Development and Validation of Interactive Computer-Based Learning Module in English

<p class="AuthorInfo">In the modern society, the internet breaks through the restrictions on time and space and becomes a ubiquitous learning tool. Designing teaching activity for digital learning and flexibly applying technology tools are the key issues for current information technology integrated education. Interactive learning modules could be used in the classroom environment for effective learning. This study explored the effect of instructional modules for providing supplementary instruction in biology concepts. Interactive digital learning module was developed in order to assist students in biology learning. Interactive activities were considered in this study, include teacher – student interaction, student - student interaction, student - content interaction, and student - technology interaction. 180 students of Grade 11 in 6 classes at SMAN 2 Balige were selected as the research subjects. Three groups of students participated in biology learning course, (2 classes) using different modules were interactive digital module, digital module and text module. Goal of this research was to determine the impact of interactive digital learning module on students’ learning activity and autonomy. Quantitative results obtained by using questionnaire to understand the student’s learning activity and autonomy. Results showed student’s activities and autonomy who learned with interactive digital learning modules significantly different with students who learned using text learning modules. The use of interactive features increased the activity and autonomy of learners and created the student-centered learning environment. Students under interactive multimedia instruction performed better than text module class. These findings suggested that learning activity and autonomy of students in biology could be enhanced by multimedia instruction.</p>

The background of this research is the lack of innovative digital technology-based learning media. There are not many digital interactive modules that have been developed to support learning. The limited availability of digital interactive modules can limit the use of technology in learning and hinder the achievement of learning goals in the era of Industrial Revolution 4.0. For this reason, it is necessary to develop digital-based interactive modules that provide opportunities for students to discover for themselves the concepts they are studying. Learners become more active and independently build knowledge. Research and development used the Borg and Gall model, which consists of product development, product validation, design revision, testing, and product revision. The research instrument consisted of a module validation questionnaire (content and media) and a response questionnaire. Module validation involves lectures at Teuku Umar University who are experts in their fields as content and media expert. The experts validation results obtained a combined score of 87.5%, indicating that the module can be used without repair. The product field test was carried out in the odd semester of the 2023–2024 academic year with 60 students at SMP Negeri 1 Aceh Barat. Field test results showed that 91% of students gave positive responses to the module. The development of digital-based interactive problem-based learning modules meets the requirements, can be used to facilitate active, creative learning, leads to the development of students' skills independently, and is relevant to technological developments.

AimsManaging pediatric emergencies is a core competency for medical learners, however clinical exposure varies widely during training. Thus, the Hospital for Sick Children established a standardized simulation-based Junior Mock Code...

The objective of our project was to create an interactive multimedia learning module on the anatomy and physiology of the vestibular system.Classroom instruction and textbook reading on the vestibular system is inherently challenging—the vestibular system comprises complex, interrelated organs of the inner ear whose unique cellular and gross anatomy must be conceptually visualized to understand its dynamic, 3‐D physiological functions.To address these challenges, we developed innovative online learning modules on the anatomy of the vestibular apparatus and the physiology of sensory transduction by the vestibular organs. The modules synthesize original visuals and animations with interactive schematics to tell the story of how vestibular organs transform head movements into neural schemas of balance and equilibrium. These modules serve as a complementary resource to curricular content for students in health professional programs.Complementing these modules is a high‐quality video on the anatomy and physiology of the vestibular system. This video uses intuitive visuals, animations, and high resolution filming of the bony structures in the temporal bone. Together, these resources provide an open education resource on the anatomy and physiology of the vestibular system for understanding of students and faculty around the world.Critical feedback on the “Vestibular System” Learning Module was obtained with a Student Experience Survey on SurveyMonkey. From March 1 to December 1, 2017, a total of 100 respondents completed the post‐module feedback survey. This survey was used to solicit feedback about the module and determine if learners preferred this interactive online module to other learning resources on the vestibular system.Survey respondents agreed the module was logically presented (98%), enriched their understanding of the vestibular system (98%), is relevant to their learning (99%), and covered core concepts adequately (98%). After completing the module, 85% of learners felt confident they could explain the vestibular anatomy and physiology to someone else, and 97% planned to revisit this module as a study aid. Importantly, learners preferred our learning module (67% of respondents) over other resources to prepare for academic examinations, such as class lectures (52%), textbook readings (24%), or other online resources (39%).The overwhelmingly positive survey response and self‐reported preference for our online module for exam studying demonstrates a proof of concept that interactive online learning resources can complement and augment traditional classroom and textbook pedagogy on the Vestibular System.This abstract is from the Experimental Biology 2018 Meeting. There is no full text article associated with this abstract published in The FASEB Journal.

