Interactive Quizzes Research Articles

Mathematics Teaching Innovations and The Evaluation during the Pandemic: What Else Can We Do to Help Our Students Learning?

This paper describes the innovations in mathematics teaching for the D3 Dep. of Electrical Engineering Politeknik Negeri Semarang (Polines), Indonesia during the corona pandemic and the evaluation. The case study method is chosen to observe the qualitative and quantitative data based on three considerations, i.e. the technologies, goals and assessments. The results show three things: teaching innovations based on the processes and products and the evaluation. Processes here mean the variety on the technology use in teaching. During the pandemic, not only Whatsapp (WA) application is used to support the teaching but also two learning management systems (LMS), i.e. Elnino (Moodle-based) and Google Classroom (Google-based). These technologies are used simultantly to record the attendances as well as to deliver teaching and assignment materials. Meanwhile, Whatsapp (WA) application is then used specifically for discussions, Google Classroom for submitting assignment and Elnino for managing the grades. Beside the LMS, another technology, i.e. Youtube channel, is used to share teaching materials in the video format. Meanwhile products here mean innovations on the goals and assessments modifications. Goals are simplified into three (out of four) purposes only. While assessments only consist of the two (out of three) individual assignments and two (out of four) group works. As the evaluation given by students’ feedback, more teaching innovations are needed to balance the synchronous and asynchronous teaching approaches. Which means more technologies can be used to conduct online meeting (e.g. Zoom meeting, Google Meet) and interactive online quizzes (e.g. Kahoot, Mentimeter).

Peningkatan Kemampuan Pedagogik Guru dalam Pembelajaran Daring melalui Penerapan Kuis Interaktif Daring

Learning from Home (BDR) in network (online) and offline (offline) is indeed a challenge for teachers in its application. Inaccurate and non-varied learning methods are problems that teachers often face, especially in online learning. Teachers also have to learn to be more creative in choosing learning media so that their students don't feel bored. Online learning can run well, be effective and fun it requires motivation and also creativity in these learning activities. Creativity is important because creativity is one of the factors that influence success in learning. If teachers are motivated and creative, they will improve their pedagogic ability well to achieve learning goals. The activity, which is carried out in the form of a webinar and workshop online for elementary and middle school teachers, increases the role of teachers professionally in intellectual, pedagogical, and creativity which can help develop the learning process given. The results of this activity are increasing teachers’ pedagogic competences in the selection and use of creative, varieties, and interactive. So, applying online interactive quizzes become solutions in increasing teachers’ pedagogic competence in learning and assessment, project or performance.

Quizizz: Science learning media in elementary school in developing critical thinking skills

The ability to use technology in the era of the Industrial Revolution 4.0 is something everyone should have. Likewise in the field of education, teachers and students can use technology as part of the media used during the learning process. Learning by utilizing technology as learning media is expected to give a pleasant, challenging, and interactive impression that contributes to the abilities of elementary school students. One of the abilities of elementary school students that are expected to develop is critical thinking skills. Critical thinking skills are the ability to observe, analyze, and evaluate previously acquired knowledge based on logical reasoning. Critical thinking skills can be developed with the help of learning media. One of the technology-based learning media that can be used is Quizizz. Quizizz is a web tool or smartphone-based application that can create interactive quizzes in the form of games used in the learning process both in and/or outside the class or in distance learning. Therefore, Quizizz is expected to contribute to the development of students’ critical thinking skills in elementary schools, especially in science learning.

87 Identification of Critical Burn Knowledge Gaps within the USA Population: A Survey and Education on Burn Prevention and Preparedness

