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About 10,000 papers for “interactive learning”

Interactive Learning

Oliver Rübenkönig, Jan G. Korvink · The Mathematica Journal · 2007

Mathematica provides a unique capability for interactive learning. The possibility to combine program code and explanations in an interactive environment is well suited for teaching. The Chair of Microsystem Simulation at the University of Freiburg has developed a wide range of interactive simulation tutorials that have been distributed under the GNU Free Documentation License (FDL). The tutorials cover finite difference, finite volume and finite element methods, and multigrid and iterative solvers. Topics such as sparse matrices and derivatives recovery are also explained. Students are led through the topics assuming little or no prior knowledge. We found that the students gained a good understanding by experimenting with available parameters. In a subsequent step the tutorials are used for verifying other program code.

Cited by 8Open access

Interactive Learning

Environments Vol No, Eileen Kintsch, Dave Steinhart et al. · 2000

This paper describes a series of classroom trials during which we developed Summary Street, an educational software system that uses Latent Semantic Analysis to support writing and revision activities. Summary Street provides various kinds of feedback, primarily about whether a student summary adequately covers important source content and fulfills other requirements, such as length. The feedback allows students to engage in extensive, independent practice in writing and revising without placing excessive demands on teachers for feedback. We first discuss the underlying educational rationale, then present some results of the trials conducted with the system. We describe the collaborative process among researchers and teachers which enabled the development of a viable and supportive educational tool and its integration into classroom instruction. 2 Summary Street is an educational software system that uses Latent Semantic Analysis (LSA) to support the reading and writing activities by which students develop and expand their knowledge in new topic areas. Summary Street determines the degree to which a student summary covers important source content and conforms to requirements, such as length. It tells the student what information in the source is missing, provides comments on redundancy, extraneous content and certain aspects of mechanics. Its current operation is described in more detail later. First, however, we discuss the underlying educational rationale and review the course of its research and development. Text-based activities are indisputably a major vehicle for acquiring basic content knowledge in most school settings, across a range of pedagogical models, from those that emphasize traditionally structured classrooms to those in which students direct their own...

Cited by 0

Interactive learning

Sia, Zheng Xun · DR-NTU (Nanyang Technological University) · 2019

Computer Science has been getting increasingly popular due to various innovations and exciting possibilities that have emerged in recent years through the cultivation of programming skills. The number of students picking up programming is on the rise but many face a steep learning curve. While it is important for individuals to have the passion or interest to help them stay motivated, programming requires logical thinking skills and strong fundamentals of the basic programming concepts. This project aims to discover the struggles students face and as such, find ways to incorporate fun and interactive ideas to educate students and help keep them motivated. In this project, surveys were completed by students with different programming backgrounds to get a better understanding of the different needs and difficulties they may face. Existing learning programming applications are also reviewed to observe the various methods used to attract students and possible improvements that could be made. Applications that uses the basic concepts and programming structures are created for students to understand implementation and to explore the different ways to come up with similar functions. The applications are done using Python programming language and various libraries. Different versions of the application have been produced to demonstrate the learning curve of programming that students can experience based on their own abilities.

Cited by 0

Interactive Learning

Environments Special Issue, Eileen Kintsch, Dave Steinhart et al. · 2007

This paper describes a series of classroom trials during which we developed Summary Street, an educational software system that uses Latent Semantic Analysis to support writing and revision activities. Summary Street provides various kinds of feedback, primarily about whether a student summary adequately covers important source content and fulfills other requirements, such as length. The feedback allows students to engage in extensive, independent practice in writing and revising without placing excessive demands on teachers for feedback. We first discuss the underlying educational rationale, then present some results of the trials conducted with the system. We describe the collaborative process among researchers and teachers which enabled the development of a viable and supportive educational tool and its integration into classroom instruction. Keywords: Latent Semantic Analysis (LSA), educational technology Summarizing with LSA-Based Feedback 3 Summary Street is an educational software system that uses Latent Semantic Analysis (LSA) to support the reading and writing activities by which students develop and expand their knowledge in new topic areas. Summary Street determines the degree to which a student summary covers important source content and conforms to requirements, such as length. It tells the student what information in the source is missing, provides comments on redundancy, extraneous content and certain aspects of mechanics. Its current operation is described in more detail later. First, however, we discuss the underlying educational rationale and review the course of its research and development. Text-based activities are indisputably a major vehicle for acquiring basic content knowledge in most school settings, across a range of pedagogical models, fr...

