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Journal articles on the topic 'Interactive learning tools'

Author: Grafiati

Published: 28 May 2022

Last updated: 31 July 2025

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1

Schwartz, Donald. "MindSparks Interactive Learning Tools--." History Teacher 31, no. 4 (1998): 563. http://dx.doi.org/10.2307/494317.

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González-Gómez, Antonia-Alejandra, and Karla Jiménez-Comrie. "Interactive digital TV and its learning tools." Comunicar 13, no. 26 (2006): 93–101. http://dx.doi.org/10.3916/c26-2006-15.

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Interactive Digital TV (IDTV) is a reality in the midst of the Information Society, is expected to allow the development of new interactive systems that may be useful in daily life as well as in other scopes such as education, politics and economics. The implications that IDTV requires to mature settles new challenges for both public and private authorities, and, demands also, new standards for other aspects such as technolgy applications, television industry, legal frames, social envioroments and education fields. This paper presents the basis of IDTV and also looks beyond to explore what are

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Wilson, Debra Rose, and Karen S. Ward. "Psych Pharm:An Interactive Learning Tools." Nursing Education Perspectives 34, no. 1 (2013): 57–58. http://dx.doi.org/10.5480/1536-5026-34.1.57.

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Rine, David C. "Tools, trophies in interactive learning." Physics Today 63, no. 4 (2010): 10. http://dx.doi.org/10.1063/1.4797310.

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Brogt, Erik. "Tools, trophies in interactive learning." Physics Today 63, no. 4 (2010): 9–10. http://dx.doi.org/10.1063/1.3397055.

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Sofi and Y. Ying. "Virtual Mandarin Learning Tools for Interactive Online Learning." Journal of Physics: Conference Series 1764, no. 1 (2021): 012139. http://dx.doi.org/10.1088/1742-6596/1764/1/012139.

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Brusilovsky, Peter, Sergey Sosnovsky, Michael V. Yudelson, Danielle H. Lee, Vladimir Zadorozhny, and Xin Zhou. "Learning SQL Programming with Interactive Tools." ACM Transactions on Computing Education 9, no. 4 (2010): 1–15. http://dx.doi.org/10.1145/1656255.1656257.

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WILSON, DEBRA ROSE, and KAREN S. WARD. "Psych Pharm: An Interactive Learning Tools." Nursing Education Perspectives 34, no. 1 (2013): 57. http://dx.doi.org/10.1097/00024776-201301000-00013.

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Vazquez Briseno, Mabel, Oseas Neftali Gomez Soto, Armando Marquez Tellez, Juan Ivan Nieto Hipolito, Sergio Infante Prieto, and Juan de Dios Sanchez Lopez. "Enhancing Nutrition Learning Using Interactive Tools." IEEE Latin America Transactions 17, no. 05 (2019): 751–58. http://dx.doi.org/10.1109/tla.2019.8891943.

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Looi, Chee-Kit. "Interactive Learning Environments for Promoting Inquiry Learning." Journal of Educational Technology Systems 27, no. 1 (1998): 3–22. http://dx.doi.org/10.2190/l4q4-8qmm-qpj3-b5lj.

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Inquiry-oriented learning has been characterized and promoted from a variety of perspectives by researchers, educators and practitioners over the years [1–5]. Some have stressed the active nature of learner's involvement, associating inquiry with hands-on learning and experiential or activity-based instruction. Others have associated inquiry with a discovery approach or with the development of process skills associated with scientific methods. Yet others have emphasized promoting metacognitive knowledge and skills such as self-reflection and attitudes for inquiry. What role can technology play

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Cavanaugh, Cathy, Kathy Jo Gillan, Jan Bosnick, Melinda Hess, and Heather Scott. "Effectiveness of Interactive Online Algebra Learning Tools." Journal of Educational Computing Research 38, no. 1 (2008): 67–95. http://dx.doi.org/10.2190/ec.38.1.d.

