Interaction Strategies Research Articles

Negotiating the maze of menopause misinformation: A comparative analysis of stance in health influencer versus medical professional discourse

ABSTRACT This study investigates how health influencers (HIs) and medical professionals (MPs) use epistemic stance to shape menopause treatment discourse on YouTube, a popular platform for digital health communication. Using a corpus-assisted approach, it analyzes mental and communication verbs controlling (that-)complement clauses across the two speaker groups. The quantitative results show that both HIs and MPs frequently express certainty, with HIs favoring speculative mental verbs (e.g. think, believe) and MPs predominantly relying on reporting verbs (e.g. state, explain). Further qualitative analysis reveals divergent stance-taking strategies: HIs combine subjective viewpoints with information to build emotional connections and solidarity, while MPs adopt an authoritative stance, channeling external evidence to establish credibility. The findings expound the dangers of health disinformation, as HIs tend to base claims on personal beliefs rather than scientific facts, potentially misleading viewers. To address this, MPs should prioritize clear, evidence-based communication and develop interactive strategies to engage online audiences effectively. The study foregrounds the tension between building trust and audience engagement, calling for improved digital literacy to critically assess online health content and the persuasive discursive strategies employed by influencers. Its insights contribute to understanding epistemic stance in digital health communication and offer some recommendations for mitigating misinformation.

Effectiveness of Mobile Health Intervention in Medication Adherence: a Systematic Review and Meta-Analysis.

Low medication adherence poses a great risk of poor treatment outcomes among patients with chronic diseases. Recently, mobile applications (apps) have been recognized as effective interventions, enabling patients to adhere to their prescriptions. This study aimed to establish the effectiveness of mobile app interventions for medication adherence, affecting features, and dropout rates by focusing on previous randomized controlled trials (RCTs). This study conducted a systematic review and meta-analysis of mobile app interventions targeting medication adherence in patients with chronic diseases. Electronic searches of eight databases were conducted on April 21, 2023, for studies published between 2013 and 2023. Comprehensive meta-analysis software was used to estimate the standardized mean difference (SMD) of pooled outcomes, odds ratios (ORs), and confidence intervals (CIs). Subgroup analysis was applied to investigate and compare the effectiveness of the interventional strategies and their features. The risk of bias of the included RCTs was evaluated by applying the risk of bias tool. Publication bias was examined using the fail-safe N method. Twenty-six studies with 5,174 participants were included (experimental group 2603, control group 2571). The meta-analysis findings showed a positive impact of mobile apps on improving medication adherence (OR = 2.371, SMD = 0.279). The subgroup analysis results revealed greater effectiveness of interventions using interactive strategies (OR = 2.652, SMD = 0.283), advanced reminders (OR = 1.849, SMD = 0.455), data-sharing (OR = 2.404, SMD = 0.346), and pill dispensers (OR = 2.453). The current study found that mobile interventions had significant effects on improving medication adherence. Subgroup analysis showed that the roles of stakeholders in health providers' interactions with patients and developers' understanding of patients and disease characteristics are critical. Future studies should incorporate advanced technology reflecting acceptability and the needs of the target population.

Interactive Design Strategies for Digital Platforms Promoting Chinese Ceramic Culture

Interactive Design Strategies for Digital Platforms Promoting Chinese Ceramic Culture

