The Use of Miro While Formation of Communicative Competence of

Future Ship Engineers

Olena Kononova

1 a

, Olena Diahyleva

2 b

and Alona Yurzhenko

2 c

Maritime Applied College of Kherson State Maritime Academy, 20 Ushakova Str., Kherson, 73001, Ukraine

Kherson State Maritime Academy, 20 Ushakova Str., Kherson, 73001, Ukraine

Keywords:

E-Learning, Miro, Maritime Education and Training, Maritime Professionals, Digitalization.

Abstract:

The paper is devoted to the analysis of the use of collaborative whiteboard platform Miro in maritime edu-

cation and training. It is highlighted that with the help of the board teacher can create and upload content,

communicate with others, share or export his/her work. It is mentioned that the board can be used while dis-

tance learning for explaining the new material, also, students can use it for drawing, add ﬁles, share comments,

working on the same project remotely from each other. The beneﬁts of the platform are mentioned in the arti-

cle. The drawbacks of Miro use while maritime education and training are also listed. The results of the study

showed that the use of Miro enabled cadets of maritime institution to improve their ability to communicate

effectively, share ideas, and work collaboratively in a virtual environment. The study also found that the use

of Miro allowed for increased engagement and motivation among the cadets, which positively impacted their

overall learning experience. This work highlights the potential of using Miro as a tool for enhancing commu-

nicative competence and suggests further research to explore its effectiveness in other educational contexts.

1 INTRODUCTION

Nowadays informational technologies serve as not

only means of communication between states, com-

panies or as form of trade but also as means of ed-

ucation. The idea of introduction of such technolo-

gies in educational process involves the achievement

of the target of high-quality education where at the

end of education we will have a competitive, creative

and self-afﬁrmative person in various spheres.

First of all, the internal readiness of the teacher

to transform herself/himself (for mastering and train-

ing new technologies) is quite important too. Online

lessons became a new reality to all education partic-

ipants. The creation of a single instruction to utilize

e-learning technology in the organization of the edu-

cational process relies on teachers. They can base on

their own experience and the experience of their col-

leagues, explore materials on didactic possibilities of

online resources, determines feasibility and develop

the methods of applications.

Distance learning should be organized with the

https://orcid.org/0000-0003-0403-7292

https://orcid.org/0000-0003-3741-4066

https://orcid.org/0000-0002-6560-4601

use of a board where teacher and student can work.

Many educational institutions choose one platform

(e.g. Google Meet, Zoom, Moodle (BigBlueButton),

Webex, Skype). But to make lessons more interesting

and different tutors always try to ﬁnd new apps that

would be free and easy to use (Diahyleva et al., 2021).

Platform Miro was chosen by us because this is a real-

time workplace as a “white sheet” of paper on which

a teacher and students can write or type something,

watch video, ﬁll out mind map, table, etc.

It was founded in 2011 by Andrei Husin and Oleg

Chardin, the headquarters is situated in San Francisco.

Whiteboard Miro allows to work together on one in-

ﬁnite canvas – boards including remote work of indi-

vidual employees to create collaborative project (Spi-

vakovsky et al., 2020; Hockly and Dudeney, 2017).

The service interface is in English only, during its

utilization the pop-up windows with hints will help

to work quick. Miro is one of the best ways to

make learning interactive. The principle of this plat-

form is in using boards, that is one project includes

the use of several boards in one board. The main

board has the organizer of the meeting, the teacher,

where he can give the task (text, different activities)

with useful links for the video or another resource.

The teacher sends notiﬁcation to inform the students

122

Kononova, O., Diahyleva, O. and Yurzhenko, A.

The Use of Miro While Formation of Communicative Competence of Future Ship Engineers.

DOI: 10.5220/0012647800003737

Paper published under CC license (CC BY-NC-ND 4.0)

In Proceedings of the 4th International Conference on History, Theory and Methodology of Learning (ICHTML 2023), pages 122-129

ISBN: 978-989-758-579-1; ISSN: 2976-0836

about a new task or information. Another, coordina-

tor board is used for various organizational moments

like schedule, recommendations, management issues

can be found here. Each participant also has its own

board with his/her name, photo and personal informa-

tion. The students can share here links to the social

nets or other platforms and add the tasks they’ve done

(Bezlutska et al., 2021).

Via whiteboard platform Miro is easy to arrange

brainstorms (give a task to your group and monitor

their work, adjust with the help, give comments, mark

the user), set up the team project work (teach your stu-

dents to work in team, share responsibilities, set ob-

jectives, monitor the student’s activities and interac-

tions, integrate different tools to boost team efﬁciency

and free team imagination, add comments), conduct

consultations.

