Hetz, Heidi; Hattam, Sarah
Using the H5P Interactive Tool to Teach Critical Thinking and Text Analysis Skills to Online Students Buchkapitel
In: Jarldorn, Michele; Hudson, Cate (Hrsg.): Tutorial Ideas for Educators on The Run: Innovative and Engaging Teaching Activities, S. 167–176, Springer, Singapore, 2025, ISBN: 978-981-96-4349-3.
Abstract | Links | BibTeX | Schlagwörter: critical thinking, H5P, O, text analysis
@inbook{Hetz2025,
title = {Using the H5P Interactive Tool to Teach Critical Thinking and Text Analysis Skills to Online Students},
author = {Heidi Hetz and Sarah Hattam},
editor = {Michele Jarldorn and Cate Hudson},
url = {https://doi.org/10.1007/978-981-96-4349-3_19},
doi = {10.1007/978-981-96-4349-3_19},
isbn = {978-981-96-4349-3},
year = {2025},
date = {2025-05-17},
urldate = {2025-06-11},
booktitle = {Tutorial Ideas for Educators on The Run: Innovative and Engaging Teaching Activities},
pages = {167–176},
publisher = {Springer},
address = {Singapore},
abstract = {Teaching critical thinking and text analysis skills is relevant for many courses and programs. In this chapter, we explain how we used the interactive H5P tool to teach critical thinking and text analysis skills to pre-bachelor external students. Developing the text analysis activities in H5P has allowed us to combine the various quiz-style activities available in this tool to break down a text analysis into more manageable, smaller tasks. The instant feedback facility available in H5P allowed us to provide frequent, instant feedback to students that to some extent replicates the kind of guidance a tutor could provide in a face-to-face tutorial.},
keywords = {critical thinking, H5P, O, text analysis},
pubstate = {published},
tppubtype = {inbook}
}
Teaching critical thinking and text analysis skills is relevant for many courses and programs. In this chapter, we explain how we used the interactive H5P tool to teach critical thinking and text analysis skills to pre-bachelor external students. Developing the text analysis activities in H5P has allowed us to combine the various quiz-style activities available in this tool to break down a text analysis into more manageable, smaller tasks. The instant feedback facility available in H5P allowed us to provide frequent, instant feedback to students that to some extent replicates the kind of guidance a tutor could provide in a face-to-face tutorial.
Kakish, Shereen; Makhamreh, Zeyad; Madanat, Reem
The Post-Pandemic Future of Digital Learning Artikel
In: Ubiquitous Learning: An International Journal, Bd. 18, Ausg. 1, S. 201–217, 2024, ISSN: 1835-9795.
Abstract | Links | BibTeX | Schlagwörter: H5P, higher education, interactive learning, Moodle, O, post-pandemic learning
@article{Kakish2024,
title = {The Post-Pandemic Future of Digital Learning},
author = {Shereen Kakish and Zeyad Makhamreh and Reem Madanat},
url = {https://doi.org/10.18848/1835-9795/CGP/v18i01/201-217},
doi = {10.18848/1835-9795/CGP/v18i01/201-217},
issn = {1835-9795},
year = {2024},
date = {2024-10-04},
journal = {Ubiquitous Learning: An International Journal},
volume = {18},
issue = {1},
pages = {201–217},
abstract = {The challenges faced by universities in higher education after the COVID-19 pandemic necessitate the adoption of new tools and practices to maintain student engagement and motivation in alternative teaching methodologies beyond traditional face-to-face learning environments. H5P, an interactive learning tool renowned for its diverse interactive content features, emerges as a promising solution to address these needs. This article discusses the findings of implementing H5P in various courses within the French and Geography departments at the University of Jordan. Data collection involved pre- and post-surveys administered via Moodle and H5P, focusing on student perceptions of H5P features. The study results indicate that both H5P and Moodle can significantly enhance the effectiveness of e-learning. The application of H5P not only facilitated instructional improvements but also personalized learning across five courses. This approach broadened learning opportunities, bolstered student support, and fostered increased engagement. Students who interacted with these resources reported positive experiences and expressed a desire for more interactive elements in future coursework. Furthermore, H5P’s interactive and engaging nature contributed to a more enjoyable and effective learning journey, thereby sustaining student motivation throughout their studies.},
keywords = {H5P, higher education, interactive learning, Moodle, O, post-pandemic learning},
pubstate = {published},
tppubtype = {article}
}
The challenges faced by universities in higher education after the COVID-19 pandemic necessitate the adoption of new tools and practices to maintain student engagement and motivation in alternative teaching methodologies beyond traditional face-to-face learning environments. H5P, an interactive learning tool renowned for its diverse interactive content features, emerges as a promising solution to address these needs. This article discusses the findings of implementing H5P in various courses within the French and Geography departments at the University of Jordan. Data collection involved pre- and post-surveys administered via Moodle and H5P, focusing on student perceptions of H5P features. The study results indicate that both H5P and Moodle can significantly enhance the effectiveness of e-learning. The application of H5P not only facilitated instructional improvements but also personalized learning across five courses. This approach broadened learning opportunities, bolstered student support, and fostered increased engagement. Students who interacted with these resources reported positive experiences and expressed a desire for more interactive elements in future coursework. Furthermore, H5P’s interactive and engaging nature contributed to a more enjoyable and effective learning journey, thereby sustaining student motivation throughout their studies.
