Journal articles: 'Interactive learning skills'

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Singh, Charanjit Kaur Swaran, Tarsame Singh Masa Singh, Ong Eng Tek, and Melor Md Yunus. "The Effects of Cooperative Interactive Learning Strategies to Improve Undergraduates’ Speaking Skills." International Journal of Psychosocial Rehabilitation 23, no. 4 (December 20, 2019): 1053–67. http://dx.doi.org/10.37200/ijpr/v23i4/pr190433.

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Ahmad, Noor Aini. "Learning Reading Skills Independently Using Interactive Multimedia." Universal Journal of Educational Research 8, no. 6 (June 2020): 2641–45. http://dx.doi.org/10.13189/ujer.2020.080647.

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Mühlig, Manuel, Michael Gienger, and Jochen J. Steil. "Interactive imitation learning of object movement skills." Autonomous Robots 32, no. 2 (December 2, 2011): 97–114. http://dx.doi.org/10.1007/s10514-011-9261-0.

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Moharana, Jyoshnamayee. "Learning Language through Interactive Language Laboratories: An ESL Perspective." International Journal of English Learning & Teaching Skills 3, no. 3 (April 5, 2021): 2200–2209. http://dx.doi.org/10.15864/ijelts.3303.

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English is taught as a second language in India but it is widely used in the length and breadth of the country. The English curriculum is highly text based which focuses on the writing skills. This results in the poor speaking skills of the students in English. Good communication skill in English is the need of the day. The students need to be given enough exposure in the natural atmosphere to practice English communication skills. With the advent of technology this has become very easy. The language laboratories provide various interactive activities in the audio-visual mode that attracts the attention of the students and keep them engaged in learning the language in a natural atmosphere. The educational institutes should provide this facility to the students to help them enhance their language skills. This paper discusses the advantages and disadvantages of the language labs and compares the facilities of various language lab softwares.

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Alghamdy, Rashed. "Does Interactive Multimedia Strategy Improve Listening Skills better than Vocabulary Skills?" International Journal of English Language Education 7, no. 2 (July 22, 2019): 1. http://dx.doi.org/10.5296/ijele.v7i2.15124.

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This study examines the impact of interactive multimedia in enhancing EFL students’ English skills ability in learning English as a foreign language context. To identify the impact of interactive multimedia strategy on the achievements of EFL learners, a quasi-experimental design study was applied for one month at an elementary school in Saudi Arabia. In particular, this study purposes to investigate whether the EFL learners in the experimental group would improve their listening skills better than their vocabulary skills when learning them through interactive multimedia strategy in comparison to their peers in the traditional learning method. The participants in this study were 40 male students, aged 11-13 years, level six at an elementary government school in Al-Baha City.The results highlighted that there are statistically significant differences between the mean scores of the EFL learners who were taught listening skills and vocabulary skills via the interactive multimedia strategy and those who were taught the same skills by using the traditional learning (the control group) in the post-test. Furthermore, the results indicated that the EFL learners in the experimental group have improved their listening skills better than their vocabulary skills when learning them through interactive multimedia strategy. However, the findings revealed that are not statistically significant differences between the EFL learners in the experimental classes and the students in the control groups in their English listening skills and vocabulary skills test score at the pre-test.

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Looi, Chee-Kit. "Interactive Learning Environments for Promoting Inquiry Learning." Journal of Educational Technology Systems 27, no. 1 (September 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 in facilitating these kinds of inquiry-oriented learning? We see at least a few ways in which technology in the form of interactive learning environments can enrich inquiry learning: 1) as instructive tools; 2) as constructive tools; 3) as communicative tools; and 4) as situating tools. We provide a discussion of current approaches to designing learning environments that support these roles. In particular, we describe three interactive learning environments that we have built: an instructive tool, a constructive tool, and lastly an environment which is intended to serve all the roles of instruction, construction, communication, and providing situatedness.

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Borisov, Vladislav, and Aleksey Pudalov. "OVERVIEW OF INTERACTIVE LEARNING APPLICATIONS." Modern Technologies and Scientific and Technological Progress 1, no. 1 (May 17, 2021): 113–14. http://dx.doi.org/10.36629/2686-9896-2021-1-1-113-114.

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Several examples of training applications for smartphones are considered as possible ways to gain knowledge and skills. The key features of their design are highlighted and their strengths and weaknesses are analyzed

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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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Villalobos, Jorge A., Nadya A. Calderon, and Camilo H. Jiménez. "Developing programming skills by using interactive learning objects." ACM SIGCSE Bulletin 41, no. 3 (August 25, 2009): 151–55. http://dx.doi.org/10.1145/1595496.1562927.

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Yulianci, Syahriani, Nurjumiati Nurjumiati, Asriyadin Asriyadin, and Adi Apriadi Adiansha. "The Effect of Interactive Multimedia and Learning Styles on Students' Physics Creative Thinking Skills." Jurnal Penelitian Pendidikan IPA 7, no. 1 (January 18, 2021): 87. http://dx.doi.org/10.29303/jppipa.v7i1.529.

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One of the innovations in physics learning needs to be done by using creative learning media, namely interactive multimedia. This is done so that physics learning becomes more effective and not monotonous towards the delivery of material by the teacher. In addition to media factors, factors from within students need to be studied to improve the quality of learning physics. This study aims to test the effectiveness of interactive multimedia on students' creative thinking skills in physics. In addition, this study aims to influence learning styles on creative thinking skills and to see the interaction between interactive multimedia and learning styles in influencing creative thinking skills. This research is included in the quasi-experimental research. The total sample consisted of 74 tenth grade students, who were divided into two groups, namely the experimental class and the control class. The sample was determined by purposive sampling. Data on creative thinking skills were tested using N-Gain, and learning styles were analyzed quantitatively. To see the effectiveness of the research variables, an Anava test was performed. The results showed that interactive multimedia had an effect on students 'creative thinking skills, while the learning styles and interactions of the two independent variables did not affect students' creative thinking skills

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Nurmahanani, Indah. "Social Cognitive Approach through Interactive Multimedia for Early Reading Learning." Dinamika Jurnal Ilmiah Pendidikan Dasar 13, no. 1 (April 1, 2021): 32. http://dx.doi.org/10.30595/dinamika.v13i1.9301.

