Interactive Learning Environment Research Articles

Teacher Educators’ Experiences of Integrating Digital Technologies in English Language Teaching

Incorporating digital technologies into English Language Teaching (ELT) has become an essential aspect for enhancing teaching and learning experiences. This hermeneutic phenomenological study explores the experiences of four university-level English language teacher educators in Darchula regarding integrating digital technologies into ELT. Utilising semi-structured interviews and thematic analysis guided by the DigCompEdu Framework, the research reveals the educators’ lived experiences with digital technology integration. The findings highlight how digital tools are employed to improve teaching and learning experiences, boost student engagement, enhance access to educational materials, and create dynamic and interactive learning environments. Despite these benefits, the study also underscores the need to address technical challenges and adopt a balanced approach to using online resources to maximize advantages while mitigating potential drawbacks. By providing teacher educators and policymakers in Nepal with insights into the significance of digital technologies and the potential of the DigCompEdu framework, this article aims to promote more effective integration of digital technologies in ELT classrooms.

L2 writer engagement with automated written corrective feedback provided by ChatGPT: A mixed-method multiple case study

Automated written corrective feedback (AWCF) has been widely applied in second language (L2) writing classrooms in the past few decades. Recently, the introduction of tools based on generative artificial intelligence (GAI) such as ChatGPT heralds groundbreaking changes in the conceptualization and practice of AWCF in L2 pedagogy. However, students’ engagement in such an interactive and intelligent learning environment remains unstudied. The present study aims to investigate L2 writers’ behavioral, cognitive, and affective engagement with ChatGPT as an AWCF provider for writing products. This mixed-method multiple case study explored four L2 writers’ behavioral, cognitive, and affective engagement with AWCF provided by ChatGPT. Bearing the conversational and generative mechanisms of ChatGPT in mind, data on students’ engagement were collected from various sources: prompt writing techniques, revision operations, utilization of metacognitive and cognitive strategies, and attitudinal responses to the feedback. The results indicated that: 1) behavioral engagement was related to their individual differences in language proficiencies and technological competencies; 2) the participants have failed to metacognitively regulate the learning processes in an effective manner; and 3) ChatGPT ushered in an affectively engaging, albeit competence-demanding and time-consuming, learning environment for L2 writers. The study delivers conceptual and pedagogical implications for educators and researchers poised to incorporate GAI-based technologies in language education.

Instagram's Impact on Rural Colombian English Education: A Fourth Industrial Revolution Perspective

In the Fourth Industrial Revolution, characterized by rapid technological advancements, traditional educational models must evolve. This study examines the potential of Instagram, a widely-used social media platform, as a tool for English language education in rural Colombia. With over a billion active users, Instagram offers unique opportunities for immersive language learning. By integrating Instagram, educators can create dynamic, interactive learning environments for students in areas with limited access to traditional resources. This approach addresses digital age challenges and promotes inclusivity and accessibility in education. Through literature analysis, case studies, and firsthand experiences, the study highlights Instagram's transformative role in language education. It examines Instagram's impact on learning outcomes, student engagement, and teaching practices, providing valuable insights for educators aiming to leverage social media for educational purposes in diverse contexts.

Didactic sequence for realistic simulation: double diamond method for teaching drug administration

Realistic simulation is an effective pedagogical strategy that uses simulated scenarios and situations to promote practical and experiential learning in various areas of education, including medical and nursing education. For this reason, it is necessary to create a registration model to carry out realistic simulation in a standardized and systematized way. The aim of this study is to develop an interactive didactic sequence model based on the pedagogical hermeneutic circle applied to realistic simulations in the preparation and administration of medication. Results: The development of an interactive didactic sequence based on the Dialectical Hermeneutic Circle resulted in a complex instrument that guarantees the construction and reconstruction of reality, which is presented in a dialogical way through a constant back and forth between the students' successive interpretations and reinterpretations. The conclusion is that the interactive didactic sequence for realistic drug simulation guarantees continuous dialog between teachers and students, creating a more interactive learning environment where students are encouraged to express their doubts, opinions and challenges, which is fundamental for building knowledge.

