The Effects of Interactive Exercises on Students’ Achievement: Using the Open Source Authoring Application

Akdemir, Ömür; Kunt, Kürşat; Tekin, İnan

doi:10.1016/j.sbspro.2012.09.591

Cited by 4 publications

(4 citation statements)

References 2 publications

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“…Stowell and Nelson (2007) indicated in their studies that the interactive student response system they applied in their classes raised students' awareness and increased their active participation in learning process. It was also found that interactive activities contributed to students' academic success and had a significant effect on students learning more compared to traditional response systems (Akdemir, Kunt, & Tekin, 2015). participation in feedback sessions by enabling them to hinder behind their digital tools (Reilly & Shen, 2011).…”

Section: Introductionmentioning

confidence: 99%

Interactive Response Systems (IRS) Socrative Application Sample

Aslan¹,

Şeker²

2016

JEL

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In globally developing education system, technology has made instructional improved in many ways. One of these improvements is the Interactive Response Systems (IRS) that are applied in classroom activities. Therefore, it is "smart" to focus on interactive response systems in learning environment. This study was conducted aiming to focus on using Socrative application as a feedback agent among IRSs. The study mainly focused on how could Socrative program as a smart feedback agent be effective in fostering students' learning. Additionally, students' responses were examined to have an overall sense of a digitally supported learning period. The study was designed on action research. The research was conducted with 53 junior year students who were prospective teachers in different fields at the same time. In order to obtain, 11 item-survey was developed by the researchers to realize how Socrative program could contribute to reinforce learning in detail. Besides, unsystematic interviews on program's strong and weak aspects were maintained. The results indicated Socrative program as a feedback agent could be benefited in learning process thanks to its accessibility, immediateness, and continuous interaction. The results also revealed that participants of the study perceived the program positively and attended the course more motivated. The study also reflected that students as prospective teachers more eagerly participated in digitally supported than traditionally maintained instructional activities.

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Section: Introductionmentioning

confidence: 99%

Interactive Response Systems (IRS) Socrative Application Sample

Aslan¹,

Şeker²

2016

JEL

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“…As these authors mention, the expectations coming from "technologically savvy students towards an updated classroom atmosphere which meets their capabilities become higher by each year, so there is the intrinsicate need of implementing a more dynamic curriculum" (p. 122). Akdemir et al (2012) state that technological aids have the capacity of presenting immediate feedback for teachers and students, with the reinforcement of mental and physical participation during class time. These aids allow educators to improve the quality of education, through the improvement of the exchange between students and teachers, and between them and technology (Ortega & Medina, 2015).…”

Section: Technology In the Classroom And Digital Didactic Materialsmentioning

confidence: 99%

Impact of the Digital Didactic Material on Students’ Reading and Grammar Acquisition

Chuquín

Paguay

Mora

2020

UTE Teaching & Technology

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The present study utilized Digital Didactic Material, namely: Grammarly, Kahoot!, LyricsTraining, Qr Codes, Quizalize, Quizizz, Quizlet, and Storybird to teach EFL (English as a Foreign Language) namely reading comprehension and grammar formation. This study also aimed at investigating the learners' acceptance toward this material. To evaluate the effectiveness of the proposed approach, 37 university students of two general English language courses attending classes in the Language Institute at the University of Cuenca, Ecuador, participated in a pre-experimental design. The experimental results indicated that students' reading and grammar acquisition outperformed significatively after employing the Digital Didactic Material (p ˂.05). Moreover, students showed a positive attitude to this material as well as its use in teaching reading comprehension and grammar structure. The findings of this study have implications for L2 learners, encouraging them to change their view of reading and grammar acquisition and looking at these from a more motivating perspective. ResumenEl presente estudio utilizó Material Didáctico Digital, a saber: Grammarly, Kahoot!, LyricsTraining, códigos Qr, Quizalize, Quizizz, Quizlet y Storybird para enseñar EFL (English as a Foreign Language); es decir, comprensión lectora y la formación de la gramática. Este estudio también tuvo como objetivo investigar la aceptación de los estudiantes hacia este material. Para evaluar la efectividad del enfoque propuesto, 37 estudiantes universitarios de dos cursos de inglés general participantes en las clases del Instituto de Lenguas de la Universidad de Cuenca, Ecuador, quienes fueron parte de un diseño preexperimental. Los resultados experimentales indicaron que la lectura de los estudiantes y la adquisición de la gramática superaron significativamente después de emplear el Material Didáctico Digital (p. 05). Además, los estudiantes mostraron una actitud positiva hacia este material; así como su uso en la enseñanza de la comprensión lectora y la estructura de la gramática. Los hallazgos de este estudio tienen implicaciones para los estudiantes de una segunda lengua, alentándolos a cambiar su visión de la lectura y la adquisición de la gramática y observándolos desde una perspectiva más motivadora.

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“…Besides, EXE programme is also suitable as e-module software that can be downloaded easily and free [53]. Another criterion of EXE media is the use of interactive EXErcises developed with open source authoring applications that can improve the students' performances compared to traditional EXErcises [54] [55] [56] [57] state that with EXE media, the students are more likely to understand the concepts of learning materials and can eliminate boredom in learning. In addition, the most students become interested and motivated in learning [58].…”

Section: Learning Motivationmentioning

confidence: 99%

The Peculiarity of E-Learning XHTML Editor (EXE) Based on Attention, Relevance, Confidence, Satisfaction (ARCS) to Improve the Students' Learning Motivation of Vocational High School

Aini¹,

Siswandari²,

Sawiji³

2017

Proceedings of the International Conference on Teacher Training and Education 2017 (ICTTE 2017)

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The modern advancement of technology has changed the way people live, the way people communicate, and the way people learn. Moreover, the technology appearing in the field of education, especially for Vocational High School students in using technology as a medium of learning to improve student learning motivation. The use of technology in the education field with good criteria can bring new effects for students, therefore media that can be designed by teachers is needed in order to develop learning materials without the need for expertise in programming language, that is EXE. The use of technology as a learning media can be integrated with ARCS to generate student motivation, especially in Vocational High School. The purpose of this article is to examine the peculiarities of EXE based on ARCS to improve the students' motivation in Vocational High School. The writing method of this article is a review of relevant research journal literature. The peculiarity of EXE based on ARCS is in every student's interest in learning the subjects. In addition, this media can be used for the students to build initial knowledge in understanding the concept of learning, so that it can be used in solving the problems given by teachers.

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The Effects of Interactive Exercises on Students’ Achievement: Using the Open Source Authoring Application

Cited by 4 publications

References 2 publications

Interactive Response Systems (IRS) Socrative Application Sample

Interactive Response Systems (IRS) Socrative Application Sample

Impact of the Digital Didactic Material on Students’ Reading and Grammar Acquisition

The Peculiarity of E-Learning XHTML Editor (EXE) Based on Attention, Relevance, Confidence, Satisfaction (ARCS) to Improve the Students' Learning Motivation of Vocational High School

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