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Journal articles on the topic 'Didactic environments'

Author: Grafiati

Published: 28 June 2021

Last updated: 29 July 2025

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1

Artigue, Michèle, and Luc Trouche. "Revisiting the French Didactic Tradition through Technological Lenses." Mathematics 9, no. 6 (2021): 629. http://dx.doi.org/10.3390/math9060629.

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There is, in France, a long-term tradition of research in the didactics of mathematics. In this paper, we revisit this tradition using, as a specific lens, the research carried out on the educational use of digital tools and resources for teaching and learning mathematics. We first briefly introduce this tradition and the three main theories at the base of it: the theory of didactical situations, the theory of conceptual fields, and the anthropological theory of the didactic. Then, considering three different technological lenses, i.e., dynamic geometry environments, computer algebra systems,

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Agatova, Olga A. "Didactics and pedagogical anthropology of digital educational environments." RUDN Journal of Informatization in Education 20, no. 2 (2023): 176–97. http://dx.doi.org/10.22363/2312-8631-2023-20-2-176-197.

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Problem statement. In the context of the scientific and technological development of the country, the implementation of the federal experiment on the development of digital educational environments, the introduction of new legal regimes for digital transformations of industries, including education, the issues of fundamental and applied developments in pedagogical anthropology and didactics of digital educational environments are being updated. The development of expert tools for assessing the developing functionality of digital educational environments is becoming relevant. The aim of the stu

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Araújo, Gilvan Charles Cerqueira de. "A DIDÁTICA, A CONSTRUÇÃO CURRICULAR E SUA IMPORTÂNCIA NO ENSINO DE GEOGRAFIA." Revista de Ensino de Geografia 11, no. 20 (2020): 18–32. https://doi.org/10.14393/reg-v11-2020-76639.

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The curricular construcion, didactics and practice of Geography Teaching, in this paper, are worded in order to promote a reflection about both the daily school life, and the infiltration of curriculum and didactic planning in the teacher's work, as well as how didactic-pedagogical strategies dialogue with the current scenario of the presence of didatics propostions and pedagogical strategies in school environments. In this article the main objective is the role of these didactic-pedagogical strategies within the School Geography and how we can deepen and propose ways and improve such methodol

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VASILYEVA, Valentina D., Raisa M. PETRUNEVA, and Elena D. BERISHEVA. "CLASSICAL DIDACTIC PRINCIPLES AND ELECTRONIC LEARNING ENVIRONMENTS." PRIMO ASPECTU, no. 1(45) (March 24, 2021): 72–80. http://dx.doi.org/10.35211/2500-2635-2021-1-45-72-80.

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The article discusses the didactic aspects of the use of distance learning tools on the example of the electronic information and educational environment (EIEE) of the Volgograd State Technical University (VolgSTU). It is shown that classical didactic principles are also applicable when using information and communication technologies.

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Maresova, Hana, and Lukas Hejsek. "Didactic Limits of Teaching in Virtual Environments." Anthropologist 24, no. 1 (2016): 231–36. http://dx.doi.org/10.1080/09720073.2016.11892010.

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Lupinovych, Svitlana, and Iryna Lapshyna. "FEATURES OF DIDACTIC DESIGN OF ELECTRONIC FORMS OF EDUCATION IN INCLUSIVE EDUCATIONAL INSTITUTIONS." Scientific Journal of Khortytsia National Academy, no. 2022-6 (June 29, 2022): 95–103. http://dx.doi.org/10.51706/2707-3076-2022-6-12.

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The article is devoted to the issue of supplementing the classical didactic rules of designing forms of education in accordance with the implementation of the conceptual directions of educational reform. The first didactic rules in the organization of mass education were formulated by John Amos Comenius in his work "The Great Didactics". They determined the structure, content, form and methods of organizing educational activities and were recognized by teachers of the fourteenth century as the basis of the "art of learning". The educational process in a modern inclusive educational institution

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Glauser-Abou Ismail, Nathalie, Angelika Pahl, and Reinhard Tschiesner. "Play-Based Physics Learning in Kindergarten." Education Sciences 12, no. 5 (2022): 300. http://dx.doi.org/10.3390/educsci12050300.

