Journal articles: 'Interactive Instructional'

1

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.

Full text

APA, Harvard, Vancouver, ISO, and other styles

2

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.

Full text

Abstract:

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.

APA, Harvard, Vancouver, ISO, and other styles

3

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.

Full text

Abstract:

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.

APA, Harvard, Vancouver, ISO, and other styles

4

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.

Full text

Abstract:

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.

APA, Harvard, Vancouver, ISO, and other styles

5

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.

Full text

Abstract:

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.

APA, Harvard, Vancouver, ISO, and other styles

6

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.

Full text

APA, Harvard, Vancouver, ISO, and other styles

7

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.

Full text

Abstract:

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.

APA, Harvard, Vancouver, ISO, and other styles

8

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.

Full text

Abstract:

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.

APA, Harvard, Vancouver, ISO, and other styles

9

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.

Full text

Abstract:

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.

APA, Harvard, Vancouver, ISO, and other styles

10

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.

Full text

Abstract:

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.

APA, Harvard, Vancouver, ISO, and other styles

11

Ho, Curtis P. "Instructional Strategies for Interactive Television." Journal of Special Education Technology 11, no. 2 (1991): 91–98. http://dx.doi.org/10.1177/016264349101100204.

Full text

APA, Harvard, Vancouver, ISO, and other styles

12

Oviawe, Jane Itohan, Irdayanti Mat Nashir, and Mohamed Nor Azhari Azman. "Identifying the Technical Lecturers’ Perception of Students’ Engagement in Application of Interactive Instructional Strategies." Journal of Technology and Humanities 2, no. 1 (2021): 1–8. http://dx.doi.org/10.53797/jthkkss.v2i1.1.2021.

Full text

Abstract:

This study identifies the technical lecturers’ perception of students’ engagement in application of interactive instructional strategies using survey method. The study aimed to determine student in technical institutions level of the: meaning of students’ engagement in instruction; indicators of students’ engagement in instruction and factors that influence students’ engagement in application of interactive instructional strategies. The population for the study consisted of all ninety two technical education lecturers in technical universities and colleges of education in South Nigeria. The instrument used for data collection was a twenty item questionnaire derived from past literature reviewed. Five experts were validated that instrument. Cronbach Alpha analysis was used to determine the reliability of the instrument and the researcher was found that the reliability coefficient was 0.83. The research questions were achieved going through the Mean and Standard Deviation analysis. The findings revealed that the technical students were not adequately knowledgeable of the interactive instructional strategies. 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 programmed organized within tertiary institutions, by government and other stakeholders.

APA, Harvard, Vancouver, ISO, and other styles

13

Chen, Chun-Ying. "The Influence of Representational Formats and Learner Modality Preferences on Instructional Efficiency Using Interactive Video Tutorials." Journal of Education and Training 7, no. 2 (2020): 77. http://dx.doi.org/10.5296/jet.v7i2.17415.

Full text

Abstract:

This study investigated how to create effective interactive video tutorials for learning computer-based tasks. The role of learner modality preferences was also considered. A 4 × 4 between-subjects factorial design was employed to examine the influence of instruction representational formats (noninteractive static, interactive static, interactive visual-only video with onscreen text, interactive video with audio narration) and learner modality preferences (visual, aural, read/write, multimodal) on instructional efficiency. Instructional efficiency was a combined effect of test performance and perceived cognitive load during learning. The results suggested that implementing interactivity into the video tutorials tended to increase transfer performance, and the role of modality preferences was related to learners’ perceived cognitive load. The significant interaction effect on transfer efficiency indicated: (a) the auditory preference tended to exhibit better transfer efficiency with the narrated video, and (b) the read/write preference tended to exhibit better transfer efficiency with both the noninteractive static format and the captioned video. This study highlighted the importance of considering individual differences in modality preferences, particularly that of auditory and read/write learners.

APA, Harvard, Vancouver, ISO, and other styles

14

Henderson, Ronald W., and Edward M. Landesman. "The Interactive Videodisc System in the Zone of Proximal Development: Academic Motivation and Learning Outcomes in Precalculus." Journal of Educational Computing Research 9, no. 1 (1993): 29–43. http://dx.doi.org/10.2190/j53a-v7vt-22d0-vgek.

Full text

Abstract:

High school students enrolled in precalculus/trigonometry classes were randomly assigned to receive instruction either by a master teacher in a regular classroom or via interactive videodisc instructional modules. The interactive modules were designed to help students understand mathematical concepts by means of real-world video exemplars of the concepts, and by modeling problem-solving strategies and metacognitive processes. Evaluation results showed that students who learned solely by means of the interactive videodisc materials achieved as well or better than students who received traditional instruction organized around the same objectives. The relation of student goal orientations and self-perceptions to learning outcomes was also investigated. The results of multiple regression analyses for each of eight instructional topics revealed a pattern supportive of Dweck's theory regarding the role of goal orientations in academic motivation.

APA, Harvard, Vancouver, ISO, and other styles

15

Dostál, Jiří. "Reflections on the Use of Interactive Whiteboards in Instruction in International Context." New Educational Review 25, no. 3 (2011): 205–20. https://doi.org/10.15804/tner.11.25.3.17.

