In this paper, a variety of mobile, tablet or desktop educational applications designed to teach physics concepts to 3- to 5-year-old preschoolers are presented and evaluated. The primary purpose was to investigate these applications' effect on kindergarten children and their interest in effectively learning physics concepts. The REVEAC application evaluation tool was used to evaluate the applications, which evaluates the educational content, design, functionality and technical characteristics of the application.
Currently, some public institutions do not have the necessary technology to record grades, attendance and conduct, and this is affecting schools and parents when it comes to getting their children's grades because mistakes tend to occur when entering grades or attendance manually, and not having a virtual system where the filling of grades is done, where they can offer security, time savings, and easy accessibility for parents. Thus, we designed a prototype as a web system design that meets the requirements required by the institution. It was developed with the Scrum methodology as an agile development framework for software creation. As a result, designs according to a web system complying with the procedures and requirements established by the Scrum team give a basic proposal and a productive approach for the development of the web system within the processes of grades registration, attendance and student behaviour. Therefore, an institution can implement this proposed web system design in the future.
Traditional learning in the chemistry course has often been seen as a boring course among students due to the use of static, non-dynamic, and interactive learning materials. The implementation of digital media in education has provided multiple advantages, the implementation of technologies such as augmented reality promotes effective learning because it makes it possible for students to interact with virtual elements in our real environment. The present research was delimited in the development of an application with augmented reality for the learning of chemical elements in 5th grade of elementary school students, to provide a support tool for both teachers and students, to help achieve a better understanding of the chemical elements. For the development of the augmented reality application called "Atomik-3D", the Mobile-D methodology was used, which is focused on the development of mobile applications; once the application was developed, functional tests were carried out to analyze surface recognition characteristics and ease of use, to analyze the performance a total of 20 tests were carried out giving us positive results. Through the analysis of the results, it was possible to identify that, for the recognition of flat surfaces, the mobile application has a good performance on illuminated surfaces with more than 30 lux. Likewise, the Marker technology used in this project has a very efficient recognition time of a flat area, being mostly no more than 1.5 seconds. Finally, 85% of the participants surveyed agreed that the application developed was easy and very easy to use.
Educational games are learning educational tools, where these tools can encourage students to think creatively and perform actions with fellow students by playing games in a learning activity. This research aims to analyze the effectiveness of an android-based budiran game assisted by SAC3 to improve science learning outcomes of fourth-graders in theme 1. Budiran stands for bunyi dan indra pendengaran. This game is educative in the form of an android-based game made by SAC3. It was developed with Borg & Gall's R&D model, adapted from Sugiyono with seven stages. The game's effectiveness in the fourth graders' science learning outcome was done with pretest and posttest control group design. The researchers took the experimental group of fourth-graders from Public Primary School Bendanpete 2 and Public Primary School Ngetuk 3. Then, the researcher took fourth-graders from Public Primary School 1 and 3 Bendanpete as the control group. The researcher obtained the data from the test. The data analysis included an n-gain test and t-test with a significant level of 0.05. The results showed improvement in the posttest score of the experimental group, higher than the control group's posttest score. The N-gain posttest of the experimental group is 64%, categorized as moderate. The t-test score on the posttest obtained t-count = 8.803, with significant level 0.000 < ɑ with ɑ = 0.05. Thus, the developed game effectively improved the science learning outcomes of fourth-graders on theme 1.
This paper explores the use of the Workshop activity in teaching mathematics courses. Using a workshop as a learning and evaluation tool for the MPhil in Mathematics Education's Graph and Network course, the study's goal was to find the best way to get students involved in learning and peer assessment. The Workshop activity in Moodle is, to some extent, robust peer assessment activity for mathematics (but not limited to). Based on specified rubrics, students add their assignments/submissions. These assignments/submissions are later allocated randomly amongst their peers, at least three, to assess with anonymity based on the aspects provided by the course facilitators. Likewise, this tool helps to foster students' assessment skills against peers' submissions. Subscribing teaching experiment as a research methodology under qualitative research, this paper explores practical pedagogical uses of the Workshop activity in three episodes of the mathematics education courses. These three episodes were based on planning, intervening, peer assessment, and evaluation. The learning shows that the Workshop activity is helpful in learning and peer assessment. This paper looks at how key affordances can be used to conduct peer and self-assessment, improve learning engagement, and develop skills like self and peer evaluation. The findings of this study show that the Workshop activity engaged the students to become active constructors of knowledge. It acts as an essential assessment tool to transform students into active learners. In the end, the paper provides several possibilities for the students to learn and correct their learning while assessing peers' submissions.
