Learning Devices Research Articles

Don't Throw Away Your Notebook: Effects of Task Difficulty and Presentation Medium on Memory Performance.

People are increasingly reliant on various electrical devices for learning and memory, yet the implications and consequences of this dependence remain poorly understood. The present study aimed to investigate how learning through electrical media impacts recall under varying task difficulties. During this study, participants encoded information related to daily life situations (low difficulty), academic conceptual knowledge (middle difficulty), or associative word pairs (high difficulty), presented on smartphones, computers, or paper. At test, they recalled the omitted content based on the provided cue information. A significant screen-inferiority effect was observed for both computers and smartphones. However, the impairment related to computers disappeared in the retrieval of daily life situations and academic conceptual knowledge, whereas the impairment associated with smartphones was consistently present across all tasks. These results suggest that memory performance is modulated by the interaction between the presentation medium and the specific demands of the task, highlighting a more pronounced screen-inferiority memory effect when the media restrict the depth of processing or when the memory tasks pose greater external challenges. A deeper understanding of these factors can guide the optimization of electrical devices to enhance human memory abilities and functions.

Mobile Assisted Language Learning: Ecuadorian Undergraduate Polytechnic Students' Perceptions

Despite the increased use of mobile devices for language learning, little research has examined Ecuadorian university students' perceptions of Mobile-Assisted Language Learning (MALL). This study aims to explore undergraduate polytechnic students' perceptions of using MALL for English skills development. Also, it looks at the different factors associated with the acceptance of technology and identifies those that are more common. This quantitative research design uses a survey adapted from the Technology Adoption Model (TAM). It counts with the participation of 126 Ecuadorian undergraduate polytechnic students taking English as a foreign language classes. Participants were very positive about using MALL applications to learn English during their off-classroom time. The average total mean score was 4.373. It was also determined, through multiple regression analysis, that Perceived Usefulness (t = 6.025, p < 0.000), Social Influence (t = 2.876, p < 0.000), and Perceived Outcomes (t = 3.903, p <0.000) were the highest predictors of MALL acceptance. The two main contributions of this study to the literature are that students feel a connection between their language learning aims and attaining them by using MALL. Perceived Outcome is a high predictor of MALL usage. The findings suggest that Ecuadorian educational practices should increasingly integrate Mobile-Assisted Language Learning (MALL) technologies, as students perceive them as highly useful, especially in improving language skills, fostering social collaboration, and offering personalized, flexible learning experiences that align with their technological readiness and cultural context.

Design and Application of Augmented Reality in Science Education to Develop Students' Critical Thinking Skills

The goal of this project is to create instructional materials based on augmented reality (AR) that will enhance students’ critical thinking abilities. There were 25 pupils enrolled in the public junior high school where the study was done. The ADDIE approach is being used in this development research study. The resulting product is AR-based media equipped with learning devices consisting of a Learning Implementation Plan, Student Worksheets, test instruments. Data collection was carried out using validation sheets, learning implementation sheets, student activity sheets, critical thinking tests and student response questionnaires. The percentage of each score attained was calculated in order to analyse the data. The findings indicated that the student worksheet’s validity scored 85.3 in the very valid category, the learning implementation plan’s validity scored 87.3 in the same area, and the learning outcome test’s average validity score was 90 very valid. With an average of 93.6%, learning implementation indicated very good outcomes; student activities in learning showed very good results with an average of 94.3%; and 88% of student responses fell into the very good category. The critical thinking test’s findings indicated that the critical thinking indicators of interpretation, analysis, and explanation had the biggest increases, and the conclusion indicator saw the lowest. The study’s conclusion is that teachers can use the augmented reality-based learning tool to teach the Life Organization System’s content since it is valid, practical, and effective.

