Teaching Tool Research Articles

Practising the calculation of determinants is important in linear algebra. A pioneering study involving 580 first-year university students evaluated the impact of game-based learning in higher mathematics education. The participants formed two groups: an experimental group of 279 students and a control group of 301. The experimental group students played the non-digital educational card game DETerminator, designed to help students learn and practise calculating determinants in small square matrices. In contrast, the control group received no intervention, allowing for a clear outcome comparison. Students in the experimental group worked in smaller teams during didactic gameplay sessions that involved solving matrix-determinant problems in a competitive and collaborative classroom setting, enhancing their understanding through interaction and teamwork. The objective of this paper is to provide a detailed presentation of the DETerminator game and showcase its integration as an effective teaching tool for practising essential concepts and theorems related to determinants. Moreover, a quasi-experiment was conducted to explore how incorporating game-based learning can lead to successful and enjoyable mathematical education experiences for students. We used a quantitative approach to assess the effectiveness of the card game on academic achievement. At first, a pre- and post-test design was employed with the experimental group of 279 participants to evaluate the short-term effects of game-based learning. The Wilcoxon test was utilised for hypothesis testing, revealing a large effect size of 0.63. Moreover, the results from related midterm exam problems were statistically analysed to obtain the medium-term impact. The outcomes were compared using the Mann–Whitney U-test. The results demonstrated that the experimental group statistically outperformed the control group, but achieving a small effect size of 0.16, with a mean score of 3.14 out of 7 on the designated midterm exam tasks, compared to the control group’s mean score of 2.5. The small effect size suggests that, although the intervention had a positive effect, it is worth considering what other options there are for increasing the medium-term effect. A Likert-scale questionnaire was used to evaluate students’ attitudes towards the game. Our findings show the importance of incorporating game-based learning strategies in mathematics education at the university level, especially for enhancing students’ proficiency in key topics such as the determinant of a matrix.

This study explored how Nepalese university educators used Generative Artificial Intelligence (GenAI) and AI tools in English Language Teaching (ELT). The research sought to establish how the tools impacted teaching and learning and how educators modified their pedagogical practices to incorporate these technologies successfully. A qualitative methodology, utilizing narrative inquiry, was employed to gather data from three university-level English educators with more than five years of experience and who were actively using AI tools in their classrooms at the time of the research. Three rounds of semi-structured interviews allowed for an in-depth exploration of the educators' experiences with integrating AI. Data were coded thematically for patterns and insights into the teachers' experience, challenges, and strategies in utilizing AI tools. It was found that AI tools such as Grammarly, ChatGPT, and Google Translate assisted teachers in giving real-time feedback, enhancing grammatical correctness, and enabling students to engage in the classroom. The teachers also had some challenges, such as technical issues, resistance from the students, and no official training in utilizing the AI tools effectively. The research indicated that AI tools had the potential to enhance English learning and teaching substantially, if there was effective integration and support, including necessary infrastructure and teacher training. The research also suggested continuous development in policy and support mechanisms to dismantle hindrances and harness the potentialities of AI adoption in Nepalese classrooms.

Background: Managing diabetes in children requires lifelong insulin therapy and learning how to inject insulin properly to keep blood sugar levels stable and avoid complications. However, many children struggle with fears, anxiety, and low confidence, which can make learning this important skill challenging. Recently, using games as a teaching tool has shown promise in making learning more engaging and supportive. This study aimed to evaluate the effectiveness of a therapeutic training game on improving insulin self-injection performance among children with diabetes and to identify the association of learning outcomes with demographic and clinical factors. Methods: An experimental study was conducted with 33 children with diabetes mellitus at Al-Sadr Medical City, Iraq. A validated insulin self-injection performance scale was administered pre- and post-training game. The training game incorporated visual, auditory, and kinesthetic learning methods, including videos, posters, and hands-on practice using dolls. Data were analyzed using SPSS version 20 and p < 0.05 was considered statistically significant. Results: The mean performance score significantly improved from 70.2 ± 7.32 pre-intervention to 86.0 ± 4.74 post- training game (p < 0.001). Higher post-training scores were associated with older age (11–13 years), middle school education, urban residence, later age at diagnosis (≥9 years), absence of injection-site pain, and regular glucose monitoring (all p < 0.05). Conclusion: The therapeutic training game significantly enhanced children’s insulin self-injection skills and promoted independence in diabetes management. Interactive, child-centered educational approaches that integrate emotional support, family involvement, and multimodal learning are recommended to improve diabetes self-care and long-term outcomes.

