Active Learning and New Technologies: Towards Better Learning

Game-based learning is a well-established educational concept that has been rejuvenated through digital technology. Game-based learning leverages the interactive nature of games to promote active knowledge acquisition in students. The effectiveness of game-based learning centers on two key components: competition and engagement. This theory is rooted in the belief that engagement occurs when students actively perform tasks within a stimulating game environment, fostering active learning. Modern digital games seamlessly integrate educational content with gameplay, facilitating the transfer of information from short-term to long-term memory. Game-based learning is applicable across various educational settings, including higher education in the health professions. In higher education, digital games stimulate active engagement, supporting the development of problem-solving skills and collaboration in academic environments. Furthermore, game-based learning instills a valuable lesson in students — the ability to learn from mistakes and failures while completing the assignment. Game-based learning provides a safe space for students to learn, offering scaffolding through simulations, preparing them for course performance. Some of the most popular educational games are those that allow educators to create questions with answers, enabling students to compete for points. Most of these games can be specifically tailored for the current content, are accessible online, and multiple groups can participate simultaneously. In this study, we developed several web-based games for multiple student cohorts, incorporating them into class activities and making them available as solo-play options within the Learning Management System (LMS) as SCORM packages. In specific courses such as biochemistry and physiology, students were invited to engage in free online games developed by the instructor, employing various free platforms. The games were optional, and participation was not tied to grading. These games featured questions designed at a Bloom's Taxonomy level comparable to the summative assessments in the course. The games fostered a competitive, enjoyable atmosphere that was well-received by students. These game questions served as additional checkpoints for revisiting key concepts and essential details from the class sessions. Importantly, as these questions were not associated with grading, it ensured a stress-free learning experience. As assessment resources, students were able to access the games through the LMS, reviewing questions and playing them repeatedly to learn from their errors and reinforce their understanding. This approach allowed students to engage in self-assessment while feeling that they were studying, even outside the classroom. To investigate whether student engagement with games correlates with improved academic performance, we tracked access to the games in the LMS during the semester. We recorded the number of times each student accessed the games and correlated this data with their course grade. In addition, we distributed an end-of-semester survey to gather students' perceptions regarding the utility of game-based learning in their learning process. The feedback from students was overwhelmingly positive, highlighting the significant benefits of game-based learning in their learning journey. However, our analysis revealed that there was no statistically significant correlation between student engagement with the games and their course grade. In conclusion, our study demonstrates that the integration of game-based learning activities into the classroom environment enhances student engagement, promotes active learning, and receives strong positive feedback from students. While game-based learning offers a valuable tool for reinforcing key concepts and providing a stress-free environment for self-assessment, our findings do not suggest a direct correlation between student engagement with game-based learning and improved course grades. This intriguing result underscores the complex relationship between student engagement and academic performance, suggesting that other factors play a pivotal role in determining student outcomes in higher education. None. This is the full abstract presented at the American Physiology Summit 2024 meeting and is only available in HTML format. There are no additional versions or additional content available for this abstract. Physiology was not involved in the peer review process.

Learning Management Systems in the form of E-Learning platform is currently an evolving scenario for the primary means of delivering various courses across educational, business, industries and vocational learning environments in the form of Learning and Development activities in all the sectors. LMS is a challenging and resource-intensive task requires demanding substantial knowledge, time, and effort. Consequently, there emerged a necessity in both research and practical applications to establish the personalized usage process of an LMS. Despite its significant impact on the outcomes of such an Information System (IS), the usage process has to be analyzed. The researcher developed a conceptual model to delineate with set of factors to influence LMS course in Learning and Development Practices in industry context. Researcher revealed specific set of factors such as interface design, content presentation format, transfer of learning, and feedback mechanisms significantly impact learner satisfaction among Bank employees in their Learning and Development activities. Moreover, learner satisfaction depends on the application platform and content. The findings offer a valuable insight to design a corporate education system, with the quality content delivery and practical delivery. By considering these results, designers can develop more integrated and effective LMS to cater the needs and satisfaction of Learning and Development activities among Bank employees. Learner Satisfaction