Full text

Abstract:

The article discusses up-to-date problems entailed in the use of interactive whiteboards in instruction. The author reflects on their use in the international context and evaluates the results of previous research. Further, the methodological and technical aspects of the use of interactive whiteboards and specificity of creating interactive instructional presentations are dealt with.

APA, Harvard, Vancouver, ISO, and other styles

16

Dwi, Yuniasih Saputri, Rukayah, and Indriayu Mintasih. "Integrating Game-based Interactive Media as Instructional Media: Students' Response." Journal of Education and Learning (EduLearn) 12, no. 4 (2018): 638–43. https://doi.org/10.11591/edulearn.v12i4.8290.

Full text

Abstract:

Instructional media functioning to deliver the lesson has a very important role. There are a lot of instructional media used in learning process; one of those is interactive multimedia. This study aims to find out students response toward game based interactive media as instructional media in elementary school. The method used in this study was descriptive qualitative. The sample in this study was 10 students 5 th  grade elementary school. The data  collecting methods were interview, observation and questionnaire. The collected data were analyzed by using interactive analysis consist of data collecting, data reduction, data presenting and conclusion. The result of this study shows that the student gave a good response toward game-based interactive multimedia. The students like and support the use of game based interactive multimedia as instructional media. Students felt that it was easier to understand lesson because the lesson was delivered not only through text, but also picture, audio, video and animation. The game in interactive media make the student be entertained and active in learning process. It is suggested that the teacher cooperate with the expert in education technology to improve interactive multimedia as interaction media. 

APA, Harvard, Vancouver, ISO, and other styles

17

Huffman, S. B., and J. E. Laird. "Flexibly Instructable Agents." Journal of Artificial Intelligence Research 3 (November 1, 1995): 271–324. http://dx.doi.org/10.1613/jair.150.

Full text

Abstract:

This paper presents an approach to learning from situated, interactive tutorial instruction within an ongoing agent. Tutorial instruction is a flexible (and thus powerful) paradigm for teaching tasks because it allows an instructor to communicate whatever types of knowledge an agent might need in whatever situations might arise. To support this flexibility, however, the agent must be able to learn multiple kinds of knowledge from a broad range of instructional interactions. Our approach, called situated explanation, achieves such learning through a combination of analytic and inductive techniques. It combines a form of explanation-based learning that is situated for each instruction with a full suite of contextually guided responses to incomplete explanations. The approach is implemented in an agent called Instructo-Soar that learns hierarchies of new tasks and other domain knowledge from interactive natural language instructions. Instructo-Soar meets three key requirements of flexible instructability that distinguish it from previous systems: (1) it can take known or unknown commands at any instruction point; (2) it can handle instructions that apply to either its current situation or to a hypothetical situation specified in language (as in, for instance, conditional instructions); and (3) it can learn, from instructions, each class of knowledge it uses to perform tasks.

APA, Harvard, Vancouver, ISO, and other styles

18

Pande, Prajakt, and Per Meyer Jepsen. "Science lab safety goes immersive: An ecological media-comparison study with gender analyses assessing iVR’s learning effectiveness." Research and Practice in Technology Enhanced Learning 20 (April 12, 2024): 001. http://dx.doi.org/10.58459/rptel.2025.20001.

Full text

Abstract:

We conducted a media-comparison study in ecologically valid settings to understand immersive virtual reality’s (iVR’s) instructional effectiveness in a university science course. We tested how complementing regular science lab safety instruction with interactive iVR simulation, desktop simulation, or the re-viewing of a text-heavy manual compare with each other in terms of knowledge-related and affective learning outcomes. We also explored gender differences in the outcomes across these instructional conditions. 102 undergraduates (51 females) were randomly assigned to one of the instructional conditions. Throughout the one-day course, all students received the same set of instructions, demonstrations, and hands-on lab safety training except for the following: the iVR group engaged with HMD-based interactive lab safety iVR training simulation; the desktop group interacted with the same simulation on a laptop, whereas the remaining group re-viewed the text-heavy course material in detail. Topic knowledge-related and self-report affective data were collected before and immediately after the course. Statistical analyses revealed that: (i) all three instructional modes helped students gain significant lab safety knowledge, (ii) there were several significant between-group differences in multiple affective measures, and (iii) the instructional modes affected/benefited the two genders considerably differently. Besides extending previous findings, the strong ecological grounding of our results adds important insights into real-life implications of integrating different media in undergraduate education. Our gender-related findings merely scratch the surface on the complex issue of “designing for diversity”, inviting scaled-up efforts to develop more equitable technology-enhanced science learning settings to address the cognitive-affective needs of different genders and other diversities.

APA, Harvard, Vancouver, ISO, and other styles

19

Ajimotokan, Habeeb A., Rashidat M. Ambali, Abdulkareem B. Rabiu, Temitayo S. Ogedengbe, Hassan K. Ibrahim, and Mudasir O. Yusuf. "Development and Evaluation of an Interactive Instructional Package for Teaching Engineering Graphics Skills." FUOYE Journal of Engineering and Technology 7, no. 2 (2022): 280–86. http://dx.doi.org/10.46792/fuoyejet.v7i2.806.

