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Relevant bibliographies by topics / Interactive Instructional

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Academic literature on the topic 'Interactive Instructional'

Author: Grafiati

Published: 4 June 2025

Last updated: 23 June 2025

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Journal articles on the topic "Interactive Instructional"

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Friend, Jamesine. "Interactive radio instruction: developing instructional methods." British Journal of Educational Technology 20, no. 2 (1989): 106–14. http://dx.doi.org/10.1111/j.1467-8535.1989.tb00270.x.

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Bjork, Lars G. "Effective Schools–Effective Superintendents: The Emerging Instructional Leadership Role." Journal of School Leadership 3, no. 3 (1993): 246–59. http://dx.doi.org/10.1177/105268469300300303.

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The national commission reports, which launched the most intensive and sustained effort to improve schools in America's history, confirmed the importance of instructional leadership. Although the role of the principal was initially emphasized, research studies on instructionally effective schools indicate that superintendents use their “bureaucratic” positions in the formal organization to improve instruction. They enact their instructional leadership roles through a broad array of activities including staff selection, principal supervision, establishing clear instructional goals, monitoring instruction, and financial planning for instruction to improve instruction. The concept of instructional leadership has moved beyond a simple description of the principal's role to understanding it as a multi-level, multidimensional, and highly interactive activity that may require a more consultative leadership style.

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Vergara, Christopher R., Nicole Dr Balasta, and Vanessa N. Regencia. "Effectiveness of Interactive Teaching Strategies in Enhancing Achievement in Calculus: A Quasi-Experimental Research Design." Asian Journal of Applied Education (AJAE) 4, no. 2 (2025): 217–32. https://doi.org/10.55927/ajae.v4i2.14201.

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This study investigates the effectiveness of interactive teaching strategies in improving calculus achievement among second-year pre-service teachers, employing a quasi-experimental design. Forty students were purposively sampled and exposed to both traditional direct instruction and interactive pedagogies. Quantitative data were analyzed using descriptive statistics, paired and independent t-tests, and Cohen’s d to assess instructional impact. Findings indicate that while initial performance in calculus was low, both instructional approaches significantly enhanced student achievement. Direct instruction facilitated systematic skill acquisition, whereas interactive strategies promoted higher engagement and positive learning attitudes. Notably, the interactive approach demonstrated a stronger effect size, suggesting deeper conceptual understanding. The study concludes that a pedagogical blend of direct and interactive methods may offer optimal benefits by integrating structure with active student participation. These findings underscore the importance of responsive, evidence-based instructional design in mathematics education and highlight the transformative potential of interactive strategies in fostering calculus competence.

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Loh, Christian Sebastian. "Researching and Developing Serious Games as Interactive Learning Instructions." International Journal of Gaming and Computer-Mediated Simulations 1, no. 4 (2009): 1–19. http://dx.doi.org/10.4018/jgcms.2009091501.

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As serious games gain momentum in the academic arena, no doubt more educators and instructional technologists will begin considering the possibility of making their own games for instruction. As developers of instructional resources, instructional technologists need to steer clear of producing more ‘video’ games, and instead, developing more ‘serious’ games that incorporate both learning and assessment. The research community needs to learn from tested processes and best practices to avoid repeating old mistakes. The model for serious game making presented in this article has been used successfully for the creation of an award winning project, and will now be shared for the benefits of fellow researchers, educators, and instructional technologists.

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Paulsen, Kim J., Kyle Higgins, Susan Peterson Miller, Sherri Strawser, and Randall Boone. "Delivering Instruction via Interactive Television and Videotape: Student Achievement and Satisfaction." Journal of Special Education Technology 13, no. 4 (1998): 59–77. http://dx.doi.org/10.1177/016264349801300401.

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Distance education in the form of Interactive Television (ITV) and videotape currently is being discussed as a method to provide instruction to students enrolled in education courses. In this study, the effect of traditional, ITV, and videotape lectures on student achievement and attendance was investigated. Student satisfaction with the course and student evaluations of the instructor were also analyzed. Sixty-seven preservice special education students were randomly assigned to one of three instructional methods. One group received instruction with the instructor present, one group received instruction via ITV and the third group received instruction by means of a videotape lecture. Results indicated that (a) students achieved equally well on quizzes and tests regardless of the instructional method, (b) students who received instruction in the traditional setting were satisfied with the instruction they received, (c) students who received instruction via ITV were satisfied with the instruction they received, (d) students who received instruction by means of videotape were not satisfied with the instruction they received, (e) students attended class regularly regardless of the instructional method, and (f) students who received instruction via ITV and videotape did not perceive the instructor as taking an active role in the course.