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This study developed a learning model to improve students’ early reading skills in Indonesia. The model is based on social cognitive learning theory and is implemented using interactive multimedia. The research method uses Design-Based Research (DBR) and the subjects are 195 first and second graders of an elementary school in Bandung, West Java. The findings of the study show that social cognitive learning can be integrated and implemented through interactive multimedia and that interactive-multimedia-assisted social cognitive model (IMAS Model) can improve early reading skills. Students’ average early reading skill scores were measured using Early Grade Reading Assessment (EGRA) instrument before and after intervention to see the effectiveness of the model. Pre-test – post-test results comparison showed that students’ average early reading scores increased after learning using IMAS Model. Students’ average scores of reading letters, reading syllables, reading words, reading sentences, and reading comprehension skills at pre-test were 78.06, 67.06, 60.92, 55.21, and 44.95, respectively. These scores respectively increased to 92.71, 92.45, 88.58, 74.60, and 87.08 at post-test, indicating that IMAS Model is effective to increase early reading skills.

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Amira Juvi, Azka, Qusaiyen Qusaiyen, and Salma Hayati. "Macromedia Flash 8 تخطيط الوسائط المتعددة التفاعلية في تعليم الاستماع باستخدام برنامج." لسـانـنـا (LISANUNA): Jurnal Ilmu Bahasa Arab dan Pembelajarannya 10, no. 1 (August 27, 2020): 132. http://dx.doi.org/10.22373/ls.v10i1.7811.

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Media is one of many ways to increase student’s interest in learning. The development of an innovative media can increase the student’s interest in learning and make the learning process more effective and fun. Furthermore, media may facilitate the teacher to presents the learning material. In this technology era, one of the technology-based learning media that can be developed is interactive multimedia. Interactive multimedia can be an interesting media in teaching because it contains many media such as picture, animation, audio, video, and text. This media takes ‘profession’ as the theme of Arabic language lesson for 2nd grade of junior high school student and it focused on listening skill. In learning Arabic as foreign language, learners have to master 4 language skills those are listening, speaking, reading and writing. Listening skill is the most important skill in learning Arabic language as the first skill in mastering other language skills. This article contains each stage of multimedia interactive design with 4 steps: (1) Preliminary research; (2) Development planning stage; (3) development stage; and (4) Product validation and revision stage. The purpose of this article is to design the interactive multimedia of learning Arabic language by using Macromedia Flash 8.

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Siregar, Epi Supriyani. "A Study of the Implementation of Internalized Interactive Multimedia Learning Models in Life Skills Education of Student at Primary School of it Al-Fitrah Binjai." Budapest International Research and Critics in Linguistics and Education (BirLE) Journal 3, no. 4 (December 9, 2020): 2066–75. http://dx.doi.org/10.33258/birle.v3i4.1467.

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Education is a form of human culture which is a prerequisite for development. Therefore, it is necessary to implement life skills education in learning with the intention of integrating life skills through the implementation of interactive multimedia-based learning models. This study aims to determine the effectiveness of interactive multimedia-based learning models internalized in life skills education that can improve learning outcomes of students in thematic lessons. This research uses a qualitative research approach. Data are analyzed using descriptive analysis techniques to determine the effectiveness of interactive multimedia based learning models in life skills education. The results show that the implementation of an interactive multimedia-based learning model with internalized life skills education involve the realm of personal skills, namely smiling, greeting, and being polite every day in the school environment at primary school of IT Al-Fitrah Binjai. On the other hand, the realm of academic skills involve the variants of learning methods by developing skills that are adjusted to the basic competency standards on the subject of teaching and learning activities. Internalized interactive multimedia-based learning models in life skills education can improve cognitive abilities, affective, and psychomotor students. By internalizing life skills education can improve student learning outcomes, so it is very effective to use.

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Djamas, Djusmaini, Vonny Tinedi, and Yohandri. "Development of Interactive Multimedia Learning Materials for Improving Critical Thinking Skills." International Journal of Information and Communication Technology Education 14, no. 4 (October 2018): 66–84. http://dx.doi.org/10.4018/ijicte.2018100105.

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Learning materials offer students and teachers valuable assistance in physics lessons. This article was aimed at developing and evaluating interactive multimedia learning materials that are equipped with games in Linear Motion and Newton's Laws for improving critical thinking skills. The evaluation consists of an expert review, based on grades from four experts, practicality testing by 30 students, and effectiveness testing concerning students' critical thinking skills after they have used interactive multimedia learning materials. Thus, the research result shows that interactive multimedia learning materials are valid, practical, and effective. Based on this result, it appears that interactive multimedia learning materials can enhance students' critical thinking skills.

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Azarova, Inessa, Iuliia Ivanytska, Iryna Nykyforenko, and Olena Vasylchenko. "Interactive Online Teaching of Phonetic Skills: Introductory Phonetic Course." Arab World English Journal 7, no. 1 (July 15, 2021): 94–112. http://dx.doi.org/10.24093/awej/call7.7.

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This paper aims to develop a methodology for forming communication skills (specifically phonetic skills) through a virtual learning environment involving online learning platforms, online tools, and mobile applications, which determines the relevance and timeliness of the study. The authors present their experience of effective use of modern online resources and mobile applications to develop phonetic and communication skills in first-year students studying German as the first and second foreign language at the Department of German Philology at Odesa I.I. Mechnikov National University, Ukraine. According to the survey, modern digital tools and applications help students reveal interest and, more importantly, increase motivation in learning a foreign language. They enable students to keep in touch with their teachers, who provide them with feedback and support, creating the effect of social presence which is so vital in a distance learning environment. The significance of the research is to establish the background for the formation of students’ self-development and self-education skills, encourage the students to take responsibility for their learning process, and motivate their learning activities with the most effective tools and technologies that do not only complement traditional teaching methods, but also contribute to the learning process improvement and enhancement. Consequently, the research findings can apply to the development of communicative competence, which is the main goal in teaching any foreign language.

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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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Syatriana, Eny, and Geminastiti Sakkir. "IMPLEMENTING LEARNING MODEL BASED ON INTERACTIVE LEARNING COMMUNITY FOR EFL STUDENTS OF MUHAMMADIYAH UNIVERSITY." ELT Worldwide: Journal of English Language Teaching 7, no. 1 (April 30, 2020): 24. http://dx.doi.org/10.26858/eltww.v7i1.12518.

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The main objective of this study was to investigate speaking ability of Muhammadiyah University students. It is the most intense language ability which is used in communicating with others. Speaking material plays an important role in various language productions. Such conversation can be in the form of discussion, speech, debate, dialogue, storytelling, retelling. The speakers use oral language to express their desires, feelings, thoughts with others, so that people can understand what they want, but there are still many misunderstandings that can affect the students’ mastery of accuracy, fluency, flexibility and comprehensibility. A total number of 35 students in third semester studens have been involved in this study, who are sampled by using total sampling technique. From this study, it was found that leaning community can motivate students to speak up effectivelly. The students’ competence in speaking skills of Unismuh Makassar are not fully in line with curriculum expectations in terms of the critical thinking. Therefore, to achieve the goal of teaching speaking skills, lecturer are required to use the methods that can encourage the leaners’ interest and motivate more until their speaking skills can be improved. The key words of the learning community method are learning and sharing experiences with others, working with others to create better learning among members of groups enhance the awareness, confidance, and sharing experience. The finding of this study can improve the speaking abiity from learning community stages futhermore it has been answer the researh question in terms of the application of Learning Community can attract studets participation in oral skill.