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Turkmenbaev, A., and D. Yerkmaliyev. "THE DIFFERENCE BETWEEN FLIPPED LEARNING AND TRADITIONAL LEARNING." SCIENTIFIC-DISCUSSION, no. 75 (April 10, 2023): 9–10. https://doi.org/10.5281/zenodo.7808622.

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The Flipped Classroom is an innovative learning scenario that has gained wide popularity due to the power of digital tools. Its difference from the traditional scenario lies in the fact that the theoretical material is studied independently before the start of the lesson (as a rule, through information and communication technologies: video lectures, audio lectures, interactive materials, etc.), and the freed up time in the lesson is aimed at solving problems, collaboration, interaction with students, application of knowledge.

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Zavolodko, Hanna, and Oleh Kasilov. "Interactive Tools in Online Education." Digital Platform: Information Technologies in Sociocultural Sphere 3, no. 1 (2020): 11–21. https://doi.org/10.31866/2617-796x.3.1.2020.206094.

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The purpose of the article is to consider problems associated with the lack of the opportunity to conduct classes in full-time, research and analysis of the means for conducting and monitoring distance (online) training, determining the main criteria for choosing software and the general algorithm for conducting classes using modern interactive tools – webinars. The research methods are the platforms analysis that can be used as interactive tools for online learning, an overview of the types of modern learning and the synthesis of a general algorithm for conducting virtual cons

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Abiltarova, Elviza, Larysa Lisina, Yuliya Zhuravel, Liudmyla Neizhpapa, and Yang Mengyi. "Interactive Student Learning Technologies in Higher Education." Journal of Curriculum and Teaching 11, no. 9 (2022): 107. http://dx.doi.org/10.5430/jct.v11n9p107.

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The essence of interactive learning, a description of the possibilities offered by interactive technologies, means of implementing interactive learning and an assessment of the difficulties of this type of tools for organizing the learning process was considered. The survey of participants’ understanding of the interactive learning components, the differences between interactive tools and other innovative tools for organizing the educational process in higher education was analyzed. Analytical and bibliographic methods were used to analyze the literature on the use of interactive technologies

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Rasteiro, Maria Graça, Alberto Cardoso, Rita Gomes, and Tiago Santos. "Multimedia Tools to Learn About Nanoparticles Characterization." International Journal of Online and Biomedical Engineering (iJOE) 9, S8 (2013): 77. http://dx.doi.org/10.3991/ijoe.v9is8.3401.

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This work presents the production of multimedia tools for distance learning about nanoparticles characterization. The module is fundamentally based on hypermedia contents and can be included in a course delivered in an e- or b-learning format. Hypermedia can include several interactive multimedia contents such as interactive video, hypertext, photos, audio, animations or computer graphics, which can be combined among them. In this work the objective was to develop an interactive video to explain the nanoparticles characterization using dynamic light scattering. This option allows the user to c

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Yi, Gangman, and Neil Y. Yen. "Development of Highly Interactive Service Platform for Social Learning via Ubiquitous Media." Mathematical Problems in Engineering 2014 (2014): 1–8. http://dx.doi.org/10.1155/2014/395295.

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Several emerging issues concerning the development of interactive learning environment were left unsolved although e-learning has been applied for years. With several studies indicate that more interaction between students and systems increases students’ level of interest and allows them to focus on learning support. Due to the way current interactive learning tools are designed, users have to wear or operate actual tools in order to carry out the required learning procedures. The use of tools for long durations of time results in user fatigue. Hence, this study incorporates the Microsoft Kine

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Musayeva, Lala. "TOOLS USED IN INTERACTIVE LESSONS." Deutsche internationale Zeitschrift für zeitgenössische Wissenschaft 85 (August 3, 2024): 44–45. https://doi.org/10.5281/zenodo.13207391.

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The use of computer technologies as tools for learning, self-knowledge and reality. Consideration of the computer and other modern means of information technology as objects of study. Using new information technologies as a means of creative development of the student. The use of computer technology as a means of automating the processes of control, correction, testing and psychodiagnostics. Organization of communications based on the use of information technology tools for the purpose of transferring and acquiring pedagogical experience, methodological and educational literature.