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Marchak, Frank M. "Visual interactive instructional design." ACM SIGCHI Bulletin - a supplement to interactions 2001 (October 2001): 10. http://dx.doi.org/10.1145/970492.970508.

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Artemchik, Terri. "Using the instructional design process in tutorial development." Reference Services Review 44, no. 3 (2016): 309–23. http://dx.doi.org/10.1108/rsr-12-2015-0050.

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Purpose This paper aims to explore innovative ways to integrate business information literacy and database instruction into courses that require in-depth research. Design/methodology/approach This paper outlines the use of the instructional design process to effectively develop specialized Guide on the Side (GotS) tutorials for upper-level business students. Findings Students valued the interactive nature of the GotS tutorials and appreciated that the instruction was at point of need. Research limitations/implications This paper describes one librarian’s journey of creating interactive tutorials with the instructional design process. It is a starting point for other academic librarians looking to embed tutorials in courses. Originality/value GotS is an interactive tutorial software and librarians are looking for effective ways to incorporate online tutorials into their information literacy instruction.

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Yoon, Gwan-Sik. "The Effects of Instructional Control, Cognitive Style, and Prior Knowledge on Learning of Computer-Assisted Instruction." Journal of Educational Technology Systems 22, no. 4 (1994): 357–70. http://dx.doi.org/10.2190/8avp-req0-hahc-1yjh.

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Computer-based instruction (CBI) is the powerful tool to teach arithmetic skills for elementary school students. The purpose of this study is to investigate the effects on achievement of instructional control strategies (program control, learner control, and learner control with advisement) and cognitive style (field independence and field dependence) in computer-based instruction. Also, this study attempts to find an optimal type of instructional control strategy based upon students' achievement and learning time. Subjects were eighty-six Dongsung Elementary School students in Pusan, Korea. The possible interactive effects between cognitive style and instructional control strategy on CBI were analyzed. Differences in achievement and time spent on the lessons were compared. A significant interaction effect was found between types of instructional control strategies and types of cognitive styles on and students achievement scores and time-on-task.

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Oviawe, Jane Itohan. "Technical Education Lecturers’ Knowledge of Students’ Engagement in Application of Interactive Instructional Strategies." Journal of Technology and Humanities 1, no. 1 (2020): 1–10. http://dx.doi.org/10.53797/jthkkss.v1i1.1.2020.

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This study investigated technical education lecturers’ knowledge of students’ engagement application of interactive instructional strategies using descriptive survey research design. Four research questions and four null hypotheses guided the study. The study aimed to determine technical education lecturers’ knowledge of the: meaning and levels of students’ engagement in instruction; indicators of students’ engagement in instruction; factors that influence students’ engagement in instruction; and active learning strategies that promote students’ engagement in instruction. The population for the study consisted of all (92) technical education lecturers in both universities and colleges of education (technical) in South-South Nigeria. Since the population was not large, there was no sampling. The instrument used for data collection was a 20-item questionnaire derived from literature reviewed. Five experts validated the instrument. Cronbach Alpha method was used to determine the reliability of the instrument and a reliability coefficient of 0.83 was obtained. The research questions were answered using Mean statistic, while the null hypotheses were tested using t-test at .05 level of significance. The findings revealed that technical education lecturers were not adequately knowledgeable of the interactive instructional strategies that foster students’ engagement in instructions. Based on the findings of this study, it was recommended among others that students’ engagement in instruction should be emphasized in capacity building through mentoring and peer collaboration that offer technical teacher education programmes organized within tertiary institutions, by government and other stakeholders.

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Sariscsany, Mary Jo, and Frank Pettigrew. "Effectiveness of Interactive Video Instruction on Teacher’s Classroom Management Declarative Knowledge." Journal of Teaching in Physical Education 16, no. 2 (1997): 229–40. http://dx.doi.org/10.1123/jtpe.16.2.229.