Full text

Abstract:

Exposure to modern pedagogical approaches and methods with appropriate instructional media can enhance the development of high-level critical thinking and technical skills. This study examined the development of an interactive instructional software package for teaching engineering graphics and evaluated its relative effectiveness on second-year undergraduate engineering students' academic achievement, skill transfer, and retention. In this study, the quasi-experimental, pre-test, post-test, control group design was employed. 45 research participants were sampled, employing two-stage stratified sampling technique, which comprises the simple random sampling to assign students into three groups from the study population and systematic sampling with k = 3 to select 15 students from each group to a control group and experimental groups A and B. The control group was exposed to conventional classroom instruction (CI), group A to computer-aided instruction (CAI); and group B to conventional and computer-aided instructions (CCAIs). A computer-aided learning package on engineering graphics was developed using the Camtasia software package, which served as the treatment instrument. The pre-test and post-test data used for analysis stemmed from a validated Engineering Graphics Achievement Test instrument. Analysis of covariance and Sidak post hoc test statistical analysis of the groups' performance provided the results on the comparative effects of the treatment conditions. Findings indicated significant differences between the academic achievement, skill transfer, and retention of students, exposed to CCAIs, and CI or CAI strategies. When used together, a significant improvement in students' academic achievement, transfer, and retention of engineering graphics skills occurred than either the CI or CAI strategy used alone.

APA, Harvard, Vancouver, ISO, and other styles

20

Deeg, Megan T., Kathleen M. Farrand, and Wendy Peia Oakes. "Creating space for interactive dialogue during preschool circle time using play-based pedagogies and dramatic inquiry." Journal of Early Childhood Research 18, no. 4 (2020): 387–403. http://dx.doi.org/10.1177/1476718x20956256.

Full text

Abstract:

In this study, we examined how preschool students with language delays engaged in interactive dialogue during regular circle time and dramatic inquiry activities. Using frequency recording of three preschool students’ linguistic engagement and multimodal analysis of classroom video data, this article explores how these students produced social, instructional, and academic language as well as multimodal actions to engage in interactive dialogue with their teachers and peers. Overall, students exhibited higher levels of linguistic engagement during traditional instruction; however, multimodal analysis revealed the ways students engaged in interactive dialogue during dramatic inquiry was far more complex. We conclude that dramatic inquiry created opportunities for students to learn and produce academic language and corresponding multimodal actions while regular instruction provided students opportunities to practice social and instructional language. Our analysis demonstrates the complexities of how preschoolers with language delays use different forms of verbal and non-verbal language to share their personal experiences and content knowledge with others. In all, this study emphasizes the importance of considering both quantitative and qualitative data when trying to understand how preschoolers engage in interactive dialogue in the classroom.

APA, Harvard, Vancouver, ISO, and other styles

21

Henderson, Ronald W., and Edward M. Landesman. "Interactive Videodisc Instruction in Pre-Calculus." Journal of Educational Technology Systems 17, no. 2 (1988): 91–101. http://dx.doi.org/10.2190/jqyl-rn4v-n6t3-a4pd.

Full text

Abstract:

The interactive videodisc player, managed by a microcomputer, combines the unique instructional qualities of video with the interactive flexibility of the computer. This article reports on the design considerations involved in the development of a series of eight interactive videodisc modules in pre-calculus mathematics. This system, entitled Preparing for Calculus, takes advantage of the unique attributes of each component of the system. The materials provide systematic instruction along dimensions that teachers often have difficulty implementing in classroom situations, but which have been demonstrated to be effective in mathematics instruction. Preliminary field test results indicate that the materials are highly effective, both for review and for initial learning of new concepts and operations.

APA, Harvard, Vancouver, ISO, and other styles

22

Lowman, Joneen, Laura T. Stone, and Jing Guo. "Effects of Interactive Book Reading for Increasing Children’s Knowledge of Instructional Verbs." Communication Disorders Quarterly 39, no. 4 (2018): 477–89. http://dx.doi.org/10.1177/1525740117745639.

Full text

Abstract:

Interactive book reading (IBR) has proven effective for increasing children’s lexicons with most of the results based on students’ learning of nouns. Little is known about the application of IBR to instructional verbs (i.e., words used during the instruction of academic content). To address this gap, 122 prekindergarten children were recruited from seven elementary schools. Each school was randomly assigned to the intervention group or the control group. Children in the intervention group were taught 12 instructional verbs across a 3-week period using interactive book-reading strategies. Children assigned to the control group only received implicit exposure to instructional verbs during teacher talk. Children in the book-reading group knew significantly more words on a receptive picture identification task than children in the control group both at posttesting and at follow-up testing in the fall. No significant group differences were noted at spring testing.

APA, Harvard, Vancouver, ISO, and other styles

23

Tian, Hong. "Interactive Music Instructional Mode Based on Cloud Computing." Wireless Communications and Mobile Computing 2022 (March 20, 2022): 1–9. http://dx.doi.org/10.1155/2022/7493417.

