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Journal articles on the topic 'Interactive learning'

Author: Grafiati

Published: 4 June 2021

Last updated: 9 June 2025

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1

Jabborova, Dilafruz Furkatovna, and Shirinboy Sharofovich Olimov. "Interactive Learning Technology." American Journal of Social Science and Education Innovations 02, no. 12 (December 18, 2020): 122–26. http://dx.doi.org/10.37547/tajssei/volume02issue12-21.

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In this article the authors explain the interactive technology of teaching, its essence, its forms and features. Features of interactive learning technologies include motivation, purposefulness, new information delivery, interactive exercises, new products, reflexion, evaluation and homework. Soft and active methods, approaches to interactive methods are highlighted.

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Văn Cường, Nguyễn, and Nguyễn Cẩm Thanh. "Teaching and learning interaction - interactive teaching and learning." Journal of Science, Educational Science 60, no. 2 (2015): 3–9. http://dx.doi.org/10.18173/2354-1075.2015-0023.

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Underdown, Angela. "Learning about interaction through interactive media." Journal of Health Visiting 2, no. 4 (April 2014): 178–79. http://dx.doi.org/10.12968/johv.2014.2.4.178.

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V R Nandigana, Vishal. "Deep Learning and Generative, Interactive Design." International Journal of Science and Research (IJSR) 10, no. 5 (May 27, 2021): 679–80. https://doi.org/10.21275/sr21516221931.

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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 (August 31, 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 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>

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Ripai, Ahmad. "Interactive Learning Multimedia in Cirebonese Language to Enhance Students Learning Outcome." International Journal of Psychosocial Rehabilitation 24, no. 4 (February 28, 2020): 3599–605. http://dx.doi.org/10.37200/ijpr/v24i4/pr201472.

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Rusko, Rauno. "Interactive Online Learning." International Journal of Online Pedagogy and Course Design 7, no. 3 (July 2017): 54–69. http://dx.doi.org/10.4018/ijopcd.2017070104.

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This study is focused on the implications of the student voice in digital-based entrepreneurship education basing on the case study example from university-level schooling from Finland. Practice-based subjects, such as entrepreneurship, have been seen in literature as a problematic field for digital-based education. The studied education was implemented using the synthesis of two computer-mediated communication channels. Analysis based on the content analysis of individual portfolios (diaries), which were returned and stored in the asynchronous platform. In the case study environment, the decision of using use two-channel digital teaching platforms (synchronous and asynchronous) seemed to be successful, because dual channels enable wider forms of feedback and student voice activities during and after the lecture. The results of this study encourage educators to use multifaceted digital educational technology in education and as a channel for the student voice also in practice-based subjects, such as entrepreneurship.

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Lewis, Evadne. "Cochrane Interactive Learning." Journal of Health Information and Libraries Australasia 2, no. 3 (December 20, 2021): 88–94. http://dx.doi.org/10.55999/johila.v2i3.90.

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Cochrane Interactive Learning (CIL) is a modular, self-directed training course that leads you through all steps required to conduct a complete systematic review following Cochrane methodology. It is aimed at both new review authors andexperienced authors who want to update their knowledge.

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Ghaoui, Claude, and W. A. Janvier. "Interactive E-Learning." International Journal of Distance Education Technologies 2, no. 3 (July 2004): 26–35. http://dx.doi.org/10.4018/jdet.2004070103.

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Heidemann, G., H. Bekel, I. Bax, and H. Ritter. "Interactive online learning." Pattern Recognition and Image Analysis 17, no. 1 (March 2007): 146–52. http://dx.doi.org/10.1134/s105466180701018x.

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Sick, Bernhard, Sarah Oeste-Reiß, Albrecht Schmidt, Sven Tomforde, and Anna Katharina Zweig. "Collaborative Interactive Learning." Informatik-Spektrum 41, no. 1 (December 20, 2017): 52–55. http://dx.doi.org/10.1007/s00287-017-1082-x.

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Greener, Sue. "Interactive learning environments?" Interactive Learning Environments 20, no. 2 (April 2012): 101–2. http://dx.doi.org/10.1080/10494820.2012.675739.