Zero-Knowledge Proofs of Quantumness

With the rapid development of quantum computers, proofs of quantumness have recently become an interesting and intriguing research direction. However, in all current schemes for proofs of quantumness, quantum provers almost invariably face the risk of being maliciously exploited by classical verifiers. In fact, through malicious strategies in interaction with quantum provers, classical verifiers could solve some instances of hard problems that arise from the specific scheme in use. In other words, malicious verifiers can break some schemes (that quantum provers are not aware of) through interaction with quantum provers. All this is due to the lack of formalization that prevents malicious verifiers from extracting useful information in proofs of quantumness. To address this issue, we formalize zero-knowledge proofs of quantumness. Intuitively, the zero-knowledge property necessitates that the information gained by the classical verifier from interactions with the quantum prover should not surpass what can be simulated using a simulated classical prover interacting with the same verifier. As a result, the new zero-knowledge notion can prevent any malicious verifier from exploiting quantum advantage. Interestingly, we find that the classical zero-knowledge proof is sufficient to compile some existing proofs of quantumness schemes into zero-knowledge proofs of quantumness schemes. Due to some technical reason, it appears to be more general to require zero-knowledge proof on the verifier side instead of the prover side. Intuitively, this helps to regulate the verifier's behavior from malicious to be honest-but-curious. As a result, both parties will play not only one role in the proofs of quantumness but also the dual role in the classical zero-knowledge proof. Specifically, the two principle proofs of quantumness schemes: Shor's factoring-based scheme and learning with errors-based scheme in [Brakerski et al, FOCS, 2018], can be transformed into zero-knowledge proofs of quantumness by requiring an extractable non-interactive zero-knowledge argument on the verifier side. Notably, the zero-knowledge proofs of quantumness can be viewed as an enhanced security notion for proofs of quantumness. To prevent malicious verifiers from exploiting the quantum device's capabilities or knowledge, it is advisable to transition existing proofs of quantumness schemes to this framework whenever feasible.

Analisis Pengaruh Elemen Gamifikasi pada Aplikasi Pembelajaran Terhadap Motivasi Belajar Siswa SMA

The advancement of technology in the information era has significantly impacted the field of education, enabling more interactive and innovative learning methods. One such emerging innovation is the application of gamification technology in education, which aims to enhance students' learning motivation by applying game principles within non-game contexts. This study examines the impact of various gamification elements, including scores, missions, levels, achievements, feedback, avatars, and leaderboards, on students learning motivation. Using the multiple linear regression analysis method., the research found that all these elements significantly influence student motivation, with the leaderboard showing the highest impact. The leaderboard, which positions or ranks students based on performance, has proven to be a particularly strong motivator, with a regression coefficient of 0.234, surpassing other gamification elements. These findings provide practical guidance for educators and educational app developers to prioritize the leaderboard element in the design of gamified learning systems. This study’s results are expected to support more effective and interactive learning strategies, ultimately increasing student engagement and learning outcomes.

Revealing Interaction Dynamics: Multi-Level Visual Exploration of User Strategies with an Interactive Digital Environment.

We present a visual analytics approach for multi-level visual exploration of users' interaction strategies in an interactive digital environment. The use of interactive touchscreen exhibits in informal learning environments, such as museums and science centers, often incorporate frameworks that classify learning processes, such as Bloom's taxonomy, to achieve better user engagement and knowledge transfer. To analyze user behavior within these digital environments, interaction logs are recorded to capture diverse exploration strategies. However, analysis of such logs is challenging, especially in terms of coupling interactions and cognitive learning processes, and existing work within learning and educational contexts remains limited. To address these gaps, we develop a visual analytics approach for analyzing interaction logs that supports exploration at the individual user level and multi-user comparison. The approach utilizes algorithmic methods to identify similarities in users' interactions and reveal their exploration strategies. We motivate and illustrate our approach through an application scenario, using event sequences derived from interaction log data in an experimental study conducted with science center visitors from diverse backgrounds and demographics. The study involves 14 users completing tasks of increasing complexity, designed to stimulate different levels of cognitive learning processes. We implement our approach in an interactive visual analytics prototype system, named VISID, and together with domain experts, discover a set of task-solving exploration strategies, such as "cascading" and "nested-loop', which reflect different levels of learning processes from Bloom's taxonomy. Finally, we discuss the generalizability and scalability of the presented system and the need for further research with data acquired in the wild.

