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Proceedings of the International University Carnival on e-Learning
(IUCEL) 2021
Editors:
Izwan Nizal Mohd Shaharanee
Norhidayah Mohd Kaharuddin
Cover Design:
Mohd. Asyraf Syafareez Mohamaad Asseri
``
Pusat Pengajaran Pembelajaran Universiti (UTLC)
Universiti Utara Malaysia
06010 UUM Sintok
Kedah Malaysia
Tel: 04-928 4701
Faks: 04-928 4702
E-mel: utlc@uum.edu.my
Laman Web: utlc.uum.edu.my
© 2021 Pusat Pengajaran Pembelajaran Universiti (UTLC)
Cetakan Pertama 2021
Hak cipta terpelihara. Tiada bahagian daripada terbitan ini boleh diterbitkan semula, disimpan
untuk pengeluaran atau ditukarkan ke dalam bentuk atau dengan sebarang alat juga pun, sama ada
dengan cara eloktronik, gambar serta rakaman dan sebagainya tanpa kebenaran bertulis daripada
Pusat Pengajaran Pembelajaran Universiti (UTLC) terlebih dahulu.
All rights reserved. No part of this publication may be reproduced or transmitted in any form or
by any means, electronic or mechanical including photocopy, recording, or any information
storage and retrieval system, without permission in writing from the University Teaching and
Learning Center (UTLC)
eISBN: 978-967-16241-3-5
Copyright ©2021 by Pusat Pengajaran Pembelajaran Universiti (UTLC)
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i
ACKNOWLEDGEMENT
Heartfelt gratitude and appreciation from University Teaching and Learning Centre (UTLC) to:
Ministry of Higher Education Malaysia
Malaysian e-Learning Council for Public Universities (MEIPTA)
OpenLearning Global (M) Sdn. Bhd.
AceTeam Networks Sdn. Bhd.
E-One Technology Sdn. Bhd.
and
all those involved direct or indirectly in the success of
IUCEL 2021
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ii
ORGANIZING COMMITTEE
Patron : Prof. Dato’ Dr. Ahmad Bashawir Haji Abdul Ghani
Advisor : Prof. Dr. Shahimi Mohtar
Chairman : Prof. Dr. Fauziah Abdul Rahim
Secretary : Ts. Dr. Izwan Nizal Mohd Shaharanee
Committee Members:
Assoc. Prof. Dr Sarimah Shaik Abdullah
Fadhlina Md. Pudzi
Mahamad Nabawi Mohammad Saad
Nik Mohd. Baidzani Haddad Ibrahim
Norhidayah Mohd Kaharuddin
Nur Assila Abd Latif
Noridayu Mangsor
Othman Mustafa
Shahrini Abdul Jabar
Raihanah Hasaniah Abdullah
Suhaida Abdullah
Mohd Asyraf Syafareez Mohamad Asseri
Efendy Nayan
Aliyin Yahya
Noor Nabilah Najwa Omar
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iii
TABLE OF CONTENTS
Acknowledgement
i
Organizing Committee
ii
Abstract:
ASMAUL HUSNA MOBILE APPLICATION
Arifah Fasha Rosmani
MYSEJARAH SPM APPLICATION
Low Kah Choon
DIGITAL IMMERSIVE LEARNING EXPERIENCE (DILEX)
Siti Nazuar Sailin
MODEL FOR INTEGRATED TECHNOLOGIES FOR COLLABORATIVE
SERVICE LEARNING
Ani Munirah Mohamad
THE NACA PROJECT: ENHANCING LEARNING WITH THE MERLIN AI
CHATBOT
Prof. Ts Dr. Neo Mai
SOCIAL WORKED-EXAMPLE TECHNIQUE: AN ENGAGED PROGRAM
VISUALIZATION TOOL FOR NOVICE
Abdullah Al-Sakkaf
MASSIVE OPEN ONLINE COURSE (MOOC) ON OCEAN REMOTE SENSING
TOWARD CLIMATE RESILIENCE
Assoc. Prof. Dr. Nurul Hazrina Idris
WHAT MOTIVATES USE OF ABSTRACT ALGEBRA MOBILE E-BOOK?
Malathi Letchumanan
MYCIKGU SYSTEM APPLICATION (A Preschool Recording System)
Nur Irdina Iwani Binti Mohd Salwira
DEVELOPING MALAYSIAN-BASED FINANCIAL LITERACY CYBERGOGY
MODEL TO PROMOTE HUMAN VALUES AND PRACTICES AMONG
SECONDARY SCHOOL STUDENTS
Khoo Yin Yin
M-LEARNING: USING TELEGRAM TO ENGAGE AND GAMIFY ESP
LEARNING
Lena Ramamurthy
TELEGRAM: SURVIVOR ESCAPISM FOR LOW-BANDWIDTH LEARNERS
Lena Ramamurthy
e-PORTFOLIO FOR ACADEMIC WRITING
Wirawati Ngui
INTERACTIVE VIRTUAL REALITY LEARNING EXPERIENCE
Nurzehan Abu Bakar
TRANSFORMASI KAEDAH PDP KURSUS PENERBITAN RADIO SELEPAS
SETAHUN PANDEMIK COVID-19
Intan Soliha Ibrahim
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iv
BRIDGING THE THEORY-PRACTICE GAP WITH DARE: LAND OF LIGHT
Heidi Tan Yeen-Ju
CONTACTLESS TOPOLOGICAL SURVEY IN LANDSCAPE ARCHITECTURE
COURSE
USING DRONE
Wan Saiful Nizam bin Wan Mohamad
EDUCATION 5.0: THE APPLICATION OF G-V-C APPROACH FOR
UNDERGRADUATES’ VIRTUAL LEARNING
Wendy Teoh Ming Yen
E-PORTFOLIO FROM GOOGLE SITES AS NEW ASSESSMENT METHOD
FOR LANDSCAPE ARCHITECTURE DESIGN STUDIO
Noorliyana Ramlee
P&P LOW BANDWIDTH: KEBERKESANAN PENERAPAN PLATFORM
MEDIA SOSIAL DALAM PELAKSANAAN TUGASAN PELAJAR
Farrah Atikah Saari
EATSAFE STOPWASTE: IMPROVING FOOD SAFETY KNOWLEDGE
John Yew Huat Tang
AUGMENTED REALITY MODULE FOR PRINCIPLE ACCOUNTING
(ABLEH)
Tono Hassan
ETHICAL HACKING LEARNING SYSTEM (EHLS)
Ahmed Ali Ahmed Gubran
AUGMENTED REALITY: BASIC REFINERY COURSEWARE IN TRAINING
Norarbaiyah Yaacob
TEACHING MEDICAL ETHICS DURING COVID-19 PANDEMIC: AN
EXPERIENCE USING FLIPPED CLASSROOM AND GAME-BASED
LEARNING
Norwati Daud
TEACHING AND LEARNING OF RESEARCH METHOD THE FUN WAY BY
USING #HASHTAGS IN FACEBOOK
Ts. Dr. Sreetheran Maruthaveeran
COLLABORATIVE CREATIVITY THROUGH GAME DESIGN:
GAMIFICATION AS AN INNOVATIVE PEDAGOGICAL APPROACH FOR
TEACHING LEARNING DISABILITIES
Dr. Julia Lee Ai Cheng
INTERACTIVE APPROACH USING E-CAMPUS FOR SUSTAINABLE
SCIENCE COURSES
Noor Syuhadah Subki
PLAY AND CHANGE: MEANINGFUL ENGLISH LANGUAGE LEARNING
THROUGH IFAMRES MINECRAFT
Nur Hafezah Hussein
FUTURE READY ACCOUNTING COURSE AND E-LEARNING IN HIGHER
EDUCATION: INTEGRATION OF SIMPLE AUGMENTED REALITY TOOLS
Siti Afiqah Binti Zainuddin
GETTING PRELOVED BOOKS MOBILE APPLICATION: “GET YOUR
BOOKS”
Noorshella Che Nawi
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v
ENHANCING INTEREST FORMATION IN ENGLISH THROUGH
XploreRAFE+: AN AR-BASED GAMIFIED MOBILE APPLICATION
Wang Dan
HYBRIDIZATION OF GAMIFICATION WITH PROBLEM-BASED LEARNING
(PBL) IN VETERINARY COURSES
Tan Li Peng
CHEMISTRY IS FUN
Farah Zayanah Ahmad Zulkifli
iGQA: MODUL INFOGRAFIK QAWAID ARABIYYAH
Mohd Fauzi bin Abdul Hamid
TAYSIR AL-IDAH: MODUL INFOGRAFIK PEMBELAJARAN BALAGHAH
ARAB
Zulazhan bin Ab. Halim
FUTURE-READY FINANCIAL MANAGEMENT COURSE FOR NON-
FINANCE STUDENTS USING AUGMENTED REALITY
Tahirah Abdullah
CIKGU LILI CARE: AN INTERACTIVE MULTIMEDIA APPLICATION TO
TEACH AUTISTIC CHILDREN ABOUT SAFE TOUCH
Hazwani bt Mohd Mohadis
BIOPHARM: A WEB-BASED LEARNING PLATFORM
Sowmya Ramachandran
E-FIQH AL-MUAMALAT
Prof Madya. Dr. Nadhirah Nordin
WHERE IS MY CASH?
