Main Article Content
Abstract
This paper examines the dynamic intersection of interactive learning approaches and technology integration within contemporary education. As technology rapidly evolves, it fundamentally reshapes pedagogical practices by introducing innovative tools and strategies that redefine the teaching and learning landscape. We investigated the pivotal roles of Extended Reality (XR) technologies, including Virtual Reality (VR) and Augmented Reality (AR), in crafting immersive educational experiences. Additionally, interactive learning methodologies, such as game-based learning and the Learning by Asking (LBA) system, are scrutinized for their potential to engage learners and foster their skill acquisition. Furthermore, the emergence of competency-based education (CBE) models is analyzed in response to evolving educational objectives, emphasizing the cultivation of practical skills, problem-solving abilities, and commitment to lifelong learning. Nevertheless, the successful integration of these advancements encounters formidable challenges, including institutional barriers and the imperative need for comprehensive teacher training. This review illuminates the transformative potential of technology in education and underscores educators’ pivotal role in equipping learners for an increasingly dynamic and uncertain future.
Keywords
Article Details
References
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- Akala, B. M. (2021). Revisiting education reform in Kenya: A case of Competency Based Curriculum (CBC). Social Sciences & Humanities Open, 3, (1). https://doi.org/10.1016/j.ssaho.2021.100107
- Akinrinola, F. Ogegbo, A., Abimbola, E., & Adewusi, A.G. (2020). Competency-based education in Africa: Exploring teachers’ perceptions, understanding, and practices. Teacher Education through Flexible Learning in Africa (TETFLE), 2(1). https://doi.org/10.35293/tetfle.v2i1.86
- Alkhayat, L., Ernest, J. & LaChenaye, J. Exploring Kuwaiti Preservice Early Childhood Teachers’ Beliefs About Using Web 2.0 Technologies. Early Childhood Education Journal, 48, 715–725. https://doi.org/10.1007/s10643-020-01036-6
- Anggara, R. P., Musa, P., Lestari, S., & Widodo, S. (2021). Application of electronic learning by utilizing virtual reality (VR) and augmented reality (AR) methods in natural sciences subjects (IPA) in elementary school students grade 3. Journal Teknologi Pendidikan [Journal of Educational Technology], 23(1), 58-69. https://doi.org/10.21009/jtp.v23i1.20203
- Bates, A.W. (2019). Teaching in a Digital Age – Second Edition. Tony Bates Associates Ltd. https://pressbooks.bccampus.ca/teachinginadigitalagev2/
- Boz, C., & Dinç, M. (2023). Examination of game addiction studies conducted in Turkey: A systematic review study. Frontiers in psychiatry, 14, 1014621. https://doi.org/10.3389/fpsyt.2023.1014621
- Bugawa, A. M. & Mirzal, A. (2018). The Impact of Web 2.0 Technologies on the Learning Experience of Students in Higher Education: A Review. International Journal of Web-Based Learning and Teaching Technologies (IJWLTT), 13(3), 1-17. http://doi.org/10.4018/IJWLTT.2018070101
- Carstens, K.J., Mallon, J.M., Bataineh, M., & Al-Bataineh, A. (2021). Effects of technology on student learning. The Turkish Online Journal of Educational Technology, 20(1), 105-113.
- Chang, C-Y., Lai, C-L., & Hwang, G-J. (2018) Trends and research issues of mobile learning studies in nursing education: A review of academic publications from 1971 to 2016. Computers & Education, 116, 28- 48. https://doi.org/10.1016/j.compedu.2017.09.001
- Chen, H., Liu, J.-H., & Shou, W.-C. (2018). How competition in a game-based science learning environment influences students’ learning achievement, flow experience, and learning behavioral patterns. Journal of Educational Technology & Society, 21(2), 164–176.
- Emspak, J. (2018, May 31). What is Augmented Reality? https://www.livescience.com/34843-augmented-reality.html
- Fraillon, J., Ainley, J., Schulz, W., Friedman, T., & Duckworth, D. (2020). Preparing for life in a Digital World: IEA International Computer and Information Literacy Study 2018 International Report. International Association for the Evaluation of Educational Achievement (IEA). https://www.iea.nl/sites/default/files/2020-04
- Grace, L. (2019). Doing things with games: Social impact through play. Routledge.