Remaining useful life prediction method of bearings based on the interactive learning strategy

To address the issues of low accuracy, high time cost, and different failure modes in predicting the remaining useful life of rolling bearings, a remaining useful life prediction model based on an interactive learning convolution network with a feature attention mechanism (ILCANet) was proposed in this paper. The model divided time series data into an odd part and an even part, and the interactive learning strategy improved the ability of the model to extract features from long series. The binary tree structure was used to increase the number of network layers and to subdivide sequence features. In the model, residual connection was introduced to prevent the gradient from disappearing. In addition, in order to determine the degree of contribution of different features, a feature attention mechanism was embedded to assign weights to features. Experiments were conducted with PHM2012 and XJTU-SY datasets, and the results showed that the proposed method had better prediction accuracy in RUL prediction than other prediction methods.

Studies on inhibition of α-glucosidase using debittered formulation of Bacopa monnieri juice: Enzyme inhibition kinetics, interaction strategy, and molecular docking approach

Bacopa monnieri juice (BMJ) is traditionally used, reported, and scientifically validated for memory enhancement. However, its efficacy against diabetes is less explored. The extreme bitterness of BMJ restricts its commercial applications. This study investigates the reduction of bitterness of BMJ followed by evaluation for its α-glucosidase inhibitory activity. Initially, debittering of 30 % (v/v) BMJ using ZnSO4 (15 mM) was optimized by time-intensity analysis and molecular docking of ZnSO4 as well as bacoside A3, the main active compound in BMJ, with TAS2R14 taste receptor. The study indicated 5 hydrogen bonds to be involved in binding with bacoside A3 with binding energy of −11.82 Kcal/mol, while hydrogen bond, salt bridges and metal complexes were involved in binding of ZnSO4 with binding energy of −6.65 Kcal/mol. Subsequently, BMJ, ZnSO4 and BMJ + ZnSO4 (debittered juice) were also found to be potent inhibitors of α-glucosidase in dose-dependent manner. These inhibitors showed parabolic mixed inhibition of α-glucosidase, altered the secondary structure, and quenching of fluorescence. In silico studies revealed hydrogen bonding and hydrophobic interactions between inhibitors and α-glucosidase with lowest binding energy of −15.53 and −7.54 Kcal/mol being recorded for bacoside A3 and ZnSO4, respectively. Molecular docking of other bioactive compounds in BMJ such as apigenin, luteolin, quercetin and bacopasaponin C also showed lower binding energy than the standard drug, acarbose (−5.84). This study inferred the binding of bacoside A3 at the active site of α-glucosidase and of ZnSO4 with other sites on the protein. The study proposes a debittered BMJ formulation to control hyperglycemia.

Strategies for effective learning interaction of Russian learners

Introduction. Research on constructive communication between a teacher and students has a long tradition. For decades, one of the most popular ideas in Russian linguistics is the idea that a teacher is responsible for building learning interaction. Student’s contribution in this regard often remains out of sight. This gap is partially illuminated by works on learning strategies. It would be of special interest to analyze social strategies used by students in learning context. The aim is to characterize and categorize the repertoire of social strategies of foreign students at a Russian language class in Russia. Materials and methods. Data were collected by pedagogical observation: 144 academic hours, including 9 lessons that were audio recorded (18 academic hours). The group of foreign students included 11 members – students of Novosibirsk State Technical University. Audio and diary of supervision were transcribed. Through qualitative cluster-analysis of data the author produced a list of social strategies employed by students. The strategies were then classified; frequency analysis of different social strategies was conducted. Various implementations of these strategies by different students were described. Research results. Activity on the use of social strategies yielded 5.6% of general lesson time. The most frequently employed strategies were: correcting and guiding groupmates in speaking tasks (30 actualizations); indicating problems understanding the material (23 actualizations); searching for help from groupmates to understand communicative questions (17 actualizations); cooperating while doing oral and written assignments and to infer meaning of a new word (17 actualizations). Conclusion. By comparing the results from observation with commonly known classifications of social strategies we determined that some significant strategies of learning interaction have not been addressed in previous research. In particular: using jokes and demonstrating interest towards the languages of groupmates in a multinational group. We also analyzed the strategies: feedback, helping other students, strategies for working in a small group, combining social strategies with affective, cognitive, compensation, and metacognitive strategies. The article also describes destructive strategies: avoiding asking for help, imitating comprehension, and cheating.