Noorul Azwin Md Nasir
RELATIVE MOTION ANALYSIS SOFTWARE FOR ENGINEERING
EDUCATION
Ts. Dr. Lee Chen Kang
ELECTRONIC VISUAL & AUDIO (EVA): A SELF-DIRECTED LISTENING
PRACTICE FOR ENGLISH LANGUAGE LEARNING BEYOND THE
CLASSROOM
Nursyuhada’ Ab Wahab
"HELLO DR" BOOKING DOCTOR MOBILE APPS
Nor Izzatul Elanie Binti Mustafah
Environmental Awareness Fun Game Version 2 (Environess V2)
Mohd Khairul Amri Kamarudin
THE HAJJ CHRONICLES: APLIKASI TELEFON PINTAR GAMIFIKASI 3D
BERASASKAN MANASIK HAJI
Wan Mohd Khairul Firdaus Wan Khairuldin
mTasheel
Mohd Firdaus bin Yahaya
AUGMENTED REALITY TEACHER (AuReT)
Nazli Ismail Nawang
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vi
ELECTRICO
Siti Maisarah Aziz
A FAIR ASSESSMENT OF SOFT SKILLS: AN INTEGRATION OF PEER
EVALUATION AND TECHNOLOGY DURING PANDEMIC
Thaigarajan Parumasivam
APLIKASI I-KASIH (INFORMASI KASIH) DALAM PEMULIHAN
KETAGIHAN DADAH
Farah Syazrah Mohd Ghazalli
SMOKING RISKS AWARENESS (SMOKE-NOT-KING V2.0)
Mohd Syaiful Nizam Abu Hassan
VOICE OUT! 2.0 VIRTUAL GUIDE TO SPEECH PRESENTATION
Nur Naimhafizah binti Ramli
i-KoBA: PERISIAN KURSUS PEMBELAJARAN KOSA KATA BAHASA
ARAB
Norhayati binti Che Hat
GLOBAL UMRAHAJI GAME (GUG)
Prof. Dr. Azman Ab Rahman
POWERPUZZ WITH QUIZIZZ FOR POWERFUL SENTENCES
Thomas Mason Lim Beng Ann
PRESENTING THE NEW FORMULA OF NEWS WRITING SKILLS
THROUGH AUGMENTED REALITY TECHNOLOGY
Dr Fauziah Hassan
REV-OPOLY: INTERACTIVE BOARD GAME WITH MOBILE AUGMENTED
REALITY
Noradila Nordin
EDGE ONE-STOP CENTRE
Muhammad Haziq Muhammad Firdaus
EXPERT ENGLISH
Nur Aida Diksi
SPACEDEMY
Ivan Yu Ee Kiat
DETECTIVE FRAUD : A DETECTION APPLICATION WITH MACHINE
LEARNING CLASSIFICATION ALGORITHMS
Siti Nurul Asyikin Nor Azman
FLIPPED CLASSROOM WITH AUGMENTED REALITY (AR) CLINICAL
SKILL LAB
Mohd Faeiz Pauzi
POCKET LINGUA SIGN MOBILE APP FOR LEARNING SIGN LANGUAGE
Farah Izzati Md Rashid
EDUNIA: EDUCATIONAL GAMING HUB WEB APPLICATION
Muhammad Azim Farhan Muhammad Azam
HUTAN: MALAY PANTUN VIA 2.5D GAME AS A TEACHING MEDIA FOR
CHILDREN
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vii
Amirul Afiq Mohd Hairy
AUGMENTED REALITY AND ANIMATION TRANSFORMATION IN
FUNDAMENTAL OF ENTREPRENEURSHIP FOR TEACHING AND
LEARNING
Mohd Ikhwan Aziz
KOSWER SEJARAH: TOKOH PEMIMPIN TEMPATAN MENENTANG
BRITISH
Wan Nur Nadia Natasya Binti Wan Mohd Zuki
STRATEGY TO IMPLEMENT COOPERATIVE LEARNING IN
ASYNCRONOUS ONLINE CLASSES USING E - LEARNING PLATFORM
Zaharah Johari
INTEGRATING ONENOTE INTO ONLINE LEARNING: INTERACTIVE
MOBILE CLASSROOM
Nurul Izyan Mat Daud
MYURUS
Muhammad Faris Bin Mohd Fauzi
APPLICATION OF GAME-BASED LEARNING IN MULTIPLE-CHOICE
CONTROL STRUCTURES
Muhammad Syazwan bin Mohd Januri
LEARNING FINANCIAL MANAGEMENT USING JAMBOARD,
CALCULATION AND MODEL WILL NO LONGER BE BORED
Ruzanifah Kosnin
IMMERSIVE VISUALISATION OF PYTHON CODING USING VIRTUAL
REALITY
Abdulrazak Yahya Saleh
V eARabic-KAFA: THE DEVELOPMENT OF AN AUGMENTED REALITY
APPLICATION FOR LEARNING KAFA ARABIC VOCABULARIES
Ahmad Abdul Rahman
IPS: SOLAT KNOWLEDGE GAME
Mohamad Fakhri bin Fadzil
HANS CHATBOT A H5N1 DOCTOR ASSISTANT FOR EVERYONE
Vinothini Kasinathan
ROAD TO F.R.C:- MODERNIZATION OF MATERIALS TECHNOLOGY’S
LECTURE USING HIEPS HOLISTIC APPROACH
Pao Ter Teo
KIT PERMAINAN MAGNET
Ashok Pillai A/L Kuppusamy
CO-CREATING E-LEARNING MATERIALS WITH THE LEARNERS: A
COLLABORATIVE APPROACH FOR THE DEVELOPMENT OF RE-USABLE
LEARNING OBJECTS (RLOs)
Nurul Amelina Nasharuddin
ME, MYSELF AND MY PERSONALITY: EXPLORING INDIVIDUAL SELF
THROUGH REFLECTIVE-CASE BASED LEARNING
Hadijah Jaffri
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viii
MAKING LEARNING VISIBLE USING A SELF-ASSESSING
CONVERSATIONAL TOOL
Johan @ Eddy Luaran
IMPLEMENTING AN APPLICATION OF RADIO FREQUENCY
IDENTIFICATION (RFID) SYSTEM FOR SMALL BUSINESS
PERFORMANCE.