Full text

Abstract:

The interactive music education in cloud computing environment is designed to address the disadvantages of traditional music instructional mode. The content of interactive music education is investigated using cloud computing technology. The database of interactive teaching automation grouping platform is generated based on the basic learning information of learners in the data, and it is used to provide instructional resources and basic technical support. On this foundation, the automatic grouping algorithm is introduced to enable interactive teaching to be automatically grouped. The new music instructional mode, which incorporates IT into interactive music education, not only aids students in better understanding instructional content and mastering the inherent laws of the knowledge they have acquired but also significantly improves upon the traditional music instructional mode’s flaws. The results of the tests show that this method is extremely precise. And the designed platform has a better learning effect on students, indicating that the designed interactive music education platform has some practical application value.

APA, Harvard, Vancouver, ISO, and other styles

24

Türel, Yalın Kılıç, and Cihad Demirli. "Instructional interactive whiteboard materials: Designers’ perspectives." Procedia - Social and Behavioral Sciences 9 (2010): 1437–42. http://dx.doi.org/10.1016/j.sbspro.2010.12.346.

Full text

APA, Harvard, Vancouver, ISO, and other styles

25

Tarigan, Wenny Pinta Litna, Herbert Sipahutar, and Fauziyah Harahap. "The Effect of Interactive Digital Learning Module on Student’s Learning Activity and Autonomy." Bioedukasi: Jurnal Pendidikan Biologi 14, no. 2 (2021): 196. http://dx.doi.org/10.20961/bioedukasi-uns.v14i2.49366.

Full text

Abstract:

<p class="AuthorInfo">In the modern society, the internet breaks through the restrictions on time and space and becomes a ubiquitous learning tool. Designing teaching activity for digital learning and flexibly applying technology tools are the key issues for current information technology integrated education. Interactive learning modules could be used in the classroom environment for effective learning. This study explored the effect of instructional modules for providing supplementary instruction in biology concepts. Interactive digital learning module was developed in order to assist students in biology learning. Interactive activities were considered in this study, include teacher – student interaction, student - student interaction, student - content interaction, and student - technology interaction. 180 students of Grade 11 in 6 classes at SMAN 2 Balige were selected as the research subjects. Three groups of students participated in biology learning course, (2 classes) using different modules were interactive digital module, digital module and text module. Goal of this research was to determine the impact of interactive digital learning module on students’ learning activity and autonomy. Quantitative results obtained by using questionnaire to understand the student’s learning activity and autonomy. Results showed student’s activities and autonomy who learned with interactive digital learning modules significantly different with students who learned using text learning modules. The use of interactive features increased the activity and autonomy of learners and created the student-centered learning environment. Students under interactive multimedia instruction performed better than text module class. These findings suggested that learning activity and autonomy of students in biology could be enhanced by multimedia instruction.</p>

APA, Harvard, Vancouver, ISO, and other styles

26

Gajete, Eg. "Instructional Management Strategies of Teachers and Learners’ Engagement in Kapalaran Elementary School: Input to Instructional Plan." Psychology and Education: A Multidisciplinary Journal 40, no. 7 (2025): 894–907. https://doi.org/10.70838/pemj.400702.

Full text

Abstract:

The study aimed to evaluate the instructional management strategies of elementary teachers and learners’ engagement in Kapalaran Elementary School during the school year 2024-2025. The respondents of the study were teachers at Kapalaran Elementary School in Taytay Sub-Office, Division of Rizal. The researcher selects sixty (60) teachers. The researcher used the non-probability sampling utilizing the purposive sampling technique in determining the respondents of the study. Moreover, the researcher utilized a researcher-made instrument. Then, the data gathered were calculated, analyzed, and interpreted using the appropriate statistical tools. The findings revealed that a significant number of the teachers are women who have been working in the field for a sufficient time to have developed successful instructional methods. Also, instructional management strategies are consistently utilized by teachers to enhance teaching efficacy in lesson planning and preparation, classroom administration, instructional methodologies, assessment and evaluation, and professional development. Likewise, a significant disparity exists in the instructional management strategies utilized by elementary teachers concerning lesson planning and preparation, instructional methodologies, and professional development, dependent on the respondents' age, as well as in professional development in relation to the respondents' sex. In the same manner, learners exhibit significant engagement in employing the instructional management practices of elementary educators including active involvement, attentiveness, responsiveness to instruction, cooperation, interaction, and utilization of learning resources. Moreso, instructional management practices are strongly associated with the level of learner engagement. As an outcome of the findings and the conclusions, the following recommendations were enumerated: Teachers may tailor instruction to meet the diverse needs of students by providing varied content, processes, and products based on their learning preferences and may help all students feel valued and engaged in their learning; Teachers may integrate educational technology tools such as interactive whiteboards, learning apps, and online resources into lessons to make learning more dynamic and interactive; Students may take ownership of their learning by setting personal goals, reflecting on their progress, and seeking resources independently and may explore their interests and passions within the curriculum; and School administrators may pair experienced teachers with those who may be newer or seek to enhance their skills and may provide valuable insights and support, fostering a culture of shared learning and continuous improvement within the school.

APA, Harvard, Vancouver, ISO, and other styles

27

Thorkildsen, Ron J., and Susan G. Friedman. "Interactive Videodisc: Instructional Design of a Beginning Reading Program." Learning Disability Quarterly 9, no. 2 (1986): 111–17. http://dx.doi.org/10.2307/1510359.