Purpose Given ongoing challenges in making mathematics education meaningful in culturally diverse settings, this study aims to investigate how mathematics and language together shape cultural education. It examines how the formal language of mathematics interacts with students’ cultural backgrounds and how this relationship influences student engagement and perception of mathematics. Design/methodology/approach This mixed-method study involved 15 high school mathematics teachers in Indonesia. Data were collected through a 10-item Likert-scale questionnaire and semi-structured interviews. Quantitative data were analyzed descriptively, while qualitative responses underwent thematic analysis to identify patterns related to how mathematical language is used and interpreted in culturally embedded ways. Findings Findings reveal that students often perceive mathematics negatively because of the abstract nature of its language, which feels disconnected from their lived experiences. Teachers noted that students engage better when mathematical concepts are linked to cultural elements or expressed in local languages. Examples such as arithmetic patterns in traditional music or geometric forms in local art are often overlooked in formal instruction. The study highlights the missed opportunity to use mathematics as a culturally embedded language to enhance student understanding and motivation. Originality/value This study contributes to the ethnomathematics field by exploring the linguistic dimensions of mathematics as a culturally responsive teaching tool. It emphasizes that aligning mathematical instruction with cultural and linguistic contexts can support more inclusive, engaging and meaningful learning. The findings provide valuable insights for educators and curriculum developers aiming to integrate cultural identity into mathematics education.

This study investigates the effectiveness of Chemsketch as an instructional tool to enhance the performance of Grade 11 STEM students in the topic of Hydrocarbons within the General Chemistry curriculum at the University of Luzon. Despite the relevance of Chemistry in industrial applications, many students perceive it as an abstract and challenging subject. Consequently, traditional teaching methods often fail to engage students effectively. Utilizing computer visualization tools like Chemsketch, this research aims to bridge the gap between theoretical concepts and practical understanding. The experimental design involved thirty students in an experimental group utilizing Chemsketch, compared to thirty students in a control group receiving traditional instruction. Data were gathered through pre-tests and post-tests, employing statistical analyses including the Independent T-Test and Paired T-Test to assess performance differences between the two groups. Results indicated that before the intervention, both groups scored below average, highlighting a need for effective instructional methods. However, post-test results showed significant improvements in the experimental group, underscoring the positive impact of Chemsketch on student comprehension and performance. This study emphasizes the importance of integrating innovative teaching tools in Chemistry education to enhance learning outcomes, ultimately aiming to improve students' performance in national assessments.

Introduction: the use of audiovisual resources has proven to be a promising tool for facilitating the learning of Biochemistry and Immunology. Objective: to evaluate the explanation of episodes of the series “Cells at Work!” as a pedagogical resource in high school classes. Method: analysis of qualitative and quantitative data collected from high school students. Selected episodes of the series were shown, followed by guided discussions and questionnaires at the beginning and end of the study. Results: in the initial questionnaire, there was greater familiarity with topics such as platelets and antibodies, while concepts related to innate immunity were less understood. After showing and discussing the episodes of the animation, students reported better understanding of the content covered and greater engagement in class. Conclusion: the experience highlighted the potential of animated films as a complementary tool in teaching, promoting greater interest, participation and understanding of the content.

In the context of strong digital transformation in technical education, the use of simulation and digital tools in teaching is becoming an unavoidable trend. This study presents the process of setting up and evaluating an electric motor control system simulation model using MATLAB/Simulink software, and analyzes the pedagogical effectiveness of applying the model to training practice. The model is built on a DC electric motor with PID control, which allows visual observation of the relationship between electrical and mechanical quantities during operation. The simulation results showed that the error between the model and the experimental data was only about 2–5%, demonstrating high accuracy and applicability. A survey of engineering students showed that the level of understanding and interest in learning increased by an average of 35% when using simulations instead of traditional methods. The MATLAB/Simulink model also helps instructors save time preparing lectures and reduce the cost of practical equipment. The study confirms the effectiveness, flexibility, and scalability of simulation in training modern engineers, especially in the modules of Electric Drive, Automatic Control, and Electric Vehicle Drive Systems. Based on this, the research team proposes to standardize simulation textbooks, organize instructor training, and develop virtual laboratories combined with hardware to enhance teaching quality and scientific research. The future development will focus on advanced simulation for BLDC motors and PMSM, integrating intelligent control algorithms such as Fuzzy, MPC, and AI-based methods to meet the needs of engineer training in the Industry 4.0 era.