Wan Farha Binti Wan Zulkiffli
GARDEASE: IOT & APPS LEARNING KIT FOR SMART GARDENING
MONITORING SYSTEM
Mohd Ridzwan Syah Sani
FLOOD DECK: FLOOD DETECTION AND PREVENTION SIMULATION
LEARNING SYSTEM
Mohamad Luqman Bin Ahmad
ez-SEMAI
Muhammad Shamil bin Md Nor
ARUNGAN ILMU: LEARNING DEVOPS METHODOLOGY USING BLOG
WITH MICRO-CREDENTIALS IN MALAY LANGUAGE
Muhamad Said Nizamuddin Bin Nadim
DEVELOPMENT AND EVALUATION OF A USER-CENTERED OPEN
ACCESS ELEARNING RESOURCE: THE LITERATURE SEARCH REUSABLE
LEARNING OBJECT (RLO)
Chin Hai Teo
PEMBANGUNAN MODUL INTERAKTIF ‘AUGEMENTED REALITY’
BOARD GAME KEMBARA P4T
Ahmad Nasir Mohd Yusoff
IMPLEMENTATION OF INTEGRATED PROJECT AND ONLINE
COLLABORATIVE LEARNING FOR COMPUTING COURSES DURING
EMERGENCY REMOTE (ER) TEACHING AND LEARNING
Sharin Hazlin Huspi
CLOUD-BASED AUTHENTIC ASSESSMENT TOOL FOR STUDENTS’
INVOLVEMENT IN COMMUNITY SERVICES
Masnida Hj. Hussin
PROJECT-BASED LEARNING APPROACH IN BIOINDUSTRIAL
TECHNOLOGY COURSES THROUGH INNOVATIVE PROJECT DESIGN
Mardawani Mohamad
COURSE INFORMATION DEVELOPMENT SYSTEM
Lau Yi Ling
EXCELLENT EXTERNAL INSTRUCTORS MANAGEMENT THROUGH E-
FASI INTEGRATED SYSTEM
Mohd Nazri Muhayiddin
SOCIALLY DISTANCED FIELD TRIP KIT
Nurashikin Suhaili
SejarAR: MOBILE AUGMENTED REALITY APPLICATION
TO ASSIST HIGH SCHOOL STUDENTS LEARNING HISTORY
Low Jin-Zhi
MALAYSIA LINGO: AR APPS EMBEDDED BOARD GAME FOR THE
LEARNING OF MULTIRACIAL LANGUAGES
Chong Sin Yoon
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ix
ROBOBUG: AN UNPLUGGED APPROACH TO COMPUTATIONAL
THINKING
Chong Sin Yoon
MOOCs: EL-HADEEQA EL-ARABIYYA
Nur Hafizah Abd Aziz
TEACHING AND LEARNING ACTIVITY FOR SYNCHRONOUS ONLINE
CLASS
Mastura Shafinaz Zainal Abidin
OhMyGaji: Financial Literacy Digital Game for Youth
Siti Nurazira Binti Mohd Daud
CARBONFREE: A LOW CARBON EDUCATIONAL APPLICATION
Fatin Hanani Binti Kamis
ACADEMIC GAMIFICATION SYSTEM
Chia Yong Chai
BioD-Ed DIGITAL LIBRARY
Siti Fatimah Sabran
INTERACTIVE RUBRIC GRADING SYSTEM FOR INSTRUCTORS AND
STUDENTS (IRIS)
Boog Lih Shiuan
AUGMENTED REALITY BOOK ON HISTORICAL PLACES IN KUALA
LUMPUR
Vinothini Kasinathan
THE METABOLIC TOWN
Azila Adnan
ASSESLY: STUDENT ASSESSMENT ANALYSIS USING MACHINE
LEARNING
Abg Nazmi Syahirul Bin Abg Jasmani
MyTLAssist©: A ONE-PAGE TEACHING AND LEARNING GUIDE FOR
EDUCATORS
Hazlina Ahamad Zakeri
AYUH SOLAT DI MASJID AL AQSA
Sharifah Norshah Bani Syed Bidin
SMART IQRA’2: MOBILE APPLICATION FOR LEARNING AL-QURAN
USING GAMIFICATION APPROACH
Siti Sabariah Abas
HIGH QUALITY RECORDED VIDEO FOR THE EFFECTIVE INVERTED
CLASSROOM APPLICATION
Md. Noor Bin Arifin
AniMe-Cs: AN ANIMATED MEDIA TASK FOR 21ST CENTURY LEARNING
Ramiaida Darmi
RE-DESIGNING THE DESIGN THINKING IMPLEMENTATION IN
SOFTWARE ENGINEERING COURSES DURING COVID-19 EMERGENCY
REMOTE TEACHING AND LEARNING
Noraini Ibrahim
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GAME-BASED 3D VIRTUAL LEARNING ENVIRONMENT (3D VLE): AN
EFFECTIVE TOOL TO IMPROVE DEAF STUDENTS’ ENGLISH
VOCABULARY
Nurul Huda Ahmad Thalhah
E-PORTFOLIO: AN ENGAGEMENT PLATFORM FOR STUDENT’S LONG-
LIFE LEARNING
Noor Janatun Naim Jemali
HAMOODY SMARTPHONE
Dr Hamadallah Mohammad Salleh Kenali
DIGITAL CREDENTIALS: RECOGNIZING STUDENTS LEARNING
EVIDENCE IN ARCHITECTURE HISTORY AND THEORY MODULE
Azim Sulaiman
DIGITAL MICRO-CREDENTIALS (MCS) AND BADGES: MULTI-SKILLING
THE HOSPITALITY INDUSTRY
Shantini Thuraiselvam
GAMIFYING VIRTUAL DELIVERY OF LAW MODULES USING
LAWLEYPOP APP
Puteri Sofia Amirnuddin
TRACKING STUDENTS’ CO-CURRICULAR ACTIVITIES THROUGH A
DIGITALISED INNOVATIVE LEARNING SOLUTION
Thamalagha P.Krishnasamy @ Tasha
5E FRAMEWORK: AMPLIFYING THE FIRST YEAR ARCHITECTURE
STUDENTS LEARNING EXPERIENCE
Filzani Illia Ibrahim
FINANCE LIVE SHOW: A SOLUTION FOR LARGE ONLINE LECTURES
Saeed Pahlevansharif
DIGITALIZING ETHNIC RELATIONS ASSIGNMENT THROUGH PROJECT-
BASED LEARNING
Serit Banyan
INNOVAGOGY IN THE NEW NORMAL: OPTIMIZATION OF ONLINE
CLASSROOM WITH INTERACTIVE DIGITAL TECHNOLOGIES
Wong Yau Hsiung
CATERING STUDENTS LEARNING NEEDS FOR FIRST YEAR
Ng Jeck Fei
EMPOWERING STUDENTS WITH ONLINE GAMIFIED ASSESSMENT
MODEL FOR THE CRITICAL AND CREATIVE THINKING SKILLS Module
Charles Sharma Naidu
BIM-BASED CLOUD COLLABORATION: EMBRACING
MULTIDISCIPLINARY LEARNING EXPERIENCE IN ARCHITECTURAL
DESIGN MODULE.
Khairool Aizat Ahmad Jamal
PARTNER AnITIME
Leong Wai Kit
DESIGNING EFFECTIVE LANGUAGE MODULE USING THE GAGNES NINE
EVENTS OF INSTRUCTION MODEL
Janaki Ragawan
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INTERACTIVE VIRTUAL LEARNING USING CLASSPOINT
Ambikai S Thuraisingam
TRAINING DESIGN OBSERVATIONAL SKILLS IN ART DIRECTION WITH
VIDEO GAMES
Noranis Ismail
SERIOUS GAME DESIGN FOR ENHANCED STUDENT ENGAGEMENT IN
ONLINE ARCHITECTURE EDUCATION
TamilSalvi Mari
SCIENTIFIC MEASUREMENT USING APPS IN ARCHITECTURE AND
ENVIRONMENT TO ACHIEVE THERMAL COMFORT
Sujatavani Gunasagaran
ENHANCING SELF-DIRECTED LEARNING AND LEARNING
ENGAGEMENT BY ADAPTING THE SOLE FRAMEWORK FOR RESEARCH
METHODS
Veronica Ng Foong Peng
DIGITALISED HIGH-ORDER THINKING LEARNING FOR DIGITALISED
COMMUNITY USING TECH-VAR MODEL
Malarvilly a/p Ramayah
ENABLING MULTIDISCIPLINARY DESIGN COLLABORATIONS DURING
LOCKDOWN BETWEEN FACULTIES AND INDUSTRY COLLABORATORS
Mike Choong Wai Keng
BORDERLESS LEARNING APPROACH @ TAYLOR’S: NO STUDENT IS
LEFT BEHIND
Lim Chee Leong
EMPOWERING PROJECT-BASED LEARNING CAPABILITIES IN ENERGY
AND ARCHITECTURE MODULE
Siti Norzaini Zainal Abidin
UNLEARNING IN THE TIME OF CONTINUOUS LEARNING: NEW NORMAL
LEARNING EXPERIENCE (LX) OPPORTUNITY
Chockalingam Aravind Vaithilingam
DEVELOPING AND VALIDATING A MODEL FOR THE IMPLEMENTATION
OF REUSABLE LEARNING OBJECTS: IMPACT AND PERSPECTIVES IN
TEACHING AND LEARNING OF HEALTH SCIENCES CURRICULUM.
Renukha Sellappans
REDESIGNING BIOMEDICAL SCIENCE PRACTICUM TOWARDS A NEW
FRONTIER
Ooi Yin Yin
VIRTUAL SUPPORTIVE SUPERVISION FOR CHEMICAL PLANT DESIGN
Oh Kai Siang
THE DIGITAL EXEMPLAR KITCHEN: LEADING CHANGE FOR
CLASSROOM FROM CORPOREAL TO VIRTUAL
Enna Ayub
DESIGNING INTEGRATIVE BIOTECHNOLOGY LAB EXPERIENCE
THROUGH A BLENDED AND FLEXIBLE LEARNING APPROACH
Lai Zee Wei
DIGITALIZING CALCULUS CLASSROOM WITH INNOVATIVE REVIEW
AND FEEDBACK SYSTEM IN CREATING IMPACTFUL STUDENTS’
LEARNING.