Full text

Abstract:

This article provides a general overview of the nature and capabilities of interactive videodisc systems (microcomputer/videodisc), with particular emphasis on their application to learners with special needs. To illustrate current trends in this technology as explored by the project, Interactive Videodiscs in Special Education Technology (IVSET), at Utah State University, the Beginning Sight Reading (BSR) programs are discussed in detail. These programs were designed to investigate three dimensions of instructional technology: (a) its instructional potential; (b) effects of minimal versus extensive remediation; and (c) rate of instruction. To assess the effects of different remedial approaches, two versions of the BSR program were designed: BSR-1 represents extensive remediation; BSR-2 represents minimal remediation. The results of initial BSR field-testing show that the test scores of students in the two remediation groups doubled from pre- to posttest. In addition, the high-remediation group finished 10% faster than the low-remediation subjects. Conclusions and suggestions for future research are presented.

APA, Harvard, Vancouver, ISO, and other styles

28

Mamolo, Leo Aldamia. "Students' evaluation and learning experience on the utilization of Digital Interactive Math Comics (DIMaC) mobile app." Advances in Mobile Learning Educational Research 2, no. 2 (2022): 375–88. http://dx.doi.org/10.25082/amler.2022.02.006.

Full text

Abstract:

Mobile phones are prevalent worldwide, and today's learners utilize this technology for instructional purposes. This educational design research aims to evaluate the developed interactive mobile application. This instructional material contributes to today's 21st century or digital native learners' needs to engage students in the teaching-learning process. The app is aligned with mathematics instruction, balancing visuals and Math content. Employing the Instructional Material Development for Non-print Materials instrument shows that the developed mobile app is acceptable for the Grade 11 students. Students reported a positive experience and noted an increased interest in Mathematics when using the app. Further research is needed to explore the integration of this app in the mathematics classroom.

APA, Harvard, Vancouver, ISO, and other styles

29

Yulduzxon SAYDIBRAGIMOVA. "USING INTERACTIVE METHODS IN TEACHING ENGLISH AT THE UNIVERSITIES." UzMU xabarlari 1, no. 1.3.1 (2024): 313–17. http://dx.doi.org/10.69617/uzmu.v1i1.3.1.1676.

Full text

Abstract:

This study explores the effectiveness of interactive teaching methods in enhancing English language education at universities. Employing a mixed-methods approach, the study investigates the impact of interactive techniques on language proficiency, student engagement, and satisfaction. Results indicate significant improvements in language skills among students who received instruction using interactive methods, alongside positive perceptions and experiences with interactive teaching. The findings underscore the importance of incorporating interactive approaches into language instruction to promote active learning, meaningful communication, and student empowerment. Implications for curriculum design, instructional practice, and educational policy are discussed, highlighting the practical significance of interactive methods in meeting the diverse needs of students in language education. Further research is warranted to explore long-term effects and extend findings across different contexts and learner demographics.

APA, Harvard, Vancouver, ISO, and other styles

30

Echevarria, Jana. "Interactive Reading Instruction: A Comparison of Proximal and Distal Effects of Instructional Conversations." Exceptional Children 61, no. 6 (1995): 536–52. http://dx.doi.org/10.1177/001440299506100604.

Full text

Abstract:

This study examined the effects of an interactive approach, instructional conversations (IC), on the language and concept development of Hispanic students with learning disabilities. This study compared traditional instruction (basal approach) with instructional conversations. Results of proximal measures indicated higher levels of discourse and greater participation with IC than with a basal approach. The distal indexes yielded uneven results: evidence of greater understanding of the concept following IC but no differences in literal comprehension or postlesson narrative results. The overall results suggest that IC may provide linguistically rich learning opportunities for culturally diverse students with learning disabilities.

APA, Harvard, Vancouver, ISO, and other styles

31

Abraham, Timothy, and Katie Hanifin. "Why We Played Wiffle Ball on Wednesday." International Journal of Designs for Learning 15, no. 1 (2024): 96–113. http://dx.doi.org/10.14434/ijdl.v15i1.34920.

Full text

Abstract:

The decision to move away from lecture-led instruction in the college classroom is not simple. Planning for and managing a more interactive classroom brings unique challenges and opportunities. A biomechanics instructor and an instructional designer from Utica University compared teacher-led instruction to brain-based instruction and share their brain-based class redesign.

APA, Harvard, Vancouver, ISO, and other styles

32

Chengyu, Lu. "Instructional Interaction Design for Smart Classrooms." Higher Education and Practice 1, no. 2 (2024): 7–13. http://dx.doi.org/10.62381/h241202.

Full text

Abstract:

Information technology and education are continuously integrating in both directions. Learning-centeredness is the main trend of future classroom teaching development. On the basis of elucidating the connotation of the concept of smart classroom, we analyze the problems in the teaching interaction of smart classroom, based on the constructivism theory and the perspective of interaction between the subject of smart classroom and the elements. We point out the key ways for teaching interactive classroom teaching to achieve the expected teaching goals, and discuss the design problems of teaching interaction in smart classroom further.

APA, Harvard, Vancouver, ISO, and other styles

33

Moradi, Moein, Lin Liu, Carl Luchies, Meagan Patterson, and Behnaz Darban. "Enhancing Teaching-Learning Effectiveness by Creating Online Interactive Instructional Modules for Fundamental Concepts of Physics and Mathematics." Education Sciences 8, no. 3 (2018): 109. http://dx.doi.org/10.3390/educsci8030109.