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Laird, John E., Kevin Gluck, John Anderson, Kenneth D. Forbus, Odest Chadwicke Jenkins, Christian Lebiere, Dario Salvucci, et al. "Interactive Task Learning." IEEE Intelligent Systems 32, no. 4 (2017): 6–21. http://dx.doi.org/10.1109/mis.2017.3121552.

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Yakes, E. "Interactive Learning Assessment." Journal of the Academy of Nutrition and Dietetics 113, no. 9 (September 2013): A66. http://dx.doi.org/10.1016/j.jand.2013.06.234.

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Hadjimichael, Michael, and Anita Wasilewska. "Interactive inductive learning." International Journal of Man-Machine Studies 38, no. 2 (February 1993): 147–67. http://dx.doi.org/10.1006/imms.1993.1008.

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Dou, Anqi, Wei Xu, and Liwen Xu. "Interactive Learning Environments." International Journal of e-Collaboration 21, no. 1 (February 15, 2025): 1–16. https://doi.org/10.4018/ijec.369815.

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With the rapid development of information technologies, Mobile Instant Messaging (MIM) has been widely applied to education, exerting a far-reaching influence on interactive learning environments. This study, employing a systematic review according to PRISMA protocol, aims to comprehensively and rigidly analyze the effect of MIM on interactive learning environments, including the advantages, challenges, and future trends. Reviewing previous research, this study finds that MIM can not only promote synchronous interactions between teachers and students but also enhance the flexibility and autonomy of learners, coupled with rich teaching strategies and plentiful learning resources. However, there are also challenges in using MIM, e.g. information overloads, technological over-reliance, cybersecurity, etc. This study provides constructive suggestions for educators, researchers, and practitioners to improve interactive learning environments.

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Salvetti, Fernando, Barbara Bertagni, and Ianna Contardo. "Interactive Learning Redefined." International Journal of Advanced Corporate Learning (iJAC) 18, no. 3 (May 7, 2025): 70–77. https://doi.org/10.3991/ijac.v18i3.52591.

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The Multimedia Scenario Editor developed by e-REAL Labs represents a major advancement in experiential learning and simulation-based education. This innovative tool enhances traditional simulation methods by integrating interactive multimedia elements, creating highly immersive and multisensory learning environments. Educators can incorporate visual, auditory, and, in some cases, kinesthetic and olfactory stimuli, significantly enhancing engagement and realism. Its flexible and adaptive design allows for real-time customization, enabling educators to tailor learning experiences to meet individual learner needs. This paper examines the capabilities of the Multimedia Scenario Editor, highlighting its practical applications in simulation-based education and its role in enhancing the debriefing process. Additionally, implementation strategies are discussed, providing educators with actionable insights to maximize the technology’s impact. By enriching educational experiences and fostering deeper learner engagement, the Multimedia Scenario Editor is a comprehensive and scalable solution for modern training environments.

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Pavlovych, Maryna. "INTERACTIVE TECHNOLOGY USAGE IN THE FUTURE TRANSLATORS’ TRAINING AS A PLEDGE OF SUCCESSFUL INTERCULTURAL INTERACTION." Bulletin of Alfred Nobel University Series "Pedagogy and Psychology» 1, no. 27 (June 27, 2024): 178–84. http://dx.doi.org/10.32342/2522-4115-2024-1-27-19.

