I. INTRODUCTION WPS Office

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I. INTRODUCTION
In the digital age, the incorporation of interactive learning technologies in education is becoming
increasingly vital. This study examines the impact of these technologies on the academic performance of
Grade 6 pupils at Kasiglahan Elementary School. As educational institutions seek to adapt to modern
learning environments, interactive tools such as educational software, gamified learning platforms, and
multimedia resources are being integrated into classrooms to foster engagement and improve outcomes
This research aims to evaluate the effectiveness of interactive learning technologies in enhancing the
academic performance of Grade 6 students. By focusing on specific metrics such as test scores, student
engagement, and retention rates, the study seeks to provide a comprehensive understanding of how
these technologies can transform educational practices at Kasiglahan Elementary School. The findings
will not only contribute to the existing body of knowledge but also offer practical insights for educators
and policymakers aiming to optimize learning experiences in the digital era.
The transition from traditional teaching methods to technology-enhanced learning presents a unique
opportunity to explore how these tools affect student motivation, participation, and overall academic
success. Interactive learning technologies have the potential to create immersive learning experiences
that accommodate various learning styles and promote active involvement in the learning process.
II. LITERATURE REVIEW
LOCAL
With the use of technology, some teachers are adopting the flipped classroom approach. This allows
students to study the material at home and come to school to engage in more discussions, exercises,
and activities, According to Song and Kapur (2017), "few studies have reported how to develop students'
problem solving skills and enhance their conceptual understanding in flipped classroom in mathematics
inquiry" (p. 293). While in this setting, students are learning more on their own, they are missing out on
some of that lecture time that can spark deep conversation on problems. This article looks at the
different benefits and concerns of a flipped classroom.
Fisher, et al. (2014) discuss how classrooms are turning to technology for teaching and learning, and
how teacher's roles have changed. The teacher becomes the facilitator, who takes the students on their
learning journey, learning with them instead of teaching them. Students needs to o make judgements
about and be able to calculate the value of the content they gather. Learners are also self-assessing
using technology. This helps to "move learners from being the consumers of information to being
producers of it" (p. 11)
FOREIGN
Learners ability can be characterized on basis of learners Visual, Auditory or Kinesthetic ability to absorb
and process the information. Visual learning is based on gathering information from visual media i.e.
charts, diagrams, maps, slides etc. Auditory learning comprise of listening lectures, discussions etc. and
kinesthetic is based on practical experience. Activity theory is applicable to E-learning and interactive
multimedia which states that learners useinteractive multimedia as tool to interact with the world to
achieve their goals in work place (Benson & Whitworth, 2007).
Interactive multimedia promotes motivation, which accelerates learning and provides manipulative
experiences which are unavailable in regular classroom environment (Aldrich, 2005; Jackson, 2007).
A platform called eMUSE has been developed based on social media and integrated learning
environment for collaborative learning which integrates learner tracking functionality, visualization
feature and evaluation system support (Popescu, 2012).
There are various approaches to train learners like game based, digital-modeling based learning. Some
researchers investigates how lower level students get trained and learned by modeling skills in
mathematics through a multiplayer based online game (Araya et al., 2013).systemcalled DigiMina
developed for self and peer assessment of instructors digital competencies based on performance
indicators (Poldeja et al., 2012). Interactive multimedia identified path sequences for different activities
of learners based on GUI and supports a hybrid recommendation system to recommend learning items
based on discovery or filtering and identification of common learning sequence approach during the
learning process. In order to establish the relationship between knowledge
REFERENCES
1.. S. AbuShanab, M. Winzker and R. Brück, «Teaching low-power design with an FPGA-based hand s-on
and remote lab,» in IEEE Global Engineering Education Conference (EDUCON), 2015.
2.. M. Winzker and A. Schwand t, «Open education teaching unit for low-power design and FPGA image
processing,»in IEEE Frontiers in Education Conference (FIE), 2019.
3. Y. Zhang, Y. Chen, X. Ma, Y. Tang, Y. Niu, S. Li and W. Liu, «Remote FPGA lab platform for computer
system curriculum,» in Proceedings of the ACM Turing 50th Celebration Conference-China, 2017.
4. I.S. Pastor, I. Gonzalez, J. Lopez, F. Gomez-Arribas and J. Martinez, «A remote laboratory for
debugging FPGA-based microprocessor prototypes,» in IEEE International Conference on Advanced
Learning Technologies,2004.
5. N. Fujii and N. Koike, «IoT remote group experiments in the cyber laboratory: A FPGA-based remote
laboratory in the hybrid cloud,» in International Conference on Cyberworlds (CW), 2017

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