Gamification in higher education supports instruction and develops key competences. Quizizz is an extended gamified tool increasingly used in teaching contexts. While previous studies have primarily focused on their motivational potential, fewer studies have examined how students’ academic performance relates to their perceptions of these tools. Understanding whether higher-achieving students assess gamified tools more positively can provide educators with insights for designing more effective learning environments. This study, framed within a quantitative ex-post facto design, aimed to explore education undergraduates’ assessments of Quizizz as a teaching resource. A total of 263 Spanish university students enrolled in two education-related programs at the University of Salamanca (Spain) participated. Additionally, significant differences were observed in students’ assessments based on both their subject exam and final grades. Students who obtained “Excellent” marks consistently gave more favourable assessments of Quizizz, especially in terms of its perceived benefits for reviewing content, increasing motivation, and supporting learning, among others. These findings highlight the importance of considering academic performance when interpreting student feedback on educational tools. In conclusion, while gamification is generally well received, it should be applied thoughtfully and in combination with other analogue and digital resources to ensure a balanced and pedagogically sound learning environment.

In today´s world, education systems must adapt to stay connected with the real world. Three key elements meet these demands: the interaction between disciplines and their varying levels of complexity, the competency-based approach of the Spanish education system, and the use of web-based GIS tools for teaching and learning with a transdisciplinary approach. In this context, Spain offers a promising context to explore the integration of these elements, given its educational reforms and digital strategy. However, there are no studies in secondary schools in Spain integrating these elements. The objective of this research is to demonstrate that web GIS serves as a valuable resource for engagement in the real world, representing information on maps for teaching and learning within a transdisciplinary competency-based framework. The methodology applied follows the action-research model mainly based on classroom observations and students’ satisfaction surveys. Several stages have been considered: a) planning: identifying a relevant problem or topic to improve learning outcomes; b) action: class intervention by collecting necessary information, categorizing information, analysing the problem, formulating hypotheses and creating a layer for a collaborative map; c) results and interventions assessments. Following this methodology, three interventions are presented. The sample is a convenience sample with 187 students aged 15 to 18 (ISCED 3: 4th-year Compulsory Secondary Education -K-10, ages 15–16- and ISCED 4: 2nd-year Baccalaureate -K-12, ages 17–18-), from a Spanish educational institution. It can be stated that the collaborative use of web-based GIS in secondary education enhances engagement, representation of information, and increases interaction. All these actions improve sustainability, digital, learning to learn and citizenship competencies and promote transdisciplinarity.

Nepal is highly susceptible to natural hazards, including earthquakes, flooding, and landslides, all of which may occur independently or in combination. Climate change is projected to increase the frequency and intensity of these natural hazards, posing growing risks to Nepal’s infrastructure and development. To the authors’ knowledge, the majority of existing geohazard research in Nepal is typically limited to single hazards or localised areas. To address this gap, MiMapper was developed as a cloud-based, open-access multi-hazard mapping tool covering the full national extent. Built on Google Earth Engine and using only open-source spatial datasets, MiMapper applies an Analytical Hierarchy Process (AHP) to generate hazard indices for earthquakes, floods, and landslides. These indices are combined into an aggregated hazard layer and presented in an interactive, user-friendly web map that requires no prior GIS expertise. MiMapper uses a standardised hazard categorisation system for all layers, providing pixel-based scores for each layer between 0 (Very Low) and 1 (Very High). The modal and mean hazard categories for aggregated hazard in Nepal were Low (47.66% of pixels) and Medium (45.61% of pixels), respectively, but there was high spatial variability in hazard categories depending on hazard type. The validation of MiMapper’s flooding and landslide layers showed an accuracy of 0.412 and 0.668, sensitivity of 0.637 and 0.898, and precision of 0.116 and 0.627, respectively. These validation results show strong overall performance for landslide prediction, whilst broad-scale exposure patterns are predicted for flooding but may lack the resolution or sensitivity to fully represent real-world flood events. Consequently, MiMapper is a useful tool to support initial hazard screening by professionals in urban planning, infrastructure development, disaster management, and research. It can contribute to a Level 1 Integrated Geohazard Assessment as part of the evaluation for improving the resilience of hydropower schemes to the impacts of climate change. MiMapper also offers potential as a teaching tool for exploring hazard processes in data-limited, high-relief environments such as Nepal.