Needs Analysis for a STEM Discovery Learning-Based E-Module in Static Electricity

Abstract This study aims to determine the need for learning devices in the form of electronic teaching module based on STEM Discovery learning to measure critical thinking skills and collaboration skills of students so that it can be known and there is a follow-up from researchers to teachers in implementing learning. The need analysis studied was a teaching module need analysis, static electricity material analysis, critical thinking ability analysis, and collaboration skills. The subjects of this research are high school physics teachers who teach using the Merdeka curriculum and teach in grade 12. The participants of this research are 30 teachers from different schools in several districts/cities in Central Java, Yogyakarta, and Bangka Belitung. The research method used is the quantitative descriptive research method. The data collection techniques used in this study consisted of observation, questionnaires, documentation, and literature studies. The data collected were analyzed with appropriate instruments, with descriptive statistical analysis techniques. Based on the data analysis, the following results were obtained: 1) As many as 70% of physics teachers still face difficulties in developing teaching modules, but 85.83% of them expressed interest in creating modules that are aligned with the criteria for electronic teaching modules based on STEM Discovery learning in the Merdeka curriculum; 2) Static electricity is important but difficult for students to understand; 3) Teachers struggle with teaching aspects related to both students’ critical thinking and collaboration skills, with 70% of physics teachers reporting difficulties in fostering critical thinking and 52.78% facing challenges in enhancing collaboration skills; 4) Teachers need teaching module that supports aspects of critical thinking skills and collaboration skills of students.

THE DEVELOPMENT OF LEARNING KITS BASED ON CAUSALITY MODEL TO IMPROVE CREATIVITY THINKING SKILLS MOMENTUM AND IMPULSE OF STUDENTS

Teachers still do not fully pay attention to the creative thinking abilities of students. This is seen from the selection of models in the teaching tools used by teachers in teaching. The selection of teaching models that tend to be directed towards direct teaching results in students being less active in following physics learning. Therefore, this research aims to determine the feasibility of a causality model learning device to improve creative thinking skills on the material of momentum and impulse. This type of research includes research and development (R&D), using a 4D model design. However, in this research, only the development stage is carried out. The research procedures carried out refer to the steps of developing the 4D model, namely define, design, and develop. The developed learning device consists of a syllabus, lesson plans, and pre-tasks. Data collection is done through validation of the learning device by validators. The results of the validation of the learning device reached an average validation value of 87.50% with the criteria of very valid and the reliability score is 92.30%. Based on these results, it can be concluded that the causality model learning device to improve the creative thinking skills of momentum and impulse students is suitable to be used in learning.

Validity of Local Wisdom-Based Insets Learning Model to Improve Critical Thinking Skills of Senior High School Students

Objective: This study aims to produce a valid learning tool for the local wisdom-based insets model to improve the critical thinking skills of high school students. Method: This research uses the Instructional Design Model (IDM) 1) needs analysis, 2) design and development of prototypes, 3) validation of socio-scientific issues, and 4) testing of socio-scientific issues prototypes. socio-scientific issues validation, 4) socio-scientific issues prototype testing, 5) socio-scientific issues evaluation, 6) socio-scientific issues revision. Validity was measured based on validation results from three expert lecturers. Data analysis was done descriptively and quantitatively. Results: The overall average test results of content validity with a very valid category, the overall average of construct validity with a very valid category, and the overall average validity of learning devices with a very valid category. The results showed that the insets model learning device based on local wisdom is valid for improving the critical thinking skills of high school students. Novelty: Students' critical thinking skills can be trained by integrating local wisdom-based insets learning model for 21st-century education.

인공지능 학습기 기반 멘토링이 취약계층 초등학생의 학습격차 해소에 미치는 효과

This study examines the impact of artificial intelligence (AI) learning devices and community-based mentoring on underprivileged elementary students to alleviate post COVID 19 pandemic educational disparities. 104 school-aged students engaged in self directed learning with AI devices and received mentoring for 8 months. Data included device usage, attendance, pre-and post-assessment scores in Korean language and math, and self-reported learning efficacy. Results showed significant improvements in Korean language and math scores for students in the mentoring program. A ‘high-utilization group’ displayed notable gains in math scores and learning efficacy. This study underscores the potential of EdTech and community-based mentoring in bridging educational gaps for underprivileged students, suggesting a viable alternative to traditional schooling.

