ISSN : 2394-2975 (Online) International Journal of Advanced Research

ISSN : 2394-6814 (Print) Vol. 3, Issue 3 (July - Sept. 2016) in Education & Technology (IJARET)

Impact of Interactive Teaching Methodologies on

Teaching-Learning Process: A Review
Harsimrat Deo
Assistant Professor, Dept. of Computer Sc., Mata Gujri College, Fatehgarh Sahib, Punjab, India

Abstract
Published research suggests that academic achievement can be predicted through the use of cognitive assessments, which includes
the tests of working memory, pattern matching, and cognitive skills known as ‘chunking’. This has led to the popularity of games
and products such as the Brain Training series from Nintendo and Mind Fit programs from Cognifit. Sadly, all these games appear
to do is to teach the player how to pass the cognitive test. Yet many institutions have introduced cognitive training games into their
classroom in the belief that it will improve the students’ cognitive skills, at the same time motivate their students and subsequently
increase the academic achievement of their learners. As we know, practice makes perfect and by practising a cognitive test or any
task, the participant will always improve within the limits of their ability and achieve higher scores. However, it is debatable if it is
the cognitive games that lead to improved academic achievement, or if the environment provided by the game is simply motivating the
student to practise these skills and pay attention in the classroom. Some would say it does not matter, as the end justifies the means.
This paper describes some fundamental concepts for learning and reviews work by past researchers related to the implementation
of interactive teaching techniques in classroom environment and related benefits as well as challenges.

Keywords
Classroom, interactive teaching, learning, technology, computer.

I. Introduction becomes very intense in order to prepare his body for the
Student motivation and engagement are an ongoing challenge for approximately 26 mile run..
classroom instructors and the basis of various research endeavors
in the field of education and training. A substantial body of c. Cross Training
literature indicates that the use of non-traditional interventions, Teaching for memory requires strong networks that can connect to
such as games, simulations, multimedia instruction and interactive other networks. Therefore, different kinds of skills and different
activities are valuable teaching methods. The arguments for using forms of memory should be used.
active learning in the classroom are clear. It is well documented
that there is an optimal level of arousal for peak performance. The d. Adaptivity
learner passively sitting in a lecture, with no stake or interest in Teaching for memory requires that the teacher monitor the
the information, does not reach the level of stimulation required to student’s progress and adjust the teaching/learning situation to
promote effort. Moving around a room, participating in a contest, meet her needs. In other words, the teacher must differentiate.
or simply talking to other students can raise the level of activity to a
point where a student is more alert and attentive to the activities of e. Motivation and Attention
the class. Active learning techniques divide the lecture so that less These factors are what keep students interested in their learning.
material falls prey to the serial position effect—dips in learning Various strategies will keep students on task. Frequency and
of material in the middle of a lecture. Using activities and games intensity rely on these factors.
in class encourages active learning, as well as collaboration, and
interactivity. Participation in an activity requires the use of content II. SOME SIGNIFICANT STUDIES
by the learner; thus ensuring students are working with the ideas Being in the teaching profession, my approach in the classroom
that are being taught, and applying them. has always been on making the delivery of lecture contents
as interesting as possible. I had always tried to demonstrate
(i). Factors for Learning the concepts by quoting examples from our daily lives and in
Researchers in cognitive neuroscience have found a blend of factors response I got very positive feedback from my students, who
that can lead to learning new tasks and concepts successfully: say it with confidence that they never forget the concepts learned
in the class in my way of interaction. Further being a mother
a. Frequency of two small kids studying in 7th and 4th grades, it was again
Neural pathways need to build and grow strong by repeated a big challenge that how to teach these small kids who hardly
exposure to the learning. In reading, studies have shown that the has any sense of responsibility toward their studies, so that they
more a person reads, the better that person will read. Similarly, don’t feel the burden of study. This inspired me to research the
if you lift weights only occasionally, you will not build up your topic of interactive learning in some more depth, so as to learn
muscles. But if you lift regularly, you will accomplish your desired from the experiences of other persons in the teaching community
fitness level. regarding how to make classroom teaching more attractive and
effective. In the matter given below I am going to discuss some
b. Intensity important research papers, project reports etc., covering the topic
Learning requires rigorous practice. A student will build neural of interactive learning with or without the use of technology.
support for the skill in a shorter period of time if she practices (i). 2006; S K Saha talked about design for effective teaching
intensely. One somebody prepares for a marathon, his workouts and learning in technical institutes. He said we talk of design