It is during the primary education stage that children begin to awaken their interest in science and, in turn, have new mathematical, geographical, and scientific knowledge, which are the basis for understanding astronomical aspects. This research focuses on developing an Augmented Reality Mobile Application based on the Mobile-D methodology for the teaching-learning process of astronomy in 4th and 6th grade students. The random selection design of an experimental group applied to a sample of 60 students was used, subdivided into groups of 30 students each. Finally, it can be concluded that the use of an Augmented Reality mobile application for the teaching-learning process significantly influences elementary school students in the subject of astronomy.
The research focuses on children with special educational needs, who are unable to access an education either because they do not have a school near their homes or because they are misinformed by parents that they can access an education regardless of their disability. By not receiving an education, children are deprived of their right to education. Therefore, a prototype of an educational software was designed taking advantage of the technological tools for learning of children with special educational needs. A hybrid methodology and the Balsamiq tool were used, as they were the appropriate ones to develop the project. The result is that children with disabilities can learn by interacting with technology and in the same way their parents can visualize some exercises and crafts that can be done at home with their children, since it is based on their educational needs.
In STEAM education, Lego WeDo 2.0 robot kit is a well-known tool for introducing educational robotics in elementary schools. This kit teaches students the skills necessary for future success. It provides a wide array of educational opportunities across subjects, along with lessons and other digital resources. This article presents experimental commands/functions development in Python programming language through a Raspberry Pi, permitting a suitable connection to the Lego WeDo 2.0 robot based on Scratch WeDo 2.0 commands for STEAM robotics learning in advanced classes. The main reasons for developing the commands are that Scratch language is a novice programming, and students gain incorrect perceptions of programming behaviour. In contrast, Python is real-world programming, in which students can utilise the language in future careers, and students can also create dynamic programs in Python using WeDo 2.0. Additionally, in this study, some projects are presented using the constructed Python functions developed by us versus the same programs in Scratch as examples for activities in the STEAM classrooms using Lego WeDo 2.0 Robot Kit. The limitation of this study was the lack of testing functions in actual instructive practice for data collection about the effectiveness of Python WeDo 2.0 commands in the classroom. The contribution of this study lies in the novelty framework of the development of WeDo 2.0 Python functions, which can be utilised in STEAM robotics advanced classrooms for learning in the fields of science, technology, engineering, the arts and mathematics.
This research aims to describe PowerPoint-based interactive multimedia products in learning multiple material mathematics and class IV factors of the Karangtengah Baru, Imogiri State Elementary School, and describe the feasibility of the product. This research uses a development method or Research and Development (R&D), which includes six stages of development. The results of this development study show that the product developed meets valid and practical criteria. The validity can be categorized as "Very Good", with an average score of 4.6 and a percentage of 92%. The assessment results from media experts are categorized as "Good", with an average score of 3.9 and a percentage of 78.7%. The assessment results from media experts are categorized as "Good", with an average score of 3.9 and a percentage of 78.7%. Assessment from class teachers is categorized as "Very Good", with an average score of 4.7 and a percentage of 95.7%. Practicality seen from student response assessments can be categorized as "Very Good", with an average score of 4.7 and a percentage of 94% of 10 students as respondents. Based on the above exposure, it can be concluded that PowerPoint-based interactive multimedia products are developed and feasible for use in Class IV elementary mathematics learning multiple materials and factors.
In recent years, education has increasingly focused on children's acquisition of digital skills and abilities, which leads to the need to create new educational methodologies capable of engaging students in computational thinking activities. The research interest of this paper focuses on how preschool children can be more involved in STEM and educational robotics through authentically experiential learning on the topic of marine plastic pollution. It examines toddler engagement through an integrated STEM scenario using the programmable robot Bee-Bot and encourages children to solve problems in many possible ways, assessing the strengthening of their necessary skills. The teaching intervention took place during the 2021-22 school year in a Kindergarten in the city of Ioannina. During the planning and implementation phase of the program, action research and field study are applied, while the sociocultural approach to teaching natural sciences, educational robotics, new technologies, engineering, the arts and mathematics. The research framework is completed with the evaluation process and the students disseminating the project learning outcomes.