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This article highlights the importance of play as a learning approach in early physics education. It demonstrates the concept of an innovative didactic method that combines children’s free play with physics learning in kindergarten. This play-based learning approach enables children to experience and recognize physical laws in a self-directed, action-oriented, and playful manner. The article provides concrete insights into how kindergarten teachers can stimulate physics-related learning moments, starting from free-play situations. Moreover, it points out the teacher’s crucial role in creating

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Hron, Aemilian. "Metaphors as Didactic Means for Multimedia Learning Environments." Innovations in Education and Training International 35, no. 1 (1998): 21–28. http://dx.doi.org/10.1080/1355800980350104.

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Del Carmen Guzmán, Marigina, Elsa Josefina Albornoz, and Roberto Alvarado. "Didactics in virtual learning environments." Revista Metropolitana de Ciencias Aplicadas 5, no. 1 (2022): 96–102. http://dx.doi.org/10.62452/15kq0321.

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The unstoppable growth of the Internet, with the use of ICT, has helped the improvement of computer applications, which facilitate virtual educational environments, in which they transcend from a traditional teaching to a new online educational modality, where the teacher must be thoughtful and creative to motivate students in these environments to learn. These require didactics that are perhaps more demanding than the face-to-face classroom, but not totally different. The physical separation between teacher and student must be compensated with a continuous didactic interaction. Motivated by t

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Balyshev, Pavel. "Didactic Principles of Modeling Virtual Learning Environments: the Analysis of Theoretical and Empirical Value." European Journal of Social and Behavioural Sciences 32, no. 1 (2023): 5–15. http://dx.doi.org/10.15405/ejsbs.328.

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The article aims to analyze a range of didactic principles that have to be included in methodological substantiation when creating a model of Virtual Learning Environment (VLE) or other models of distance learning. To systematize and range the didactic principles in order of their pedagogical importance, several quantitative and qualitative research methods were used, including content analysis, questionary-based survey, and statistical data processing. The main aim of the study was to compare the didactic principles’ theoretical impact, which is based on the content analysis results, and thei

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Marcelo, Carlos, and Victor H. Perera. "Didactic interaction in e-learning: new styles for new environments." International Journal of Continuing Engineering Education and Life-Long Learning 17, no. 6 (2007): 461. http://dx.doi.org/10.1504/ijceell.2007.015594.

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Ramos de Melo, Francisco, Edna Lucia Flôres, Sirlon Diniz de Carvalho, Ricardo Antonio Gonçalves de Teixeira, Luis Fernando Batista Loja, and Renato de Sousa Gomide. "Computational organization of didactic contents for personalized virtual learning environments." Computers & Education 79 (October 2014): 126–37. http://dx.doi.org/10.1016/j.compedu.2014.07.012.

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Lima, Daniela Da Costa Britto Pereira, Emanoela Celestino Almeida Ramos, and Mônica Desiderio. "Distance Education and Teacher Formation: by a Possible Didactics." Educativa 20, no. 2 (2017): 469. http://dx.doi.org/10.18224/educ.v20i2.6250.

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Abstract: this article aims to present the results of the research carried out with the objective of analyzing distance education (DE) and the need for a new didactic in virtual learning environments. In bibliographical and documentary research, the focus was on theorists as Peters (2001), Feenberg (2004), Toschi (2005a, 2005b, 2013), among others, and on the legislation governing this modality of teaching. The text concludes with considerations about didactics in DE and the importance of teacher mediation in virtual learning environments and that in teacher formation digital technologies are

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Salem, Asma Al Mokhtar Miftah Alhaj, Rawad Mansour Abdulhafith Alfaqi, and Ahmed Jamah Ahmed Alnagrat. "Learning in Immersive Virtual Worlds from the Perspective of Media Didactics." Brilliance: Research of Artificial Intelligence 4, no. 2 (2024): 657–68. https://doi.org/10.47709/brilliance.v4i2.4893.

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Virtual Reality (VR) technologies are increasingly recognized for their potential to enrich educational settings, yet their integration often emphasizes technological novelty over pedagogical effectiveness. In the domain of media didactics, VR’s value lies not only in its immersive and interactive capabilities but also in its capacity to fulfill specific educational objectives through structured engagement. This study explores the role of immersive VR environments in supporting educational activities by aligning VR’s affordances—such as realism, interactivity, and user engagement—with establis

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Turczyk, Małgorzata. "Kategoria praw dziecka w refleksji dydaktyki akademickiej." Kultura-Społeczeństwo-Edukacja 14, no. 2 (2018): 119–26. http://dx.doi.org/10.14746/kse.2018.14.10.

