Writing

Teaching psychiatric nursing with films during the COVID-19 pandemic: A qualitative study.

Interactive learning environments are known to be among the most effective methods used in education. Some of the interactive methods used in psychiatric nursing education are simulations, group discussions, case studies and video and film presentations. In psychiatric nursing education, cinematic films are among the online methods used. It is known that films used in psychiatric nursing education are useful for understanding mental disorders, the nurse-patient relationship, the roles of the nurse and the therapeutic environment. The COVID-19 pandemic deeply affected nursing education, and the difficulties faced gave rise to many new perspectives. After this period, it is of prime importance to update the nursing curriculum and develop new strategies in clinical practice. Teaching with films can help students to understand people's feelings, make sense of them and empathize. This method can have an emotional impact on student nurses and take learning to a deeper level beyond simple theoretical understanding. The findings of the study suggest that teaching through film is an effective method that can be used practically in psychiatric nursing education. Standardizing these practices may be an effective strategy for developing students' professional identity as nurses. This study is focused on undergraduate students, but has implications for nurses in continuing education and professional development of nurses in developing a positive perspective towards psychiatric patients, increasing self-awareness and reducing prejudices. INTRODUCTION: The COVID-19 pandemic affected many areas of life and had a negative effect on education. This study investigated the impacts of using film as a method of education in students who were taking Psychiatric Nursing class during the COVID-19 pandemic, examining how this method contributed to theoretical and clinical practices of the students, their personal development and their viewpoint on psychiatric patients. This study adopted a qualitative research design. The study data were collected from 15 nursing students in June 2022. Interviews were conducted, audiotaped and transcribed verbatim. The method of education via film made contributions such as better theoretical understanding of the subjects taught, acquisition of analytical thinking skills and greater awareness of professional nursing skills and care practices. The students developed their professional perspectives, and their motivation increased. Using film is effective and practical when used in psychiatric nursing education. Standardizing these practices may be an effective strategy for developing students' sense of their identity as professional nurses. This study relates directly to undergraduate students and also has implications for nurses undergoing continuing education and professional development.

Exploring the influence of the learning Metaverse on student satisfaction: an integrated framework of dual-congruity theory and interactive learning environment features

ABSTRACT Employing Metaverse platforms for teaching is an emerging form of computer-assisted education, and such courses often require students to first learn how to operate relevant platforms. Learning to use the platform is a course itself. In this context, this study develops a predictive model to explore students’ satisfaction with learning to operate the Metaverse platforms. We used the dual-congruity theory as the basis for the study, focusing on the features of Metaverse interactive learning environment as the causative factors. A total of 486 respondents who have learned the Metaverse were collected, and partial least squares method was adopted to evaluate the model and test the hypothesis. The study findings reveal that visual appeal, escapism, and perceived Metaverse quality are predictors of self-congruity and perceived diagnosticity, which positively influence students’ learning satisfaction. The study provides recommendations for both education establishments and professionals who develop Metaverse platforms. This study contributes to the academic development of Metaverse education and serves as a guide for better learning effectiveness and satisfaction in information education.

Shaping The Way to Teach? Exploring the Adoption of Digital Multimodal Texts As Instructional Tools in EFL Teaching Practicum

This research scrutinizes a case study conducted with 15 pre-service English as a Foreign Language (EFL) teachers in a microteaching class at the English Education Department at UIN Walisongo Semarang. The purpose of the study was to examine the forms, implementation, and reflection of digital multimodal instructional media utilized by pre-service teachers. Observations of classrooms and document analysis were employed to acquire data. Pre-service EFL teachers employ digital multimodal instructional media, including PowerPoint presentations, films, and songs, to enhance English language learning. These tools integrate text, images, video, and audio elements to teach language structures, vocabulary, and emotions effectively. Student portfolios showcase diverse educational strategies across different grade levels, using videos, songs, and PowerPoint presentations to engage students and reinforce language skills. Educator reflections underline the significance of digital multimodal media in simplifying complex topics, improving comprehension, and fostering a holistic learning experience. They also stress the importance of adequate equipment and resources for successful multimedia implementation, affirming the value of multimodal approaches in providing impactful and engaging English language education. The study highlights the potential for these digital tools to provide an engaging and interactive learning environment for EFL students. It is recommended that more research investigate ways for optimizing the use of digital multimodal media in diverse EFL teaching scenarios.