The adoption of Learning Management Systems (LMS) has become a key strategy in higher education globally, aiming to enhance teaching, learning, and student engagement. In Dodoma City, Tanzania, despite the growing use of LMS, challenges such as low participation, inconsistent usage, and limited digital literacy hinder its effective utilization. This paper investigated the influence of Learning Management Systems (LMS) on student engagement in selected higher learning institutions in Dodoma City, Tanzania. The study employed a convergent mixed-methods design, engaging 50 students and 30 lecturers selected through random and purposive sampling. Data was collected through structured questionnaires, semi-structured interviews, and observation of the LMS platform. Quantitative analysis revealed positive perceptions toward LMS-supported engagement (Activity and Participation: M = 3.72; Content Interaction: M = 3.60). Content Interaction (B = 0.495, β = 0.473, p = 0.006) emerged as a stronger and more statistically significant predictor of effective teaching and learning activities. The coefficient for Activity and Participation (B = 0.314, β = 0.304, p = 0.073) reveals a positive statistically marginally significant relationship with effective teaching and learning activities at 10%. Qualitative data further confirmed enhanced interactivity. The study recommends improving digital orientation, fostering active participation via interactive tools, and enforcing LMS usage policies to ensure consistency.

E-learning through a learning management system (LMS) is expected to be a solution to the needs of distance learning, especially during a pandemic situation. However, learning through an LMS can lead to a lack of focus, reduced classroom efficiency, and a feeling of boredom for the user. One solution to this problem is to use gamification (e.g., rankings or points, badges, and leaderboards) to enhance active learning. This study uses a mixed-methods approach and data from weekly reviews and forum discussions, questionnaires, and data students’ interviews to assess the implementation of gamification elements in an LMS. The data from the questionnaires were analyzed using descriptive statistics, and the data from student interviews were analyzed using general inductive analysis. The results show that gamification in an LMS had a positive influence on active learning. The students have also provided positive feedback on the rated weekly review activity. The badges and leaderboard were also positively accepted by most students. Awarding points for activities was also found to improve students’ performance in class. Badges were found to increase students’ active participation, and the leaderboard motivated students to participate actively in online classes. This study could provide guidance to universities or LMS providers wishing to implement gamification in an LMS.

Artificial Intelligence (AI) in learning and education is not new. However, the rise of the Covid-19 pandemic led to a focus on its role in Learning Management Systems (LMS). This study also examined the role of AI in the LMS with features including Natural Language Processing and Reasoning. The researchers used a self-proposed model and gathered data from the mass communication students in two public sector universities in Pakistan. Results revealed that Artificial Intelligence is integral to Learning Management Systems (LMS) in the selected institutions. Further, the effect of Natural Language Processing (NLP) on Reasoning indicated these two factors as interlinked, improving the quality of LMS. Additionally, Natural Language Processing significantly mediated the effect of AI on the LMS, showing that language processing facilitates LMS usage among students. Finally, the results also indicated the significant mediation effect of Reasoning on the relationship s between AI and the LMS. Overall, the results also remained supported towards the incorporation of Artificial Intelligence (AI) along with Natural Language Processing (NLP) and Reasoning in Learning Management Systems (LMS). The researchers conclude that AI in Learning Management Systems is widely applied in Pakistani institutions. The young students also acknowledge the benefits of AI-enabled LMS that have enhanced their learning experiences and provided them with logical solutions and answers to their complex queries. Further, the study limitations are discussed and highlighted accordingly.

The rapid evolution of digital technologies has significantly transformed various aspects of education, creating new opportunities for coworking between schools and universities. By examining current trends, case studies, and potential challenges, this paper provides insights into how digital technologies can be leveraged to improve educational outcomes and facilitate smoother transitions for students. This article examines the applications of digital tools in facilitating, documenting, and analyzing collaborative efforts between these two educational institutions. By reviewing recent studies and initiatives, we identify key technological advancements, methodologies, and best practices that enhance coworkings. The findings underscore the essential role of digital technologies in promoting effective partnerships and fostering educational innovation.Digital technologies such as cloud-based platforms, virtual communication tools, learning management systems (LMS), and interactive media have revolutionized how educators and institutions work together. These tools provide a seamless flow of information, expand access to educational resources, and enable innovative approaches to both teaching and learning. Coworking between schools and universities has historically been focused on physical meetings, shared projects, and in-person interactions. However, with the advent of digital technologies, new forms of coworking have emerged that transcend geographical and temporal boundaries. This article examines the role that digital tools and technologies play in enhancing and reshaping the collaborative efforts between schools and universities.