POTENTIALITIES OF NEW TECHNOLOGIES IN THE TEACHING-LEARNING PROCESS IN BRAZILIAN PUBLIC SCHOOLS

This article discusses the potential of new technologies in the teaching-learning process in Brazilian public schools, using participatory research to investigate how these technologies can be integrated into the educational environment. With the aim of exploring these possibilities, the study analyzes the implementation of digital tools, such as Linux Educacional, and programs that encourage technological inclusion in public schools. The use of blogs and social networks is highlighted as a means to create a more engaging and interactive learning environment. The discussion suggests that despite these difficulties, the planned and strategic incorporation of ICTs can transform education, offering a richer and more contextualized experience for students and teachers. Furthermore, the need for effective public policies and continuous support to ensure that technologies are used efficiently is emphasized. Although there are obstacles to be overcome, the potential of new technologies to enrich the educational process is considerable, justifying efforts to overcome barriers and promote more innovative and motivating education in Brazilian public schools.

Lógica de programação através da robótica: Uso do Scratch e Arduino para criação de robôs e projetos interativos

This article investigates the teaching of programming logic through robotics, using Scratch and Arduino for the creation of robots and interactive projects. Through a literature review, we examine the advantages and challenges of this approach, highlighting how the integration of visual programming tools and hardware can enrich student learning. The integration of Scratch and Arduino in education emerges as an innovative approach to teaching programming logic. Scratch, a visual programming language, and Arduino, an open-source electronics platform, provide students with a dynamic and interactive learning environment. Through hands-on projects and real-time feedback, students can explore abstract concepts in a tangible way, enhancing their understanding and knowledge retention. Despite the challenges, such as teacher training and the availability of resources, the benefits of using Scratch and Arduino outweigh the difficulties, providing students with engaging and meaningful learning experiences. This article reviews the literature on the use of Scratch and Arduino in education, highlighting their contributions to programming education and project-based learning. The results indicate that the use of Scratch and Arduino promotes a dynamic and engaging learning environment, facilitating the understanding of programming and electronics concepts. Future research should focus on strategies to improve teacher education and expand access to these tools, ensuring that all students have the opportunity to develop essential digital literacy skills. By empowering students to become creators and innovators, Scratch and Arduino pave the way for a future where technology is not only understood, but is also actively shaped and utilized for positive change.

Empowering Urban Farmers: An Asynchronous Learning Application for Greenhouse Management

This paper addresses the growing need for effective educational tools in greenhouse gardening, particularly for beginners lacking prior agricultural knowledge. Despite the increasing availability of mobile applications aimed at agricultural education, many existing resources fail to engage users through interactive experiences, thereby limiting their practical skill development. This study identifies a significant knowledge gap regarding the specific needs of novice gardeners and the effectiveness of current educational applications. To address this gap, we developed an innovative mobile application designed to facilitate asynchronous learning through interactive features such as discussion forums and quizzes. A mixed-methods approach was employed, involving user testing with 30 participants to evaluate the application’s usability and engagement levels. The results indicated that 90% of users found the application intuitive and easy to navigate, with enhanced motivation attributed to its engaging visual design. These findings suggest that the proposed application not only meets the educational needs of users but also fosters a more interactive and responsive learning environment. The implications of this research highlight the potential for mobile applications to significantly improve practical knowledge and skills in greenhouse management, ultimately contributing to more sustainable agricultural practices

Statement of Retraction: Meta-analyses of effects of augmented reality on educational outcomes over a decade Interactive Learning Environments

Statement of Retraction: Meta-analyses of effects of augmented reality on educational outcomes over a decade Interactive Learning Environments

Pelatihan ChatGBT kepada Guru di Majelis Pendidikan Muhammadiah kota semarang untuk Peningkatan literasi digital

The development of artificial intelligence (AI)--based learning models has made significant progress alongside the abundance of data. This enables the creation of complex deep-learning models to tackle increasingly intricate tasks. Evolving machine learning algorithms become a key factor in enhancing AI model capabilities. The demand for smart and efficient solutions from the business sector drives the adoption of AI technology, supported by advances in sensor technology, the Internet of Things (IoT), natural language processing (NLP), and image recognition. This article highlights the potential impact of AI model development on the learning experience, especially at the Elementary (SD), Junior High (SMP), and Senior High School (SMA) levels. Implementing AI models in elementary and secondary schools can support student progress assessment, provide material recommendations based on student understanding, and develop skills. The study discusses a teacher training initiative using ChatGPT to understand and utilize artificial intelligence in education. Training results show that teachers can effectively create varied and engaging learning materials using ChatGPT. Despite AI's benefits, cultural and social values remain irreplaceable, such as ethics towards teachers and social interactions among students. In conclusion, digital literacy training for teachers is essential to enhance their ability to develop modern and effective learning models, with AI as a valuable tool in creating dynamic and interactive learning environments.