Abstract Introduction Associations, institutions, and providers have made enormous efforts to educate the United States public on burn injury in the hopes of preventing burns. However, there are no reports to-date describing the level of public burn knowledge in the U.S. This study characterized the public knowledge of burn prevention and preparedness in the US. It also aimed to assess if our interactive quiz is an appropriate educational tool. Methods QualtricsTM surveys designed to test knowledge and educate about burns were crowdsourced to laypersons via Amazon MTurk. Demographics were self-reported. In section 1, respondents were presented six questions asking about causes and care for burns, in a quiz style with explanations provided immediately. In section 2, respondents self-reported personal experiences with burns, burn education, and knowledge of verified burn centers. In section 3, they reported attitudes towards burn care. Survey responses were analyzed using two-tailed Student’s t tests and chi square analyses. Results We received 402 completed survey responses, and 331 total were included for analysis; studies were excluded if they were completed in < 5 minutes or had incorrect attention check questions. The mean age was 39.4 ± 12.08, and 51% male. 1. Knowledge: The average quiz score was 51% ± 8; while 65% of respondents knew to run scald burns under cool water, only 41% knew the optimal time of more than 20 minutes. The majority of respondents (92%) reported the quiz improved their burn knowledge. Also, while majority (63%) of respondents had heard of verified burn centers, only 44% knew where the closest one was. 2. Experiences: 72% of respondents had personally experienced a burn, of which 62% were treated in the emergency room. 57% of respondents had witnessed a burn injury occur, of which 92% applied first aid using cool running water (26%), ice (18%), burn gel (17%), and gauze (11%). Only 61% of respondents have participated in burn precautions at home. 56% of respondents have received formal burn training, such as from CPR class (21.4%) and recent first aid training (32.9%). Informal sources include from friends and family (66%), personal burn experience (63%), or social media (47.4%). 3. Attitudes: The majority of respondents agreed there should be more public education on risks/prevention (85%) and treatment of burns (78.6%). Only 63% believe acute burn care should be covered by insurance. Conclusions Our study demonstrates that despite personal experiences with burns and formalized courses, there remain gaps in public burn knowledge in the US. Further studies are required to characterize more detailed knowledge gaps and intervention strategies.

The Egas Moniz histology digital platform – a dream that came true

Introduction Histology knowledge is important to medical sciences as well as an important support to understand the pathology. However, teachers and students feel the need for innovative methods for teaching normal histology [1]. The project of the Histology Egas Moniz digital platform was born to involve our students of several curricular years and to dynamise the teaching of Histology. We believe that the interaction between teachers and students should be enhanced. The younger generations have a set of digital tools that teachers should seek to accompany and encourage. All the mechanisms that result in benefits for the academic formation of our students must be supported as well. The challenge was launched, and I invited students from the first year to the last year and we started to work. Same of the co-workers are now MDs. Materials and methods The samples were collected from our morphology laboratory. All the samples were processed to be observed by light microscopy. Then, the most didactic samples were selected and photographed. The identification and description of the photos were performed. Parallelly, we wrote the text about the main tissues that was included in the digital platform. We also prepared an interactive quiz with the questions and the answers to facilitate the study when our students are preparing for their exams. The existence of a team that has been working at long term moved by a common teaching pedagogical goal identified under the general mission of Egas Moniz and carrying its “DNA” for the future generations. Results For the time being, the base structure of the digital platform has a technical sheet, 5 chapters dedicated to the main types of tissues and they are all illustrated with original photographs prepared by the work team. Also, a QUIZ with 50 original questions has been prepared, with the answer to each question given interactively. Discussion and conclusions This is a pilot project inside our organisation and our study’s methodology, but it´s true that this kind of digital platforms have been performed in other Universities and seem to be a success [2]. We believe that the final product doesn`t have a stop because the dynamic is important, and the authors want to increase value and periodic improvements based on the student’s appreciations in the future. We believe that pedagogically it is a very relevant initiative that must continue its development.

Evaluation of Hypermedia Tools in Terms of Usability Heuristics for English Language Teaching

The technology-assisted teaching and learning process has seen a spurt in growth in the last two decades. The education technology field has rapidly embraced new tools and techniques to enhance the student learning experience. With the evolution of multimedia elements such as digital images, audio, video, graphics, and animation, the learning supported by technology has made learning flexible and accessible in terms of time and place. With Wi-Fi enabled campuses, it is much easier for students to learn using their smart devices enabled by hypermedia content. Hypermedia, also known as active media, is the multimedia content that brings in interactivity, where the user can interact with the system, rather than viewing the content in passive mode. This helps in generating a dialogue between the system and user, sustaining user interest. Some examples of hypermedia are interactive quizzes, games, interactive videos, etc. This study aims to investigate and evaluate four interactive tools, namely FluentU, Duolingo, Livemocha, and Hello English, which are designed for language learning. A qualitative assessment of the applications, including a review of past literature on language learning using tools, was undertaken. The expert evaluation or assessment was done using Jakob Nielsen’s ten heuristics or design guidelines. The objective was to compare the applications by measuring their usability against the standard heuristics. The goal of any usability study is user satisfaction. Through this interface evaluation, the researchers have concluded for designers that could be considered during future development of hypermedia-based tools.

