Teaching Tool Research Articles

Generative AI applications are increasingly being used in higher education to support teachers and students as well as to take on tasks in the area of teaching support and administration. However, little is known about the specific use and institutional framework conditions in individual cases. The HIS Institute for Higher Education Development (HIS-HE) has therefore investigated the use of AI tools in teaching and learning as part of an exploratory study commissioned by the „University Forum on Digitalisation“ (Hochschulforum Digitalisierung). As part of a call for contributions, 77 use cases from 51 German universities were identified. This article provides an overview of the results of the analysis and evaluation of these tried-and-tested use cases, describes trends in the current use of AI in teaching and learning and gives an insight into the added value and conditions for success of AI use.

The realization that the modern era is accompanied by the habits of young people spending a lot of time “wandering” on the Internet, using digital technology, reinforcing the negative effects of a sedentary lifestyle, was the basis for the realization of a new idea. Ten years ago, a project was launched to establish and edit an electronic professional journal, Return to Nature, as a supplementary teaching tool for the subject Outdoor activities, at the Faculty of Sports and Physical Education, University of Belgrade. The goal of the research is to examine the impact of digital learning on students, the quality of teaching in the subject, and the self-sustainability of the journal using the method of theoretical analysis. After 10 years of publishing, e-edition, with author's texts and original photographs, the journal has shown that students are happy to use electronic media along with books and textbooks and that the publication has its place and value in the educational system. In parallel with the new editions, the editorial team has also grown, with contributors from several institutions from the country and abroad. The editions have so far recorded several thousand downloads from all over the world. Interest and the quality of teaching have increased significantly because students have also become involved in the work of the journal, who have gone from interested readers, analysts, commentators and proposers to successful authors themselves. Independent confirmation of the value of the journal came from the Faculty of Education in Zagreb, where the journal was recommended to students for use by their professors.

Creativity is an essential competency for teachers in the 21st century, yet it remains underrepresented in many teacher education programs. This study explores how teaching creativity can be systematically integrated into BA-level teacher training applying AI-driven tools to enhance learning outcomes. Drawing on the Hierarchical Pyramid, AI TPACK, and UNESCO AI Competency Frameworks, the study investigates teacher-students’ and faculty perceptions of creativity and AI integration in three Azerbaijani pedagogical universities. A qualitative methodology, including semi-structured interviews with 15 teacher-students and 6 faculty members, revealed significant gaps in structured creativity training and AI literacy. Findings highlight the complementary potential of the three frameworks in fostering creativity and professional development. To address these gaps, this study proposes a structured process for integrating creativity teaching and AI tools into teacher education, providing practical strategies aligned with global competency standards. Implications for curriculum design, professional development, and further research are discussed.

Professional, interactive, mobile, and low-cost calligraphy teaching tools are crucial for learners. Compared with traditional face-to-face instruction, calligraphy teaching tools allow learners to practice anytime and anywhere. However, most existing calligraphy teaching tools focus on online instructions and lack real-time interactivity, resulting in poor learning effects for users. To address this, this paper presents the "Masterpiece Creation" system, an AI-powered robotic platform specifically designed for calligraphy education. Masterpiece Creation integrates advanced AI models with path optimization algorithms to provide key features, such as generating famous calligraphy styles, interactive teaching, and voice-guided communication. It also leverages Large Language Models (LLMs) to provide learner assessments and adaptive content recommendations. Notably, the system is optimized for lightweight devices, making it accessible and convenient for users. To evaluate its effectiveness, we conduct a one-week diary study with 10 participants, along with real-world calligraphy creation experiments to assess learning outcomes. Results show that Masterpiece Creation significantly improves learners' skills and enhances the interactive experience.

From scaffolding to success: How instructor pedagogical support and collaborative classroom interaction drive scholastic motivation in programming education.

Best Practices of Using ChatGPT and Other AI Tools in Teaching and Learning

The present article is related to the role of representational tools in teaching and learning of mathematics. It aims to present education practices with the aid of visualizations in order to reduce the difficulties on fractions of the students of the 5th and 6th grade of elementary school. The research emphasizes visual ways of thinking and visualization of fractions through representational tools, use of experiential activities and activities carried out on electronic platforms. The results of the research indicate that students, after instructive interventions with the use visual way of thinking and visualization of fractions through representational tools, performed better on fractions. On the other hand, the phenomenon of compartmentalization of the students’ solutions of tasks on fractions has been observed and analyzed.

