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This paper discusses the development of a 3D educational simulator for teaching power supply system fundamentals. The simulator's creation followed a meticulously planned algorithm, beginning with clear educational objectives. It involved 2D conceptual designs and detailed 3D modeling of components like transformers and voltage regulators using software such as AutoCAD, SolidWorks, or Blender. The simulator's interactivity is a significant feature, allowing users to adjust parameters like voltage and observe real-time effects, enhancing understanding. It integrates theory with practical visualization, providing annotations and explanations for each component, creating a comprehensive learning experience. User feedback guided testing and iterative improvements, resulting in a user-friendly, adaptable simulator compatible with various educational platforms. This project highlights the importance of interactive learning tools in technical education, addressing challenges in accurate yet user-friendly educational technology design. It emphasizes the need for continuous improvement to align with evolving technical knowledge. In summary, this paper demonstrates the potential of advanced 3D simulations in STEM education, offering insights into effective tool design and implementation. [ABSTRACT FROM AUTHOR]

Smart campus is a trend that has been actively implemented in universities as one of the strategic technologies that gives an impact to higher education. This paper proposes the iBeacon technology implementation in a smart campus. The primary goal of the technology implementation is to automate the current practices in a university campus, such as manual attendance and navigation, physical logbook and lab report, and many more with the goal of reaching the smart campus status. iBeacon utilises Bluetooth Low Energy (BLE) making it easy to implement and low in cost which is a competent first step in transitioning, or introducing, modernisation to the regular campus infrastructure. This paper covers the fundamentals of iBeacon implementation methods and discusses on possible applications to the campus environment like auto-attendance, indoor navigation around campus and a new interactive learning method for students that mimic student-lecturer interaction during the study process. [ABSTRACT FROM AUTHOR]

Understanding a concept that people cannot observe directly in real life is always challenging in education. It could be even more difficult for public health education topics such as viruses or bacteria. However, public health education is critical for understanding the knowledge of the virus in the age of COVID-19. Thus, this paper proposes a distributed mixed reality environment to enhance public health education in the internet of things (IoT) context. We introduce the design methodology based on the mixed reality interaction characteristics, the implementation, and the initial evaluation. [ABSTRACT FROM AUTHOR]

Covid-19 pandemic engulfed the world at the beginning of 2020, which impacted the Education Sector around the world. Institutions worldwide had to migrate from the supervised classroom training method to the unsupervised online training method. However, did the online training method have a similar impact compared to the classroom training method? This paper aims to study the application of Augmented Reality and Virtual Reality in the education sector as well as their impact on the learning process. The study aims to substantiate the inoculation of Augmented Reality and Virtual Reality in the Ed-Tech sector. An Ed-Tech giant like Interplay Learning which has made a Virtual Reality and 3-D gaming platform for an interactive learning experience has received $18 million in Series-B funding; similarly, Byju's has acquired Osmo, an American start-up that gives an interactive learning experience using AR/VR technology, which signifies the scope of AR/VR learning experience. Due to the Sars-Covid-19 pandemic, students worldwide relied on online video calling/conferencing platforms like Microsoft Teams, Zoom Call, Webex Meet, Skype, Google meet, etc., which gave them a temporary relief to their learning process and did not waste their academic year. However, the question remains, "How to enhance the learning experience on online platforms?" The answer for the present situation is inculcating AR/VR in the learning experience. AR/VR provides a better interactive learning experience by creating a stimulative environment similar to an offline classroom environment. The paper will discuss various research and findings of the past and provide substantive evidence for the implementation of AR/VR in the ed-tech sector. [ABSTRACT FROM AUTHOR]

Computational Thinking is introduced as a problem-solving ability that is important for future generations to master. The mastery of computational thinking skills from an early age prepares children to anticipate competition and pursue success in the future. Robotics devices are widely advocated as interactive learning media to facilitate Computational Thinking development. Educational robotics have grown from ideas that represent critical stages of Computational Thinking. The application of robotics in teaching computational thinking skills is increasingly used and is evident in the literature. The paper reviews the development of an innovative robotics device in facilitating understanding of computational thinking in young children in terms of several aspects of computational thinking indicators. A review was also conducted to see the advantages and disadvantages of commercially available robotics devices. This paper was prepared by applying critical analysis methods to the literature published from 1952 to 2017 in international journals and proceedings. As a recommendation for future research, this paper proposes for an educational robotic development that facilitates the of computational thinking skills, especially for early childhood education. [ABSTRACT FROM AUTHOR]

