Instructional Tool Research Articles

E-learning Interventions for Quality Improvement Continuing Medical Education-A Scoping Review.

Improving health care quality and patient safety are top priorities for the medical field. Robust continuing medical education (CME) programs represent major interventions to effectively teach quality improvement (QI) principles to practicing physicians. In particular, eLearning, a term describing online and distance learning interventions using digital tools, provides a means for CME interventions to reach broader audiences. Although there has been a focus on CME addressing QI, no knowledge synthesis has focused specifically on eLearning interventions. The purpose of this review was to examine the current landscape of eLearning interventions in QI-focused CME. We conducted a scoping review using the framework developed by Arksey and O'Malley as revised by Levac. We searched five databases and identified 2467 prospective publications, which two authors independently screened for inclusion. From each included article, two authors independently extracted data on the instructional modalities and QI tools used and met regularly to achieve consensus. Twenty-one studies were included. Most studies used blended instruction (n = 12) rather than solely eLearning interventions. Salient findings included the importance of coaching from QI experts and institutional support for planning and implementing eLearning interventions. Lack of protected time and resources for participants were identified as barriers to participation in CME activities, with small practices being disproportionately affected. Partnerships between CME developers and sponsoring organizations are vital in creating sustainable eLearning interventions for QI-focused CME. Remote coaching can be an effective strategy to provide ongoing support to geographically separated learners.

Design-based approach to technology innovation: Teacher educators’ experiences with tablets as instructional tools in South Africa

The role of higher education in improving educational practices and access through research in technology innovations across the wider spectrum of schooling has especially increased in the information driven 21<sup>st</sup> century lifestyle. Pre-service teacher training plays a significant role in this transformation. For South Africa, research in technology integration has not provided requisite skills for teacher educators to bring about this envisaged transformation. The purpose of this study is to investigate the affordance of the design-based research (DBR) when combined with community of practice (CoP) framework in mitigating context-based technology integration related challenges and professional development in teacher education through the social learning theory. The qualitative paper explores the experiences teacher educators had of using tablets in a DBR as technology integration tools for contextual pedagogical practices. Teacher educators (n = 10), in one university in South Africa were given tablets to use over a year before they responded to semi-structured interviews about their experiences and were also observed as they engaged in both the CoP and in classroom practice. After a thematic analysis, the main results were that the CoP provided space for teacher educators to improve their confidence and technology integration skills. The combination of DBR and the CoP was found to be complementary in bridging the gap between theory and practice for teacher educators. The CoP provided the much needed safe space for professional growth and confidence building for teacher educators. However, learning engagements were limited by inadequacy of ICT tools for the students. In light of this, the implication of the study is that professional development plans for teacher educators in technology integration skills must be context based and subject specific through DBR programs for practical results and sustainability.

Faitatala as a Teaching Tool in Science: Contextualizing the Teaching of Science in Samoa

International literature states that the emphasis of science education should be on inquiry learning, where students are encouraged to construct meaningful understanding of scientific concepts through the use of contextualised instructional strategies. In this paper, the author reports on the findings about the use of faitatala as a contextualised instructional tool in the teaching and learning of science in Samoa. Faitatala in this paper specifically highlights two fundamental processes that are relevant to science education in Samoa. The first explores the processes of faitatala (including active listening and speaking) while the second emphasizes the presentation of information. This paper evolved from recent studies in Year 12 chemistry classrooms which formulated the foundation for this study. Learning is an active participation in class activities, active listening and reflective practices supported by constructive and contextualised instructional strategies (Suaalii & Bhattacharya, 2007; Suaalii, 2013) and positive learning environments (Suaalii, 2021). Therefore, this study explored the implementation of a science course (HTE580) at the Faculty of Education, National University of Samoa. Through interviews and talanoa sessions, the research participants shared their perspectives about the use of the faitatala method in the teaching and learning of science. The findings identified constructive and reflective perceptions about the faitatala method as a teaching tool for science.

ChatGPT in ELT: disruptor? Or well-trained teaching assistant?

Abstract This paper explores the potential applicability of ChatGPT—a generative, text-based artificial intelligence (AI) chatbot—to ELT. It offers insights and guidelines for using ChatGPT to develop receptive and productive skills. First, ChatGPT can help teachers generate input materials for listening and reading practices. Second, with ChatGPT, teachers can create individualized opportunities for students to practice their speaking and writing skills. We also note important caveats for teachers to consider when implementing ChatGPT as an instructional tool. By exploring its potential benefits and limitations, this paper contributes to the growing discourse on technology integration in ELT and offers practical recommendations for creating a productive learning environment using AI-driven language models like ChatGPT.

