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whiteboard</title> <meta name="description" content="Search results for: interactive whiteboard"> <meta name="keywords" content="interactive whiteboard"> <meta name="viewport" content="width=device-width, initial-scale=1, minimum-scale=1, maximum-scale=1, user-scalable=no"> <meta charset="utf-8"> <link href="https://cdn.waset.org/favicon.ico" type="image/x-icon" rel="shortcut icon"> <link href="https://cdn.waset.org/static/plugins/bootstrap-4.2.1/css/bootstrap.min.css" rel="stylesheet"> <link href="https://cdn.waset.org/static/plugins/fontawesome/css/all.min.css" rel="stylesheet"> <link href="https://cdn.waset.org/static/css/site.css?v=150220211555" rel="stylesheet"> </head> <body> <header> <div class="container"> <nav class="navbar navbar-expand-lg navbar-light"> <a class="navbar-brand" href="https://waset.org"> <img src="https://cdn.waset.org/static/images/wasetc.png" alt="Open Science Research Excellence" title="Open Science Research Excellence" /> </a> <button class="d-block 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action="https://publications.waset.org/abstracts/search"> <div id="custom-search-input"> <div class="input-group"> <i class="fas fa-search"></i> <input type="text" class="search-query" name="q" placeholder="Author, Title, Abstract, Keywords" value="interactive whiteboard"> <input type="submit" class="btn_search" value="Search"> </div> </div> </form> </div> </div> <div class="row mt-3"> <div class="col-sm-3"> <div class="card"> <div class="card-body"><strong>Commenced</strong> in January 2007</div> </div> </div> <div class="col-sm-3"> <div class="card"> <div class="card-body"><strong>Frequency:</strong> Monthly</div> </div> </div> <div class="col-sm-3"> <div class="card"> <div class="card-body"><strong>Edition:</strong> International</div> </div> </div> <div class="col-sm-3"> <div class="card"> <div class="card-body"><strong>Paper Count:</strong> 891</div> </div> </div> </div> <h1 class="mt-3 mb-3 text-center" style="font-size:1.6rem;">Search results for: interactive whiteboard</h1> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">891</span> Effects of Using Interactive Whiteboards at High School Mathematics Classrooms</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Huseyin%20Demir">Huseyin Demir</a> </p> <p class="card-text"><strong>Abstract:</strong></p> This article is the results of a quantitative research about the effects of using interactive whiteboards in high school mathematics classroom. The aim of this article is to investigate the effects of using interactive whiteboards in high school mathematics classrooms. During the article the following questions are answered: 'What can we do with an interactive whiteboard?' and 'Do we really need those properties of the interactive whiteboard?' For the research part of the article, two groups of lessons are executed in Private Demirel College. In the first 6 weeks, the topics are taught on a normal blackboard. Starting from seventh week, we have used interactive whiteboard in the mathematics lessons. At the end of an eight week lectures with interactive whiteboards, a questionnaire is prepared and executed for the students. In the questionnaire 10 questions were asked about the benefits and differences of using the interactive whiteboards in mathematics lessons. By looking at the conclusion of the results of questionnaire and some discussions with the students we found some useful benefits of the usage of interactive whiteboards in mathematics lessons. This article will be helpful for the high school mathematics teachers. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=mathematics%20education" title="mathematics education">mathematics education</a>, <a href="https://publications.waset.org/abstracts/search?q=interactive%20whiteboard" title=" interactive whiteboard"> interactive whiteboard</a>, <a href="https://publications.waset.org/abstracts/search?q=blackboard" title=" blackboard"> blackboard</a>, <a href="https://publications.waset.org/abstracts/search?q=using%20interactive%20whiteboard%20in%20mathematics%20lessons" title=" using interactive whiteboard in mathematics lessons"> using interactive whiteboard in mathematics lessons</a> </p> <a href="https://publications.waset.org/abstracts/73665/effects-of-using-interactive-whiteboards-at-high-school-mathematics-classrooms" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/73665.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">219</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">890</span> An Examination of Teachers’ Interactive Whiteboards Use within the Scope of Technological, Pedagogical, and Content Knowledge (TPACK)</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Ismail%20Celik">Ismail Celik</a>, <a href="https://publications.waset.org/abstracts/search?q=Pavlo%20Antonenko"> Pavlo Antonenko</a>, <a href="https://publications.waset.org/abstracts/search?q=Seyit%20Ahmet%20Kiray"> Seyit Ahmet Kiray</a>, <a href="https://publications.waset.org/abstracts/search?q=Ismail%20Sahin"> Ismail Sahin</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The aim of the present study was to thoroughly investigate the teachers’ interactive whiteboards (IWBs) use within the scope of the technological pedagogical and content knowledge (TPACK) framework based on the school practice observations of in-service teachers collected by pre-service teachers. In this study, teachers’ use of IWBs in their classes was investigated by using phenomenography, which is a qualitative research method design. The participants of this study consisted of teachers working in a province of Turkey. Within the scope of the study, 337 teachers from 61 different schools were observed by preservice teachers during School Experience classes. The teachers use the IWBs to review the points not understood by the students, to share knowledge, to enhance motivation, to maintain student participation/practice and for in-process, formative assessment. The problems teachers face while using the IWBs can be IWB-based (touchscreen problems/frozen image/lack of software), administration-based, student-based and teacher-based (lack of knowledge of use, need for technical support). It is considered that technological knowledge (TK) is important in solving the problems experienced with IWBs, and technological pedagogy knowledge (TPK) and technological content knowledge (TCK) are important in using the IWBs in an interactive and pedagogically meaningful way that uses IWBs affordances and is relevant to the instructional objectives. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=TPACK" title="TPACK">TPACK</a>, <a href="https://publications.waset.org/abstracts/search?q=technology%20integration" title=" technology integration"> technology integration</a>, <a href="https://publications.waset.org/abstracts/search?q=interactive%20whiteboard" title=" interactive whiteboard"> interactive whiteboard</a>, <a href="https://publications.waset.org/abstracts/search?q=technology%20in%20education" title=" technology in education"> technology in education</a> </p> <a href="https://publications.waset.org/abstracts/60488/an-examination-of-teachers-interactive-whiteboards-use-within-the-scope-of-technological-pedagogical-and-content-knowledge-tpack" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/60488.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">406</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">889</span> Engaging Students with Special Education Needs through Technology-Enhanced Interactive Activities in Class</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Pauli%20P.Y.%20Lai">Pauli P.Y. Lai</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Students with Special Education Needs (SEN) face many challenges in learning. Various challenges include difficulty in handwriting, slow understanding and assimilation, difficulty in paying attention during class, and lack of communication skills. To engage students with Special Education Needs in class with general students, Blackboard Collaborate is used as a teaching and learning tool to deliver a lecture with interactive activities. Blackboard Collaborate provides a good platform to create and enhance active, collaborative and interactive learning experience whereby the SEN students can easily interact with their general peers and the instructor by using the features of drawing on a virtual whiteboard, file sharing, classroom chatter, breakout room, hand-raising feature, polling, etc. By integrating a blended learning approach with Blackboard Collaborate, the students with Special Education Needs could engage in interactive activities with ease in class. Our research aims at exploring and discovering the use of Blackboard Collaborate for inclusive education based on a qualitative design with in-depth interviews. Being served in a general education environment, three university students with different kinds of learning disabilities have participated in our study. All participants agreed that functions provided by Blackboard Collaborate have enhanced their learning experiences and helped them learn better. Their academic performances also showed that SEN students could perform well with the help of technology. This research studies different aspects of using Blackboard Collaborate to create an inclusive learning environment for SEN students. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=blackboard%20collaborate" title="blackboard collaborate">blackboard collaborate</a>, <a href="https://publications.waset.org/abstracts/search?q=enhanced%20learning%20experience" title=" enhanced learning experience"> enhanced learning experience</a>, <a href="https://publications.waset.org/abstracts/search?q=inclusive%20education" title=" inclusive education"> inclusive education</a>, <a href="https://publications.waset.org/abstracts/search?q=special%20education%20needs" title=" special education needs"> special education needs</a> </p> <a href="https://publications.waset.org/abstracts/120847/engaging-students-with-special-education-needs-through-technology-enhanced-interactive-activities-in-class" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/120847.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">134</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">888</span> Multiple Pen and Touch Interaction on Interactive LCDs</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Andreas%20Kunz">Andreas Kunz</a>, <a href="https://publications.waset.org/abstracts/search?q=Ali%20Alavi"> Ali Alavi</a> </p> <p class="card-text"><strong>Abstract:</strong></p> In this paper, we present a simple active stylus for interactive IR-based tabletop systems. Such tables offer a set of tags for realizing tangible user interfaces, which can only be applied to objects having a relatively big contacting area with the interactive surface. The stylus has a unique address and thus can be clearly distinguished from other styli, objects or finger touches that might simultaneously occur on the interactive surface. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=interactive%20screens" title="interactive screens">interactive screens</a>, <a href="https://publications.waset.org/abstracts/search?q=pen" title=" pen"> pen</a>, <a href="https://publications.waset.org/abstracts/search?q=tangibles" title=" tangibles"> tangibles</a>, <a href="https://publications.waset.org/abstracts/search?q=user%20interfaces" title=" user interfaces"> user interfaces</a> </p> <a href="https://publications.waset.org/abstracts/16033/multiple-pen-and-touch-interaction-on-interactive-lcds" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/16033.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">406</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">887</span> Searching the Relationship among Components that Contribute to Interactive Plight and Educational Execution</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Shri%20Krishna%20Mishra">Shri Krishna Mishra</a> </p> <p class="card-text"><strong>Abstract:</strong></p> In an educational context, technology can prompt interactive plight only when it is used in conjunction with interactive plight methods. This study, therefore, examines the relationships among components that contribute to higher levels of interactive plight and execution, such as interactive Plight methods, technology, intrinsic motivation and deep learning. 526 students participated in this study. With structural equation modelling, the authors test the conceptual model and identify satisfactory model fit. The results indicate that interactive Plight methods, technology and intrinsic motivation have significant relationship with interactive Plight; deep learning mediates the relationships of the other variables with Execution. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=searching%20the%20relationship%20among%20components" title="searching the relationship among components">searching the relationship among components</a>, <a href="https://publications.waset.org/abstracts/search?q=contribute%20to%20interactive%20plight" title=" contribute to interactive plight"> contribute to interactive plight</a>, <a href="https://publications.waset.org/abstracts/search?q=educational%20execution" title=" educational execution"> educational execution</a>, <a href="https://publications.waset.org/abstracts/search?q=intrinsic%20motivation" title=" intrinsic motivation"> intrinsic motivation</a> </p> <a href="https://publications.waset.org/abstracts/10466/searching-the-relationship-among-components-that-contribute-to-interactive-plight-and-educational-execution" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/10466.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">454</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">886</span> The Impact of an Interactive E-Book on Mathematics Reading and Spatial Ability in Middle School Students</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Abebayehu%20Yohannes">Abebayehu Yohannes</a>, <a href="https://publications.waset.org/abstracts/search?q=Hsiu-Ling%20Chen"> Hsiu-Ling Chen</a>, <a href="https://publications.waset.org/abstracts/search?q=Chiu-Chen%20Chang"> Chiu-Chen Chang</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Mathematics reading and spatial ability are important learning components in mathematics education. However, many students struggle to understand real-world problems and lack the spatial ability to form internal imagery. To cope with this problem, in this study, an interactive e-book was developed. The result indicated that both groups had a significant increase in the mathematics reading ability test, and a significant difference was observed in the overall mathematics reading score in favor of the experimental group. In addition, the interactive e-book learning mode had significant impacts on students’ spatial ability. It was also found that the richness of content with visual and interactive elements provided in the interactive e-book enhanced students’ satisfaction with the teaching material. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=interactive%20e-books" title="interactive e-books">interactive e-books</a>, <a href="https://publications.waset.org/abstracts/search?q=spatial%20ability" title=" spatial ability"> spatial ability</a>, <a href="https://publications.waset.org/abstracts/search?q=mathematics%20reading" title=" mathematics reading"> mathematics reading</a>, <a href="https://publications.waset.org/abstracts/search?q=satisfaction" title=" satisfaction"> satisfaction</a>, <a href="https://publications.waset.org/abstracts/search?q=three%20view" title=" three view"> three view</a> </p> <a href="https://publications.waset.org/abstracts/147704/the-impact-of-an-interactive-e-book-on-mathematics-reading-and-spatial-ability-in-middle-school-students" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/147704.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">192</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">885</span> Students and Teachers Perceptions about Interactive Learning in Teaching Health Promotion Course: Implication for Nursing Education and Practice</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Ahlam%20Alnatour">Ahlam Alnatour</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Background: To our knowledge, there is lack of studies that describe the experience of studying health promotion courses using an interactive approach, and compare students’ and teachers perceptions about this method of teaching. The purpose of this study is to provide a comparison between student and teacher experiences and perspectives in learning health promotion course using interactive learning. Design: A descriptive qualitative design was used to provide an in-depth description and understanding of students’ and teachers experiences and perceptions of learning health promotion courses using an interactive learning. Study Participants: About 14 fourteen students (seven male, seven female) and eight teachers at governmental university in northern Jordan participated in this study. Data Analysis: Conventional content analysis approach was used for participants’ scripts to gain an in-depth description for both students' and teacher’s experiences. Results: The main themes emerged from the data analysis describing the students’ and teachers perceptions of the interactive health promotion class: teachers’ and students positive experience in adopting interactive learning, advantages and benefits of interactive teaching, barriers to interactive teaching, and suggestions for improvement. Conclusion: Both teachers and students reflected positive attitudes toward interactive learning. Interactive learning helped to engage in learning process physically and cognitively. Interactive learning enhanced learning process, promote student attention, enhanced final performance, and satisfied teachers and students accordingly. Interactive learning approach should be adopted in teaching graduate and undergraduate courses using updated and contemporary strategies. Nursing scholars and educators should be motivated to integrate interactive learning in teaching different nursing courses. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=interactive%20learning" title="interactive learning">interactive learning</a>, <a href="https://publications.waset.org/abstracts/search?q=nursing" title=" nursing"> nursing</a>, <a href="https://publications.waset.org/abstracts/search?q=health%20promotion" title=" health promotion"> health promotion</a>, <a href="https://publications.waset.org/abstracts/search?q=qualitative%20study" title=" qualitative study"> qualitative study</a> </p> <a href="https://publications.waset.org/abstracts/83245/students-and-teachers-perceptions-about-interactive-learning-in-teaching-health-promotion-course-implication-for-nursing-education-and-practice" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/83245.