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International Journal of Advanced Research ISSN : 2394-2975 (Online)
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of a product for its strength, manufacture, assembly, recycling, the chance goes to Team-2 for the bonus point. All other rules
product life cycles, etc. However, the methodologies used to remain same as in the original Antakhsari game. The teaching
teach these subjects are generally old-fashioned, for example, component here is that the students have to be well conversant
using a blackboard and one-way communication from a teacher with the subject if they have to quickly tell the words.
to students. Only some cosmetic changes have happened in this b. Dumb Charades: It is played between different teams. The
process such as using an overhead or LCD projector. In fact, in rules of the game were explained as given below:
many instances, the use of latter equipments increased the pace One of the two members in a team, say, Team-1, like a dumb
of the teacher, but made the lecture more difficult for the students person, acts without speaking to express a word or a phrase written
to understood. Also, the scope of two-way communication was on the chit taken from the moderator. About 30 seconds are given
greatly reduced. Realizing the shortcomings of traditional teaching to think, and another 30-45 seconds to act;
methodologies such as those using blackboard or the OHP or LCD, If the other member of Team-1 guesses the word/phrase correctly,
there have been tools and procedures evolved over the years. For they get 2 points. Otherwise, the chance goes to Team-2 for the
example, with the networking and IT revolutions, e-learning has bonus;
become a buzzword. But the implementation of these technologies In order to minimize the disturbances during the sit changing,
requires extra infrastructure like, networked classrooms etc. Team-2 is asked to guess based on the acting of Team-1.
Sensing the problems with the introduction of technology Here also the author has acted as moderator. He had several words
based interactive teaching, the author proposed a new teaching like “Factor of Safety,” “Von-Mises Stress,” “Fatigue failure,” etc.
methodology, where “fun” is the keyword. Since any human from the Design course, and “Degree of freedom,” “Frequency,”
being likes to have a fun either through a game or performance etc. from the Mechanical Vibration course written on the chits.
or otherwise, they have been incorporated here through three Students were asked to pick up one from several chits kept in an
games. They have the following advantages: envelope. This game was one of the most entertaining where almost
• Due to the fun elements in the teaching process, the subject every student including the teacher laugh together, which has an
becomes interesting; and indirect effect of bringing the students and teachers together for
• Two-way communications are achieved. closer and healthier interactions. The game appears to be the most
The author in his early years of teaching career had found about 50- difficult one, as the students have to be very creative in finding
60% of the students in a typical class of 60-70 students responded out ways to act. On the other hand, the other team partner has to
that the course was not interesting. A close look into the responses be quite familiar with the terminologies taught in that subject.
revealed that these students were mostly those whose attendances c. Jigsaw Puzzle: The jigsaw puzzles are very popular amongst the
were poor and spent relatively less time after their class hours kids. This is a game where several pieces of a picture of an animal,