Comparative Analysis of Generic and Fine-Tuned Large Language Models for Conversational Agent Systems

In the rapidly evolving domain of conversational agents, the integration of Large Language Models (LLMs) into Chatbot Development Platforms (CDPs) is a significant innovation. This study compares the efficacy of employing generic and fine-tuned GPT-3.5-turbo models for designing dialog flows, focusing on the intent and entity recognition crucial for dynamic conversational interactions. Two distinct approaches are introduced: a generic GPT-based system (G-GPT) leveraging the pre-trained model with complex prompts for intent and entity detection, and a fine-tuned GPT-based system (FT-GPT) employing customized models for enhanced specificity and efficiency. The evaluation encompassed the systems’ ability to accurately classify intents and recognize named entities, contrasting their adaptability, operational efficiency, and customization capabilities. The results revealed that, while the G-GPT system offers ease of deployment and versatility across various contexts, the FT-GPT system demonstrates superior precision, efficiency, and customization, although it requires initial training and dataset preparation. This research highlights the versatility of LLMs in enriching conversational features for talking assistants, from social robots to interactive chatbots. By tailoring these advanced models, the fluidity and responsiveness of conversational agents can be enhanced, making them more adaptable and effective in a variety of settings, from customer service to interactive learning environments.

A JOURNEY INTO THE THRILLING DEPTHS OF CHEMISTRY THROUGH GAMIFICATION

In the realm of Pre-Diploma in Science education, cultivating an engaging and interactive learning environment stands as a pivotal factor for student success. Acknowledging the centrality of science as a core subject, this study investigates the potential of gamification to enrich the learning experience and enhance scientific thinking skills among students. The primary objectives involve assessing the impact of CHEM-XPLORACE, a gamified science activity, on students' motivation and learning in the Chemistry subject. Specifically, the study aims to explore students' responses to the integration of gamification in science education. Data were collected from 70 Pre-Diploma in Science students at a branch of Universiti Teknologi MARA, employing a combination of observation and questionnaire survey. Through their participation in CHEM-XPLORACE activities, students' experiences, perceptions, and learning outcomes were systematically gathered and analyzed. The findings uncovered a positive correlation between the implementation of CHEM-XPLORACE and heightened student enjoyment and motivation in learning science, particularly Chemistry. Moreover, students reported an enhancement in their ability to retain scientific facts and knowledge, attributed to their engagement in the gamified activities. The observed increase in motivation and learning outcomes underscores the effectiveness of gamification in Chemistry teaching and learning. The incorporation of interactive and enjoyable elements in learning environments can contribute to a more positive attitude towards science, fostering a deeper understanding of the subject matter. The study recommends educators consider integrating gamification strategies to enhance science education in Pre-Diploma programs.

The Role of Social Media in Promoting Academic Engagement and Enhancing Management Efficiency

This research investigates the dual impact of social media on enhancing academic engagement and improving management efficiency. Social media platforms, including Facebook, Twitter, Instagram, LinkedIn, and specialized forums, have transformed communication dynamics in educational and organizational contexts. In academia, social media facilitates interactive learning environments beyond physical classrooms, improving student-teacher interaction and broadening educational outreach. Organizationally, it enhances operational efficiencies, streamlines management processes, and aids in brand visibility and stakeholder engagement. However, challenges such as data privacy, information reliability, and digital overload persist. This study employs a mixed-methods approach, integrating quantitative surveys and qualitative interviews with students, faculty, managers, and employees to analyze social media's role in fostering community engagement and enhancing operational effectiveness. The findings suggest substantial benefits in both domains but also highlight the need for strategic integration and careful management to mitigate potential drawbacks.

Humanoid robot as an educational assistant – insights of speech recognition for online and offline mode of teaching

ABSTRACT Technology has the potential to enhance the effectiveness of the teaching and learning process. With the integration of technological resources, educators can create dynamic and interactive learning environments that offer diverse learning methods. With the help of these resources, students may be able to understand any topic deeply. Incorporating humanoid robots provides a valuable approach that combines the benefits of technology with the personal touch of human interaction. The role of speech is important in education; students might face challenges due to accent and auditory problems. The display of the text on the robot's screen can be beneficial for students to understand the speech better. In the present study, our objective is to integrate speech transcription with the humanoid robot Pepper and to explore its performance as an educational assistant in online and offline modes of teaching. The findings of this study suggest that Pepper's speech recognition system is a suitable candidate for both modes of teaching, regardless of the participant's gender. We expect that integrating humanoid robots into education may lead to more adaptive and efficient teaching and learning, resulting in improved learning outcomes and a richer educational experience.