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Few teaching areas receive greater attention by administrators than classroom management and discipline. Given the importance of managerial skills, how do teachers develop the pedagogical content knowledge and skill to assist in the appropriate selection and application of management techniques? This study was designed to compare the Interactive Video Classroom Management Training Program (IVCMTP), a teacher-directed videotape, and a traditional lecture instructional mode for instructional effectiveness in developing teaching candidates’ declarative knowledge of classroom management. ANCOVA indicated significant group effects (p < .05). Post hoc procedures revealed that the interactive video instruction program group scored significantly higher on a cognitive managerial assessment instrument than the teacher-directed video instruction group, the teacher-directed instruction group, or the control group. An interactive video training program appears to be an effective means for developing classroom management knowledge when compared to more traditional teaching methods.

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Dissertations / Theses on the topic "Interactive Instructional"

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Arbutiski, Anne Marie. "Interactive instructional magazine /." Online version of thesis, 1993. http://hdl.handle.net/1850/11097.

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Jurewicz, Edward J. "The integration of interactive strategies in two-way interactive video instruction a case study of instructional thought versus instructional performance /." [Bloomington, Ind.] : Indiana University, 2005. http://wwwlib.umi.com/dissertations/fullcit/3167793.

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Thesis (Ph.D.)--Indiana University, Dept. of Instructional Systems Technology, 2005.<br>Source: Dissertation Abstracts International, Volume: 66-04, Section: A, page: 1329. Adviser: Thomas Schwen. "Title from dissertation home page (viewed Nov. 9, 2006)."

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Camara, Phyllis. "Interactive Technology and Engaging Learners in the Mathematics Classroom." ScholarWorks, 2011. https://scholarworks.waldenu.edu/dissertations/1090.

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The Program for International Assessment tested students in mathematics from 41 countries and found that students in the United States ranked in the lowest percentile. This struggle with math among youth in the United States prompted this quasi-experimental quantitative study about using interactive technology to engage and motivate 9th grade students in an Algebra classroom. The theoretical basis of this study was a constructivist perspective, using the Piagetian concept of action as an intellect builder. A convenience sample of 76 students was divided into 4 groups: Group 1, the control group, used no technology and consisted of 21 students; Group 2 used the TI Nspires calculators and consisted of 17 students; Group 3 used the TI Nspire calculators with the TI Navigator and consisted of 20 students; and Group 4 used the TI Nspire calculators, the TI Navigator, and the clickers. The participants were given 45 instructional classes that covered a 9-week period. All groups took the Motivated Strategy for Learning Questionnaire (MSLQ) and the State of Texas Assessment of Academic Readiness test (STAAR) before and after the treatment of interactive technologies. A paired t test and a factorial repeated ANOVA were conducted, revealing no significant effect for the MSLQ based on the use of technology. However, the use of technology with the STAAR did show a significant difference in test scores for 2 treatment groups: Group 3, which used the calculator and the TI navigator; and Group 4, which used the calculator, the TI navigator, and the clickers. These results support the use of additional technology that is needed in the mathematics classroom to support the use of the calculators.

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Butcher, Margaret Miller. "McLuhan revisited : adaptive instructional strategies for interactive television /." free to MU campus, to others for purchase, 2002. http://wwwlib.umi.com/cr/mo/fullcit?p3074382.

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Romig, Connie J. "ACTIVE-CONSTRUCTIVE-INTERACTIVE: INVESTIGATING THEEFFECTIVENESS OF DIFFERING INSTRUCTIONAL STRATEGIES IN ACLASSROOM SETTING." Kent State University / OhioLINK, 2016. http://rave.ohiolink.edu/etdc/view?acc_num=kent1479132642364102.

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Yang, Chia-Shing. "Theories, templates, and tools for designing and developing instructional hypermedia systems." Diss., This resource online, 1994. http://scholar.lib.vt.edu/theses/available/etd-06062008-170327/.

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Chansilp, Kacha. "Development, implementation and evaluation of an interactive multimedia instructional model : A teaching and learning programming approach." Thesis, Edith Cowan University, Research Online, Perth, Western Australia, 2003. https://ro.ecu.edu.au/theses/1299.