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">250</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">884</span> Developing Interactive Media for Piston Engine Lectures to Improve Cadets Learning Outcomes: Literature Study</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Jamaludin%20Jamaludin">Jamaludin Jamaludin</a>, <a href="https://publications.waset.org/abstracts/search?q=Suparji%20Suparji"> Suparji Suparji</a>, <a href="https://publications.waset.org/abstracts/search?q=Lilik%20Anifah"> Lilik Anifah</a>, <a href="https://publications.waset.org/abstracts/search?q=I.%20Gusti%20Putu%20Asto%20Buditjahjanto"> I. Gusti Putu Asto Buditjahjanto</a>, <a href="https://publications.waset.org/abstracts/search?q=Eppy%20Yundra"> Eppy Yundra</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Learning media is an important and main component in the learning process. By using currently available media, cadets still have difficulty understanding how the piston engine works, so they are not able to apply these concepts appropriately. This study aims to examine the development of interactive media for piston engine courses in order to improve student learning outcomes. The research method used is a literature study of several articles, journals and proceedings of interactive media development results from 2010-2020. The results showed that the development of interactive media is needed to support the learning process and influence the cognitive abilities of students. With this interactive media, learning outcomes can be improved and the learning process can be effective. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=interactive%20media" title="interactive media">interactive media</a>, <a href="https://publications.waset.org/abstracts/search?q=learning%20outcomes" title=" learning outcomes"> learning outcomes</a>, <a href="https://publications.waset.org/abstracts/search?q=learning%20process" title=" learning process"> learning process</a>, <a href="https://publications.waset.org/abstracts/search?q=literature%20study" title=" literature study"> literature study</a> </p> <a href="https://publications.waset.org/abstracts/132859/developing-interactive-media-for-piston-engine-lectures-to-improve-cadets-learning-outcomes-literature-study" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/132859.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">151</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">883</span> Designing a Pregnancy Interactive Information Design for a Mobile Application</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Thomas%20Adi%20Purnomo%20Sidhi">Thomas Adi Purnomo Sidhi</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The importance of designing a pregnancy interactive information design for a mobile application is felt in order to assist pregnant women to get an easy access of highly credible pregnancy-related information on which often fail to be fulfilled, while it has been a very critical one. Thus, an observation of needs assessment for designing a pregnancy interactive information system design for a mobile application at iOS becomes current objective study. A comparative study of the top five pregnancy interactive information design available at the Apple Store conducted in order to fulfill it. Whilst, an observation of user experiences included for deeper analyzes. Moreover, a literature study conducted to support the arguments that being provided in the current study. The findings, surprisingly, also reveal the advantages of local wisdom in pregnancy that never been attached to those top five applications before. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=information%20system%20design" title="information system design">information system design</a>, <a href="https://publications.waset.org/abstracts/search?q=interactive%20design" title=" interactive design"> interactive design</a>, <a href="https://publications.waset.org/abstracts/search?q=local%20wisdom" title=" local wisdom"> local wisdom</a>, <a href="https://publications.waset.org/abstracts/search?q=pregnancy" title=" pregnancy"> pregnancy</a> </p> <a href="https://publications.waset.org/abstracts/88293/designing-a-pregnancy-interactive-information-design-for-a-mobile-application" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/88293.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">187</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">882</span> Instructional Design Strategy Based on Stories with Interactive Resources for Learning English in Preschool</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Vicario%20Marina">Vicario Marina</a>, <a href="https://publications.waset.org/abstracts/search?q=Ruiz%20Elena"> Ruiz Elena</a>, <a href="https://publications.waset.org/abstracts/search?q=Peredo%20Ruben"> Peredo Ruben</a>, <a href="https://publications.waset.org/abstracts/search?q=Bustos%20Eduardo"> Bustos Eduardo</a> </p> <p class="card-text"><strong>Abstract:</strong></p> the development group of Educational Computing of the National Polytechnic (IPN) in Mexico has been developing interactive resources at preschool level in an effort to improve learning in the Child Development Centers (CENDI). This work describes both a didactic architecture and a strategy for teaching English with digital stories using interactive resources available through a Web repository designed to be used in mobile platforms. It will be accessible initially to 500 children and worldwide by the end of 2015. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=instructional%20design" title="instructional design">instructional design</a>, <a href="https://publications.waset.org/abstracts/search?q=interactive%20resources" title=" interactive resources"> interactive resources</a>, <a href="https://publications.waset.org/abstracts/search?q=digital%20educational%20resources" title=" digital educational resources"> digital educational resources</a>, <a href="https://publications.waset.org/abstracts/search?q=story%20based%20English%20teaching" title=" story based English teaching"> story based English teaching</a>, <a href="https://publications.waset.org/abstracts/search?q=preschool%20education" title=" preschool education"> preschool education</a> </p> <a href="https://publications.waset.org/abstracts/29911/instructional-design-strategy-based-on-stories-with-interactive-resources-for-learning-english-in-preschool" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/29911.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">472</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">881</span> Morphological and Syntactic Meaning: An Interactive Crossword Puzzle Approach</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Ibrahim%20Garba">Ibrahim Garba</a> </p> <p class="card-text"><strong>Abstract:</strong></p> This research involved the use of word distributions and morphological knowledge by speakers of Arabic learning English connected different allomorphs in order to realize how the morphology and syntax of English gives meaning through using interactive crossword puzzles (ICP). Fifteen chapters covered with a class of nine learners over an academic year of an intensive English program were reviewed using the ICP. Learners were questioned about how the use of this gaming element enhanced and motivated their learning of English. The findings were positive indicating a successful implementation of ICP both at creational and user levels. This indicated a positive role technology had when learning and teaching English through adopting an interactive gaming element for learning English. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=distribution" title="distribution">distribution</a>, <a href="https://publications.waset.org/abstracts/search?q=gaming" title=" gaming"> gaming</a>, <a href="https://publications.waset.org/abstracts/search?q=interactive-crossword-puzzle" title=" interactive-crossword-puzzle"> interactive-crossword-puzzle</a>, <a href="https://publications.waset.org/abstracts/search?q=morphology" title=" morphology"> morphology</a> </p> <a href="https://publications.waset.org/abstracts/44307/morphological-and-syntactic-meaning-an-interactive-crossword-puzzle-approach" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/44307.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">331</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">880</span> The Reflection Framework to Enhance the User Experience for Cultural Heritage Spaces’ Websites in Post-Pandemic Times</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Duyen%20Lam">Duyen Lam</a>, <a href="https://publications.waset.org/abstracts/search?q=Thuong%20Hoang"> Thuong Hoang</a>, <a href="https://publications.waset.org/abstracts/search?q=Atul%20Sajjanhar"> Atul Sajjanhar</a>, <a href="https://publications.waset.org/abstracts/search?q=Feifei%20Chen"> Feifei Chen</a> </p> <p class="card-text"><strong>Abstract:</strong></p> With the emerging interactive technology applications helping users connect progressively with cultural artefacts in new approaches, the cultural heritage sector gains significantly. The interactive apps’ issues can be tested via several techniques, including usability surveys and usability evaluations. The severe usability problems for museums’ interactive technologies commonly involve interactions, control, and navigation processes. This study confirms the low quality of being immersive for audio guides in navigating the exhibition and involving experience in the virtual environment, which are the most vital features of new interactive technologies such as AR and VR. In addition, our usability surveys and heuristic evaluations disclosed many usability issues of these interactive technologies relating to interaction functions. Additionally, we use the Wayback Machine to examine what interactive apps/technologies were deployed on these websites during the physical visits limited due to the COVID-19 pandemic lockdown. Based on those inputs, we propose the reflection framework to enhance the UX in the cultural heritage domain with detailed guidelines. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=framework" title="framework">framework</a>, <a href="https://publications.waset.org/abstracts/search?q=user%20experience" title=" user experience"> user experience</a>, <a href="https://publications.waset.org/abstracts/search?q=cultural%20heritage" title=" cultural heritage"> cultural heritage</a>, <a href="https://publications.waset.org/abstracts/search?q=interactive%20technology" title=" interactive technology"> interactive technology</a>, <a href="https://publications.waset.org/abstracts/search?q=museum" title=" museum"> museum</a>, <a href="https://publications.waset.org/abstracts/search?q=COVID-19%20pandemic" title=" COVID-19 pandemic"> COVID-19 pandemic</a>, <a href="https://publications.waset.org/abstracts/search?q=usability%20survey" title=" usability survey"> usability survey</a>, <a href="https://publications.waset.org/abstracts/search?q=heuristic%20evaluation" title=" heuristic evaluation"> heuristic evaluation</a>, <a href="https://publications.waset.org/abstracts/search?q=guidelines" title=" guidelines"> guidelines</a> </p> <a href="https://publications.waset.org/abstracts/181178/the-reflection-framework-to-enhance-the-user-experience-for-cultural-heritage-spaces-websites-in-post-pandemic-times" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/181178.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">68</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">879</span> The Effectiveness of Implementing Interactive Training for Teaching Kazakh Language</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Samal%20Abzhanova">Samal Abzhanova</a>, <a href="https://publications.waset.org/abstracts/search?q=Saule%20Mussabekova"> Saule Mussabekova</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Today, a new system of education is being created in Kazakhstan in order to develop the system of education and to satisfy the world class standards. For this purpose, there have been established new requirements and responsibilities to the instructors. Students should not be limited with providing only theoretical knowledge. Also, they should be encouraged to be competitive, to think creatively and critically. Moreover, students should be able to implement these skills into practice. These issues could be resolved through the permanent improvement of teaching methods. Therefore, a specialist who teaches the languages should use up-to-date methods and introduce new technologies. The result of the investigation suggests that an interactive teaching method is one of the new technologies in this field. This paper aims to provide information about implementing new technologies in the process of teaching language. The paper will discuss about necessity of introducing innovative technologies and the techniques of organizing interactive lessons. At the same time, the structure of the interactive lesson, conditions, principles, discussions, small group works and role-playing games will be considered. Interactive methods are carried out with the help of several types of activities, such as working in a team (with two or more group of people), playing situational or role-playing games, working with different sources of information, discussions, presentations, creative works and learning through solving situational tasks and etc. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=interactive%20education" title="interactive education">interactive education</a>, <a href="https://publications.waset.org/abstracts/search?q=interactive%20methods" title=" interactive methods"> interactive methods</a>, <a href="https://publications.waset.org/abstracts/search?q=system%20of%20education" title=" system of education"> system of education</a>, <a href="https://publications.waset.org/abstracts/search?q=teaching%20a%20language" title=" teaching a language"> teaching a language</a> </p> <a href="https://publications.waset.org/abstracts/46245/the-effectiveness-of-implementing-interactive-training-for-teaching-kazakh-language" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/46245.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">294</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">878</span> Using Happening Performance in Vocabulary Teaching</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Mustafa%20Gultekin">Mustafa Gultekin</a> </p> <p class="card-text"><strong>Abstract:</strong></p> It is believed that drama can be used in language classes to create a positive atmosphere for students to use the target language in an interactive way. Thus, drama has been extensively used in many settings in language classes. Although happening has been generally used as a performance art of theatre, this new kind of performance has not been widely known in language teaching area. Therefore, it can be an innovative idea to use happening in language classes, and thus a positive environment can be created for students to use the language in an interactive way. Happening can be defined as an art performance that puts emphasis on interaction in an audience. Because of its interactive feature, happening can also be used in language classes to motivate students to use the language in an interactive environment. The present study aims to explain how a happening performance can be applied to a learning environment to teach vocabulary in English. In line with this purpose, a learning environment was designed for a vocabulary presentation lesson. At the end of the performance, students were asked to compare the traditional way of teaching and happening performance in terms of effectiveness. It was found that happening performance provided the students with a more creative and interactive environment to use the language. Therefore, happening can be used in language classrooms as an innovative tool for education. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=English" title="English">English</a>, <a href="https://publications.waset.org/abstracts/search?q=happening" title=" happening"> happening</a>, <a href="https://publications.waset.org/abstracts/search?q=language%20learning" title=" language learning"> language learning</a>, <a href="https://publications.waset.org/abstracts/search?q=vocabulary%20teaching" title=" vocabulary teaching"> vocabulary teaching</a> </p> <a href="https://publications.waset.org/abstracts/69224/using-happening-performance-in-vocabulary-teaching" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/69224.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">367</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">877</span> Investigating Introvert and Extrovert University Students’ Perception of the Use of Interactive Digital Tools in a Face-To-Face ESP Class</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Eunice%20Tang">Eunice Tang</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The main focus of this study is investigating introvert and extrovert university students’ perception of the use of interactive digital tools (such as Padlet and Mentimeter) in a face-to-face English for Specific Purposes (ESP) class after all classes in the university had been switched to online mode for three semesters. The subjects of the study were business students from three ESP classes at The Hong Kong University of Science and Technology. The basic tool for data collection was an anonymous online survey, which included 3 required multiple-choice questions and 3 open questions (2 required; 1 optional) about the effects of interactive digital tools on their amount of contribution to the class discussions, their perception of the role of interactive digital tools to the sharing of ideas and whether the students considered themselves introvert or extrovert. The online survey will be emailed to all 54 students in the three ESP classes and subjected to a three-week data collection period. The survey results will then be analyzed qualitatively, particularly on the effect the use of interactive digital tools had on the amount of contribution to the class among introvert and extrovert students, their perception of a language class with and without digital tools and most importantly, the implication to educators about how interactive digital tools can be used (or not) to cater for the needs of the introvert and extrovert students. The pandemic has given educators various opportunities to use interactive digital tools in class, especially in an online environment. It is interesting for educators to explore the potential of such tools when classes are back face-to-face. This research thus offers the students’ perspective on using interactive digital tools in a face-to-face classroom. While a lot has been said about introverted students responding positively to digital learning online, the student's perception of their own personality collected in the survey and the digital impact tools have on their contribution to class may shed some light on the potential of interactive digital tools in a post-pandemic era. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=psychology%20for%20language%20learning" title="psychology for language learning">psychology for language learning</a>, <a href="https://publications.waset.org/abstracts/search?q=interactive%20digital%20tools" title=" interactive digital tools"> interactive digital tools</a>, <a href="https://publications.waset.org/abstracts/search?q=personality-based%20investigation" title=" personality-based investigation"> personality-based investigation</a>, <a href="https://publications.waset.org/abstracts/search?q=ESP" title=" ESP"> ESP</a> </p> <a href="https://publications.waset.org/abstracts/144032/investigating-introvert-and-extrovert-university-students-perception-of-the-use-of-interactive-digital-tools-in-a-face-to-face-esp-class" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/144032.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">183</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">876</span> Application of Industrial Ergonomics in Vehicle Service System Design</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Zhao%20Yu">Zhao Yu</a>, <a href="https://publications.waset.org/abstracts/search?q=Zhi-Nan%20Zhang"> Zhi-Nan Zhang</a> </p> <p class="card-text"><strong>Abstract:</strong></p> More and more interactive devices are used in the transportation service system. Our mobile phones, on-board computers, and Head-Up Displays (HUDs) can all be used as the tools of the in-car service system. People can access smart systems with different terminals such as mobile phones, computers, pads and even their cars and watches. Different forms of terminals bring the different quality of interaction by the various human-computer Interaction modes. The new interactive devices require good ergonomics design at each stage of the whole design process. According to the theory of human factors and ergonomics, this paper compared three types of interactive devices by four driving tasks. Forty-eight drivers were chosen to experience these three interactive devices (mobile phones, on-board computers, and HUDs) by a simulate driving process. The subjects evaluated ergonomics performance and subjective workload after the process. And subjects were encouraged to support suggestions for improving the interactive device. The result shows that different interactive devices have different advantages in driving tasks, especially in non-driving tasks such as information and entertainment fields. Compared with mobile phones and onboard groups, the HUD groups had shorter response times in most tasks. The tasks of slow-up and the emergency braking are less accurate than the performance of a control group, which may because the haptic feedback of these two tasks is harder to distinguish than the visual information. Simulated driving is also helpful in improving the design of in-vehicle interactive devices. The paper summarizes the ergonomics characteristics of three in-vehicle interactive devices. And the research provides a reference for the future design of in-vehicle interactive devices through an ergonomic approach to ensure a good interaction relationship between the driver and the in-vehicle service system. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=human%20factors" title="human factors">human factors</a>, <a href="https://publications.waset.org/abstracts/search?q=industrial%20ergonomics" title=" industrial ergonomics"> industrial ergonomics</a>, <a href="https://publications.waset.org/abstracts/search?q=transportation%20system" title=" transportation system"> transportation system</a>, <a href="https://publications.waset.org/abstracts/search?q=usability" title=" usability"> usability</a>, <a href="https://publications.waset.org/abstracts/search?q=vehicle%20user%20interface" title=" vehicle user interface"> vehicle user interface</a> </p> <a href="https://publications.waset.org/abstracts/111147/application-of-industrial-ergonomics-in-vehicle-service-system-design" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/111147.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">139</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">875</span> An Interactive Platform Displaying Mixed Reality Media</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Alfred%20Chen">Alfred Chen</a>, <a href="https://publications.waset.org/abstracts/search?q=Cheng%20Chieh%20Hsu"> Cheng Chieh Hsu</a>, <a href="https://publications.waset.org/abstracts/search?q=Yu-Pin%20Ma"> Yu-Pin Ma</a>, <a href="https://publications.waset.org/abstracts/search?q=Meng-Jie%20Lin"> Meng-Jie Lin</a>, <a href="https://publications.waset.org/abstracts/search?q=Fu%20Pai%20Chiu"> Fu Pai Chiu</a>, <a href="https://publications.waset.org/abstracts/search?q=Yi-Yan%20Sie"> Yi-Yan Sie </a> </p> <p class="card-text"><strong>Abstract:</strong></p> This study is attempted to construct a human-computer interactive platform system that has mainly consisted of an augmented hardware system, a software system, a display table, and mixed media. This system has provided with human-computer interaction services through an interactive platform for the tourism industry. A well designed interactive platform, integrating of augmented reality and mixed media, has potential to enhance museum display quality and diversity. Besides, it will create a comprehensive and creative display mode for most museums and historical heritages. Therefore, it is essential to let public understand what the platform is, how it functions, and most importantly how one builds an interactive augmented platform. Hence the authors try to elaborate the construction process of the platform in detail. Thus, there are three issues to be considered, i.e.1) the theory and application of augmented reality, 2) the hardware and software applied, and 3) the mixed media presented. In order to describe how the platform works, Courtesy Door of Tainan Confucius Temple has been selected as case study in this study. As a result, a developed interactive platform has been presented by showing the physical entity object, along with virtual mixing media such as text, images, animation, and video. This platform will result in providing diversified and effective information that will be delivered to the users. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=human-computer%20interaction" title="human-computer interaction">human-computer interaction</a>, <a href="https://publications.waset.org/abstracts/search?q=mixed%20reality" title=" mixed reality"> mixed reality</a>, <a href="https://publications.waset.org/abstracts/search?q=mixed%20media" title=" mixed media"> mixed media</a>, <a href="https://publications.waset.org/abstracts/search?q=tourism" title=" tourism"> tourism</a> </p> <a href="https://publications.waset.org/abstracts/16872/an-interactive-platform-displaying-mixed-reality-media" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/16872.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">489</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">874</span> Effectuation of Interactive Advertising: An Empirical Study on Egyptian Tourism Advertising</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Bassant%20Eyada">Bassant Eyada</a>, <a href="https://publications.waset.org/abstracts/search?q=Hanan%20Atef%20Kamal%20Eldin"> Hanan Atef Kamal Eldin</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Advertising has witnessed a diffusion and development in technology to promote products and services, increasingly relying on the interactivity between the consumer and the advertisement. Consumers seek, self-select, process, use and respond to the information provided, hence, providing the potential to increase consumers’ efficiency, involvement, trustworthiness, response, and satisfaction towards the advertised product or service. The power of interactive personalized messages shifts the focus of traditional advertising to more concentrated consumers, sending out tailored messages with more specific individual needs and preferences, defining the importance and relevance that consumers attach to the advertisement, therefore, enhancing the ability to persuade, and the quality of decision making. In this paper, the researchers seek to discuss and explore innovative interactive advertising, its’ effectiveness on consumers and the benefits the advertisements provide, through designing an interactive ad to be placed at the international airports promoting tourism in Egypt. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=advertising" title="advertising">advertising</a>, <a href="https://publications.waset.org/abstracts/search?q=effectiveness" title=" effectiveness"> effectiveness</a>, <a href="https://publications.waset.org/abstracts/search?q=interactivity" title=" interactivity"> interactivity</a>, <a href="https://publications.waset.org/abstracts/search?q=Egypt" title=" Egypt"> Egypt</a> </p> <a href="https://publications.waset.org/abstracts/24827/effectuation-of-interactive-advertising-an-empirical-study-on-egyptian-tourism-advertising" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/24827.