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Afif, Muthoharun. "Pengaruh Penggunaan Media Pembelajaran Interaktif Berbantuan Video Online terhadap Kemampuan Berpikir Kritis Mahasiswa Pada Mata Kuliah Bahasa Arab Semester III di STIT Raden Wijaya Mojokerto." Progressa: Journal of Islamic Religious Instruction 2, no. 2 (May 10, 2019): 93. http://dx.doi.org/10.32616/pgr.v2.2.137.93-98.

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Arabic is an important language for any Muslim community, Learning Arabic is placed as a main activity. It's just that to shape the learning atmosphere while providing opportunities for students to master language skills it becomes a challenge. The objectives of this study are: 1) Describe and analyze the use of interactive learning media assisted by online video can improve critical thinking skills. 2) Describe and analyze the differences in critical thinking skills of students who use interactive learning media assisted by online videos with those who do not use interactive learning media assisted by online videos. 3) Describe and analyze the influence of using online video assisted interactive learning media on critical thinking skills. The research method used was a quasi experiment on two different classes, namely the third semester of STIT Raden Wijaya Mojokerto. One class was treated using interactive learning media and one was given treatment using conventional methods in learning Arabic. The results of the study concluded that: 1) The use of online instructional media assisted by online videos can improve students 'critical thinking skills in the third semester Arabic language courses at STIT Raden Wijaya Mojokerto, 2) There are differences in students' critical thinking skills using online learning media assisted by online video with those who do not use interactive learning media assisted with online videos on the third semester Arabic language courses at STIT Raden Wijaya Mojokerto, 3) The use of online instructional media assisted by online videos has a significant effect on students' critical thinking skills in Arabic semester III at STIT Raden Wijaya Mojokerto

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Abdulah, Abdulah, Ali Mustadi, and Windi Fitriani. "PBL-Based Interactive Multimedia in Improving Critical Thinking Skills." JPI (Jurnal Pendidikan Indonesia) 10, no. 1 (March 10, 2021): 136. http://dx.doi.org/10.23887/jpi-undiksha.v10i1.25521.

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This study aims to develop interactive multimedia based on problem-based learning and to find out its effectiveness against increasing critical thinking skills. This research uses a Research and Development approach. The research data was obtained through the media validation sheet instrument by experts and the critical thinking skills test instrument. Data analysis in this study used the independent t-test. Based on the results of the media validation test by the expert shows that the interactive multimedia that has been developed has the criteria of "Good". Then the product effectiveness test results using the independent t-test showed that interactive multimedia based on problem-based learning proved to be able to improve critical thinking skills in students. The results of this discovery have implications in learning, namely to improve critical thinking skills in students, it can be done by using interactive multimedia based on problem-based learning.

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Yulia, Astri, Nor Azilah Husin, and Faiz I. Anuar. "Channeling assessments in English language learning via interactive online platforms." Studies in English Language and Education 6, no. 2 (October 1, 2019): 228–38. http://dx.doi.org/10.24815/siele.v6i2.14103.

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Technology adoption in classrooms has impacted the way educational practitioners conduct assessments. Online quizzes are preferred compared to paper-pencil based tests. However, very few information that explains the contribution of online assessment towards holistic attainment of students in English. The present study aimed at examining the effects of online assessments on students’ performance. This research employed a quasi-experimental study to evaluate the role of interactive online assessments toward students’ performance in English. Eighty-six undergraduate students in TESL participated in this study; 53 were randomly assigned to the online group while 33 were assigned to the control group. The research computed t-tests to compare the performance of both groups on five different assessments. The results revealed that the online assessment group performed better on four assessments tested—listening and reading skills. The control group performed significantly higher on the assessment that involved presentation (evaluated speaking skill). These findings indicate that online assessments enhance students’ mastery of listening, reading, and writing skill but rather not so much influence on verbal skills. This research implies that educational practitioners should not entirely rely on interactive online platforms. To incorporate the blended-learning approach, classroom activities must consist of a combination of online and offline strategies.

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Dewi, Citra Ayu, and Ahmadi Ahmadi. "PENGARUH PEMBELAJARAN SAVI BERBASIS MEDIA SIMULASI INTERAKTIF TERHADAP KETERAMPILAN BERPIKIR KRITIS MAHASISWA PADA MATERI ELEKTROKIMIA." Prisma Sains : Jurnal Pengkajian Ilmu dan Pembelajaran Matematika dan IPA IKIP Mataram 2, no. 1 (June 7, 2014): 8. http://dx.doi.org/10.33394/j-ps.v2i1.1049.

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Characteristics of electrochemical material that contains abstract concepts. Hence often have difficulty in teaching it. An effective approach as a solution is the SAVI-based interactive learning approach of interactive simulation. Learning SAVI-based interactive media has an animation program that is able to represent abstract concepts in electrochemical materials through visualization and not illustration of the concept in narrative. The purpose of this research is to know the influence of SAVI learning approach to students' critical thinking skill in electrochemical material. The type of research used is quasi-experimental research. The research design used is posttest only control group design. The sample was divided into two groups: experiment and control group. The research instrument uses critical thinking skill test through rubric. The results show that the SAVI approach has a positive effect on critical thinking skills compared to conventional methods. We conclude that the SAVI learning approach has been able to improve students' critical thinking skills.

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Rubens, Arthur J., Walt Stoy, and Gina Piane. "Using Interactive Videodisc to Test Advanced Airway Management Skills." Prehospital and Disaster Medicine 10, no. 4 (December 1995): 251–58. http://dx.doi.org/10.1017/s1049023x00042126.