John, Tina; Möller, Anna Lena
On-Demand Internationalization for Learning Management System Moodle Proceedings Article
In: Stephanidis, Constantine; Antona, Margherita; Ntoa, Stavroula; Salvendy61953-3_11, Gavriel (Hrsg.): HCI International 2024 Posters, S. 95–102, Springer Nature Switzerland, Cham, 2024, ISBN: 9783031619533.
Abstract | Links | BibTeX | Schlagwörter: H5P, Moodle Plugin, Multilingual, Professional health care, Translation
@inproceedings{John2024,
title = {On-Demand Internationalization for Learning Management System Moodle},
author = {Tina John and Anna Lena Möller},
editor = {Constantine Stephanidis and Margherita Antona and Stavroula Ntoa and Gavriel Salvendy61953-3_11
},
url = {https://doi.org/10.1007/978-3-031-61953-3_11},
doi = {10.1007/978-3-031-61953-3_11},
isbn = {9783031619533},
year = {2024},
date = {2024-06-01},
urldate = {2024-00-00},
booktitle = {HCI International 2024 Posters},
pages = {95–102},
publisher = {Springer Nature Switzerland},
address = {Cham},
abstract = {As part of the BMBF-funded joint project Onlinecampus Pflege, a mobile, freely accessible self-learning offer for professional nurses was developed and tested to promote the competent use of digital technologies in nursing and care with the aim of low-threshold access.
The platform was implemented as an instance of the learning management system Moodle, with learning units that seamlessly combine text, graphics and various gamification elements from the Html5 package. After one year of testing, 485 users with 24 different mother tongues are registered on the platform. The current study aims to provide internationalization through translation. This includes ensuring easy access to the content and the platform by offering it in multiple languages. As a result, AI-assisted simultaneous translation is being developed. The Moodle plugins Auto Multilanguage and H5P Translate add on-demand translation to Moodle's static native language support. Initial results show that the solution developed with sustainability in mind minimizes the effort and cost of creating learning materials that need to be prepared for different languages, while providing maximum accessibility for learners in terms of their native language or, more importantly, the desired language in the learning domain.
The use of AI-powered translations in education and training as well as the effect on the learning performance remains to be discussed.},
keywords = {H5P, Moodle Plugin, Multilingual, Professional health care, Translation},
pubstate = {published},
tppubtype = {inproceedings}
}
As part of the BMBF-funded joint project Onlinecampus Pflege, a mobile, freely accessible self-learning offer for professional nurses was developed and tested to promote the competent use of digital technologies in nursing and care with the aim of low-threshold access.
The platform was implemented as an instance of the learning management system Moodle, with learning units that seamlessly combine text, graphics and various gamification elements from the Html5 package. After one year of testing, 485 users with 24 different mother tongues are registered on the platform. The current study aims to provide internationalization through translation. This includes ensuring easy access to the content and the platform by offering it in multiple languages. As a result, AI-assisted simultaneous translation is being developed. The Moodle plugins Auto Multilanguage and H5P Translate add on-demand translation to Moodle's static native language support. Initial results show that the solution developed with sustainability in mind minimizes the effort and cost of creating learning materials that need to be prepared for different languages, while providing maximum accessibility for learners in terms of their native language or, more importantly, the desired language in the learning domain.
The use of AI-powered translations in education and training as well as the effect on the learning performance remains to be discussed.
The platform was implemented as an instance of the learning management system Moodle, with learning units that seamlessly combine text, graphics and various gamification elements from the Html5 package. After one year of testing, 485 users with 24 different mother tongues are registered on the platform. The current study aims to provide internationalization through translation. This includes ensuring easy access to the content and the platform by offering it in multiple languages. As a result, AI-assisted simultaneous translation is being developed. The Moodle plugins Auto Multilanguage and H5P Translate add on-demand translation to Moodle's static native language support. Initial results show that the solution developed with sustainability in mind minimizes the effort and cost of creating learning materials that need to be prepared for different languages, while providing maximum accessibility for learners in terms of their native language or, more importantly, the desired language in the learning domain.