BackgroundIt is essential for nurses to interpret electrocardiograms accurately in cardiac care and emergency departments. Despite rigorous training, nursing students frequently encounter challenges in mastering electrocardiogram interpretation. The purpose of our study was to evaluate the effectiveness of an electrocardiogram interpretation software specifically designed for Iranian nursing students enrolled in undergraduate programs.MethodsA nonequivalent control group pretest-posttest design was conducted at Ramsar University of Medical Sciences in 2020. Using the census sampling method, 75 nursing students from the two educational hospitals were recruited. Participants were divided into two intervention groups and a control group according to their rotations at their respective hospitals. The software contains evidence-based guidelines, interactive learning modules, practice exercises, and real-life examples. Statistical analyses, including chi-square tests and t tests, were conducted using descriptive and inferential statistics.ResultsA comparison of the two groups according to demographic characteristics, such as sex, age, was not statistically significant (p > 0.05). The knowledge and skills of the individuals in the control group significantly improved in comparison to those before the intervention. The use of software enhanced students’ ability to interpret electrocardiograms. Moreover, there was no statistically significant difference between the intervention and control groups in terms of knowledge and skills of electrocardiogram interpretation. Nursing students reported higher levels of satisfaction after using the software.ConclusionMoreover, undergraduate nursing students were able to learn more using electrocardiogram interpretation software combined with traditional teaching methods. Combining these two methods in a blended learning approach can improve learning. This software can be integrated into nursing curricula to assist nursing students in interpreting electrocardiograms.

The research aimed to develop and validate an interactive learning module effectively applicable in distance education. Using an Educational Research and Development (R&D) model with a mixed-methods approach, the study collected quantitative and qualitative data. Quantitative data were obtained from pre-tests and post-tests to measure cognitive improvement, analyzed using descriptive and inferential statistics (paired t-test or Wilcoxon test) and effect size calculation. Learning analytics from the LMS—such as clicks, video-watching duration, and quiz scores—supported the analysis. Qualitative data were gathered through semi-structured interviews, participant observation, and thematic analysis by Braun and Clarke, complemented with Likert-scale questionnaires, observation rubrics, and LMS logs. The findings revealed a significant improvement in students’ cognitive performance, with post-test scores (M = 13.24, SD = 1.07) much higher than pre-test scores (M = 3.67, SD = 1.41), t(19) = 25.43, p < 0.001, Cohen’s d = 5.69. LMS analytics showed high engagement, with 82% average video completion and frequent quiz participation. Over 85% of students reported greater satisfaction and motivation using the interactive module. The integration of short videos, diagnostic quizzes, and web simulations proved effective for self-directed learning and comprehension, supporting the Universal Design for Learning (UDL) framework in inclusive digital education.