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AbstractPurpose:To evaluate the effectiveness of the Actronics Interactive Learning System to teach the psychomotor skills of advanced airway management compared to the traditional method of lecture/demonstration.Methods:The study was a nonrandomized, nonequivalent comparison group design of a convenience sample of 86 American Heart Association (AHA), advanced cardiac life support (ACLS) students, who obtained instruction in airway management by the interactive videodisc (IVD) learning system (n = 41), or by the traditional method of demonstration/return demonstration (n = 45). The evaluation criteria for the students were based on the number of attempts required to perform successfully endotracheal (ET) intubation and esophageal obturator airway (EOA) insertion.Results:No statistically significant differences in the performance of ET insertion between the IVD and the traditional method of instruction could be demonstrated. However, initial certifiers for ACLS learning EOA insertion by the IVD method had a treatment effect (p = 0.004) compared to ACLS students learning by the traditional method. This treatment effect was not noted with ET intubation and EOA insertion for students seeking recertification. In a post-test satisfaction questionnaire, 34 IVD students reported satisfaction with learning airway management using this instructional method, but also expressed a preference to have an ACLS instructor available.Conclusion:This study highlights the role of IVD in teaching the complex skills of advanced airway management.

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Alfianti, Ririk Ajeng, Blasius Suprapta, and Endang Sri Andayani. "Model Pembelajaran Interaktif dan Keterampilan Sosial terhadap Hasil Belajar Kognitif Siswa pada Pembelajaran Sejarah di SMA." Jurnal Pendidikan: Teori, Penelitian, dan Pengembangan 4, no. 7 (July 30, 2019): 938. http://dx.doi.org/10.17977/jptpp.v4i7.12636.

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Abstract: This research aims to determine the effect of interactive learning models on student cognitive learning outcomes, determine the effect of social skills on students 'cognitive learning outcomes, and determine the effect of interaction between interactive learning models and social skills on students' cognitive learning outcomes in history learning in high school. This research was a quasi-experimental with factorial design. The research samples were class X IPS 2 as an experimental class and class X IPS 3 as a control at SMAN 1 Gondanglegi. The research instruments were test, questionnaire, and learning implementation observation sheet. Data analysis technique was two-way ANOVA. The results of this research shows that there is is impact on the use of interactive learning models on student cognitive learning outcomes, there is impact of students' social skills on student cognitive learning outcomes, and there is impact of the interaction between interactive learning models and social skills on student cognitive learning outcomes.Abstrak: Penelitian ini bertujuan untuk mengetahui pengaruh model pembelajaran interaktif terhadap hasil belajar kognitif siswa, mengetahui pengaruh keterampilan sosial terhadap hasil belajar kognitif siswa, dan mengetahui pengaruh interaksi antara model pembelajaran interaktif dan keterampilan sosial terhadap hasil belajar kognitif siwa dalam pembelajaran sejarah di SMA. Bentuk penelitian ini adalah eksperimen semu dengan desain faktorial. Sampel penelitian adalah kelas X IPS 2 sebagai kelas eksperimen dan kelas X IPS 3 sebagai kelas kontrol di SMAN 1 Gondanglegi. Instrumen yang digunakan adalah tes, angket, dan lembar observasi keterlaksanaan pembelajaran. Teknik analisis data menggunakan anova dua jalur. Hasil penelitian menunjukkan bahwa ada pengaruh penggunaan model pembelajaran interaktif terhadap hasil belajar kognitif siswa, ada pengaruh keterampilan sosial terhadap hasil belajar kognitif siswa dan ada pengaruh interaksi antara model pembelajaran interaktif dan keterampilan sosial terhadap hasil belajar kognitif siswa.

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Hakim, Muhammad Luqman. "PEMANFAATAN MEDIA PEMBELAJARAN GAME INTERAKTIF DALAM PEMBELAJARAN KOSAKATA BAHASA ARAB." Arabi : Journal of Arabic Studies 2, no. 2 (March 17, 2018): 156. http://dx.doi.org/10.24865/ajas.v2i2.56.

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Arabic language is one of the areas of study taught at the level of junior high school. Learning of Arabic language on the this level directed at the fourth skill, there are; listening skills (Al-maharah Al-Istima’), speaking skills (Al-maharah Al-Kalam, reading skills Al-Maharah Al-Qira’ah), and writing skills (Al-Maharah Al-Kitabah).The fourth skill cannot be achieved without having a good mastery of vocabulary, because the quality of a person's language skills depends on the quantity and quality of its own vocabulary. This research aims to obtain information about the needs of the media in learning Arabic language. The method used is qualitative descriptive and review of the literature. The results of this research is in the Arabic language learning requires media interactive games to make learning interesting and can facilitate the learning process.

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Hein, Marika, and Dan Nathan-Roberts. "Socially Interactive Robots Can Teach Young Students Language Skills; a Systematic Review." Proceedings of the Human Factors and Ergonomics Society Annual Meeting 62, no. 1 (September 2018): 1083–87. http://dx.doi.org/10.1177/1541931218621249.

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The goal of this systematic review is to consider whether social factors of robots allow the robots to be socially interactive language learning assistants for young students in the classroom. A total of 443 articles were found. After applying inclusion and exclusion criteria, 17 empirical studies in which a robot assisted children in preschool through elementary school on their language skills were analyzed. This review discusses to which areas of language learning robots have been applied and how the social interaction of the robot influences student learning behaviors and outcomes. The results of this paper indicate that robots have capabilities that are useful for instructing students in oral language skills because of their socially interactive nature. There is room for this social dynamic to be researched further in the human factors and human robot interaction fields.

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Palomo-Duarte, Manuel, Anke Berns, Alberto Cejas, Juan Manuel Dodero, Juan Antonio Caballero, and Iván Ruiz-Rube. "Assessing Foreign Language Learning Through Mobile Game-Based Learning Environments." International Journal of Human Capital and Information Technology Professionals 7, no. 2 (April 2016): 53–67. http://dx.doi.org/10.4018/ijhcitp.2016040104.

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With increasing globalization, foreign language skills have become one of the main requirements when applying for a job in leading ICT companies. Due to their ubiquity and multi-functionality, mobile devices allow teachers to provide technology-friendly students with highly dynamic learning contents in line with their lifestyle. Unfortunately, most of the available APPs still support a mainly one-way interaction (teacher to learner or computer-client interaction). The authors have designed an APP based on a highly interactive, ubiquitous and constructive learning approach. The current paper illustrates firstly how the APP has helped learners to get actively involved in their own learning process sharing and assessing their foreign language knowledge. And secondly, how students' logs can be used to automate the assessment of different skills such as the ability to explain terms in a foreign language or to assess definitions created by other game players.

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Maajeeny, Fayez S. "Learning From Interactive Whiteboard Instruction Technology in Teaching Students With Autism Spectrum Disorders." Global Journal of Health Science 11, no. 4 (March 11, 2019): 19. http://dx.doi.org/10.5539/gjhs.v11n4p19.