Development of Teaching Elements Based on Total Physical Response Activities for Improving Quranic Recitation Proficiency among Converts: Application of The Fuzzy Delphi Method

The Quran is a vital guide for Muslims, requiring proper recitation with tajwid. However, many converts struggle with accurate Quranic recitation even after years of embracing Islam. This study aims to develop Total Physical Response (TPR)-based teaching activities to enhance Quranic recitation proficiency among converts by integrating physical movements with learning, aiding in recognizing Hijaiyah letters and tajwid rules. Utilizing the Fuzzy Delphi Method (FDM), this study achieved expert consensus on proposed TPR-based activities. Ten experts in technical and vocational education, educational technology, and curriculum development participated, selected through purposive sampling. Data collection involved a two-stage process: a workshop where experts rated each activity on a 5-point Likert scale, followed by FDM analysis, transforming responses into triangular fuzzy numbers. This rigorous evaluation required at least 75% consensus and a threshold value (d) not exceeding 0.2. Findings validated all 25 TPR-based activity elements, demonstrating their suitability for teaching Quranic recitation to converts. TPR’s integration of physical activities significantly enhances memory retention and understanding, making it effective for converts with diverse backgrounds and minimal prior Quranic knowledge. The study recommends developing structured modules, providing expert training, creating interactive learning environments, and implementing continuous assessments. Incorporating Higher Order Thinking Skills (HOTS) and varied teaching methods aims to improve engagement and motivation, ultimately making Quranic learning more effective and enjoyable for converts.

Game Products: Innovative Pathways for Nursing Education and Clinical Training

To excel in their work, nurses must have specialized tools to support their tasks and professional development. Games, as a crucial pathway to achieving nursing education and clinical training goals, demonstrate significant potential and application value, making them an innovative product. Nursing education games come in various forms, including virtual reality, augmented reality, tabletop, and digital, and may be designed as needed for individual, two-player, or team play (Avşar et al., 2023; Bermejo et al., 2023; Tsai et al., 2024). These games, beyond their entertainment value, have clear educational objectives embedded in their design. Through levels, challenging tasks, and reward mechanisms, they stimulate learning enjoyment and promote nursing development. In this column, experts and scholars in the field of nursing engaged in game development share their experiences and achievements. Integrating games into nursing delivers a wealth of tools and resources for nursing education and clinical practice, offering immersive learning experiences, instant feedback, and individualized learning paths. For nursing students, gamified products offer safe and risk-free learning environments in which they can practice critical tasks and make decisions in simulated medical scenarios, increasing their clinical experience and confidence and enhancing their clinical judgment and decision-making skills (Wu et al., 2023). For patients, many therapeutic games have already been designed that use gameplay to improve health by facilitating user engagement in rehabilitation exercises, promoting healthy eating, and fostering social interactivity (Tsai et al., 2024). For nurses, various games are being used to promote continuous professional growth in an interactive and enjoyable learning environment, improving overall quality of care and job satisfaction (Hsieh et al., 2023). In summary, the application of game products in nursing education and clinical training has introduced new learning and training models that provide multifaceted benefits for nurses, nursing students, and patients. We hope that readers will gain a deeper understanding of related game products after reading this column and use games effectively to enhance nursing quality.

Implementasi Metode Contextual Teaching And Learning (CTL) untuk Meningkatkan Hasil Belajar Siswa Kelas IV pada Mata Pelajaran Pendidikan Kewarganegaraan di SDN 09 Rangkang

This study aims to explore the effect of the Contextual Teaching and Learning (CTL) method on improving student learning outcomes in Civic Education subjects in grade IV of SD Negeri 09 Rangkang. The background of this study is the low student learning outcomes caused by the use of conventional learning methods that are less effective. The method used is classroom action research (CAR) with two cycles, involving 30 students as subjects. Data were collected through observation, tests, and student worksheets. The results showed that the application of the CTL method can significantly increase student active participation and their learning outcomes. The average student score increased from 70 in cycle I to 85 in cycle II. In conclusion, the CTL method is effective in improving student learning outcomes and can be a good alternative for teachers in teaching complex materials. This study recommends that teachers apply the CTL method consistently to improve the quality of learning in the classroom. Thus, the CTL method can be a practical solution to the problem of low learning outcomes in elementary schools and help create a more interesting and interactive learning environment for students.