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Sánchez-Torrubia, M. Gloria, Carmen Torres-Blanc, and Juan Castellanos. "New interactive tools for graph algorithms active learning." ACM SIGCSE Bulletin 39, no. 3 (2007): 337. http://dx.doi.org/10.1145/1269900.1268906.

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Sánchez, José, Sebastián Dormido, and Francisco Esquembre. "The learning of control concepts using interactive tools." Computer Applications in Engineering Education 13, no. 1 (2005): 84–98. http://dx.doi.org/10.1002/cae.20033.

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Torrens, Isabel C., Renan Auer, Danilo F. P. Souza, Simone N. Matos, and Helyane B. Borges. "Digital Tools for Interactive Learning: A Systematic Mapping." RENOTE 21, no. 2 (2023): 403–12. http://dx.doi.org/10.22456/1679-1916.137776.

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Em um mundo cada vez mais conectado e tecnológico, os métodos formativos suscitam de novas formas de ensino-aprendizagem. Buscando inovar as práticas educacionais, diversas ferramentas digitais têm sido disponibilizadas como recurso de apoio para uma educação mais acessível, interativa e eficaz. Para identificar as características e funcionalidades dessas ferramentas digitais, foi realizado um mapeamento sistemático sobre publicações em periódicos e anais de eventos nos últimos dez anos que apresentam a aplicação de tais ferramentas nos processos de ensino-aprendizagem. Os resultados obtidos m

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SHKOLA, I., and B. SALIUK. "INTERACTIVE LECTURES AS A WAY TO INCREASE THE EFFECTIVENESS OF TEACHING AND LEARNING IN HIGHER EDUCATIONAL ESTABLISHMENTS." Scientific papers of Berdiansk State Pedagogical University Series Pedagogical sciences 1, no. 1 (2022): 436–44. http://dx.doi.org/10.31494/2412-9208-2022-1-1-436-444.

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The article is devoted to an interactive lecture as one of the effective methods of teaching in High educational establishments, which helps to increase the effectiveness of learning and the level of motivation of students. The authors reveal the essence of interactive learning and emphasize that it consists in the organization of constant interaction of all participants of the educational process. Also they compare the traditional classical lecture with the interactive one and highlight the features of the latter, emphasizing its benefits. The fact of the need to revise traditional forms and

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Bahri, Aliem, Tawany Rahamma, and A. Muhammad Idhkan. "Development of Interactive Learning Devices in Indonesian Language Skills Courses and Literature Appreciation in Students." Himalayan Journal of Education and Literature 03, no. 02 (2022): 1–7. https://doi.org/10.47310/hjel.2022.v03i02.011.

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The problems of conventional learning research, limited textbooks, minimal Use of media, non-interactive learning and low student learning outcomes in Indonesian language skills and literary appreciation courses. The study aims to develop interactive learning tools for Indonesian language skills and literature appreciation courses for students and lecturers. The research method uses research and development through stages (Four-D), namely: Define, Design, Develop and Disseminate, using validation sheets, learning outcomes tests, response sheets and questionnaire sheets, then analyzed using ana

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Röllinghoff, Andreas. "Implementing Word Learning Strategies Into an Interactive Learning Environment." CALICO Journal 11, no. 2 (2013): 21–44. http://dx.doi.org/10.1558/cj.v11i2.21-44.

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The development of programming tools such as HyperCard and Authorware has had a considerable impact upon computer assisted language learning. Language teachers are now able to test new ideas through use of these tools. Unfortunately software products which differed widely both in approach and in quality, resulted. This highlights the need for a broader discussion of general guidelines for design of Computer Assisted Language Learning (CALL) products, but this contribution can not cover the whole field. Some important points which are relevant to user-program interaction are considered in the f

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Conceição, Ana C. "Dynamic and Interactive Tools to Support Teaching and Learning." Mathematical and Computational Applications 27, no. 1 (2021): 1. http://dx.doi.org/10.3390/mca27010001.