Full text

Abstract:

This study explored the effectiveness of online instructional modules for providing supplementary instruction in basic mathematics and physics concepts. The modules were developed in accordance with a cognitive apprenticeship model. Participants (N = 47) were students enrolled in a required Statics course at a midwestern university. Participants were randomly assigned to either an intervention or control group. The results show that the intervention group performed significantly better on post-tests through using the online instructional modules, while there was no significant improvement of performance in the control group. Based on survey results, students expressed their engagement to the instructional materials. Furthermore, they expressed a self-paced learning experience through providing feedback that they had control over the course materials by using the developed online instructional modules. Survey results also were indicative of students’ approval of using the modules as a supplemental material to classroom lectures.

APA, Harvard, Vancouver, ISO, and other styles

34

Jalmasco, Ana Carmella, Joyce Maan Loberes, and Nestor Jr Lasala. "Interactive Story for Teaching Ecosystem Topics Using Twine Application for Elementary School Students." Journal of Basic Education Research 6, no. 2 (2025): 66–78. https://doi.org/10.37251/jber.v6i2.1480.

Full text

Abstract:

Purpose of the Study. This study aims to design, develop, and evaluate EcoQuest, an interactive digital story for teaching ecosystem topics to high school students. Utilizing the Twine application, EcoQuest integrates interactive storytelling to create an engaging instructional tool for science education. Methodology. A descriptive-developmental research design, following the ADDIE model, was employed. EcoQuest was developed using Twine for interactivity, Canva for visual design, and AI-generated narration for audio. Supplementary videos were sourced from YouTube. The tool was evaluated by science education and IT experts using the DepEd Learning Resources Management and Development System (LRMDS) tool and pilot-tested with Grade 6 Elementary student for usability and engagement. Main Findings. Expert evaluations confirmed that EcoQuest met high instructional and technical quality standards, while student feedback indicated that the interactive format enhanced engagement and ease of use. The study validated EcoQuest as a viable educational tool, demonstrating its potential to support ecosystem instruction in high school science education. Novelty/Originality of this Study. This study introduces EcoQuest as a localized, interactive, and curriculum-aligned instructional material for teaching ecosystems. Unlike traditional static materials, it employs branching narratives and multimedia elements to foster student engagement. By integrating digital storytelling into science education, EcoQuest provides an innovative approach to enhancing learning experiences in environmental science.

APA, Harvard, Vancouver, ISO, and other styles

35

Mugadza, Joel, Osias Kit T. Kilag, Francisca T. Uy, Gosphel M. Colina, Jean M. Abella, and Jason Isaac III A. Rabi. "Vocabulary Learning: Approaches Aligned with Common Core Standards." International Journal of Qualitative Research for Innovation, Sustainability, and Excellence (IJQRISE) 1, no. 2 (2024): 20–27. https://doi.org/10.5281/zenodo.10984449.

Full text

Abstract:

Abstract: Findings reveal the critical role of vocabulary development in facilitating students' mastery of the standards, particularly in reading, writing, speaking, and listening domains. A diverse range of instructional approaches, including explicit instruction, context-based learning, morphemic analysis, and interactive read-alouds, are employed by educators to promote vocabulary acquisition and application across content areas. Emphasis is placed on active engagement and interaction, with strategies such as collaborative discussions and questioning techniques fostering meaningful student participation. However, gaps persist in the consistency and depth of vocabulary instruction, highlighting the need for comprehensive and systematic approaches aligned with the standards. Educators must prioritize the development of coherent vocabulary curricula, provide targeted support for diverse learners, and create language-rich environments conducive to vocabulary development. By adopting evidence-based practices, educators can empower students to become proficient users of language, thereby enhancing their academic success and lifelong learning. Keywords: vocabulary instruction, Common Core State Standards, English Language Arts, instructional approaches

APA, Harvard, Vancouver, ISO, and other styles

36

Lingin, Lingin. "Pengembangan Media Pembelajaran Interaktif Pada Mata Pelajaran Geografi." JURNAL GEOGRAFI 4, no. 2 (2012): 15–28. http://dx.doi.org/10.24114/jg.v4i2.8062.

Full text

Abstract:

This research is aimed to (1) develop a good interactive Instructional media, easy to be learnt, and can be used for individual learning, (2) examine the effectiveness of the interactive instructional media in Geography.This study is developmental research uses Borg & Gall™s model combined with Dick & Carey™s. The development of this instructional product has systematically proceeded in six steps; research and information collecting, planning, developing the preliminary product, validating, trying out, revising, and producing final product. The subjects of preliminary field testing are two experts in Geography, two experts in instructional design, two experts in media product, three students for one-to-one try out, nine students for small group try out, and fifty-one students for large group try out. The instruments employed in this study is a questionnaire and analyzed by using descriptive statistics. The findings of the study conclude that the quality of the developed instructional is excellent. The final product of this interactive instructional media is continued with effectiveness test. The study takes place in SMA Sutomo 1 Medan to the students of X class, the academic year 2011-2012. The method used in this study is quasi experiment. The samples are 96 students consisting 50 students as experiment class given interactive Instructional media while the others given text book as control class. The result of hypothesis test proof that the study results of the students taught show a significant difference between using interactive instructional media and the textbook. ( Fcount = 5.19 > Ftable = 1.95). The effectiveness of the interactive instructional media is 82.55% higher than the textbook 71.84%.Kata kunci : Media Pembelajaran, Interaktif, Geografi