PENGGUNAAN MEDIA SALINDIA INTERAKTIF UNTUK MENARIK MINAT BELAJAR SISWA SEKOLAH DASAR DALAM PEMBELAJARAN DARING

THE USE OF INTERACTIVE POWERPOINT TO INCREASING ELEMENTARY SCHOOL STUDENTS LEARNING INTEREST IN ONLINE LEARNINGThe purpose of this research is to describe the effectiveness of PowerPoint to engage primary students especially in the online learning setting. Method that have been using for this research was qualitative descriptive with the instruments are lesson plan, observation log, and teacher’s mentor feedback. The result show that the use of PowerPoint was effective to engage students in learning because there are many features that support teacher to teach. The features is use to add pictures, video, and particularly hyperlink features that help user to made nonlinear presentation, so the teacher can design an interactive quizzes. PowerPoint also support students to learn individually at home in this kind of online learning setting. It can be conclude that PowerPoint is effective to engage primary student in online learning. Therefore the researcher suggest that the PowerPoint can be validated by the expert so that it can use for teaching primary students in online learning around Indonesia.

Crossword puzzles versus Student-Led Objective Tutorials (SLOT) as innovative pedagogies in undergraduate medical education

AIMS: Small group teaching in Pharmacology offers an effective platform to encourage interaction amongst peers and self-directed learning. The present study is an attempt to assess and compare the effectiveness and perception of students on two different pedagogical methods: Crossword puzzles and Student Led Objective Tutorials (SLOT).METHODS: Second year undergraduate students who gave their informed consent were divided randomly into two groups: one which received crossword puzzle as a teaching learning method and the other had SLOT during which the students conducted an interactive quiz with multiple choice questions prepared by themselves. The students’ perceptions were recorded using a self-administered questionnaire. One week later, a unit test was conducted for both the groups and the performance of the students was compared. Statistical analysis was done using independent Student’s T test with SPSS version 15.0.RESULTS: Analyses revealed a statistical significant difference (P<0.001) between the mean marks obtained in the SLOT group (n= 74; 6.5±3.8) and the marks obtained in the crossword group (n= 87; 4.2±2.9), with the students in the tutorial group performing better. The students opined that SLOT sessions helped them to understand Pharmacology better whereas crossword sessions enabled them to memorize the names of the drugs.CONCLUSION: The present study revealed that SLOT sessions fared better compared to the crossword puzzles in terms of improving the students’ test scores. It fostered teamwork, self-directed learning skills and critical thinking. Crossword puzzles make the session more student friendly as it is fun and engaging but a careful design is inevitable as it may fail to test in-depth learning in students.

COVID-19 Inspired a STEM-Based Virtual Learning Model for Middle Schools—A Case Study of Qatar

An unprecedented turn in educational pedagogies due to the COVID-19 pandemic has significantly affected the students’ learning process worldwide. This article describes developing a STEM-based online course during the schools’ closure in the COVID-19 epidemic to combat the virtual science classroom’s limitations that could promise an active STEM learning environment. This learning model of the online STEM-based course successfully developed and exercised on 38 primary–preparatory students helped them to overcome the decline in their learning productivity. Various digital learning resources, including PowerPoint presentations, videos, online simulations, interactive quizzes, and innovative games, were implemented as instructional tools to achieve the respective content objectives. A feedback mechanism methodology was executed to improve online instructional delivery and project learners’ role in a student-centered approach, thereby aiding in the course content’s qualitative assessment. The students’ learning behavior provided concrete insights into the program’s positive outcomes, witnessing minimal student withdrawals and maximum completed assignments. Conclusions had been drawn from the course assessment (by incorporating both synchronous and asynchronous means), student feedback, and SWOT analysis to evaluate the course’s effectiveness.