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This study sought to explore the outcomes from the use of a dynamic interactive visualisation tool among novice programmers in an introductory computer programming course. The proposed model, Dynamic Interactive Visualisation Tool in Teaching C (DIVTIC), was designed to use multimedia and visual imagery to provide learners with a step-by-step representation of program execution in the C language as a means of enhancing their understanding of programming structures and concepts. DIVTIC was designed to support constructivist learning principles and combined collaborative and visualisation learning strategies with use of the Internet and the World Wide Web to support the learning of programming. The feasibility and effectiveness of DIVTIC was explored among a cohort of 100 undergraduate engineering students, 50 in a control group and another 50 in an experimental group, studying an introductory programming course at Suranaree University of Technology (SUT) in Thailand, The study found that the use of DIVTIC was a successful complement to conventional teaching. The results clearly demonstrated the advantage of using DIVTIC among low achieving students. The students from this level in the experimental group significantly outscored their counterparts in the control group in the final test suggesting that DIVTIC was an important element in their learning process. Interestingly, these low achieving students used DIVTIC most and achieved highest grades. However, lower achieving students appeared to learn from simply viewing the animations rather than being highly interactive and stopping and starting them consistently. The study found that the visualisation process implemented in DIVTIC could be of considerable assistance to a particular group of students, those with a low GPA, in developing their understanding of difficult programming concepts.

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Moody, Catrina V. "How Interactive Video (ITV) Web-Enhanced Format Affects Instructional Strategy and Instructor Satisfaction." ScholarWorks, 2011. https://scholarworks.waldenu.edu/dissertations/1045.

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This qualitative study explored the quality of technology associated with interactive video (ITV) classes in distance education programs and the resulting satisfaction of the instructors teaching this format. The participants were full time instructors of a rural community college that used the ITV format. Community college ITV instructors are knowledgeable about the ITV technology and are in need of research that explores the satisfaction of that technology. Distance education theory, social constructivism, individual and collaborative learning, and technology formed the foundation for the research. Grounded theory was used to generate a theory about the perceptions of the instructors. Data collected included surveys, interviews, and observations of the interviews. Data were analyzed using theoretical sampling, constant comparison, open coding, axial coding, and selective coding. Analysis indicated that instructors' perceived greater satisfaction teaching in an ITV environment when the structure of the class was optimum for the course, the audio/visual technology worked effectively, the Web-enhanced component of the course ran smoothly, IT was available, quality training was offered, and transactional distance was perceived as minimal. This grounded theory provides positive social change for other educators and administrators who teach ITV by guiding their efforts to use ITV course delivery systems in ways that ensure the fulfillment of needs for both instructors and their students.

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Chapman, William James. "The development, design, and theory of educational interactive multimedia software." CSUSB ScholarWorks, 2002. https://scholarworks.lib.csusb.edu/etd-project/2330.

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This project provides teachers and students with background information regarding software design. Specifically it will focus on design theory including content, interface, graphics, animation, navigation, and audio issues which may arise during the design and construction of educational multimedia software. The design issues represented here are demonstrated in the software "You can make a difference ... Human Rights".

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Loper, Lucy Stevenson Rhodes Dent. "Integrating non-linear writing and multimedia an instructional design /." Normal, Ill. : Illinois State University, 2006. http://proquest.umi.com/pqdweb?index=0&did=1251867061&SrchMode=1&sid=5&Fmt=2&VInst=PROD&VType=PQD&RQT=309&VName=PQD&TS=1178891477&clientId=43838.

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Thesis (Ed. D.)--Illinois State University, 2006.<br>Title from title page screen, viewed on May 11, 2007. Dissertation Committee: Dent Rhodes (chair), Janice Neuleib, Barbara Nourie, Gary O'Malley. Includes bibliographical references (leaves 159-167) and abstract. Also available in print.

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Books on the topic "Interactive Instructional"

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Orr, Kay. Code inspection instructional validation. Research Institute for Computing and Information Systems, 1992.

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V, Dempsey John, and Sales Gregory Colin, eds. Interactive instruction and feedback. Educational Technology Publications, 1993.

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Romiszowski, A. J. Developing auto-instructional materials: From programmed texts to CAL and interactive video. Kogan Page, 1986.

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Romiszowski, A. J. Selection and use of instructional Media: For improved classroom teaching and for interactive , individual instruction. 2nd ed. Kogan Page, 1992.

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Romiszowski, A. J. The selection and use of instructional media: For improved classroom teaching and for interactive, individualized instruction. 2nd ed. K. Page, 1988.