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Turczyk Małgorzata, Kategoria praw dziecka w refleksji dydaktyki akademickiej [The category of children’s rights in the reflection of academic didactics]. Kultura – Społeczeństwo – Edukacja nr 2(14) 2018, Poznań 2018, pp. 119–126, Adam Mickiewicz University Press. ISSN 2300-0422. DOI 10.14746/kse.2018.14.10. This paper concerns the place and meaning of a new category of children’s rights, which also finds its place in the area of interest of academic didactics. The current approach to human rights in schooling is basically normative, thus, the present academic didactics is challenged to

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Butusova, A. S. "Special aspects of formation of sight translation skills." Vektor nauki Tol'yattinskogo gosudarstvennogo universiteta. Seriya Pedagogika i psihologiya, no. 1 (2023): 19–30. http://dx.doi.org/10.18323/2221-5662-2023-1-19-30.

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Teaching sight translation is an integral part of translators' professional training, and it requires applying didactic measurements that increase students' motivation. The topic of didactic measurements in teaching sight translation is insufficiently developed in the contemporary international and domestic translation didactics and needs to be clarified. This paper aims to describe the didactic quantitative and qualitative measurements obtained and substantiated through applied theoretical and empirical research methods. The translation speed and evaluation of translation quality according to

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Larina, Tatyana V., and Natalya S. Kirgintseva. "Theoretical and methodological aspects of didactic information environments design and application at higher education settings." Professional Education in Russia and abroad 3, no. 1 (2024): 116–22. http://dx.doi.org/10.54509/22203036_2024_3_116.

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The article argues that the development of universal competences can be a decisive factor in training highly competitive specialists in the conditions of post-industrial society. For this purpose, it is necessary to revise the methodology of education and improve the environment in which it takes place. It is shown that the methodology of modern education should be based on postnonclassical rationality, which considers the learner as an open system in an open educational environment. Didactic information environment is considered as a resource of professional and personal self-development of

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Avila Veintimilla, Luis Alberto, Mercedes Matilde Pluas Cedeno, Luis Arturo Escobar Moreno, Yanina Vanesa Quezada Sotamba, and Jenny Mercedes Banchon Bohorquez. "Didactic proposals for learning outside the classroom: complementary use of educational spaces." Universidad Ciencia y Tecnología 29, Special (2025): 389–98. https://doi.org/10.47460/uct.v29ispecial.950.

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The inadequate use of educational spaces and the lack of effective didactic strategies represent significant obstacles to learning in educational institutions. This research examines the relationship between the management of educational spaces and the implementation of didactic strategies. Through a pre-experimental study with a quantitative approach, data collected from 42 teachers through structured surveys was analyzed. The results showed a significant positive correlation between efficient management of educational spaces and the effectiveness of implemented didactic strategies. Statistic

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Lozano, Óscar R., Amelia R. Granda-Pinan, and Alberto Alameda-Villarrubia. "Training on Innovative Learning Environments: Identifying Teachers’ Interests." Education Sciences 14, no. 6 (2024): 601. http://dx.doi.org/10.3390/educsci14060601.

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This article explores the training interests of non-university in-service teachers on the topic of innovative learning environments (ILEs). For this purpose, a specific questionnaire was designed and validated to collect teachers’ opinions on their current training interests. The questionnaire comprised a total of 32 items related to ILEs, grouped into four dimensions that included aspects of methodologies, digital technology, educational spaces, and specific didactic activities developed in these learning environments. The analysis of the 254 valid responses showed that the greatest interest

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Dushaeva, Sokhiba. "THE USE OF NEEDS ANALYSIS AND INTERACTIVE METHODS IN TEACHING ENGLISH FOR BIOLOGY STUDENTS." NamDU Ilmiy Axborotnomasi 12, MS (2024): 1068–72. https://doi.org/10.5281/zenodo.14630872.

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The article examines the integration of needs analysis and linguo-didactic interactive methods in the teaching of English for biology students. Needs analysis, a vital component of curriculum design, helps in identifying the specific language requirements of students. Meanwhile, linguo-didactic interactive methods provide dynamic, student-centered approaches that promote active learning and engagement in language acquisition. By combining these strategies, language instruction becomes morerelevant and effective in preparing biology students to succeed in English-medium academic environments.&n

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Katzensteiner, Matthias, Stefan Vogel, Jens Hüsers, Jendrik Richter, and Oliver J. Bott. "Towards a Didactic Concept for Heterogeneous Target Groups in Digital Learning Environments—First Course Implementation." Journal of Personalized Medicine 12, no. 5 (2022): 696. http://dx.doi.org/10.3390/jpm12050696.

