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Aim/Purpose: This research proposed a 3D multiuser virtual learning environment (3DMUVLE) educational game design framework by combining ATMSG, ADDIE, E-Simulation, and 3D Open Simulator Technology Architecture. This paper focused on a case study of online training for food crops productivity data surveys. Background: The conventional online traini...
Citations
... Safiatuddin et al. (2023) reported that virtual laboratories based on virtual reality can improve student learning outcomes. This research is in line with other findings expressed by Fairuzabadi et al. (2018), Rosmansyah et al. (2019), Sarifah et al. (2022), and Sulistyarini et al. (2020), which shows that educational games are also able to increase learning satisfaction and students' perceptions of the learning process. Apart from that, the findings revealed by Florence et al. (2023) confirmed that using games in learning mathematics can trigger students' interest in education. ...
... 3DMUVLE indicates that this educational game effectively increases participants' understanding and learning motivation. (Rosmansyah et al., 2019) This exploratory step is vital because severe or game-based education is increasingly recognized as an effective learning method. However, creating a genuinely effective game or serious project requires a deep understanding of various aspects, from student needs to the technology used in game development. ...
Research on educational games in learning contexts and advances in science and technology are becoming increasingly important. This research aims to analyze the use of educational games in the learning context in Indonesia, focusing on computer science and social science. The method used in this research is a Systematic Literature Review (SLR), with inclusion criteria of publication period between 2018 and 2023, English language articles, article accessibility, and relevance to computer science and social sciences. The results of this research analysis include several important findings, namely: 1) the number of educational game document publications has fluctuated, 2) affiliation trends vary, 3) author trends also vary, and 4) the results of the systematic analysis show that educational games can improve student academic achievement, problem-solving abilities, creative thinking, and independent learning abilities. In addition, the role of teachers and parents is recognized as an important factor in supporting and maximizing the benefits of digital educational technology. The findings from this research emphasize the importance of designing learning that integrates educational game-based approaches to improve the quality of learning and achieve better learning outcomes for students. The implications of this research provide a basis for developing innovative and sustainable learning strategies in the fields of computer science and social sciences in Indonesia.
... ChatGPT, as an advanced language model, employs deep learning methodologies to comprehend and generate human-like communication, allowing for seamless conversational exchanges with users (Lock, 2022). It has found utility in various domains, including serving as a valuable tool for information retrieval, creative writing assistance, and language translation (Roose, 2022). Students frequently employ ChatGPT for tasks such as converting languages, editorial refinement, and the composition of assignments. ...
... It denotes the extent to which individuals perceive the tasks or services provided by a system as enjoyable in and of itself, irrespective of any anticipated performance outcomes (van der Heijden, 2004). Prior studies in a 3D multi-user virtual learning setting have empirically affirmed the positive impact of perceived usefulness (PU) on joy (Rosmansyah et al., 2019). Similarly, studies investigating learning systems have also demonstrated a positive association between PU and joy (Khalid, 2014). ...
The advancement of information technologies has led to increased attention to AI chatbots as valuable tools for computer-assisted language learning (CALL), drawing the attention of both academic scholars and industry practitioners. However, there remains limited understanding regarding the adoption of AI chatbots, specifically within the context of the English language. To address this existing research gap and examine the perception and motivation of usage of ChatGPT, this research employed the hedonic motivation system adoption model (HMSAM) to examine the adoption of ChatGPT. Employing structural equation modelling (SEM), a comprehensive investigation was conducted using data sourced from 189 valid responses obtained through an online survey administered to Chinese international students who are currently enrolled in British universities. The findings reveal that the research model effectively elucidates the elements influencing the adoption of ChatGPT in English learning. Notably, boredom, joy, focused immersion, and control emerged as significant mediating factors pertaining to the link between perceived ease of use and behavioural intention. These findings offer meaningful perspectives for upcoming researchers and practitioners in English language teaching and learning, contributing to promoting innovation in this domain.