A learning sequence with interactive computational modelling based on Modellus designed for introductory seismology university courses is discussed. The sequence considers earthquake generation mechanics and applies Modellus to determine the evolution of the friction coefficient as given by the rate-and-state friction law governing the frictional instabilities that give rise to earthquakes. Laboratory experiments indicate that the rate-and-state friction law applies not only to rocks but also to some metals, paper, wood, and some plastics. The use of Modellus allows for a parametric study of the equations and for students to create the mathematical models on their own, which ultimately helps them achieve a better understanding of the complex earthquake phenomena. [ABSTRACT FROM AUTHOR]

In physics and mathematics educational environments, meaningful learning paths should be balanced interactive explorations of the different epistemological and cognitive phases of the modelling cycle. Our approach in this context involves sequences of interactive engagement learning activities with computational modelling that explore the different kinds of modelling, progressively introduce scientific computation, generate, and resolve cognitive conflicts in the understanding of physics and mathematics, and comparatively analyze complementary mathematical model representations. In this work we present a learning sequence about light polarization for intermediate science, technology, engineering, and mathematics (STEM) university courses during which students can create and explore in the computer relevant mathematical physics models and animations that help and complement the learning processes in theoretical lectures and problem-solving paper and pen activities. [ABSTRACT FROM AUTHOR]

The difficulty in comprehending the pneumatic system courses due to the limited available devices can be minimized by some interactive learning, such as simulation. This paper aims to build a simple pneumatic simulator based on an Arduino microcontroller and analyze the mechanical component performance. The experimental method with five load variations ranging from 1.2 kg to 2 kg is applied to the double-acting and single-acting cylinders. As the controlling valve for the compressed air from the compressor, the double-acting cylinder is connected to a 5/2 solenoid valve, while the single-acting cylinder is connected to a 3/2 solenoid valve. An Arduino microcontroller is used to control the simulator system. The pneumatic system is verified by comparing the experimental result with the theoretical calculation. The findings reveal that the pressure outcomes during the experiment are nearly consistent with theoretical calculations. [ABSTRACT FROM AUTHOR]

During the last decade, the field of education in the world began to develop technology-based learning. Teachers are also supposed to be skillful in combining technology into learning activities. Technology can also help teachers improve students' cognitive aspects and attitudes, especially nationalism. This paper will review the effectiveness of using infographics to increase nationalism attitudes in 4th-grade learning activities in elementary schools. This interactive infographic media is accessed online and takes advantage of existing technology. Students can learn independently or with the teacher in a fun and flexible way. This study utilized experimental research methods and a pre-test and post-test control group design. The population group consists of 75 students from 4th grade4th-grade schools in the Ki Hajar Dewantara Cluster, Pulo Gadung Village. The number of samples in this study was 64 people. The collected data was anywhere through a t-test. This study concludes that interactive infographic media postpositively affects' nationalistic attitudes. Moreover, students can also be interested in learning, more easily understand the material, dare to explore knowledge independently, and feel that learning media interactive infographics is more fun. So learning becomes meaningful. [ABSTRACT FROM AUTHOR]

Teaching and Learning Mathematics in the 21st centuries highly related to the digital technology used in the classroom. Mathematics is the best practice in the standard teaching and learning (T&L) process where the teacher and student physically attend the class. There is where the interaction and discussion on subject matter happened. However, due to the COVID-19, the practice needs to be changed drastically in which both sides of teacher and student are not allowed to have a physical class to avoid any contact. The learning process must proceed and adapt well to the current situation. A Learning Management system must be developed as a platform to digitally organize educational material. Due to that, this paper aims to illustrate the development of a website that is beneficial in T&L Mathematics courses. The content of the mathematics course chosen is Linear Algebra. There are various learning management systems, but the one that customizes the purpose and requirement of our class content can be developed by ourselves. Google offers a good package where google sites can be easily set up for that purpose. The content is arranged according to based on topics. In addition, the interactive learning environment is also embedded in developing the system to attract the student's attention during class hours. Live chat is also provided for the student to ask questions at their convenience time. Developing a customized learning management system can be an alternative for teachers to provide a digital environment to their students so that the process of T&L can be continued. Our website has been introduced to students, and their feedback is recorded. The result shows that students show positive responses while describing the website [ABSTRACT FROM AUTHOR]