Development of Project-Based Teaching Modules to Improve Fine Motor Skills of Early Childhood

Educators have difficulty finding learning device guides that are easy to apply and can be modified. In fact, the ability of educators to organize learning activities and learning devices that suit children's needs is very important, in order to support the optimization of every aspect of development in early childhood. This study aims to develop a project-based teaching module to improve fine motor skills in early childhood. The research method is Research & Development with the ADDIE model ( Analysis, Design, Development, Implementation, Evaluation ). Validation was carried out by three expert lecturers and two teachers as justification when field validation was carried out. Data collection techniques used interviews, questionnaires, and observations. Data analysis the need for a preliminary study of teacher interview data was analyzed descriptively narratively, and validated with the results of observations of classroom learning activities and the results of the questionnaire of parents using the Likert method on a scale of 1-4. Qualitative data in the form of input, criticism, and suggestions put forward by media experts, material experts, and teachers to improve the product. Quantitative data was obtained from the answers to the questionnaire which were then converted into qualitative data by giving a score using a Likert scale to assess the feasibility of the teaching module according to the assessment criteria. The results of the feasibility test of the teaching module from material experts showed a value of 4.48 with good criteria, from the results of the teacher and parent questionnaires for the effectiveness of the value of 90.16 with very good criteria. Based on the results of this study, it has produced a project-based teaching module that is effective in developing the fine motor aspects of early childhood.

The Effectiveness of Scientific Literacy Based Learning Device to Improve Junior High School Students Scientific Literacy

The researcher's goal in this study is to investigate the efficiency of the scientific literacy-based learning device model learning cycle 7E in improving student scientific literacy skills. This research used Research and development, with one group pretest-posttest design and two replications. The research sample was VII-grade junior high school students. To gather data about students’ scientific literacy, the researcher used a scientific literacy-based test. The data on students' scientific literacy will be evaluated to determine their level and skills before and after treatment with the development product. Based on research analysis and findings after using a scientific literacy-based learning device, the students’ scientific literacy increased. It can be seen from the n-gain value average obtained in junior high school 2, which has a value of 0.72 and is categorized as high. Meanwhile, the trial class of junior high school 2, was also categorized as high, with a value of 0.71. The results of a statistical test using two independent t-tests showed no significant difference between the n-gain values of the two trial classes. Based on these findings, it can be stated that the scientific literacy-based learning device model learning cycle 7E, helps increase students' scientific literacy.

Functional integration and utilization of technologies in school education with reference to regional disparity in India

Technology has brought about a radical change in the field of education. Today education has been made simple and accessible to all without any economic, geographical, or psychological barriers. Due to the falling learning outcomes of Indian students over the past few decades (Annual Status of Education Report, 2023), technology was added to the field of education with great hope. The central government has provided equal facilities to every school in the country through the Sarva Shiksha Abhiyaan (2001), Right to Education (2009) to Samagra Shiksha Scheme (SSS 2018). Therefore, quality education can be provided to the students as per their need and students should have access to quality education without any barriers. However, the presented research has brought about on the basis of data from the (UDISE +) Unified District Information System for Education data (2021–22) that regional differences were found in the availability of computers and computer-related facilities and functional availability of Information & Communication Technologies’ facilities in all the states of India. Along with this, differences in computers and Integrated teaching Learning Devices were also found on the basis of the type of schools across different management and across the states in India.