Simulation-based learning (SBL) is a recognised teaching and learning tool within higher education (HE) and one capable of facilitating skill retention and knowledge retrieval. Successfully achieving these outcomes relies on effective design, delivery and debriefing; yet a limited range of publications draw together these fundamental components. High-fidelity simulation (HFS) describes a sub-division of SBL that, in recent years, has generated traction within healthcare education. To support educators in orchestrating HFS with greater impact and influence, the author set out to compose an article outlining five constructs that collectively possess scope to optimise HE teaching and learning outcomes. These five constructs consist of: (1) creating a believable scenario; (2) integrating the five principles of 'fidelity harmony'; (3) selecting an appropriate modality; (4) adopting a clear pedagogical stance; and (5) amalgamating concepts of experiential learning theory into the briefing and debriefing. When dynamically incorporated, important gaps between theory and practice can be bridged and learner experience will be significantly enhanced. This article offers HE educators a series of recommendations for creating deeply immersive learning experiences for augmenting learner performance, and provides a new definition for HFS, which challenges the erroneous notion that 'high fidelity' represents 'high technology'.

The growing use of artificial intelligence (AI) in health care raises concern, as nursing students are not adequately educated on its use in practice. This study evaluated the effect of an AI education module on undergraduate nursing students' AI literacy and anxiety. Students completed surveys measuring AI literacy and anxiety before and after the module, which included videos, articles, a presentation, and an assignment using ChatGPT. Paired-samples t test showed a significant increase in AI literacy from pretest (M = 4.90 [SD = .95]) to posttest (M = 5.72 [SD = .92]), t(111) = -9.49, p < .001 and a significant decrease in AI anxiety from pre-test (M = 4.45 [SD = 1.27]) to posttest (M = 3.58 [SD = 1.32]), t(111) = 7.76, p < .001. The AI education module is an effective teaching tool to increase nursing students' AI literacy and decrease anxiety.

Abstract The Oregon Wolfe Barley (OWB) mapping population (Reg. no. MP‐4, NSL 554937 MAP) is a resource for genetics research and instruction. The OWBs are a set of doubled haploid barley (Hordeum vulgare L.) lines developed at Oregon State University from the F1 of a cross between Dr. Robert Wolfe's dominant and recessive marker stocks. Exhibiting a high level of genetic and phenotypic diversity, the OWBs are used throughout the world as a research tool for barley genetics. To date, these endeavors have led to 56 peer‐reviewed publications, as well as three reports in the Barley Genetics Newsletter. At the same time, the OWBs are widely used as an instructor resource at the K–12, undergraduate, graduate, and professional levels. They are currently used at universities and/or institutes in German, Italy, Norway, Spain, and the United States and are currently being developed further for educational use in other countries. Genotype and phenotype data, lesson plans, and seed availability information are available herein and online.

Abstract This study presents the design and fabrication of a parametric physical model using additive manufacturing to visualize the double orthogonal projection of a line, enhancing engineering education through tangible geometric representation. The model consists of two articulated plates representing the principal projection planes and flexible cylindrical elements depicting a spatial line and its projections. Designed in SolidEdge, all parts were fabricated with FDM technology using a Creality Ender 3 printer and PLA filament. The plates include three articulation points enabling simulation of perpendicular and aligned positions. Flexible cylinders inserted into aligned holes create a kinematic mechanism that demonstrates the transformation from 3D line to 2D projections. A spotlight enhances spatial interpretation by marking projection points. Process parameters: layer height 0.2 mm, nozzle 0.4 mm, temperature 190–210°C, and speed 50–60 mm/s, ensured dimensional accuracy and a ±0.1 mm tolerance. The model proved stable, repeatable, and effective as a dynamic teaching tool in descriptive geometry and STEM (Science, Technology, Engineering, and Mathematics) education.