APA, Harvard, Vancouver, ISO, and other styles

37

Chen, Xiaofeng, Keng Siau, and Fiona Fui-Hoon Nah. "Empirical Comparison of 3-D Virtual World and Face-to-Face Classroom for Higher Education." Journal of Database Management 23, no. 3 (2012): 30–49. http://dx.doi.org/10.4018/jdm.2012070102.

Full text

Abstract:

Many higher education institutions have set up virtual classrooms in the 3-D virtual world. In this research, the authors assess the relative effectiveness of a 3-D virtual world learning environment, Second Life, compared to traditional face-to-face learning environment. They also assess the effects of instructional strategies in these two learning environments on interactivity, perceived learning, and satisfaction. The authors’ findings suggest that learning environment interacts with instructional strategy to affect the learners’ perceived learning and satisfaction. Specifically, when interactive instructional strategy is used, there is no significant difference for perceived learning and satisfaction between the 3-D virtual world and face-to-face learning environment. However, when a direct instructional strategy is used, there is a significant difference for perceived learning and satisfaction. They also assessed whether or not technology helps increase learner and instructor interaction. The result suggests that in interactive instructional sessions, students experienced a higher level of classroom interactivity in Second Life than in face-to-face classroom.

APA, Harvard, Vancouver, ISO, and other styles

38

Beasley, Robert E. "Interactive Multimedia Development: Pre-Design Analyses." Journal of Educational Technology Systems 27, no. 1 (1998): 23–42. http://dx.doi.org/10.2190/57y8-a3qb-1w6w-etb6.

Full text

Abstract:

With some modification, the traditional system development life cycle (SDLC) can be used for developing interactive multimedia instructional (IMI) applications. The new model, referred to in this article as the instructional system development life cycle (ISDLC), can be used to help guide the multimedia instructional developer through the process of designing, developing, and maintaining highly effective IMI applications. However, before designing and developing an IMI application, several types of pre-design analyses should take place to help ensure a pedagogically effective design. These analyses include a client request analysis, a task/concept analysis, an audience analysis, an objectives analysis, a constraints analysis, and a costs/benefits analysis. The purpose of this article is to describe these various types of analyses and where they fit within the ISDLC.

APA, Harvard, Vancouver, ISO, and other styles

39

Dahlan, Mariani Mohd, Nuri Surina Abdul Halim, Noor Suhaida Kamarudin, and Fatanah Syazana Zuraine Ahmad. "Exploring interactive video learning: Techniques, applications, and pedagogical insights." International Journal of ADVANCED AND APPLIED SCIENCES 10, no. 12 (2023): 220–30. http://dx.doi.org/10.21833/ijaas.2023.12.024.

Full text

Abstract:

Multimedia, interaction, and customized content make interactive video learning a popular and effective teaching tool. This pedagogical technique uses movies, animations, and graphics to create engaging and attractive instructional materials. Interactive aspects such as quizzes, simulations, and decision-making encourage active learning and critical thinking. Personalization is critical because it allows the educational process to be tailored to individual needs and preferences. This is done through adaptive learning systems and AI algorithms. This review examines interactive video-based learning methods, applications, and educational effects. This study examines how interactive video learning is impacting education in many sectors and locations. This technique allows students to view interactive videos at their convenience, accommodating different learning styles and schedules. The study also examines how interactive video-based learning affects knowledge, motivation, and participation in formal education and corporate training. This review analyzes existing studies and trends to assess the usefulness and future of interactive video learning in modern education. Interactivity, personalization, and multimedia help provide effective, learner-centered instruction. This study shows that interactive video learning can improve pedagogy and educational outcomes.

APA, Harvard, Vancouver, ISO, and other styles

40

Lo, Chung Kwan. "Examining the Flipped Classroom through Action Research." Mathematics Teacher 110, no. 8 (2017): 624–27. http://dx.doi.org/10.5951/mathteacher.110.8.0624.

Full text

Abstract:

There is a growing interest in using a flipped classroom format in day-to-day teaching. According to Bishop and Verleger (2013), direct computer-based individual instruction outside the classroom and interactive group learning activities inside the classroom are the two essential components of the flipped classroom model. By watching instructional videos, students can work through some materials before class. Therefore, the in-class time is no longer occupied by teachers' direct instruction. Teachers can provide more interactive learning activities to facilitate peer interactions.

APA, Harvard, Vancouver, ISO, and other styles

41

Revosi, Dian, Rahmat Dhuha, and Ayu Astuti. "The Effectiveness of Interactive PowerPoint in the Islamic Education Learning Process at SD Negeri 77 Rejang Lebong." PPSDP International Journal of Education 3, no. 2 (2024): 542–55. https://doi.org/10.59175/pijed.v3i2.342.