27363 Forging Collaboration and the Scalable Dissemination of Biomedical Research Commercialization Education

ABSTRACT IMPACT: A robust and collaborative network of expertise and services is essential for successful research commercialization, including timely and scalable educational support for CTSA institutions and individual faculty investigators with biomedical innovations. OBJECTIVES/GOALS: Leverage expertise at the University of Michigan (UM) by creating collaborative and scalable interactive online courses to instruct and prepare internal and external faculty to navigate critical stages of life science academic research commercialization. METHODS/STUDY POPULATION: UM’s Fast Forward Medical Innovation created two online courses with the UM Office of Technology Transfer and the Michigan Institute for Clinical & Health Research (MICHR). Collaborative planning committees, with content and educational experts, set course goals and learning objectives based on audience needs (e.g. preparation for consultations, commercialization concepts, etc.). Draft content was developed, peer reviewed, and revised before Articulate Storyline was used to convert didactic content to active learning content (e.g. interactive slides, scenarios, quizzes, and forms). Pilot testing was conducted prior to the launch to faculty investigators throughout the UM network. RESULTS/ANTICIPATED RESULTS: Intellectual Property in the Academic Setting launched via the FFMI website and newsletter in July 2020 and has had 66 learners to date. Medical Device Regulations launched in October 2020 and has 22 learners. OTT and MICHR have successfully integrated the courses into their consultation process by requesting review from faculty investigators. We suspect that this will lead to more in-depth and meaningful conversation. Additionally, these courses have been integrated into an FFMI commercialization course to instruct on critical concepts. Evaluation and refinement for both use cases will ensue, as well as inform future collaborative courses. DISCUSSION/SIGNIFICANCE OF FINDINGS: Early results suggest that the courses are advantageous and can serve as a model for future collaborations. The opportunity to disseminate the courses across the CTSA network, as well as collaborate with other institutions, to scale localized expertise to a broader network is promising.

IMPLEMENTASI KUIS INTERAKTIF BERBASIS HOTS BERORIENTASI KEARIFAN LOKAL DAERAH MELALUI APLIKASI QUIZIZZ DI SEKOLAH DASAR

The Covid 19 pandemic caused the need for an adaptation in all areas including in the field of education. The online learning was the way to adapt with the pandemic. Many institutions increased their human resources through training for the preparation of online learning tools. The result was that the teachers were able to make HOTS-based interactive quizzes oriented on local wisdom at Kab. Tulungagung through the quizizz application and its implementation. The goal was that interactive quizzes through the quizizz application could be applied and provided benefits to online learning. This study aimed to analyze the implementation of HOTS-based interactive quizzes oriented on local wisdom at Kab. Tulungagung. The scope of this research included question making, interactive quiz implementation, and evaluation. The study involved 25 students at grade V SDN Mojosari 1 consiting of 11 male and 14 female students. The process of making evaluation questions started from making the question lattice then converted into multiple choice questions by paying attention to HOTS based on local wisdom at Kab. Tulungagung. The implementation of the interactive quiz resulted in the effectiveness of the interactive quiz by 88%. The result of evaluation of HOTS interactive quiz implementation based on local wisdom at Kab. Tulungagung found that 1) interactive quizzes through the quizizz application were needed as an online learning assessment instrument; 2) the use of interactive quizzes eased the teachers to provide assessments without having to make manual corrections as well as being able to analyze the questions made; 3) it fostered competition between students.

Developing an e-learning-based critical-thinking assessment as a physics learning evaluation media with Kahoot! interactive quiz

This study aimed to determine process, feasibility, validity, and reliability of the developed E-learning-based critical thinking assessment as a physics learning evaluation media with Kahoot!. The Research and Development method used was by Borg & Gall. The instrument used was a questionnaire. The type of data produced was quantitative data. The final product was declared feasible with the obtained score percentage of 85.89% by media experts, 80.50% by the material expert, and 94.93% by information and technology expert. The developed product was deemed attractive with the obtained attractiveness score percentages in the small-group trial of 86.10% and the field trial of 83.03%. The items of the product were reliable. The objective of this study was only to develop a physics learning evaluation product using Kahoot! and did not seek the influence of the use of the developed product. Therefore, for further research it can be found the effect of using the following products on student achievement. Based on the research results, the developed product in the form of an E-learning-based critical thinking assessment as a physics learning evaluation media with Kahoot! interactive quiz is said to be feasible and can be used to evaluate physics learning activities.

