Interactive Learning Environment Research Articles

ANALYSIS OF THE USE OF THE WORDWALL APPLICATION IN LEARNING ENGLISH USING CHROMEBOOK FOR VOCABULARY

This study aims to explore the subjective experiences, perceptions, and challenges faced by English teachers and students in implementing the WordWall application in their classroom environment, especially when used together with Chromebooks to learn vocabulary. The research method used is qualitative by collecting data through interviews, questionnaires and observation. The results of interviews with teachers showed that WordWall was assessed positively in increasing student engagement and vocabulary understanding, even though several technical challenges such as slow internet connections were encountered. Student questionnaires also yielded positive responses, with the majority of students feeling more engaged and their vocabulary understanding improved after using WordWall. Observation results indicate that WordWall in combination with Chromebooks is effective in creating an interactive learning environment that facilitates student engagement. In conclusion, using WordWall with Chromebooks can be an effective tool in enhancing English language learning in the classroom, by offering students an engaging and interactive learning experience.

Reflections on Enhancing Higher Education Classroom Effectiveness Through the Introduction of Large Language Models

Objective: The objective of this study is to explore the potential of integrating Large language models (LLMs) into higher education to enhance teaching effectiveness. It investigates how LLMs can support personalized learning, improve teacher - student interaction, and foster content innovation. The study also addresses the challenges associated with the use of LLMs, including the transformation of the teacherʼs role, data privacy concerns, and technical limitations in handling complex cognitive tasks. Methods: A mixed - method approach was used, combining a literature review, survey, and case study analysis. The literature review focused on artificial intelligence applications in education, while a survey was conducted among 120 professors and 533 students from five universities in China to gather quantitative data on their experiences with AI in education. Case studies were also analyzed to assess the effectiveness of LLM - supported learning platforms in enhancing classroom engagement, interaction, and teaching outcomes. Results: The survey results revealed that 68% of professors and 74% of students found LLMs beneficial for personalized learning and improved classroom engagement. However, 58% of professors raised concerns regarding the changing role of teachers and data privacy issues, while 49% of students worried about over - reliance on AI affecting their independent learning. Case studies showed a 30% improvement in teacher - student interaction and a 25% increase in student engagement, although LLMs struggled with advanced cognitive tasks in specialized fields such as mathematics. Conclusion: The study concludes that while LLMs offer significant advantages in improving personalized learning and enhancing interaction, their integration into higher education must be managed carefully. Teacher training, ethical considerations, and data privacy safeguards are essential. Future research should focus on optimizing LLMs for specialized academic fields and exploring their combination with emerging technologies like virtual reality and augmented reality to create more interactive learning environments.

Factors Contributing to English Fluency Paucities among Secondary Level Students: Perspective Dinajpur Education Board, Bangladesh

This study examines the factors contributing to English fluency paucity among secondary-level students in the Dinajpur Education Board, Bangladesh. Despite the prominence of English as a global language, students in this region face significant challenges in achieving fluency. The research identified key factors such as inadequate teaching methods, lack of exposure to English outside the classroom, limited access to English learning materials, socio-economic barriers, and insufficient emphasis on speaking and listening skills in the curriculum. Data was collected through surveys, interviews, and classroom observations, involving both students and teachers. The findings suggest that while students possess a basic understanding of English grammar and vocabulary, their ability to use the language in conversational settings remains limited. Furthermore, socio-cultural attitudes towards English and insufficient teacher training also play a role in hindering fluency development. The study recommends improvements in curriculum design, teacher professional development, and the promotion of interactive English language learning environments. Addressing these challenges could significantly enhance students’ fluency and better prepare them for academic and professional opportunities.

Exploring the utilization and deficiencies of Generative Artificial Intelligence in students’ cognitive and emotional needs: a systematic mini-review