Ng Eng Hui
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REIMAGING SERVICE LEARNING DURING THE COVID-19 PANDEMIC
THROUGH DIGITAL TECHNOLOGIES
Yeo Siok Koon
SUSTAINABLE ONLINE PRACTICAL SESSION: A REFLECTION OF
STUDENTS MOTIVATION BASED ON THE ARCS MODEL APPROACH
Sumathi Balakrishnan
BORDERLESS - ACADEMIA. INDUSTRY. (A.I.) INTEGRATED LEARNING
ASSESSMENT: MOVING THE LEARNERS FROM "ONE COMFORT ZONE"
TO "GLOBAL LEARNING ZONE"
Kandappan Balasubramanian
NOT JUST WATCH’ INNOVATIVE VIDEO-BASED LEARNING FOR
TODAY’S DIGITALIZED COMMUNITY
Haniffa Beevi Binti Abdul Jaleel
E-LEARNING MODEL 3.0 IN THE ERA OF INTERNET OF EVERYTHING
Tee Wee Jing
APPLICATION OF LEARNING ANALYTICS IN BIOTECHNOLOGY
VIRTUAL WORKSHOP SERIES: DEVELOPMENT AND VALIDATION OF A
PREDICTION MODEL FOR TARGETED OUTREACH AND ENGAGEMENT
Yap Wei Hsum
PROGRAMING LEARNING VIA GAMING EDUCATION: ROBLOX GAME
FOR ELEMENTARY SCHOOL STUDENTS
Izatul Husna Zakaria
LOST BOY CALCULIC ADVENTURE (LBCA): A GAME BASED LEARNING
APP FOR YEAR 1 DYSCALCULIC CHILDREN
Subashini Annamalai
DEVELOPING GRAPHS AND CHARTS INSTRUCTIONAL VIDEO IN
TEACHING AND LEARNING DUE50032: COMMUNICATIVE ENGLISH 3 AT
UNGKU OMAR POLYTECHNIC, 2021
Nuraisha Hajar binti Nadzri
E-SULAM INNOVATIVE: MUALIM2021
Mardzelah binti Makhsin
GAMIFIED ONLINE PROFESSIONAL DEVELOPMENT (GOPD) PROGRAM
FOR LECTURERS
Jazihan Mahat
STRANGER DANGER AWARENESS
Vanieswari Gunaseelan
PLOPOR3.0
Anuar Md Zain
ENGLISH-MOOC FOR PRE-DIPLOMA STUDENTS
Imelia Laura Daneil
E-HAJJ
Khairani Binti Zakariya @ Abd. Hamid
GONG APP Version 1.0: A MOBILE LEARNING APPLICATION AS A TOOL
FOR INDIGENOUS LANGUAGE TOWARD PRIMARY SCHOOL AGE
CHILDREN
Nor Shafina Loi Abdul Hafiz
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xiii
CHEMISTREE: AUGMENTED REALITY APPROACH IN TEACHING AND
LEARNING
Noor Syuhadah Subki
InVesa 1.0: THE CONCEPTUAL FRAMEWORK OF INTERACTIVE VIRTUAL
ACADEMIC ADVISOR SYSTEM PROTOTYPE BASED ON
PSYCHOLOGICAL PROFILES
Ahmad Sofian Shminan
HANDLING BIG GROUPS EFFECTIVELY USING MOODLE AS LEARNING
MANAGEMENT SYSTEM (LMS)
Muhammad Azrin Ahmad, Norhafizah Md Sarif
CITRA ANGKASA: USING SPACE INDUSTRY AS A TOOL FOR
DEVELOPING CAREER-PROOF CURRICULUM
Afifuddin Husairi Jusoh@Hussain
‘DRONEDUCATION’: PROMOTING EXPERIENTIAL LEARNING WITHIN
CYBERGOGY PARADIGM
Sarah Mohamad Yunus
PREPARING FUTURE TALENT FOR IR4.0 IN HEIs: REFLECTION FROM
THE FIRST STUDENT COHORT OF DRONE COURSE
Mohd Hafiszudin Mohd Amin
E-PORTFOLIO (CREATIVECAREER.SPACE) AS AN EMPLOYMENT TOOL
FOR STUDIO BASED LEARNERS
Siti Nur Dini Binti Mahazan
ONLINE TEST PROCTORING AND MONITORING FOR REMOTE
ASSESSMENT
Prasanna Ramakrisnan
ONLINE CLASS SCHEDULING AND ATTENDANCE REPORTING
Prasanna Ramakrisnan
SENTUHAN DIGITAL DALAM MEMBINA ‘PERSPEKTIF DAKWAH’
MENERUSI PENGAJIAN ISU-ISU KONTEMPORARI
Nor Salimah Abu Mansor
POTTY TRAINING KIT
Dayana Farzeeha Ali
USING SATELLITE IMAGERY AS NAVIGATION TOOLS IN VIRTUAL
SERIAL VISION (VSV) TO SUPPORT URBAN VISUALISATION AND
DESIGN
Nor Hamizah Abdul Hamid
ENGAGING CHILDREN WITH EDUCATIONAL CONTENT VIA
GAMIFICATION
Mohamad Firdaus Che Abdul Rani
ACAPRO: ACADEMICIAN PROFILE AND TALENT MANAGEMENT
SYSTEM
Izwan Nizal Mohd Shaharanee
3DIG FRAMEWORK: DESIGN AND DEVELOPMENT OF DIGITAL
INSTRUCTIONAL GAME FRAMEWORK
Tuan Sarifah Aini Syed Ahmad
ARABIC VOCABULARY GAMES ON WORDWALL
Norshida Hashim
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xiv
ASYNCHRONOUS SESSIONS (OFFLINE)
Nor Omaima Harun
e-LEARNING: LIVEHELPDESK
Nor Omaima Harun
PROSEDUR E-PEMBELAJARAN UMT: PEPERIKSAAN DALAM TALIAN
Nor Omaima Harun
REMOTE TRAINING FOR EDUCATORS DURING COVID-19
Nor Omaima Harun
SYNCHRONOUS SESSIONS (ONLINE)
Nor Omaima Harun
SETTING UP ONLINE TEACHING AND LEARNING SESSIONS DURING
COVID-19 PANDEMIC
Nor Omaima Harun
UMTMOOC©: ESTUARINE AND MANGROVE ECOLOGY
Nor Omaima Harun
UMTMOOC©: VIRTUAL LEARNING METHOD
Nor Omaima Harun
A-MOOC: AUGMENTING YOUR MOOC EXPERIENCE
Erny Arniza Ahmad
ONE HEALTH
Suhaila Sanip
BLENDED LEARNING TO REMOTE LEARNING: INSTRUCTIONAL DESIGN
PERTINENT FOR EFFECTIVE ELEARNING
Ashley Edward Roy A/L Soosay
HATI BUDDY LAND: MAZE RUNNER + MICROLEARNING. ENHANCING
KNOWLEDGE AND AWARENESS OF BULLYING AMONGST STUDENTS
Jamalsafri Saibon
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ASMAUL HUSNA MOBILE APPLICATION
Arifah Fasha Rosmani1
1Universiti Teknologi MARA Cawangan Perlis, Arau, Perlis, Malaysia
arifah840@uitm.edu.my
Ariffin Abdul Mutalib2, Siti Mahfuzah Sarif3
2,3Universiti Utara Malaysia, Sintok, Kedah, Malaysia
am.ariffin@uum.edu.my, ctmahfuzah@uum.edu.my
Highlights: Signaling principle makes people learn better when cues that highlight valuable
materials are added. Therefore, this study is carried out to determine the effect of the principle in
Asmaul Husna mobile application (AHMA) among Muslim on knowledge, perceived awareness,
and perceived motivation. As a contribution to the body of knowledge, this study will contribute
to the Cognitive Theory of Multimedia Learning (CTML), Signaling principle, Islamic content,
and Islamic mobile application. It will also contribute to the design and development of Islamic
multimedia learning applications, AHMA to educate Muslim about Asmaul Husna by hybridizing
Signaling principle and Nielsen’s design guideline. The study is classified into quantitative
category and utilizes quasi-experimental approach using pre-test and post-test factorial design,
and the design and development phase in this study is governed by Alessi and Trollip Instructional
Design Model.
Keywords: Islamic mobile application, asmaul husna learning, Signaling principle, Nielsen’s
design guideline
Introduction
In the context of education, a paradigm shift is necessary for this mobile technology to succeed.