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Interactive whiteboard instruction technology provides interactive learning environment and serves as a motivational tool for the students. The study aims to investigate the effectiveness of interactive whiteboard (IAW) to teach early numeracy skills to the ASD students. The study has employed single-case design methodology and evaluated students for the effectiveness of using interactive whiteboard for teaching skills to the students through multiple probe design. A total of five baseline sessions were conducted on total four recruited students. During the intervention, data was obtained for at least three sessions from the date each student reached the acquisition criteria. The results showed that introduction of the intervention resulted in all participants meeting the established criteria. The early numeracy skills were generalized by all the four students to a different setting and with different materials. These results have supported the effectiveness of the interactive whiteboard, coupled with DTT to teach early numeracy skills to students with ASD. The study has concluded that interactive whiteboard with DTT was effective to teach early numeracy skills to the ASD students.

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Nurma’ardi, Hilda Dhaniartika, Rusdarti Rusdarti, and Murwatiningsih Murwatiningsih. "The Effectiveness Analysis of Discovery Learning Assisted by Interactive Video toward Social Study Critical Thinking Skills of Primary School." Journal of Primary Education 9, no. 3 (May 31, 2020): 278–85. http://dx.doi.org/10.15294/jpe.v9i3.37935.

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Critical thinking skills must be owned by primary school students to face the 21st-century learning era. It can be trained in schools by implementing a discovery learning model in learning processes. This research aims to analyze and find out how discovery learning effectiveness assisted by interactive video toward critical thinking skills of Social study for fourth graders. The research methodology was quasi-experimental research while the technique of sampling was purposive sampling. In this research, Public Primary School 02 Pringapus functions as control group which was intervened by discovery learning and Public Primary School 01 Pringapus functions as experimental group which was intervened by discovery learning assisted by interactive video. The techniques of collecting data were critical thinking skill question, questionnaire, interview, and documentation. The results of classical accomplishment showed that the result of control group was 54.84% with average score 70. Meanwhile, the experimental group obtained 96.67%, with average score 76.67. The results of n-gain score of control group was 0.34 while the experimental group was 0.42. Both of them were categorizeed moderate. The findings showed that discovery learning implementation assisted by interactive video was effective in improving social study critical thinking skills of primary school students. This research is expected to be basis of developing and improving social study critical thinking skills for primary school students.

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Elgamal, A. F., H. A. Abas, and E. S. M. Baladoh. "An interactive e-learning system for improving web programming skills." Education and Information Technologies 18, no. 1 (September 14, 2011): 29–46. http://dx.doi.org/10.1007/s10639-011-9175-7.

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Ibadullayeva, S., A. Rusanov, A. Nurgalieva, and N. Auezova. "Development of independent learning skills for future biology teachers through interactive learning technology." BULLETIN of the L.N. Gumilyov Eurasian National University. PEDAGOGY. PSYCHOLOGY. SOCIOLOGY Series 123, no. 2 (2018): 91–98. http://dx.doi.org/10.32523/2616-6895-2018-123-2-91-98.

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Abdullah, Norazilawati, Nik Azmah Nik Yusuf, Noraini Mohamed Noh, and Mohd Nazir Md Zabit. "Pembinaan perisian interaktif untuk menerapkan kemahiran proses sains dalam mata pelajaran sains sekolah rendah." Jurnal Pendidikan Sains Dan Matematik Malaysia 7, no. 1 (April 27, 2017): 76–92. http://dx.doi.org/10.37134/jsspj.vol7.no1.7.2017.

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This study aims to develop interactive software for implementing the science process skills among primary pupils. Objectives of this study to developed interactive software in the sub title of “Rusting” and examines the usability of interactive software in the process of teaching and learning and its ability to apply science process skills among pupils. ADDIE instructional design model was used as a guideline of developing the interactive software. At the analysis level, 10 experts were interviewed for get their opinian on the topics that are difficult to run experiments in the science year 4 syllabus. Level of design, researchers have identified the theories related to the cognitivism, constructivism and contextual. Level of development, researchers have developed an interactive software using Macromedia Flash. Level of implementation, 10 experts who were interviewed have tried to use the interactive software in their schools. Level of evaluation, 10 experts will fill the same checklist to specify whether this interactive software can apply science process skills or not. The data analysis found, interactive software that has been developed is able to apply the science process skills amongst primary school pupils. In future, hopefully there are a lot of interactive software can be developed to help teaching and facilitation in schools, science process skills among pupils.

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Gielen, Patricia M., Aimée Hoeve, and Loek F. M. Nieuwenhuis. "Learning Entrepreneurs: Learning and Innovation in Small Companies." European Educational Research Journal 2, no. 1 (March 2003): 90–106. http://dx.doi.org/10.2304/eerj.2003.2.1.13.

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This article concerns agricultural entrepreneurs involved in organising their learning so as to develop innovative and learning enterprises. In hi-tech sectors, such as Dutch agriculture, this learning and innovative capacity is particularly essential for economic survival. Reviewing the literature, we conclude that innovation can be seen as informal learning processes, in which social networks play an important role. Workers learn by sharing knowledge in the working team and employers learn by creating networks of colleagues and advisers. The results of two research projects suggest that interactive learning and innovation should be analysed from a perspective of uncertainty. Learning skills for interactive innovation, as part of the entrepreneurial craft, should comprise the capability of selecting impulses and combining newly selected impulses with existing skills and routines. Paradoxically, they need new impulses from weak, unknown networks to be continuously innovative. Innovative learning involves balancing the chaos of uncertainty with the old grooves of experience. Knowing how to escape this paradox forms the core competence of innovative entrepreneurship.

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Shabalina, Svetlana D. "Communication training as a form of interactive learning." Yugra State University Bulletin 12, no. 1 (April 15, 2016): 158–61. http://dx.doi.org/10.17816/byusu2016121158-161.

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The article touches upon the advantages of communication training as an interactive form of learning in increasing students competencies and modern approaches to trainings, its components, which provides effectiveness in forming communication skills of students.

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Tadayonifar, Mojtaba, and Mahnaz Entezari. "Does flipped learning affect language skills and learning styles differently?" E-Learning and Digital Media 17, no. 4 (June 12, 2020): 324–40. http://dx.doi.org/10.1177/2042753020931776.