Since a decade ago, there has been an everlasting manoeuvre to nurture cognitive skills among students across the globe using technology. Technology-assisted cognitive augmentation had crafted an online learning environment (OLE) as one of interactive learning tool equipped with unlimited learning materials for students to learn, engage and ultimately construct their cognitive skills. The dynamic nature of education from being knowledge-centred to nowadays fluidity of cognitive skills further intensifies the role of OLE in information age education ecosystem, as pedagogy per se is seem inadequate to nurture cognitive skills. The purpose of this paper is to present an OLE prototype, designed and developed to nurture cognitive skills among students in chemistry. The design and development process, implantation of 21st-century learning media, data collection enhancement using Internet of Thing (IoT) and the predicted data analysis technique (as the OLE is not yet tested) are presented. The proposed OLE is anticipated capable to nurture cognitive skills in chemistry such as HOTS, critical thinking and problem solving skill. [ABSTRACT FROM AUTHOR]

Blended learning combines face-to-face and online learning, this innovation gives students the opportunity for various levels of interactive learning so that it is far more varied and effective. Mixed learning approaches for environmental chemistry courses are presented. This paper tries to see how the patterns of students in implementing learning in blended learning, try to find out what kind of learning media they like and how they access it. There are twenty-nine students who participate in environmental chemistry courses. Mapping patterns using a qualitative approach. Traditional lectures were replaced by online learning packages, which were supported by formative on-line assessments and presented various learning content activities including, videos, e-books, sharing, and animation media to facilitate the learning process. This study collects participant behavior during a mixed learning course. in addition this article tries to identify interactions between the duration when participants enter the class, access content and final results. A significant pattern was found between the amount of content access and the results of the final test, where participants with low access did not have better results than participants who had high access. Media with too much text such as leaflets are not liked by participants, media with animations and illustrations such as animated videos are very popular and have high access. According to the test results and the number of access to online courses can prove that the level of access will affect the effectiveness of the course in blended learning. [ABSTRACT FROM AUTHOR]

The development of knowledge and cognition in physics and other fields of contemporary science, technology, engineering and mathematics (STEM) is based on modelling processes increasingly requiring advanced methods of scientific computation. Physics education for STEM education should then involve learning sequences featuring modelling activities with computational knowledge and technologies. Such sequences should manifest epistemological and cognitive balance between theory, experimentation and computation, be interactively collaborative, and ensure the development of meaningful knowledge in physics, mathematics and scientific computation, appropriately considering the diversity of STEM contexts. To address this challenge we have proposed an approach based on the creation of sequences of interactive engagement learning activities with computational modelling that explore different kinds of modelling, introduce scientific computation progressively, generate and resolve cognitive conflicts in the understanding of physics and mathematics, and comparatively analyze the various complementary representations of the mathematical models of physics. In this work we discuss a learning sequence about fluid mechanics for introductory physics students of STEM university courses, during which they built and explored in the computer mathematical physics models and animations helping them resolve difficulties persisting after theoretical lectures and problem-solving paper and pen activities. [ABSTRACT FROM AUTHOR]

We have been implementing a web-based interaction system in which students use personal digital assistants (PDAs) to interact with their instructor in their physics/physical science lecture classes. In this paper, we discuss the instructors' implementation strategies, pedagogical approaches, and perceived effectiveness of the interactive teaching approach on students' progress, engagement, and achievement. In addition, we will document the impact of the interactive teaching approach on instructors' pedagogical orientation. [ABSTRACT FROM AUTHOR]

Technology is rapid growth in this 21st-century learning, where it also transforms the education system towards interactive and immersive learning tools. Augmented Reality (AR) can be integrated into the classroom to increase student's engagement and motivation in learning as they can gain knowledge through visualizations and immersion into the subject matter. Therefore, this study aims to design and develop an AR application known as ARCloud, focusing on the Cloud Computing topic and testing its functionality for teaching and learning processes. The research design of this study is implemented the design and development research (DDR) method, which indicates that this ARCloud application had been built using a systematic planning system through the ADDIE model. This model has five phases: analysis, design, development, implementation, and evaluation. The ARCloud has been developed using Unity software. In addition, the learning setting built in the ARCloud application has been structured based on Merrill's Principles of Instruction model. In the evaluation phase, the ARCloud was evaluated by experts from the creative multimedia field from several higher learning institutions. The results obtained from the expert evaluation indicated that all of them agreed and gave many positive responses to this ARCloud application which meets all the requirements for multimedia application designs. Finally, the development of this ARCloud application for Cloud Computing learning topic can positively impact the target users. It provides awareness to educators and students that immersive learning tools such as AR applications are more effective and interesting. [ABSTRACT FROM AUTHOR]