Some suggest that parents and teachers need to encourage children’s learning via mobile phones
under their supervision and monitoring, while others concern on how mobile learning might not
be suitable and can cause unnecessary extra works for teachers (Ariffin, Dyson, & Hoskins-
McKenzie, 2012). As nowadays learning is accessible via mobile phones, desktop computers, and
laptops, mobile learning is an excellent initiative as it offers flexibility, luxury, and an effective
way of learning for generation Y and Z (Chee, Ibrahihm, Yahaya, Surif, Rosli, & Megat Zakaria,
2017). It will also benefit many parties, especially digital users, who enjoy more interactive and
personalized experience through SMAC (social, mobile, analytics and cloud) technologies
(Selamat, Alias, Hikmi, Puteh, & Tapsir, 2017) and also embrace the MOHE’s vision of Higher
Education 4.0 which is to create heutagogy (self-determined learning), paragogy (peer-oriented
learning) and cybergogy (virtual-based learning) (MOHE, 2018).
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Content
Please include as many of the following sections as possible in your paper, as relevant.
1. Description of your innovation / product development / design / process.
Asmaul Husna Mobile Application (AHMA), the prototype design consists of three main phases
- planning, design, and development, and this is based on the Alessi and Trollip Design Model.
While the Constructivist Learning Environment (CLEs) is utilized as an environmental design
strategy.
2. What is the context or background of the innovation / product development / design /
process?
Asmaul Husna learning is selected as the context of this research as knowledge and awareness on
Asmaul Husna is still deemed lightly by the Muslim society as stated by Rosmani and Zakaria
(2018), as well as based on the results of the preliminary investigation that have been conducted
in this study (Rosmani, Abdul Mutalib, & Sarif, 2018). What public are not aware of is that
Asmaul Husna contains beautiful meanings that can be used in everyday life either as a
supplication or dhikr (Ab Rahman, 2016; Al-Qurtubi, 2017; Nik Mat, 2016; Wan Mohd, 2015a).
This has been supported by Surah Al-A’raaf verse 180, “And to Allah belong the best names, so
invoke Him by them. And leave [the company of] those who practice deviation concerning His
names. They will be recompensed for what they have been doing”. There is also a hadith narrated
by Abu Huraira in Bukhari, Book 8, Volume 75, Hadith 419, Allah has ninety-nine Names; one
hundred minus one, and whoever believes in their meanings and acts accordingly, will enter
Paradise.
3. Why are they important to education?
Referring to the stated verse and hadith, it is revealed that Islam has emphasized the importance
of appreciating the names of Allah SWT in the entire Muslim life. This is because, as a vicegerent
on earth as defined in surah Al-Baqarah verse 30, it is necessary for Muslims to absorb 99 Names
into the heart through repetitively mentioning them (dhikr). This process will eventually create a
balanced, emotional, spiritual, physical, and logical individual (Alkumayi, 2009; Sabirin, 2014).
By mentioning Asmaul Husna repeatedly, it will strengthen one's faith, because trust in God is
one of the fundamentals of faith, with that, one would not lose his trust during misery (Al-Qurtubi,
2017). It is also undeniable that it could deliver a significant impact on human life such as bringing
truth and happiness to humans as well as good behavior (Hamat & Shuhari, 2010; Shariat & Puji,
2016; Utami, Susanto, & Irvan, 2018). Therefore, the understanding and appreciation of the
beautiful names of Allah SWT is essential in developing a balanced, virtuous, faithful human
character (Hamdi Rahman, Sofian Sauri, & Nurul Naim, 2012; Haris, Ahmad Kassim, Yusof, &
Ahmad Kassim, 2011; Wan Mohd, 2015b; Yousef, 2018).
4. Please write any advantages of your innovation / product development / design / process
towards education and community.
The content experts in this research have agreed that the development of Asmaul Husna mobile
app (AHMA) is very significant for Muslim community and mentioned that the mobile app is
very convenient as it can be carried anywhere and access anytime. The guidelines that have been
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developed from this research should also contribute to the fundamental design and development
for future Islamic mobile application.
5. Please add any commercial value in terms of marketability or profitability of your
innovation / product development / design / process if any.
The mobile application could be dispersed through website for any person with a certain amount
of fee. Furthermore, the hybridized design guidelines could be added as a commercial value as it
has been tested and validated by users and experts. From this research, 3 publications have been
issued in conference proceedings and SCOPUS indexed journal.
References
Ab Rahman, M. A. (2016). Manifestasi dan Penghayatan Asmaul Husna dalam Siri Pengkarya
dan Karya Sastera. In International Seminar on Generating Knowledge Through Research
(pp. 231–242).
Al-Qurtubi, I. S. (2017). The Magnificence of Asmaul Husna. Pustaka Ibnu Kathir.
Alkumayi, S. (2009). 99 Kecerdasan Berasaskan Asmaul Husna. PTS Publications.
Ariffin, S., Dyson, L., & Hoskins-McKenzie, D. (2012). Content is King: Malaysian Industry
Experts’ Point of View on Local Content for Mobile Phones. Journal of Mobile
Technologies, Knowledge, and Society, 2012, 1–9.
Chee, K. N., Ibrahim, N. H., Yahaya, N., Surif, J., Rosli, M. S., & Zakaria, M. A. Z. M. (2017).
A Review of Literature in Mobile Learning: A New Paradigm in Teaching and Learning
Pedagogy for Now and Then. Advanced Science Letters, 23(8), 7416–7419.
https://doi.org/10.1166/asl.2017.9488
Hamat, M. F., & Shuhari, M. H. (2010). Al-Asma’ Al-Husna dalam Wacana Akidah. AFKAR
Journal of Aqidah and Islamic Thought, 2010(11), 1–54.
Hamdi Rahman, M. ., Sofian Sauri, H., & Nurul Naim, A. . (2012). Development of Science
Spiritual Model for Pre-School Education. Global Journal Al-Thaqafah, 2(1), 23–34.
Haris, Z., Ahmad Kassim, M. K., Yusof, A., & Ahmad Kassim, N. (2011). Teaching methods for
Islamic Education Post Graduate Diploma in Teaching Primary School in Malaysia. In 2011
IEEE Colloquium on Humanities, Science and Engineering (pp. 294–299).
MOHE. (2018). Higher Education 4.0: Knowledge, Industry, Humanity: Mandate MOHE 2018.
Nik Mat, N. A. A. (2016). Asmaul Husna: The Beautiful Names of Allah. Kemilau Publika.
Rosmani, A. F., Abdul Mutalib, A., & Sarif, S. M. (2018). A preliminary investigation towards
development of Islamic mobile application. Opción, 34(16), 896–913.
Rosmani, A. F., & Zakaria, M. H. (2018). Asmaul Husna Learning through Gamifications and
Adaptation of Signalling Principle. Journal of Physics: Conference Series, 1019(012080),
1–7.
Sabirin, R. (2014). Senaman Tauhid & Asmaul Husna. Pustaka Al-Ehsan.
Selamat, A., Alias, R. A., Hikmi, S. N., Puteh, M., & Tapsir, S. H. (2017). Higher Education 4 .
0 : Current Status and Readiness in Meeting the Fourth Industrial Revolution. Ministry of
Higher Education Malaysia, (August), 23–24.
Shariat, S. N., & Puji, T. I. Z. T. (2016). Kepentingan Penghayatan Akidah Melalui Nama-Nama
Allah SWT dalam Pengukuhan Institusi Kekeluargaan : Sorotan Literatur. In Jejak Warisan
Ilmu Islam ke Acheh,Indonesia. Universitas Islam Negeri Ar-Raniry,Acheh,Indonesia.
Utami, Y. T., Susanto, & Irvan, M. (2018). Analyzing Students ’ Critical Thinking Ability on
Solving Sequences and Series Problems through Problem-Based Learning with Islamic
Nuance. Journal of Scientific Research and Management (IJSRM), 6(1), 1–5.
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Wan Mohd, W. M. (2015a). Penyucian Hati dengan 99 Asmaul Husna. SMK Publications &
Distributors.
Wan Mohd, W. M. (2015b). The Holistic Model for Education System: Asmaul Husna Therapy
of Human Soul Generate 99 Energy for 99 Intelligence & Excellence. In First International
Conference on the Application of Asmaul Husna in Innovation (ICAH 2015) (pp. 9–11).
Yousef, J. (2018). Names of Allah Series. Retrieved from http://www.virtualmosque.com/wp-
content/uploads/names-of-Allah-seriesv2.pdf
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5
MySejarah SPM Application
Low Kah Choon
Universiti Utara Malaysia, UUM Sintok, Kedah, Malaysia
kahchoon@uum.edu.my
Chong Say Lee, Badrun Hisyam bin Zulkarnain, Muhamad Arif bin Baharun
Universiti Utara Malaysia, UUM Sintok, Kedah, Malaysia
chongsaylee@gmail.com; badrun_hisyam_zul@sog.uum.edu.my;
muhamad_arif_baha@sog.uum.edu.my
Highlights: The mobile learning application named MySejarah Tingkatan 5 targets the students
enrolled in secondary school that take History subject. The main purpose of MySejarah Tingkatan
5 application is to simplify the learning process to be more interesting, collaborative and effective.