It can be used also as a textbook where you can

add learning material, navigate via the pages with

schemes, mind maps, etc. with your group. As for

other beneﬁts online board Miro promotes the de-

velopment of students’ creative abilities within the

framework of implementation of problem-oriented

and project-based training. Project works and interac-

tive interaction of students in distance learning deter-

mine the productivity of knowledge acquisition, de-

velopment of different types of thinking and stimula-

tion of cognitive processes.

The virtual whiteboard service is an effective tool

for organizing training process in both synchronous

and asynchronous learning formats. The Miro online

board is a means of ensuring the efﬁciency and ef-

fectiveness of blended learning in higher educational

establishments, which allows productive organization

and active interaction of students and teachers in the

educational process, the results of which are stored in

the cloud environment and can be used at a convenient

time. The whiteboard Miro allows to improve inter-

active activities between students, encourage them to

creative cooperation, contribute to the development of

project activities, planning and analysis skills in stu-

dents’ activity, provide feedback.

A lot of consumers all over the world deal with

the usage of whiteboard Miro, share their ideas and

results in closed and open groups about beneﬁts from

the implementation of it.

2 METHODS

The research used a complex of interrelated methods:

empirical (observation, survey), theoretical (analysis,

generalization, comparison). A pedagogical experi-

ment was conducted on the use of the online board

Miro in the educational process. The total number of

cadets (about 193 males, from 1-3 courses) from Mar-

itime College and Kherson State Maritime Academy

took part in this research. Students were divided into

two groups: 95 (experimental group) and 98 (con-

trol group, in groups with which this method was not

used). The observation method was used for con-

trol. With the help of theoretical analysis, a review of

scientiﬁc sources was carried out regarding relevance

and perspective with the application of the Miro plat-

form in various spheres of modern activity, including

for students of various types of institutions; method-

ological developments of English language classes for

ship engineers have been prepared.

The students of ship engineering department were

asked to work online and ofﬂine using platform Miro.

The interaction between the participants is carried out

in comments via tags. Each participant has a personal

nick. To send a comment to a student about his work,

the teacher put @ and student’s name and he will re-

ceive the teacher’s comment or notiﬁcation.

Before and after the experiment, a survey was

conducted to determine the productivity of using the

board. A survey on the LMS Moodle was used. Gen-

eralization and comparison methods were used for

quantitative and qualitative analysis of the obtained

results. The results are processed using responses

on LMS Moodle (Kovalchuk et al., 2023; Yurzhenko,

2019).

3 LITERATURE REVIEW

The integration of technology into education has ush-

ered in a new era of teaching and learning, transcend-

ing the boundaries of traditional classroom settings.

In this context, the collaborative whiteboard platform

Miro has emerged as a valuable tool in the domain of

maritime education and training.

There are modern educators, instructional design-

ers and researchers in the ﬁeld of education and tech-

nology who have conducted studies or assessments

on the effectiveness of Miro as an educational tool.

Chan et al. (2023) have decided to promote collabo-

ration between students and teacher/students through

online whiteboard interaction. They ﬁnd Miro an in-

strument that allows students to easily share ideas and

exchange information using a range of different me-

dia. The authors listed Miro’s advantages, the one of

which is its ability to allow real-time sharing and cre-

ation of ideas. Among Miro’s disadvantages scien-

tists mention its numerous tools and options which

does come with a learning curve. By the end of

their research authors ﬁnd Miro a useful option for

The Use of Miro While Formation of Communicative Competence of Future Ship Engineers

123

encouraging collaboration between students, giving

them a workspace to freely generate ideas and share

resources (Chan et al., 2023). Freitag et al. (2022)

made data analytics on Miro’s use to support the eval-

uation of student activity. They propose Miro as easy-

to-use tool to quickly collect group activity data using

important key parameters and present it easily (Fre-

itag et al., 2022).

The researches were devoted to ﬁnd out the effec-

tiveness of using the board in educational process and

also pros and cons of whiteboard utilizing at different

stages of the lesson (Mickien

e and Valionien

e, 2021).

Despite found data there we not enough research

results devoted to the use of Miro while formation of

communicative competence of future ship engineers.

4 RESULTS

One of the effective multimedia resources is repre-

sented by the Miro online board, which is used for

collaborative learning, and enables teachers and stu-

dents to work with visual educational content, to ef-

fectively establish communication.

Nowadays educational process of some education

establishments due to war in Ukraine is conducted in

fully distance mode so the role of teacher and student

should be changed. The teacher became a consultant

who coordinates the educational process; and the stu-

dent should become an independent and responsible

subject of the educational activities. The principle

of individualization of students in distance learning is

basic in a system of didactic principles for organizing

the process of cognition of students. According to this

principle it is necessary to organize cognitive activity

not at all and in a speciﬁc specialty in accordance with

its individual characteristics.