The Constructivist Learning Theory emphasizes learners actively constructing knowledge through experiences and reflection, significantly influencing Learning Management Systems (LMS) design and development, which are pivotal in modern education. This article carefully examines the progress of technology in LMS while looking at it through the perspective of Constructivist Learning Theory, utilizing the PRISMA framework. The review focuses on innovations such as artificial intelligence (AI), machine learning (ML), gamification, mobile learning, learning analytics, and collaborative tools. These technologies have transformed LMS into interactive, personalized, and efficient platforms supporting active learning and knowledge construction. The paper examines how these advancements align with constructivist principles, enhancing student engagement and learning outcomes. Additionally, it addresses the challenges and limitations of implementing these advancements and suggests potential future research directions.

In common traditional learning, there are some weaknesses, one of which is students' limitation of receiving additional learning material. The use of e-learning in schools is expected to be a solution to these problems, because generally e-learning contains known traditional learning components such as group discussions, ideas submission and knowledge accumulation. Social Network allows users to do problem solving, creates connection and collaborates with other users. In this paper, the authors build e-learning system with interactive and collaborative platforms concept. Interactive and collaborative platform makes learning as a combination of cognitive and constructive process with social process, so it encourages more active learning and supports better group interaction. The concept of e-learning with interactive and collaborative platform and its features, such as news feeds, chat box, like and comment feature along with open course system, are able to increase the level of E-learner Satisfaction which includes Learner Interface, Learning Community, also Content and Personalization.

Active learning is an essential part of good science education. It engages students in the learning process, allowing them to get a better comprehension of scientific subjects. This research aims to enhance scientific problem-solving and also learning achievement of eighth-grade students through active learning organization. This study employed a pre-experimental design. The target group was 30 eighth-grade students from one school in Thailand. Three-hour learning management plans provided 15 hours of active learning organization. The result indicated that active learning encourages students to solve scientific problems. Students actively engage in defining and improving the learning process based on their own interests. As a result, students’ academic achievement and problem-solving in science were improved. Furthermore, when comparing the academic achievement and scientific problem-solving scores between after experiment and criterion. Additionally, students expressed a high level of satisfaction with the active science learning activities, as these activities contributed to their academic achievement and problem-solving in the field of science. It can be concluded that active learning is very useful and engage students to science classroom.

The rapid advancement of mobile phone technology has influenced education field to adopt this technology as an effective tool to conduct learning and teaching activities. However, a sophisticated learning tool itself is not sufficient to ensure that the developed tool is usable to the target users. Therefore, this paper presents a preliminary study that has been conducted for the development of to-be developed system namely Customized Mobile Learning Management System (CMLMS) for secondary school in Perak. The objectives of this preliminary study are; to determine the target users' familiarity level on Learning Management System (LMS) usages, to identify the target users' readiness level of to-be developed CMLMS utilization in their daily teaching and learning activities and to get the users' proposed functions that need to be included in the system. Two methods of data collection have been used in this preliminary study; questionnaire and interview. The questionnaire has been distributed to 575 students from seven secondary schools in Perak. In order to support the statistical questionnaire data, the interviews have been conducted with 10 teachers and 10 parents. The interviews used similar questions as questionnaire to collect qualitative data. The overall results of qualitative and quantitative methods were finally compared with three similar studies that have been conducted by previous researchers. The results show that the users were familiar with the LMS and they are ready to utilize the to-be developed CMLMS in their teaching and learning activities. It was found that the obtained results from this preliminary study were inline with the previous similar studies that have been carried out by previous researchers.

Currently, because of the Covid-19 pandemic there a lot of demand to use online Learning Management System (LMS). The LMS available usually offer similar features and is hard for user to choose which is appropriate for them. The key criteria for analysing LMS are learning skills tools, productivity tools and communication tools. The purpose of this paper is to do systematic review on the current LMS, the problem with current LMS and the potential solutions that might help. To serve this purpose five learning management system are chosen which are Moodle, Sakai, SumTotal, Blackboard and ATutor among the other learning management systems in the market. The reasons are it consists of open source platforms such as Moodle, ATutor and Sakai and commercial platforms such as Blackboard and SumTotal. The findings from this review is quite interesting and it can be used to help users such as university/colleges, and students in selecting their LMS. It also give some ideas to LMS developer in enhancing their LMS or proposing a new features.

The development of collaborative studies in learning has led to a renewed interest in the field of Web-based education. In this experimental study a highly interactive and collaborative virtual teaching environment has been created by supporting Moodle LMS with collaborative learning tool GREWPtool. The aim of this experimental study has been to find out the success rate of students when using an advanced and a standard collaborative tool in teaching programming languages over the Internet. The system has been tested with a total of 58 students whose aim was to learn the programming language Java. Success rate of students have been measured using two different assessments. Our results show a higher success rate when an LMS system is combined with an advanced collaborative tool during the teaching of programming languages in a Web-based environment.