The Cognitive Walkthrough (CW) method was used to evaluate the usability of the SAFEFORM interface design. SAFEFORM is a web-based tool designed specifically for Indian construction industry safety experts to facilitate the process of risk assessment, focusing on preventing falls associated with vertical formwork. According to safety experts interviewed, the existing risk assessment method has a lack of safety knowledge issues on specific activities. The provision of an interactive learning environment is a critical ingredient in facilitating safety experts' safety knowledge in understanding particular activities' safety information. The SAFEFORM prototype was created based on the user requirements of safety experts, emphasizing cognitive, psychomotor, and behavioral aspects. A small group of construction professionals, faculty, and designer was involved in this CW method used on the SAFEFORM interface design. The findings revelated 5 usability issues and indicated that SAFEFORM interface should be re-designed based on these issues to reduce the ambiguity to the users. [ABSTRACT FROM AUTHOR]

Improvement of professional training of students from non-linguistic universities is an urgent problem according to the concept of modernization of Russian education. Experience shows that students in most cases consider languages as difficult and boring subjects. The educational activity interest formation depends on the content and organization of pedagogical conditions for the students' educational activity. This article is devoted to the students' motivation increase in order to learn foreign languages at technical universities by utilizing Internet resources and information and communication technologies. This work considers concept "motivation and the ways of teaching which increase students' motivation to learn foreign languages. Moreover, current study lists the factors affecting motivation and inducing students to learn foreign languages. Requirements for the video records are submitted to be applied in foreign language classes. Various exercises are offered to work with video texts. Consequently, the finding gives examples of tasks based on the application of the multimedia interactive learning kit as well as online game platforms for studying English by Bauman Moscow State Technical University students. Besides, authors reveal that foreign language lessons with the use of videos and multimedia kits differ in variety and efficiency, raising the interest of students to study a foreign language. In conclusion, providing sufficient awareness is drawn that the major motivating factor is the communicative approach and involvement of students in speech activities in a studied language. Recommendations to teachers are made on how to increase the educational motivation of students. [ABSTRACT FROM AUTHOR]

When it comes to maximizing the use of time in the classroom, teachers encounter numerous challenges. Learning time becomes ineffective, with all teaching materials not being conveyed and learning objectives not being met to their full potential. Various efforts have been undertaken to enrich teaching materials in order to increase primary school students' knowledge after studying in class, in this case outside of formal study time, such as using a variety of learning media for independent learning. The use of mobile technology, such as e-learning, e-modules, and interactive learning CDs, to support students in their independent learning process has been examined. Nonetheless, these media offer benefits and drawbacks. This article suggests that teachers use mobile technology to supplement instructional materials and boost elementary school pupils' understanding in the classroom. This plan is expected to address the media's flaws, which have been exploited (e-module, e-learning, and Interactive Learning CD). This is mostly due to the fact that technology provides interactive and practical facilities that students may use to learn anytime and anywhere, as well as the ability to provide learning materials and questions, and exercise is more engaging, motivating students to learn. [ABSTRACT FROM AUTHOR]

This study aims to produce an interactive learning module that is suitable for use in learning lathe machining techniques for class XI Vocational High School Piri Sleman and to determine the feasibility of an interactive module developed for learning lathe machining techniques developed. The type of research used is R&D (Research and Development) using the Hannafin and Peck method (needs analysis, design, development and implementation). The results of this study indicate that the interactive module learning media product for lathe machining techniques developed has six main menu displays such as, introduction, material, evaluation, bibliography, profile and exit. The material presented is equipped with video images, and practice questions. The specifications of the developed interactive module have a package file (apk) format with a file size of 55.7 MB. The feasibility of the interactive learning module developed is included in the very feasible category based on the results of expert validation obtaining an average score of 3.32 while based on the results of trials on respondents obtaining an average score of 3.28 which is included in the very feasible category. [ABSTRACT FROM AUTHOR]