Cited by 0

INTERACTIVE E-LEARNING

2008

This paper introduces the new concept of improving student memory rentention using a Distance Learning Tool by establishing the student’s Communication Preference and Learning Style BEFORE the student uses the module contents. It argues that incorporating a Distance Learning Tool with an Intelligent/Interactive Tutoring System using various components

Cited by 0

Interactive Learning Redefined

Fernando Salvetti, Barbara Bertagni, Ianna Contardo · International Journal of Advanced Corporate Learning (iJAC) · 2025

The Multimedia Scenario Editor developed by e-REAL Labs represents a major advancement in experiential learning and simulation-based education. This innovative tool enhances traditional simulation methods by integrating interactive multimedia elements, creating highly immersive and multisensory learning environments. Educators can incorporate visual, auditory, and, in some cases, kinesthetic and olfactory stimuli, significantly enhancing engagement and realism. Its flexible and adaptive design allows for real-time customization, enabling educators to tailor learning experiences to meet individual learner needs. This paper examines the capabilities of the Multimedia Scenario Editor, highlighting its practical applications in simulation-based education and its role in enhancing the debriefing process. Additionally, implementation strategies are discussed, providing educators with actionable insights to maximize the technology’s impact. By enriching educational experiences and fostering deeper learner engagement, the Multimedia Scenario Editor is a comprehensive and scalable solution for modern training environments.

Cited by 0Open access

Interactive learning spaces

Cecilia Gregersen, Birgitte Gregersen · 2021

Kenya and Ethiopia are frontrunners in the region when it comes to adding wind power to their power generation capacity and there is high interest from project developers. The chapter uses the lens of ‘interactive learning spaces' to understand how interactions between different stakeholders in a megaproject can lead to the accumulation of technological and managerial capabilities. The two projects offer interesting and different examples of the types of learning spaces in which the transfer of both formalised and tacit knowledge can occur. The chapter argues that it is important to understand and deliberately create and nurture such interactive learning spaces in order to spur and sustain local skills upgrading and capability-building in connection to large infrastructure projects based on imported key technologies.

Cited by 5Open access

Interactive Learning Architecture

Berg, Justin · NDSU Repository (North Dakota State University) · 2022

The experiences in the formative years of a child?s life can
\ngreatly impact their lives as adults. It is becoming more and
\nmore evident that children learn and adapt best when they
\nare in an interactive learning environment. There needs to
\nbe an emphasis placed on imagination and play rather than
\nan emphasis placed on ?meeting the requirements? through
\ntesting and memorization.
\nThis thesis will examine the issues at hand involving
\ndevelopment in young children and how an exploration of a
\nmore interactive learning environment through architecture
\ncan benefit children in their early stages of life. To achieve
\nthis, research will be conducted on what type of design
\npromotes interactive behavior and how to design spaces that
\nconvey a learning environment and/or a connection to nature.
\nThis research will then be applied to the design of a children?s
\nmuseum that will serve the Fargo/Moorhead community.

Cited by 0

Interactive Word Learning

Dunn, Kirsty, Kidby, Sayaka, Reid, Vincent et al. · OSF Preprints (OSF Preprints) · 2020

Cited by 0Open access

Interactive Learning Environments

Anqi Dou, Wei Xu, Xu Liwen · International Journal of e-Collaboration · 2025

With the rapid development of information technologies, Mobile Instant Messaging (MIM) has been widely applied to education, exerting a far-reaching influence on interactive learning environments. This study, employing a systematic review according to PRISMA protocol, aims to comprehensively and rigidly analyze the effect of MIM on interactive learning environments, including the advantages, challenges, and future trends. Reviewing previous research, this study finds that MIM can not only promote synchronous interactions between teachers and students but also enhance the flexibility and autonomy of learners, coupled with rich teaching strategies and plentiful learning resources. However, there are also challenges in using MIM, e.g. information overloads, technological over-reliance, cybersecurity, etc. This study provides constructive suggestions for educators, researchers, and practitioners to improve interactive learning environments.

Cited by 51Open access

Interactive machine learning

Jerry Alan Fails, Dan R. Olsen · 2003

Perceptual user interfaces (PUIs) are an important part of ubiquitous computing. Creating such interfaces is difficult because of the image and signal processing knowledge required for creating classifiers. We propose an interactive machine-learning (IML) model that allows users to train, classify/view and correct the classifications. The concept and implementation details of IML are discussed and contrasted with classical machine learning models. Evaluations of two algorithms are also presented. We also briefly describe Image Processing with Crayons (Crayons), which is a tool for creating new camera-based interfaces using a simple painting metaphor. The Crayons tool embodies our notions of interactive machine learning

Cited by 78