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Romiszowski, A. J. The selection and use of instructional media: For improved classroom teaching and for interactive, individualised instruction. 2nd ed. Kogan Page, 1992.

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M, Kommers Piet A., Grabinger R. Scott 1950-, and Dunlap Joanna C, eds. Hypermedia learning environments: Instructional design and integration. L. Erlbaum Associates, 1996.

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1975-, Tzanavari Aimilia, and Tsapatsoulis Nicolas 1969-, eds. Affective, interactive and cognitive methods for e-learning design: Creating an optimal education experience. Information Science Reference, 2010.

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Loyo, Alba. Nuevas technologías y lectura de hipertexto: Una propuesta constructivista de comprensíon de textos e hipertextos. Universidad Nacional de Río Cuarto, 2001.

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Steve, Bonham, and Educational Resources Information Center (U.S.), eds. Multimedia book reviews: [an instructional resource developed for and disseminated by the National Reading Research Center]. National Reading Research Center, 1997.

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Book chapters on the topic "Interactive Instructional"

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El Saddik, Abdulmotaleb. "Reusable Instructional Visualization Modules." In Interactive Multimedia Learning. Springer Berlin Heidelberg, 2001. http://dx.doi.org/10.1007/978-3-642-56790-2_3.

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El Saddik, Abdulmotaleb. "Collaborative Use of Instructional Visualizations." In Interactive Multimedia Learning. Springer Berlin Heidelberg, 2001. http://dx.doi.org/10.1007/978-3-642-56790-2_5.

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Canfield, Ann Marie, Scott Schwab, M. David Merrill, Zhongmin Li, and Mark K. Jones. "Instructional Transaction Theory: Resource Mediations." In Interactive Multimedia Learning Environments. Springer Berlin Heidelberg, 1992. http://dx.doi.org/10.1007/978-3-642-77705-9_7.

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Larson, Bruce E. "Lecture and Interactive Presentations." In Instructional Strategies for Middle and High School, 3rd ed. Routledge, 2023. http://dx.doi.org/10.4324/9781003015505-7.

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Larson, Bruce E. "Lecture and Interactive Presentations." In Instructional Strategies for Middle and High School Social Studies, 3rd ed. Routledge, 2024. http://dx.doi.org/10.4324/9781032664262-8.

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Zheng, Hongying. "Interactive Dynamics Between Beliefs and Instructional Practice." In Teacher Beliefs as a Complex System: English Language Teachers in China. Springer International Publishing, 2015. http://dx.doi.org/10.1007/978-3-319-23009-2_5.

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Romiszowski, Alexander, and E.-cheol Chang. "Hypertext’s Contribution to Computer-Mediated Communication: In Search of an Instructional Model." In Interactive Multimedia Learning Environments. Springer Berlin Heidelberg, 1992. http://dx.doi.org/10.1007/978-3-642-77705-9_10.

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Chan, Jerry C. K., Yaowei Wang, Qing Li, et al. "Intelligent Instructional Design via Interactive Knowledge Graph Editing." In Learning Technologies and Systems. Springer International Publishing, 2023. http://dx.doi.org/10.1007/978-3-031-33023-0_4.

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Urretavizcaya, Maite, and M. Felisa Verdejo. "A cooperative system for the interactive debugging of novice programming errors." In Instructional Models in Computer-Based Learning Environments. Springer Berlin Heidelberg, 1992. http://dx.doi.org/10.1007/978-3-662-02840-7_25.

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Rakers, Georg. "Instructional Format Design: A Teaching Strategy to Augment Cognitive Modelling." In Cognitive Modelling and Interactive Environments in Language Learning. Springer Berlin Heidelberg, 1992. http://dx.doi.org/10.1007/978-3-642-77575-8_11.

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Conference papers on the topic "Interactive Instructional"

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Vasey, Clyde, Zekiel Fialho, Mike Gralish, and Larry Wormington. "Increased Industry Safety Through Education Technology." In Vertical Flight Society 71st Annual Forum & Technology Display. The Vertical Flight Society, 2015. http://dx.doi.org/10.4050/f-0071-2015-10231.