Introduction This is a collection of 34 self-test exercises related to the anatomy of the abdomen, urinary, and reproductive systems. All learning objects are interactive, requiring learners to process information and make decisions. These are intended to accompany undergraduate anatomy courses and be used by instructors and students in premedical, predental, nursing, and other healthcare-related curricula. Methods For each area of anatomy, students may select from a range of exercises including short-answer, matching, and multiple-choice questions. The modules use Flash software to enable a high level of learner interaction with the content, such as the ability to drag-and-drop anatomical structures on line drawings, and checkboxes with structure names for anatomical structure identification on dissected cadavers. In addition, learners may navigate through an abdomen and pelvic case study that requires student feedback in order to progress through the cases. Immediate feedback is provided to the learner upon selection of a structure in order to reinforce the learning. Results Although no formal study of effectiveness has been conducted, anecdotal evidence indicates that students value and appreciate the interactive learning modules. Discussion The module successfully achieves true interactivity in the educational context, as it both challenges learners to cognitively process basic science information in order to make a decision, and provides immediate feedback about that decision. The Adobe Flash plug-in was chosen as the deployment tool because it was ubiquitous across computer platforms, suitable for the development task, and the necessary expertise was available.

This Innovative Practice Full Paper presents our study of promoting critical thinking and achievement in mathematics with the use of technology via easily accessible resources. We believe that creating easy-to-use learning modules that are accessible for students everywhere is a great way to help students comprehend abstract logic process in problem solving. More specifically, we developed a series of learning modules that interactively visualize and illustrate the steps of Geometry proofs by using GeoGebra, a dynamic learning platform for mathematics [5, 10]. Survey study shows that our interactive learning modules are beneficial in promoting students' learning interests and ability of critical thinking.

Northeastern University's Education Technology Advisory Committee (ETAC) consists of faculty who are specialists in bridging the gap between content development and instructional design. Why does the note 'A' sound different on a flute compared to a violin? is an interactive learning module that tackles the elusive concept of musical timbre. This is an example of an Embedded Learning Module (ELMO) that recently received a NSF (National Science Foundation) grant to explore a variety of methods to break down the barriers to teaching science to artists. Issues of planning, design, effective project management, interdisciplinary methodology and the integration of media are discussed, and the finished project presented. Anatomy of a Tone demonstrates an effective collaboration between students in Northeastern's flagship multimedia studies program, faculty mentors, experiential learning and successful integration of content development and instructional design, the result of a 20-week long planning, design and implementation project.

This paper provides a draft framework and toolkit plan that provides creation of interactive learning modules for tutors and teachers with the goal of making it easy enough for the teachers to use. The interactive learning modules follow the narrative method of teaching.

Human identification can be reliably established by dental comparison; success is significantly impacted by inadequate ante-mortem information. Previous Australian research revealed suboptimal recording of features important for forensic dental identification and compliance with Dental Board of Australia guidelines. We hence created and evaluated an online education programme aimed at improving oral health practitioner recording. An interactive learning module (ILM) was constructed and released to three focus groups representing practitioners with varying experience levels: Australian Society of Forensic Odontology members, third year dental students and the wider dental community. Pre- and post-participation perceptions were recorded, with percentage, mean, broad agreement, standard deviation and statistical significance between responses determined. Improved recognition of importance of record keeping, knowledge, confidence, skill and motivation to learn was seen following ILM interaction. This was particularly significant for students, participants with 3-5 years of experience in their current occupation and those whose highest level of education was achieved in Australia. The ILM increased self-reported awareness, understanding and attitude of participants with different levels of case note recording experience; this can improve recording practises and aid forensic dental identification if utilized in undergraduate teaching and as a continuing professional development tool for dental practitioners.

Interactive Web-based Learning Modules Prior to General Medicine Advanced Pharmacy Practice Experiences