- Hussein, M. H., Ow, S. H., Cheong, L. S., Thong, M. -K., & Ebrahim, N.A. (2019). Effects of digital game-based learning on elementary science learning: A systematic review. IEEE Access, 7, 62465-62478, https://doi.org/10.1109/ACCESS.2019.2916324
- Hwang, G. J. & Chen, P-Y. (2022). Interweaving gaming and educational technologies: Clustering and forecasting the trends of game-based learning research by bibliometric and visual analysis. Entertainment Computing, 40, 100459. https://doi.org/10.1016/j.entcom.2021.100459
- Ibáñez, M. B., Portillo, A. U., Cabada, R. Z., & Barrón, M. L. (2020). Impact of augmented reality technology on academic achievement and motivation of students from public and private Mexican schools. A case study in a middle-school geometry course. Computers and Education, 145, 103734. https://doi.org/10.1016/j.compedu.2019.103734
- Kairu, C. (2021). Augmented Reality and Its Influence on Cognitive Thinking in Learning. American Journal of Educational Research, 9(8), 504-512.
- Khan, T., Johnston, K., & Ophoff, J. (2019). The impact of an augmented reality application on learning motivation of students. Advances in Human Computer Interaction, 7208494. https://doi.org/10.1155/2019/7208494
- Kucher, T. (2022). Principles and best practices of designing digital game-based learning environments. International Journal of Technology in Education and Science (IJTES), 5(2), 213-223.
- Mackatiani, C.I., Nungu , M. & Komo, G.D. (2018). Learning Achievement: Illusions of Teacher-Centered Approaches in Primary Schools in Kenya. Journal of Education and Practice, 9 (18), 46-54).
- Maina, G., & Waga R. Digital Literacy Enhancement Status in Kenya’s Competency-Based Curriculum. 1st International Conference on Sustainable ICT, Education, and Learning (SUZA), Apr 2019, Zanzibar, Tanzania. (pp. 206-217). https://inria.hal.science/hal-02515752
- Marcus, J. (2020). How technology is changing the future of higher education. https://www.nytimes.com/2020/02/20/education/learning/education-technology.html?searchResultPosition=6.
- Martinez-Lopez, R. Y.-D. (2020). Analysis of the internet use and students’ Web 2.0 digital competence in a Russian university. International Journal of Technology Enhanced Learning, 12(3), 316-342. https://doi.org/10.1504/IJTEL.2020.107986.
- Marto, A., & Gonçalves, A. (2022). Augmented reality games and presence: A systematic review. Journal of Imaging, 8(4), 91. https://doi.org/10.3390/jimaging8040091
- Mundy, M.A., Hernandez, J. & Green, m. (2019). Perceptions of the effects of Augmented Reality in the Classroom. Journal of Instructional Pedagogies, 15, 1-15. https://files.eric.ed.gov/fulltext/EJ1216828.pdf
- Murithi, J., Yoo, J.E. Teachers’ use of ICT in implementing the competency-based curriculum in Kenyan public primary schools. Innovation and Education,3, 5 (2021). https://doi.org/10.1186/s42862-021-00012-0
- Mwarari, D.C., Githui, P. & Mwenje, M. (2020). Parental involvement in the implementation of competency based curriculum in Kenya: Perceived challenges and opportunities. American Journal of Humanities and Social Sciences Research (AJHSSR), 4(3), 201-208.
- Ningsih, D. N., & Firmansyah, A. (2020). Pemanfaatan virtual reality pada pembelajaran menulis teks tanggapan. Prosiding Samasta. https://jurnal.umj.ac.id/index.php/SAMASTA/a rticle/view/7144
- OECD. (2018). The Future of Education and Skills Education 2030. https://www.oecd.org/education/2030 project/contact/E2030_Position_Paper_(05.04.2018).pdf
- Ordu, U.B.-A. (2021). The role of teaching and learning aids/methods in a changing world. New Challenges to Education: Lessons from around the World Bulgarian Comparative Education Society,19 (pp. 210–216). BCES Conference Books. Sofia. https://files.eric.ed.gov/fulltext/ED613989.pdf.
- Özdemir, M., Şahin, C., Serdar, A., & Demir, M.K. (2018). The effect of augmented reality applications in the learning process: a meta-analysis study. Eurasian Journal of Educational Research (EJER), 74, 165-186.