ABSTRACT The dichotomous key has emerged as an active learning tool that can support both students and teachers in learning and teaching biology. The present study is one of the first to examine the dichotomous key within a STEM-integrated active-learning framework; it aimed to investigate the impact of this tool on students’ knowledge, retention, attitudes toward biology, self-efficacy, and also spending time in classrooms. A quasi-experimental research design was employed, involving control (N = 51) and experimental (N = 140) groups selected from five different schools (N = 191) with varying knowledge levels. Pre-, post-, and retention tests were conducted. The findings show that the dichotomous key significantly enhanced knowledge, attitudes toward biology, and self-efficacy, particularly among low-achieving students. The tool also promoted student-centered learning by increasing peer interaction and reducing teacher-led questioning. Moreover, although both the experimental and control groups exhibited overall score increments, the experimental group showed stronger associations with achievement, attitude, and self-efficacy. These findings suggest that the dichotomous key can serve as an effective and sustainable STEM-based active-learning tool, particularly for enhancing engagement and academic development among diverse student populations.

The implementation of the Independent Learning Curriculum in elementary schools requires teachers' readiness to understand concepts, design learning strategies, and manage supporting facilities. However, the reality on the ground still shows that there are various obstacles that reduce the effectiveness of its implementation. This study aims to examine the role and readiness of educators in applying the Independent Learning Curriculum in elementary schools. The research was carried out with a qualitative approach using the case study method, through data collection techniques in the form of interviews, observations, and documentation review. The results of the study show that the main obstacles arise from the limited understanding of teachers of the curriculum concept, low readiness in preparing teaching tools, and the lack of supporting facilities and infrastructure. In addition, school strategic planning has not been running optimally, while the readiness of students to adjust to new learning patterns is also still a challenge. These findings emphasize the need to improve educator competence, provide proper facilities, and strengthen implementation strategies so that the Independent Learning Curriculum can be implemented more effectively.

The article examines the issues of the history of the formation of the methodology of teaching rhetoric in educational institutions, as well as the state of teaching rhetoric to students of Kazakhstani schools. The author expresses the opinion that the formation of rhetoric as an academic subject of educational institutions at all times occurred according to certain patterns. The article also provides informative information about the teaching of rhetoric in Kazakh schools. The author argues that despite the various names of the subject and forms of teaching rhetoric, the introduction of rhetoric in general education institutions is always caused by high demand from society. The author provides evidence that the practice of teaching public speaking in secondary schools has not fully become the subject of theoretical and methodological analysis (systematization of teaching methods and tools, scientific justification for the selection of didactic material, examination of the exercise system, etc.), which, in turn, leads to a decrease in the effectiveness of classes, to deterioration the quality of knowledge In conclusion, the author notes that the practice of teaching rhetoric (oratory) in secondary school (systematization of teaching methods and tools, scientific justification for the selection of didactic material, examination of the exercise system, etc.) needs a full-fledged theoretical justification.

Do alternative methods affect academic success? The importance of using poetry in education.

Evaluation of a Virtual Reality CT-Guided Focal Liver Biopsy Module.