Despite advances in educational technology, the specific ways in which Generative Artificial Intelligence (GAI) and Large Language Models cater to learners’ nuanced cognitive and emotional needs are not fully understood. This mini-review methodically describes GAI’s practical implementations and limitations in meeting these needs. It included journal and conference papers from 2019 to 2024, focusing on empirical studies that employ GAI tools in educational contexts while addressing their practical utility and ethical considerations. The selection criteria excluded non-English studies, non-empirical research, and works published before 2019. From the dataset obtained from Scopus and Web of Science as of June 18, 2024, four significant studies were reviewed. These studies involved tools like ChatGPT and emphasized their effectiveness in boosting student engagement and emotional regulation through interactive learning environments with instant feedback. Nonetheless, the review reveals substantial deficiencies in GAI’s capacity to promote critical thinking and maintain response accuracy, potentially leading to learner confusion. Moreover, the ability of these tools to tailor learning experiences and offer emotional support remains limited, often not satisfying individual learner requirements. The findings from the included studies suggest limited generalizability beyond specific GAI versions, with studies being cross-sectional and involving small participant pools. Practical implications underscore the need to develop teaching strategies leveraging GAI to enhance critical thinking. There is also a need to improve the accuracy of GAI tools’ responses. Lastly, deep analysis of intervention approval is needed in cases where GAI does not meet acceptable error margins to mitigate potential negative impacts on learning experiences.

The Integration of Listening Skills into Curriculum

This study explores the incorporation of listening skills into language courses, reflecting the increasing demand for effective listening approaches that aid in language understanding in real-world situations. The study questions primarily focus on evolution, effective integration methods, assessment approaches, and the role of technology in incorporating listening into curriculum across varied educational contexts. This current study conducted a rigorous literature analysis and aggregated data from 100 empirical research on L2 listening, using stringent standards to identify recent achievements and gaps in the field. Data analysis used deductive text analysis to categorize methods based on efficacy, technology integration, and active learning. Key studies show that task-based learning and the incorporation of multimodal technology, such as podcasts and mobile apps, substantially enhance listening comprehension by providing immersive and interactive learning environments. These methods directly address the research questions, demonstrating that active, contextual listening activities promote profound engagement and retention. In conclusion, this study emphasizes the significance of multimedia and task-based methods, with implications for more inclusive, accessible curriculum design. Future research should focus on low-tech strategies to provide fair access to listening resources worldwide.

Orthodontics Simulations as Teaching Tools

Traditional teaching methods in orthodontics employ static photos posing immense challenges as the learner is unable to conceptualise the changes in different planes that affect final tooth positions in the upper and lower jaws following treatment. Furthermore, the protracted treatment time of orthodontics ranges from 12 months (simple cases) to 36 months (complex cases) thus adding yet another dimension “patient growth” especially children often referred to as 4th Dimension of Time. Previous work at UQ with SBLi (Scenario Based Learning interactive https://youtu.be/PUIanIl5CFc?si=vDf8JwFjHixtzol7) (Naser-ud-Din, 2015) has shown that creating online teaching tools incorporating multimedia to address the concepts of dynamic change and is impactful for student learning on demand with global accessibility. Online asynchronous learning have three key strengths: firstly, flexibility for updating with contemporary software by learning designers and academics; secondly, ease for formative assessment for large cohorts and thirdly, international presence for potential commercialization. Feedback at UQ for postgraduate orthodontic students was overwhelmingly positive as students found interactivity highly engaging and appreciated the self-regulated aspect of it akin to that found in other publications (Hakami, 2021; Khoo et al., 2023; Naser-ud-Din, 2016). However, simulation creation is expensive (Kröger et al., 2017) and thus, it is essential to explore cost-effective teaching tools that are sustainable with the dental industry partners and easily translated into clinical practice. With advent of 3D simulations in Orthodontics, current literature is limited (Ho et al., 2022; Karanth et al., 2024; Sipiyaruk et al., 2023) and future best practices will require initiatives to enhance teaching recommendations. Moreover, LEAN an essential component for success in major industries who observer consistent success such as in aviation, and other professions have added value of efficiency, effectiveness, convenience and comfort. Hallmarks to improve outcomes and safety. The aim of this project is to complete 5 essential orthodontic chapters for the Doctor of Dental Surgery (DDS) students at MDS in (years 2-4) by introducing 3D simulations for orthodontic treatments start to finish; embedded in H5P teaching assessment tool. At present, limited number of such modules have been created with original clinical cases by the primary investigator (SN). Interactive online digital assets are valuable and need to be based on sound principles of Heutagogy for self-directed learning. Furthermore, LEAN foundation creates effectiveness and efficiency of delivery of core content. Essentially this project is aligned with Advancing students education strategy 2023-30 of the UoM P-9 “remove barriers to innovation and forge new partnership models between professional and academic”. At the time of writing there is lack of integrated 3D simulations for education in Orthodontics, thus addressing a gap to create interactive learning environments that are translated to clinical practice in dentistry. Thus utilizing in future CADCAM (Computer assisted Design Computer Assisted Manufacture) with efficiency and confidence for the graduate learner. The CADCAM tech is now widely incorporated by industry partners in dental technologies into mainstream Dentistry providing precision and speed. Refinement of these three modules will pave way as huge potential for commercialization under the banner of UoM with InnovateEd in near future. Moreover, the LEAN will assist in providing future sustainability.