Can we train young EFL learners to ‘notice the gap’? Exploring the relationship between metalinguistic awareness, grammar learning and the use of metalinguistic explanations in a dictogloss task

Abstract In this pilot study we investigated whether metalinguistic explanations (ME) could help young learners (YL) boost their metalinguistic awareness (MA) and, in turn, improve their accuracy at the time of using two grammatical features. Although previous research has established a positive correlation between MA, metalinguistic knowledge (MK) and better learning outcomes in a foreign language (FL), few interventional studies have been conducted in this regard. Using a pretest/post-test design, an intact classroom (N = 20) of L1 Spanish 10-year-old students of English as a FL (EFL) was divided into an experimental and a control group. First, both groups completed an individual pen-and-paper MA test. Then, they were paired up according to their proficiency level and asked to carry out a dictogloss task, in which they had to negotiate their final written output. Before the post-test phase, the experimental group was asked to engage with a learning sequence of ME concerning two problematic English grammatical features: third person –s and his/her. These explanations also included the definitions of metalinguistic terminology. Additionally, an individual three-step verbal protocol was carried out after the post-tests to triangulate collaborative data. The results showed a moderate effect of the treatment in MA scores. Likewise, ME had a large effect on the use of third person –s during the interaction, as well as a moderate effect on the accurate use of his/her. Also, the treatment group dyads produced significantly more episodes of noticing during the post-test task and at a higher resolution rate than during the pretest stage. These findings support the use of explicit learning devices such as ME with YL of EFL, as they seem to promote MA and increase their accuracy even in input-limited learning conditions.

Penggunaan Media Komik dalam Meningkatkan Kemampuan Menulis Karangan Narasi Siswa Sekolah Dasar

The significance of creating grade school understudies' story paper composing abilities using acquiring media, particularly comic media. Indonesian is a language that should be shown in schools, and composing is an essential piece of the language educational experience. Be that as it may, numerous understudies experience hardships recorded as a hard copy story expositions, which can influence how they might interpret the language. It is trusted that the utilization of comic media as a learning device can expand understudies' advantage in learning and assist them with defeating troubles recorded as a hard copy. The exploration was done utilizing a subjective methodology, noticing straightforwardly in the field and gathering information from logical writing. The exploration results show that the utilization of comic media in figuring out how to compose account papers can further develop understudies' composing abilities, animate their creative mind, and make learning more tomfoolery and understudy focused. The examination stages incorporate preparation, execution, perception and reflection, which mean to keep on further developing learning until it accomplishes the ideal objectives

Enhancing Chinese–Braille translation: A two-part approach with token prediction and segmentation labeling

Visually assistive systems for the visually impaired play a pivotal role in enhancing the quality of life for the visually impaired. Assistive technologies for the visually impaired have undergone a remarkable transformation with the advent of deep learning and sophisticated assistive devices. In particular, the paper utilizes the latest machine translation models and techniques to accomplish the Chinese–Braille translation task, providing convenience for visually impaired individuals. The Traditional end-to-end Chinese–Braille translation approach incorporates Braille dots and Braille word segmentation symbols as tokens within the model’s vocabulary. However, our findings reveal that Braille word segmentation is significantly more complex than Braille dot prediction. The paper proposes a novel Two-Part Loss (TPL) method that treats these tasks distinctly, leading to significant accuracy improvements. To enhance translation performance further, we introduce a BERT-Enhanced Segmentation Transformer (BEST) method. BEST leverages knowledge distillation techniques to transfer knowledge from a pre-trained BERT model to the translate model, mitigating its limitations in word segmentation. Additionally, soft label distillation is employed to improve overall efficacy further. The TPL approach achieves an average BLEU score improvement of 1.16 and 5.42 for Transformer and GPT models on four datasets, respectively. In addition, The work presents a two-stage deep learning-based translation approach that outperforms traditional multi-step and end-to-end methods. The proposed two-stage translation method achieves an average BLEU score improvement of 0.85 across four datasets.