... In addition to performance expectations (perceived usefulness), the HMSAM places more emphasis on the influence of effort expectations (perceived ease of use), curiosity, and joy on users' usage intentions. The HMSAM has been used in relevant information system adoption research, such as online education (Francke and Alexander, 2018;Rosmansyah et al., 2019), radio programs (Lim and Park, 2016), mobile health (Lim and Park, 2016), VR travel (Kim and Hall, 2019), and online shopping (Xiaozhou, 2020), and its validity has been preliminarily verified. ...
... Some studies have suggested that tablet-based electronic picture books are more nearly three-dimensional and interesting in shaping characters, and the audiovisual effects can provide children with more intuitive image shaping, and child readers are therefore more likely to apply reality to the story characters (Wei and Juan, 2017). The results of relevant empirical studies show that the higher the perceived ease of use of an online reading environment (Venkatesh et al., 2003) and e-reading devices by children (Rosmansyah et al., 2019), the stronger their reading intentions. Therefore, this article defines 'effort expectancy' as children's difficulty in using integrated children's books and hypothesizes: ...
Introduction
With the increasing number of children’s publications that integrate new media technologies in the global publishing community, understanding the adoption and use of these publications from a child’s perspective is of great significance for both children’s education practitioners and the publishing industry.
Methods
This article integrates a dual-effect path based on the utilitarian-motivation system (UMS) and hedonic-motivation system (HMS) on information technology adoption via a questionnaire, systematically demonstrating the psychological mechanism of children’s reading with respect to integrated books.
Results
This study finds that children’s willingness to use integrated children’s books is related to UMS and HMS except for facilitating conditions. In addition, this study also reveals the structural differences existing in the adoption psychology of children from various age groups and home education backgrounds.
Discussion
This study provides a systematic explanation for understanding the adoption psychology of integrated children’s books. Based on these findings, it is suggested that publishers should balance the concepts of education orientation and child orientation when producing children’s books, conduct technical innovation of children’s books according to individual children, and constantly innovate the service mode to avoid the risk of children’s bad reading.
... Gamification elements in an Opensimulator-based VW engage students more, with respect to non-gamebased VW (Heesung & Fengfeng, 2016). In fact, the values of the knowledge gain reported for the groups W and S are very similar to the study reported by Rosmansyah et al. (2019) using a gamification approach. Also Farra et al. (2013) reported a significant difference in learning retention between a VW group and a web-based learning group. ...
... The design process will apply the software development method with a prototype software development approach and implement Java as a programming language and MySQL as a storage database. Figure 2 shows that descriptive study II will conclude with a model evaluation [20] using the TQ-Model and security testing using shoulder surfing attack simulation. This study designs and builds improved authentication to be better than previous research, namely, PIN-based Spinpad schema authentication [11], by improving usability and authentication. ...
Mobile devices are vulnerable to shoulder surfing and smudge attacks, which should occur when a user enters a PIN for authentication purposes. This attack can be avoided by implementing a rotary entry pad mechanism. Despite this, several studies have found that using a rotary entry pad reduces user usability. This study uses a Design Research Methodology approach. It will implement a rotary entry pad authentication in the Android operating system as an authentication method to protect the device against Shoulder Surfing Attacks and Smudge Attacks. Furthermore, it combined JSON Web Token (JWT) to secure the authentication process from the client to the server. At the end of implementation, it compared with other studies in terms of usability and evaluated it using the TQ-Model, which showed that the usability aspect has improved. Regarding security, we conducted a shoulder surfing attack simulation to assess the efficacy of guessing PINs. The results showed that only a limited number of attempts were successful, with two out of five samples failing to guess any numbers and only one sample successfully guessing six 10-digit PIN combinations out of 10 to the power of 10. The security test results show that shoulder surfing attacks are more difficult to perform after implementing the rotary entry pad. The evaluation showed that the JSpinpad performed better, with seven parameters showing improvement, one parameter showing a decline, and ten parameters remaining unchanged.