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In recent years, educators have started to use innovative pedagogies in response to the changing trends of language learning towards developing great proficiency, as the conventional approaches could no longer improve proficiency due to the interactive nature of language skills. Therefore, it is believed that the Flipped Learning (FL) approach, as one of these new pedagogies, can be appropriately used to enhance language skills due to its hybrid nature. On the other hand, the existing literature on the efficacy of the FL approach has mostly ignored psychological factors like motivation, personality traits, and learning styles. Thus, the current study aimed to see which learning styles fitted better in the FL approach. Further, it intended to explore which language skill and in which learning style the amount of improvement could be significant. Forty Iranian EFL learners took the PET pre-test and were divided into their preferred learning styles. Then, they underwent the FL approach for a semester. The results of the paired samples T-Test indicated a significant positive improvement in the students’ performance in the post-test (t (39) = −7.698, p = .000). The results of the One-way ANOVA showed that there were significant differences among learning style groups in favor of the visual style, (F (4, 35) = 2.299, p = .034), and Mixed ANOVA results indicated that the most significant difference among skills was found between speaking and writing skills, (F (3, 105) = 8.018, p = .000).

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Wang, Yue. "Construction of Interactive Interpretation Study Website Based on WebRTC Technology." Advanced Materials Research 1049-1050 (October 2014): 1902–5. http://dx.doi.org/10.4028/www.scientific.net/amr.1049-1050.1902.

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According to interpretation learning theory and skills, this paper constructs a platform of interactive interpretation study on website, aiming at building an open, systematic and interactive training platform for users to practice interpreting without time or space limitation. The web is consisted of five modules, listening and comprehension, memory, figures conversion, language reconstruction and interpreting, which constitute the fundamental steps of acquiring interpreting skills based on the skill-centered theory. Moreover, with Web Real Time Communication (WebRTC) technology and HTML5 development platform, interactive study function on the web enabling users to practice together can be finally realized.

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Papadimitriou, Alexandros G. "ISLEC: An Interactive Learning Scenario Framework." International Journal of Computer Science Education in Schools 1, no. 3 (July 27, 2017): 3–22. http://dx.doi.org/10.21585/ijcses.v1i3.11.

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This paper presents an innovative interactive scenario framework called ISLEC for the learning of electrical circuits by high school students or beginners of higher education. This framework aims to develop investigative, critical, creative, and decision making skills by trainees, as well as aims to tackling and resolving misunderstandings and learning difficulties.During of each section of ISLEC, the student teams through inquiry-based simulations discover electrical principles by comparing a known to an unknown electric circuit for similarities and differences, and make and verify predictions. Making use of the inductive reasoning, they come to conclusions and generalizations. The ISLEC was evaluated by students of civil engineering of the School of Pedagogical and Technological Education of Athens and, except other things, it was considered by them as useful and usable.Â

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de Bruin, Leon Rene. "Shaping interpersonal learning in the jazz improvisation lesson: Observing a dynamic systems approach." International Journal of Music Education 36, no. 2 (July 13, 2017): 160–81. http://dx.doi.org/10.1177/0255761417712318.

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Music institutions predominantly utilize the one-to-one lesson in developing and supporting music students’ learning of skill and knowledge. This article explores the effect that interpersonal interaction plays in shaping pedagogical applications between teacher and student. Observing the learning of improvisation within this individualized social context, dynamic systems theory (DST) is used to explore how learning and development of musical improvisation skills are shaped by interpersonal behaviors and learning relationships. Through the dimensions of teacher “action” and “affiliation”, this phenomenological study investigates the interactive behaviors of five expert Australian educator/improvisers and their students. Interpretative phenomenological analysis is utilized to identify modes of behavioral interactions that evolve through dynamic and fluid interplay. Interactive behavior positions and facilitates the delivery of skill, knowledge, teacher attitudes and understandings of the improvisation process. An interpersonal model of behaviors within the instrumental music lesson is posited, and implications for ongoing critical reflection of interpersonal and pedagogical approaches in the one-to-one context are suggested.

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Noar, M. D. "Endoscopic and laparoscopic surgical interactive skills simulation: Learning, evaluation and possible certification of endoscopic skills." Gastrointestinal Endoscopy 41, no. 4 (April 1995): 326. http://dx.doi.org/10.1016/s0016-5107(05)80160-9.

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Bilic, Leonardo, Markus Ebner, and Martin Ebner. "A Voice-Enabled Game Based Learning Application using Amazon's Echo with Alexa Voice Service: A Game Regarding Geographic Facts About Austria and Europe." International Journal of Interactive Mobile Technologies (iJIM) 14, no. 03 (February 28, 2020): 226. http://dx.doi.org/10.3991/ijim.v14i03.12311.

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An educational, interactive Amazon Alexa Skill called “Österreich und Europa Spiel / Austria and Europe Game” was developed at Graz University of Technology for a German as well as English speaking audience. This Skills intent is to assist learning geographic facts about Austria as well as Europe by interaction via voice controls with the device. The main research question was if an educational, interactive speech assistant application could be made in a way such that both under-age and full age subjects would be able to use it, enjoy the Game Based Learning experience overall and be assisted learning about the Geography of Austria and Europe. The Amazon Alexa Skill was tested for the first time in a class with 16 students at lower secondary school level. Two further tests were done with a total of five adult participants. After the tests the participants opinion was determined via a questionnaire. The evaluation of the tests suggests that the game indeed gives an additional motivational factor in learning Geography.

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Ebi Praheto, Biya, Andayani ., Muhammad Rohmadi, and Nugraheni Eko Wardani. "Eligibility Multimedia Interactive Language Skills Learning for Primary School Teacher Education." International Journal of Engineering & Technology 7, no. 3.2 (June 20, 2018): 747. http://dx.doi.org/10.14419/ijet.v7i3.2.18741.

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This study aims to determine the eligibility of interactive multimedia for Indonesian language skills courses in Primary School Teacher Education Study Program. This study is part of the development research at the limited trial stage. This research was conducted in university Sarjanawiyata Tamansiswa in the even semester of the academic year 2017/2018. The object of this research is the students who taught the subjects of Indonesian language skills, lecturers of Indonesian language skills courses, media experts and material experts. Based on the results of eligibility assessment from the expert, material expert, media experts, and users both lecturers and students can be seen that interactive multimedia skills in Indonesian language is declared eligible with the good category. The results of the assessment are media experts with a score of 3.38 percentages 67.63%, material expert score 4.41 percentage 88.14%, lecturer score 4.25 percentages 85% and students 4.42 percentages 88.43%. The average eligibility score of 4.12 with 82.3% percentages is in very good category.

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Ampa, Andi Tenri. "The Implementation of Interactive Multimedia Learning Materials in Teaching Listening Skills." English Language Teaching 8, no. 12 (November 5, 2015): 56. http://dx.doi.org/10.5539/elt.v8n12p56.