than their counterparts. The author, however, wanted to increase historical place, famous people, etc., are to be assembled. The one
the “interesting” comment to at least 90% or more in order to who does it fastest wins. It is also a very good educational tool
establish the fact that a teacher must be in a position to motivate where the kids and children learn geography, animal shapes, atlas,
the students to learn, be they initially sincere or not. Hence, he etc. The same concept was extrapolated in technical education.
took it seriously and some of the fundamental thoughts which Here, several equations were written and the diagrams were drawn
came into his mind, were, on a transparency sheet, which was cut into pieces, and put inside
• What are the things a human being likes to do most? an envelope. The rules of the game were as follows:
• What a student enjoys doing at this age? • A team, say, Team-1, picks up one envelope;
• What I enjoyed doing at their age? • In about 45 seconds, Team-1 must assemble the pieces on
• What makes people laugh? etc. the glass of the OHP, to get 2 points;
Few answers to the above sole searching questions were: Playing • If Team-1 fails, the job can go to Team-2 for the bonus.
or watching games and movies, and entertainment through acting, However, if the teacher wants to avoid the sit changing time,
traveling, etc. After paying serious thought to all the options, the answer could be told;
author finally decided to work with the idea of designing three • Team-2 is now given a new puzzle.
different games taken from the entertainment domain. Three Author suggested that if the classrooms were not equipped with
games were chosen based their feasibility of implementation in OHPs, the equations and diagrams could be written/drawn on
a classroom teaching. They were: plane sheets, which then can be pinned on a big cardboard placed
1. Word Antakshari; against the blackboard. This game is also fairly difficult, as the
2. Dumb Charades; and students now have to remember the equations and diagrams in
3. Jigsaw Puzzle. order to successfully complete it within the time limit.
Author quoted that, concepts similar to those conceived by him Since the proposed methodology is still in the experimental
were also used in the kindergarten schools in India and abroad. In phase, it was played only once during the semester. It was played
his paper, the concepts were extended to technical education. somewhere during the middle of the semester to give the students
a. Antakshari: Adoption of the Antakshari in its original form break from their regular activities of either solving problems in
was difficult in the classroom, as all students were not able to sing. the classroom or carrying out experiments in the laboratory. As
Besides, the songs using technical words were not known to exist. per the feedbacks from the students of all the four courses, the
Hence, the name of the game was modified to “Word Antakshari,” games were new to them and they enjoyed very much. In fact,
to emphasize on words than songs. For example, in the Design quite often the students wanted to repeat such games during the
course, the author as a moderator says the word “Design.” Then semester.
Team-1 has to say a word/phrase that starts with “n” but related to The games were tested in four different courses taught by the
the course of Design. It gets about 20 seconds to recall the word. author in the Department of Mechanical Engineering of IIT Delhi
If Team-1 says “number of cycles,” it gets 2 points. Otherwise, and the feedbacks of the courses were reported to be very good.

