International Higher Education Teacher Award ^2024/25

The DIGITS methodology (Digital Interactive Gamified Teaching with Social Media and GeoGebra) combines digital tools with traditional teaching approaches in the course "Fundamentals of Electrical Engineering." Its goal is to enhance student engagement, foster interactive learning, and connect theoretical knowledge with practical applications. Students access GeoGebra simulations via QR codes, allowing them to adjust parameters and visualize concepts, which promotes independent research and deeper understanding. Traditional methods are integrated, with students taking notes during lectures and collaborating with the instructor through guided exercises. This blend ensures a balance between independent and collaborative learning. Lecture notes are created using a graphic tablet and shared instantly via LMS, giving students flexible access to materials. Quizizz, a gamified assessment tool, evaluates learning outcomes, engaging students through quizzes on their mobile devices while helping them develop digital skills. Lectures are also summarized and uploaded to YouTube, further enhancing accessibility and flexibility. The methodology's innovation lies in integrating modern technologies with interactive teaching methods to improve engagement and learning effectiveness. It promotes knowledge sharing, with selected lessons, such as the Maximum Power Transfer Theorem, featured on LinkedIn to encourage collaboration among educators. "Fundamentals of Electrical Engineering" is a 15-week course where these tools and methods are applied consistently throughout the semester. Outcomes include improved understanding of theoretical concepts, enhanced digital skills, and increased accessibility to educational materials. The DIGITS methodology is adaptable to other subjects, making it a versatile tool for advancing education.

Methodology

The DIGITS methodology, which stands for Digital Interactive Gamified Teaching with Social Media and GeoGebra, was designed to enhance student engagement and improve learning outcomes in the field of Electrical Engineering Fundamentals. The methodology combines digital tools, interactive simulations, and gamification techniques to create an active, student-centered learning environment. This approach was applied particularly in teaching complex theoretical concepts, such as the Maximum Power Theorem, by using GeoGebra simulations and other digital resources to promote deeper understanding and active participation. The methodology began with a planning phase, where the educational objectives were clearly defined, and the most effective methods for teaching these concepts were selected. Key concepts like the Maximum Power Theorem were identified as the focal point of the project, and GeoGebra was chosen due to its powerful capabilities in creating dynamic, interactive simulations that could help students better understand abstract electrical engineering principles. During the implementation phase, these digital tools were applied in the classroom. GeoGebra simulations allowed students to interactively adjust circuit parameters, such as resistance and voltage, and see how these changes affected the output power. This hands-on learning approach made it easier for students to grasp theoretical concepts. The teaching process combined traditional methods with digital interactivity, ensuring that students could both engage actively with the material and benefit from the interactive elements. Additionally, the lecturer played a central role in guiding students through the simulations and providing explanations. Students actively participated by asking questions and engaging in discussions, while the digital infrastructure, including GeoGebra and the LMS platform, facilitated easy access to materials and ensured continuous feedback. After implementation, the methodology entered the review phase, where student performance and the effectiveness of digital tools were assessed. Feedback from students showed that the interactive simulations were extremely helpful in understanding difficult concepts. The results from quizzes and exams confirmed improvements in student comprehension and engagement.

Tools, equipment, technology used

The key tools used in the DIGITS methodology were GeoGebra, graphic tablet, QR codes, and Learning Management Systems (LMS). GeoGebra was central to the methodology, as it allowed students to engage with interactive simulations that illustrated how changes in circuit parameters, such as voltage and resistance, affected the output power in a system. This digital tool provided a dynamic, hands-on learning experience, enabling students to experiment and visualize the theoretical concepts in real-time. A significant innovation in the methodology was the use of a graphic tablet, which replaced the traditional blackboard. Unlike the blackboard, which requires time for erasing and slows down the flow of the lesson, the graphic tablet allowed the lecturer to draw, explain, and solve problems dynamically without interruption. The tablet’s content was automatically saved and shared with students, meaning they had continuous access to lecture materials for revision, increasing the overall efficiency and effectiveness of the teaching process. QR codes were added to presentation slides and teaching materials, providing students with easy access to supplementary resources, including additional simulations and video tutorials. These codes enabled students to engage with the content more easily and on their own devices, enhancing the learning experience. All teaching materials were also uploaded to the LMS platform, giving students the ability to access lecture slides, notes, and additional resources at any time, which significantly increased the flexibility and accessibility of the course materials.

Outcomes and outputs, main results

The DIGITS methodology resulted in significant improvements in student engagement and learning outcomes. The interactive simulations created with GeoGebra helped students better understand abstract concepts like the Maximum Power Theorem, and the use of the graphic tablet allowed for clearer and more effective communication of complex ideas. The feedback collected from students indicated that they found the interactive nature of the lessons highly beneficial, as it allowed them to actively engage with the content and visualize theoretical principles. The use of QR codes and the LMS platform also contributed to enhanced student engagement, as they could access supplementary resources anytime, reinforcing their learning. The use of the Quizizz app for real-time self-assessment provided instant feedback, helping students identify areas where they needed improvement. Final exam results showed a noticeable improvement in student performance, demonstrating the success of the methodology in enhancing understanding and retention of the material.

Lessons learnt

One of the key lessons learned from implementing the DIGITS methodology was the importance of combining traditional teaching methods with digital tools. While interactive simulations and digital platforms greatly enhance student engagement, it is essential to maintain a balance with direct interaction and explanation from the lecturer. Another lesson was the need to provide continuous access to learning materials, as students found it beneficial to review content at their own pace. A mistake to avoid is the over-reliance on digital tools at the expense of human interaction. While technology offers great advantages, the personal touch in explaining concepts and guiding students through the material remains invaluable. It is also important to ensure that students are comfortable with the technology used, as some students may face challenges in adapting to new digital tools.