It’s not necessary to make a fresh start, one of

the proposed templates can be used. To start doing

it click on the icon “choose template” in the menu on

the left, where you can see the option of any form to

choose (Sandorova and Betak, 2021; Semerikov et al.,

2000). With the help of interactive whiteboard Miro

any teacher will have an opportunity to conduct the

lessons online and have no difﬁculty while delivering

the material to the class (ﬁgure 1).

The teacher can ﬁll in the board with the materials

of the lesson with the text books (download it), video

or audio. Also, the teacher can manage the atten-

tion of his/her students and limit the time to complete

the task (Barzii et al., 2020; Bevzenko et al., 2020;

Poultsakis et al., 2021). You can offer all students to

work on the projects in pairs or groups, ﬁlling in tem-

plates. The teacher can track those who are most ac-

tive. If it’s necessary, monitor and make corrections

or comments using stickers (Lytvynova et al., 2021;

Tarasenko et al., 2021; Nechypurenko et al., 2022).

Miro has excellent technical equipment, which allows

many people to work together on the same board in a

real-life time (ﬁgure 2).

The teacher can control the board directly from

your browser (better to work from PC or tablet). To

start with the work on the platform you can choose

the Education plan which offers boards and up to 100

participants to work together.

While the lesson it is possible put a timer on stu-

dents’ work to limit the time (Tkachuk et al., 2021;

Semerikov et al., 2021; Chan et al., 2023).

In free version of this platform the user has an

access to several functions: to write or type on the

board; to add stickers, pictures or ﬁles with different

formats; to create smart cards yourself or use tem-

plates; to work as one team on the same board online

(ﬁgure 3).

There are some restrictions while using free ver-

sion of Miro platform: to use not more than three

boards for editing; next boards are to view only (Pic-

cirillo et al., 2022; Vidhiasi and Syihabuddin, 2022;

Hrni

c, 2022); all boards are seen by all the Miro plat-

form participants (you can’t make them private); there

is no access to variety of useful functions (Nosov

et al., 2020; Fedorenko et al., 2022; Vakaliuk et al.,

2021; Osadcha and Osadchyi, 2021; Freitag et al.,

2022; Styles and Polvi, 2022).

The experiment has involved a group of cadets en-

rolled in a Maritime English course (193 people) of

ship engineering department, who would be randomly

assigned to either a control group (98 cadets) or an ex-

perimental group (95 cadets).

The control group has received traditional Mar-

itime English instruction, while the experimental

group would received the same instruction, but with

the addition of Miro as a tool to support their learning

online. The Maritime English instruction was focused

on developing the cadets’ communicative compe-

tence, which includes skills such as listening, speak-

ing, reading, and writing in English (Sukomardojo

and Ratnaningsih, 2022). The results of LMS Moo-

dle quiz done by experimental group is shown below

(ﬁgure 4). The experimental group has shown greater

improvement in the targeted learning outcomes com-

pared to the control group.

After that the experimental group has received

training on how to use Miro effectively, including

how to create and share digital whiteboards, collab-

orate with peers, and use visual aids to support their

learning. The tutors guided their cadets in using

Miro to complete various tasks, such as creating di-

ICHTML 2023 - International Conference on History, Theory and Methodology of Learning

124

Figure 1: Mind map created on Miro for “Engine room Rules” topic of online lesson.

Figure 2: Activity created on Miro platform where cadets need to group the properties of heavy fuel oil.

Figure 3: Example of team work on one board created on Miro platform.

agrams, ﬂowcharts, and mind maps, which were re-

lated to Maritime English topics for ship engineers

(e.g. Engine Room Construction, Marine Boilers,

Pumps, Auxiliaries, Main Engine Construction and

Types).

Both the control and experimental groups weree

assessed using a pre-test and post-test on LMS Moo-

dle (Quiz activity) to measure their communicative

competence, including listening, speaking, reading,

and writing skills. The tests on LMS Moodle were

based on a validated scale and had included both ob-

jective and subjective measures.

At the end of experiment the data collected from

the pre-test and post-test had been analyzed using

The Use of Miro While Formation of Communicative Competence of Future Ship Engineers

125

Figure 4: Example of team work on one board created on Miro platform.

statistical methods to determine the effectiveness of

Miro in enhancing the cadets’ communicative compe-

tence. The results were compared between the control

and experimental groups to assess the impact of Miro

on the cadets’ learning.

The pedagogical experiment had been aimed to

investigate the potential of Miro as a tool to sup-

port Maritime English course and enhance students’

communicative competence. The experiment has pro-

vided valuable insights into the effectiveness of dig-

ital tools in language learning and had informed the

development of future language teaching practices.

The feedback from experiment participants has been

collected by LMS Moodle Questionnaire and showed

positive results of the Miro use while Maritime En-

glish course.