Level up

This study explores the impact of gamification on student engagement in a first-year Managerial Communication unit at a large Australian university. Gamified elements such as points and leaderboards were integrated into online and classroom activities, aiming to enhance academic, cognitive, social, and affective engagement. Using a quasi-experimental design, the study employed pre- and post- gamification surveys and thematic analysis of student reflections. Results indicated significant improvements in cognitive engagement and social engagement with teachers, with students reporting increased motivation and satisfaction. While academic and social engagement with peers showed no significant differences, qualitative data revealed that competition and rewards fostered a sense of achievement and collaboration. These findings align with existing literature, suggesting that gamification can create a more interactive and supportive learning environment. This study contributes to the growing evidence on the efficacy of gamification in education.

Designing branching scenarios to support clinical reasoning in dental education

Branching scenarios are educational tools where dental students can explore their decision making in a clinical environment without risking harm to patients. By incorporating productive failure, adaptive learning and serious gaming elements into their design, they offer interactive and personalised learning environments. We aimed to design a branching scenario based on a patient presenting with dental pain and evaluate its implementation in a classroom setting. We employed a validated serious gaming model as the framework for our design and mapped a decision tree on a scalable whiteboard for the case. A survey platform was used to build the scenario using rule-based logic. The scenario included multiple ‘learning points’ with tailored feedback. Students can track how many learning points they have ‘unlocked’ and are encouraged to revisit previously uncovered pathways. Classroom observations, learning analytics and student feedback have been collected to evaluate the activity. Preliminary feedback has informed improvements to the branching scenario design and educators have found the learning analytics can be used to tailor future teaching sessions. Future steps include useability testing and design improvements based on student feedback.

A comparative study on the impact of four different SVVR-supported intercultural learning environments on learners’ intercultural competence and learning engagement

ABSTRACT In the digital age, spherical video-based virtual reality (SVVR) emerges as a powerful tool for intercultural education, enabling immersive experiences that transcend geographical boundaries. However, prevalent research often reduces learners to passive observers, constraining the cultivation of intercultural competence. This study addresses the gap in current research by examining the effects of learning devices and interaction components within SVVR environments, based on embodied cognition theory, on intercultural competence. Additionally, it also focuses on student engagement during intercultural learning in SVVR environments, an aspect that previous studies have insufficiently explored. Using a mixed-methods approach with 80 participants from China and Indonesia, we compared four distinct learning environments: Basic Learning Environment (BLE), Virtual Reality Learning Environment (VRLE), Basic Guide Learning Environment (BGLE), and Embodied interactive Learning Environment (EILE). The findings indicate that the EILE, which achieves a higher level of embodied interaction, significantly enhances intercultural competence and learning engagement compared to other conditions. Specifically, EILE group showed superior emotional and cognitive engagement, as well as diverse and proactive behavioural patterns. This study underscores the importance of educational design in SVVR, showing that careful consideration of learning devices and interactive components can promote active learning, deeper understanding, and positive learning behaviours.

University Students' Perspectives on the Use of Interactive Presentation Technologies

This study seeks to examine University students' perspectives on the use of interactive presentation technologies (namely Classpoint) in order to foster an interactive learning environment and enhance motivation during remote learning. The sample consisted of 66 students who were currently enrolled in undergraduate and graduate programmes at Arab Open University. In order to accomplish the objective of the study, a questionnaire consisting of a 20-item Likert scale was devised to assess the efficacy of employing Classpoint in terms of presentations, classroom engagement, and motivation for remote learning as seen by the students. Furthermore, 14 students were subjected to semi-structured interviews. This study employs a combination of qualitative and quantitative methodologies. The findings indicated that the utilisation of Classpoint resulted in heightened classroom engagement and enhanced students' enthusiasm for remote education. The findings also indicated a strong inclination among students to utilise Classpoint for establishing an engaging learning atmosphere during remote education. Furthermore, there were statistically significant variations in the average scores based on the students' educational level, favouring those enrolled in the master's programme. However, no statistically significant difference was observed based on the students' gender. Moreover, the findings indicated that there were no statistically significant disparities in student motivation for remote learning based on educational level and gender. Additionally, the qualitative analysis revealed a substantial enhancement in student motivation because of using Classpoint.