Pengembangan Perangkat Pembelajaran Matematika Berbasis Open Ended Untuk Meningkatkan Kemampuan Berpikir Kreatif Siswa Kelas VIII Pada Materi SPLDV

This research is motivated by the low creative thinking skills of students and there are still many teachers who have difficulty in developing learning tools that are in accordance with the demands of the 2013 curriculum learning. The purpose of this research is to develop open ended based mathematics learning tools to improve the creative thinking skills of grade VIII students on SPLDV material that is practical, valid and effective. The device development model chosen in this research is the Thiagarajan, Semmel & Semmel (4-D) model. This model consists of four stages, namely defining, designing, developing and disseminating. The learning tools developed in this research are in the form of lesson plans, student activity sheets and creative thinking skills tests. The research instruments used are in the form of device validation sheets, learning implementation observation sheets, student activity observation sheets and student response questionnaires. From the results of the validation test data analysis, the average percentage score for: (1) lesson plas which is 4.60 with a valid category, (2) Student Activity Sheet which is 4.57 with a valid category, (3) Creative Thinking Ability Test which is 4.74 with a valid category. The observation results of the implementation of learning devices showed an average result of 83.63% in the good category. The overall average of student activity is 83% which is classified as an active category. The results of the creative thinking ability test showed that the percentage of classical completeness was 80%. And students' response to the developed learning tools is positive. Thus, the open ended based learning tools developed are valid, practical and effective to improve the creative thinking ability of students in grade VIII.

The Development of E-Learning Material of English for Tourism for Tourism Personnel in Labuan Bajo

The purpose of this study was to create e-learning material of English for tourism personnel in Labuan Bajo. This study was a research and development one. The outcome of this research was learning devices in the form of module. This study refers to Borg and Gall’s development research procedure consisting collecting data, planning, product draft development, expert validation, revision, and field test. There were two kinds of data in this study; qualitative and quantitative data. The qualitative data was in the form of suggestions from validator regarding module, as well as the results of observation and interview. Meanwhile the quantitative data was obtained from the participant’s result of pretest and postest. The posttest results showed that there was an increase in scores of 37% from the participants' average scores. This showed that materials in the form of module were effective in improving the English language skills of tourism actors in Labuan Bajo. Apart from that, the material in the form of a module has met all the criteria in terms of content feasibility and presentment feasibility by validators who are experts in their fields. Keywords: E-learning, Material, English for Tourism, Tourism Personnel

Analysis of Inclusive Education Curriculum in Physical Education, Sports, and Health Subjects at Brajan Elementary School, Tamantirto, Yogyakarta

This study aims to determine the implementation of the inclusive education curriculum related to learning planning, learning implementation, and learning assessment. The study was conducted at Brajan Elementary School, Tamantirto in the 2023/2024 school year. This study used a qualitative method with observation, documentation, and interview techniques with three main respondents: class VI teachers, principals, and Physical Education, Sports, and Health (PJOK) teachers. The research findings show that the school has not prepared a PDBK Student Learning Profile, made adaptations or modifications related to the devices, or prepared an Individual Learning Program. This is because teachers do not yet know about preparing inclusive learning, teachers have never attended training, schools do not have GPK, lack adequate resources, and schools have not been involved or collaborated with related experts in preparing learning devices for PDBK.

Gamification for Studying Mathematics by E-Learning

The difficulties of studying mathematics in this digital age call for solutions that might boost student engagement and motivation. To make learning more dynamic and interesting, it is suggested that a gamification methodology that combines game simulation with gamification is applied. In order to enhance mathematics instruction using an online learning platform. A thorough grasp of the difficulties associated with studying mathematics. To complement the learning objectives for mathematics, the gamification design includes selecting question types, constructing game situations, and producing visual components. This research creates a gamification paradigm using the Quizizz gaming application. The research focuses on the case of IKPIA Perbanas Jakarta for mathematics courses, which has the primary objective of optimizing mathematical learning through the concept of gamification. The researcher used the Dick and Carey development model, which has 10 phases from requirement identification to assessment, to create this learning model. The implementation of the Quizizz application and the gamification approach in an online learning environment occurs at the development stage. Technical configuration, application testing, and modifications based on preliminary feedback are all part of the implementation process. The success of the gamification technique in raising students' motivation and comprehension of the mathematics content was then assessed. Researchers used this helpful gamification to determine suitable designs for delivering learning content. Gamification for mathematics education is also very practical. In education, gamification by Quizizz as an application for gamification only supports but cannot replace the position of teachers and books. Mathematical learning devices with gamification are effective because they have met the classification very well at 79.17% and 20.83%, respectively, at an accuracy rate of 95.83%. Research has limited problems related to being carried out only in the IKPIA Perbanas Jakarta environment, which has students in semester one who have the characteristics of technology generation with the application of gamification that is integrated into the e-learning of Perbanas. The value of this research is the use of gamification for students studying in higher education and integrated into the Learning Management System (LMS).