Designing learning experiences using serious games: innovative village case study

The increasing interest in Learning Experience Design (LXD) has consolidated this field as a new way to transform educational practices. Thanks to its interdisciplinary nature which is mainly rooted in the close relation between human–computer interaction, user experience design and the learning sciences, LXD is a field that demands frameworks to design and develop products that can grow into services, to create interactive learning environments able to provide improvement-driven analytics and to guarantee a significant and satisfactory experience, designed to achieve learning outcomes. Innovative Village serious video game (IVVG) is a service-oriented product within an entrepreneurship and innovation system of platforms developed as an abilities-focused learning environment, and that builds a case study for LXD. This research aims to contribute to the consolidation of the emergent field of Learning Experience Design by providing a case around the Entrepreneurship and Innovation area from EAFIT University in Medellin, a learning system that comprises several service-oriented products; by being one of the products that constitute this system, and as a serious video game, Innovative Village has proven to be a key player in facilitating the learning outcomes and the knowledge integration that stem from the learning environment of the Interactive Design program, where the students’ learning experiences take place. First, related theoretical concepts and historical data will be analyzed to provide background information, then the case study will be addressed focusing on the materials, methods, and results. The study shows that the video game encourages collaborative behavior between players, as perceived by a significant proportion of participants. The research establishes a link between this perception and the role of creaticides in the game. Learning Experience Design (LXD) is about creating products that link the learning process with key competences. The game “Innovative Village” exemplifies this approach and provides insights into design, use, and required competencies. It also presents a framework for designing user-centered learning experiences that incorporate assessments to enhance the learning process. This framework is applicable from the early stages and can be tested in real learning environments.

Eye-tracking research in interactive language learning environments: A systematic review

Eye-tracking research in interactive language learning environments: A systematic review

Research on the Innovative Pathway of ChatGPT Enabling Rural Music Teaching from the Perspective of the Metaverse

This study delves into the innovative integration of ChatGPT within the metaverse context, specifically for rural music education. The metaverse, a converging virtual space, offers unprecedented opportunities for enhancing teaching methods. However, creating engaging and effective digital resources remains a challenge. This paper explores how ChatGPT's advanced natural language processing capabilities can be harnessed to construct dynamic and interactive music teaching materials tailored to rural learners. The proposed approach aims to foster a more immersive, interactive, and intelligent learning environment, ultimately elevating the quality of music education in rural areas.

Strategies to Minimize the Application of Grammar Translation Methods in Cambodian English Classrooms: Why is it Special?

This article aims to provide academic strategies that English teachers in Cambodia can use to reduce their reliance on grammar translation methods (GTM) in their classrooms. Recognizing the limitations of GTM and their potential negative impact on students' language proficiency, this article emphasizes the importance of applying teaching techniques and alternative teaching methods to improve learning outcomes in English. The article offers a series of practical recommendations, including task-based learning (TBL), communicative language teaching (CLT), and learner-centred approaches (LCA), to promote interactive and active language learning environments. These strategies encourage active participation, meaningful communication, and authentic language use, helping students develop their full English proficiency. Besides, the article highlights a new indication of why the mentioned methods are suitable for implementation in the Cambodian context. The article also sheds light on future research. Therefore, future studies can address the challenges of applying the mentioned techniques using quantitative and qualitative methods.

Stimulating Classroom Participation: Case Study of Class III Learners at Arekha Primary School

This research investigates strategies to stimulate classroom participation among grade III learners at Arekha Primary School. The study aims to identify barriers to participation and effective strategies for enhancing engagement. Using a mixed-method approach, data was collected through surveys, interviews, and observations. The findings reveal various factors hindering participation, including shyness, reservation, and demanding behavior. Motivation, open-ended questions, favorable learning environments, and group discussions emerged as effective strategies for promoting participation. Despite limitations in sample size and participant reluctance, the study suggests promising results in improving student engagement. Recommendations include conducting future studies with diverse samples and incorporating teachers' perspectives for a comprehensive understanding of classroom dynamics and interventions. Overall, the research underscores the importance of addressing psychological and social barriers to foster a more inclusive and interactive learning environment for grade III learners.

