ThinkLog: Interactive learning for supply chain management

This study aims to (1) design an interactive media-based learning tool using FlipBook for the subject of Industrial Electronics Engineering, specifically on the topic Elements of Industrial Control Systems, and (2) evaluate the validity and practicality of the developed learning media. The research was conducted with Grade XI students at SMK Negeri 5 Padang, utilizing the 4-D development model, which includes the stages of Define, Design, Develop, and Disseminate. Data were collected in both qualitative and quantitative forms through questionnaires and analyzed using descriptive quantitative methods. The results show that the FlipBook-based interactive learning media covers four core content elements related to Elements of Industrial Control Systems. Expert evaluations indicate that the media has a very high level of validity, with an average score of 90%. Although the media was deemed feasible and effective, some limitations were identified in its implementation by instructors, particularly regarding technical readiness and integration into the learning process. The study concludes that FlipBook media holds great potential as an interactive learning tool in vocational education. However, further development is needed, especially in conducting needs analysis and designing adaptive content tailored to real classroom conditions.

This research is motivated by the lack of development in children's speaking skills, as observed in classroom learning processes. One contributing factor is the limited use of interactive learning media and tools that can stimulate children's speaking abilities. Therefore, finger puppet media based on character cards was developed using the ADDIE model, aimed at improving the speaking abilities of children in Class B at Negeri Pembina Larompong Kindergarten. Data were collected through observation, interviews, and validation by experts and analyzed using descriptive quantitative methods. Based on the research results, the developed media received a score of 88% from material experts and 87.14% from media experts, which falls into the "very valid" category. The use of this media is expected to assist teachers in effectively and enjoyably stimulating children's speaking abilities as an interactive learning tool.

Digitalisation in Indonesia has seen a significant development in education in recent years. Nevertheless, issues persist in the educational journey, including the absence of interactive and creative learning tools in primary education institutions. Teachers, at the forefront of the educational journey, hold a vital role in crafting learning materials. In the field, particularly in Gugus 5 Blimbing, it is evident that numerous educators lack the skills to create engaging and inventive learning resources. Consequently, student engagement and motivation suffer, resulting in a less impactful learning experience. To address this issue, a workshop focused on creating user-friendly learning materials, accessible to all educators, is essential. Assemblr Edu offers a platform for educational institutions to generate interactive 3D learning tools using Augmented Reality (AR). Educational establishments have the ability to enhance learning materials by implementing Augmented Reality technology, allowing students to view virtual objects within the classroom. The target output of this activity is that driving school teachers in Gugus 5 Blimbing have competence in developing 3D interactive learning media using Assemblr Edu Augmented Reality and AI technology.

With the changing students’ generations and education content as well as modernization of educational technologies, various technical solutions are increasingly used by the teachers to supplement daily classroom activities. One of the novelties introduced in Lithuania in 2013 – ActivInspire system – was oriented towards mathematics and science education process in the 5th classes. The purpose of the survey presented in this article is to summarize one school year’s teaching experience of teachers in organising educational activity in classroom by using interactive teaching tools (ActivInspire system) in terms of assessing influence of technologies on students’ learning.Teachers using ActivInspire interactive whiteboard for teaching mathematics and science in the 5th classes participated in the survey. The survey method – qualitative. During one school year, the teachers were writing reflections about their experience in using interactive learning tools in classroom: interactive whiteboard, electronic textbooks and audience response system.When speaking about the influence of use of ActivInspire on students, the teachers mostly emphasize that students like working with interactive teaching tools or find such activity interesting and appealing. The teachers also remark that these tools encourage the students to be more active; they are convenient as well as effective in the learning process, encourage the students to learn more and have influence on their study results. The negative aspects mentioned by the teachers were such that it is difficult for the students to maintain discipline; students’ interest and enthusiasm in using the interactive tools slackens over the school year; technical problems sometimes occur.