Development and Evaluation of a GeoGebra-Assisted Instructional Tool in Teaching the Key Concepts of Circles for Grade 10 Mathematics

This study developed and evaluated a GeoGebra-assisted instructional tool in teaching key concepts of circles to Grade 10 students. The development of the instructional tool followed the ADDIE model and was assessed by evaluators based on its instructional, content, and technical quality. The evaluations indicated that the tool is of excellent quality. A quasi-experimental approach was then employed to measure the tool’s effectiveness in improving the performance of students. The study involved two heterogeneous Grade 10 sections from Koronadal National Comprehensive High School (KNCHS). Effectiveness was determined by comparing the pretest and posttest scores of control and experimental groups using an Independent t-Test. The results revealed that the GeoGebra-assisted instructional tool significantly improved students' understanding of key concepts of circle. Based on these findings, it is recommended that other mathematics teachers adopt this tool to enhance student learning. Additionally, further exploration of GeoGebra's features is encouraged.

Exosomal membrane proteins analysis using a silicon nanowire field effect transistor biosensor

Exosomes are of great significance in clinical diagnosis, due to their high homology with parental generation, which can reflect the pathophysiological status. However, the quantitative and classification detection of exosomes is still faced with the challenges of low sensitivity and complex operation. In this study, we develop an electrical and label-free method to directly detect exosomes with high sensitivity based on a Silicon nanowire field effect transistor biosensor (Si-NW Bio-FET). First, the impact of Debye length on Si-NW Bio-FET detection was investigated through simulation. The simulation results demonstrated that as the Debye length increased, the electrical response to Si-NW produced by charged particle at a certain distance from the surface of Si-NW was greater. A Si-NW Bio-FET modified with specific antibody CD81 on the nanowire was fabricated then used for detection of cell line-derived exosomes, which achieved a low limit of detection (LOD) of 1078 particles/mL in 0.01 × PBS. Furthermore, the Si-NW Bio-FETs modified with specific antibody CD9, CD81 and CD63 respectively, were employed to distinguish exosomes derived from human promyelocytic leukemia (HL-60) cell line in three different states (control group, lipopolysaccharide (LPS) inflammation group, and LPS + Romidepsin (FK228) drug treatment group), which was consistent with nano-flow cytometry. This study provides a highly sensitive method of directly quantifying exosomes without labeling, indicating its potential as a tool for disease surveillance and medication instruction.

Engaging students through activity-based bingo games in immunology course: Determining students' perception and measuring its influence on academic performance.

This study aims to evaluate how well bingo game-based activities serve as instructional tools to enhance student learning. This prospective cross-sectional study was approved by the Institutional Ethics Committee. The study sample size was 145 MD3 year college of medicine students for the academic year 2023-2024. The evaluation instruments included the participants' exam grades, pre-test scores, post-test scores, and feedback. The study employed a mixed-methods approach combining quantitative and qualitative research methods to investigate how students perceived and interacted with the bingo game-based activity. The data were analyzed by Statistical Package for Social Sciences (SPSS) version 26. The association between exam and post-test scores was examined using the correlation coefficient and a straightforward regression analysis. The P value of less than 0.05 was deemed significant. The study comprised 145 students in total who completed all the tasks. The post-test scores (10.62 ± 1.73) showed a statistically significant improvement (P < 0.01) over the pre-test scores (6.3 ± 1.99). Most students (85-90%) thought that activities centered around bingo games were great tools for learning. Nine out of ten students said the game-based activity was engaging and enjoyable, that it inspired them to engage in group discussions, that it assisted them in identifying and concentrating on important topics, and that it improved their knowledge and helped them get ready for the final exam. Almost all the participants (>90%) suggested adding this exercise to the list of future topics. Overall, exam scores achieved by students for topics covered in the bingo-based activity (92.7 ± 4.96) were significantly higher (P < 0.01) than exam scores for topics not covered in the activity (83.75 ± 7.74). Bingo game is an effective learning strategy to promote students' learning in the immunology course. Furthermore, utilizing bingo games as a formative assessment technique can significantly improve students' learning and help them achieve higher scores on summative assessments.