MySejarah Tingkatan 5 derived from the FRAME model for m-learning proposed by Koole which
focuses on device aspect (cybergogy), learner aspect (heutagogy) and social aspect (paragogy).
The marketability of MySejarah Tingkatan 5 can be targeted to Form 5 students, teachers that
teaching the History subject, publishers that publish History subject e-books, and trainers or
tuition instructors that conduct History lessons.
Keywords: mobile learning (m-learning), Koole's FRAME model, MySejarah Tingkatan 5,
secondary school students.
Introduction
The description of our innovation on mobile learning in education is a mobile application named
“MySejarah Tingkatan 5” for secondary school students to explore and expand their learning
virtually beyond the walls of a class building. The issues of students in learning Sejarah are they
easily get bored; the notes are too complex and misunderstanding on the occasions of history is
misunderstood. From the teachers' perspective, some find the subject History is hard for students
in memorising or even trying to understand the chronology of important events. In order to make
the students feel curious and interested towards the History subject and providing a platform for
teachers to conduct History class in a more interactive and interesting way, the MySejarah
Tingkatan 5 application is able to make things easier for both the students and teachers by focusing
on collaborative learning. History should be taught in two ways communication based on
storytelling method to make sure students get involved and not boring. Based on that learning
method, the application included a mind map for every chapter, video learning, game quiz, and a
forum for the students and teachers to interact. The background of this innovation is derived from
Koole’s FRAME model that consists of device aspect, learner aspect and social aspect.
Using this application will make the learning process easier, faster, and flexible because
MySejarah Tingkatan 5 is accessible anywhere and anytime with low data usage (device aspect-
cybergogy). MySejarah Tingkatan 5 also able to provide a personalized learning experience that
is appropriate to the level of the student's individual achievements (learner aspect- heutagogy).
Instead of that, this application is also able to summarize large and complex teaching materials
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from teachers into something easy, accurate, and interesting for students to understand. As a result,
it encourages more collaborative learning between (1) students and students and (2) students and
teachers that make access to relevant information that excites the students' curiosity in knowing
and learning more about History in a modern way (social aspect- paragogy).
The MySejarah Tingkatan 5 is important to education because it is a mobile learning (m-learning)
system that makes it flexible for the students to keep on track even when they cannot attend the
class lesson. Secondly, it encourages the “flipped classroom model” to be implemented as students
and educators can have the discussion at anytime and anywhere. The advantages of MySejarah
Tingkatan 5 are promoting collaborative learning, help users in accessing more information
towards the subject, increases accessibility with people and promote the modern way of education.
The next sessions will explain more about the application.
1. Description of your innovation / product development / design / process.
Target users of the application are the students enrolled in secondary school, Form Five
that take history subject. There are five phases for the design and development of a mobile learning
application as illustrated in Figure 1.
Figure 1: Development process for mobile learning application- MySejarah Tingkatan 5
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Figure 2: The idea’s flow for designing MySejarah Tingkatan 5 prototype
2. What is the context or background of the innovation / product development / design /
process?
The prototype of the application- MySejarah Tingkatan 5 is derived from the FRAME
model for M-learning proposed by Koole (2009). The Koole's FRAME model, as illustrated in
Figure 3, describes m-learning as a "process resulting from the convergence of mobile
technologies (device), human learning capacities (learner) and social interaction" (Koole, 2009 p.
25). As a result, the intersection between two aspects will form attributes (device usability,
interaction learning, and social technology) that frame m-learning and thus becomes essential to
identify students' mental preparation towards accepting m-learning and devices to support the
learning environment. Basically, three main aspects to play as main part for FRAME model,
which is, first device aspect refers to physical, technical and functional characteristic of mobile
device; second, learner aspect refers to individual’s cognitive abilities, prior knowledge,
motivation and emotion, and finally, social aspect that take into account of the processes of social
interaction and cooperation. Based on FRAME model, effective mobile learning is the results
from the integration between device, learner and social aspect. Effective mobile learning process
enables the learner better to assess and select relevant information, redefine their goals,
understanding the concepts with a growing frame of information provided, and enhance the
interactions among learners and between learners and instructors on course materials in physical
or virtual environment.
Mind map for the
chapters Insert video
regarding the
specific topic. For
example video
during world war II
to describe the
events on the
colonisers such as
Japan invading
Malaysia
Design quiz to test
the understanding
of user regading
the studied topic
Integrated Forum-
Hyperlink Padlet
to enhance
collaborative
learning between
users and peers
and between users
and educator
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Figure 3: The FRAME Model for m-learning
In this project, MySejarah Tingkatan 5 prototype design based on the three main aspects stated in
FRAME model, which are device aspect, learner aspect and social aspect.
Figure 4: The FRAME Model aspects for MySejarah Tingkatan 5
•Design mobile application settings that focus in 6
technical areas
•user interface, functionality, reliability, usability, efficiency,
maintainability, portability
Device
•Use contextual cues and multimedia (insert video) to
provide variety stimuli to assist in improve comprehension
and memory.
•Use mind mapping (advance organizers) to emphasis the
main points of the topic and this enable user understand
topic quickly.
Learner
•Integrated forum- Hyperlink Padlet to enhance
collaborative learning between users and peers and
between users and educators
Social
Device
usability
Mobile
learning
Device
Aspect
Learner
Aspect
Social
technology
Interaction
Learning
Social
Aspect
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3. Why are they important to education?
Mobile learning (m-learning) refers to the learning via mobile devices such as PDA, mobile
phones and laptops that enable learning anywhere and anytime (Mcneal & Vann’t Hooft, 2006).
M-learning is the subset of e-learning, and this is a new paradigm that offers as a new media for
learning initiative. Mobile devices becoming viable and it is compact and can be transported easily
(Mellow, 2005). According to Brown (2005), m-learning is a subset of e-learning that offers
distance learning (refer Figure 5).
Figure 5. M-learning model
Our contribution in developing this product (MySejarah Tingkatan 5) is that it helps in breaking
down large and complex teaching materials into a smaller piece and makes it more precise to a
particular subject domain. In this regard, it assists students to learn the lesson in a shorter period.
In addition, the accessibility of the mobile phone is more affordable and easier to carry anywhere
anytime, and this motivates students in learning because of the easy access and timesaving. For
example, students able to study while travelling on the bus, while waiting for his/ her friends.
Shuler (2009) annotated that m-learning provide a personalised learning experience with
customised lesson according to student’s performance level. For instance, a student can repeatedly
access or drill and practice on a specific lesson topic until he/ she understand well on the lesson
content. In this regard, our application enables students to access and take the test to the particular
topic repeatedly until he/she understands the content. In addition, to integrate the video and the
mind maps on the history topic motivate students’ interest in learning history subject.
4. Please write any advantages of your innovation / product development / design / process
towards education and community.
Face-to-face
learning
Paper-based distance
learning
Flexible learning
Distance learning
Online
learning
m-learning
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Theoretical Contribution
According to Tan, Ng, and Lee (2013), mobile learning or m-learning is developed based
on three components, namely paraphernalia, place, and participant. These guiding factors help to
determine the appropriateness of pedagogical theories to support the use of m-learning in
curriculum design, methodology, and learning assessments. Based on the model as illustrated in
Figure 6, "paraphernalia" refers to materials for delivering learning and features in tools that help
students to build knowledge by responding and using the mobile devices that are easy to use and
sounds practical. Next, "participants" refer to students are "on-the-go" by experiencing physical
movements and exploratory communication that promotes collaborative learning. Lastly, the
"place" is coined as a learning space that consists of the whole environment instead of four walls
classroom that encourages collaborative knowledge building that consists of a distributed system
of meaning making. In conclusion, these factors shape m-learning pedagogical theory as the
"learning processes (personal or public) of coming to know through explanation and conversation
across multiple contexts, amongst people and interactive technologies" (Sharples, Arnedillo-
Sánchez, Milrad, & Vavoula, 2009, p. 237).
Figure 6: Mobile learning components
Based on mobile learning components, it has its root on FRAME mobile learning model.
Three main aspects, device aspect refers to paraphernalia, social aspect refers to a place (promote
collaborative learning), and participants that refer to learner’s aspect. The intersection of device
aspect, learner aspect, and social aspect contribute to form the mobile learning process. The
MySejarah Tingkatan 5 is designed to addresses contemporary pedagogical issues of information
overload, knowledge navigation and collaboration learning. It helps learners to have greater access
to relevant information, reduced cognitive load and increase learners’ accessibility with other
people and system. In addition, the application facilitates learners to intensify their learning
through places and spaces with exploration and conversation across multiple contexts, among
people and interactive technology (Sharples, Arnedillo-Sánchez, Milrad, & Vavoula, 2009).