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In the context of the ongoing digitization of interdisciplinary subjects, the need for digital literacy is increasing in all areas of everyday life. Furthermore, communication between science and society is facing new challenges, not least since the COVID-19 pandemic. In order to deal with these challenges and to provide target-oriented online teaching, new educational concepts for the transfer of knowledge to society are necessary. In the transfer project “Zukunftslabor Gesundheit” (ZLG), a didactic concept for the creation of E-Learning classes was developed. A key factor for the didactic co

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Anagnostou, Kostas. "Research Note." International Journal of Gaming and Computer-Mediated Simulations 3, no. 2 (2011): 67–77. http://dx.doi.org/10.4018/jgcms.2011040105.

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In this paper, the author outlines a framework for videogames in History education. The author analyzes the genre’s features and investigates potential mappings to specific didactic approaches in the context of History education. To guide the analysis, the author briefly reviews didactic approaches for History and identifies qualities that can be projected into game features and systems. Based on the characteristics of those didactic approaches and their requirements for narration and interaction, the author evaluates each videogame genre’s potential for narration and simulation as well as the

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Antón-Sancho, Álvaro, María Nieto-Sobrino, Pablo Fernández-Arias, and Diego Vergara-Rodríguez. "Usability of Memes and Humorous Resources in Virtual Learning Environments." Education Sciences 12, no. 3 (2022): 208. http://dx.doi.org/10.3390/educsci12030208.

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This research consists of a quantitative analysis of the perspective of a group of university professors from different areas of knowledge and from 19 different Latin American countries on the use of humor and memes in virtual learning environments (VLEs) in higher education. The data have been obtained from an own-design survey, and the answers have been analyzed in a descriptive and inferential way with the aim of knowing the opinion of the 401 participants (professors) about the didactic effectiveness of humor and the benefits and employability of memes in virtual classrooms. The analysis d

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Anagnostou, Kostas, and Anastasia Pappa. "Video Game Genre Affordances for Physics Education." International Journal of Game-Based Learning 1, no. 1 (2011): 59–74. http://dx.doi.org/10.4018/ijgbl.2011010105.

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In this work, the authors analyze the video game genres’ features and investigate potential mappings to specific didactic approaches in the context of Physics education. To guide the analysis, the authors briefly review the main didactic approaches for Physics and identify qualities that can be projected into game features. Based on the characteristics of the didactic approaches each video game genre’s potential for narration and simulation and affordances for reflection and assessment are evaluated, providing examples of specific games that adhere to those requirements and ways they can be ut

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Burdujan, Radu. "Decoding didactic discourse strategies in digital posters." InterConf, no. 50(221) (October 19, 2024): 71–79. http://dx.doi.org/10.51582/interconf.19-20.10.2024.009.

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The research paper explores the critical role of didactic discourse in educational settings, with a specific focus on digital environments. It elucidates the fundamental elements of digital didactic discourse, encompassing clear communication, structured content organization, engaging features, and accessibility considerations. The paper also delineates the advantages of utilizing digital posters over traditional formats, highlighting their interactivity, dynamic content, and ability to reach a broader audience. A comprehensive analysis of a digital poster on parts of speech serves as a case s

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Radu, Burdujan. "DECODING DIDACTIC DISCOURSE STRATEGIES IN VIDEO LESSONS." Deutsche internationale Zeitschrift für zeitgenössische Wissenschaft 78 (April 24, 2024): 59–62. https://doi.org/10.5281/zenodo.11062142.

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Didactic discourse, crucial in education, involves information exchange between teachers and students. Technology integration has shifted traditional roles, giving rise to digital environments. In the digital realm, didactic discourse features clarity, structured content, educational objectives, engagement, interactivity, and visual aids. Multimedia Didactic Discourses, using formats like video lectures, enhance engagement and accommodate diverse learning styles. However, challenges include resource intensity and potential distractions. The evolution of instructional technology, driven by

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Panasyuk, Vasily. "Cross-multidimensional spaces and environments as factors of innovative renewal of educational activities." Man and Education, no. 1 (62) (2020): 30. http://dx.doi.org/10.54884/s181570410020821-8.