Development of RPP-LKPD Based on the Ber2P3 Learning Model on Student Concept Mastery on Vibration and Wave Materials

This research is development research that aims to describe the validity, practicality and effectiveness of learning devices using the Ber2P3 learning model in the form of lesson plans and LKPD on Vibration and Wave material with research subjects involving 25 students of class VIII Tahfiz MTs Al Huda Gorontalo. Based on the validity of the RPP and LKPD based on the Ber2P3 learning model, it meets the valid criteria with an average value of 90%, the practicality of the RPP based on the Ber2P3 Learning model as seen from the implementation of learning with the first and second meeting values ranging from 78% and 87% including good criteria. Student responses meet the good criteria with a score of 80%. The effectiveness of RPP and LKPD Ber2P3 is seen through the activities of students who meet the good criteria with a value of 83% and a learning outcome test with 84% classical completeness. Based on the results of the study, it can be concluded that the lesson plans and LKPD using the Ber2P3 learning model of vibration and wave material meet the criteria of valid practical and effective

Unlocking High-Performance, Ultra-Low Power van der Waals Photo-Transistors: Toward Back-End-of-Line in-Sensor Machine Vision Applications.

Recent reports on machine learning and machine vision (MV) devices have demonstrated the potential of two-dimensional (2D) materials and devices. Yet, scalable 2D devices are being challenged by contact resistance and Fermi level pinning (FLP), power consumption, and low-cost CMOS compatible lithography processes. To enable CMOS + 2D, it is essential to find a proper lithography strategy that can fulfill these requirements. Here, we explored a modified van der Waals (vdW) deposition lithography and demonstrated a relatively new class of van der Waals field effect transistors (vdW-FETs) based on 2D materials. This lithography strategy enabled us to unlock high-performance devices evident by high current on-off ratio (Ion/Ioff), high turn-on current density (Ion), and weak FLP. We utilized this approach to demonstrate a gate-tunable near-ideal diode using a MoS2/WSe2 heterojunction with an ideality factor of ∼1.65 and current rectification of 102. We finally demonstrated a highly sensitive, scalable, and ultralow power phototransistor using a MoS2/WSe2 vdW-FET for back-end-of-line integration. Our phototransistor exhibited the highest gate-tunable photoresponsivity achieved to date for white light detection with ultralow power dissipation, enabling ultrasensitive optoelectronic applications such as in-sensor MV. Our approach showed the great potential of modified vdW deposition lithography for back-end-of-line CMOS + 2D applications.

Feasibility Test of Guided Inquiry Model Learning Devices Assisted by 3D Experimental Media on Sound Wave Material

This research aims to determine the feasibility of a guided inquiry model physics learning device assisted by 3D experimental media on sound wave material. The type of research used is research and development with a 4D research model. The products developed are syllabi, learning implementation plans (RPP), student worksheets (LKPD), and test instruments. Data collection was carried out through validation sheets of learning tools by expert validators and practitioners, and reliability analysis using percentage of agreement (PA). The validation results obtained show that the syllabus, RPP, LKPD and test instruments with an overall average of 86.29% are in very valid criteria and the results of the reliability analysis show that the overall average value of the learning tools is 93.32% in reliable criteria. Based on this, it can be concluded that the guided inquiry learning tool assisted by 3D experimental media is suitable for application in learning sound waves in the classroom.