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">316</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">873</span> Designing Teaching Aids for Dyslexia Students in Mathematics Multiplication</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Mohini%20Mohamed">Mohini Mohamed</a>, <a href="https://publications.waset.org/abstracts/search?q=Nurul%20Huda%20Mas%E2%80%99od"> Nurul Huda Mas’od</a> </p> <p class="card-text"><strong>Abstract:</strong></p> This study was aimed at designing and developing an assistive mathematical teaching aid (courseware) in helping dyslexic students in learning multiplication. Computers and multimedia interactive courseware has benefits students in terms of increase learner’s motivation and engage them to stay on task in classroom. Most disability student has short attention span thus with the advantage offered by multimedia interactive courseware allows them to retain the learning process for longer period as compared to traditional chalk and talk method. This study was conducted in a public school at a primary level with the help of three special education teachers and six dyslexic students as participants. Qualitative methodology using interview with special education teachers and observations in classes were conducted. The development of the multimedia interactive courseware in this study was divided to three processes which were analysis and design, development and evaluation. The courseware was evaluated by using User Acceptance Survey Form and interview. Feedbacks from teachers were used to alter, correct and develop the application for a better multimedia interactive courseware. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=disability%20students" title="disability students">disability students</a>, <a href="https://publications.waset.org/abstracts/search?q=dyslexia" title=" dyslexia"> dyslexia</a>, <a href="https://publications.waset.org/abstracts/search?q=mathematics%20teaching%20aid" title=" mathematics teaching aid"> mathematics teaching aid</a>, <a href="https://publications.waset.org/abstracts/search?q=multimedia%20interactive%20courseware" title=" multimedia interactive courseware"> multimedia interactive courseware</a> </p> <a href="https://publications.waset.org/abstracts/42917/designing-teaching-aids-for-dyslexia-students-in-mathematics-multiplication" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/42917.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">401</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">872</span> Social Media as an Interactive Learning Tool Applied to Faculty of Tourism and Hotels, Fayoum University</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Islam%20Elsayed%20Hussein">Islam Elsayed Hussein</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The aim of this paper is to discover the impact of students’ attitude towards social media and the skills required to adopt social media as a university e-learning (2.0) platform. In addition, it measures the effect of social media adoption on interactive learning effectiveness. The population of this study was students at Faculty of tourism and Hotels, Fayoum University. A questionnaire was used as a research instrument to collect data from respondents, which had been selected randomly. Data had been analyzed using quantitative data analysis method. Findings showed that the students have a positive attitude towards adopting social networking in the learning process and they have also good skills for effective use of social networking tools. In addition, adopting social media is effectively affecting the interactive learning environment. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=attitude" title="attitude">attitude</a>, <a href="https://publications.waset.org/abstracts/search?q=skills" title=" skills"> skills</a>, <a href="https://publications.waset.org/abstracts/search?q=e-learning%202.0" title=" e-learning 2.0"> e-learning 2.0</a>, <a href="https://publications.waset.org/abstracts/search?q=interactive%20learning" title=" interactive learning"> interactive learning</a>, <a href="https://publications.waset.org/abstracts/search?q=Egypt" title=" Egypt"> Egypt</a> </p> <a href="https://publications.waset.org/abstracts/46008/social-media-as-an-interactive-learning-tool-applied-to-faculty-of-tourism-and-hotels-fayoum-university" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/46008.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">523</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">871</span> Expert Review on Conceptual Design Model of iTV Advertising towards Impulse Purchase </h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Azizah%20Che%20Omar">Azizah Che Omar</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Various studies have proposed factors of impulse purchase in different advertising mediums like website, mobile, traditional retail store and traditional television. However, to the best of researchers’ knowledge, none of the impulse purchase model is dedicated towards impulse purchase tendency for interactive TV (iTV) advertising. Therefore, the proposed model conceptual design model of interactive television advertising toward impulse purchase (iTVAdIP) was developed. The focus of this study is to evaluate the conceptual design model of iTVAdIP through expert review. As a result, the finding showed that majority of expert reviews agreed that the conceptual design model iTVAdIP is applicable to the development of interactive television advertising and it will increase the effectiveness of advertising. This study also shows the conceptual design model of iTVAdIP that has been reviewed. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=impulse%20purchase" title="impulse purchase">impulse purchase</a>, <a href="https://publications.waset.org/abstracts/search?q=interactive%20television%20advertising" title=" interactive television advertising"> interactive television advertising</a>, <a href="https://publications.waset.org/abstracts/search?q=persuasive" title=" persuasive"> persuasive</a> </p> <a href="https://publications.waset.org/abstracts/18071/expert-review-on-conceptual-design-model-of-itv-advertising-towards-impulse-purchase" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/18071.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">355</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">870</span> Interactive Systems in B2B Marketing: Perceptions of Sales Configurator Use</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Tommi%20Mahlamaki">Tommi Mahlamaki</a>, <a href="https://publications.waset.org/abstracts/search?q=Mika%20Ojala"> Mika Ojala</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Digitalization is changing our lives in many ways. As consumers, we are accustomed using different online interactive sales systems. However, while many online selling sites offer systems that have evolved from simple selling functions, the change has not been as rapid in business-to-business (B2B) markets. This is because many B2B companies rely on personal sales and personal communication. The main objective of this research is to clarify perceptions towards digital interactive sales systems and, more specifically, sales configurators. It also aims to identify trends towards the use of sales configurators. To reach these objectives, an online questionnaire was created that targets Finnish B2B distributors who are, by definition, part of B2B markets. The questionnaire was sent to 340 distributors, and it was returned by 150 respondents. The results showed that 82% of respondents had heard about sales configurators, and 64% had used them. The results also showed that 48% of respondents felt that the use of sales configurators would increase in the future, while only 2% felt they would be used less. The future use of sales configurators was not seen as affecting the level of personal sales. In light of the results, we recommend that B2B companies create marketing strategies that integrate and complement traditional sales processes with digital interactive systems. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=digitalization" title="digitalization">digitalization</a>, <a href="https://publications.waset.org/abstracts/search?q=interactive%20systems" title=" interactive systems"> interactive systems</a>, <a href="https://publications.waset.org/abstracts/search?q=marketing" title=" marketing"> marketing</a>, <a href="https://publications.waset.org/abstracts/search?q=sales%20process" title=" sales process"> sales process</a> </p> <a href="https://publications.waset.org/abstracts/54938/interactive-systems-in-b2b-marketing-perceptions-of-sales-configurator-use" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/54938.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">246</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">869</span> Effectuation of Interactive Advertising: An Empirical Study on Egyptian Tourism Advert</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Bassant%20Eyada">Bassant Eyada</a>, <a href="https://publications.waset.org/abstracts/search?q=Hanan%20Atef%20Kamal%20Eldin"> Hanan Atef Kamal Eldin</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Advertising has witnessed a diffusion and development in technology to promote products and services, increasingly relying on the interactivity between the consumer and the advertisement. Consumers seek, self-select, process, use and respond to the information provided, hence, providing the potential to increase consumers’ efficiency, involvement, trustworthiness, response and satisfaction towards the advertised product or service. The power of interactive personalized messages shifts the focus of traditional advertising to more concentrated consumers, sending out tailored messages with more specific individual needs and preferences, defining the importance and relevance that consumers attach to the advertisement, therefore, enhancing the ability to persuade, and the quality of decision making. In this paper, the researchers seek to discuss and explore innovative interactive advertising, its’ effectiveness on consumers and the benefits the advertisements provide, through designing an interactive ad to be placed at the international airports promoting tourism in Egypt. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=advertising" title="advertising">advertising</a>, <a href="https://publications.waset.org/abstracts/search?q=effectiveness" title=" effectiveness"> effectiveness</a>, <a href="https://publications.waset.org/abstracts/search?q=interactivity" title=" interactivity"> interactivity</a>, <a href="https://publications.waset.org/abstracts/search?q=Egypt" title=" Egypt"> Egypt</a> </p> <a href="https://publications.waset.org/abstracts/11990/effectuation-of-interactive-advertising-an-empirical-study-on-egyptian-tourism-advert" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/11990.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">293</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">868</span> The Design and Implementation of Interactive Storybook Reading to Develop the Reading Comprehension of ESL Learners</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=A.%20van%20Staden">A. van Staden</a>, <a href="https://publications.waset.org/abstracts/search?q=A.%20A.%20van%20Rhyn"> A. A. van Rhyn</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The numerous challenges South African, ESL learners experience were highlighted by the results of several literacy surveys and tests, which demonstrated that our learners’ literacy abilities are far below standard and very weak compared to other international countries. This study developed and implemented an interactive storybook intervention program to support the reading development of ESL learners. The researchers utilized an experimental pre-test/post-test research design, whereby 80 ESL learners from five participating schools, were purposively sampled to take part in this study. This paper, inter alia, discusses the key features of this intervention program whilst also reporting the results of the experimental investigation. Results are promising and show a significant improvement in the mean scores of the learners in the experimental group. Moreover, the results show the value of interactive storybook reading in creating responsive literacy environments to develop the literacy skills of ESL learners. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=ESL%20learners" title="ESL learners">ESL learners</a>, <a href="https://publications.waset.org/abstracts/search?q=reading%20comprehension" title=" reading comprehension"> reading comprehension</a>, <a href="https://publications.waset.org/abstracts/search?q=Interactive%20story%20book%20reading" title=" Interactive story book reading"> Interactive story book reading</a>, <a href="https://publications.waset.org/abstracts/search?q=South%20Africa" title=" South Africa"> South Africa</a> </p> <a href="https://publications.waset.org/abstracts/108821/the-design-and-implementation-of-interactive-storybook-reading-to-develop-the-reading-comprehension-of-esl-learners" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/108821.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">134</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">867</span> A New Proposed Framework for the Development of Interface Design for Malaysian Interactive Courseware</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Norfadilah%20Kamaruddin">Norfadilah Kamaruddin</a> </p> <p class="card-text"><strong>Abstract:</strong></p> This paper introduces a new proposed framework for the development process of interface design for Malaysian interactive courseware by exploring four established model in the recent research literature, existing Malaysian government guidelines and Malaysian developers practices. In particular, the study looks at the stages and practices throughout the development process. Significant effects of each of the stages are explored and documented, and significant interrelationships among them suggested. The results of analysis are proposed as potential model that helps in establishing and designing a new version of Malaysian interactive courseware. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=development%20processes" title="development processes">development processes</a>, <a href="https://publications.waset.org/abstracts/search?q=interaction%20with%20interface" title=" interaction with interface"> interaction with interface</a>, <a href="https://publications.waset.org/abstracts/search?q=interface%20design" title=" interface design"> interface design</a>, <a href="https://publications.waset.org/abstracts/search?q=social%20sciences" title=" social sciences"> social sciences</a> </p> <a href="https://publications.waset.org/abstracts/2392/a-new-proposed-framework-for-the-development-of-interface-design-for-malaysian-interactive-courseware" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/2392.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">379</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">866</span> Development of Multifunctional Yarns and Fabrics for Interactive Textiles</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Muhammad%20Bilal%20Qadir">Muhammad Bilal Qadir</a>, <a href="https://publications.waset.org/abstracts/search?q=Danish%20Umer"> Danish Umer</a>, <a href="https://publications.waset.org/abstracts/search?q=Amir%20Shahzad"> Amir Shahzad</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The use of conductive materials in smart and interactive textiles is gaining significant importance for creating value addition, innovation, and functional product development. These products find their potential applications in health monitoring, military, protection, communication, sensing, monitoring, actuation, fashion, and lifestyles. The materials which are most commonly employed in such type of interactive textile include intrinsically conducting polymers, conductive inks, and metallic coating on textile fabrics and inherently conducting metallic fibre yarns. In this study, silver coated polyester filament yarn is explored for the development of multifunctional interactive gloves. The composite yarn was developed by covering the silver coated polyester filament around the polyester spun yarn using hollow spindle technique. The electrical and tensile properties of the yarn were studied. This novel yarn was used to manufacture a smart glove to explore the antibacterial, functional, and interactive properties of the yarn. The change in electrical resistance due to finger movement at different bending positions and antimicrobial properties were studied. This glove was also found useful as an interactive tool to operate the commonly used touch screen devices due to its conductive nature. The yarn can also be used to develop the sensing elements like stretch, strain, and piezoresistive sensors. Such sensor can be effectively used in medical and sports textile for performance monitoring, vital signs monitoring and development of antibacterial textile for healthcare and hygiene. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=conductive%20yarn" title="conductive yarn">conductive yarn</a>, <a href="https://publications.waset.org/abstracts/search?q=interactive%20textiles" title=" interactive textiles"> interactive textiles</a>, <a href="https://publications.waset.org/abstracts/search?q=piezoresistive%20sensors" title=" piezoresistive sensors"> piezoresistive sensors</a>, <a href="https://publications.waset.org/abstracts/search?q=smart%20gloves" title=" smart gloves"> smart gloves</a> </p> <a href="https://publications.waset.org/abstracts/80583/development-of-multifunctional-yarns-and-fabrics-for-interactive-textiles" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/80583.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">243</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">865</span> Communicative Language Teaching Technique: A Neglected Approach in Reading Comprehension Instruction</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Olumide%20Yusuf%20Jimoh">Olumide Yusuf Jimoh</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Reading comprehension is an interactive and purposeful process of getting meaning from and bringing meaning to a text. Over the years, teachers of the English Language (in Nigeria) have been glued to the monotonous method of making students read comprehension passages silently and then answer the questions that follow such passages without making the reading session interactive. Hence, students often find such exercises monotonous and boring. Consequently, students' interest in language learning continues to dwindle, and this often affects their overall academic performance. Relying on Communicative Accommodation Theory therefore, the study employed the qualitative research design method to x-ray Communicative Language Teaching Approach (CLTA) in reading comprehension. Moreover, techniques such as the Genuinely Collaborative Reading Approach (GCRA), Jigsaw reading, Pre-reading, and Post-reading tasks were examined. The researcher submitted that effective reading comprehension could not be done passively. Students must respond to what they read; they must interact not only with the materials being read but also with one another and with the teacher; this can be achieved by developing communicative and interactive reading programs. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=collaborative%20reading%20approach" title="collaborative reading approach">collaborative reading approach</a>, <a href="https://publications.waset.org/abstracts/search?q=communicative%20teaching" title=" communicative teaching"> communicative teaching</a>, <a href="https://publications.waset.org/abstracts/search?q=interactive%20reading%20program" title=" interactive reading program"> interactive reading program</a>, <a href="https://publications.waset.org/abstracts/search?q=pre-reading%20task" title=" pre-reading task"> pre-reading task</a>, <a href="https://publications.waset.org/abstracts/search?q=reading%20comprehension" title=" reading comprehension"> reading comprehension</a> </p> <a href="https://publications.waset.org/abstracts/158012/communicative-language-teaching-technique-a-neglected-approach-in-reading-comprehension-instruction" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/158012.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">105</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">864</span> Model-Viewer for Setting Interactive 3D Objects of Electronic Devices and Systems</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Julio%20Br%C3%A9gains">Julio Brégains</a>, <a href="https://publications.waset.org/abstracts/search?q=%C3%81ngel%20Carro"> Ángel Carro</a>, <a href="https://publications.waset.org/abstracts/search?q=Jos%C3%A9-Manuel%20Andi%C3%B3n"> José-Manuel Andión</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Virtual 3D objects constitute invaluable tools for teaching practical engineering subjects at all -from basic to advanced- educational levels. For instance, they can be equipped with animation or informative labels, manipulated by mouse movements, and even be immersed in a real environment through augmented reality. In this paper, we present the investigation and description of a set of applications prepared for creating, editing, and making use of interactive 3D models to represent electric and electronic devices and systems. Several examples designed with the described tools are exhibited, mainly to show their capabilities as educational technological aids, applicable not only to the field of electricity and electronics but also to a much wider range of technical areas. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=educational%20technology" title="educational technology">educational technology</a>, <a href="https://publications.waset.org/abstracts/search?q=Google%20model%20viewer" title=" Google model viewer"> Google model viewer</a>, <a href="https://publications.waset.org/abstracts/search?q=ICT%20educational%20tools" title=" ICT educational tools"> ICT educational tools</a>, <a href="https://publications.waset.org/abstracts/search?q=interactive%20teaching" title=" interactive teaching"> interactive teaching</a>, <a href="https://publications.waset.org/abstracts/search?q=new%20tools%20for%20teaching" title=" new tools for teaching"> new tools for teaching</a> </p> <a href="https://publications.waset.org/abstracts/147356/model-viewer-for-setting-interactive-3d-objects-of-electronic-devices-and-systems" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/147356.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">75</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">863</span> Class Control Management Issues and Solutions in Interactive Learning Theories’ Efficiency and the Application Case Study: 3rd Year Primary School</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Mohammed%20Belalia%20Douma">Mohammed Belalia Douma</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Interactive learning is considered as the most effective strategy of learning, it is an educational philosophy based on the learner's contribution and involvement mainly in classroom and how he interacts toward his small society “classroom”, and the level of his collaboration into challenge, discovering, games, participation, all these can be provided through the interactive learning, which aims to activate the learner's role in the operation of learning, which focuses on research and experimentation, and the learner's self-reliance in obtaining information, acquiring skills, and forming values and attitudes. Whereas not based on memorization only, but rather on developing thinking and the ability to solve problems, on teamwork and collaborative learning. With the exchange or roles - teacher to student- , when the student will be more active and performing operations more than the student under the interactive learning method; we might face a several issues dealing with class controlling management, noise, and stability of learning… etc. This research paper is observing the application of the interactive learning on reality “classroom” and answers several assumptions and analyzes the issues coming up of these strategies mainly: noise, class control…etc The research sample was about 150 student of the 3rd year primary school in “Chlef” district, Algeria, level: beginners in the range of age 08 to 10 years old . We provided a questionnaire of confidential fifteen questions and also analyzing the attitudes of learners during three months. it have witnessed as teachers a variety of strategies dealing with applying the interactive learning but with a different issues; time management, noise, uncontrolled classes, overcrowded classes. Finally, it summed up that although the active education is an inevitably effective method of teaching, however, there are drawbacks to this, in addition to the fact that not all theoretical strategies can be applied and we conclude with solutions of this case study. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=interactive%20learning" title="interactive learning">interactive learning</a>, <a href="https://publications.waset.org/abstracts/search?q=student" title=" student"> student</a>, <a href="https://publications.waset.org/abstracts/search?q=learners" title=" learners"> learners</a>, <a href="https://publications.waset.org/abstracts/search?q=strategies." title=" strategies."> strategies.</a> </p> <a href="https://publications.waset.org/abstracts/182710/class-control-management-issues-and-solutions-in-interactive-learning-theories-efficiency-and-the-application-case-study-3rd-year-primary-school" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/182710.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">59</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">862</span> Interactive Planning of Suburban Apartment Buildings</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=J.%20Koiso-Kanttila">J. Koiso-Kanttila</a>, <a href="https://publications.waset.org/abstracts/search?q=A.%20Soikkeli"> A. Soikkeli</a>, <a href="https://publications.waset.org/abstracts/search?q=A.%20Aapaoja"> A. Aapaoja</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Construction in Finland is focusing increasingly on renovation instead of conventional new construction, and this trend will continue to grow in the coming years and decades. Renovation of the large number of suburban residential apartment buildings built in the 1960s and 1970s poses a particular challenge. However, renovation projects are demanding for the residents of these buildings, since they usually are uninitiated in construction issues. On the other hand, renovation projects generally apply the operating models of new construction. Nevertheless, the residents of an existing residential apartment building are some of the best experts on the site. Thus, in this research project we applied a relational model in developing and testing at case sites a planning process that employs interactive planning methods. Current residents, housing company managers, the city zoning manager, the contractor’s and prefab element supplier’s representatives, professional designers and researchers all took part in the planning. The entire interactive planning process progressed phase by phase as the participants’ and designers’ concerted discussion and ideation process, so that the end result was a renovation plan desired by the residents. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=apartment%20building%20renovation" title="apartment building renovation">apartment building renovation</a>, <a href="https://publications.waset.org/abstracts/search?q=interactive%20planning" title=" interactive planning"> interactive planning</a>, <a href="https://publications.waset.org/abstracts/search?q=project%20alliance" title=" project alliance"> project alliance</a>, <a href="https://publications.waset.org/abstracts/search?q=user-orientedness" title=" user-orientedness"> user-orientedness</a> </p> <a href="https://publications.waset.org/abstracts/15186/interactive-planning-of-suburban-apartment-buildings" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/15186.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">385</span> </span> </div> </div> <ul class="pagination"> <li class="page-item disabled"><span class="page-link">&lsaquo;</span></li> <li class="page-item active"><span class="page-link">1</span></li> <li class="page-item"><a class="page-link" href="https://publications.waset.org/abstracts/search?q=interactive%20whiteboard&page=2">2</a></li> <li class="page-item"><a class="page-link" href="https://publications.waset.org/abstracts/search?q=interactive%20whiteboard&page=3">3</a></li> <li class="page-item"><a class="page-link" href="https://publications.waset.org/abstracts/search?q=interactive%20whiteboard&page=4">4</a></li> <li class="page-item"><a class="page-link" href="https://publications.waset.org/abstracts/search?q=interactive%20whiteboard&page=5">5</a></li> <li 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