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The article considers the issue and expediency of organizing interactive training in the process of future translators’ training for intercultural interaction in Ukrainian higher education institutions. The article aims to investigate and define the essence and specifics of interactive technologies in the educational process; to establish the conditions for their use in forming the professional identity and skills in the training of translators as specialists in intercultural communication. The research used content and terminological analysis, comparison, classification, and modelling methods. It has been proven that interactive learning is of crucial significance to the high-quality professional training of translators; it has highlighted its positive impact on preparing future translators for cross- cultural communication in their professional activities. The concept, essence, and specifics of interactive technologies in the educational process have been investigated and defined. The criteria for selecting interactive technologies according to the educational conditions have been identified. It has been determined that the peculiarities of the subject, the nature of the study material, the time allocated for studying the material, the general preparedness level of the learners, and the educational institution’s resources should be taken into account. It has been established that most interactive methods are most effective with a small number of participants. Classifications and interactive teaching methods that effectively contribute to the professional competence of future translators have been examined. The conditions for the successful use of interactive methods in forming the professional identity and skills in the training of translators as specialists in intercultural communication have been defined. It has been established that the application of interactive methods will contribute to forming a comprehensive understanding of the future profession among future philologists. The significance of the cultural aspect in translation activities has been outlined, ensuring acquisition of a set of knowledge and skills necessary to enhance the communicative culture of future translators. The article considers four groups depending on the course purpose and the forms of organizing educational activities of those who study: interactive technologies of cooperative learning, technologies of situational modelling, interactive technologies of collective and group learning, and technologies for working out discussion issues. Some of the most common interactive learning methods in the future specialists’ training in higher education institutions, the following were highlighted: dialogic-discussion (dialogue-conversation, dispute, debate), interactive (brainstorming, round table, role-playing game, online seminar-forum), practical (exercises, blitz tournament, creative works), and situational ones (problem situations, situational exercises, cases). Their usage has been analysed in conducting specialized disciplines of philology students. It has been argued that that thanks to the use of interactive methods it is possible to activate cognitive processes, increase the speed of obtaining and processing information; develop the ability to analyse difficult situations and prevent their occurrence, which in the future will form readiness for making important decisions in professional activities. Several advantages of interactive learning have been substantiated, and the effectiveness of interactive methods in improving the level of professional competence of future translators has been proven. Following European educational standards, labour market requirements, and modern realities, the necessity of implementing interactive technologies in translator training for the successful modernisation of the educational process in the domestic higher education system has been demonstrated. It has been concluded that interactive teaching methods have significant advantages compared to traditional teaching methods, primarily in terms of their impact on the professional and personal development of future translators, as well as their understanding of the theory and practice of intercultural interaction.

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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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Luu, Thi Kim Que M.A. "Improving Classroom Interaction in Reading Classes for Students at Hanoi University of Home Affairs: An Action Research." International Journal of Social Science and Human Research 04, no. 06 (June 23, 2021): 1441–48. https://doi.org/10.47191/ijsshr/v4-i6-31.

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Classroom interaction is obviously of crucial significance to English language teaching and learning. Many language teachers and researchers have made great efforts to find out ways to create interactive classroom environment that involve both teachers and learners’ contributions during the whole process of teaching and learning. The study was conducted to explore classroom interaction in an English foreign language class. Questionnaire and classroom observation were used for data collecting. The results showed that the students participated more actively in reading lessons. Moreover, they developed a positive attitude towards classroom interaction and classroom interaction strategies. The findings demonstrated that increasing students’ motivation, designing interactive reading tasks, and applying appropriate techniques for classroom interaction facilitated and improved classroom interaction.

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Waseem Zeeshan, Mohd. "Interactive Learning System for Schools Using Artificial Intelligence." International Journal of Scientific Engineering and Research 11, no. 2 (February 27, 2023): 37–41. https://doi.org/10.70729/se23218183845.

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Zhumanazarov, Kuban, and Salidin Kaldybaev. "IDEAS AND RESEARCH ON INTERACTIVE LEARNING." Alatoo Academic Studies 20, no. 1 (January 30, 2020): 40–48. http://dx.doi.org/10.17015/aas.2020.201.05.

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The article analyzes the progressive ideas of pedagogy of the twentieth century, which contributed to the emergence of interactive learning. The project method and the laboratory brigade method have received a positive assessment in Western pragmatist pedagogy. These methods found support and were widely introduced in the initial stage of development of Soviet pedagogy. The contribution of pedagogy of cooperation to the formation of interactive learning is noted. The essence of the concept of interactive learning, the work of domestic and foreign authors who have studied this concept are analyzed. Interaction between students, as well as interaction with the teacher is considered an important sign of interactive learning.

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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 examines the effect of both interactivities on learning experience and how that learning experience affects the performance of learning. Methods: The research adopted a quasi-experimental study design and pre-post test data analysis to evaluate the effect of interactivities on learning experience and consequently the effect of learning experience on learning performance. The subjects were exposed to the developed application for learning the calculus chapter ‘Revolution of Solids” in a controlled environment. The study validated its research framework through partial least squares path modelling and tested three hypotheses via pre-and post-test evaluation. Conclusions: The results found that both interactivities affect learning experience positively; human-human interactivity has a higher impact than human-system interactivity. It was also found that learning performance as part of the learning experience increased from pre-test to post-test.

