Research Article
Elizabeth Darko Agyei, Douglas Darko Agyei
EUR J INTERACT MULTIMED ED, Volume 2, Issue 2, Article No: e02111
ABSTRACT
The dwindling interest and perceived difficulty experienced by science students in learning physics at the senior high school level of education in Ghana speak to the need for the creation of authentic instructional platforms that promote enhanced learning as well as motivate students’ interest in physics. This study used an explanatory case study design to examine the affordances of Physics Education Technology simulations (PhETs) as an instructional tool with the intent to explain how enhanced students’ learning of physics concepts with simulations through implementation processes are possible in the context of Ghana. Nine pre-service physics teachers were engaged as learners to mimic the role of senior high school science students in witnessing simulation-based physics lessons. Questionnaires, pre- and post-tests and focus group interviews were the data sources employed in this study. The results showed that the learners’ learning enhanced with the use of PhETs because their learning outcomes improved and also, they had positive experiences with the simulations. Consequently, the study advocates that enhanced learning of concepts in physics with simulations are possible through interactive implementation processes that are exploratory and demonstrative in nature and context-sensitive.
Keywords: high school physics, ICT, students’ learning, simulations-supported lessons
Research Article
Rahadyan Tajuddien, Wahyu Nurul Faroh
EUR J INTERACT MULTIMED ED, Volume 2, Issue 2, Article No: e02110
ABSTRACT
Vocational High Schools/VHS (or SMK in Indonesian), which initially aimed to produce ready-to-work graduates, is the biggest contributor to unemployment in Indonesia. In efforts to overcome this, VHS graduates need to be given 21st-century skills to increase agility to survive in the current industrial 4.0 era. 21st-century skills are described as the life and career skills, learning and innovation skills, and information communication and technology skills. This study conducted a sample grouping of the data from 10,737 students of State VHS in Bogor Regency who took advantage of the data mining process using clustering techniques. The method in this study uses the Cross-School Standard Process for Data Mining (CSISP-DM). While the algorithms used for cluster determination are hierarchical and non-hierarchic (K-Means) algorithms. SPSS 25 is used to help find accurate values. The results showed that life and career skills had a frequency of 4,130 students (38%), learning and innovation skills had a frequency of 4,977 students (46%) and information media and technology skills had a frequency of 3,796 students (35%). Meanwhile, 21st-century skills at 11 VHSs in Bogor Regency are described in stages. The results of Non-Hierarchical Clustering are described in three ways.
Keywords: clustering, vocational school, 21st century skill, non-hierarchic algorithms, hierachial algorithms
Research Article
Daniel Oloo Ong'ong'a
EUR J INTERACT MULTIMED ED, Volume 2, Issue 1, Article No: e02102
ABSTRACT
This study explores teachers’ perceptions, experiences, and challenges on teens ages 12-14 years old who have reported online insecurity issues in Kenya. The study recognizes that teachers have increased pressure to teach learners digital skills and manage their online and offline lives. Although much of the online insecurity discourse is children centric, little is known about the teacher’s experiences when tackling teen’s online safety issues. Outside the minimal discussion, an inferential approach towards the demarcation of online insecurity is reached that is coined on the professed notion of internet safety. Data was generated using an in-depth interview with respective teachers, Guidance & counseling, ICT teachers, and school principal. A total of twenty-three participants were recruited who qualified for the study inclusion criteria. A qualitative intrinsic case study was employed, and data analyzed thematically. The findings from the study revealed that teachers lack online safety competency skills to protect teens. Therefore, they depend on the very learners they are supposed to protect to teach them to navigate digital platforms. It is imperative to integrate online digital insecurity in the Kenya curriculum to develop workable frameworks to support teens who have encountered troubles on the internet. The study recommends effective digital literacy instruction intervention for teachers to support the children in the online space effectively. Additionally, in-depth research exploring parents’ responses to online challenges while protecting children is a gap that needs to be filled.
Keywords: teachers, online digital insecurity, children, digital literacy, school