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The article proposes and reveals the scientific idea and typology of interactions and intersections of various spaces and environments, generating new cross-multidimensional realities, causing the emergence of new didactic opportunities and properties of educational systems. In relation to educational organizations of general education, the most effective combinations and combinatorial relations of the educational environment in the framework of its cross-multidimensional interaction with other spaces and environments have been identified.

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da Silva Medola, Larissa, Celina de Oliveira Barbosa Gomes, and Eduardo Alberto Felippsen. "Select Teaching: authoring tool for building Learning Objects for language teachers´ training and teaching support." Revista Liberato 21, no. 36 (2020): 107–20. http://dx.doi.org/10.31514/rliberato.2020v21n36.p107.

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The use of technological instruments in educational environments and contexts was facilitated by the popularization of technology in general, which significantly supported the teaching-learning process. This fact highlights the importance of teachers´ training to use these tools, as well as the presence of softwares and other appropriate tools for specific educational approaches. Thus, the present paper presents the creation of a didactic tool, the "Select Teaching", to be applied in the production of didactic material in the format of electronic handouts with foreign language content. The res

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Anyaehie, U. S. B., E. Nwobodo, G. Oze, et al. "Medical students' evaluation of physiology learning environments in two Nigerian medical schools." Advances in Physiology Education 35, no. 2 (2011): 146–48. http://dx.doi.org/10.1152/advan.00106.2010.

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The expansion of biomedical knowledge and the pursuit of more meaningful learning have led to world-wide evidence-based innovative changes in medical education and curricula. The recent emphasis on problem-based learning (PBL) and student-centred learning environments are, however, not being implemented in Nigerian medical schools. Traditional didactic lectures thus predominate, and learning is further constrained by funding gaps, poor infrastructure, and increasing class sizes. We reviewed medical students' perceptions of their exposed learning environment to determine preferences, shortcomin

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Hollett, Mike. "Didactic workshop for English teachers working in technical and scientific university environments." Recherche et pratiques pédagogiques en langues de spécialité - Cahiers de l'APLIUT 5, no. 2 (1985): 120–21. http://dx.doi.org/10.3406/apliu.1985.2490.

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Vergara, D., M. Lorenzo, and M. P. Rubio. "On the Use of Virtual Environments in Engineering Education." International Journal of Quality Assurance in Engineering and Technology Education 5, no. 2 (2016): 30–41. http://dx.doi.org/10.4018/ijqaete.2016040103.

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Virtual resources (VR) in the form of interactive media applications (IMA), didactic videos (DV), interactive virtual platforms (IVP) or Small Virtual Resources (SVR), etc. are becoming powerful didactic tools in university teaching. This is particularly important in the case of engineering studies where these VR allow overcoming spatial visualization problems, learning mechanisms operation, etc., and increasing the student motivation in learning process. Thus, the understanding of complex concepts in engineering can be solved. In this paper, a review of the student opinion with regard to the

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Bliss, James P., Beth M. Hartzler, Jennifer Winner, and Douglas Hodge. "Assessment and Comparative Evaluation of Self-Efficacy as a Function of Training Style." Proceedings of the International Symposium on Human Factors and Ergonomics in Health Care 9, no. 1 (2020): 188–92. http://dx.doi.org/10.1177/2327857920091005.

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As with civilian medicine, the Military Health System relies on medical manikins to supplement didactic training. Analyses of transfer-of-training and the calibration between self-efficacy (SE) and competence offer a robust look at training effectiveness; however, the logistics of collecting these data are complex. Self-reported SE is commonly used as a starting point to look at training effectiveness, and prior research has used it to compare didactic against simulation-based training options. Military medical training courses, however, often combine didactic and experiential (simulation-base

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Rodríguez, Maira Alejandra Pulgarín. "Validation of a Didactic Model for the Understanding of Academic Texts in Virtual Higher Education." International Journal of Emerging Technologies in Learning (iJET) 18, no. 16 (2023): 50–61. http://dx.doi.org/10.3991/ijet.v18i16.42315.

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Academic literacy is a crucial aspect of education, yet assessing it remains a challenge for universities in knowledge management. This research focuses on how to support Colombian university students in understanding academic texts in virtual learning environments. To address this issue and fill a gap in the literature, the main objective of this study is to propose a model for assessing academic literacy in virtual learning environments, using the Delphi method as a validation tool. A panel of language experts from various Latin American countries was convened to ensure a diverse and represe

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Rustamovich, Haqberdiyev Bakhtiyar, Ismagilova Madinabonu Shovkat o‘g‘li, Sotiboldiyev Amiriddin Sohibjon o’g’li, and Abdumutalibov Oyatillo Baxtiyorjon o‘g‘li. "Important Social andIn Holistic Vision ofEngineering Graphics andDesign Disciplines Didactic Factors." Current Research Journal of Pedagogics 6, no. 7 (2025): 16–18. https://doi.org/10.37547/pedagogics-crjp-06-07-04.