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Baldwin, Lynne, and Khaled Sabry. "Learning styles for interactive learning systems." Innovations in Education and Teaching International 40, no. 4 (November 2003): 325–40. http://dx.doi.org/10.1080/1470329032000128369.

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Burk, Deborah I., and Maylan Dunn. "Learning about Learning: An Interactive Model." Action in Teacher Education 18, no. 2 (July 1996): 11–18. http://dx.doi.org/10.1080/01626620.1996.10462829.

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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 and how that learning experience affects the performance of learning. Methods The research adopted a quasi-experimental study design and pre-post test data analysis to evaluate the effect of interactivities on learning experience and consequently the effect of learning experience on learning performance. The subjects were exposed to the developed application for learning the calculus chapter “Solid of Revolution” in a controlled environment. The study validated its research framework through partial least squares path modelling and tested three hypotheses via pre-and post-test evaluation. Conclusions The results found that both interactivities affect learning experience positively; human-human interactivity has a higher impact than the human-system interactivity. It was also found that learning performance as part of the learning experience increased from pre-test to post-test.

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Yang, Dongming, Yuexian Zou, Zhu Li, and Ge Li. "Learning Human-Object Interaction via Interactive Semantic Reasoning." IEEE Transactions on Image Processing 30 (2021): 9294–305. http://dx.doi.org/10.1109/tip.2021.3125258.

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Sholikhah, Yayang Imroatus, and Hilmansyah Saefullah. "Teacher-Students’ Classroom Interaction in Teaching Grammar with Interactive Learning Approach." JIIP - Jurnal Ilmiah Ilmu Pendidikan 5, no. 12 (January 24, 2024): 5959–63. http://dx.doi.org/10.54371/jiip.v5i12.3942.

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In this study, classroom interactions during an interactive grammar learning process are analyzed. It attempts to explore the teacher's interaction strategies in teaching grammar using an interactive learning approach. Based on observation analysis using the Flanders Interaction Analysis Category (FIAC) to an English teacher and four volunteers learning English grammar, this study revealed that the teacher's interaction strategies in teaching grammar using interactive learning approach include activities like asking question, giving encouragement or praise, lecturing, and giving directions. Based on this study, the interactive learning approach can encourage students to participate in sharing their ideas during the learning process.

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Huang, Jieya, and Haojun Li. "Influencing Factors of Mobile Learning Interactive Behavior: Moderated Mediating Effect." International Journal of Information and Education Technology 12, no. 8 (2022): 772–77. http://dx.doi.org/10.18178/ijiet.2022.12.8.1683.

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Using interactive behavior to improve the efficiency of mobile learning is an important measure. This research uses structural equation model to construct a mediator model that regulates mobile learning interactive behavior, and investigates the influencing factors and mechanism of mobile learning interactive learning behavior. The results of a questionnaire survey conducted on a sample of 418 undergraduate students revealed that platform functionality, self-efficacy, teacher supervision, perceived usefulness, perceived ease of use, and interactive attitude have a significant positive effect on interactive behavior; perceived ease of use influenced interaction attitude through the employment of perceived usefulness as a mediator, which in turn influenced interaction behavior; the process of perceived ease of use impacting interaction attitude is heavily influenced by teacher supervision. Therefore, mobile learning implementers can promote the interactive behavior of mobile learners by improving the ease of use and usefulness of the mobile learning platform, strengthening the role of teachers in the process of mobile learning, and creating a good mobile learning atmosphere.

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Amershi, Saleema, James Fogarty, Ashish Kapoor, and Desney Tan. "Effective End-User Interaction with Machine Learning." Proceedings of the AAAI Conference on Artificial Intelligence 25, no. 1 (August 4, 2011): 1529–32. http://dx.doi.org/10.1609/aaai.v25i1.7964.

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End-user interactive machine learning is a promising tool for enhancing human productivity and capabilities with large unstructured data sets. Recent work has shown that we can create end-user interactive machine learning systems for specific applications. However, we still lack a generalized understanding of how to design effective end-user interaction with interactive machine learning systems. This work presents three explorations in designing for effective end-user interaction with machine learning in CueFlik, a system developed to support Web image search. These explorations demonstrate that interactions designed to balance the needs of end-users and machine learning algorithms can significantly improve the effectiveness of end-user interactive machine learning.