Learning Mathematics in Madrasah Aliyah Muhammadiyah 2 Banjarmasin during the covid-19 pandemic era

In 2020, the world is being plagued by the Covid-19 epidemic, Indonesians are required to follow health protocols established by the central government and WHO. One of the protocols for the world of education is not held face-to-face teaching to avoid more transmission. Instead, learning is done through online media and students learn from their homes. The purpose of this article was to describe the learning of mathematics that took place at Madrasah Aliyah Muhammadiyah 2 Banjarmasin during the Covid-19 pandemic era, difficulties experienced by teachers and how to overcome them and their impact on student learning outcomes. The research method used was quantitative and qualitative where data is taken from students’ scores before and during the co-19 pandemic as well as questionnaires and interviews with mathematics teachers. To see differences in student learning outcomes before and when a pandemic, the statistical test (t-test) was used. The results obtained were the teacher used several learning methods with several different software, including using Quizizz for interactive quizzes to reduce student boredom in online learning. Student learning outcomes had improved, this was because when students took exams from home students did not experience anxiety because they were not supervised directly by the exam supervisor, also before the exam was carried out students had been guided by parents and students also learnt independently through online media to get information added. In addition, it was also described the difficulties experienced by teachers during carrying out online learning as well as the ways to overcome them along with the results obtained.

Gamification as a tool to rise motivation of studying immunology in a medical university

Modern realities make us think about future doctor's motivation raising to study labor-intensive progressively developing disciplines including immunology. Understanding the immune mechanisms and their role in normal and pathological conditions requires students to have deep fundamental knowledge, analytical thinking and spatial representation of the processes occurring at the immune response. Creating a motivated competent personality of a doctor who is able to navigate quickly in a dynamically developing and updating information space, solve medical problems based on acquired competencies, and integrate knowledge and skills from fundamental disciplines to clinical practice is currently a paradigm of medical education. Introducing modern educational technologies, such as gamification (using the game in the educational process) into the pedagogical process increases significantly its effectiveness by raising the student involvement. This article reveals the design of the interactive digital quiz «General Immunology» created base on «Kahoot» service for test and educational project development, and reflects the research results of the game effect on learning and engagement. 112 students of the Medical Faculty of Northern State Medical University (Arkhangelsk) took part in the quiz, 67 (59.8 %) valid questionnaires with «feedback» were received. Most students (86.5 %) reported that the game was useful to study immunology and raised interest in the discipline. Respondents had a positive game perception in terms of fixing terminology in immunology (86.6 %), and structuring the material (86.1 %). Thus, introducing gamification technology can increase the student's motivation to study fundamental and clinical immunology, helps to structure the material and fix complex terminology.

Introducing an Open-Source Course Management System (Moodle) for Blended learning on infectious diseases and microbiology: A pre-post observational study

IntroductionAttendance at face-to-face courses is low in the 2nd and 3rd years of medical school in France, possibly because of a lack of interactivity. We used Moodle (an open-source course management system) to introduce blended learning on Infectious Diseases and Microbiology through interactive quizzes and sessions of online-based continuous assessment. This pre-post observational study assessed changes in students’ attendance and student as well as teacher satisfaction. MethodsDuring the 2017–2018 academic session of Infectious Diseases and Microbiology, we used Moodle to include interactive quizzes during courses and to organize five continuous assessment sessions. Pre-post comparisons (2017–2018 vs. 2016–2017) were performed for the following outcomes: attendance rate, satisfaction questionnaire and exam performance. In addition, the students’ and teachers’ perception of Moodle-based interactive quizzes and continuous assessment sessions in 2017–2018 was assessed with Likert-like scales, closed and open-ended questions. A thematic analysis of the free comments was performed through inductive coding by two coders. ResultsIn 2017–2018 vs. 2016–2017, mean (±SD) attendance rate was higher [12.5 (±7.2) % vs. 7.9 (±3.5) % of students, P<0.001] and clinical case-based courses, which encompassed 93% of Moodle-based courses in 2017–18, were more frequently considered to improve teaching and learning (81.9% vs. 73.8%, P=0.01). Students more frequently judged the teaching organization and structure to be adequate (85.5% vs. 80.2%, p=0.03) and more frequently recommended to next-year students that they attend courses (96.1% vs. 42.1%, P<0.001). ConclusionUsing Moodle for blended learning on Infectious Diseases and Microbiology improved student satisfaction and attendance at face-to-face courses.