Using technology as a pedagogical teaching tool is a well-established concept, with numerous studies demonstrating its effectiveness in enhancing learning outcomes. However, few studies have explored the connection between technology and the proficiency of art-based students utilising technology for the purpose of designing and creating digital media, such as video games, comics, and animations. This study explored how facilitating conditions, prior access, and technology usage influenced the competency level of students. A quantitative descriptive approach was used to collect data from 119 students who voluntarily participated by completing an online questionnaire. Structural equation modelling was utilised to process the data obtained from the questionnaire results. The findings indicated that both computer self-efficacy and facilitating conditions had a positive effect on the perceived ease of use within a technological learning environment. This, in turn, influenced the competency of digital art students in utilising technology. Past exposure to technology influenced digital art students’ openness to experimenting with new game design and animation technologies in the technology playroom.

Three-dimensional (3D) bioprinting, also known as additive manufacturing (AM), is a rapidly evolving field, with a focus on fabricating organ and tissue constructs by layering organic materials, living cells, and biochemicals according to a given digital mode. 3D printing, also called Additive Manufacturing (AM), has the potential to be a technological revolution in the manufacturing industry. Some of the applications of 3D printing technology in plant science are bioprinting of plant cells, plant tissue cultured cell production, plant tissue culture lab-ware, production of plant secondary metabolites without plants, plant derived compounds for nozzle design, plant phenomics, plant phenotyping, ecological research, as a botany teaching tool, green bioprinting, and printing laboratory equipment. Plant bio-printing may improve understanding of plant shape and morphogenesis, and could serve for the mass production of desired tissues or plants, or even the production of plant-based biomaterial for industrial uses. Bioprinting is the ultimate and the most progressive step of engineering applied to plant cell culture. However, plant bioprinting may be difficult due to rigid plant cell walls, unlike animal cells that do not have a cell wall, although plant cells have a distinct advantage, totipotency, which allows a plant cell, under strict environmental conditions, to develop a tissue scaffold that serves as the precursor for an organ, and the whole plant itself, organogenic steps that are under strict genetic control. The culture methodologies of bioprinted plant cells could be assimilated to the culture of immobilized cells. Additionally, sustainable practices, and the potential impact of factors influencing 3D printing must be considered.

This study discusses the urgency and strategy of integrating Islamic values in mathematics learning as part of the revitalization of the Islamic value-based curriculum. The main goal of this approach is to create an education that not only emphasizes the cognitive aspect, but also shapes the character and spirituality of students as a whole. Through the library research method, this study examines various scientific literature, books, and the latest research results related to the integration of Islamic values in mathematics education. The results of the study show that this integration can be carried out through thematic approaches, contextual, inquiry-based religious learning, and the use of technology such as interactive media and Islamic learning applications. The study also highlights the importance of the role of teachers, the need for contextual teaching tools, and the development of an integrative evaluation system that includes cognitive, affective, and spiritual aspects. Nevertheless, implementation in the field still faces challenges such as limited teacher training and lack of applicable assessment guidelines. The revitalization of the Islamic value-based curriculum is expected to be a strategic solution in forming a generation that is academically superior and has noble character.

ABSTRACT This research explores how using theatre in education can help promote fairness and acceptance. It looks at how theatre activities engage students and encourage them to learn together in a constructive way. Highlighting the importance of addressing the issue of marginalisation and social injustice, this study builds on inclusive frameworks integrated into educational objectives. This study aims to enrich the curriculum through themes of equity and inclusion embedded into pedagogical tools, such as arts-based pedagogy, especially theatre. The study used the pedagogy of the oppressed, theatre of the oppressed and social constructivism as a theoretical framework to align the pedagogy objectives. The researcher employed theatre as a pedagogy tool in an undergraduate programme to conduct this research for curriculum enrichment. The study found that through theatre, effective integration of themes such as inclusion and equity into the learning experiences paved the way for fair, just and inclusive classrooms. Second, theatre-based pedagogy fostered students’ confidence, boosted participation and increased commitment to their studies. However, it also highlights the importance of confronting issues, such as exclusion, oppression and making ongoing improvements to make theatre an even better teaching tool in curriculum development courses. With the help of group projects, practical work, creative expression, personal research and brainstorming sessions, this study contributed to curriculum enrichment.