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González-Gómez, Antonia-Alejandra, and Karla Jiménez-Comrie. "Interactive digital TV and its learning tools." Comunicar 13, no. 26 (March 1, 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 the outlines that can be used to provide an efficient broadcast and interactivity. La televisión digital interactiva es una realidad de la llamada «sociedad de la información» que funciona a partir de la difusión de la televisión directa, de las redes por cable y de la televisión digital terrestre, junto con la mejora de la calidad en la recepción y visualización de las señales televisivas, de los sistemas digitales de interacción y de la recepción portátil y móvil de la señal de televisión. En ese sentido, en el futuro se espera que las computadoras unidas con las emisiones televisivas digitales, permitan el desarrollo de sistemas interactivos que se puedan aplicar tanto en la vida cotidiana como en la educación formal y no formal. Las implicaciones que la televisión digital interactiva conlleva, provocan una reconversión en la tarea de los medios de comunicación y plantean nuevos retos en los poderes públicos y privados. En el campo educativo, la televisión digital interactiva representa oportunidades de interacción viva con el usuario, sin embargo en el momento actual, las investigaciones en este campo son escasas.

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Nguyen, Viet Anh. "The Impact of Online Learning Activities on Student Learning Outcome in Blended Learning Course." Journal of Information & Knowledge Management 16, no. 04 (November 23, 2017): 1750040. http://dx.doi.org/10.1142/s021964921750040x.

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The aim of the study is to determine the impact of online learning activities on learning outcomes of students who participated in the blended learning course, focusing specifically on skill-based courses. The learning outcomes or results of a learner are usually measured by scores, knowledge or skills gained in the course. In blended learning courses, the learning outcomes can be assessed according to many criteria. In this study, interactive activities such as teacher–student interaction, student–student interaction, student–content interaction and student–technology interaction are considered. Undergraduate students participated in the blended learning course in which formative assessment was used to evaluate student learning outcomes by the combination of different learning activities through a learning management system. The quantitative results obtained by using regression analysis of data from the system showed that the students who effectively interacted with learning activities in the course have better results. Quantitative analytical results indicated that student–student interaction has a greater impact on student learning outcomes. These learning activities are used for interactive activities as suggestions for teachers to design and implement learning activities for blended learning courses.

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Tarasenko, M. "ONLINE LEARNING: INTERACTIVE METHODS." Pedagogy of the formation of a creative person in higher and secondary schools 2, no. 77 (2021): 49–53. http://dx.doi.org/10.32840/1992-5786.2021.77-2.9.

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Sabry, Khaled, and Jeff Barker. "Dynamic Interactive Learning Systems." Innovations in Education and Teaching International 46, no. 2 (May 2009): 185–97. http://dx.doi.org/10.1080/14703290902843836.

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

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Kilroy, Andrea E. "Classroom Interactive Learning Strategies." Nurse Educator 44, no. 6 (2019): 334. http://dx.doi.org/10.1097/nne.0000000000000691.

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Deeson, Eric. "Interactive learning systems evaluation." British Journal of Educational Technology 35, no. 2 (March 2004): 249–50. http://dx.doi.org/10.1111/j.0007-1013.2004.386_4.x.

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Akpinar, Y., and J. R. Hartley. "Designing interactive learning environments." Journal of Computer Assisted Learning 12, no. 1 (March 1996): 33–46. http://dx.doi.org/10.1111/j.1365-2729.1996.tb00035.x.

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Diochon, Monica C., and Ann Frances Cameron. "Technology-Based Interactive Learning." Active Learning in Higher Education 2, no. 2 (December 2001): 114–27. http://dx.doi.org/10.1177/1469787401002002003.

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Kilic, Eylem, Çetin Güler, H. Eray Çelik, and Cemal Tatli. "Learning with interactive whiteboards." Interactive Technology and Smart Education 12, no. 4 (November 16, 2015): 285–97. http://dx.doi.org/10.1108/itse-05-2015-0011.

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Holzinger, Andreas. "Interactive Machine Learning (iML)." Informatik-Spektrum 39, no. 1 (November 29, 2015): 64–68. http://dx.doi.org/10.1007/s00287-015-0941-6.

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Raheb, Katerina El, Marina Stergiou, Akrivi Katifori, and Yannis Ioannidis. "Dance Interactive Learning Systems." ACM Computing Surveys 52, no. 3 (July 27, 2019): 1–37. http://dx.doi.org/10.1145/3323335.