The primary purpose of this study was to examine the level of secondary education teachers' attitudes towards implementing S.T.E.M. in the classroom. Moreover, previous relative research studies' findings were reviewed to assist in the analysis of the current study. The main instrument of the study was a questionnaire containing 18 items using a 5-point Likert scale administered to 121 K-12 school teachers. Descriptive, independent t-tests and ANOVA analyses were applied to analyze the research findings. The results showed a highly positive attitude towards S.T.E.M. education. Nevertheless, teachers seem concerned about implementing the framework in the classroom and appear willing to participate in relative seminars. Overall, this study's findings comply with the findings of the international literature and are expected to raise awareness among the relevant departments of the Hellenic Ministry of Education and Religious Affairs.
Mobile phones are prevalent worldwide, and today's learners utilize this technology for instructional purposes. This educational design research aims to evaluate the developed interactive mobile application. This instructional material contributes to today's 21st century or digital native learners' needs to engage students in the teaching-learning process. The app is aligned with mathematics instruction, balancing visuals and Math content. Employing the Instructional Material Development for Non-print Materials instrument shows that the developed mobile app is acceptable for the Grade 11 students. Students reported a positive experience and noted an increased interest in Mathematics when using the app. Further research is needed to explore the integration of this app in the mathematics classroom.
The purpose of this study is to understand teachers' experiences in-depth on distance education activities held urgently during the pandemic and holistically reveal them. For this purpose, the interlocking single event pattern from case study designs was used to have depth meanings from the teachers' views. In the study, a semi-structured questionnaire was created as a data collection tool and applied to sixty-six teachers with snowball sampling. Teachers participating in the study generally work at primary, secondary and high schools. At the end of the study, it was revealed that the interaction between students, student-teacher, and teacher-parent in urgent distance education processes was generally insufficient; there was no socialization. In addition, it was revealed that both teachers and students experienced various positive and negative emotions, the teaching content was insufficient, and there was a lack of technological equipment and knowledge. However, as an alternative, urgent education activities had some positive aspects for the teachers. As a result of the study, it is recommended to design distance education better, provide a better communication channel between teacher-student-parent, eliminate technological infrastructure problems, and provide technical and psychological support to teachers during urgent distance education practices.
The present work supports the possibility of connecting exhibits of the Museum of Ali Pasha on the island of Ioannina with the Natural Sciences through an educational scenario in the light of the Theory of Activity and the SciEPIMGI design framework. In this way the educational programs designed for Museums of general interest gain added value by supporting the cooperation of formal and non-formal education. The script was designed during the training program of the University of Ioannina and was implemented in November 2021 by students of the Kindergarten of Ioannina. Through selected exhibits of the Museum, bridges with themes were detected from the Curriculum for Natural Sciences in the Kindergarten, focusing specifically on the theme "water". Theoretically, it is based on the approach of Hein's constructivism, Gardner's multiple intelligences and the active participation of Simon's student, with particular emphasis on the student's individual peculiarities regarding the ways of perceiving reality and the personal meanings he forms. The Museum-pedagogical activities that are designed apply a variety of methodologies such as students' oral expression, visual creations, hidden treasure game, writing, experimentation, creating connections, problem solving, interpretation and expression of crises, etc. Special emphasis was given to of students' senses and in experiential and exploratory learning. The museum space was utilized as a constructed environment for learning and application of museum-pedagogical methods and as an invisible educational framework that allows effective learning processes, mobilizes curiosity, evokes emotions and impressions.
The current study investigates the reason for parents and children's paradoxical perceptions of online learning, determining factors, and the impact of these differences on their relationships. This research employs qualitative data collection and analysis approaches. Twenty-five parents and their children studying at an elementary school and participating in mentoring activities in Malang, Indonesia, were recruited based on the school principal's recommendation. The data were collected using in-depth interview techniques with parents and their children and observations during the counselling sessions and continuous mentoring sessions. The results show that parents and children perceived online learning paradoxically in three aspects: time, implementation process, and online learning media. Parents tend to perceive online learning negatively, while children perceive it positively. The difference in perception is caused by different expectations and attitudes towards online learning and the family's socioeconomic conditions during the Covid-19 pandemic. The differences in perceptions trigger parent-child conflicts indicated by poor communication, negative labelling, and physical violence. Three policy recommendations are proposed to address the issue during times of crisis, including the Covid-19 pandemic.