Ethnophysics is an innovation in physics learning that connects local culture, traditions, and community practices into learning by analyzing physics concepts that occur. One form of application is through the traditional game Gatrik, which contains the principles of motion, especially parabolic motion. This study aims to design and implement an ethnophysics-integrated physics learning design on parabolic motion material through the Gatrik game. This research uses qualitative method with participatory action research design on the implemented learning process. This research focuses on observing learning with a lesson study approach, which consists of three stages namely plan, do, and see which focus on strengthening and assisting high school physics teachers in developing ethnophysics-based teaching tools. At the plan stage, learning tools were prepared in the form of lesson plans and LKPD; at the do and see stages, open lessons were conducted to observe the implementation of learning. The data in this study were collected using a learning observation sheet, especially at the see stage of a series of lesson study activities. The results of the plan stage are in the form of lesson plans and LKPD that have been adapted to ethnophysics integrated physics learning. Furthermore, the results of observations at the do and see stages show that physics learning that integrates Gatrik games as a representation of ethnophysics can increase student learning activities. Learning combined with traditional games can significantly increase students' enthusiasm for physics material. In general, the integration of ethnophysics in learning can contribute to the preservation of local wisdom and increase students' interest and motivation to learn in Physics.

TikTok, a widely popular video-sharing platform, is increasingly being recognized as a valuable educational tool in nursing and health education. This platform supports delivery of engaging, concise and visually rich content, through a microlearning pedagogy, which can enhance learning and retention of health-related concepts in small, manageable units. This format caters to the preferences of digital-native learners, making it an enticing educational medium, especially for teaching adolescents and young adults. However, the brevity of the content may lead to superficial understanding of complex topics. Despite its popularity, TikTok faces criticism and regulatory challenges, including concerns over misinformation and data privacy. This study explores the advantages and disadvantages of using TikTok in nursing and health education, including examples of successful implementation. The authors advocate for the responsible use of TikTok-style videos, distributed through other social media platforms, to maximize the educational benefits, while navigating the challenges posed by the platform's current regulatory landscape.

This qualitative case study investigates the online formative assessment practices and the challenges faced by junior high school English teachers in Banyumas Regency. Utilizing observations, semi-structured interviews, and document analysis with five purposively selected teachers, the study explores the practical implementation of digital assessment tools in English Language Teaching (ELT) classrooms. Findings reveal that teachers actively utilize interactive platforms like Quizizz, Google Forms, and Wordwall, primarily for quick quizzes and immediate feedback, demonstrating a clear alignment with learning objectives. This approach significantly boosts student motivation and engagement, largely owing to the tools' interactive and gamified features. However, the path to seamless integration is marked by several key hurdles. Prominent challenges include limited student access to suitable devices and reliable internet connectivity, persistent technical issues with platforms and signals, students' initial unfamiliarity with online tools, and significant concerns over phone misuse and academic integrity. Additionally, teachers themselves reported perceived gaps in their experience and digital skills. These insights collectively emphasize the crucial need for enhanced technological infrastructure, tailored professional development for educators, and supportive policy frameworks to effectively realize the full potential of online formative assessment in ELT

Observing the development of music pedagogy as a science, it is difficult to imagine the teaching process in the modern era without the integration of contemporary technology. The use of smartphones, tablet computers, and auxiliary tools in Solfège instruction, such as smartboards, audio CD players, projectors, MIDI controllers, and keyboards, represents one of the most significant advancements in the effective delivery of music education today. This paper presents the results of a study conducted to examine the use of smart devices in the implementation of Solfège teaching content. Based on this, an analysis was carried out on a representative sample using both qualitative and quantitative research methods. The findings highlight the advantages and limitations of modern digital teaching tools. The research concluded that students hold a positive view regarding the use of modern technologies in Solfège instruction, recognize the competence of professors and teaching assistants in utilizing these technologies, and believe that their application can enhance the creativity of both instructors and assistants.

Learning assistant (LA) programs empower undergraduate students to act as near-peer mentors, fostering active learning and inclusivity in science, technology, engineering, and mathematics (STEM) education. While LAs typically possess strong content knowledge, most lack formal training in pedagogy, teaching methods, and principles of diversity, equity, inclusion, and justice (DEIJ). This paper explores the design, implementation, and impact of an inclusive pedagogy training program tailored for LAs supporting microbiology courses. This professional development program focuses on inclusive teaching practices. Program evaluation revealed LAs reported increased knowledge of inclusivity and pedagogical strategies, enhanced self-awareness, and confidence in their teaching roles. Quantitative assessments using Likert scales demonstrated high satisfaction with the training, with participants agreeing they could apply the knowledge gained to create inclusive classroom environments.