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This article discusses in detail the methodology of teaching engineering graphics and design disciplines through integration, and the use of these methods is of great importance for various activities carried out in environments such as design, creation, testing, configuration and adaptation and, ultimately, the ability toreuse managed objects, it is written about the effects of the integrated system of practical applications and the use of knowledge-based methods when creating a virtual layer that provides the necessary functionality in their respective database.

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Šlekienė, Violeta, Loreta Ragulienė, and Vincentas Lamanauskas. "DIDACTIC POSSIBILITIES OF REALISATION OF INTERDISCIPLINARY RELATIONS: SUBJECT FRUIT JUICE PROPERTY." GAMTAMOKSLINIS UGDYMAS / NATURAL SCIENCE EDUCATION 12, no. 3 (2015): 127–37. http://dx.doi.org/10.48127/gu-nse/15.12.127.

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Natural Science Education improvement remains one of the most important current challenges in education system. In general, 21st century raises new challenges for Natural science, Mathematics, Technology teachers. Young generation interest in Natural Sciences and Technology is poor. It is predicted that in not so far future, a shortage of qualified specialists will be felt in this sphere. It is obvious, that Natural science and Technology education basics is being formed in general education school. How to strengthen the pupils’ Natural science and Technology learning motivation, to increase t

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Tomberg, Spencer, William Dewispelaere, Adane Wogu, and Nannan Wang. "Attendance at live vs virtual didactic sessions in a U.S. emergency medicine residency." Education for Health 37, no. 4 (2024): 383–88. https://doi.org/10.62694/efh.2024.150.

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Introduction: The changes to education settings brought on by the COVID-19 pandemic illustrated many benefits and challenges related to graduate medical education in the virtual setting. It is unknown how the education setting (live vs virtual) affects education conference attendance. Evaluating attendance is the first step toward investigating overall levels of learner engagement. We explored if there was a difference in attendance between the live and virtual settings in an emergency medicine morbidity and mortality (M&M) conference and didactic education sessions. Methods: Attendance da

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ORTEGA, JULIO ANTONIO LOPE, RITA ALEJANDRA CRUZ CETINA, and LUIS ALBERTO ESCALANTE BOBADILLA. "EXPERIENCIAS CON ESTRATEGIAS DIDÁCTICAS SOBRE EQUIDAD E INCLUSIÓN." Fiep Bulletin- Online 90, no. I (2023): 248–49. http://dx.doi.org/10.16887/93.a1.26.

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Abstract Permeate teachers in training, towards an inclusive education, with playful pedagogical didactic strategies, to develop with people with some situation of exclusion; They became aware of promoting environments in which equity exists, creating inclusive classrooms. Goal Provide didactic tools, focused on diversity, that allows them to provide an inclusive education. methodological strategy Classroom-workshop application Results So far it has been possible to take this conference to more than 85 places in Mexico and South America, but more social awareness is needed. conclusions It is n

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Medeiros, Margarete Farias, Debora Valletta, Elizete Maria Possamai Ribeiro, Katelyn Luzia Dos Santos Daboit, and Evandro Bitencourt Magagnin. "A Atenção Voluntária na Construção de Conceitos Trigonométricos em Ambientes de Geometria Dinâmica." Revista Brasileira de Informática na Educação 25, no. 01 (2017): 77. http://dx.doi.org/10.5753/rbie.2017.25.01.77.

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This article presents the results of the project, obtained through didactic sequences applications. The objective was to investigate the voluntary attention span of students when subjected to Dynamic Geometry Environment (GDE) in the exploration of trigonometric concepts. To carry out the didactic sequences was used GeoGebra software, a free Dynamic Geometry Environment software that allows the identification of algebraic and geometric concepts simultaneously in an interactive interface and simples. The methodology used, regarding the approach of the problem, was defined as qualitative, regard

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Cruz, Óscar Alejandro Torres, and Julia Victoria Escobar Londoño. "Design and Implementation of Prepared Learning Environments to Develop Algebraic Thinking Skills." Migration Letters 20, S1 (2023): 1258–72. http://dx.doi.org/10.59670/ml.v20is1.5273.