... In a group of studies, the use and development of 3D models is comprehensively discussed and the knowledge and understanding developed by students in subjects such as chemistry, natural sciences, and biology are addressed (e.g.,Kaberman & Dori, 2009;Lucas, 2021;Mithalal & Balacheff, 2019;Suescun-Florez et al., 2013). On the other hand, the environments of Second Life, 3D virtual worlds, and serious 3D games were frequently used by researchers, especially for provoking student collaboration, motivation, social presence, and so on (e.g.,Chen et al., 2014;Cho et al., 2015;el Mawas et al., 2020;Gouseti et al., 2020;Martin, R. et al., 2021;Robertson & Kipar, 2010;Rosmansyah et al., 2019;Sung et al., 2018;Yeh et al., 2018;Xie et al., 2017). ...
Today's free online software tools offer various opportunities for 3D design, modeling, and digital prototype development. However, many teachers do not transfer such opportunities to students' design processes because they are uninformed of such opportunities, are inexperienced with these tools, or are unsure of the difficulties that design projects with such tools will bring for students. The purpose of this study was to introduce new toolkits that would make it easier for preservice science teachers to develop 3D digital designs from hands-on models. The study presents opportunities, encountered challenges, and potential implications for the integration of 3D designs into school programs to introduce toolkits, considering supporting data from teachers' design experiences. The limitations of this study include that the design tasks are discussed on wind turbine blade design and the usage of the Tinkercad online software tool in 3D digital designs. The present research, therefore, contributes to a growing body of evidence suggesting the toolkits for teacher education programs and professional development in engineering design practices.
... • The results of the synthesis of components of Virtual Learning Environments (VLEs) as shown in Table II [ [19][20][21][22][23][24][25][26]: ...
Virtual Communities of Practice (VCoPs) are networks of people who share a common interest and a desire to learn together in the same domain via ICT. The limitations of the existing concepts for developing VCoPs in general contexts are not explained in terms of the integration between virtual learning technologies and digital learning strategies used to promote expected learning outcomes in the agricultural sector. This research aims to propose the conceptual framework for developing the Virtual Communities of Practice through Digital Inquiry (VCoPs-DI Model) to promote digital agriculturists’ learning competencies and engagement. The research methodology was divided into three stages: the first stage involves a literature review for document analysis and synthesis, the second stage involves constructing the conceptual framework, and the third stage involves evaluating the content validity index. The key results showed that the developed conceptual framework has three parts: (1) The fundamentals of concept formation were divided into four concept bases: (1.1) Communities of Practice (CoPs), (1.2) Virtual Learning Environments (VLEs), (1.3) Digital Learning Resources (DLRs), and (1.4) Critical Inquiry Method; (2) The identification of the manipulated variable was divided into two compositions: (2.1) VCoPs and (2.2) Digital Inquiry (DI); (3) The identification of the dependent variable was divided into two compositions: (3.1) Digital agriculturists' learning competencies, and (3.2) learning engagement. Findings from an expert’s review show that the scale levels of the content validity index (SCVI) were 0.958. We anticipate that our conceptual framework could be used for reference as part of the design and development of the VCoPs model to promote learning in the agricultural sector.
... Virtual Learning Environment provides these three things because of the rich presentations, userfriendly interaction techniques, and adaptive capabilities (Alam et al., 2017). Also, the ability to collaborate with other users (Khlaisang & Songkram, 2019) and provide immersion (Kozhevnikov et al., 2013), enjoyment, curiosity, and better knowledge gain (Rosmansyah et al., 2019). ...