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<pre>One of the factors that may affect the success of the learning process is the use of learning media. Therefore, this research aimed to implement and evaluate the interactive multimedia learning materials using Wondershare Quizcreator program and audio materials in teaching 'English listening skills'. The research problem was whether or not there was a significant difference between the results of teaching listening skills through the interactive multimedia learning materials using Wondershare Quizcreator program and the results of teaching listening skills through audio materials. The earlier process used in the research was to produce new products to be implemented. The product had been validated by the experts and tried out to the college students to get their responses towards the validity and the practicality of the products. Furthermore, the products as new materials were implemented to the experimental group and the conventional materials (audio materials) were implemented to the control group. Pretest and posttest had ben conducted before implementation. The results of statistical analysis (SPSS) showed that there was no significant difference between the results of pretest of the two groups, but there was a significant difference between the results of post of experimental and control groups. It was proved that the t-cal. was greater than the t-table (5.583 > 2.000) at df 70 and p.0.05. So, it was concluded that the interactive multimedia learning materials using Wondershare Quizcreator program were effective in teaching 'English listening skills'.</pre>

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Vasodavan, Vinothini, Dorothy DeWitt, and Norlidah Alias. "FRAMEWORK FOR DEVELOPING INTELLECTUAL SKILLS USING COLLABORATIVE LEARNING TOOLS: THE EXPERTS’ CONSENSUS." Journal of Nusantara Studies (JONUS) 6, no. 1 (January 28, 2021): 284–308. http://dx.doi.org/10.24200/jonus.vol6iss1pp284-308.

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Background and Purpose: Students in higher education need intellectual skills for critical thinking, problem-solving and creating new knowledge. Social interactions during collaborative learning (CL) encourage these cognitive processes. However, instructors lack the skill to develop intellectual skills using appropriate pedagogy and CL tools. Hence, this study seeks to develop a framework for developing intellectual skills. Methodology: The Fuzzy Delphi Method (FDM) was employed to identify and determine consensus on elements to teach intellectual skills among 16 panel of experts in educational technology and continuous professional development. In the first round, semi-structured interviews were conducted among four experts and the themes emerging from the interviews were used to develop the FDM questionnaire. The questionnaire was used in the second round of the FDM to determine consensus among the experts based on calculations of the defuzzification value. Findings: The consensus among the experts is that resources for teaching intellectual skills are videos, interactive slides, animation/graphics and quizzes while the corresponding assessments are student-generated contents (i.e videos, infographic posters, interactive slides and designed products). Contribution: The framework with the instructional strategies, resources and assessment provides a guideline for instructors to plan instruction for developing intellectual skills and generating new knowledge. Keywords: intellectual skills, collaborative learning, collaborative learning tools, Fuzzy Delphi, Merrill’s First Principles of Instruction Cite as: Vasodavan, V., DeWitt, D., & Alias, N. (2021). Framework for developing intellectual skills using collaborative learning tools: The experts’ consensus. Journal of Nusantara Studies, 6(1), 284-308. http://dx.doi.org/10.24200/jonus.vol6iss1pp284-308

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Ha, Oai, and Ning Fang. "Interactive Virtual and Physical Manipulatives for Improving Students’ Spatial Skills." Journal of Educational Computing Research 55, no. 8 (July 28, 2017): 1088–110. http://dx.doi.org/10.1177/0735633117697730.

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An innovative educational technology called interactive virtual and physical manipulatives (VPM) is developed to improve students’ spatial skills. With VPM technology, not only can students touch and play with real-world physical manipulatives in their hands but also they can see how the corresponding virtual manipulatives (i.e., computer graphics) simultaneously change in real time. The assessment results show that VPM technology resulted in a 21.3% normalized learning gain in the posttest as compared with the pretest. Gender difference in spatial scores was reduced from 22.9% in the pretest to only 5.5% in the posttest. The t-test results revealed a statistically significant effect ( p = .032) of VPM technology on student learning, with Hedges’ g effect size of 0.54. The majority of the students surveyed (71.9%) preferred using both VPM, rather than virtual or physical manipulatives alone, because the two types of manipulatives provide two simultaneous channels for learning.

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Milad, Marine. "Developing Productive Skills through an Interactive Approach: Present to Learn." International Journal of Education 12, no. 4 (November 1, 2020): 1. http://dx.doi.org/10.5296/ije.v12i4.17898.

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This paper aims at presenting an interactive approach that was implemented on Arab Open University (AOU) students to enrich their productive skills namely speaking, oral presentation and writing skills. The researcher aimed at establishing a community of practice through a blended learning environment which considers non-traditional multicultural leaner. This community of practice presents a combination of face-to-face facilitated learning, e-learning and self-study. The researcher applied “Present to Learn” approach on AOU students employing Johari Windows Model to develop the identified productive skills and break the students’ stage fright through collaboration in groups. An observation checklist was developed to check the students’ oral presentation and writing prompts. In addition, a questionnaire was developed to measure the students’ satisfaction towards the applied interactive approach and their assessment of the whole experiment. It was observed that cooperative work especially with having critical partners has improved the students’ performance achievement through learning from each other in one group and competing with other groups. The collected feedback from the questionnaire was in favour of applying this approach on more groups which was implemented across three consecutive academic semesters. Moreover, the students’ end results were statistically analysed and a correlation between high performance achievement and active participation inside and outside the class was drawn. The results have shown that students who participated by giving presentations reflecting their group work obtained higher grades than those who failed to work with others or did not give any presentations.

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Mowafi, Yaser, and Ismail Abumuhfouz. "An Interactive Pedagogy in Mobile Context for Augmenting Early Childhood Numeric Literacy and Quantifying Skills." Journal of Educational Computing Research 58, no. 8 (August 14, 2020): 1541–61. http://dx.doi.org/10.1177/0735633120947351.

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Mobile learning techniques have brought the potential of scaffolding information in real-world context that allows learners to interact more actively with their learning content. In this study, we present an interactive learning approach that allows learners to interact with their learning content in real-world context. With learning environment and tasks aligned to the learning content and outcomes, we have developed a mobile application for preschool children to experience their own learning environment using an interactive learning approach and mobile technologies Quick Response codes for learning counting and quantifying skills. The learning content is delivered to learners based on an interactive learning path and the assessment of the learners’ progress to further learning. We evaluate the learning approach in a group of 34 preschool children between 3 and 5 years old, divided into intervention and control group. The intervention group were engaged in numeric learning tasks using the interactive learning approach in mobile context. The control group were engaged in learning activities according to the preschool existing program’s pedagogical curriculum. Pre and post-test learning progress assessment related to the mathematical domain indicate that children from the experimental group performed better than the comparison group after four-month intervention period.