Practical Contribution
A shift in the technology paradigm revolutionized the education sector. As the technology
evolved, education dissemination no longer confined in a physical classroom but into distance
learning whereby learning remotely from point to point without the physical contact between
educator and learners through correspondence lesson. Mobile learning deploys “on-the-go”
Paraphernalia
M-learning
Participants
Place
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devices such as smartphones or tablets and the dissemination of information and knowledge are
far more quickly and conveniently to the learners. The design of MySejarah Tingkatan 5 enables
learners’ to access to bite-sized learning on-the-go. The application summarises the main points
of the learning chapters and presenting it in mind map concept and this enables learners to
comprehend knowledge from a chapter in a shorter time. In addition, the application inserted
visualised event of chapters in the video, and this attracts the interest of learners in studying the
chapters. In other words, the application enhances collaborative learning and promotes
engagement of learners in their learning process, Moreover, MySejarah Tingkatan 5 integrates
with Padlet and this promotes interaction between peers, learners and educators. The application
provides Interactive learning. Interactive learning is a pedagogical approach that incorporates the
use of digital technology to facilitate learning between learners and educator. Learners play an
active role in interactive learning, whereby, they are invited to participate in the conversation,
exchange information and knowledge with peers and educator. On the other hand, the MySejarah
Tingkatan 5 application reduces educator time at a desk, makes schedules more flexible, and
promotes critical reflection on practice and acknowledges educator as active learners and
producers of knowledge.
5. Please add any commercial value in terms of marketability or profitability of your
innovation / product development / design / process if any.
The Figure 7 illustrates business plan for MySejarah Tingkatan 5 application.
Figure 7. Business plan for MySejarah Tingkatan 5 application
Acknowledgement
We are grateful for the sponsorship by Universiti Utara Malaysia, directly or indirectly, that
encourages collaborative participation between the academics and students.
Target market
•Students enrolled in secondary school, Form Five that take history subject.
Marketing
Strategy
•Promote to government secondary school , publishers and tution center to incorporate
MySejarah Tingkatan 5 in students' lesson learning.
•This encourages the inroduction of flipped classroom in learning history subject.
Profitability of
the app
•Free of charge for trial periods of 2 months. Request feedback from users that use the app
and enhance it accordingly.
•The minimum fee charge on further subscription to our app after 2 months.
•Offer in-app purchase whereby the monthly charges per user to upgrade for continuos
usage (after 2 months) is RM9.99.
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References
Brown, T. H. (2005). Towards a model for m-learning in Africa. International Journal on E-
learning, 4(3), 299-315.
Koole, M. L. (2009). A model for framing mobile learning. In M. Ally (Ed.), Mobile learning:
Transforming the delivery of education and training (pp. 25-47). Edmonton, AB: AU Press,
Athabasca University.
McNeal, T., & Van’t Hooft, M. (2006). Anywhere anytime: Using mobile mobile phones for
learning. Journal of the Research Center for Educational Technology. Retrieved from
http://www.rcetj.org/?type= art&id=79575&
Mellow, P. (2005). The Media Generation: Maximize learning by getting mobile. Proceedings for
ASCILITE 2005 Conference: Balance, Fidelity, Mobility: Maintaining the momentum?
December 4-7, Brisbane, Australia. Retrieved from:
http://www.ascilite.org.au/conferences/brisbane05/blogs/proceedings/53_Mellow.pdf
Sharples, M., Arnedillo-Sánchez, I., Milrad, M., & Vavoula, G. (2009). Mobile learning. In
Technology-enhanced learning (pp. 233-249). Springer, Dordrecht.
Shuler, C. (2009) Pockets of potential: Using mobile technologies to promote children’s learning.
Retrieved from http://www.joanganzcooneycenter.org/pdf/pockets_of_potential.pdf
Tan, C. K., Ng, S. I., & Lee, K. W. (2013). Readiness for mobile learning at a public university
in East Malaysia. In Mohamed Amin Embi & Norazah Mohd Nordin (Eds.), Mobile
learning: Malaysian initiatives and research findings (pp. 27-37). Bangi, Selangor: Centre
for Academic Advancement, Universiti Kebangsaan Malaysia.
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DIGITAL IMMERSIVE LEARNING EXPERIENCE (DILEX)
Siti Nazuar Sailin1
1School of Education and Modern Languages, UUM CAS, Kedah, Malaysia
sitinaz@uum.edu.my
Farah Mohamad Zain2
2School of Education and Modern Languages, UUM CAS, Kedah, Malaysia
mz.farah@uum.edu.my
Highlights: Digital Immersive Learning Experience (DILEX) is a transformative teaching and
learning strategy that aims to provide meaningful and immersive learning experience to the future
teachers through active engagement in digital-based teaching and learning activities. This strategy
also aims to make assessment as a motivating and engaging learning process by involving students
in an alternative assessment through authentic learning experiences. DILEX are inspired
by Create-Share-Collaborate© instructional strategy underpinned by meaningful learning theory
within the constructivism and connectivism perspectives. Through DILEX, students engage in
meaningful learning activities through authentic tasks (i.e., develop interactive educational game,
participate in innovation competition, showcase their product and reflect on the learning activities
in an e-portfolio. The impact of DILEX on students learning outcome and achievement are highly
positive, during and after the course. Students are able to design and develop innovative and
creative teaching and learning products and receive international recognition. In addition, the
reflective e-portfolio enable students to develop their soft skills such as digital literacy,
information management and life-long learning skills, digital communication and creativity.
DILEX can be applied in the curriculum design to prepare future-proof teachers that are able to
immerse with the educational and technological transformation. Importantly, this approach to
teaching and learning that emphasis on meaningful and authentic learning experience is very
important for the development of future-proof teachers who are well-prepared for the complexities
of the educational landscape.
Keywords: alternative assessment, active learning, meaningful learning, reflective e-
portfolio
Introduction
Teachers of the 21st century are expected to be creative, innovative and transformative in the
teaching and learning process to align with the needs of the digitalized generation. It is very
important to develop our future teachers to be more competitive, creative and innovative in facing
the IR 4.0 challenges, such as the disruptive education phenomenon as well as the “open
market” education industry. This is in line with the Malaysian Education Blueprint 2013-2015
that highlights the importance of transforming higher education learning into more personalised
learning experience to develop students' talent.
The primary objectives of DILEX are:
To provide meaningful and immersive learning experience to the future teachers through digital
based teaching and learning activities.
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To make assessment as a motivating and engaging learning process by involving students in an
alternative assessment through authentic learning experiences.
The underpinning theories
DILEX are inspired by Create-Share-Collaborate© instructional strategy (Sailin & Mahmor,
2016) underpinned by meaningful learning theory within
the constructivism and connectivism perspectives (Howland, Jonassen & Marra, 2012; Siemens,
2005). Through this approach, students engage in meaningful learning activities through authentic
tasks (i.e., develop interactive educational game, participate in innovation competition, showcase
their product and reflect on the learning activities in an e-portfolio). In completing these tasks
students are involved in the construction of knowledge and make sense of their experiences by
engaging in active cognitive, psychomotor and affective domains through authentic experience
and reflecting on those experiences by utilising digital technologies.
Figure 1: DILEX theoretical framework
Alignment with Course Learning Outcome
DILEX has been implemented in a Postgraduate Diploma in Education course namely SGDT
4013: Technology and Innovation in Education in semester A181 and A191 with two cohort of
students. The DILEX project has been aligned with one of the course learning outcome (CLO) in
which students should be able to design innovative products for teaching and learning (C6, P4,
A4). There are two assessment tasks that students required to fulfil for achieving this CLO.
Interactive Educational Game (30 marks)
Students in groups are to design and develop
an interactive educational game of a
particular topic / content area.
E-Portfolio (20 marks)
Individual students are required to develop
an e-portfolio to share, showcase and
reflect on their project and other learning
activities.
In completing these tasks, students experience student centred, active and meaningful learning
activities through several phases. The phases involved are (i) planning and designing, (ii)
development and implementation, (iii) gamifying learning through participation in an innovation
competition, and finally (iv) showcase and reflection about the learning processes in an e-portfolio
as in the following figure.
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Figure 2: DILEX Learning Phases
To suit the nature of the course syllabus and to achieve the CLO, DILEX has been conducted
through digital-based teaching and learning activities where students have the opportunity to
immerse with the course contents and achieve the learning outcome through the integration of
various digital technologies such as Flipgrid, Padlet, Whatsapp Group, Augmented Reality Apps
and YouTube Channel. For example, students represent their products’ development progress in
a Padlet wall to enable sharing and feedback from peers and instructors.