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In fact, in the mid-semester feedback of an UG course offered think is changing the classroom. New tools are thought to empower
during Jan.-May, 2005, 83 out of 85 respondents considered educators to change the way teaching and learning occurs. As
the course as very interesting, whereas in a PG course offered current social trends require citizens to be more analytical thinkers
during the same period, all out of 14 respondents considered the and to synthesize information, current teaching practices must
course as enjoyable. Author believed that, the sharp improvements develop these higher order thinking skills. This should start
were mainly due to the changes in the teaching style based on with a teacher’s philosophy and pedagogy development during
the philosophy behind the need to design effective teaching and preparation for the profession.
learning techniques and subsequently the introduction of the Using technology in the classroom has existed with such devices
concept of games in classrooms. as televisions and overhead projectors. These presentation systems
(ii). 2007; Rita Kumar and Robin Lightner investigated offered new hope for delivering better instruction at the time
perceptions of interactive classroom teaching techniques for adult of their introduction. The transformative nature of technology
learning. In the first part of their study 62 college faculty members integration changes the process of teaching and learning to an
and 45 corporate trainers were surveyed about their teaching and interactive learning environment. The framework applied to the
training methods. The survey had two main objectives: new form of teaching, known as interactive teaching and learning,
• to determine rates of classroom techniques used, represents the intersection of theory (constructivism), interactive
• and to determine influences on teaching styles. hardware (interactive boards), and Web 2.0 tools such as Kids
Various statistical techniques like Likert Scale, ANOVA etc. were and Cookies.
used to analyze the data collected for making useful inferences.
Five faculty members volunteered to work with the researchers a. Constructivism
to develop new games that would replace traditional lectures Constructivism consists of learning or knowledge construction
in their courses. The games involved activities such as group emphasizing learners as active participants in making sense of
crossword puzzles, word scrambles, and team concept matches. their environment and their experiences within that environment.
After conducting the game and assessing student learning, faculty Interactive boards highlight the fundamental notion of
completed interviews on their experiences. constructivism, which is “active participants”. The interactive
Using an anonymous survey, students of participating faculty were board facilitated the interactive learning environment by affording
asked if they learned anything, if the game was a waste of time, students the opportunity to engage with content in multiple ways.
if the game accomplished its objectives, if the students enjoyed The visual nature of interactive boards allowed for students to
the game, and if students wished more faculty used games like develop the necessary schemata required for creating new learning.
this one. Students responded positively to the new active learning In combination, visualization, interactive boards, and interactive
exercises that replaced traditional lecture in five classes, indicating tools allow learners to create knowledge through a 21st century
that they learned a lot, it was not a waste of their time, that the constructivist paradigm.
activity was enjoyable, accomplished its goal, and they wished
more faculty members used such activities. b. Interactive Teaching
One of our faculty interviewees expressed hesitation at Interactive teaching begins with a philosophy about teaching with
incorporating active learning strategies and games, worrying that technology and results in a new process of interactive teaching
students expected to be taught or told and should “get their money’s and learning. A combination of constructivism, interactive boards,
worth.” However, in the survey, the students expressed a preference and Web 2.0 tools is one model for thinking about new ways of
for less time spent lecturing than instructors report lecturing, so teaching. Both the learner and teacher are active in the process
these instructors’ concerns may have been unwarranted. of learning as described by the experience of Web 2.0 pedagogy.
Trainers used a greater variety of teaching techniques in their Additionally, the tools that facilitated this transformation were
presentations, such as visuals and interactive exercises including interactive by nature and must be studied as part of a systemic body
games, and spent less time on lecturing than their college faculty of knowledge. One complaint about current teaching is that it is
counterparts. Both groups identified their temperament as the lecture based (didactic), thus it created a teacher centered learning
main influence on their teaching style. Suggestions were made environment. Interactive Teaching is not void of lecture; rather,
for strategies to successfully implement games in the college lecture is used in combination with active demonstrations.
classroom, based on consideration of these benefits and costs A chemistry teacher using an interactive board might teach a
and the survey results. lesson about balancing equations by manipulating elements with
(iii). 2008; Diallo Sessoms reported that traditional teaching his/her finger to demonstrate the concept visually. In an integrated
pedagogy was not based on an interactive model; therefore, it approach, discourse is used to describe the process. Interactive
was possible that teachers would use technological tools to support teaching also involves the teacher integrating multiple forms of
traditional pedagogy rather than an interactive pedagogy. Author media within a lesson to encourage cognitive participation. An
felt the problem was that teachers were not trained to think about elementary teacher might teach students how to construct creative
teaching and learning as an interactive process that encourages sentences using text to describe a digital image; then students
the use of technology to create interactivity in the classroom. are asked to manipulate text using the interactive board to create
Traditional models of teaching require a teacher-centered appropriate sentences.
approach; however, with new technology, there was support to
transform the teacher centered approach to a student-centered c. Interactive Learning
approach. In the student-centered approach, interactive teaching Traditionally, students sit and absorb knowledge from teacher’s
and learning were supported by tools that actively engaged both lecture and notes on the board. Interactive learning means
teachers and students. that students are active participants in the learning process. In
The emergence of new technology and research about how people a learning environment that integrates the interactive board,

