Interaction Between Presentation Patterns of the Infographic (Static / Animated) and learning Styles (global/ sequential) in Adaptive Learning Environment and its Effect on the Development of Programming Skills of Secondary students

Sabry,; Ismail, Maher; Foutouh, Ass. Prof. Abu El; Hany,; Gouda, Enas Ahmed Anwer Mohamed

doi:10.21608/jrciet.2021.198531

Cited by 2 publications

(3 citation statements)

References 0 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…Another study by Sabry et al (2021) investigated the effect of interaction between presentation patterns of the infographic (static/animated) and the learning styles (global/sequential) in an adaptive learning environment on the development of programming skills of secondary school students. The results showed a positive effect of such interaction between the patterns of the infographic and the learning styles in an https://doi.org/10.17509/jik.v21i1.62255…”

Section: Literature Reviewmentioning

confidence: 99%

“…The studies revealed that adaptive learning systems promise to improve students' skills, engagement, and overall educational experience. Toktarova (2022) and Sabry et al (2021) demonstrate the effectiveness of adaptive systems in enhancing specific skills, while Clark et al (2022) highlight their positive impact on classroom environment and motivation. El-Sabagh (2021) underscores their potential to increase student engagement, although their influence on learning outcomes may be limited.…”

Section: Literature Reviewmentioning

confidence: 99%

See 1 more Smart Citation

Measuring the quality of adaptive environments in instruction based on student perceptions

Thaariq,

Kuswandi,

Degeng

2024

inov. kurikulum

View full text Add to dashboard Cite

Adaptive learning has been identified as a means of creating a student-centered environment that is more fulfilling in multiple aspects. Such an environment prioritizes the facilitation of students' interests in learning. The present study employs quantitative research methods to measure the quality of the adaptive learning environment at Wahid Hasyim Junior High School, as perceived by 144 students, using factor analysis techniques. The findings reveal several factors that are integral to the adaptive learning environment. Firstly, student interaction is deemed crucial, emphasizing interactive and personalized elements. Secondly, teachers' course delivery of learning is determined by design, models, strategies, and resources, with media use having a lesser impact. Thirdly, contextualized content and engaging instructional techniques are key factors in discovering and organizing learning materials. Finally, collaboration support is recognized as an essential factor. These conclusions can inform educational improvement initiatives at Wahid Hasyim Junior High School. AbstrakPembelajaran adaptif telah diidentifikasi sebagai cara untuk menciptakan lingkungan yang berpusat pada peserta didik yang lebih memuaskan dalam berbagai aspek. Lingkungan seperti ini memprioritaskan fasilitas minat peserta didik dalam belajar. Penelitian ini menggunakan metode penelitian kuantitatif untuk mengukur kualitas lingkungan belajar adaptif di SMP Wahid Hasyim, seperti yang dipersepsikan oleh 144 peserta didik, dengan menggunakan teknik analisis faktor. Temuan penelitian ini mengungkapkan beberapa faktor yang menjadi bagian integral dari lingkungan belajar adaptif. Pertama, interaksi peserta didik dianggap penting, dengan penekanan yang signifikan pada elemen interaktif dan personal. Kedua, penyampaian pembelajaran oleh guru ditentukan oleh desain, model, strategi, dan sumber daya, dengan penggunaan media yang memiliki dampak yang lebih kecil. Ketiga, konten yang kontekstual dan teknik pembelajaran yang menarik diidentifikasi sebagai faktor kunci dalam penemuan dan pengorganisasian materi pembelajaran. Terakhir, dukungan kolaborasi diakui sebagai faktor penting. Kesimpulan-kesimpulan ini memiliki potensi untuk menginformasikan inisiatif peningkatan pendidikan di SMP Wahid Hasyim.Kata Kunci: Lingkungan adaptif; pembelajaran; pendidikan; persepsi peserta didik.

show abstract

Section: Literature Reviewmentioning

confidence: 99%

Section: Literature Reviewmentioning

confidence: 99%

Measuring the quality of adaptive environments in instruction based on student perceptions

Thaariq,

Kuswandi,

Degeng

2024

inov. kurikulum

View full text Add to dashboard Cite

show abstract

“…Kankaew and Suksudthi (2021) defined infographics as a collection of imagery, charts, and minimal text that gives an easy-to-understand overview of a topic. Sabry (2021) describes info-graphic as a visual representation of any kind of information or data it can be in form of static and animated images which are used for educational, marketing and scientific purposes. From the following author's input on the concept of the infographic, it is safe to say that info-graphics is a visual graphical design that is used to interpret data and information into simple bits for easier cognition by learners or available audiences.…”

mentioning

confidence: 99%

Resources for Social Studies: Info-Graphics Illustrations and Jigsaw Effects on Students' Achievement

Shittu Lukman Olayinka,

Telfim Nandoo Nandap

2023

konfrontasi2

View full text Add to dashboard Cite

The Pedagogical shift to learner-centered instructions entails that teachers need to have pre-requisite skills which will enable them to navigate the teaching and learning process efficiently by enabling them to serve as facilitators of curriculum content in Social Studies. This study examined Resources for Social Studies: info graphics illustrations and their effects on students' achievement. The research design for this study was quasi-experimental. The population of the students consisted of all Social Studies school pupils within Jos-South Local Government Area of Plateau State through random sampling technique 34 (n = 17) students were sampled for the study within the experimental and control groups, Data was collected using the instrument titled “Social Studies Students Achievement Test” (SSSAT) that was content and faced validated to determine its internal consistency while for reliability the test- and retest using alpha conbrach 0.66 and 0.70 was attained respectively. The treatment group was taught using info graphics and Jigsaw stimulated games whereas the control class group was taught using the conventional teaching methods. The research null hypotheses were tested using parametric t-test statistics at the confidence level of 0.05%. The findings of the study showed that there is a significant difference between the experimental and control group with the Tstat 3.30 >Tcrit 2.05 indicating a strong significant difference between the sampled groups, there is no significant difference in the post-test mean scores of male and female students in the experimental group with the Tstat 1.53 < Tcrit 2.14 indicating poor significant difference, there is no significant difference between the mean scores of studies who identified as visual learners and those who are not with the Tstat 0.29 < Tcrit 2.44 indicating a low significant difference between the sampled groups. The study recommended that; specialize in digital content creation by teachers, school administrators encouragement for improvisation of instructional resources, autonomy for teaching in selecting resource materials, considerable budgetary allocation to schools by Federal Government to equip their resource rooms.

show abstract

Interaction Between Presentation Patterns of the Infographic (Static / Animated) and learning Styles (global/ sequential) in Adaptive Learning Environment and its Effect on the Development of Programming Skills of Secondary students

Cited by 2 publications

References 0 publications

Measuring the quality of adaptive environments in instruction based on student perceptions

Measuring the quality of adaptive environments in instruction based on student perceptions

Resources for Social Studies: Info-Graphics Illustrations and Jigsaw Effects on Students' Achievement

Contact Info

Product

Resources

About