Evaluating Interactive Murals: An Empirical Study on Teaching Basic Vocabulary to Young Children
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| Title: | Evaluating Interactive Murals: An Empirical Study on Teaching Basic Vocabulary to Young Children |
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| Language: | English |
| Authors: | Sri Yuliani, Annisa Mardatillah, Arie Linarta |
| Source: | International Journal of Language Education. 2025 9(2):437-448. |
| Availability: | International Journal of Language Education. Faculty of Languages and Literature UNM Jl Daeng Tata Raya Makassar, South Sulawesi 90224 Indonesia. e-mail: ijole@unm.ac.id; Web site: https://ojs.unm.ac.id/ijole/index |
| Peer Reviewed: | Y |
| Page Count: | 12 |
| Publication Date: | 2025 |
| Document Type: | Journal Articles Reports - Research |
| Education Level: | Early Childhood Education Elementary Education |
| Descriptors: | Teaching Methods, Vocabulary Development, Educational Theories, Multisensory Learning, Learner Engagement, Comparative Analysis, Retention (Psychology), Barriers, Correlation, Audiovisual Instruction, Technology Integration, Elementary School Students, Language Tests, Language Acquisition, Faculty Development, Technological Literacy, Pedagogical Content Knowledge |
| ISSN: | 2548-8457 2548-8465 |
| Abstract: | This empirical study evaluates the effectiveness of interactive murals in teaching basic vocabularies to young children. The study is grounded in educational theories that emphasize active engagement, multisensory learning, and social interaction as critical components of effective early childhood education. The primary objectives of this study are to evaluate the impact of interactive murals on vocabulary retention among young children, assess the levels of engagement and motivation associated with the use of interactive murals compared to traditional teaching methods, and gather teachers' perspectives on the implementation and effectiveness of interactive murals in the classroom. Experimental research method design employed quantitative data to provide a comprehensive evaluation. Pre-tests and post-tests were administered to measure vocabulary retention. The quantitative analysis revealed that the experimental group showed significantly greater improvement in vocabulary retention compared to the control group. The results highlight the need for schools to invest in innovative educational tools and provide professional development for teachers. Future research should explore the long-term impacts of interactive murals and address the technological challenges associated with their use. |
| Abstractor: | As Provided |
| Entry Date: | 2025 |
| Accession Number: | EJ1478989 |
| Database: | ERIC |
| Abstract: | This empirical study evaluates the effectiveness of interactive murals in teaching basic vocabularies to young children. The study is grounded in educational theories that emphasize active engagement, multisensory learning, and social interaction as critical components of effective early childhood education. The primary objectives of this study are to evaluate the impact of interactive murals on vocabulary retention among young children, assess the levels of engagement and motivation associated with the use of interactive murals compared to traditional teaching methods, and gather teachers' perspectives on the implementation and effectiveness of interactive murals in the classroom. Experimental research method design employed quantitative data to provide a comprehensive evaluation. Pre-tests and post-tests were administered to measure vocabulary retention. The quantitative analysis revealed that the experimental group showed significantly greater improvement in vocabulary retention compared to the control group. The results highlight the need for schools to invest in innovative educational tools and provide professional development for teachers. Future research should explore the long-term impacts of interactive murals and address the technological challenges associated with their use. |
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| ISSN: | 2548-8457 2548-8465 |