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students are focused on stimulus presented by the teacher on the

interactive board and the student, either verbally or physically,
interacts with the interactive board. In the definitions of Interactive
Teaching, an example was given about students “dragging” words
to compose a sentence that described a digital image. This is a
form of interactive learning because students interact with the
content through a combination of the abstract and the concrete.
This type of student-centered learning follows the principles of
constructivist learning, a building block of an interactive learning
environment. Students are encouraged to control their learning
and to construct meaning.

d. Interactive Boards + Web 2.0 Tools

Virtual Manipulatives: The National Library of Virtual
Manipulatives (NLVM) is a Web-based collection of interactive
tools for k-12 math instruction. The purpose of the tools is to
engage students with math concepts based on a constructivist Fig. 2: A social game that encourages critical thinking and
model. The tools allow students to visualize math relationships mathematical understanding.
and applications. Virtual manipulatives give teachers alternative
ways to introduce content as well as an interactive way to practice. When the game starts, students select the number of friends and
Further, virtual manipulatives encourage independent practice the type of cookies to share with those friends. The student also
because the tools are open source and available online. chooses how many cookies will be shared among the

Fig. 1: An example of an educational Web 2.0 concept

In Figure 1, the illustration displays an example of an educational

Web 2.0 concept. Used on an interactive board with an internet Fig. 3: Using the “cookie cutter” to divide the cookies among
connection, this activity becomes an event to allow students to the friends.
apply and develop critical thinking skills in an interactive learning
environment. A student starts by transforming and manipulating chosen friends. After the selection, in Figure 3, the student must
the geometric shapes to fit in the letter E template. The class divide the cookies equally among the friends. Used by the teacher,
collaborates with the student using the interactive board to provide this is an interactive way to introduce and teach the concept of
strategies for solving the puzzle. An extension of this activity fractions. The interactive board provides dynamic visualization
is assigned as an interactive homework assignment to complete of content as well as the ability to physically manipulate content.
other puzzles. This is an example of using the interactive board Again, teachers assign extension activities to supplement
in conjunction with a Web 2.0 tool. The student investigates, classroom lessons with independent work at home. During class,
manipulates, and presents using a virtual environment. the interactive board and the Internet create an interactive learning
Kids and Cookies: A second example can be seen through a environment. Because the activity has Web-based interaction,
more complex mathematical example in Figure 2, which is an students can use the Web as a tool to learn with.
interactive fraction game created at the University of Virginia. In the end author concluded that innovation has provided new
Kids and Cookies is an interactive game designed for elementary capabilities that can transform the process of teaching and learning.
students. The game is an interactive way of introducing number Transforming the process of teaching and learning will mean that
concepts. Users simulate sharing cookies while investigating the teachers create fundamentally different learning environments that
concepts of rational numbers and division. As with the virtual promote interactivity. New ways of teaching will be accomplished
manipulatives, this tools is open source and available online. through enhancing the skills of veteran teachers but also through
future teachers. Pre-service teachers need time to sift through the
capabilities of interactive technology and to understand which of
those capabilities can influence teaching and learning practices.
Time allows pre-service teachers to develop ways of integrating