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The use of technological learning tools has been increasingly recognized as a useful tool to promote students’ motivation to deal with, and understand, mathematics concepts. Current digital technology allows students to work interactively with a large number and variety of graphics, complementing the theoretical results and often used paper and pencil calculations. The computer algebra system Mathematica is a very powerful software that allows the implementation of many interactive visual applications. The main goal of this work is to show how some new dynamic and interactive tools, created wi

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Liu, Xuanwen. "Improve Interactivity in Online Learning: Take Nearpod as an Example." Journal of Education, Humanities and Social Sciences 8 (February 7, 2023): 1954–60. http://dx.doi.org/10.54097/ehss.v8i.4622.

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Online learning is gradually taking the place of traditional teaching and training on some occasions, and how effective interaction can be ensured in an online learning environment through pedagogical design without face-to-face communication has become a topic that is expected to be studied. The importance of interactivity in learning is admitted but there is not adequate emphasis academically and pedagogically. Therefore, this research is based on the discussion of the definition, the technological tools, and the effects of online interactive learning to propose suggestions for optimizing th

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Deshmukh, Sujata Pravin Shinde, Vinay Kulkarni, and P. Malathi. "Leveraging Interactive Learning by Integrated Assessment Software in EdTech: Enhancing Sustained Learning Outcomes with Mentimeter." Journal of Engineering Education Transformations 38, IS2 (2025): 14–22. https://doi.org/10.16920/jeet/2025/v38is2/25003.

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The advent of Educational Technology (EdTech) has transformed traditional pedagogical approaches, introducing innovative tools that enhance engagement and learning outcomes. This paper explores the application of Mentimeter, an interactive presentation software, in educational settings. By integrating features such as live polls, quizzes and word clouds, Mentimeter fosters a more interactive and participatory learning environment. The study investigates how real time feedback and immediate assessment capabilities enable educators to adjust their teaching strategies dynamically, thus catering t

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Choriyeva, Mohichehra O'ktamovna, Ruhshona Choriyevna Shoberdiyeva, and Maftuna Zavqiddin qizi Pardayeva. "METHODOLOGY FOR APPLYING INTERACTIVE LEARNING IN THE EDUCATIONAL SPACE OF SCHOOL, PROBLEMS AND PROSPECTS." JOURNAL OF UNIVERSAL SCIENCE RESEARCH 1, no. 12 (2023): 423–26. https://doi.org/10.5281/zenodo.10409698.

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Bed, Prasad Dhakal. "Student Course Satisfaction in Learning Management System." Engineering and Technology Quarterly Reviews 2, no. 2 (2019): 82–90. https://doi.org/10.5281/zenodo.3270958.

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The paper entitled " Student Course Satisfaction in Learning Management System" is based on one-cycle technical action research methodology. It aimed to enhance students learning participation in LMS. The participants for this study were 26 students studying Mathematics and English education at ODEC, TU. Tools used in the study were baseline, and end-line survey on (a) students course satisfaction on LMS and (b) students perception on usefulness of four pedagogical tools in LMS: content tools, communication tools, feedback tools, and assessment tools.  The reliability and validi

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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.

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<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

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Kuosa, Kirsi, Damiano Distante, Anne Tervakari, et al. "Interactive Visualization Tools to Improve Learning and Teaching in Online Learning Environments." International Journal of Distance Education Technologies 14, no. 1 (2016): 1–21. http://dx.doi.org/10.4018/ijdet.2016010101.

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This paper presents two interactive visualization tools for learning management systems (LMS) in order to improve learning and teaching in online courses. The first tool was developed at the Intelligent Information Systems Laboratory (IISLab) at the Tampere University of Technology (TUT). The tool is used to analyse students' activity from automatically recorded user log data and to build interactive visualizations. They provide valuable insights into the learning process and participation of students in a course offered to teachers and students. The second tool was developed at the Unitelma S

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Needham, Douglas C. "Enhance Learning Via Interactive Multimedia Presentations." HortScience 30, no. 4 (1995): 909G—909. http://dx.doi.org/10.21273/hortsci.30.4.909g.