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Safety is important in the daily operations of any business, but in the aviation industry, it is paramount. Because each mission, whether critical or routine, relies so heavily on a safe flight environment, pilot and maintenance training must meet the highest educational standards available. To accomplish this, aviation training facilities have to find instructional methods that mimic, as closely as possible, actual flight and maintenance conditions. For practical training, actual aircraft are used for flight and maintenance instruction. For simulated practical training, full-flight simulators and high fidelity flight training devices (FTDs) are used. These methods, while highly effective, are also costly. Time and availability for such flight and simulator devices is also an issue. To train students in a cost-effective, timely manner, aviation industries demand a classroom-based solution. This paper explores a new approach to enhancing training effectiveness through education technology that increases student engagement and retention in the classroom. By using a 3D interactive software engine to build near photo-realistic aircraft system models, the classroom training experience is greatly enhanced, allowing students to learn theory-based aircraft information in a virtual environment. An engaged student learns the material and retains it at a higher cognitive level. This retention leads to safer, more professionally trained pilots and maintainers.

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Grenier, Isabelle. "Interactive Work Instructions for Bell 525 Relentless." In Vertical Flight Society 71st Annual Forum & Technology Display. The Vertical Flight Society, 2015. http://dx.doi.org/10.4050/f-0071-2015-10202.

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The manufacturing industry has put into practice a methodology that embraces Design for Manufacturing and Globalization. Competition in the global manufacturing industry demands greater forethought in new product development. Products must transition through the development lifecycle faster, provide flexibility to transfer manufacturing operations to other countries, facilitate cost reduction and augment strategic market objectives. To achieve these goals at Bell Helicopter, the new Bell 525 Relentless has made extensive use of Engineering Digital Product Definition (DPD) and Interactive Work Instructions (IWI). A cultural change achieved the end result of a design that contains a new product structure capable of leveraging global technology resources, with creative delivery of work instructions for manufacturing.

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Tan, Paul Juinn Bing, and Ming-Hung Hsu. "INTERACTIVE INSTRUCTIONAL DEVICE." In 2nd Eurasian Conference on Educational Innovation 2019. International Institute of Knowledge Innovation and Invention Private Limited, 2019. http://dx.doi.org/10.35745/ecei2019v2.065.

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Juinn Bing Tan, Paul, and Ming-Hung Hsu. "INTERACTIVE INSTRUCTIONAL DEVICE." In 2nd International Conference on Information, Communication and Engineering. International Institute of Knowledge Innovation and Invention, Private; Limited (IIKII PTE LTD), 2019. http://dx.doi.org/10.35745/icice2018v2.024.

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Notargiacomo Mustaro, Pollyana, Ismar Frango Silveira, Nizam Omar, and Sandra Maria Dotto Stump. "Structure of Storyboard for Development of Interactive Learning Objects." In InSITE 2005: Informing Science + IT Education Conference. Informing Science Institute, 2005. http://dx.doi.org/10.28945/2912.

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A theoretical discussion and practical guidelines for development and production of learning objects as a result of a structural document named storyboard will be presented. A storyboard must contain instructions and detailed description for development learning objects. During the instructional design phase, the storyboards are elaborated by the instructional designer with collaborate of subject matter expert (SME), graphic artists, programmers, and other interdisciplinary team members research. This involves researches in instructional design procedures and processes for improvement materials, environments and learning experiences and promotes the acquisition of specifics skills and knowledge by students. But one of the problems to create learning objects is the simple transposing of traditional elements for cyberspace without concerning about the instructional strategies or considering learning styles that could be more significant than content-by-strategy. One solution for this problem is using storyboards as model schemes built over some theoretical proposals: Robert Gagne’s conditions for learning, levels of interaction present in Rod Sims’ Taxonomy, characteristics of hypertext systems presented by Pierre Levy and George Landow, and orientation in knowledge domain by using diagrams and reduction of information overload, characterized by Richard Wurman.

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O'Rourke, Eleanor, Erik Andersen, Sumit Gulwani, and Zoran Popović. "A Framework for Automatically Generating Interactive Instructional Scaffolding." In CHI '15: CHI Conference on Human Factors in Computing Systems. ACM, 2015. http://dx.doi.org/10.1145/2702123.2702580.

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Toogood, R. W., and D. Wong. "An Interactive Fluid Mechanics Tutorial Using Authorware." In ASME 1993 International Computers in Engineering Conference and Exposition. American Society of Mechanical Engineers, 1993. http://dx.doi.org/10.1115/cie1993-0064.