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interactivity as a fundamental part of their teaching. While training Microsoft’s Bill Gates has been credited as stating, “Technology
and supporting veteran teachers can have a positive impact on the is just a tool. In terms of getting the kids working together
classroom, processing concepts of technology integration to create and motivating them, the teacher is the most important.” This
interactive learning environments as a preservice teacher will suggests that ‘Game-Based Teaching’ using a role-play or meta-
provide a unique advantage. That advantage is related to the terms game surrounding a game, would provide the desired learning
“digital native” and “digital immigrant”. Currently, these terms outcomes. Through this article he seeks to explore the theory
are used to describe those who have grown up with technology of Game-Based Teaching in contrast to Game-Based Learning,
and those who did not grow up with technology. and discusses the context in which computer games are used in
(iv). 2009; Bernard John Poole and John Evans in their academia.
book titled “Education for Information Age” reviewed research According to the author academics have long been promoting a
and other published reports that examined the effectiveness of change in education to include technology-rich programmes in the
computer-based teaching and learning. The objective was to justify teaching curriculum (Papert, 1996; Rushkoff, 1996; Smith, Curtin
the expense in time and money incurred by educational institutions and Newman, 1997), but they suggest that many teachers are
in the acquisition of instructional technologies and requisite feeling technically inadequate when teaching what they suggest
user skills. They reported that teachers who have successfully are digitally literate students. These students have been called ‘the
incorporated the computer and related technologies into the computer generation’ and referred to as ‘screenagers’.
teaching and learning process have come to the conclusion that Author quoted some studies, where it was believed that these
it can add significant value to teaching and learning when it is children look upon school as an interruption in their computer
integrated thoughtfully by the teachers, with strong commitment usage time (Prensky, 2001; Squire, 2003), and that teaching
and support from school administrators at all levels. Absent this institutions must use electronic media to re-package their course
thoughtful integration and strong commitment and support from content to reach today’s ‘digitally literate’ students. Much of this
administration, investment in computer-based technologies for belief has been spawned from the notion that today’s children
teaching and learning will yield little or no return. are ‘digital natives’, having grown up in a digital world. They
The goal of their book was to help teachers integrate computer- apparently think differently because they have adapted to their
based technology into the educational curriculum in such a way that digital environment (Prensky, 2001; Gee, 2003; Squire, 2003;
it improves learning. They reported that the significant investment Oblinger, 2004; Shaffer, 2006 and many others). However, many
of time and effort, not to mention money, in pursuit of this goal of us that support the application of technology as a learning
was a relatively recent phenomenon in schools. As per their tool and also Game- Based Learning (GBL), refute the belief
knowledge computers first started appearing in K-12 classrooms in that learners are different because they have grown up in today’s
the late 1970s. Since then, huge sums of money have been spent to digital world.
provide schools with computers and computer-related equipment. Yet, there are many other publications and researched theories that
Teachers worldwide, but especially in the wealthier nations, were support technology and its place in the academic curriculum. Take
trained in the use of instructional technologies for teaching and for example the ‘Hole in the Wall’ project (Mitra and Rana, 2001).
learning. Such an investment presupposes a consensus that the In this project computers were set up across India in locations
myriad applications of this technology currently flooding the that had never seen any type of technology before. No training
educational marketplace were an improvement on tried and true or tuition was provided, yet children living there were surfing
teaching methodologies. Was this the case? They said literature the internet within hours, downloading movies, using drawing
quotes Joseph Weizenbaum, Professor of Computer Science at the software, playing video games, and even taught themselves how
Massachusetts Institute of Technology, who cautions: “Everyone to cut, paste, and save their files. They collaborated with each other
agrees that in principle computers are powerful, but too often and worked in groups, they formed social groupings, and became
teachers ... find they are following a common scenario: First you highly motivated to continue to use this new available technology,
get the hardware, then you get the software, then you train the all without supervision. They displayed all of the attributes that
teachers, and only then do you start trying to work out what you Prensky, Oblinger (and others) suggested were only present in
are going to do with it all.” children that they refer to as ‘digital natives’.
In the last they concluded that ideas take on life when they are So are today’s students any different from previous generations
realized through action. As Levitt points out, “Ideas are useless and do they utilize technology in different ways than those of the
unless used”. So we should resolve to be innovative as well as teachers who are teaching them? Perhaps it is the technology itself
creative. Better yet, we should resolve to help others be innovative and the way it is used that simply appeals to creative learners, and
by our example, by our encouragement, and by our willingness to the digital native theory is simply a marketing ploy created and
give our time and energy to promote the integration of technology disseminated without any empirical evidence to support it.
across the curriculum at all levels of teaching and learning in our Author concluded that, the improvement of test scores through the
schools. use of computer games as drill and practice techniques does not
(v). 2009; Paul Pivec as a game developer for many years, and exploit the potential for education that is provided by the game-
an academic of late, found the use of such terms as ‘Serious playing environment. It has not yet been proven through rigorous
Games’ and ‘Game-Based Learning’ to be overused and often in empirical research whether cognitive training games increase any
the wrong context. In his opinion these terms were often employed abilities or knowledge other than that needed to play a particular
as a justification to introduce digital games into the classroom or game or pass a particular test. Furthermore, critics argue that games
to sell a product that has little entertainment value. He believed do not foster learning, cognitive skills nor knowledge acquisition,
that digital games do have a place in the classroom, but as a tool and it is purely the context in which they are used that stimulates
to be utilized by creative teachers and not to replace teachers as any learning to take place.
suggested by some (Bushnell, 2009; Prenksy, 2004). Undoubtedly, the game environment provides the motivation