Persepsi Generasi Z terhadap Edukasi Perpajakan melalui Media Sosial: Studi pada Digital Natives di DKI Jakarta

This study analyzes Generation Z's perception of tax education through social media in the DKI Jakarta area. The main focus of the research is to understand how Generation Z as digital natives view and respond to tax education content presented through social media platforms such as Instagram and TikTok. The research employs a mixed-method approach with a sequential explanatory design, combining quantitative methods through online surveys of Generation Z aged 18-27 years and qualitative methods through DGT social media content analysis. The results show that 70% of Generation Z have a positive perception of tax education through social media, while 30% show negative perceptions. Visual content and short videos received the most positive response with an engagement rate of 75%, while the relevance level of content to target audience needs reached 65%. The Instagram platform shows an engagement rate of 5.8%, slightly higher than TikTok which reaches 4.2%. The study identifies several key challenges such as Generation Z's short attention span (average 8 seconds), the complexity of tax information, and low engagement rates. To address these challenges, a more interactive and relevant content development strategy is needed, tailored to the characteristics of Generation Z as digital natives. This research provides strategic recommendations to improve the effectiveness of tax education through social media, including optimization of posting times, content formats, and increased interactivity to encourage active audience engagement.

National Addiction Workshop: A Virtual Adaptation to Support Competency Development in Opioid Use Disorder Management.

Accessible, manualized, skill-based training ready for wide dissemination is needed to prepare healthcare staff to meet the needs of people impacted by the opioid epidemic. A 2-day workshop and simulation training was designed by an interprofessional substance use disorder (SUD) specialty care team, adapted to a virtual platform, manualized, and offered to healthcare staff and trainees from a large healthcare system. The workshop was offered 6 times over the course of 10 months with a total of 177 participants from across the United States enrolled in the training. Interactive experiential learning strategies including games designed to test knowledge, small-group case discussions, video demonstrations of skills, patient panels, and 3 simulations of a patient with chronic pain who developed opioid use disorder in the context of long-term opioid therapy were utilized in efforts to build skills and confidence managing SUDs in primary care and general mental health settings. Of those who completed the post-workshop survey, most found both content and training structure useful, particularly content related to medication management, stigma, and collaborative care. In addition, overall confidence scores in assessing, diagnosing, and treating SUD increased. Skill building exercises, such as interprofessional team simulations, were highlighted as most beneficial. The workshop received national attention leading to a partnership with the healthcare system's simulation center for wider dissemination. Expanding access to SUD treatment requires training healthcare staff to effectively change attitudes, increase knowledge, and improve key skills. This 2-day interprofessional workshop was well-received by participants who reported high acceptability and satisfaction scores and demonstrated improved confidence in the management of SUDs. This type of manualized, collaborative, skill-based learning experience can foster staff preparedness and willingness to conceptualize SUD as a chronic condition amenable to treatment in different healthcare settings.

Synergistic color-changing and conductive photonic cellulose nanocrystal patches for sweat sensing with biodegradability and biocompatibility.