Development of an integrated and differentiated tahfidz teaching module to improve Quran memorization for students at MI Plus Al-Fatimah Sukorejo Bojonegoro

Teaching modules are independent curriculum frameworks that replace traditional lesson plans. The independent curriculum teaching module, which serves as a replacement for the RPP, has a diverse format that encompasses learning material/content, teaching methods, interpretation, and evaluation techniques. These modules are designed systematically and engagingly to meet the desired success indicators. The primary goal of developing teaching modules is to provide teachers with instructional tools that can guide them effectively in the teaching process. Teachers are given the autonomy to choose or modify the provided modules by the government to better match their students' characteristics or to create their own modules tailored to their students' needs. The developed teaching modules include integrated modules for tahfidz subjects at Madrasah Ibtidaiyah Plus Al-Fatimah, differentiated modules for tahfidz subjects at Madrasah Ibtidaiyah, guidelines for developing tahfidz teaching modules, instruments for developing these modules, and evaluation tools for assessing the module development process. This research and development (R&amp;D) approach aims to create integrated and differentiated tahfidz teaching modules specifically for MI Plus Al-Fatimah. These modules cover the tahfidz teaching program, implementation guides, and evaluation instruments to assess the program's success. The development process involves the principal to ensure that students can achieve the target of memorizing four juz within six years at the madrasah ibtidaiyah level. The development stages include determining learning strategies and media, producing the modules, and creating assessment tools. This phased approach ensures that the integrated and differentiated tahfidz teaching modules are effective and meet the educational goals of the institution.

Exploring the Efficacy of Quranic Arabic Corpus as an Instructional Tool to Enhance Nahwu Proficiency among UIN Jakarta Development Madrasah Students

Exploring the Efficacy of Quranic Arabic Corpus as an Instructional Tool to Enhance Nahwu Proficiency among UIN Jakarta Development Madrasah Students

Design, Development and Implementation of a Diesel Rotary Injection Pump Mock-up for Autotronics Education and Research

This research endeavors to design and integrate a diesel rotary injection pump instructional tool into the BS in Autotronics program at the University of Science and Technology of Southern Philippines, Cagayan de Oro City, Philippines. The pedagogical tool is expected to significantly enhance the academic performance of BS in Autotronics students by providing them with a comprehensive understanding of the fundamentals of diesel rotary injection pump functionality. The study addresses the knowledge gap in the functionality of diesel rotary pumps, which is perceived as a significant challenge in the program. The learning outcomes demonstrate the development of student's cognitive skills, encompassing the rotary injection pump's theoretical and operational aspects. Furthermore, the actual laboratory activities utilizing the functional components of the mockup provide evidence of the expected manipulative skill set developed during the course coverage, ultimately preparing students for occupational applications in the field of autotronics.

The Use of Audio-Visual Media on Student Learning Interest in Explanatory Text Material

Background. The use of audio-visual media in education has gained increasing attention due to its potential to enhance student engagement and learning outcomes. In Indonesian language instruction, particularly in teaching explanatory text material, there is a need to explore innovative methods to improve student interest and comprehension. Purpose. This study aims to evaluate the impact of using audio-visual media on students' interest in learning explanatory text material in class VII-A SMP Negeri 2 Hiliduho. Method. A qualitative research method with a descriptive approach was employed. The study involved 20 students from class VII-A SMP Negeri 2 Hiliduho. Data were collected through observation, interviews, and documentation techniques. Results. The use of audio-visual media significantly increased students' interest and understanding of explanatory text material. Students demonstrated improved ability in determining appropriate terms and adjusting explanatory texts to their proper structure and characteristics. Audio-visual media, such as PowerPoint presentations and videos, made the material more engaging and comprehensible, facilitating a more efficient learning process. Students using audio-visual media showed higher levels of engagement compared to those who did not, as they were able to follow the learning flow more effectively. Conclusion. The findings suggest that audio-visual media play a crucial role in enhancing the learning experience for students studying explanatory text material. Teachers reported that these tools aided in more effective content delivery. The increased student engagement and improved understanding of the material highlight the potential of audio-visual media as a valuable instructional tool in Indonesian language education, particularly for explanatory text instruction.

Online Instruction in Science Pursued in a Selected National High Schools in Sablayan North Schools Division of Occidental Mindoro: Basis for a Proposed Model

The challenge of evolving meaningful classroom instruction in the tertiary level is faced with lots of constraints. A few of these are the inadequacy of textbooks and instructional materials and ineptness in the part of the teachers on the teaching methodologies/ approaches to use that impact knowledge and skills to the students; and importantly, appropriating technology and instituting initiatives to impact quality education. The concerns, so far, have not been fully addressed, hence, the researcher in his desire to enhance technology instruction has designed and developed a Proposed Online Interactive Work Plan Model, a syllabus-based and experienced and empirical-based Model instruction. It is in this context that this study is conducted since he believes, his proposed instructional tool will serve as a useful material for both teachers of science-technology and students of information communication technology subjects using online interactive approach. This study is descriptive in nature where 6 schools administrators and expert in the persons of school principals and science supervisor, and science coordinators; and 14 teachers of science; and 172 students, representing the three (3) material high school of Sablayan North of the Schools Division of Occidental Mindoro as respondents of the study.