TEACHERS’ USE OF TELEGRAM CHATBOT AS LEARNING MEDIA AT SMPN 4 BINJAI

This study explores the implementation of Telegram chatbots as learning media at SMPN 4 Binjai, focusing on enhancing teaching and learning processes through digital transformation. Telegram can serve as effective learning tools by facilitating interaction among teachers, students, and parents (Sanaky, 2023), the research involved training and mentoring 21 teachers using methods such as presentations, discussions, and simulations over three meetings. The chatbots aimed to address challenges such as workload management and student engagement by providing automated content distribution, quizzes, and feedback. Findings indicate that Telegram chatbots significantly enhance the efficiency of delivering educational material, boost student interest and engagement, and promote independent learning. This study underscores the importance of digital literacy in modern education and suggests that ongoing training and support are crucial for maximizing the effectiveness of Telegram chatbots. By creating more interactive and responsive learning environments, chatbots offer a promising future for educational settings. The results highlight the necessity for educational institutions to embrace technological changes and provide continuous training for educators to fully utilize digital tools' potential, thereby improving the overall quality of education.

Breaking the Silence: Unveiling the Hidden Challenges to English Speaking Among Undergraduates

This study aimed to explore the challenges encountered by undergraduate students in speaking English, utilizing a sequential explanatory design to gather both quantitative and qualitative data. In the first phase, a five-point Likert-scale questionnaire, based on Shen and Chiu (2019), was administered to 80 students from the Department of Education at three public universities in Rawalpindi and Islamabad to assess their challenges in speaking English. In the second phase, qualitative data was obtained through semi-structured interviews with six participants (two from each university), to provide deeper insights into the challenges identified in the survey. Quantitative data was analyzed descriptively, with frequencies and percentages calculated to identify prevalent trends, while qualitative data were subjected to open coding for thematic analysis. The findings revealed that linguistic barriers were the most significant contributors to students' challenges in speaking English. Key linguistic difficulties included limited vocabulary, poor sentence structure, and inadequate grammatical proficiency. Additionally, psychological barriers such as anxiety, fear of making errors, and a lack of confidence were also prominent, alongside environmental factors, notably a suboptimal learning environment characterized by insufficient support and limited opportunities for English conversation. Moreover, the qualitative data underscored the importance of regular practice, with participants emphasizing daily English-speaking exercises as a critical strategy for improving language proficiency. These findings have important pedagogical implications, suggesting the need for targeted interventions to enhance students' English-speaking abilities, particularly by addressing linguistic deficiencies and fostering more supportive and interactive learning environments.

Integration of Technology in Chemistry Education at University Level

Technology integration in chemistry education at the university level is increasingly recognized as a transformative approach to enhance teaching methodologies and improve student learning outcomes. This abstract provides a concise overview of the impact, challenges, and future directions of technology integration based on recent studies and empirical evidence. This study aims to explore the effectiveness of integrating technology, such as virtual laboratories, simulation software, and multimedia resources, in enhancing student engagement and learning in university-level chemistry education. A mixed-methods approach was employed, including surveys and interviews with students and faculty members from multiple universities. Quantitative data from pre- and post-assessments were analyzed to assess learning outcomes, while qualitative insights were gathered to explore perceptions, challenges, and recommendations related to technology integration. Findings indicate that technology-enhanced tools significantly enhance student understanding of chemistry concepts and improve problem-solving skills. Students and faculty members perceive technology as beneficial for creating interactive and dynamic learning environments. However, challenges such as technical issues and faculty resistance require institutional support and professional development initiatives to overcome. The integration of technology in chemistry education holds promise for transforming traditional teaching practices and preparing students for careers in scientific research and industry. Future research should focus on exploring emerging technologies and innovative pedagogical strategies to further optimize technology integration in higher education.

The New Mixed Teaching Exploration of Low-Voltage Electrician Training Course under the Background of New Engineering

In the context of New Engineering, the exploration of a novel blended teaching approach for low-voltage electrician training courses aims to address the challenges of modern engineering education by integrating New Engineering concepts and modern teaching technologies to achieve comprehensive innovation in course content and teaching methods. This strategy leverages the advantages of combining online and offline learning to provide a diverse and personalized learning experience, thereby enhancing students' knowledge and practical skills. Online course resources, including interactive courseware, virtual experiments, and simulations, enrich the learning content and increase students' interest and engagement. Offline classes focus on interactivity and practical application through discussions, case studies, and project collaborations, helping students deepen their understanding and apply their knowledge. Flexible scheduling allows students to learn at their own pace, improving learning efficiency and effectiveness. Personalized learning path design, through preliminary surveys and assessments, helps students set individualized learning goals. Utilizing big data analysis and intelligent recommendation algorithms, the system provides the most suitable learning resources. Students can autonomously adjust their learning paths, fostering self-directed learning, while teachers offer targeted guidance and support to ensure the successful completion of learning tasks. Interactive and collaborative learning environments are strengthened through online and offline interaction mechanisms, group collaborative learning, and the use of various interactive tools, enhancing classroom interaction and participation. The establishment of online learning communities promotes resource sharing and experience exchange, creating a positive learning atmosphere. Assessment and feedback employ formative and practical assessments through online tests, assignments, and project work, comprehensively reflecting students' learning progress and outcomes. Multi-dimensional feedback mechanisms and data-driven evaluation provide detailed learning analysis and improvement suggestions for both teachers and students, enhancing teaching effectiveness.