Given the ongoing requirements for versatility, sustainability, and biocompatibility in wearable applications, cellulose nanocrystal (CNC) photonic materials emerge as excellent candidates for multi-responsive wearable devices due to their tunable structural color, strong electron-donating capacity, and renewable nature. Nonetheless, most CNC-derived materials struggle to incorporate color-changing and electrical sensing into one system since the self-assembly of CNCs is incompatible with conventional conductive mediums. Here we report the design of a conductive photonic patch through constructing a CNC/polyvinyl alcohol hydrogel modulated by phytic acid (PA). The introduction of PA significantly enhances the hydrogen bonding interaction, resulting in the composite film with impressive flexibility (1.4 MJ m-3) and progressive color changes from blue, green, yellow, to ultimately red upon sweat wetting. Interestingly, this system simultaneously demonstrates selective and sensitive electrical sensing functions, as well as satisfactory biocompatibility, biodegradability, and breathability. Importantly, a proof-of-concept demonstration of a skin-adhesive patch is presented, where the optical and electrical dual-signal sweat sensing allows for intuitive visual and multimode electric localization of sweat accumulation during physical exercises. This innovative interactive strategy for monitoring human metabolites could offer a fresh perspective into the design of wearable health-sensing devices, while greatly expanding the applications of CNC-based photonic materials in medicine-related fields.

Pemanfaatan Model Pembelajaran Cooperative Script untuk Meningkatkan Kemampuan Membaca Intensif Siswa di SMP 3 Bina Dharma Kota Bandung

The purpose of this study was to improve students' intensive reading skills by applying the Cooperative Script model. This study used the Quasi Experimental Research method with the implementation procedure being a research method that was carried out without randomization, but involved placing participants into groups. This study used a quasi-experimental design with an experimental group and a control group. The experimental group was given learning using the Cooperative Script, while the control group used conventional learning methods. Data were collected through intensive reading tests before and after treatment. The results of the data analysis showed that there was a significant increase in students' intensive reading skills in the experimental group compared to the control group. This study shows that the Cooperative Script learning model is effective in improving students' intensive reading skills. This study provides important implications for teachers in choosing interactive and collaborative learning strategies to improve student learning outcomes. Keywords: Cooperative Script, Membaca intensif, Pembelajaran The purpose of this study was to improve students' intensive reading skills by applying the Cooperative Script model. This study used the Quasi Experimental Research method with the implementation procedure being a research method that was carried out without randomization, but involved placing participants into groups. This study used a quasi-experimental design with an experimental group and a control group. The experimental group was given learning using the Cooperative Script, while the control group used conventional learning methods. Data were collected through intensive reading tests before and after treatment. The results of the data analysis showed that there was a significant increase in students' intensive reading skills in the experimental group compared to the control group. This study shows that the Cooperative Script learning model is effective in improving students' intensive reading skills. This study provides important implications for teachers in choosing interactive and collaborative learning strategies to improve student learning outcomes.

Coexistence between Muslims and non-Muslims in Ibn Khaldun’s Sociological Perspective

Religion was initially intended to provide solutions for humanity to live a better and more harmonious life. However, in recent decades, numerous conflicts have arisen due to the actions of certain religious adherents in the name of their religious teachings. One of the primary causes of these conflicts is the emergence of radical attitudes, where adherents of one religion view those of other religions as inherently wrong. This has resulted in strained relations between religious communities, fostering hostility rather than understanding. Consequently, various studies and efforts have emerged to promote coexistence among different religious groups. Most of these studies focus on strategies for harmonious interaction between Muslims and non-Muslims but often overlook a critical aspect: the extent to which Islamic teachings permit Muslims to interact with adherents of other religions. This paper explores the perspective of Ibn Khaldun, a pioneering Muslim sociologist, on the concept of coexistence between Muslims and non-Muslims. Specifically, it examines Ibn Khaldun's views on how coexistence can be realized and the limits Islam sets for interactions between its adherents and followers of other religions. Furthermore, the paper analyzes how Ibn Khaldun’s ideas can be applied to contemporary religious contexts. The goal is to position religion, particularly Islam, as a means to address and resolve issues arising from religious diversity rather than being a source of conflict. These efforts are carefully framed within the boundaries established by Islamic Sharia, ensuring that solutions remain faithful to the principles of Islamic teachings.