13.1 Narrative Medicine as a Teaching Tool: Incorporating Memoir, Speakers, and Writing

In the current study, academic research on the application of digital tools in math education was analyzed via bibliometric analysis methods and general trends, structural evolution, and thematic concerns in the subject under analysis. Using the keyword term 'application of digital tools in math education' from the Web of Science database, 486 articles till January 2025 were systematically analyzed. Throughout the research, open-source RStudio and R software bibliometric were used in bibliometric analysis. The study shows that research on the use of digital tools in mathematics teaching has had a tremendous surge in recent years. It has been found that interest in digital tools has grown particularly after 2006, and this growth has been enhanced after 2014. Due to the COVID- 19 pandemic, the use of digital tools in education has become a necessity and this has caused studies after 2020 to grow significantly. ZDM-Mathematics Education and Computers & Education journals are particularly notable among the journals in which the studies were published most frequently. Among the most contributing nations are the USA (186 articles), Spain (98 articles), Germany (78 articles) and China (65 articles). In author collaboration analysis, it was discovered that the most active author was Drijvers P. According to results from keyword analysis, the most frequent words were 'mathematics' (f = 52), 'education' (f = 38) and 'digital tools' (f = 30). Evidence based on bibliometric findings suggests that computer tools possess attributes such as concretization of abstract mathematics, improvement in pupil outcomes and the creation of interactive learning environments. However, by studying publication variation between countries, it has been observed that research funding and collaborative academic publications influence the productivity of publications. Additionally, keeping in view the limitations of bibliometric analysis, it is suggested that future studies must investigate more rigorously the adoption of artificial intelligence-based digital tools in the education of mathematics.

Effects of generative artificial intelligence on higher-order thinking skills and artificial intelligence literacy in nursing undergraduates: A quasi-experimental study.

A mobile application (mobile app) is a software designed to operate on mobile devices such as smartphones and tablets, allowing users to access information or complete tasks quickly and easily without referring to traditional notes like books. In education, mobile apps function as interactive teaching tools that can be accessed easily and quickly by students. One of the initiatives under Continuous Quality Improvement in Polytechnics is the development of a Teaching Aid Tool to enhance students' understanding of the DFC10033-Introduction to Computer System (DFC10033) course. After a Continuous Quality Improvement meeting a held with the course lecturers and coordinators, a decision was taken on improving the teaching of DFC10033 Course. This made the need for additional teaching aid tools inevitable his led to the development of ICS Flashcard-Based Mobile App, which includes graphic elements and explanatory notes to improve students' understanding. This app is available for free on the Google Playstore.A study was then conducted to evaluate the usability and effectiveness of the app for students of the Diploma in Information Technology (Digital Technology) at Polytechnic Sultan Abdul Halim Mu'adzam Shah (Polimas), Jitra, Kedah, who are taking the DFC10033 course from the Department of Information Technology. The development of the app followed the ADDIE model, which consists of five phases: Analysis, Design, Development, Implementation, and Evaluation. This quantitative study involved 171 male and female students aged between 18 and 25 years. Questionnaires were distributed through Google Forms to collect data, which was then analyzed to assess the objectives and effectiveness of the developed application. The results of the study indicate that the ICS Flashcard Mobile App made a positive contribution, with a mean value of Section B=3.77 and Section C=4.65, which, according to the mean score interpretation, indicates acceptance. The app effectively helped students to understand the course concepts more efficiently, aligning with the Continuous Quality Improvement objectives of developing the DFC10033 Teaching Aid Tool application and testing its effectiveness.

ABSTRACT Generative artificial intelligence (Gen-AI) has quickly become a versatile teaching tool available to both students and university teachers. However, its acceptance is not yet universal among teachers. Understanding the factors that influence their intention to use these tools in the future is crucial for higher education administrators to design policies that promote the responsible and ethical use of this new technology. Based on the C-TAM-TPB model, this research proposes a structural equation model suggesting that university teachers’ intention to use Gen-AI tools is determined by their attitude towards it, perceived usefulness, perceived ease of use, social norms, and personal innovativeness. This model was tested with a sample of 896 teachers from all Spanish universities and all fields of knowledge. The results highlight the significant impact of both attitude towards the technology and perceived usefulness on the intention to use it. Perceived usefulness influences the intention to use directly and indirectly through attitude towards the technology. Perceived ease of use and personal innovativeness have much less influence. Additionally, social norms do not significantly affect the intention to use. These findings can help higher education administrators design policies to promote the use of generative AI through awareness, sensitization, and training.