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Computer-based authoring tools, e.g. Macromedia Authorware©, allow one to produce interactive applications or computer-based training modules for horticulture teaching and extension. These applications are useful not only as presentation tools, but also as supplementary instruction, whereby a student can interact with an application at his/her own convenience and learning level. “Interactive Lessons for Introductory Horticulture©” is one example of an application used in OSU's HORT 1013: Principles of Horticultural Science course. Students are able to navigate to various topics by selecting ch

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Needham, Douglas C. "Enhance Learning Via Interactive Multimedia Presentations." HortScience 30, no. 4 (1995): 909G—909. http://dx.doi.org/10.21273/hortsci.30.4.909.

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Computer-based authoring tools, e.g. Macromedia Authorware©, allow one to produce interactive applications or computer-based training modules for horticulture teaching and extension. These applications are useful not only as presentation tools, but also as supplementary instruction, whereby a student can interact with an application at his/her own convenience and learning level. “Interactive Lessons for Introductory Horticulture©” is one example of an application used in OSU's HORT 1013: Principles of Horticultural Science course. Students are able to navigate to various topics by selecting ch

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Eka Dayani Yulianti, Desi Fitri Utami, Brian Rusty Santosa, and Deni Zein Tarsidi. "Innovation in Pancasila Education Learning: The Role of Interactive Multimedia in Enhancing Students' Learning Interest." Cakrawala: Journal of Citizenship Teaching and Learning 3, no. 1 (2025): 31–40. https://doi.org/10.70489/rnwxze62.

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The education of Pancasila in elementary schools is crucial for developing students’ character and fostering a sense of national identity. Nevertheless, traditional teaching approaches frequently fail to engage students, leading to diminished participation and comprehension. This research aims to examine how interactive multimedia can enhance students' interest in learning Pancasila Education at the elementary school level. The investigation was carried out using a qualitative case study approach at an elementary school located in the Banjarsari District of Surakarta City. To gather data, tech

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Kumar, Dr Sandeep. "The Role of Technology Integration in Enhancing Classroom Engagement." International Journal for Research in Education 14, no. 1 (2025): 1–9. https://doi.org/10.63345/ijre.v14.i1.1.

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The application of technology in educational environments has emerged as a major driver of enhancing learning experiences. A growing reliance on digital tools, learning management systems, and interactive platforms has greatly impacted the manner in which education is delivered and experienced. This research examines the application of technology integration in enhancing classroom engagement, elaborating on the way digital tools and resources can foster a more interactive and student-centered learning environment. The research responds to a range of technological tools, from interactive whiteb

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Baxtiyorova, Nodira. "THE IMPACT OF TECHNOLOGY-BASED INTERACTIVE ENGLISH TEACHING TOOLS ON STUDENT ENGAGEMENT AND LANGUAGE LEARNING OUTCOMES." Innovative Development in Educational Activities 2, no. 22 (2023): 120–25. https://doi.org/10.5281/zenodo.10222980.

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<i>The impact of technology-based interactive English teaching tools on student engagement and language learning outcomes is a topic of great interest in today's educational landscape. With the rapid advancements in technology, educators are increasingly incorporating technology-based tools to enhance teaching and learning experiences. This thesis examines the impact of technology-based interactive English teaching tools on student engagement and language learning outcomes. The study explores the benefits and challenges associated with the use of technology-based interactive teaching tools, an

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Шендерук, Олена, and Оксана Биконя. "INNOVATIVE TECHNOLOGIES AND INTERACTIVE LEARNING TOOLS AS A SOURCE OF NEW OPPORTUNITIES." Молодий вчений, no. 1 (101) (January 31, 2022): 158–61. http://dx.doi.org/10.32839/2304-5809/2022-1-101-33.

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In this paper an attempt to present innovative and interactive learning tools has been made. The concepts such as "innovation", "innovative technology", "interactive learning tools" have been analyzed and defined. Thus, innovation is a novelty, and innovative pedagogical technology is the introduction into practice of original, innovative methods, techniques of pedagogical actions and tools. Under interactive learning tools we consider interactive whiteboards, a multimedia projector. It is spoken in detail about their advantages in the educational process. Much attention is given to novelty an

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Rahman, Md Asifur, Lew Sook Ling, and Ooi Shih Yin. "Interactive Learning System for Learning Calculus." F1000Research 11 (March 11, 2024): 307. http://dx.doi.org/10.12688/f1000research.73595.2.