At the onset of the COVID‐19 pandemic, many traditional in‐person courses were converted to synchronous, asynchronous, or hybrid online formats. Instructors of a large undergraduate Basic Human Anatomy course at Indiana University ‐ Bloomington leveraged these changes to convert the lecture portion of the course to a flipped‐classroom model with two components: asynchronous online course content delivery, and live in‐person interactive learning sessions. The in‐person interactive learning sessions introduced students to active learning strategies and techniques (drawing, memory matrices, flow charts, diagrams, etc.), and the students actively participated in these sessions through the use of an online interactive learning platform ‐ TopHat. Here we sought to assess the efficacy and outcomes of the active learning sessions on student performance in the course.Basic Human Anatomy (ANAT‐A215) is a 5 credit hour undergraduate (baccalaureate) course that has an enrollment of 480 students with 1 large lecture section and 12 smaller lab sections. In Fall 2021, the instructors modified the lecture component of the course into a flipped classroom format. Lecture content was delivered via asynchronous online lectures, and the F2F class time was listed as optional (but strongly encouraged) for attendance. To facilitate greater student‐instructor interaction, one half of the class attended on Mondays and the other half attended on Fridays, and participated in similar interactive sessions. Wednesday F2F interactive lecture sessions were open to the entire class. To encourage attendance and participation in the optional F2F interactive lecture sessions, extra credit points could be earned through participation in TopHat anatomy questions. Points were earned for participation only (.5 points per question). TopHat questions were created by the instructors and consisted of both lower order and higher order questions that tested lecture and lab anatomical content. At the end of each lecture exam block of material, the instructors selected multiple TopHat questions at random for extra credit, with a range of 2‐4 extra credit points that could be earned per exam block.We found a statistically significant positive correlation between the number of points accumulated for participating in the F2F active learning lecture session questions and lecture exam scores. Using the number of points accumulated via the TopHat questions as a proxy for lecture attendance, we found that more TopHat points accumulated by students resulted in higher mean lecture exam scores – the greatest benefits occurring if students participated in multiple (>3) F2F lecture sessions per block. Students who regularly attended F2F interactive sessions saw the greatest gains in their lecture exam scores. These findings indicate that active learning strategies could be efficacious in supplementing an asynchronous lecture content delivery format. We shared our findings with the class to encourage them to attend the active learning sessions, but encouraging some student populations to attend these sessions remains a challenge. Future research should be conducted on methods to encourage student involvement and participation in the course.

An interactive computer-based learning tool with multiple sessions is proposed in this paper, which teaches students to think and helps them recognize the merits and limitations of simulation tools so as to improve their practical abilities in electrical circuit simulation based on the case of a power converter with progressive problems. The common problem of fast simulation and differential equation solver convergence are discussed in detail for the simulation of nonlinear power electronic circuits. Another special ratio for ripple restriction is proposed, taking practical work into consideration. Some design and simulation tradeoffs for corresponding problems are also presented. Such a learning tool can improve students' programming skills and inspire their interest in practical work as well. The practical tests-carried out at the Aichi Institute of Technology, Toyota, Japan, and Southeast University, Nanjing, China- validate the effectiveness of the learning tool.

BackgroundsMedical education has shifted from passive forms of teaching to more active learning strategies, particularly in response to the COVID-19 pandemic. Research has discussed the challenges and disadvantages associated with online education, but there is limited documentation on physicians’ perceptions of this sudden and unexpected transformation in medical education. This study aimed to determine the effect of online interactive visual learning on physicians’ perceptions of the effectiveness and their satisfaction with this online learning experience.MethodsWe routinely recruited 64 unclassified physicians in the hospital’s postgraduate year (PGY) program between September 2021 and April 2022. PGY physicians received an online interactive visual learning course. Online (Google Form) testing and questionnaires before and after this course evaluated learning performance, learning attitude and satisfaction of these physicians.ResultsThe interactive online learning tools facilitated the physicians’ active learning processes by reducing their learning burden (burden vs. no burden: 4.69% vs. 68.75%) and increasing their learning interest (interest vs. no interest: 84.38% vs. 3.12%) in the online format. Post-test scores were significantly improved compared with pretest scores (post-test vs. pre-test: 5 vs. 4; p < 0.05) and their imaging recognition was markedly improved from baseline (post-test vs. pre-test: 85.19% vs. 61.11%). Levels of satisfaction correlated positively with the physicians’ learning burden (rs = 0.541), learning interest (rs = 0.562), and perceived benefits of imaging recognition (post-course: rs = 0.508; future: rs = 0.563) (all p < 0.05).ConclusionsOur online course with interactive visual learning facilitated PGY physicians’ learning performance, levels of satisfaction, interest, and perceived benefits of online learning. Hospitals and policymakers need to be aware that this learning approach can markedly enhance physicians’ academic outcomes and levels of clinical practice.