Demystifying Classroom Assessment: Unleashing the Power of Technology Tools

Background: Technology is a tool for instruction, not a replacement for teachers. Teachers are crucial for our nation's future and are essential implementers and integrators of technology in classrooms. They are responsible for innovative use of technology, as it enhances efficiency and effectiveness in everyday life. ICT comprehensively combines computer and telecommunication technology. Aim: They are also commonly used for the certification of competence, to monitor educational standards, and to provide learners with feedback. The qualitative aspect of assessment and evaluation in the field of education has a cutting-edge relationship with students’ academics. Method: Teachers no doubt are saddled with many responsibilities which range from writing lesson plans and notes to instructional delivery and assessment. Hence there is a need for teachers to span to the innovation technology is offering by embracing technological-based assessment. This paper explored the roles of technology in bridging the gap between the paper-pencil assessment to technology-enhanced assessment and proffered strategies on how these assessment apps can be used in the classroom. The study revealed that there are free assessment applications teachers can use to grade students, thereby reducing their workloads. It was therefore recommended among others that training and seminars should be organised for teachers to enlighten them on technology-based assessment. Result and Discussions: Teachers need to take cognizance of the relevancy of the technological tools. It was further pointed out that while observing the relevance of the technology resources, there should be congruence between the tech tools and instructional curriculum. Other factors to be considered are the; appropriateness of the content and alignment with the learning goals. Teachers need to have clear-cut goals before selecting any technology for assessment. Among the common goals to be considered are; efficiency, cost, end-user proficiency, collaboration, and capacity. Conclusıon: Assessment is vital to the education process. Online assessment can help learners engage more effectively and flexibly in knowledge and can help teachers manage assessment more proficiently and efficiently.

The choice between cognitive diagnosis and item response theory: A case study from medical education

Feedback is a powerful instructional tool for motivating learning. But effective feedback, requires that instructors have accurate information about their students’ current knowledge status and their learning progress. In modern educational measurement, two major theoretical perspectives on student ability and proficiency can be distinguished. Latent trait models identify ability as a continuous uni- or multi-dimensional construct, with unidimensional item response theoretic (IRT) models presumably the most popular type of latent trait models. They report a single ability score that allows for locating examinees relative to their peers on the latent ability dimension targeted by the test. Latent trait models have been criticized for lacking diagnostic information on students’ specific skills, their strengths and weaknesses in a knowledge domain. Cognitive diagnosis (CD) models, in contrast, describe ability as a combination of discrete skills (called “attributes”) that constitute (partially) ordered latent classes of proficiency. The focus of CD is on collecting information about the learning progress for immediate feedback to students in terms of skills they have mastered and those needing study. CD has been underused in education; performance assessment still mostly relies on latent-trait-based methods. The motivation for the study reported here arose from the desire to conduct a side-by-side evaluation of the two seemingly disparate psychometric frameworks, CD and IRT. Data from a biochemistry end-of-term exam were used for illustration. They were fitted with multiple CD and IRT models, among them also HO-GDINA models that permit for a close approximation to several unidimensional IRT models.

An Experimental Study on the Application of Data-driven Learning in Secondary Education

This experimental study investigates the impact of data-driven learning (DDL) on the acquisition of the grammar instruction among middle school students, focusing on the English passive voice, a grammatical structure that poses challenges for Chinese students due to its divergence from Chinese passives with retained objects. The findings indicate a significant improvement in the experimental group’s ability to apply the English passive voice to translate special Chinese passives, underscoring the potential of DDL as a pedagogical tool for grammar instruction.

Integrating Digital Tools to Enhance Access to Learning Opportunities in Project-based Science Instruction

Digital technologies and the instructional contexts in which they are embedded can increase students’ access to meaningful learning opportunities. Although there is a tradition of designing and integrating digital tools in secondary-grades project-based science instruction to enhance learners’ access to disciplinary learning, the elementary grades have received less attention. This has left classroom teachers with limited guidance for leveraging affordances of digital tools in project-based learning (PBL) with younger learners. In this article, we describe the design and integration of digital tools in Multiple Literacies in Project-based Learning, a recent elementary-grade project-based science curriculum that integrates literacy and mathematics. We use the principles of Universal Design for Learning to characterize the affordances of these digital tools, with attention to how the interplay of the tools and the PBL environment in which they were embedded enhanced access to learning opportunities for all students.