Intelligent Tutoring System (ITS) has been widely used in supporting personal learning. However, there is an aspects that have not become focus in ITS, namely immersive. This research proposes an Immersive Intelligent Tutoring (IIT) model based on Bayesian Knowledge Tracing (BKT) for determining the learner's characteristics and learning content delivery strategies using genetic algorithms. The model uses remedial learning with a faded worked-out example. This study uses a 3-Dimensional Virtual Learning Environment (3DMUVLE) that implements immersive features to increase intrinsic motivation. This model was built using a client / server architecture. The server side component uses the MOODLE, the client side component uses OpenSim and its viewers, and the middleware component uses the Simulation Linked Object Oriented Dynamic Learning Environment (SLOODLE). Model testing is performed on user acceptance using a combination of Technology Acceptance Model (TAM) and Hedonic-Motivation System Adoption Model (HMSAM) and the impact of the model in learning using statistical test. The results showed 83% of the learners felt happy with the learning. Meanwhile, the evaluation of the impact on learning outcomes shows that the use of this model is significantly different from traditional learning.
... Virtual Learning Environment provides these three things because of the rich presentations, userfriendly interaction techniques, and adaptive capabilities (Alam et al., 2017). Also, the ability to collaborate with other users (Khlaisang & Songkram, 2019) and provide immersion (Kozhevnikov et al., 2013), enjoyment, curiosity, and better knowledge gain (Rosmansyah et al., 2019). ...
Intelligent Tutoring System (ITS) has been widely used in supporting personal learning. However, there is an aspects that have not become focus in ITS, namely immersive. This research proposes an Immersive Intelligent Tutoring (IIT) model based on Bayesian Knowledge Tracing (BKT) for determining the learner’s characteristics and learning content delivery strategies using genetic algorithms. The model uses remedial learning with a faded worked-out example. This study uses a 3-Dimensional Virtual Learning Environment (3DMUVLE) that implements immersive features to increase intrinsic motivation. This model was built using a client / server architecture. The server side component uses the MOODLE, the client side component uses OpenSim and its viewers, and the middleware component uses the Simulation Linked Object Oriented Dynamic Learning Environment (SLOODLE). Model testing is performed on user acceptance using a combination of Technology Acceptance Model (TAM) and Hedonic-Motivation System Adoption Model (HMSAM) and the impact of the model in learning using statistical test. The results showed 83% of the learners felt happy with the learning. Meanwhile, the evaluation of the impact on learning outcomes shows that the use of this model is significantly different from traditional learning.
... For example, researchers can use mobile applications (e.g., ODK) to input responses offline, which makes data cleaning and analysis more efficient [32]. More sophisticated tools have been developed, targeting extensionists and technicians that will eventually reach farmers [66]. Some initial pilots and proposals also point to the possibility of using gamification -defined as the use of game design elements in non-games contexts-in agriculture through websites, apps, and SMS [67][68][69][70]. ...
Games are particularly relevant for field research in agriculture, where alternative experimental designs can be costly and unfeasible. Games are also popular for non-experimental purposes such as recreating learning experiences and facilitating dialogue with local communities. After a systematic review of the literature, we found that the volume of published studies employing coordination and cooperation games increased during the 2000–2020 period. In recent years, more attention has been given to the areas of natural resource management, conservation, and ecology, particularly in regions important to agricultural sustainability. Other games, such as trust and risk games, have come to be regarded as standards of artefactual and framed field experiments in agriculture. Regardless of their scope, most games’ results are subject to criticism for their internal and external validity. In particular, a significant portion of the games reviewed here reveal recruitment biases towards women and provide few opportunities for continued impact assessment. However, games’ validity should be judged on a case-by-case basis. Specific cultural aspects of games might reflect the real context, and generalizing games’ conclusions to different settings is often constrained by cost and utility. Overall, games in agriculture could benefit from more significant, frequent, and inclusive experiments and data—all possibilities offered by digital technology. Present-day physical distance restrictions may accelerate this shift. New technologies and engaging mediums to approach farmers might present a turning point for integrating experimental and non-experimental games for agriculture in the 21st century.
