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Journal articles on the topic 'Interactive learning'

Author: Grafiati

Published: 4 June 2021

Last updated: 25 July 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 (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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2

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 (2014): 178–79. http://dx.doi.org/10.12968/johv.2014.2.4.178.

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4

V R Nandigana, Vishal. "Deep Learning and Generative, Interactive Design." International Journal of Science and Research (IJSR) 10, no. 5 (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 (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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Ripai, Ahmad. "Interactive Learning Multimedia in Cirebonese Language to Enhance Students Learning Outcome." International Journal of Psychosocial Rehabilitation 24, no. 4 (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 (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 deci

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Lewis, Evadne. "Cochrane Interactive Learning." Journal of Health Information and Libraries Australasia 2, no. 3 (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 (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 (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 (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 (2012): 101–2. http://dx.doi.org/10.1080/10494820.2012.675739.

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13

Laird, John E., Kevin Gluck, John Anderson, 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 (2013): A66. http://dx.doi.org/10.1016/j.jand.2013.06.234.

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15

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

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16

Salvetti, Fernando, Barbara Bertagni, and Ianna Contardo. "Interactive Learning Redefined." International Journal of Advanced Corporate Learning (iJAC) 18, no. 3 (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 individ

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17

Dou, Anqi, Wei Xu, and Liwen Xu. "Interactive Learning Environments." International Journal of e-Collaboration 21, no. 1 (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 autono

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18

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 (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

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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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20

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 (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, th

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21

Zhumanazarov, Kuban, and Salidin Kaldybaev. "IDEAS AND RESEARCH ON INTERACTIVE LEARNING." Alatoo Academic Studies 20, no. 1 (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 analy

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22

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

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23

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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24

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

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25

Burk, Deborah I., and Maylan Dunn. "Learning about Learning: An Interactive Model." Action in Teacher Education 18, no. 2 (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

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27

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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28

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 (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. Ba

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29

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 o

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30

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 (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 th

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31

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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32

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 (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 consider

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33

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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34

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

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35

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

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36

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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37

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

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38

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

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39

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

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40

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

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41

Holzinger, Andreas. "Interactive Machine Learning (iML)." Informatik-Spektrum 39, no. 1 (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 (2019): 1–37. http://dx.doi.org/10.1145/3323335.

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43

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

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44

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

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45

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

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46

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 (2016): 122–28. http://dx.doi.org/10.1016/j.amepre.2015.07.038.

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47

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

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48

Nayak, Tanmay Kumar, and Prof Neetu Singh. "Interactive Braille Learning System." INTERNATIONAL JOURNAL OF SCIENTIFIC RESEARCH IN ENGINEERING AND MANAGEMENT 09, no. 07 (2025): 1–9. https://doi.org/10.55041/ijsrem51291.

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The Interactive Braille Learning System (IBLS) is a novel assistive solution aimed at revolutionizing the way Braille is taught and learned by visually impaired individuals. By integrating voice recognition, microcontroller-controlled electromagnetic actuation, and real-time audio-tactile feedback, this system offers an interactive, autonomous, and inclusive educational tool. IBLS allows users to input voice commands which are translated into Braille characters using solenoid-driven pins, reinforced by corresponding audio feedback. The system includes a self-learning mode, multilingual support

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49

Janawati, Desak Putu Anom, Putu Beny Pradnyana, and N. W. S. Darmayanti. "E-BOOK INTERAKTIF MEMBACA MENULIS PERMULAAN." Jurnal Utilitas 8, no. 1 (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 int

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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 (2021): 31–36. http://dx.doi.org/10.21070/pedagogia.v11i1.1466.

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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 int

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