Over the last few years, rapid technological progress has developed our lives in all areas. The adoption of technology in the everyday lives of both adults and children through smart mobile devices has led to the foreseeable integration of digital tools in the educational process. Smart mobile devices and the applications that accompany them have been proven effective in the educational field since they allow students to acquire knowledge through activities with an interactive and playful character. A technique that has gained popularity among technology users in the last decades is gamification. Gamification combines mechanisms and elements of games, enhancing students' learning, motivation, and interest in various educational fields, such as mathematics and science. The usage of game elements in education is not encountered for the first time due to the spread of gamification in technology, but it has been mentioned since the early ancient Greek years. However, technology has reinforced gamification through components and techniques that provide students with all the necessary supplies leading to positive learning outcomes. This bibliographic review presents the literature findings on gamification through smart mobile devices in science teaching in preschool education.
This article describes an action research study investigating the understanding and uses of collaborative tools, which are novel to pedagogical practices -- using the steps of planning, intervening, evaluating the effectiveness, and sharing potential collaborative tools and/or applications. The research focuses on determining the most effective applications for collaborative tools. Based on the study, this article highlights additional key strengths of collaborative teaching scenarios: their strength in facilitating student tasks and assessments. The time savings are quantified after determining how the collaborative task reduces the time required by course facilitators for manual evaluation. This advancement makes it possible to design multiple collaborative tasks that use various collaborative tools, enhancing learning experiences in higher education. The section then discusses potential collaborative tools and/or applications. Effective utilization of collaborative tools necessitates facilitators with the skills to create a new, innovative, collaborative virtual platform.
Technology in the 21st century forms an indispensable part of the everyday life of all ages. Today, portable devices are used daily for multiple purposes (entertainment, recreation, health, productivity, physical exercise etc.), while games found on portable devices based on a player's location have started to burgeon as well. Education could not remain uninvolved in these developments. Over the last few years, technology has been used more to foster students' education through programs and applications. The gamification of education looks to maximize student engagement. This current study aims to plan and create an educational teaching scenario as part of the teaching of the History subject. Using the multimedia tool Actionbound, students are guided into the place of interest (monastery). The school subject of history becomes more entertaining as students move into space through GPS locations, questions, tests, and rewards. Therefore, students are no longer passive receptors of new knowledge and information but explorers who discover their new knowledge by taking an active role in the teaching process.
Universities and educational organizations aim to bring an innovative approach to internationalization in higher education in the digital environment. They focus on enhancing and cultivating the students' communication and intercultural competencies and building self-confidence in an international environment. This study presents an overview of the existing educative strategies and innovative interventions used for integrating/developing International Mobility (IM hereafter) competencies in higher education. For this purpose, we searched various databases following the MOOSE Guidelines for Meta-Analyses and Systematic Reviews of Observational Studies in the last five years. Our findings reveal the literature gap regarding teaching and learning in the content of International Mobility and extend the possibilities for future research directions.
Mathematical illusions and concepts can be more easily visualized and understood with the help of information and communication technologies (ICT). On the contrary, ICT development in Nepali classrooms (from elementary school to university) moves glacially. This study examines the role of ICT tools in mathematics and their features and importance in promoting meaningful learning in mathematics. Based on the literature available, this study found that GeoGebra, Google SketchUp, and Microsoft Mathematics are excellent ICT tools for visualizing mathematical concepts, creating 3D models, and discovering solutions and graphical representations of more complex mathematical concepts and/or illusions. This study also demonstrates the importance of these ICT tools in promoting mathematics teaching and learning from elementary school to the university level. Incorporating the ICT tools mentioned above for teaching and learning mathematics has positively impacted students' achievement in mathematics.
In recent years, increasing attention has been focused on developing Kindergarten children's acquisition of 21st-century digital skills and competencies. New educational technologies have been created to engage students in computational thinking activities. In addition, the use and teaching of robotics have been increasingly studied in recent years, as research data has shown recommendations and positive outcomes for students and teachers. As global demand for food and non-food products continues to grow, primarily driven by population and income growth, the challenge of addressing resource depletion and climate change is also expected to increase. This intervention aims to present the global food system and food waste phenomenon to toddlers through an educational scenario for kindergarten using educational robotics and STEM methodology.