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necessary for persistent re-engagement by the player and hence encouraged for kids in the elementary classes, so that they love
achieves the ‘practice makes perfect’ scenario. However, most to spend more time on their studies. Game based learning has the
game players do not play educational games, as they do not benefits of rewarding the students while learning as well making
believe they learn from such games and do not find the game them practice their assignments for longer time period, which
play in these games to be compelling. Many of today’s students indirectly helps them in memorizing the concepts.
currently in higher education have been successfully conditioned
into thinking that games are only for wasting time – a by-product References
of our own making as concerned parents. Yet a well constructed [1] S. K. Saha, “Design for Effective Teaching and Learning
role-play game can do more than simply drill and practice, it can in Technical Education”, presented at National Conference
assist with the attainment of much needed competencies in many on Design for Product Life Cycle, Feb 17-18, BITS Pilani,
disciplines. 2006.
Computer games have now been accepted as a tool within academia [2] R. Kumar and R. Lightner, “Games as an Interactive
and even industry training. The US military have been using games Classroom Technique: Perceptions of Corporate Trainers,
and role-play scenarios for over a decade, and many of the world’s College Instructors and Students”, International Journal of
largest corporations utilize scenarios within computer games to Teaching and Learning in Higher Education, vol. 19 (1), pp.
successfully train their staff on everything from safety to conflict 53-63, 2007.
resolution. [3] D. Sessoms, “Interactive Instruction: Creating Interactive
In interdisciplinary learning domains where skills such as critical Learning Environments Through Tomorrow’s Teachers”,
thinking, debating and decision making, and the ability to work, International Journal of Technology in Teaching and
communicate and achieve set goals in teams, are in the foreground, Learning, vol. 4(2), pp. 86-96, 2008.
Game-Based Learning concepts enveloped within a well structured [4] B. J. Poole and J. Evans, “Education For An Information
collaborative role-play scenario will accelerate the attainment of Age: Teaching in the Computerized Classroom”, 7th edition,
the learning outcomes (Pivec and Pivec, 2009b). This is called 2009.
Game-Based Teaching. [5] P. Pivec, “Game-based Learning or Game-based Teaching?”,
(vi) 2012; Galina Zilgalve and Irina Sennikova in their study Becta UK, July 2009.
observed that teachers practiced interactive teaching methods [6] G. Zilgalve and I. Sennikova, “The impact of interactive
comprising of technology based(web based, multimedia) and teaching methods on development of students creativity”,
based upon Interaction between student and teachers (Case 2012.
studies, Group works, Business Simulation, Role plays etc.) [7] M. Sprenger, “How to teach so that students remember
and concluded that interactive techniques are commonly used, for lifetime”, Association for Supervision and Curriculum
regardless the field of study and observed that interactive methods Development (ASCD), 2005.Misra and Kate N.
that develop creativity were group work, simulations, role plays Nagaraj,”Security in Wireless Ad Hoc Networks”, in Book
and case studies. They identified major obstacles in interactive The Handbook of Ad-Hoc Wireless Networks (Chapter 30),
teaching as classroom design, lack of teachers expertise and ability CRC Press LLC, 2003.
to engage students, lack of appropriate material and techniques
and outdated structure of course, that limits the time available
for creative activities. Based upon their study they suggested the
ways to improve as self development create creative environment
and encourage creative teaching.

III. Conclusions
Based upon the research undertook by various researchers on the
topic of interactive teaching methodologies it can be concluded
that, active involvement of both the instructor and students is
imperative for effective teaching learning process. There can’t be
a substitute for a teacher in the process of classroom teaching, but
innovative methods must be designed and implemented making
use of the electronic, computer science and communication
technology for making the lecturing more interactive. It must be
acknowledged that the kids of modern age are way more adaptive
to the use of screen based gadgets (smart phones, tablets, video
games etc.) than their parent’s era. This natural talent of modern
students must be exploited constructively by engaging them
in technology based learning environment. Irrespective of the
response and performance of the students in any subject, teachers
must take the moral responsibility to engage them actively through
any means, so as to increase the percentage of students who find
the classroom teaching interesting. Endeavour of a teacher must be
to reach out to all the students in a class to know the temperament
of individual students, so that he can apply any suitable interactive
technique to teach them effectively. Game based learning must be

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