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Background IT tools has brought a new perspective to collaborative learning where students do not just sit in a chair and swallow lecture content but instead participate in creating and sharing knowledge. However, calculus learning augmented reality application has limitation in promoting a human collaboration in learning. Purpose This research develops an interactive application for learning calculus that promotes human-system interaction via augmented reality (AR) and human-human interaction through chat functions. The study examines the effect of both interactivities on learning experience

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Panina, E. A., and S. M. Stash. "Using of interactive learning tools in the educational process." Science Almanac, no. 1 (2015): 228–31. http://dx.doi.org/10.17117/na.2015.01.228.

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Steiner, Andreas Wiesner, Heike Wiesner, and Sabine Zauchner. "Interactive learning projects for schools with Web 2.0 tools." International Journal of Innovation in Education 1, no. 3 (2011): 263. http://dx.doi.org/10.1504/ijiie.2011.045088.

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Hlazova, V. V., I. O. Pashchenko, and YE A. Chebitko. "Innovative tools and platforms for interactive online mathematics learning." E-learning teXnology 8 (December 5, 2024): 37–43. https://doi.org/10.31865/2709-840082024316944.

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The article is focused on the analysis of current trends in the use of interactive online resources in mathematics teaching. The influence of such resources on the motivation of students, individualization of learning and development of key competencies is analyzed. Interactive resources, such as mobile applications, adaptive learning platforms, and VR/AR technologies, are explored to promote a better understanding of complex mathematical concepts, improve collaboration among students, and help adapt the learning process to the individual needs of each student. The article emphasizes the impor

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Repman, Judi, Cordelia Zinskie, and Randal D. Carlson. "Effective Use of CMC Tools in Interactive Online Learning." Computers in the Schools 22, no. 1-2 (2005): 57–69. http://dx.doi.org/10.1300/j025v22n01_06.

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Capelo, Rita, Carla Baptista, Júlia Figueiredo, Francisco Carrilho, and Pedro Furtado. "Tools For Interactive Learning And Self-Management Of Diabetes." Journal of Physics: Conference Series 616 (May 22, 2015): 012003. http://dx.doi.org/10.1088/1742-6596/616/1/012003.

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Rahman, Md Asifur, Lew Sook Ling, and Ooi Shih Yin. "Interactive Learning System for Learning Calculus." F1000Research 11 (March 14, 2022): 307. http://dx.doi.org/10.12688/f1000research.73595.1.

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Background: IT tools assist in creating a more participative and independent learning environment. They have brought a new perspective to collaborative learning where students do not just sit in a chair and swallow lecture content but instead participate in creating and sharing knowledge. However, interactivity promoted through the implementation of technology is limited in many cases. Purpose: This research develops an interactive application for learning calculus that promotes human-system interaction via augmented reality (AR) and human-human interaction through chat functions. The study ex

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Ouariach Fatima Zahra, Nejjari Amel, Ouariach Soufiane, and Khaldi Mohamed. "From Platforms to Online Communication Tools." DIROSAT: Journal of Education, Social Sciences & Humanities 2, no. 3 (2024): 130–47. http://dx.doi.org/10.58355/dirosat.v2i3.68.

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In e-learning, the shift from platforms to online communication tools has been significant. As education evolves towards virtual environments, learning platforms become crucial for managing courses, delivering content and assessing learners. The article focuses on various forms of online communication tools, such as discussion forums, live chats and virtual meeting rooms, and explains how these tools facilitate interaction, collaboration and active participation between learners. It also discusses potential obstacles to the integration of these tools. In this contribution, we work with the LMS

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Yaseen, Husam, Abdelaziz Saleh Mohammad, Najwa Ashal, Hesham Abusaimeh, Ahmad Ali, and Abdel-Aziz Ahmad Sharabati. "The Impact of Adaptive Learning Technologies, Personalized Feedback, and Interactive AI Tools on Student Engagement: The Moderating Role of Digital Literacy." Sustainability 17, no. 3 (2025): 1133. https://doi.org/10.3390/su17031133.