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Barker, Bruce O. "Interactive Learning by Satellite." Clearing House: A Journal of Educational Strategies, Issues and Ideas 61, no. 1 (September 1987): 13–16. http://dx.doi.org/10.1080/00098655.1987.10113899.

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Barker, Philip. "Designing Interactive Learning Systems." Educational and Training Technology International 27, no. 2 (May 1990): 125–45. http://dx.doi.org/10.1080/1355800900270202.

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Donovan, Tristan. "Nursery hones interactive learning." Children and Young People Now 2016, no. 6 (March 15, 2016): 29. http://dx.doi.org/10.12968/cypn.2016.6.29.

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Rider, Briana B., Silje C. Lier, Tisha K. Johnson, and Dale J. Hu. "Interactive Web-Based Learning." American Journal of Preventive Medicine 50, no. 1 (January 2016): 122–28. http://dx.doi.org/10.1016/j.amepre.2015.07.038.

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Moreno, Roxana, and Richard Mayer. "Interactive Multimodal Learning Environments." Educational Psychology Review 19, no. 3 (June 22, 2007): 309–26. http://dx.doi.org/10.1007/s10648-007-9047-2.

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Prajapati, Shubham. "Social Media Learning Platform." INTERNATIONAL JOURNAL OF SCIENTIFIC RESEARCH IN ENGINEERING AND MANAGEMENT 09, no. 05 (May 15, 2025): 1–9. https://doi.org/10.55041/ijsrem47881.

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Abstract - Social media's effect on communication and access to information has opened new avenues for teaching practice. In this paper, a learning environment built using the MERN stack is explained that combines social media platforms' interaction and educational frameworks' organization and purpose. The system is scalable, responsive, and constructs interactive spaces where users can interact in real-time and have personalized learning paths. The system unites a dynamic database and interactive UI to meet group and individual learning objectives. This paper outlines the system design and implications for instructors and learners. From our study, it is feasible to create social media-based platforms that can join formal modes of teaching with less formal interaction, thus, fostering a more dynamic and individualized learning environment. It also offers educators real-world functionality for content sharing, student progress tracking, and collaborative learning. Key Words: Social Media Learning, MERN Stack, Educational Technology, E-learning, Web-based Learning, Interactive Learning Environments, MongoDB, Express.js, React.js, Node.js, RESTful APIs, Web Applications.

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Janawati, Desak Putu Anom, Putu Beny Pradnyana, and N. W. S. Darmayanti. "E-BOOK INTERAKTIF MEMBACA MENULIS PERMULAAN." Jurnal Utilitas 8, no. 1 (February 21, 2022): 12–16. http://dx.doi.org/10.22236/utilitas.v8i1.8586.

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The interactive e-book was developed to improve early reading and writing skills as log of pandemic Covid-19. The type of this research is R&D with the product of this research is the E-Book Interactive reading and writing starters. The questionnaire instrument was used as a research data collection technique. The results of the product validity test show the following results. First, the appearance of the interactive E- book product has an attractive appearance, second, the selection of an attractive typeface and the presentation of animated text in the form of a video embedded in the interactive E-book. Third, to get students involved in learning activities it is necessary to have interaction in learning, interesting content and presentations combbined with learning videos to explain the material interactively.

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Janawati, Desak Putu Anom, Putu Beny Pradnyana, and N. W. S. Darmayanti. "Developing Interactive E-Book for Early Reading-Writing Stage at Class I Elementary School." Pedagogia : Jurnal Pendidikan 11, no. 1 (November 22, 2021): 31–36. http://dx.doi.org/10.21070/pedagogia.v11i1.1466.

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Abstract:

The interactive e-book was developed to improve early reading and writing skills as log of pandemic Covid-19. The type of this research is R&D with the product of this research is the E-Book Interactive reading and writing starters. The questionnaire instrument was used as a research data collection technique. The results of the product validity test show the following results. First, the appearance of the interactive E- book product has an attractive appearance, second, the selection of an attractive typeface and the presentation of animated text in the form of a video embedded in the interactive E-book. Third, to get students involved in learning activities it is necessary to have interaction in learning, interesting content and presentations combbined with learning videos to explain the material interactively

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