This study aims to analyze the improvement of students' chemical representation ability after the application of the CORE (Chemical Observations, Representations, and Experimentation) learning model on the online learning in Chemical Equilibrium material. The method used in this research is pre-experimental with a one-group pretest-posttest design and the research subjects are 38 students of Chemistry Education in UIN Sunan Gunung Djati Bandung. The learning process is carried out online using several platforms including the Learning Management System (LMS), Zoom Meeting, Google Form, and YouTube by using interactive PowerPoint learning media and instruments in the form of Worksheets. From the results of the assessment of worksheet and the results of the pretest-posttest with the CORE learning model, the average results of macroscopic abilities 93.684, submicroscopic 85.23, and symbolic 90.76. Overall, students' representational abilities have increased with an average score of 89.9 and an N-gain of 0.3957 with a moderate interpretation. The results of the t-test obtained a significance of 0.000 <0.05. There is an increase in student chemical representation after the CORE learning model is applied to the Chemical Equilibrium material. Thus, the application of the proven online CORE learning model can improve students' chemical representation ability on chemical equilibrium material. [ABSTRACT FROM AUTHOR]

The 21st Century learning paradigm is required to be based on critical thinking, connecting knowledge with the real world, communicating and collaborating, and mastering technology as well. Interactive learning media can be a link between environmental-based knowledge and technology. Eclipse theme is an abstract one as the object cannot be sensed directly. Learning media is needed so that abstract concepts can be actualized and facilitate students to understand the theme. This study aims to develop Media Pembebas on eclipse theme validly and feasibly. This Research and Development uses the ADDIE research model (Analyze, Design, Development, Implementation, and Evaluation). Validation by media and material experts shows the result by percentage respectively 91.4% and 100% with a very valid category. The result of this research is a product of Adobe Flash-Based Learning Media on eclipse theme. The topics presented in the Media Pembebas include the types of shadows in the eclipse, the process of the occurrence of a Solar eclipse, and the process of the occurrence of a Lunar eclipse. Assessment by Junior High School's Science Teachers and 7th Grade Students shows the result by a percentage of 86% and 84.8%, respectively, with a very feasible category. [ABSTRACT FROM AUTHOR]

This study aims to develop interactive learning media based on Lectora Inspire in science learning. The research method used is research and development with 4-D (define, design, develop, and disseminate) which is carried out to develop the product. Data collection was carried out through interviews at the define stage and worksheet validation at the develop stage. The data were also analyzed by descriptive statistics. The results showed that interactive multimedia based on Lectora Inspire in science learning was valid (83.55%). These results indicate that this interactive multimedia has been developed with reference to research and development principles. The developed interactive multimedia has also fulfilled the interactive multimedia aspects. Based on these findings, it was decided that interactive multimedia based on Lectora Inspire was appropriate to be used as a medium for learning science in schools and solution to improve teacher's Technological Pedagogical Conten Knowledge (TPACK) skills. [ABSTRACT FROM AUTHOR]

This research was intended to describe the implementation of edmodo-based interactive learning media in mathematics subject. The subjects of this research were the eighth grade students at SMP Negeri 1 Jember. The data were collected from the learning activities conducted by the teacher and students in class. Besides, the data were also obtained from the result of questionnaire under the same topic. The result of the research showed that edmodo-based learning media gave positive impact to the students and the learning process where the media was impelemented ran smoothly. [ABSTRACT FROM AUTHOR]

The development of the interactive video based on motion graphic is to spread awareness to the people about the appropriate ways to handle stress. This is because many people face stress in daily life, but they do not know the correct way to manage and handling the stress. An interactive based on motion graphic used as the medium due to easy to understand and able to attract the patient's attention. The model used to develop this product is Alessi and Trollip Model. The model contains 3 phases which are planning, design and development phase. Alpha test is conducted to test the effectiveness of the product and to make sure that the objectives of the project are achieved. The test is conducted by interviewing a multimedia expert, a content expert and 5 users which are students that reside at Kolej Kediaman Tuanku Fauziah (PFi2). The results obtained from conducting this test were positive as the feedback from the users suggests that the information given in this video is relevant and useful thus, help them to manage their stress. In this research, interactive multimedia learning based on motion graphic is effective toward the improvement of people to manage their stress in digital format. [ABSTRACT FROM AUTHOR]

We present an example of an active learning activity in modern physics at secondary school developed by us in the framework of flipped learning. The activity dealing with the black-body radiation was a part of our experimental course of modern physics at one of Slovak grammar schools. Using an inquiry-based form of the activity with an interactive demonstration as its introduction, students actively learned modern physics with a GeoGebra simulation as a fundamental tool of visualization, experimentation and measurement. Our results show that thanks to interactive simulations the interactive methods in the framework of flipped modern physics can be really viable, even in classical classrooms with currently widely available digital technologies – smartphones and a Wi-Fi connection. [ABSTRACT FROM AUTHOR]