- Pomerantz, J. & Rode, R. (2020). Exploring the future of extended reality in higher education, EDUCAUSE Review. https://er.educause.edu/articles/2020/6/exploring-the-future-of-extended-reality-in-higher-education
- Wedyan, M., Falah, J., Elshaweesh, O., Alfalah, S. F. M., & Alazab, M. (2022). Augmented reality-based english language learning: Importance and state of the art. Electronics, 11(17). https://doi.org/10.3390/electronics11172692
- Westera, W. (2015). Reframing the role of educational media technologies. Quarterly Review of Distance Education, 16(2), 19–32
- Yapıcı, İ. Ü. & Karakoyun, F. (2021). Using augmented reality in biology teaching. Malaysian Online Journal of Educational Technology, 9(3), 40-51. http://dx.doi.org/10.52380/mojet.2021.9.3.286
- Zhao, Y., Lu, J., Woodcock, S., & Ren, Y. (2022). Social media web 2.0 tools adoption in language and literacy development in early years: A scoping review. Children (Basel, Switzerland), 9(12), 1901. https://doi.org/10.3390/children9121901
References
Açıkgöz , T., & Babadoğan, M. C. . (2021). Competency-Based Education: Theory and Practice. Psycho-Educational Research Reviews, 10(3), 67–95. https://doi.org/10.52963/PERR_Biruni_V10.N3.06
Ahmed, M., Hayat, R., Ahmad, M., Kheir, A., Shaheen, F. A., Raza, M. A., & Ahmad, S. (2022). Impact of climate change on dryland agricultural systems: A review of current status, potentials, and further work need. International Journal of Plant Production, 16, 341-363. https://doi.org/10.1007/s42106-022-00197-1
Akala, B. M. (2021). Revisiting education reform in Kenya: A case of Competency Based Curriculum (CBC). Social Sciences & Humanities Open, 3, (1). https://doi.org/10.1016/j.ssaho.2021.100107
Akinrinola, F. Ogegbo, A., Abimbola, E., & Adewusi, A.G. (2020). Competency-based education in Africa: Exploring teachers’ perceptions, understanding, and practices. Teacher Education through Flexible Learning in Africa (TETFLE), 2(1). https://doi.org/10.35293/tetfle.v2i1.86
Alkhayat, L., Ernest, J. & LaChenaye, J. Exploring Kuwaiti Preservice Early Childhood Teachers’ Beliefs About Using Web 2.0 Technologies. Early Childhood Education Journal, 48, 715–725. https://doi.org/10.1007/s10643-020-01036-6
Anggara, R. P., Musa, P., Lestari, S., & Widodo, S. (2021). Application of electronic learning by utilizing virtual reality (VR) and augmented reality (AR) methods in natural sciences subjects (IPA) in elementary school students grade 3. Journal Teknologi Pendidikan [Journal of Educational Technology], 23(1), 58-69. https://doi.org/10.21009/jtp.v23i1.20203
Bates, A.W. (2019). Teaching in a Digital Age – Second Edition. Tony Bates Associates Ltd. https://pressbooks.bccampus.ca/teachinginadigitalagev2/
Boz, C., & Dinç, M. (2023). Examination of game addiction studies conducted in Turkey: A systematic review study. Frontiers in psychiatry, 14, 1014621. https://doi.org/10.3389/fpsyt.2023.1014621
Bugawa, A. M. & Mirzal, A. (2018). The Impact of Web 2.0 Technologies on the Learning Experience of Students in Higher Education: A Review. International Journal of Web-Based Learning and Teaching Technologies (IJWLTT), 13(3), 1-17. http://doi.org/10.4018/IJWLTT.2018070101
Carstens, K.J., Mallon, J.M., Bataineh, M., & Al-Bataineh, A. (2021). Effects of technology on student learning. The Turkish Online Journal of Educational Technology, 20(1), 105-113.
Chang, C-Y., Lai, C-L., & Hwang, G-J. (2018) Trends and research issues of mobile learning studies in nursing education: A review of academic publications from 1971 to 2016. Computers & Education, 116, 28- 48. https://doi.org/10.1016/j.compedu.2017.09.001
Chen, H., Liu, J.-H., & Shou, W.-C. (2018). How competition in a game-based science learning environment influences students’ learning achievement, flow experience, and learning behavioral patterns. Journal of Educational Technology & Society, 21(2), 164–176.
Emspak, J. (2018, May 31). What is Augmented Reality? https://www.livescience.com/34843-augmented-reality.html
Fraillon, J., Ainley, J., Schulz, W., Friedman, T., & Duckworth, D. (2020). Preparing for life in a Digital World: IEA International Computer and Information Literacy Study 2018 International Report. International Association for the Evaluation of Educational Achievement (IEA). https://www.iea.nl/sites/default/files/2020-04
Grace, L. (2019). Doing things with games: Social impact through play. Routledge.
Hussein, M. H., Ow, S. H., Cheong, L. S., Thong, M. -K., & Ebrahim, N.A. (2019). Effects of digital game-based learning on elementary science learning: A systematic review. IEEE Access, 7, 62465-62478, https://doi.org/10.1109/ACCESS.2019.2916324
Hwang, G. J. & Chen, P-Y. (2022). Interweaving gaming and educational technologies: Clustering and forecasting the trends of game-based learning research by bibliometric and visual analysis. Entertainment Computing, 40, 100459. https://doi.org/10.1016/j.entcom.2021.100459
Ibáñez, M. B., Portillo, A. U., Cabada, R. Z., & Barrón, M. L. (2020). Impact of augmented reality technology on academic achievement and motivation of students from public and private Mexican schools. A case study in a middle-school geometry course. Computers and Education, 145, 103734. https://doi.org/10.1016/j.compedu.2019.103734
Kairu, C. (2021). Augmented Reality and Its Influence on Cognitive Thinking in Learning. American Journal of Educational Research, 9(8), 504-512.