Overcoming the Myths: Interactive Learning Environments as Myth Busters in Teaching and Learning

Overcoming the Myths: Interactive Learning Environments as Myth Busters in Teaching and Learning

Exploring the Benefits and Challenges of Gamification in Enhancing Student Learning Outcomes

This study investigates the benefits and challenges of gamification in enhancing student learning outcomes through a qualitative literature review method. By examining a wide range of scholarly articles, educational reports, and case studies, this research aims to provide a comprehensive understanding of how gamification impacts student engagement and academic performance. The literature review reveals that gamification, defined as the application of game-design elements in non-game contexts, significantly enhances student motivation and engagement. Key benefits identified include increased student participation, improved knowledge retention, and enhanced problem-solving skills. Gamification fosters a more interactive and enjoyable learning environment, which can lead to better learning outcomes by making educational content more appealing and accessible. However, the study also highlights several challenges associated with the implementation of gamification in educational settings. These include the potential for increased distraction, the risk of emphasizing competition over collaboration, and the difficulty in designing games that align well with educational objectives. Additionally, there is concern about the digital divide, as access to technology can vary widely among students, potentially leading to inequities in learning opportunities. The review suggests that while gamification has substantial potential to enhance learning outcomes, careful consideration must be given to its design and implementation to avoid unintended negative effects. The study concludes that gamification can be a powerful tool for improving student learning outcomes when applied thoughtfully, with attention to the diverse needs of learners and the educational context. This research provides valuable insights for educators, curriculum designers, and policymakers aiming to integrate gamification into educational practices effectively.

Development of Powtoon-Based Learning Videos to Improve Learning Outcomes in Siroh Subjects at Markazur Quraan Baitun Najaah

Powtoon-based learning media has become a popular choice in education to improve learning effectiveness. This scientific article was prepared using the Systematic Literature Review (SLR) method. The SLR method is used to identify, review, evaluate and interpret all available research with the topic area of the phenomenon of interest, with specific relevant research questions. The researcher used 10 articles as references in this study. Results Previous studies have shown that the use of Powtoon in learning maths, science and history has yielded positive results. It not only improves comprehension of the material, but also enhances students' visual appeal, creativity, innovation, learning experience and learning motivation. With attractive animation features, Powtoon creates a dynamic, interactive, and fun learning environment for students. Therefore, the use of Powtoon media can be an effective strategy in improving the quality of learning and student learning outcomes in various subjects.

Impact of a therapeutic educational intervention using a gamification method aimed at adolescents with type 1 diabetes mellitus.

ntroduction : Autoimmune type 1 diabetes mellitus (T1D) is one of the most prevalent chronic diseases in the paediatric age group. Gamification in diabetes education may have the potential to change health behaviours by creating an innovative, engaging and interactive learning environment. Material and methods : A 6-month prospective quasiexperimental pilot study aimed at evaluating the impact of a gamified educational intervention (own kahoot ®, face-to-face, in 2 sessions, with immediate feedback) on diabetes knowledge, metabolic control and quality of life of adolescents with T1D. Variables recorded : knowledge using the Diabetes Knowledge Questionnaire Test (DKQ2) and own Diabethoc questionnaire, metabolic control parameters through glycosylated haemoglobin, main parameters established according to the recommendations of the Advanced Technologies & Treatments for Diabetes (for sensor use >70%) and quality of life in diabetes with the PedsQL test. Results : Twenty-one patients (61.9% boys) with a mean age of 13.8±0.81SD years on multi-dose insulin therapy 71.4% (n=15) and the insulin pump 28.6% (n=6) were included. Assessment by DKQ2 showed a 38.7% increase in knowledge post-intervention. The Diabet-hoc test showed an increase of 65.3% throughout the study. Changes in metabolic control and the quality-of-life test were not statistically significant. Conclusions : Our tool demonstrated an improvement in diabetes knowledge maintained at 6 months after the study