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Budilova, Olexandra, and Alla Bilova. "DIGITIZING ENGLISH LESSONS: INCORPORATING INTERACTIVE PLATFORMS INTO CLASSROOM EDUCATION." English and American Studies 1, no. 17 (December 22, 2020): 41–47. http://dx.doi.org/10.15421/382007.

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The article offers a general outline of particular online platforms that have proved effective for teaching and learning English as a second language in a regular classroom. A bigfocus is placed on activities each platform has to offer, as well as on various teacher access options and benefits. The idea behind this article is to share experience and disseminate success stories related to the use of these platform in our routine teaching practice. Since nowadays teaching focus has shifted from reproduction to competence acquisition, every competence implies certain skills and abilities that can be used for career and life success. One of these key competences is digital literacy, which can be developed through integrating technology into classroom activities. Alongside gaining appropriate digital skills, digital technology can significantly diversify the entire learning process and make language learning a combination of skills acquisition and pleasure.

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Utami, Nur Rohmah, Akhmad Jufriadi, and Hena Dian Ayu. "Interactive E-module Based on H-Guided Inquiry: Optimize the ICT Skills and Learning Achievements." Berkala Ilmiah Pendidikan Fisika 8, no. 3 (November 17, 2020): 183. http://dx.doi.org/10.20527/bipf.v8i3.8604.

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This study aimed to optimize the ICT skills and the learning achievement of the students on the subject of the regular circular motion through the development of the interactive e-module that is based on the Hybrid Guided Inquiry with good criteria. As a result, it could be utilized to help the learning process in class. The learning and development model used was the ADDIE model that stood for Analyze, Design, Development, Implementation, and Evaluation to generate the interactive e-module that could be utilized in the learning process based on the expert’s assessment. The final result of the e-module development revealed that it was included in a good category with the content eligibility score was 3.58, and the language eligibility score was 3.4. Meanwhile, the percentage of the ideals score of the interactive module was 87.1%. The result of the small-scale assessment on the 26 of students was 3.32 within the “good” category. The N-gain score that was utilized as the proving suggestions of the ICT skill optimization was 0.85 that was included into ”high” category, and 0.61 for the achievement optimization of the students that were categorized into “medium” category after being given the treatment. In this way, the interactive e-module that is based on Hybrid Guided Inquiry on the subject of the regular circular motion was feasible to be utilized as the learning media in class. It was also effective to ease the learning process in optimizing the ICT skills and the learning achievements of the students.

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Morin, Danielle, Jennifer D.E. Thomas, and Raafat George Saadé. "Fostering Problem-Solving in a Virtual Environment." Journal of Information Technology Education: Research 14 (2015): 339–62. http://dx.doi.org/10.28945/2273.

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This article investigates students’ perceptions of the relationship between Problem-Solving and the activities and resources used in a Web-based course on the fundamentals of Information Technology at a university in Montreal, Canada. We assess for the different learning components of the course, the extent of perceived problem-solving skills acquisition including research, creativity and critical thinking skills. The course entailed two categories of learning, namely resources-based and interactive components. The study aimed at answering the following questions: 1) To what extent do students understand the definitions of Problem-solving, Research, and Creative Idea Generation skills, and Critical Thinking skills? (2) What is the relative contribution of the various learning components (activities and resources) of the course to the perceived acquisition of Problem-Solving, Research, and Creative Idea Generations skills, and Critical Thinking skills; (3) Is the understanding of the definitions correlated with the perceived contributions of the learning components (activities and resources) of the course to the skills development? (4) To what extent is perceived Problem-solving skill acquisition explained by the acquisition of the other three skills?

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Chasanah, Rizkyamana Nur, Mujasam Mujasam, Sri Wahyu Widyaningsih, and Irfan Yusuf. "Influence Of The Use Of Interactive Learning Media On Students’ Higher Order Thinking Skills." Kasuari: Physics Education Journal (KPEJ) 2, no. 1 (November 23, 2019): 26–35. http://dx.doi.org/10.37891/kpej.v2i1.91.

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The research aims to find out the influence of using interactive learning media on students’ higher order thinking skills. This research use a type of quasi experimental with a time series design form. Research objects were students from class XII IPA SMA Yapis Manokwari and numbered 19 people. Data analysis requirements show that the data are normally distributed but not homogeneous so the research data is tested using the wilcoxon test. The decision making results were based on Asymp. Sig. (2-tailed) in the amount of 0,014 < α = 0,05 so that the hypothesis of H0 was rejected or Ha was accepted. This means that there is the influence of the used of interactive learning media on students’ higher order thinking skills. The result of the N-gain test calculation show that there is an effect of increasing higher order thinking skills which are at intervals g < 0,3, which is equal to 0,2 that include in low category. The acquisition of an effect size value in the amount of 0,06 which is in the interval d < 0,2 indicates that the effectiveness of interactive learning media in improving higher order thinking skills is in a small category. Students’ higher order thinking skills can be seen from the average score in completing higher order thinking cognitive tests, which amounted to 32,64 (posttest 1) in the low category, 37,58 (posttest 2) in the low category and 38,97 (posttest 3) in the low category. This value means that the use of interactive learning media has a low influence on improving students’ higher order thinking skills. This is also supported by the results of the perception questionnaire analysis which shown the P2b statement is difficult to approve with the highest logit value of +2. This means that students assume that interactive learning media is difficult to use and less flexible.

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Svyrydjuk, Vira, Marharyta Kuzmytska, Tetiana Bogdanova, and Olena Yanchuk. "Internet Resources: Optimization of Second Language Writing Skills Mastering during COVID-19 Pandemic." Arab World English Journal 7, no. 1 (July 15, 2021): 266–78. http://dx.doi.org/10.24093/awej/call7.19.

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COVID-19 pandemic forced the entire world community to reconsider its educational learning strategies. Modern Information and Communication Technologies have provided the mastery of writing skills by philology students during distance learning. Writing skills are acquired in writing texts of different genres: primary, written without the resource literature, and secondary, written by students based on primary sources. Interactive activities based on Internet resources enabled creating a virtual learning environment for mastering the second language written communication. This study analyzes various interactive activities on the Internet and suggests division into two groups: educational and controlling interactive activities. The study aims to define the effectiveness and methodological characteristics of the interactive activities to optimize the writing skills mastering during lockdowns. It presents the stages of text writing for users of the A2 language level. The paper gives examples of interactive activities based on communicative situations that teach to write a text at a sentence, paragraph, and text level. It also determines their goal, techniques, ways of control, and benefits of using such exercises for self-study of writing skills. The study concludes with recommendations of using communicative cases and activities to improve mastering written communication.

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Journal articles on the topic 'Interactive learning skills'

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