Design for safety training for construction professionals: A digital game-based learning approach

Globally, there is a pressing need to train more construction professionals in Design for Safety (DfS). Conventional instructional methods like video watching and lectures may not effectively meet professionals’ need for training programmes that are relevant to real-life. Digital game-based learning (DGBL) is a proven educational tool, yet its application in professional DfS training remains inadequately explored. This study examined DGBL’s effectiveness using the SafeSim Design game to train construction professionals in DfS. A quasi-experiment was conducted to compare the effect of DGBL with that of online videos covering the same training contents. In total, 246 construction professionals participated in the course and 61 were interviewed or took part in a focus group discussion. We evaluated the change in pre- and post-course quiz scores, assignment scores, questionnaire responses, and qualitative data. We found that DGBL benefitted trainees more equally across different levels of prior experience. The results contribute to the literature by pointing out the importance of occupational background in influencing trainee performance, a factor not well explored in the literature. The results indicate that providing optional scaffolding support and detailed explanations for in-game activities is crucial, as this approach avoids the expertise reversal effect and helps manage trainees’ cognitive load. This study also demonstrated the feasibility of designing and implementing DGBL as an instructional tool for professional training. The above findings inform the development of effective DfS training and contribute to the wider implementation of DfS in construction industry around the world.

Teachers’ perceptions about digital storytelling and its pedagogical usage. The improvement of minority children’s classroom engagement

ABSTRACT The study examines teachers’ perceptions about digital storytelling (DST) and why they are reluctant to use it as an instructional tool, despite its effectiveness for student learning. Additionally, it answers the question: What are the effective pedagogical practices for implementing digital storytelling by kindergarten teachers? Twelve participants were interviewed to explain the results of a questionnaire completed by 42 participants. The mixed method data analysis identified effective pedagogical practices that impact children's skills and responsibilities, as well as the engagement of minority children. This research is expected to provide valuable insights for educational practice.

Understanding the adoption and usage of gamified web tools by K-12 teachers in Turkey: A structural equation model

AbstractThe primary objective of this research is to elucidate the factors influencing the acceptance and use of gamified web tools among K-12 teachers in Turkey, according to the Unified Theory of Acceptance and Use of Technology (UTAUT, Venkatesh et al., 2003). The study employed a causal research design, which allowed for the investigation of cause-and-effect relationships between the variables. To analyze the collected data, both simple and multiple linear regressions, along with a structural equation model (SEM), were employed. The results of the analysis indicated that performance expectancy, effort expectancy, and social influence exerted positive effects on teachers’ behavioral intention to use gamified web tools. Additionally, behavioral intention and facilitating conditions demonstrated positive influences on the actual usage duration of these tools. The UTAUT constructs, namely performance expectancy, effort expectancy, social influence, and facilitating conditions, were treated as independent variables in this study. The research findings revealed a negative correlation between performance expectancy and teachers’ behavioural intention to adopt and accept gamification as an instructional tool in education. However, the study also identified a positive relationship between effort expectancy, social influence, facilitating conditions, and teachers’ behavioural intention to adopt and accept gamification. Furthermore, the study’s results suggest that the organizational variable exhibits a significant relationship with teachers’ behavioural intention to embrace and accept gamification as a teaching tool in education.

Motivation-Building to Provide Quality Teaching through ICT-Based Training and Mentoring Sessions: A Case of Junior High School Teachers

The community service programme was designed and conducted in response to the need of the school partner, SMP Negeri 2 Purwosari Gunungkidul, to improve the motivation of the teachers to provide quality teaching for the low-motivated students. The programme lasted from February 2023 until November 2023 and was carried out in the form of training sessions and mentoring sessions. In total, there were four main activities in the programme: a motivation-building session intended to remind the teachers of the altruistic purposes of the profession, the writing-up of a module on how to utilise technological tools to motivate students, a training session on how to effectively use technological tools in the class instruction, and team-teaching sessions where we team-taught classes with selected three teachers using technological tools to engage students in class. Though throughout the programme there were challenges on our part and the teachers, generally the programme was a success. The programme evaluation suggested that teachers were generally satisfied with the programme and were more confident in using technology in teaching. Future similar programmes can be conducted with school partners sharing similar characteristics with those of our present school partner, to allow a higher quality of class instruction and eventually students' learning.