Mapping the Kazakhstani STEM Education Landscape: A Review of National Research

The aim of this study was to map the current status of STEM education in Kazakhstan. The study encompasses 24 studies selected through a literature search in Google Scholar, ERIC, Web of Science, and Scopus. The descriptive characteristics of the reviewed studies reveal a significant increase in STEM education publications in Kazakhstan since 2019, indicating a growing emphasis on this field. The reviewed studies, spanning the years 2019 to 2023, included diverse formats such as journal articles, conference proceedings, book chapters, theses, and review articles. Notably, the reviewed studies involved participants from both K-12 and university levels, with a particular focus on female students in some studies. The thematically organized findings of the reviewed studies highlighted challenges faced by STEM education in Kazakhstan, including students’ perceptions about STEM subjects and careers, school environment and educational culture, and societal and gendered expectations. Creating interactive learning environments, addressing biases, dismantling gender stereotypes, and challenging traditional norms were identified as crucial steps to encourage the participation of young women in STEM disciplines. This study contributes to understanding STEM education in Kazakhstan and provides a foundation for future cross-country comparisons, emphasizing the necessity for adaptable approaches in designing and evaluating STEM initiatives in evolving educational contexts.

The Use of Augmented Reality, Virtual Reality and Mixed Reality Technologies in Education: A Bibliometric and Systematic Review

This study aims to conduct a bibliometric analysis of the articles published on Augmented Reality (AR), Virtual Reality (VR), and Mixed Reality (MR) research in the field of education. The study also aims to provide more comprehensive information on research trends by conducting a systematic review based on bibliometric analysis data. Therefore, the study was designed according to the multiple research methods. In this direction, bibliometric analysis was conducted first. After the bibliometric analysis, the systematic review technique was used to evaluate the most cited studies. VOSviewer was used to analyze bibliometric data, and the MaxQda program was used to analyze systematic review data. In the study, it was determined that educational research conducted with AR and VR started to be conducted in the 1990s. On the other hand, it was determined that the integration of MR research into education began in the mid-2000s. It was found respectively that the keywords virtual reality, augmented reality, education, medical education, simulation, and mixed reality were used more in the studies found in Web of Science. Also, it was observed that research on AR, VR, and MR was mostly conducted in the United States of America and China. On the other hand, it was concluded that the studies were published more in "Education and Information Technology" and "Interactive Learning Environment" journals. It was determined that three publications by Guido Makransky ranked in the top ten in terms of the number of citations. Similarly, Makransky ranked first among the authors who published the most articles. Finally, it was observed that the studies conducted with these technologies were mostly written by two, three, and four authors.

Upaya Meningkatkan Motivasi Belajar Siswa dengan Metode Team Games Tournament (TGT) Terhadap Siswa Kelas XI SMA Negeri 1 Gowa

This study aims to enhance students’ learning motivation through the application of the team games tournament (TGT) method in the 11th grade students at SMA N 1 Gowa. The study employs a classroom action research (CAR) design consisting of two cycles, with each cycle including the stages of planning, implementation, observation, and reflection. The subjectof the study were 11th grade students at SMA N 1 Gowa. Data were collected through observation, interviews, and questionnaires, and then analyzed qualitatively and quantitatively. The results showed a significant increase in students’ learning motivation after the implementation of the TGT method. This method proved effective in creating a more interactive and competitive learning environment, therby boosting students’ enthusiasm and engagement in the learning process

Influence of Contemporary Philosophical Teaching Approaches on Students’ Learning Performance in Selected Universities in China: Basis for an Enhanced Teaching Program

This study explores the influence of contemporary philosophical teaching approaches on students' learning performance in selected universities in China. The research specifically examines the extent to which philosophical approaches like Perennialism, Essentialism, Progressivism, Reconstructionism, and Behaviorism are manifested among educators and how these approaches impact students' engagement, attitudes, assignment quality, and grades. Utilizing a mixed-methods approach, the study involved a comprehensive survey of university teachers, followed by a quantitative analysis of the data. The results indicate that Progressivism and Reconstructionism are the most prevalent approaches, showing significant correlations with enhanced student engagement and improved learning outcomes. However, Behaviorism demonstrated a notable predictive ability in influencing students' performance through structured reinforcement strategies. The study highlights the importance of integrating diverse teaching methodologies to cater to varying student needs and promote holistic educational development. These findings provide a basis for proposing a more enriched and adaptable teaching program aimed at fostering a more interactive and student-centered learning environment.