5 DISCUSSION

The study on the use of Miro for developing com-

municative competence among future ship engineers

provided valuable insights into the potential of this

collaborative platform for enhancing students’ com-

munication skills. The data showed that the use of

Miro facilitated effective communication, idea shar-

ing, and collaboration among the students, which pos-

itively impacted their learning experience. The study

also revealed that the use of Miro increased students’

engagement and motivation, which suggests that this

platform has the potential to enhance the overall ef-

fectiveness of educational programs. However, the

study had some limitations, such as the small sam-

ple size (193 cadets) and the speciﬁc context of the

maritime engineering program. Therefore, Miro al-

lows cadets to visualize complex concepts and ideas,

which can enhance their ability to communicate tech-

nical information effectively. The platform provides

various tools, such as diagrams, ﬂowcharts, and mind

maps, which can help cadets to represent complex

ideas in a visual and intuitive way. This approach en-

hances cadets’ ability to communicate complex tech-

nical information to non-technical stakeholders, such

as clients or regulators, which is a critical aspect of

communicative competence for ship engineers (Sari

and Sari, 2022; Limbong et al., 2022).

Finally, the use of Miro can increase engagement

and motivation, which is essential for the develop-

ment of communicative competence. The platform

provides a dynamic and interactive learning environ-

ment, which enhances cadets’ motivation and encour-

ages them to take an active role in their learning. This

approach fosters a positive learning experience, which

can enhance conﬁdence and willingness to communi-

cate effectively in different contexts.

Overall, the use of Miro can signiﬁcantly en-

ICHTML 2023 - International Conference on History, Theory and Methodology of Learning

126

hance the development of communicative compe-

tence among future ship engineers, by providing an

effective and engaging online platform for commu-

nication, collaboration, and visualization of complex

technical information (Moroz, 2022; Abduh et al.,

2022; S¸ihmantepe et al., 2023).

The online board as a means of learning performs

not only the function of a visual demonstration of ed-

ucational materials, but also acts as an effective tool

for project work with sources of information in the

form of text and multimedia objects. Online board

Miro is mostly free (some features are available for

an additional fee) as a digital tool for joint interac-

tion of users in real time, while it allows you to use

other tools for online learning (such as Zoom and

Google services, etc.). You can upload ﬁles and doc-

uments to the whiteboard workspace, links to sites,

audio and video materials, you can draw, take notes,

create mind-maps, exchange messages, monitor the

progress of students. For work with the Miro online

board, you can use ready-made templates from the li-

brary or create them independently. Group work on

Miro’s online whiteboard workspace is accomplished

using text, voice, or video chat, as well as real-time

collaborative editing and board viewing capabilities.

If there is a large number of participants, it is possible

turn on the cursor tracking feature, which allows the

teacher and students to see each other’s actions.

The advantages of using the Miro online board in

classes in institutions of general secondary education:

• the possibility of using many media ﬁles (images,

audio, video materials, text ﬁles and documents);

• emphasizing important aspects with multi-colored

markers, stickers, geometric shapes, arrows and

connections;

• work with the online board as in the mode real

time and asynchronously;

• ability to leave comments;

• joint group work on projects;

• the possibility of joint editing in real time;

• text, voice and video chats;

• screen demonstration;

• setting up notiﬁcations to track changes in the

workplace boards;

• setting up the update section on the board

workspace during each new one visiting;

• the ability to download the whiteboard workspace

with the results of group work in the format of

images or PDF ﬁles;

• the possibility of placing vocations on the online

board at sites, in social networks;

• availability of a visual library of templates for

conducting surveys;

• the ability to add tables and diagrams, business

templates, organizing and conducting brainstorm-

ing, etc.

6 CONCLUSIONS

Online whiteboard Miro is the medium provision of

blended education, which makes it possible an ef-

fective organization of active interaction of students

and teachers in the educational process, the results of

which stored in the cloud environment and can be ac-

cessed at a convenient time at the appropriate links.

Online whiteboard Miro allows to improve interactive

interaction between students and feedback, to encour-

age them to creative cooperation, contributes to the

development of project activities students, the abil-

ity to plan and analyze their activities. We see the

prospect of further scientiﬁc research in the diversi-

ﬁcation of blended learning by means of information

technologies.

The whiteboard platform Miro can be used free of

charge via the ofﬁcial website. It is enough to register

on it, create a project and share a link to it with stu-

dents. If you plan to use it regularly for study or work,

you should buy one of the paid versions: Team, Busi-

ness or Enterprise. An online whiteboard is a great

tool to mix online and ofﬂine learning, leaving only

the pros of each format. You don’t need to be in the

same room with the students, to motivate and to en-

gage them into the process. Whiteboard Miro is an

interactive board which is accessible via the internet;

you and your students can write, type, draw, add ﬁles,

videos, etc., and these activities can be visible any-

where in the world. Via the board you can create lay-

outs, use chat, do screen broadcast, work in presenta-

tion mode and hold online lessons. Overall, Miro is a

good service with convenient interface, a large set of

different tools and features.

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