This study aims to describe the quality of teachers’ learning management based on digital transformation and improving students’ science life skills. Paradigm change shifts in the context of learning based on textbooks to switching to learning accompanied by digital technology that has forced better teacher competence so that they can surf well in class. The sample in this study was 270 eighth-grade students in junior high and eight science study field teachers on the concept of the human circulatory system. This research used a mixed method with a sequential exploratory design, combining qualitative and quantitative data analysis. The study results show that digital transformation strategies can create teachers’ learning management that is fun, meaningful, full of creativity, and effective in terms of time and cost. The findings in this study are (1) Digital transformation is one of the teachers’ strategies to create better quality, fun, meaningful, creative, and effective learning management in class; (2) The implementation of digital transformation-based teachers’ learning management can explore students’ science life skills on the circulatory system. This research concludes that the application of digital transformation can improve the quality of teachers’ learning management and students’ science life skills in the Bireuen District.

The changing face of education and technology has given birth to various innovations, and today the best Technologies available in market for education are in various forms. The main task is to involve and determine how to make an optimum use of available technology resources to enhance student learning. Learning Management System is surely one such advancement that is taking education to the next level. As E-learning is widely implemented in corporate world through Learning Management System it is being used inadequately in all higher educational Institutions in India. The Learning Management System has been established in a number of Institutions to connect students and lecturers without the confines of the traditional classroom and retains positive effect among the students wherever it is employed. Earlier studies have shown the impact of using Learning Management System in the higher learning environment in various universities worldwide. Indian Educational institutes are also willing to adapt LMS in teaching & learning process, but the lack of resources and other critical factors restrict them to use Learning Management System to its full potential. Therefore, this paper is an attempt to provide insights of the Learning Management System as a promising information and communication tool in Indian classrooms with the help of Content Analysis Methodology.

The development of Artificial Intelligence (AI) technology has a significant impact on various sectors, including education. One interesting application of AI is Text to Questions, a technology that converts narrative text into questions for automatic question creation. ANDALIMAN is a Moodle-based Learning Management System developed by the Religious Training Center (BDK) Medan, a platform designed for training management, including material management, teaching resources, assessments, and the creation and questions management. AI in the ANDALIMAN is expected to improve efficiency and produce a greater variety of questions in less time. The implementation of AI also demonstrates excellent potential to enhance the quality of learning assessments, although it faces challenges in generating accurate questions that meet specific training needs. This research aims to explore the application of AI technology in the ANDALIMAN application, focusing on its impact on question quality, question creation time, and the advantages/disadvantages of that technology. The research results indicate that the efficiency and quality of quiz creation have improved, as evidenced by time efficiency and increased productivity, making it a practical solution, particularly in education. Abstrak Kemajuan teknologi Artificial Intelligence (AI) memberikan dampak signifikan dalam berbagai sektor, termasuk pendidikan. Salah satu penerapan AI yang menarik adalah Text to Questions, yaitu teknologi yang mampu mengonversi teks naratif menjadi pertanyaan untuk pembuatan soal secara otomatis. ANDALIMAN (Aplikasi Pendukung Pelatihan BDK Medan) merupakan aplikasi yang dikembangkan oleh Balai Diklat Keagamaan (BDK) Medan berbasis Learning Management System (LMS) Moodle, sebuah platform yang dirancang untuk pengelolaan pelatihan, baik mulai dari pengelolaan materi, bahan ajar, penilaian, hingga pembuatan dan pengelolaan soal. Penggunaan AI dalam Aplikasi ANDALIMAN diharapkan dapat meningkatkan efisiensi dan menghasilkan soal dengan variasi yang lebih banyak dalam waktu yang lebih singkat. Penerapan AI juga menunjukkan potensi besar untuk meningkatkan kualitas evaluasi pembelajaran, namun dihadapkan dengan tantangan dalam menghasilkan soal yang akurat dan sesuai dengan kebutuhan spesifik pelatihan. Penelitian ini bertujuan untuk mengeksplorasi penerapan teknologi AI dalam aplikasi ANDALIMAN, dengan fokus pada dampaknya terhadap kualitas soal, waktu pembuatan soal, dan kelebihan/kekurangan pada teknologi tersebut. Hasil riset menunjukkan bahwa efisiensi dan kualitas pembuatan soal kuis menjadi meningkat dilihat dari efisiensi waktu dan peningkatan produktifitas yang dapat menjadi solusi efektif khususnya dalam bidang pendidikan.