Enhancing Engagement in Learning Management Systems using Gamification Framework

The rapidly evolving landscape of higher education demands innovative approaches to engage learners effectively within Learning Management Systems (LMS). This article presents a conceptual framework of gamification explicitly designed for higher education to enhance learner engagement within LMS platforms. Drawing inspiration from game design elements, principles, and motivational theory support, the framework strategically integrates points, badges, and leaderboards to create an interactive and motivating learning environment. The primary objective is to leverage intrinsic motivation, fostering active participation and a deeper understanding of course material. By implementing this framework, higher education institutions can enhance the educational experience for learners, improve retention rates, and cultivate a passion for lifelong learning. This article discusses the gamification framework's theoretical foundation, practical implementation, and potential benefits. It provides insights for educators and administrators seeking to transform their LMS into engaging and effective learning environments in higher education.

Virtual Children’s Hospital for Learning Pediatric Nursing

Abstract Background In the context of a funded Erasmus+ program, a platform of a Virtual Children’s Hospital for Learning Pediatric Nursing - VLPN is being developed. The education of nurses working with children, adolescents and families, needs to include specialized knowledge, skills, attitudes and behaviors that will empower them to provide optimal and high-quality care. The virtual platform enables the improvement of pediatric nursing competences of the nursing students through interactive and self-paced activities and content. Objectives 1. To develop an immersive and interactive virtual reality learning environment (VRLE), a virtual children’s hospital and new teaching and learning methods and practices, utilizing virtual reality and simulation in teaching. 2. To promote the international collaboration of students and lecturers through the VRLE Results The results are preliminary. 1. The VRLE includes educational materials developed to be integrated in the pediatric nursing studies, easy to access and use by the students and teachers with innovative self-pace learning material i.e. videos, 3D-models, interactive tests. Digital patients can react to the provided care with speech, movement, facial expressions and gestures, something that is not possible with the manikins in the Labs. 2. Nursing students and lecturers from different countries can participate in joint remote seminars or workshops in the VRLE, sharing and comparing their country and culture-specific differences and similarities in the nursing practices. VRLE and digital materials enables synchronous and asynchronous learning. Conclusions VRLE is highly conducive to clinical and procedure-focused training by enabling simulation. VR methods offer nursing students the opportunity to practice skills in a safe and risk-free environment in an immersive way. It can be accessed by multiple students, teachers or nurses at the same time from different locations in different countries. Key messages • New innovative VRLE enhances nursing students’ knowledge and skills that are needed when working with sick children and their families. • International collaboration, interaction and mobilization are enabled by using a virtual platform instead of traveling, thus strengthening the co-operation in European higher educational institutes.

Kahoot! Game‐based digital learning platform: A comprehensive meta‐analysis

AbstractBackgroundIn recent years, the widespread use of technology in classrooms has encouraged the transition from traditional lecture methods to digital‐based learning environments. Technological game‐based learning platforms, such as Kahoot!, which are used to encourage students' active participation and interaction in learning environments, are used significantly by teachers and students in educational environments worldwide.ObjectivesThis article aims to examine the effects of Kahoot, a digital learning platform, on education through meta‐analysis. This meta‐analysis provides a holistic understanding of the potential impact of Kahoot on education by synthesizing the results of various experimental studies. This study evaluates the influence of Kahoot on key educational variables, such as academic achievement, retention, motivation, anxiety and attitude, which are essential for enhancing teaching methods and optimizing learning environments.MethodsThe study conducted a meta‐analysis following the guidelines outlined in the Preferred Reporting Items for Systematic Reviews and Meta‐Analysis (PRISMA). A total of 43 studies that met the specified criteria were included in the sample, providing a comprehensive overview of the impact of Kahoot across different contexts. The sample was n = 1706 for the experimental group and n = 1647 for the control group.Results and ConclusionThe findings from the meta‐analysis indicate that Kahoot has a significant moderate positive effect on academic achievement, with an average effect size of 0.772 (95%CI: 0.540–1.004). The analysis also shows a very large positive effect on retention, with an average effect size of 1.492, suggesting that students using Kahoot tend to have significantly higher retention compared with those who do not. For motivation, Kahoot demonstrates a large positive effect, with an average effect size of 0.960, indicating that students using Kahoot tend to be more motivated. The impact on anxiety is less clear, with a small negative effect size of −0.338, suggesting a moderate reduction in anxiety levels among students using Kahoot. Lastly, Kahoot appears to have a medium positive effect on students' attitudes towards learning, with an average effect size of 0.678.TakeawaysThese results underscore the potential of Kahoot as an effective educational tool. The results of this study provide valuable guiding information for educators and policy makers by helping to optimize teaching methods and learning environments through the effective use of digital tools, such as Kahoot. The findings suggest that Kahoot can increase academic achievement, retention, motivation and attitudes and potentially reduce anxiety, making it a promising digital tool for modern educational practice.