Khan, T., Johnston, K., & Ophoff, J. (2019). The impact of an augmented reality application on learning motivation of students. Advances in Human Computer Interaction, 7208494. https://doi.org/10.1155/2019/7208494
Kucher, T. (2022). Principles and best practices of designing digital game-based learning environments. International Journal of Technology in Education and Science (IJTES), 5(2), 213-223.
Mackatiani, C.I., Nungu , M. & Komo, G.D. (2018). Learning Achievement: Illusions of Teacher-Centered Approaches in Primary Schools in Kenya. Journal of Education and Practice, 9 (18), 46-54).
Maina, G., & Waga R. Digital Literacy Enhancement Status in Kenya’s Competency-Based Curriculum. 1st International Conference on Sustainable ICT, Education, and Learning (SUZA), Apr 2019, Zanzibar, Tanzania. (pp. 206-217). https://inria.hal.science/hal-02515752
Marcus, J. (2020). How technology is changing the future of higher education. https://www.nytimes.com/2020/02/20/education/learning/education-technology.html?searchResultPosition=6.
Martinez-Lopez, R. Y.-D. (2020). Analysis of the internet use and students’ Web 2.0 digital competence in a Russian university. International Journal of Technology Enhanced Learning, 12(3), 316-342. https://doi.org/10.1504/IJTEL.2020.107986.
Marto, A., & Gonçalves, A. (2022). Augmented reality games and presence: A systematic review. Journal of Imaging, 8(4), 91. https://doi.org/10.3390/jimaging8040091
Mundy, M.A., Hernandez, J. & Green, m. (2019). Perceptions of the effects of Augmented Reality in the Classroom. Journal of Instructional Pedagogies, 15, 1-15. https://files.eric.ed.gov/fulltext/EJ1216828.pdf
Murithi, J., Yoo, J.E. Teachers’ use of ICT in implementing the competency-based curriculum in Kenyan public primary schools. Innovation and Education,3, 5 (2021). https://doi.org/10.1186/s42862-021-00012-0
Mwarari, D.C., Githui, P. & Mwenje, M. (2020). Parental involvement in the implementation of competency based curriculum in Kenya: Perceived challenges and opportunities. American Journal of Humanities and Social Sciences Research (AJHSSR), 4(3), 201-208.
Ningsih, D. N., & Firmansyah, A. (2020). Pemanfaatan virtual reality pada pembelajaran menulis teks tanggapan. Prosiding Samasta. https://jurnal.umj.ac.id/index.php/SAMASTA/a rticle/view/7144
OECD. (2018). The Future of Education and Skills Education 2030. https://www.oecd.org/education/2030 project/contact/E2030_Position_Paper_(05.04.2018).pdf
Ordu, U.B.-A. (2021). The role of teaching and learning aids/methods in a changing world. New Challenges to Education: Lessons from around the World Bulgarian Comparative Education Society,19 (pp. 210–216). BCES Conference Books. Sofia. https://files.eric.ed.gov/fulltext/ED613989.pdf.
Özdemir, M., Şahin, C., Serdar, A., & Demir, M.K. (2018). The effect of augmented reality applications in the learning process: a meta-analysis study. Eurasian Journal of Educational Research (EJER), 74, 165-186.
Pomerantz, J. & Rode, R. (2020). Exploring the future of extended reality in higher education, EDUCAUSE Review. https://er.educause.edu/articles/2020/6/exploring-the-future-of-extended-reality-in-higher-education
Wedyan, M., Falah, J., Elshaweesh, O., Alfalah, S. F. M., & Alazab, M. (2022). Augmented reality-based english language learning: Importance and state of the art. Electronics, 11(17). https://doi.org/10.3390/electronics11172692
Westera, W. (2015). Reframing the role of educational media technologies. Quarterly Review of Distance Education, 16(2), 19–32
Yapıcı, İ. Ü. & Karakoyun, F. (2021). Using augmented reality in biology teaching. Malaysian Online Journal of Educational Technology, 9(3), 40-51. http://dx.doi.org/10.52380/mojet.2021.9.3.286
Zhao, Y., Lu, J., Woodcock, S., & Ren, Y. (2022). Social media web 2.0 tools adoption in language and literacy development in early years: A scoping review. Children (Basel, Switzerland), 9(12), 1901. https://doi.org/10.3390/children9121901