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Abstract Computer-based instructional technology has developed significantly in recent years. Rapid developments in hardware are now being paced by significant advances in courseware authoring tools. This paper presents a brief overview of one such software tool, Authorware Professional for Windows1. This package allows easy development of highly interactive computer-based learning modules. Authorware was used to develop a number of instructional modules for use in an introductory course in fluid mechanics. Some examples of the courseware are given to show the flexibility and power of this software tool.

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Byrne, Daragh, Kayla Desportes, Noura Howell, Marti Louw, Sarah Sterman, and Cesar Torres. "Advancing Creative Physical Computing Education: Designing, Sharing, and Taxonomizing Instructional Interventions." In DIS '24: Designing Interactive Systems Conference. ACM, 2024. http://dx.doi.org/10.1145/3656156.3658396.

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Monserrat, Toni-Jan Keith P., Ferdinand Pitagan, and Eliezer Albacea. "Narrative Instructional Creation Toolkit for Interactive Platforms for Learning." In CHI '18: CHI Conference on Human Factors in Computing Systems. ACM, 2018. http://dx.doi.org/10.1145/3205851.3205853.

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Marinov, Milko. "An interactive instructional tool for presentation of structured knowledge." In 2017 16th International Conference on Information Technology Based Higher Education and Training (ITHET). IEEE, 2017. http://dx.doi.org/10.1109/ithet.2017.8067787.

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Reports on the topic "Interactive Instructional"

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Greene Nolan, Ph.D., Hillary, Merijke Coenraad, Ph.D., and Viki Young, Ph.D. Teaching Partner, Grading Assistant, Substitute Teacher: Three Ways Teachers Positioned an Artificial Intelligence Tool in Writing Instruction. Digital Promise, 2024. http://dx.doi.org/10.51388/20.500.12265/226.

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This study investigates how teachers understand and position AI tools in middle school writing instruction, drawing on 27 teacher interviews collected during a study called Project Topeka that used an interactive argumentative writing platform with AI-generated scores and feedback. Based on the interviews, we generate an initial theoretical framework of how teachers position AI tools — and therefore themselves — in their teaching. We found that some teachers leveraged AI as a “teaching partner” that provided insights to help enhance teaching and learning while remaining central to instruction themselves and interacting with students in numerous ways. Others delegated aspects of assessment and learning to AI as a “grading assistant” to save time and increase efficiency, interacting with students with a slight emphasis on score attainment over skill development. Another group turned instruction over to the AI tool as if it were a “substitute teacher,” interacting minimally with students and placing themselves on the instructional periphery. We describe each approach in detail and discuss implications for teaching practices, teachers’ roles, the profession, and students’ experiences and opportunities.

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Schank, Patti, Christopher Barth, Valerie Crawford, London Jenks, Kelly Powers, and Judi Fusco. Classroom Discourse. Digital Promise, 2025. https://doi.org/10.51388/20.500.12265/250.

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This primer explores student-centered classroom discourse, examining its benefits and challenges and providing strategies for effective implementation. It emphasizes the shift from traditional "Initiation-Response-Evaluation" patterns to interactive approaches that enhance engagement, deeper processing, reasoning skills, and active listening. The primer discusses many social and cognitive advantages of discourse, methods to motivate participation, and the importance of establishing a safe environment where all students feel valued. The document discusses various methods like "accountable talk" and "exploratory talk," highlights the crucial role of teachers in modeling effective talk moves and setting clear expectations, and addresses challenges such as unequal participation and power dynamics. Practical strategies like establishing ground rules, planning thought-provoking questions, using diverse talk formats, and incorporating talk moves are provided. The primer concludes with resources and a high-level instructional plan for fostering productive classroom discussions.

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Goodwin, Gregory A., and Paul N. Blankenbeckler. Enhancing Digital Skills Training: Interactive Multimedia Instruction. Defense Technical Information Center, 2012. http://dx.doi.org/10.21236/ada586612.

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Buckley, B. B., and D. E. Fields. ISIS: An Interactive System for Instruction and Sampling. Office of Scientific and Technical Information (OSTI), 1989. http://dx.doi.org/10.2172/5474508.

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Zettlemoyer, Luke, and Dieter Fox. Integrated Intelligence: Robot Instruction via Interactive Grounded Learning. Defense Technical Information Center, 2016. http://dx.doi.org/10.21236/ad1008203.