GENDERED PATHWAY TO LIFE SATISFACTION VIA HELPING SPOUSES WITH DIGITAL TECHNOLOGY USE

Abstract Digital capabilities are closely related to the quality of life, and due to rapid digitalization, the exchange of help regarding digital technology use frequently occurs within close relationships in later life. As digital technology penetrates deeply into daily life, exploring the role of exchange of help regarding digital technology use within couple relationships could help specify daily interaction strategies improving the quality of life of individuals. This study explored how the husband and wife’s digital capabilities affect life satisfaction via helping their spouses with digital technology use within dyadic associations. For this, we used the Digital Aging in Dyads (DAID) data collected through an online survey in May 2023, targeting 257 older Korean straight couples aged 45 to 74. According to the modified Actor-Partner Interdependence Mediation Model analysis with bootstrapping, two mediating paths were found to be significant; the higher the digital capabilities of husbands, the more help with digital technology use provided by husbands to wives, which increases the life satisfaction of both husbands and wives. However, for wives, only the direct association between helping their husbands with digital technology use and wives’ life satisfaction was significant. These findings indicate gender asymmetric associations as the husband’s digital capabilities serve as greater power within later-life couple relationships whereas the wife’s digital capabilities nor helping their husbands with digital technology use do not play significant roles. This study is meaningful in presenting a new model for improving life satisfaction in the context of couple relationships in the digital era.

Teacher-Student Interaction Models: Effective Strategies for Increasing Student Participation and Motivation

Effective teacher-student interactions are pivotal in fostering an engaging and motivating learning environment. Despite recognizing their importance, educators often seek evidence-based strategies to enhance student participation and motivation consistently. This study identifies and evaluates various teacher-student interaction models to determine their effectiveness in increasing student participation and motivation within diverse educational settings. Employing a quantitative methods approach, the research involved 150 teachers and 1,200 students across multiple secondary schools in East Jakarta Indonesia. Quantitative data were collected through structured surveys measuring student engagement and motivation levels, while qualitative insights were garnered from semi-structured interviews and classroom observations. Statistical analyses, including ANOVA and regression models, were utilized to assess the impact of different interaction strategies. Thematic analysis was conducted on qualitative data to identify recurring patterns and contextual factors influencing outcomes. The findings indicate that interaction models emphasizing collaborative learning and personalized feedback significantly enhance student participation and motivation. Specifically, strategies such as the Socratic Method and Flipped Classroom demonstrated a 25% and 30% increase in student engagement metrics, respectively. Additionally, the integration of technology-mediated interactions was found to foster higher levels of student motivation compared to traditional instructional methods. Qualitative data revealed that teachers' interactive and student-centered approaches made students feel more valued and empowered.

Translingual negotiation in mixed‐gender communication: An analysis of the interactions in research group meetings in engineering

AbstractAs a practical theory of language, translanguaging refers not only to speakers' use of multiple languages, but also to the deployment of other semiotic resources and artifacts in communication. To examine the use of semiotic resources and translingual negotiation strategies in STEM communication, this study explores the intersectionality of translingual communication and gender in a research group consisting of international engineering scientists (including doctoral students, postdoc and faculty) at a public university in the Midwestern United States. Using a translingual approach, we analyze the semiotic resources and translingual negotiation strategies adopted by these engineering scientists to resolve trouble‐in‐interaction and claim agency in group interaction. Data include eight audiovisual recordings of research group meetings (RGMs), transcribed following the conventions in conversation analysis for verbal and nonverbal communication. A turn‐by‐turn analysis of the chosen excerpts reveals: (1) members of the group adopt negotiation strategies to collaboratively resolve trouble‐in‐interaction, including entextualization (visualization in particular), recontextualization, and various verbal and nonverbal interactional strategies. In employing these strategies, they also skillfully integrate various semiotic repertoires such as gestures, body movements, environmental artifacts, and board work to facilitate the resolution of trouble‐in‐interaction and (2) female scientists adopt envoicing and interactional strategies to regain the floor to speak and display resistance when interrupted or ignored by their male colleagues. These findings suggest that while we embrace the affordances of a translingual orientation to STEM communication as it values the entire linguistic and semiotic repertoires of international STEM scientists, we should also acknowledge the existence of microaggressive acts against female members in RGMs. A more equitable and inclusive environment for intellectual engagement and group communication in STEM fields can only be created through the collaborative efforts of individuals, groups, and institutions.