This study aimed to explore the effect of teachers’ motivation on students’ academic performance in mathematics in public lower day secondary schools in Rwanda, specifically the case of Kirehe district. The study had three specific objectives which were to determine the influence of recognition and rewards of teachers on students’ academic performance in mathematics in public lower day secondary schools in Kirehe District, to determine the influence of in-service training of teachers in improving academic performance of students in mathematics in public lower day secondary schools in Kirehe District, to investigate the influence of teachers’ remuneration and incentives on students’ academic performance in mathematics in public lower day secondary schools in Kirehe District. The results of this study will support the Ministry of Education (MINEDUC), along with its bodies NESA and REB, which are responsible for monitoring and evaluating the academic performance of secondary schools, in making informed decisions on initiatives to address challenges faced by teachers and school management. Findings of this study will also enrich the existing knowledge and literature on teacher motivation, primarily benefiting academicians. One theoretical frame work, Self-Determination Theory underpinned and supported this research. In this research, descriptive survey design for quantitative and qualitative data collection and analysis were implied. The study gathered data through questionnaires and interview guides. Specifically, the questionnaires were made for Mathematics teachers while interview guides were designed for deputy head teachers and school head teachers. The study’s target population was 348 respondents made of 232 Mathematics teachers from Public lower day secondary schools, 58 deputy head teachers and 58 school head teachers from all public lower day secondary schools in Kirehe district, Rwanda. The selection of the participants for this study employed various methods, including both simple random and purposive sampling techniques. A sample size of 186 was chosen by using Yamane formula. The quantitative and qualitative data analysis in terms of frequency, percentage, mean, standard deviation, correlational analysis, Regression analysis, Analysis of Variance (ANOVA), and Regression Coefficient involved the use of Statistical Package for the Social Sciences (IBM SPSS 22.0) where each item from the questionnaires and interview guides was systematically categorized. Subsequently, the analysis revealed a strong positive correlation between students' academic performance in mathematics and teacher’s recognition and rewards (r = .901, p = .000). This suggests that when teachers are recognized and rewarded for their efforts, it positively impacts student achievement in mathematics. Additionally, a moderately strong positive correlation was found between students ‘academic performance in mathematics and in-service training of teachers (r = .701, p = .000). This implies that providing teachers with ongoing training and professional development opportunities contributes to improved student outcomes in mathematics. Finally, a moderately strong positive correlation was observed between students ‘academic performance in mathematics and teacher remuneration and incentives (r = .757, p = .000). This suggests that compensating teachers fairly and providing them with incentives can positively influence their effectiveness and, consequently, student achievement. The analysis demonstrates that all three teacher related factors: recognition and rewards, in-service training, and remuneration and incentives are significantly correlated with students' academic performance in mathematics in public lower day secondary schools in Kirehe district. To measure the results reliability, test and retest all methods were used in measurement of the reliability. The supervisor reviewed all data collection instruments items before the administration of data collection to ensure it validity. The research concluded by providing recommendations based on the findings of the study.

Teaching BIPA (Indonesian for Foreign Speakers) in SPK (Satuan Pendidikan Kerjasama) has its polemics. Based on the needs analysis, one of them is that not all BIPA learners in SPK exhibit enthusiasm toward engaging with Indonesian reading materials. This displeasure comes from several factors including a general disinterest in reading, a lack of motivation to utilize the Indonesian language beyond the confines of language classes, and other obstacles like unappealing teaching materials. Thereby, this research aims to develop an Interactive Reading digital Module based on Contextual Approach in SPK. This research uses the RD method with the ADDIE Model design and has evaluation sessions at each stage. This article will focus on the developing stage and show validation results from the expert validators. The results showed that based on expert validators, the interactive reading digital module can be used with the material, media design feasibility percentage of 83% of eligible excellent predicate.

This study aims to develop an interactive module that supports student-centered learning and test the feasibility and the response of students to the interactive module. The product development stages use the Analyze, Design, Development, Implementation, and Evaluation procedure. The validation of the developed products was carried out by two material experts and two media experts. Products that have been revised and get a proper assessment are tested out in small groups consisting of 5 teachers and tested in large groups consisting of 30 students. The results show that the interactive module as a support for Student Centered Learning is very good and feasible to use. This is based on the results of the validation of material experts which show the percentage of the feasibility level of 95% and the results of the validation of the media experts show the percentage of the feasibility level of 80%, while the small group trials and large group trials show the percentage of the feasibility level of 87% and 86% respectively. Meaning that it is in the very feasible category.