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Within the framework of the doctorate in educational sciences of the Universidad de San Buenaventura, Medellín-Colombia, attached to the research line: critical studies on education and curriculum, the present research was developed where some problems were identified in the teaching of mathematics, specifically in the learning environments used in the classrooms that do not favor the development of interesting classes, where students solve exercises in a fictitious way, making it impossible to apply knowledge outside the classroom, specifically within the social context in which students and

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Jumaah, Farqad Malik. "ENGLISH TEACHING: THE SIGNIFICANCE OF THE LINGUISTIC DIDACTIC ENVIRONMENT IN STUDYING THE LANGUAGE." International journal of language, literature and culture 04, no. 06 (2024): 13–22. http://dx.doi.org/10.55640/ijllc-04-06-03.

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In today's highly interconnected global society, proficiency in the English language is crucial for achieving success in diverse academic, professional, and cultural settings. This abstract explores the vital role of a language teaching environment in facilitating the learning and achievement of ESL students. Establishing a linguistic didactic environment aims to enhance language acquisition outcomes by employing diverse instructional strategies, resources, and contextual factors. This study explores the impact of incorporating technology, the importance of cultural and contextual relevance in

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Rodríguez-Ardura, Inma, and Antoni Meseguer-Artola. "The Role of Presence, Flow and Education Components in the Continuing Intention to e-Learn." International Journal of Systems Applications, Engineering & Development 15 (November 27, 2021): 135–37. http://dx.doi.org/10.46300/91015.2021.15.19.

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This paper investigates learners’ experiences in virtual education environments and the impact on their continued intention to e-learn. We study how presence and flow affect behavioral intention to continue e-learning, and analyze the role of TAM perceptions on core components of the virtual education environment. We develop an integrated conceptual model, and we test it by means of a questionnaire-based survey and registered data collected from a broad sample of learners within a virtual education environment. The results strongly support the conceptual model, suggesting that the virtual educ

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Ljajko, Eugen, Zlatka Pavličić, and Mejrima Ljajko. "Mathematics concept building with didactic games in a GeoGebra-empowered environment." Obrazovanje i vaspitanje 18, no. 20 (2023): 63–75. http://dx.doi.org/10.5937/obrvas18-48143.

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In this study, we examine how GeoGebra software can be used for organizing a game-based learning environment and its impact on fraction concept building and the pupils' understanding of the concept. The learning/instruction process was organized in two groups of 9 to 10 years old pupils. The experimental group was offered GeoGebra game-like applets and the learning process was based on them. The control group pupils learned the same subject material in a more traditional fashion. Pupils' understanding of the concept-was assessed using results of regular tests they enrolled in the same environm

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Cajas Oña, Edgar Javier, and Oscar Wladimir Gómez Morales. "Estrategias didácticas en entornos virtuales aplicando metodología STEAM para promover competencias en estudiantes de carreras técnicas." Revista Cognosis 7, no. 4 (2022): 125–42. http://dx.doi.org/10.33936/cognosis.v7i4.5338.

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En el presente trabajo de investigación, tiene como función analizar las estrategias didácticas en entornos virtuales aplicando metodología STEAM para promover competencias en estudiantes de carreras técnicas de electrónica, electricidad y electromecánica del Instituto Superior Universitario Sucre. La mayor parte de docentes del Instituto Superior Universitario Sucre no aplican metodologías adecuadas que ayuden a facilitar el proceso de enseñanza aprendizaje de los estudiantes. Se consideró los aportes teóricos de estudios sobre las estrategias didácticas en entornos virtuales; afirmando, que

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Roelofs, Henk, and Willem Schreuder. "A New Mathetic (The Science of Learning) and Didactic (The Science of Teaching) Concept." International Journal on Cybernetics & Informatics 13, no. 5 (2024): 141–61. http://dx.doi.org/10.5121/ijci.2024.130509.

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The concept of Learngaming integrates Darwin’s natural selection theory into a learning and teaching framework designed to prepare individuals for the demands of the 21st century. It focuses on entrepreneurial learning through play, fostering the development of key skills such as efficiency, flexibility, and creativity. In contrast to traditional educational approaches, which emphasise rote learning and exams, Learngaming promotes active, nonlinear, and collaborative learning environments that reflect the dynamic, digital context of modern life. The methodology uses digital "LEARNGames" to sim

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Franco, Paul F., and Deborah A. DeLuca. "Learning Through Action: Creating and Implementing a Strategy Game to Foster Innovative Thinking in Higher Education." Simulation & Gaming 50, no. 1 (2019): 23–43. http://dx.doi.org/10.1177/1046878118820892.