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Kumar, Indraneel, Lionel Beaulieu, Annie Cruz-Porter, Chun Song, Benjamin St. Germain, and Andrey Zhalnin. An Assessment of the Workforce and Occupations in the Highway, Street, and Bridge Construction Industries in Indiana. Purdue University, 2020. http://dx.doi.org/10.5703/1288284315018.

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This project explores workforce and occupations within the highway, street, and bridge construction industries (NAICS 237310) in Indiana. There are five specific deliverable comprised of three data reports, one policy document, and a website. The first data report includes an assessment of the workforce based on the eight-part framework, which are industry, occupations, job postings, hard-to-fill jobs, Classification of Instructional Programs (CIP), GAP Analysis, compatibility, and automation. The report defines a cluster followed by a detailed analysis of the occupations, skills, job postings, etc., in the NAICS 237310 industry in Indiana. The report makes use of specialized labor market databases, such as the Economic Modeling Specialists International (EMSI), CHMURA JobsEQ, etc. The analysis is based only on the jobs covered under the unemployment insurance or the Quarterly Census of Employment and Wages (QCEW) data. The second data report analyzes jobs to jobs flows to and from the construction industry in Indiana, with a particular emphasis on the Great Recession, by utilizing the Bureau of Labor Statistics (BLS) data. The third data report looks into the equal employment opportunity or Section 1391 and 1392 data for Indiana and analyzes specific characteristics of that data. The policy report includes a set of recommendations for workforce development for INDOT and a summary of the three data reports. The key data on occupations within the NAICS 237310 are provided in an interactive website. The website provides a data dashboard for individual INDOT Districts. The policy document recommends steps for development of the highways, streets and bridges construction workforce in INDOT Districts.

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Andre, Charles R., and Margaret S. Salter. Environment for Multi-Media Interactive Instruction (EMMii) Users Manual. Defense Technical Information Center, 1997. http://dx.doi.org/10.21236/ada328141.

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Blankenbeckler, Paul N., Thomas R. Graves, and Richard L. Wampler. Designing Interactive Multimedia Instruction to Address Soldiers' Learning Needs. Defense Technical Information Center, 2014. http://dx.doi.org/10.21236/ada616380.

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Fletcher, J. D. Effectiveness and Cost of Interactive Videodisc Instruction in Defense Training and Education. Defense Technical Information Center, 1990. http://dx.doi.org/10.21236/ada228387.

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Bilovska, Natalia. INTERACTIVE STYLES: PERSPECTIVES OF EMERGENCE, ESTABLISHMENT AND DEVELOPMENT. Ivan Franko National University of Lviv, 2024. http://dx.doi.org/10.30970/vjo.2024.54-55.12168.

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Stylistics can be considered as a field of study that crosses text theory, linguistics, and journalism. Although different schools create different approaches to stylistics, each stylistic approach will include in its paradigm some basic factors, such as the reader and the author. This article shows how these factors interact with each other and, ultimately, create the basis for the emergence of a new field in Ukrainian journalism – interactive stylistics. The study is devoted to interactive stylistics, which is considering as a field based on the text’s own pragmatic potential in the context of modern humanities methodology. This discipline acquires a new function: to observe and interpretively explain, firstly, the meaning of interactions between agents (author and recipient) in communication, mediated by the media text, and, secondly, the effect that this interaction brings. At the center of interactive stylistics is the author (journalist), who through the text discusses the content of interactions in relation to his own interests, as well as cultural, social and historical contracts with the reader. The meaning of the expressions used and the general meaning of such interactions arises in the context of communication events, based on the perception of the subjects of communication with the surrounding reality through the assimilation and adequate interpretation of new information. In modern Ukrainian science of communication, the study of interactive stylistics acquires significant potential. It profiles itself in the context of interdisciplinarity and aims to explore interactivity, interpretability, as well as intertextuality (in specific media texts or interdiscourse dialogue). Interactive stylistics is able to meet the needs of communicators as a useful source of instructions on how communication subjects interact and has a chance to achieve success both at the domestic and international scientific level. Due to its scientific perspective of applying the above-mentioned methodology, it is harmoniously integrated among the tendentious linguistic and broader social science and humanitarian disciplines in Ukrainian scientific research or in the wider international context. Keywords: interactive stylistics; stylistics; reverse communication; style; interactivity; media text.

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