The use of AI-powered translations in education and training as well as the effect on the learning performance remains to be discussed.
Mutawa, Abdullah M.; Muttawa, Jamil Abdul Kareem Al; Sruthi, Sai
In: Applied Sciences, Bd. 13, Ausg. 8, S. 4983, 2023, ISSN: 2076-3417.
Abstract | Links | BibTeX | Schlagwörter: advanced technologies, e-learning, H5P, interactive learning, learning analytics, O
@article{Mutawa2023,
title = {The Effectiveness of Using H5P for Undergraduate Students in the Asynchronous Distance Learning Environment},
author = {Abdullah M. Mutawa and Jamil Abdul Kareem Al Muttawa and Sai Sruthi},
url = {https://doi.org/10.3390/app13084983},
doi = {10.3390/app13084983},
issn = {2076-3417},
year = {2023},
date = {2023-04-15},
journal = {Applied Sciences},
volume = {13},
issue = {8},
pages = {4983},
abstract = {As the COVID-19 pandemic caused many schools to go online, asynchronous distant learning has become popular. One of the main challenges of asynchronous distance learning is keeping students engaged and motivated, as they do not have the same engagement with their peers and teachers as in traditional face-to-face learning environments. HTML 5 package (H5P) is an interactive learning tool that has the potential to fill this need due to its numerous immediate interactive features, such as interactive videos, pop quizzes, and games during media playback. This study investigates the effectiveness of using H5P and Moodle in asynchronous distance learning environments for undergraduate students. The data collection methods included pre-and post-surveys for Moodle and H5P and the questions related to the student perspectives towards H5P features. The technology acceptance model (TAM) is employed to find student satisfaction. The results of this study suggest that both the H5P and Moodle could be valuable tools for making E-learning more effective. The interactive and engaging nature of H5P can provide students with a more enjoyable and effective learning experience, helping to keep them motivated and engaged throughout their studies.},
keywords = {advanced technologies, e-learning, H5P, interactive learning, learning analytics, O},
pubstate = {published},
tppubtype = {article}
}
As the COVID-19 pandemic caused many schools to go online, asynchronous distant learning has become popular. One of the main challenges of asynchronous distance learning is keeping students engaged and motivated, as they do not have the same engagement with their peers and teachers as in traditional face-to-face learning environments. HTML 5 package (H5P) is an interactive learning tool that has the potential to fill this need due to its numerous immediate interactive features, such as interactive videos, pop quizzes, and games during media playback. This study investigates the effectiveness of using H5P and Moodle in asynchronous distance learning environments for undergraduate students. The data collection methods included pre-and post-surveys for Moodle and H5P and the questions related to the student perspectives towards H5P features. The technology acceptance model (TAM) is employed to find student satisfaction. The results of this study suggest that both the H5P and Moodle could be valuable tools for making E-learning more effective. The interactive and engaging nature of H5P can provide students with a more enjoyable and effective learning experience, helping to keep them motivated and engaged throughout their studies.
Killam, Laura A.; Luctkar-Flude, Marian
In: Clinical Simulation in Nursing, Bd. 57, S. 59–65, 2021.
Abstract | Links | BibTeX | Schlagwörter: co-creation, computer-based simulation, gamification, H5P, nursing student, O, web-based simulation
@article{Killam2021,
title = {Virtual Simulations to Replace Clinical Hours in a Family Assessment Course: Development Using H5P, Gamification, and Student Co-Creation},
author = {Laura A. Killam and Marian Luctkar-Flude},
url = {https://doi.org/10.1016/j.ecns.2021.02.008
https://www.youtube.com/watch?v=KijC4y1hDBo},
doi = {10.1016/j.ecns.2021.02.008},
year = {2021},
date = {2021-04-08},
urldate = {2021-04-08},
journal = {Clinical Simulation in Nursing},
volume = {57},
pages = {59–65},
abstract = {Quality clinical placements have become increasingly challenging to locate, supervise, and learn from. The purpose of this article is twofold: (1) to describe the process used to develop virtual simulations for a family assessment course using H5P technology; and (2) to describe how gamification was used to leverage student creativity as scenario creators and actors. Anecdotally, the use of H5P technology and students as simulation co-creators has improved the learning experience in a first-year family assessment course.},
keywords = {co-creation, computer-based simulation, gamification, H5P, nursing student, O, web-based simulation},
pubstate = {published},
tppubtype = {article}
}
Quality clinical placements have become increasingly challenging to locate, supervise, and learn from. The purpose of this article is twofold: (1) to describe the process used to develop virtual simulations for a family assessment course using H5P technology; and (2) to describe how gamification was used to leverage student creativity as scenario creators and actors. Anecdotally, the use of H5P technology and students as simulation co-creators has improved the learning experience in a first-year family assessment course.