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Trends in the Development of Interactive Flipbooks in Physics Learning in the 2014-2024 Time Range: Literature Review

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The history of developing a research topic is significant to study at the beginning of the research. This will assist researchers in shaping current field exploration and future research. This research examines the development trend of using interactive flipbooks in physics learning over the last decade (2014-2024). Through a literature review method from various academic sources, both national and international journals, this article will explore various studies conducted regarding the use of interactive flipbooks in physics learning and the learning theories that underlie the use of interactive flipbooks. The study results found that interactive flipbooks have experienced a significant increase in their use at various levels of physics learning, especially in increasing concept understanding, student involvement, and learning effectiveness. In addition, this literature review also shows a significant increase in the adoption of interactive flipbooks driven by technological advances and the need for more exciting and interactive learning methods. The conclusion is that the development of interactive flipbooks in physics learning has been very significant in the last five years. However, no use of interactive flipbooks has been found in modern physics lectures at the university level.

Examining How Semantics Influences Communication in the Classroom

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This study explored how students’ cognition is shaped by their cultural background and the function of semantics in classroom communication. To examine open-ended questions, the researcher employed a qualitative technique called thematic analysis.  Fifty participants from level 4, English Language Unit, Preparatory Studies Centre, the University of Technology and Applied Sciences, Salalah, the Sultanate of Oman involved in the study. Some important conclusions emerged from the analysis. Students first stressed the need for semantics in maintaining comprehension and preventing misconceptions. Second, students’ interpretations of meaning were impacted by their cultural origins, underscoring the importance of culturally sensitive instruction. Third, when it came to understanding semantic ideas, students favored interactive learning techniques like role-plays and conversations. Fourth, teaching semantics was not like teaching other language issues; to close the theory-practice gap, additional real-world examples were needed. Lastly, students thought that adding exercises to enhance semantic awareness would help them communicate more effectively.  These results imply that using participatory, culturally aware teaching strategies might enhance students’ communication and semantic awareness in heterogeneous classrooms.