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This aim of this study is to identify the effectiveness of the use of Geometer’s Sketchpad (GSP) in the teaching of circle among Form Two students. The quasi-experimental study was to investigate the following two aspects, namely the effective use of software GSP and a survey instrument was used to elicit students’ perception on the use of GSP. About 82 students from two classes selected at random were divided into a treatment group and control group. The results showed that students exposed to the use of GSP obtained significantly better mean test scores compared to the control group. The results of this study indicate that using GSP in teaching and learning of the circle properties have a positive impact on students. Analysis of the questionnaire responses indicated a positive overall perception of using Geometer's Sketchpad in learning about the circle.

Gagne’s theory posits that learning is achieved through interaction of various internal and external factors. If so, the use of supportive technology to provide these factors’ interaction may increase expected performance, especially in theoretical courses, and place learning at a higher level. As supportive technology, gamification-based computer or mobile applications can be used in Gagne’s nine instructional steps. Therefore, 23 teacher candidates in the Department of Social Sciences Education evaluated the use of gamification-based interactive response system (IRS) tools with the scope of Gagne’s learning theory. For 3 weeks, teacher candidates were taught how to use Kahoot, Plickers, Socrative, Quizlet, and FlipQuiz tools in question-answer activities. Teacher candidates prepared materials or questions about predetermined topics for the IRS tools, and then chosen teacher candidates demonstrated to others how to use each tool. According to findings, Kahoot and Plickers can best be used in gaining attention, assessing performance, and enhancing retention and transfer, Socrative and Quizlet in gaining attention and presenting the content and FlipQuiz in gaining attention, providing learning guidance, and assessing performance. Also, teacher candidates determined some limitations of each tool. Finally, results were discussed and some recommendations for future research were stated at the end of the study.