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Background. Interactive hands-on learning is effective for learners of all ages and professional backgrounds. A shift from traditional didactic classroom models to the adoption of an active learning approach through constructivism in the classroom, specifically, in higher education, is shown to encourage critical thinking and problem solving in learners based on learned experiences. Aim. This article focuses on detailing a game used for healthcare leadership doctoral students that is adaptable and applicable for students in any program focused on teaching strategies in management and leadershi

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Rojas Hernández, Laura Elizabeth, and Santiago Alberto Uceda Duclos. "Proposal for a didactic model to improve mathematical competence in primary school teachers." SCIÉNDO 26, no. 1 (2023): 71–78. http://dx.doi.org/10.17268/sciendo.2023.010.

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The objective of this research was to propose a didactic model based on neuromathematics as an alternative to improve teaching skills for teaching the area of Mathematics at the primary level. The approach applied in this research was qualitative. The results were obtained through the ECE reports and the questionnaire, through which it was evidenced that the teachers presented a deficient level in the dimensions of Preparation, Strategies and Emotional Affective Domain for the teaching of mathematics, reason for which proposed a didactic model to contribute to the solution of the difficulties

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Solovov, A. V., and A. A. Menshikova. "Designing an ontology of the e-learning course content." Ontology of Designing 13, no. 1 (2023): 99–112. http://dx.doi.org/10.18287/2223-9537-2023-13-1-99-112.

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Knowledge modeling, closely related to ontologies, is an important semantic technology and research area. The article deals with the e-learning course content model concept. The content model is based on structuring the content into separate fragments, called learning elements. These learning elements integrate into a tree directed graph. The content model is defined as a combination of such a graph and a table of attributes of educational elements with requirements for didactic indicators of their study. The rules for building models of the electronic educational content are formulated. The m

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Kenney, Martha. "Fables of Response-ability: Feminist Science Studies as Didactic Literature." Catalyst: Feminism, Theory, Technoscience 5, no. 1 (2019): 1–39. http://dx.doi.org/10.28968/cftt.v5i1.29582.

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Recent literature in feminist science studies is rich with stories about how we are constituted by and in relation to (sometimes toxic) chemicals. Scholars such as Natasha Myers, Mel Chen, and Eva Hayward have written vivid accounts of the chemical ecologies of late industrialism, arguing that we cannot think of bodies as separate from environments. In this article, I read feminist scholarship on chemical ecologies as fables of response-ability, stories that teach us to attend and respond within our more-than-human world. Amplifying their didactic registers, I pay attention to moments in the t

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Latyševaitė, Justė, and Eimantė Pšelenskytė. "LESSONS ON "WHAT MAKES INSECTS SPECIAL?" DIDACTIC ASPECTS." GAMTAMOKSLINIS UGDYMAS / NATURAL SCIENCE EDUCATION 21, no. 2 (2024): 105–19. https://doi.org/10.48127/gu-nse/24.21.105.

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Science education is most successful when students are exposed to real objects of knowledge and exploration, and when their interest in them leads them to construct new experiences and knowledge. These aspects emerge particularly naturally in outdoor education. Nature is an inexhaustible set of learning objects and phenomena, and is therefore an excellent medium for understanding natural science concepts, discovering new things, sharing experiences and learning to solve problems. Thus, a lesson in nature provides more opportunities not only to acquire knowledge, but also to establish a connect

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Vakaliuk, Tetiana, Oleg Spirin, and Valerii Kontsedailo. "Formation of digital competence of CS bachelors in the use of cloud-based learning environments." Educational Technology Quarterly 2021, no. 3 (2021): 4. http://dx.doi.org/10.55056/etq.26.

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The article clarifies the concept of digital competence of CS bachelors in the use of cloud-based learning environments. The criteria (value-motivational, cognitive, operational-activity, research, didactic), indicators, and levels (low, medium, sufficient, high) of the formation of digital competence of CS bachelors in the use of cloud-based learning environments (CBLE) are specified. The results of the pedagogical experiment were analyzed, demonstrating an increased level of digital competence formation of CS bachelors in the use of CBLE, and thus the pedagogical efficiency of adopting the m

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