This study aims to develop a mathematics educational game for seventh-grade junior high school students using Construct 2 software, focusing on algebra and plane geometry. The research method used is experimental, covering needs analysis, system design, implementation, and black box testing. The game is designed with interactive features such as multiple-choice quizzes, visual simulations, and score tracking to enhance motivation and conceptual understanding. A questionnaire completed by 15 respondents showed that 86.7% agreed/strongly agreed the game interface was easy to use, 80% felt the game supported concept comprehension, and 93.3% would recommend the game. Functional testing confirmed that all features (navigation, content, quizzes, and score storage) operated optimally. The game aligns with the Merdeka Curriculum, which emphasizes competency-based and contextual learning. The results conclude that the Construct 2-based educational game is effective as an interactive learning tool, increases student engagement, and is suitable for further development by adding collaborative features and expanding its content.

This development research aims to create interactive media based on Genially for the subject of “Fundamentals of Electrical Engineering.” The study aims to assess the product’s feasibility and analyze the learning interest of vocational high school (SMK) students after using this interactive learning tool. The research follows the Four-D model (Define, Design, Develop, Disseminate). The results indicate that the developed interactive learning media is highly suitable for use as a learning tool for 10th-grade vocational high school students. Based on the combined validity results of the product, a score of 92 per cent was obtained, categorizing it as highly feasible for use as a learning medium. Additionally, the implementation results showed a learning interest score of 89 per cent, categorized as very high, indicating that students have a high interest in Basic Electricity, specifically in the elements of electrical measuring instruments and testing tools, when using the Genially-based interactive learning media

Different types of serious games have been used in elucidating computer science areas such as computer games, mobile games, Lego-based games, virtual worlds and webbased games. Different evaluation techniques have been conducted like questionnaires, interviews, discussions and tests. Simulation have been widely used in computer science as a motivational and interactive learning tool. This paper aims to evaluate the possibility of successful implementation of simulation in computer programming modules. A framework is proposed to measure the impact of serious games on enhancing students understanding of key computer science concepts. Experiments will be held on the EEECS of Queen's University Belfast students to test the framework and attain results.

The objective of this study is to evaluate the effectiveness of interactive Mixed Reality (MR) learning and compare it to traditional methods for independently learning inner ear anatomy through two experiments. The evaluation was conducted using HoloInnerEar, our new interactive MR tool for inner ear anatomy learning. In the first controlled experiment (N = 32), we compared independent learning techniques for normal anatomy using the interactive 3D + 2D features of HoloInnerEar to the traditional method using a video course combined with a mobile medical imaging application. Results show that interactive MR learning is significantly better than the traditional method for the interest of learning and knowledge confidence, and yields better knowledge test scores on multiple tasks, although not reaching statistical significance. In a second experiment, the malformation learning module of multiple-linked views of HoloInnerEar was assessed with otolaryngologists (N = 7). Experts agreed that this module fills a gap in inner ear malformation learning, which is important yet overlooked in the current curriculum. Positive feedback is obtained through a customized questionnaire and the NASA Task Load Index (NASA-TLX). Overall, we believe that interactive MR learning is a promising complementary approach to learning the anatomy of normal and malformed inner ears alike.