Full text

Abstract:

This study investigates the application of interactive PowerPoint media to enhance learning creativity in Islamic Religious Education at the elementary level. Interactive media, known for its ability to boost student enthusiasm and learning outcomes, also offers teachers valuable tools to refine their instructional techniques. The aim of this study is to describe the stages of planning, implementation, and evaluation involved in the use of interactive PowerPoint to cultivate creativity among students in Islamic Religious Education. Employing a descriptive-qualitative case study approach, the research reveals that teachers at SD Negeri 77 Rejang Lebong develop interactive PowerPoint materials tailored to instructional objectives, carefully selecting multimedia components best suited to each topic. The interactive PowerPoint presentations include features like clickable buttons, animations, transitions, hyperlinks, quizzes, and videos, creating an engaging, practical, and efficient learning experience. The evaluation process integrates reflection both during and after instruction, with further assessments via portfolios, subjective evaluations, summative tests, and essays. This comprehensive evaluation strategy supports the use of interactive media, fostering a dynamic and creative classroom atmosphere that actively involves students in the learning process. The study contributes to the field by demonstrating the benefits of interactive media in enhancing both teaching quality and student creativity in elementary Islamic Religious Education.

APA, Harvard, Vancouver, ISO, and other styles

42

Muvango, Mark W., Francis C. Indoshi, and Michael O. Okwara. "Instructional Media Methods for Use in Learning of English Language in Public Secondary Schools in Kakamega East Sub-Country, Kenya." European Journal of Arts, Humanities and Social Sciences 2, no. 1 (2025): 21–32. https://doi.org/10.59324/ejahss.2025.2(1).03.

Full text

Abstract:

Teachers have embraced media that engage and empower learners during learning process. Instructional media methods enhance interaction, collaboration, problem-based learning and peer – learning in education. They produce positive learning outcomes due to their interactive nature. However, it was not clear whether learners had an education on interpretation and understanding of media use in learning process. The research specifically focused on lesson plans checking and certification, teaching and learning strategies used with media, incorporation of radio programs in teaching/learning and instructional media methods in learning process. A specific objective of the study was to examine instructional media methods for use in learning of English language in public secondary schools in Kakamega East Sub-County, Kenya. The study used components of Generic Model proposed by Wang (2008) and adopted descriptive survey design. The findings of the study revealed that teacher – learner interactive method and learner - centred method incorporated with media improved learning outcomes. The study recommended that school administrators should emphasize use of media in learning process. The research provided additional information in formulating policies which enhance integration of instructional media in learning process.

APA, Harvard, Vancouver, ISO, and other styles

43

Desilets, Brendan J. "Instructional Materials: Reading, Thinking, and Interactive Fiction." English Journal 78, no. 3 (1989): 75. http://dx.doi.org/10.2307/819460.

Full text

APA, Harvard, Vancouver, ISO, and other styles

44

Masters-Wicks, Karen, Laurie Postlewate, and Mark Lewental. "Developing Interactive Instructional Software for Language Acquisition." Foreign Language Annals 29, no. 2 (1996): 217–22. http://dx.doi.org/10.1111/j.1944-9720.1996.tb02328.x.

Full text

APA, Harvard, Vancouver, ISO, and other styles

45

Martorella, Peter H., Debora Barton, and Jane Steelman. "Training Teachers in Interactive Video Instructional Applications." Computers in the Schools 8, no. 1-3 (1991): 293–302. http://dx.doi.org/10.1300/j025v08n01_42.

Full text

APA, Harvard, Vancouver, ISO, and other styles

46

Stone, Sandra J. "Teaching Strategies:Portfolios: Interactive and Dynamic Instructional Tool." Childhood Education 71, no. 4 (1995): 232–34. http://dx.doi.org/10.1080/00094056.1995.10522607.

Full text

APA, Harvard, Vancouver, ISO, and other styles

47

Lovell, Kathryn, James Haf, and Mark Hodgins. "Development of neuropathology interactive videodisk instructional units." Teaching and Learning in Medicine 3, no. 3 (1991): 156–58. http://dx.doi.org/10.1080/10401339109539501.

Full text

APA, Harvard, Vancouver, ISO, and other styles

48

Lee, William W. "Evaluating interactive video training ensures instructional soundness." Performance + Instruction 29, no. 5 (1990): 17–20. http://dx.doi.org/10.1002/pfi.4160290505.

Full text

APA, Harvard, Vancouver, ISO, and other styles

49

Stamm, Kara M., Justin T. Fermann, Thomas Whelan, Rachel R. Broudy, Beatrice Botch, and William J. Vining. "Designing Interactive Instructional Software: Students as Educators." Chemical Educator 4, no. 1 (1999): 19–22. http://dx.doi.org/10.1007/s00897990277a.

Full text

APA, Harvard, Vancouver, ISO, and other styles

50

Desilets, Brendan J. "Instructional Materials/Reading, Thinking, and Interactive Fiction." English Journal 78, no. 3 (1989): 75–77. http://dx.doi.org/10.58680/ej19899863.

Full text

APA, Harvard, Vancouver, ISO, and other styles

Journal articles on the topic 'Interactive Instructional'

Create a spot-on reference in APA, MLA, Chicago, Harvard, and other styles