Effects of game-based learning integrated with the self-regulated learning strategy on nursing students' entrustable professional activities: A quasi-experimental study

BackgroundIn the field of nursing education, the expertise and knowledge required to perform Leopold's Maneuvers are critical, forming an integral part of Entrustable Professional Activities for nursing students. As a result, mastering Leopold's Maneuvers has become a core component of nursing education. Despite this, the prevailing didactic methods in many nursing courses tend to limit interactive and contextual learning experiences, which can hinder students' ability to engage deeply with the subject matter. This lack of engagement may subsequently affect both the effectiveness of students' learning and students' clinical judgment capacity, essential elements in the competencies of Entrustable Professional Activities. MethodsA quasi-experimental design was employed in this study, involving a total of 55 nursing university students, with 28 participants in the experimental group and 27 in the control group. The research incorporated game-based learning integrated with the self-regulated learning strategy, and employed a pretest, posttest, and questionnaires to assess students' learning performance, self-efficacy, and learning motivation. The experimental group participated in game-based learning with the self-regulated learning strategy, whereas the control group experienced game-based learning without the integration of self-regulated learning. Learning performance was analyzed using an independent samples t-test, while Analysis of Covariance was employed to compare the self-efficacy and learning motivation of the two groups. ResultsThe findings showed that the integration of game-based learning with the self-regulated learning strategy can significantly improve students' learning performance, self-efficacy, and learning motivation. ConclusionAs an integral part of Entrustable Professional Activities, Leopold's Maneuvers were integrated into an interactive game-based learning environment, coupled with the self-regulated learning strategy in nursing education. This approach aimed at cultivating core competencies among nursing students. This study has demonstrated its efficacy in engaging students effectively, serving as a dynamic resource for immersive learning in Leopold's Maneuvers, aligning well with the design considerations for promoting Entrustable Professional Activities in nursing education.

The Impact of Augmented Reality-Based Mathematics Learning Games on Students’ Critical Thinking Skills

The significance of critical thinking skills among students lies in their ability to actively assess, evaluate, and respond thoughtfully to information. This study investigates the impact of a game-based learning (GBL) model that utilizes augmented reality (AR) in mathematics learning games on the CT skills of eighth-grade junior high school students. The study specifically focuses on polyhedrons in mathematics. A quasi-experimental design was utilized to accomplish the study objectives. This study involved 77 students, divided into an experimental group of 40 students and a control group of 37 students. The research instrument used was a valid and reliable test of the students’ CT skills. The results showed that the GBL model with AR-based games significantly improved students’ CT skills. The students who received this approach showed more significant improvements in CT compared to traditional teaching methods. These results highlight the potential benefits of integrating AR technology into education to enhance students’ CT skills. This encourages educators and curriculum developers to view AR as an effective alternative for supporting students’ CT. The outcomes of this research indicate a significant advantage in using AR as a tool to promote CT among students. It could create more engaging and interactive learning environments.

Design Development of Arabic-Roman Transliteration Module with Virtual Reality Concept (eTARRiM) to Improve Primary School Students' Arabic Reading Skills: Needs Analysis

This study discusses the development of the Arabic-Roman Transliteration Module with Virtual Reality Concept (eTARRiM) as an innovation in improving Arabic reading skills among primary school students. Needs analysis was conducted to solve the main issues in learning Arabic and develop a module that can overcome these challenges. A comprehensive literature review on Arabic language learning approaches, the concept of Arabic-Roman ttransliteration, and the application of virtual reality technology may form the basis of the development of this module. With the importance of reading skills, this study gives special emphasis to Malay-speaking students who face challenges in understanding the structure of Arabic writing. eTARRiM module is designed to meet the needs of students by integrating Arabic-Roman transliteration as a bridge to recognize Arabic characters. Virtual reality technology is used to create an engaging and interactive learning environment. A needs analysis was conducted based on the needs of the concept of transliteration, the use of technology, and how this module supports the needs of students in primary school. By understanding the critical issues in learning Arabic, this study offers a holistic view of relevant and effective development this module. The results of the study are expected to contribute to the development of a more dynamic Arabic language learning resources, especially at primary school level. Practical implications and recommendations for future research are also discussed to improve the quality of teaching and learning Arabic among primary school students.

