Creating a watermill through steam activities for preschool children in the school yard

Skaraki, Evaggelia

doi:10.25082/amler.2023.02.001

Cited by 2 publications

(2 citation statements)

References 27 publications

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“…However, a lack of study has been conducted that focuses on establishing an interactive digital flipbook for specific students, such as those who learn at a relatively slow rate (slow learners). In addition, the concept of designing a flip book still needs to be added to the models offered, such as those based on gamification (Skaraki, 2023). To fill those gaps, in this research, we focused on developing an interactive gamification-flip-book for slow learners assuming that flipbook is a solution as a digital media offered in which it is a challenging endeavour to instruct students classified into slow learners.…”

Section: Introductionmentioning

confidence: 99%

Interactive gamification-flip-book for developing students' outcomes

Widodo¹,

Subandowo²,

Musyarofah³

et al. 2023

Adv. Mobile Learn. Educ. Res.

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This research presents gamification-flip-books in education that can significantly improve students' conceptual understanding due to the actions involved in the learning. However, this approach also presents a problem for "slow learners" and other students who require individualized attention in their classroom's approach to teaching and learning. Many researchers have been drawn to the use of gamification in education as a way to boost engagement and improve learning outcomes. This study aims to show the empirical results of the most recent research on applying gamification in ability learning for slow learners. This research aimed to develop an interactive digital gamification-flip-book which meets the criteria for assisting students called slow learners. A 4-D design of research & development was applied, covering four stages: define, design, develop and disseminate. Since the percentage that was produced was more significant than 85%, the validity level of the generated media satisfied very valid requirements, and it could be used without any modifications because the standards were met. The implication proves that the integration with LMS was a practical approach for providing activities to slow learners to support them. This was demonstrated by the fact that the integration was successful. Therefore, the additional study should be encouraged to investigate the usefulness of a digital gamification-flip-book integrated into LMS for slow learners.

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Section: Introductionmentioning

confidence: 99%

Interactive gamification-flip-book for developing students' outcomes

Widodo¹,

Subandowo²,

Musyarofah³

et al. 2023

Adv. Mobile Learn. Educ. Res.

View full text Add to dashboard Cite

show abstract

“…Teachers reported that students' distraction and limitation of understanding were slightly affected. Finally, exposing students to technological media that are not based on educational content and viewing inappropriate content leads to poor physical, social and cognitive development Korb, 2019;Surirman et al, 2019;Skaraki, 2023;Skaraki & Kolokotronis, 2022).…”

Section: Discussionmentioning

confidence: 99%

The views of preschool teachers on the contribution of ICT in Environmental Education

Blavaki

2024

Adv. Mobile Learn. Educ. Res.

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Information and Communication Technologies (ICT) are forms of technology that enhance young children's learning and experiences. When teachers successfully integrate them as targeted tools using computers, tablets, videos, interactive whiteboards, digital games, etc., the quality of teaching and learning can be improved by providing students with an engaging and successful experience. At the same time, environmental conditions worldwide continue to deteriorate at an alarming rate due to a complex web of socio-ecological challenges such as climate change, air pollution, loss of biodiversity, etc. In order to drive transformative changes in human behaviour, it is essential to educate and inform individuals from an early age, starting with kindergarten students. Incorporating new technologies into environmental education and other subjects can spark students' interest and facilitate more effective information dissemination and learning. This study investigated the views of 105 preschool teachers on the contribution of ICT to Environmental Education. The research tool used was a questionnaire distributed to teachers via Google Forms. The research questions pertain to teachers' knowledge and opinions about ICT and EE, as well as the frequency of ICT use and media during teaching interventions. Furthermore, the factors that influence the smooth integration of ICTs into EE teaching and the results that this integration brings were investigated. The research showed that the contribution of ICT in EE positively affected the students. Those that stood out were the active participation, the increased interest, the development of teamwork and the mobilisation of the weak students. However, although the teachers pointed out some difficulties in using ICT in their teaching, such as the deficiency of material and technical infrastructure and the lack of time, they also pointed out how significant and influential the contribution of ICT in teaching Environmental Education is.

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Creating a watermill through steam activities for preschool children in the school yard

Cited by 2 publications

References 27 publications

Interactive gamification-flip-book for developing students' outcomes

Interactive gamification-flip-book for developing students' outcomes

The views of preschool teachers on the contribution of ICT in Environmental Education

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