Academic Opportunities of Gamification at University

Gamification is a powerful tool of modern education, but its successful implementation requires careful planning that takes into account the academic context and the individual needs of students. The authors tested a new narrative model of gamification, which integrated game elements and storylines to create a more interactive and motivating learning environment. The model involved stories and scenarios that linked various tasks and activities to immerse students in professionally relevant situations. The model was based on gamification principles, game mechanics, interactive tasks, social interaction, and adaptive feedback. The narrative contextualized learning, thus enhancing students’ engagement, motivation, and professional identity. The experiment (September-December 2023) gamified a course of Professional Ethics and involved first-year students of Clinical Psychology (n = 31), Voino-Yasenetsky Krasnoyarsk State Medical University. The narrative model of gamification fostered a more positive attitude towards the future profession, increased students’ engagement, and enhanced their interest in the academic process. Storylines, roles, personages, problematic situations, and unpredictability ensured students’ deep immersion in professional situations and contributed to the development of important ethical and professional qualities. Gamification has a great potential for improving the quality of higher education, making the learning routine more exciting and effective.

OPTIMIZING LEARNING THROUGH GAGNE'S THEORY: TEACHING VIDEO ANALYSIS FOR PROSPECTIVE TEACHERS

This study explores and describes the learning process of elementary school teachers and professional education students through the lens of Gagné's learning theory. Using a qualitative approach with a descriptive method, the research analyzes recorded learning sessions of students enrolled in the program. Data collection involves examining the recorded lessons, and the analysis follows a descriptive qualitative framework. The findings reveal that implementing Gagné’s nine instructional events, particularly goal-oriented and active learning strategies, positively influenced student interaction and comprehension of the material. Although there were variations in the ability to recall prior knowledge, all recordings demonstrated significant efforts in delivering content effectively, providing thorough guidance, and offering constructive feedback to enhance knowledge retention and transfer. This study provides a fresh perspective on applying Gagné’s learning theory in professional education, emphasizing its impact on teacher training. Unlike previous studies that often focus on theoretical aspects, this research offers empirical insights into how Gagné’s instructional events can foster deeper engagement and understanding in real-world classroom contexts. Additionally, the study highlights students' diverse experiences in applying Gagné's principles, offering new strategies for improving teaching methods. The implications suggest that educators in teacher preparation programs can use these findings to design more interactive, structured, and outcome-oriented learning environments, ultimately enhancing the quality of education in teacher training programs.

REVISITING PUPPETS TO TEACH ENGLISH TO CHILDREN: MODEL ACTIVITIES TO FOSTER CLASSROOM ORAL INTERACTION USING PUPPETS

<p>Puppetry, as an educational resource, has been used for years to create a dynamic and interactive learning environment that encourages creativity, active oral participation and language fluency development. In a world where the use of technological tools, digital materials, apps and virtual classrooms have changed the dimension of education, making classes more dynamic and obliquus, puppets are still valuable in the class, as multiple research works have shown. For that reason, we revisited the use of puppets as a pedagogical tool in the English classroom, specifically to foster oral interactions in the English classes of a group of pre-schooling students. In that group, we observed that even though the teacher used multiple resources and activities (such as games, songs, act outs and more), some students did not participate in the oral interaction activities. We decided to design a set of activities mediated by impersonated puppets to foster oral interaction in the class. In this work, we presented the steps for designing those activities and a theoretical foundation for that design. The findings of its application are a matter of further research.</p><p> </p><p><strong> Article visualizations:</strong></p><p><img src="/-counters-/soc/0745/a.php" alt="Hit counter" /></p>