Adaptability and sustainability of the best practice (for other institutions)

The DIGITS methodology can be easily adapted to other institutions, especially those focused on STEM education. The tools used—GeoGebra, graphic tablets, QR codes, and LMS platforms—are widely available and easy to implement in various educational settings. The approach's flexibility allows it to be customized based on the specific needs of students and the curriculum. The sustainability of the methodology is ensured by its adaptability to different educational contexts and its focus on improving teaching efficiency and student engagement. The use of digital tools reduces the time spent on administrative tasks and improves the accessibility of teaching materials, making the teaching process more sustainable in the long term.

Promotion of best practice

The DIGITS methodology is promoted through various channels, including LinkedIn and YouTube. On LinkedIn, educators share their experiences and discuss the benefits of the DIGITS approach with a broader network of professionals. The YouTube channel further supports this promotion by showcasing educational videos and tutorials on using GeoGebra and other digital tools in teaching. These platforms help spread the methodology to a wider audience, encouraging its adoption in other institutions. Additionally, an article titled "Visualization of the Maximum Power Theorem Using GeoGebra" has been written on this topic, which provides a detailed description of using GeoGebra for interactive visualization and improving the understanding of this complex technical concept. Furthermore, the methodology was also discussed in the following articles: Zuppa Bakša, V. and Bednjanec, A., 2024, May. Teaching Electrical Engineering Fundamentals Using The GeoGebra Platform. In 2024 47th MIPRO ICT and Electronics Convention (MIPRO) (pp. 1333-1337). IEEE. Zuppa Bakša, V. and Bednjanec, A., 2023. Vizualizacija teorema maksimalne snage pomoću Geogebre. Poučak: časopis za metodiku i nastavu matematike, 24(96), pp.49-55. These articles were published in both English and Croatian, further contributing to the dissemination of the DIGITS methodology. The use of these academic publications helps to engage a broader audience and facilitates the sharing of successful teaching practices among educators.

Scope and impact

• Course/department level
• Faculty level
• Institutional level
• Cross-institutional level
• National level
• EU/EHEA/International level

The DIGITS methodology has had an impact at various levels: • Course/Department Level: The methodology has enhanced the quality of teaching and learning in individual courses, improving student understanding and engagement. • Faculty Level: By introducing digital tools and interactive teaching methods, the methodology has contributed to the modernization of teaching practices within the faculty. • Institutional Level: The adoption of the methodology has supported the promotion of digital literacy and active learning at the institutional level. • Cross-Institutional Level: Sharing the methodology through LinkedIn and YouTube has allowed other institutions to become acquainted with this approach and, if desired, implement similar practices. • National Level: The methodology aligns with national educational strategies that emphasize digitalization and innovation in teaching. • International Level: Presenting the methodology at an international conference contributes to the global discussion on the modernization of STEM education.

6.1 Digitalization

• Outstanding, innovative, excellent practices of online / blended / hybrid learning
• Innovative, novel methodology in using digital tools/devices in teaching
• Innovative use of digital administration tools
• Digital skills development and assessment both general and profession-related, embedded in course design, in teaching and assessment
• Novel digital solutions (tools, frameworks, devices, tasks to enhance efficiency and motivation)

Reasoning: 1. GeoGebra simulations enabled interactive learning of complex concepts. QR codes and the LMS platform provided students with easy access to materials and recorded lectures, making content accessible at any time. The use of a graphic tablet allowed for clear explanations and real-time access to diagrams and calculations. 2. Interactive simulations, quizzes on the Quizizz platform, and dynamic teaching with the graphic tablet encouraged active participation, questioning, and a deeper understanding of the material, fostering continuous interaction. 3. The use of tools like GeoGebra, LMS, and Quizizz helped students develop digital skills, including responsible use of technology, while QR codes provided easy and safe access to additional resources. 4. The Quizizz platform provided instant feedback, allowing for self-assessment, while the LMS enabled personalized feedback and real-time progress tracking.

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6.2 Internationalization

• Courses implemented in international cooperation (projects, co-teaching, virtual/blended mobility, etc.)

Reasoning: The DIGITS methodology has an international dimension through its presentation at the MIPRO 2024 conference, where it was shared with a global audience of researchers and educators. The approach leverages digital tools like GeoGebra, QR codes, and online learning platforms, which are accessible internationally. This facilitates collaboration, knowledge exchange, and the potential for adopting similar practices in diverse educational contexts worldwide.

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6.3 Inclusion and diversity, universal design

• Universally designed teaching material - adjustable for special needs
• Innovative teaching methodology for inclusion and meet diverse student needs
• Alternative, flexible assessment methods for students with special needs

Reasoning: The DIGITS methodology uses innovative teaching and universally designed materials to meet diverse student needs. Tools like GeoGebra and LMS platforms allow for personalized learning, while interactive simulations and QR codes facilitate easy access to learning and support students with special needs. This methodology ensures inclusivity, enabling all students to learn at their own pace.

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6.4 Sustainability

• Sustainability goals are addressed in the course(s)
• Teaching material contains profession related sustainability aspects
• Environmental attitude, skill development and assessment either general or profession-related
• Sustainability aspects are considered in all phases of the learning practice - "hidden curriculum"

Reasoning: DIGITS methodology promotes sustainability by reducing the need for physical materials through the use of online quizzes and assessments. By relying on digital platforms for student evaluation, paper usage is minimized, contributing to more sustainable educational practices. Additionally, the integration of digital tools supports the development of digital competencies, aligning with global sustainability goals and fostering resource-efficient learning.

3.3 Public contact datas

Name	Email address	Website
Vatroslav Zuppa Bakša	vzuppabak@tvz.hr	http://www.youtube.com/@theelectricaltheorychannel