Facilitating cognitive development and addressing stereotypes with a cross‐cultural learning activity supported by interactive 360‐degree video technology

AbstractThis study investigates a virtual reality (VR) cross‐cultural interactive learning environment that combines a 360‐degree video camera for content creation, a viewing tool, and a video conference platform for real‐time interaction. This environment aims to address the limitations of traditional 360‐degree VR tools, particularly in enabling simultaneous, interactive engagement among multiple users. The study recruited 31 university students from China and Indonesia utilizing convenience sampling to test the efficacy of the environment in fostering cognitive development and challenging cross‐cultural stereotypes. The methodology included analysing student‐created content, questionnaire responses, and insights from semistructured interviews. The analysis, grounded in a cognitive development taxonomy and an assessment of stereotype changes, revealed that the students reached the “remember” and “understand” cognitive levels. Additionally, prevalent stereotypes held by the students were addressed. The immersive nature of the VR environment and the interactions with foreign peers were highly appreciated, significantly contributing to cognitive growth and stereotype mitigation. These findings offer valuable insights for educators and researchers in technology‐assisted cross‐cultural education, emphasizing the importance of designing interactive VR‐based activities that effectively facilitate cognitive development and address cross‐cultural stereotypes.Practitioner notesWhat is already known about this topic Telecollaborative projects have been widely implemented to facilitate intercultural learning. Scholars have employed 360‐degree video technology to develop virtual reality (VR) learning environments. 360‐degree videos offer a panoramic view of different cultures, enabling learners to explore and interact with their surroundings, thus fostering contextualized learning experiences. Such videos can enhance student engagement, motivation, and learning effectiveness. What this paper contributes The existing 360‐degree video technology offers only a restricted range of learning scenarios, especially in terms of the capability to enable multiple students to watch virtual reality (VR) content using head‐mounted displays (HMDs) and engage in real‐time interactions simultaneously. To overcome this limitation, we developed a virtual reality (VR) cross‐cultural interactive learning environment. Our solution includes a 360‐degree video viewing tool with which students can watch the created content, along with an online video conference platform that facilitates the observation of each other's viewed content through their HMDs, and enables real‐time communication among students to discuss the content they are experiencing. Implications for practice or policy The integration of our VR interactive learning environment into cross‐cultural learning creates authentic and immersive learning environments that provide students with a realistic sense of presence. This enhances cross‐cultural learning by making objects, people, and situations appear lifelike. Our technological approach fosters interaction among students from diverse geographical and cultural backgrounds within virtual reality learning environments. Students can not only receive information about the target culture but also exchange culture‐related information and communicate in real time. Since our approach is convenient and autonomous, it holds immense potential for resolving the common challenges faced by teachers and students in cross‐cultural teaching and learning.

Harnessing the Power of Social Learning: Exploring Educators' and Students' Perceptions

This study investigated the potential of social media platforms to enhance student engagement and learning experiences in higher education. Researchers employed focus groups to gather insights from educators and students across diverse disciplines. The findings highlight the perceived value of social media in fostering a more connected and interactive learning environment. Participants emphasized benefits such as collaborative learning opportunities, real-time communication, and increased access to relevant information. Social media was also seen as a potential tool for promoting dynamic and adaptable educational approaches. However, the study acknowledges limitations, including potential selection bias and a relatively small sample size. Further research is recommended to explore the long-term impact of social media integration on student learning outcomes, employing a larger and more diverse participant pool.

PENERAPAN PERMAINAN NAHWU MATCHING DALAM PEMBELAJARAN ISIM ISYĀRAH

<p style="text-align: justify;"><em>This research was conducted to increase teachers' insight in applying the nahwu game model so that they can teach Arabic easily.</em><em> </em><em>This research aims to explore the implementation of Nahwu Matching game as a fun and engaging approach to teach the basic structure of isim isyarah (demonstrative pronouns) in a classroom setting. The study specifically focuses on its application in a small class of third-grade students at MI Nurul Amal. The research adopts a qualitative descriptive approach with field research method, utilizing observation, interviews, and documentation as data collection techniques. The main findings reveal that the implementation of Nahwu Matching game in the small class setting is effective and well-received by the third-grade students. The game provides an engaging learning experience, and the students' positive responses demonstrate its success. The study highlights the advantages of using this game in a small classroom, as it facilitates an interactive and enjoyable learning environment. No significant limitations were found in terms of its instructional aspects. The implications of this research suggest that teachers of Arabic language can consider incorporating game-based approaches into their instruction to enhance active and innovative learning experiences. Overall, this study provides valuable insights for educators in utilizing game-based models for teaching Arabic language in an engaging and effective manner.</em><em></em></p>