Evaluation of Hypermedia Tools in Terms of Usability Heuristics for English Language Teaching

The technology-assisted teaching and learning process has seen a spurt in growth in the last two decades. The education technology field has rapidly embraced new tools and techniques to enhance the student learning experience. With the evolution of multimedia elements such as digital images, audio, video, graphics, and animation, the learning supported by technology has made learning flexible and accessible in terms of time and place. With Wi-Fi enabled campuses, it is much easier for students to learn using their smart devices enabled by hypermedia content. Hypermedia, also known as active media, is the multimedia content that brings in interactivity, where the user can interact with the system, rather than viewing the content in passive mode. This helps in generating a dialogue between the system and user, sustaining user interest. Some examples of hypermedia are interactive quizzes, games, interactive videos, etc. This study aims to investigate and evaluate four interactive tools, namely FluentU, Duolingo, Livemocha, and Hello English, which are designed for language learning. A qualitative assessment of the applications, including a review of past literature on language learning using tools, was undertaken. The expert evaluation or assessment was done using Jakob Nielsen’s ten heuristics or design guidelines. The objective was to compare the applications by measuring their usability against the standard heuristics. The goal of any usability study is user satisfaction. Through this interface evaluation, the researchers have concluded for designers that could be considered during future development of hypermedia-based tools.

The Parent Support Program: Development and Acceptability of an Online Intervention Aimed at Increasing Supportive Behaviors Among Parents of Trans Youth

Parental support plays a vital role in protecting trans youth from mental health risks including depression, anxiety, substance use, and suicide. This study examined the acceptability of the Parent Support Program, an online intervention aimed at increasing transgender affirming behaviors. The Parent Support Program includes three modules with psychoeducational text, affirming images, educational videos, videos of parents and trans youth, writing activities, and interactive quizzes. The program content and structure were developed based on psychological theories of behavior change and relevant research. Feedback was collected from two focus groups with parents of transgender youth and experts in transgender mental health. This pilot study found that the intervention was highly acceptable and provided useful information on how to improve the intervention in preparation for a larger efficacy study. Improvements include making the intervention more tailored to the participant and modifying writing exercises. Implications for future research and practice with this population are discussed.

Developing an Assessment-Link Mobile Application: A Catalyst for Pre-service Biology Teachers to Analyse Cognitive Test

This study aimed to develop a valid android-based Assessment-Link application to help pre-service biology teachers practice skills of biology cognitive test questions based on Revised Bloom’s Taxonomy. The development procedure of the application used Kemp, Morrison, and Ross’ instructional design consisting of nine stages namely instructional problems, learner characteristics, task analysis, instructional objectives, content sequencing, instructional strategies, designing the message, development of instruction, and evaluation instruments. In this study, there were six biology learning assessment experts from Indonesia and Malaysia universities involved in assessing the quality of the Assessment-Link application. The application quality assessment was carried out on three aspects including content, design, and engagement. This result was in a form of an Assessment-Link application product that contained several features namely tutorial, introductory menus, Revised Bloom’s Taxonomy materials, materials of criteria and how to write good test questions, exploration, interactive quiz, and task. The validity test result showed that all aspects of the assessment were in a very good category. Therefore, the Assessment-Link application developed was valid and able to be used to prepare pre-service biology teachers in analysing biology test questions based on Revised Bloom’s Taxonomy.

Тенденции геймификации в образовательных коммуникациях цифрового общества

The role and degree of influence of the concept of gamification on the transformation of the content and forms of educational communications within the digital society is shown. approach to solving modern educational goals and objectives, building educational communication strategies in the process of continuous development of new ideas and ways of their implementation. Examples of gamification in digital and non-digital forms of education are given. The potential of game mechanics and gamification tools in hybrid forms of education is considered. An example of the mobile application «Kahoot!» - a service for creating and organizing interactive texts, quizzes and polls, created in the framework of gamification.

Pelatihan Pembuatan Video Pembelajaran Dan Kuis Interaktif Serta Penggunaan Macromedia Flash Bagi Guru-Gurupenjasorkes Di Kabupaten Sijunjung

The problem in this activity is the physical education teachers in Sijunjung Regency complained about the difficulty of making materials for online teaching, besides that they have run out of ideas so that PBM PJOK becomes interesting and interactive even though it is carried out online. And PJOK teachers in Sijunjung Regency are still not optimally making interactive learning videos and quizzes. These constraints, it will certainly hinder the PBM process. The target of this activity is Physical Education teachers in Sijunjung Regency. The results of this activity were the increased understanding and skills of Physical Education teachers in Sijunjung Regency in making instructional videos, interactive quizzes and the use of Macromedia flas. The method to be used in this service activity is through direct or indirect training