Education has always been structured in accordance with the progress of science and technology, alongside the development of society. Similarly, the improvement of educational content, the renewal of teaching methods, the use of instructional technologies and visual aids have constantly remained in focus, ultimately leading to the alignment of the teaching-upbringing process with the demands of society. At the dawn of the 21st century, the Republic of Azerbaijan emerged as an independent state, and through its independent, sovereign state policy, it achieved modern development in the field of education, as in all other areas. Over the years of independence, Azerbaijan has rapidly advanced across various domains and has become one of the leading countries in the world. As we know, education on its own encompasses a broad scope and multiple directions. This research will focus specifically on the modernization of general education and its contemporary developmental characteristics. The modern development of general education in the Republic of Azerbaijan has already started yielding results. Integration with global educational practices has further expanded its reach. Measures taken during this period have already borne fruit. During the years of independence, a number of studies have addressed various challenges in education and the teaching-upbringing process and research in this direction continues. The rapid advancement of science, technology and particularly computer technologies has created conditions for individuals to improve and develop themselves. Consequently, not only ICT but also new teaching methods have emerged as a necessity of the era. The development of the education system and the renewal of its content have also led to changes and enhancements in teaching methods. The decrees, decisions and reforms adopted in the field of education in our country not only ensure development but also facilitate renewal. For this reason, it would be more appropriate to describe this process as "modern development". One of the key factors determining the relevance of education in our country is precisely the process of renewal. As noted in the article, a teaching method refers to the joint activity of teacher and student aimed at achieving specific goals in the learning process, and includes the means and approaches for guiding this activity effectively. A teaching method is a complex, multifaceted process. The aims, content, principles, regularities and forms of instruction are all reflected in the teaching method. As a complex and multifaceted concept, it fulfills important functions. New instructional technologies prioritize the intellectual and moral development of students, enabling their active participation in learning and allowing them to express their ideas clearly and logically. Teaching methods represent a powerful factor ensuring the efficiency of the instructional process. The changes occurring in society and in the content of education also lead to the renewal of teaching strategies. Concepts such as interactive and active learning and pedagogical technologies, which are now a reality, have become increasingly relevant. Problem-based instructional technologies, unlike traditional ones, are not based on delivering ready-made information to pupils. Instead, they aim at the independent acquisition of scientific knowledge. This approach is grounded in presenting a problem and seeking solutions for it. Problem-based learning follows its own distinct methodology. In interactive learning, every pupil is given the opportunity to voice their own ideas and perspectives. Even the weakest students are engaged in the learning process and participate in discussions. This fosters a culture of listening and respectful attention to peers' ideas. However, this does not mean that the teacher's role is diminished in interactive lessons. On the contrary, preparing and managing such lessons requires significant effort, dedication, professionalism and creativity from the teacher.

This study aims to examine the effectiveness of utilizing rumah baca (reading house) media in fostering reading interest among early childhood learners. Designed as an interactive learning tool, the reading house supports both cognitive and affective development through engaging reading activities. The research was conducted at TKIT Al-Karima, located in Kubu Raya, West Kalimantan, using a descriptive quantitative approach with a one-group pretest-posttest design. The sample consisted of 15 children aged 4–5 years from class A2. Data collection involved administering a pretest, implementing the reading house media as the treatment, and conducting a posttest. The results were analyzed using a paired sample t-test via SPSS software. The analysis revealed a t-value of 4.342 at a 0.05 significance level, with the critical t-table value being 1.013. Since the calculated t-value exceeded the critical value (4.342 &gt; 1.013), and the significance (2-tailed) was 0.001 (&lt; 0.05), the findings indicate a statistically significant improvement between pretest and posttest scores. Furthermore, interviews with teachers showed that the use of the reading house media increased children's enthusiasm for reading, boosted their self-confidence, and enhanced their active participation in the learning process. These results suggest that the reading house is an effective medium for improving both reading interest and ability in early childhood education settings.

Several challenges are faced in religious learning, such as low student motivation and high academic load. As one of the most popular digital platforms, YouTube has great potential as an innovative and interactive learning tool. This study aims to analyze the role of the YouTube social media platform in increasing interest in religious learning. This study uses a qualitative approach with a survey method to collect data from 33 FAI students at the University of Muhammadiyah Yogyakarta. The study results show that YouTube can be a practical learning resource, increase student involvement in the learning process, and increase their understanding of religious materials.

This article examines the theoretical issues and reasons for the emergence of the concept of supply chain management. The essence and definition of supply chains are disclosed. It is indicated that supply chain management determines the strategy and measures concerning planning, search, production and delivery of goods, logistics is only a part of the supply chain, which focuses on the fact that the right products are in the right place and at the right time. The purpose of the research is to study the principles of supply chain management in modern enterprise logistics, the advantages of this approach and methods to improve it, to show the impact of the COVID-19 pandemic on supply chain management and actions taken by enterprises in the new environment. Five main elements of supply chain management (planning, delivery, manufacturing, delivery, return), without which it is impossible to optimize the work of enterprises, are identified. It has been determined that the effective organization of supply chain management is an important direction of increasing the competitiveness and profitability of enterprises. The main advantages of this management approach and assessment methods (financial, non-financial and quantitative parameters) are specified. The concept of responsible supply chain management, the importance of using this approach by enterprises to support the acquired image in modern conditions of existence are defined. Conditions are presented due to which companies can create a responsibly organized supply chain. The impact of the COVID-19 pandemic on logistics supply and the actions taken by enterprises in the new operating environment are described: improving the flexibility of supply chain strategy, digitalization of the supply chain, building reliable partnerships of supply chain participants. Keywords: logistics, enterprise, supply chain, effective supply chain management, responsible supply chain management.