Empowering Arabic Language Learning through Community-Based Assistance: A Model from TPA Nurussajadah, Lampoko Village

The Arabic language learning mentoring program at TPA Nurussajadah aimed to enhance students' Arabic language skills and strengthen the foundations of Islamic education. This initiative employed various interactive approaches, including language games, simulations, and interactive dialogues, which actively engaged students in the learning process. Additionally, the program provided intensive training for teachers, equipping them with modern and effective teaching methods tailored to young learners. The results were promising, showing a significant improvement in students' understanding of Arabic, with an average score increase of 30% compared to their initial assessments. Teacher competence also saw notable enhancements, allowing for more confident and effective instruction. Parental involvement was another key achievement, as parents became more engaged in their children's educational journey, reinforcing the importance of learning Arabic at home. The program's success highlights the effectiveness of interactive and immersive teaching strategies combined with comprehensive teacher training in improving students' language skills and supporting Islamic education. However, to ensure the program's sustainability, ongoing efforts are needed to address challenges such as limited facilities, inadequate teaching resources, and the varying levels of student proficiency. These issues require strategic planning and community support to maintain and build upon the program's successes.

Совершенствование шахматного образования с помощью интерактивных стратегий обучения: комплексный подход

<p>This study aims to identify the correlation between interactive teaching strategies and chess teaching effectiveness in Armenian primary schools. Traditional chess teaching methods often involve rote memorization and abstract rules, while interactive strategies emphasize active learning and practical application of learned knowledge. The authors advocate the inclusion of interactive methods in chess education, such as heuristic conversation, the use of information and communication technologies, modeling, collaborative learning, problem solving, and reflection. The article examines various empirical studies and theoretical approaches that support the effectiveness of interactive learning strategies in developing critical thinking, active student participation, and knowledge retention. 476 students of 5th grade from 42 schools of Armenia (50,2% male) took part in the study, they had learned chess in previous three years (in 2-4th grade). The study's results demonstrate that all indicators of interactivity, according to students' perceptions, significantly correlated with the results of the chess test. Analysis of the results allows us to confirm the hypothesis about the correlation between interactive learning strategies and the effectiveness of chess learning. We propose reconsidering pedagogical approaches, restructuring curricula, and providing training and professional development opportunities for chess teachers to effectively implement interactive methods in their teaching.</p>

Effect of Interactive Smart Board Instructional Strategy on Students’ Academic Performance in Cell Biology Concept

The study examined the impact of interactive smart board instructional strategy on students' academic performance in cell biology concept. The study mainly targeted senior secondary students in Maiduguri, Borno State. The study adopts a quasi-experimental design, particularly the pre-test-post-test, for the study. The population comprised all 5,936 SS2 Biology students from public schools’ senior secondary schools in Maiduguri Metropolis. A sample of 125 students from two randomly selected schools was used for the study. The group were divided into an experimental group using an Interactive Smart board and a control group/lecture Method. The Cell Biology Performance Test (CBPT) was used for data collection. (CBPT) was duly validated with a reliability coefficient of 0.90 which was subjected to the Pearson Product Moment Correlation (PPMC). Two research questions and two null hypotheses were formulated to guide the study. Inferential statistics were used to test the null hypotheses at a 0.05 level of significance. Results obtained from data analysis showed students in the experimental grouped performed significantly better than those in control group. Also, there was no significant difference between the performance of male and female students taught biology using Interactive smart board. Based on the findings of this study, it was recommended that biology teachers should effectively make use of an Interactive Smart board in teaching irrespective of gender. In addition, qualified teachers who are already in the field and are not knowledgeable in the act of production and use of Interactive SMART Board technology should be re-trained through seminars, workshops, and conferences.