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Using adaptive learning technologies, personalized feedback, and interactive AI tools, this study investigates how these tools affect student engagement and what the mediating role of individuals’ digital literacy is at the same time. The study will target 500 students from different faculties such as science, engineering, humanities, and social sciences. With the changing trends in educational technology, it is important to know if these tools allow students to interact with learning materials. Through this study, we explore how adaptive learning technologies, which adapt content to students’

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Kafle, Rudra. "Interactive Multimedia in Teaching Physics Concepts Effectively." Journal of Nepal Physical Society 10, no. 1 (2024): 29–36. https://doi.org/10.3126/jnphyssoc.v10i1.72833.

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Multimedia communication refers to more than one medium of communication. For example, if we consider a textbook, it has some text at a minimum. It may also have pictures, graphs, tables of data, and so on. In the modern era of digital technology, its span has widened to audio and video recordings and interactive animations. This paper investigates the effectiveness of interactive multimedia tools in improving student learning of physics concepts in introductory college courses. We implemented interactive multimedia tools in the studio-style and Student-Centered Active Learning Environment for

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Nyudyurmagomedov, Abdulakhad Nyudyurmagomedovich, and Maryam Abdulakhadovna Savzikhanova. "Student’s intentional dimension in interactive learning." Journal of Pedagogical Innovations, no. 3 (October 19, 2021): 18–26. http://dx.doi.org/10.15293/1812-9463.2103.02.

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The purpose of the article is to identify and substantiate the technologies for using the personal intentions of students and teachers as the basis for the interactivity of learning. At the same time, the mental potential of intention as an orientation and professional choice of students in the educational process is revealed. The essence of intention and interactivity is revealed in the comparative characteristics of the goal, intention, volitional efforts and the desire of students to achieve high results in educational cognition. On the basis of the essential properties of the intention, it

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Shahi, Dhurba Kumar. "ICT-Based Teaching-Learning Tools Used in ELT." AMC Multidisciplinary Research Journal 4, no. 1 (2025): 1–12. https://doi.org/10.3126/amrj.v4i1.78672.

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Information and Communication Technology (ICT) has revolutionized education, particularly in the field of English Language Teaching (ELT), by providing diverse tools for creating dynamic and interactive learning environments. This review-based research paper explores ICT-based teaching-learning tools and their impact on ELT, drawing on a wide range of studies to analyze their efficacy, applications, and challenges. Key ICT tools such as computers, mobile phones, tablets, digital recorders, interactive whiteboards, and traditional yet versatile devices like radios and televisions are examined f

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Raisa, Gavriliță. "Interactive Elements in Online Teaching." Journal of Educational Theory and Practice DIDACTICA PRO... 21, no. 1 (125) (2021): 23–27. https://doi.org/10.5281/zenodo.4560604.

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The special time we live in has shown that we need digital skills more than ever. Distance learning has become both a requirement and a rescue of the education process. Teachers make online classes as interesting as possible and use various interactive strategies. In this article we present several tools that enable teachers and students to have successful and efficient distance classes.  

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Parusheva, Silvia, Boris Bankov, Gergana Kasabova, and Petya Strashimirova. "Using Learning Management Systems in the Context of Interactive Education." Pedagogika-Pedagogy 97, no. 4 (2025): 463–73. https://doi.org/10.53656/ped2025-4.01.

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The paper examines the university teachers’ use of interactive tools in the Learning Management System (LMS) Moodle in relation to the students’ training in a distance form of learning. The analysis covers data from online teacher opinion surveys in a university setting over four academic years. The results show that the interactive tools can be divided into two main groups. The first group includes tools with high usage and positive trends, such as URLs, assignments and electronic tests. These tools have been found to be used steadily and with an increasing trend, underscoring their importanc

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