Achievement of Course Learning Outcome
The highlight of DILEX project is on the authentic experiences in which students have to design
and develop an interactive educational product and share their creation through showcase in an
innovation competition as well as in their e-portfolio. At the end of the course (Semester A181
and Semester A191), the CLO was achieved through the followings.
Development of innovative and creative educational products
Students are able to design and develop innovative and creative educational products that can be
used in their future teaching and learning practice. The products or games developed integrated
some digital technologies such as Augmented Reality application, QR code and computer
programming. In semester A181, a total of six products were produced, whereas in semester A191,
a total of 9 products were produced by the groups of students that consist of 4 to 5 members.
International recognition
As to gamify the learning activities, students are required to participate in an exhibition
competition to get feedback from external experts and potential users as well as to make their
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16
product reachable by wider audiences. For Semester A181, students took part in an International
Conference and Exhibition on Global Education (ICEGE) held in November 2018. Out of the 6
products created and exhibited by the students, 2 product received Gold Medal, 2 products
received Silver Medal and 2 products received Bronze Medal in the exhibition competition. In
semester A191, another group of students that enrolled for this course took part in Sintok
International Game and Gamification (SIGG). Out of the 9 products, 2 products won Golds, 2
won Silvers and 5 won Bronze medals. These achievement during the exhibition competition
indicate that the students are able to demonstrate their ability to create an innovative product and
receive recognition from the external assessors. Importantly, during the exhibition, students get
the opportunities to demonstrate their products to the wider audience and get feedback for
improving their product or prototype.
Reflective E-Portfolio
This project also integrates reflective e-portfolio, in which students reflected on the learning
activities and showcase their product in their respective e-portfolio. At the end of semester A18,
a total of 34 reflective e-portfolios were produced by each individual student. Whereas for
semester A191, a total of 38 reflective e-portfolios were produced. Content analysis of the
student’s e-portfolio based on a rubric developed by the instructors indicate that students have
deepen their learning and develop soft skills through the e-portfolio development. Soft skill
elements such as creativity, digital literacy, information management, creativity and digital
communication are evident in their e-portfolio.
Impact on students’ learning and motivation
By facilitating students to create their own digital-based educational game, take part in an
innovation competition and developing reflective e-portfolio through this DILEX project, the
impact on student’s learning and motivation are as follows:
Students felt that the learning strategies and approach carried out in this course based on DILEX
approach are valuable, meaningful and flexible. It has also empowered students to take charge of
their own learning.
Students felt that the product they created and the achievement they gain add value to their CV /
e-portfolio. While the e-portfolio also prepares students for their career and future teaching
practice, it fosters their 4C skills, critical thinking, creativity, communication (digital and written)
and collaboration deemed important in this 21st century learning.
Students increased their motivation to learn more about digital technology and feel more confident
to integrate digital-based teaching and learning in their future teaching practice.
Conclusion
DILEX project implies the importance of digital based learning activities and authentic learning
experiences in developing future-proof teachers through the creation of innovative and creative
educational products. This DILEX approach can be applied and transferred to other settings and
has multiple levels impacts. For example, the learning approaches of DILEX has been replicated
in other course SGDT 5013 (master level) and yielded similar results. The DILEX approach that
focuses on student-centered learning, collaborative engagement, immersive experience and
technology-enhanced learning is crucial in supporting the higher education transformation
towards IR4.0.
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17
DILEX implementation does not require extra resources and financial assistance. Lecturers and
students can utilised the university’s facilities and Internet infrastructure. Furthermore,
the products created by the students can be reused by the lecturer(s) as an exemplary practice for
other classes. Importantly, the products can be reused by the students themselves in their own
teaching practice, such as during their practical training. The products developed by the students
also have huge potential to be improved for future used, and replicated for different subject areas.
The products can be improved further for research and commercialization purposes by the
students in collaborations with the stakeholders (i.e., instructors or supervisors, educational
practitioners and industry counterparts).
One important outcome from this project is that DILEX come with a set of rubric and instructional
design planner that can be adopted by other educator or instructional designer when implementing
DILEX approach.
In conclusion, the approaches employed in this DILEX is consistent with the previous literature
that highlight the importance of meaningful and authentic learning experiences in higher
education to help students developing appropriate skills and effective understandings of the
subject area, as well as to sustain learning (Kearney, 2013; Sailin & Mahmor, 2018; Stein &
Andrews, 2004).
Acknowledgement
This project is part of a GRaD research project funded by the Universiti Utara Malaysia, S/O
code: 14227.
References
Kearney, S. (2013). Improving engagement: the use of ‘Authentic self-and peer-assessment for
learning’ to enhance the student learning experience. Assessment & Evaluation in Higher
Education, 38(7), 875-891.
Howland, J. L., Jonassen, D., & Marra, R. M. (2012). Meaningful Learning with Technology
(4th ed.). Boston: Allyn & Bacon.
Sailin, S. N. & Mahmor, N. A. (2016). Promoting meaningful learning through Create-Share-
Collaborate. Proceedings of the ICECRS (Vol 1, No. 1), International Seminar on
Generating Knowledge Through Research, 25-27 October 2016, Universiti Utara
Malaysia . pp. 335-340.
Sailin, S. N. & Mahmor, N. A. (2018). Improving Student Teachers’ Digital Pedagogy Through
Meaningful Learning Activities. Malaysian Journal of Learning and Instruction. 15 (2), 143-
173.
Siemens. G. (2005). Connectivism: A learning theory for the digital age. International Journal of
Instructional Technology and Distance Learning. 2(1). Retrieved from
http://www.itdl.org/Journal/Jan_05/article01.html
Stein, S. J., Isaasa, G., & Andrews, T. (2004). Incorporating authentic learning experiences within
a university course. Studies in Higher Education. 29 (2). 239-258.
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18
MODEL FOR INTEGRATED TECHNOLOGIES FOR COLLABORATIVE SERVICE
LEARNING
Ani Munirah Mohamad1, ‘Ain Husna Mohd Arshad2, Nor Azlina Mohd Noor3
123School of Law, Universiti Utara Malaysia, Sintok, Malaysia
animunirah@uum.edu.my, ainhusna@uum.edu.my, norazlyna@uum.edu.my
Highlights: The project presents a model showcasing various technologies adopted by lecturers
of three (3) different courses which engage in collaborative assignment for their students in the
form of service learning, being one of the high impact educational practices. The lecturers adopted
Padlet as the dashboard for the project, and various Web 2.0 tools such as MS Office live
document, YouTube, online images and videos. All in, the entire service learning framework
revolves around integrated technologies for the accomplishment of this collaborative assignment.
Key words: Collaborative assignment, service learning, integrated technologies, Web 2.0
Introduction
Service learning (SL) is one of the high impact educational practices (HIEPS) recommended for
students of higher education. SL combines meaningful service to the community with curriculum-
based learning (Ku, 2020; Wall, Giles and Stanton, 2018). There are five (5) stages of SL within
the context of this project (Jenkins and Sheehey, 2019):
Investigation/market survey
Preparation for the SL project
Action/carrying out the SL project
Reflections by the lecturer and the students
Demonstration/presentation
Realising the importance of planning and implementing SL appropriately, lecturers teaching three
(3) different courses engaged in SL implementation by way of collaborative assignment among
the students. Due to the nature of different courses: Law of Succession and Probate, Jurisprudence
and Alternative Dispute Resolution, the SL implementation incorporated one learning outcome
from each course. In total, the SL project by the students would achieve three (3) different learning
outcomes. This innovation project presents a model showcasing various technologies adopted by
the three (3) lecturers in their implementation of collaborative SL among their students.
Modelling Integrated Technologies for Collaborative Service Learning
In catering the five (5) stages of SL, and with the aura of Industrial Revolution 4.0 and Education
4.0, the following model showcases the integrated technologies for collaborative SL. The model
contains the following main tools. Each of the tools are elaborated in the following sections.
Table 1: Integrated technologies for collaborative SL.
Purpose/Function
Technology
name
Significance
Dashboard
Padlet
Bold
Collaborative
writing/input
MS Word Online
Italic
Multimedia share
YouTube
Standard
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19
Multimedia
storage
Google Drive
Standard
Multimedia
webpage
Wordpress/Blogg
er
Standard
For the dashboard, Padlet is chosen due to its interactive nature of the application (Frison and
Tino, 2019), and ease of use and usefulness of the features for the purpose of the intended SL
project (Harnish, et. al, 2018).
Figure 1: Padlet used as the dashboard for the SL project
For collaborative writing or input by the students, MS Word Online is used as it allows for real-
time collaborative input by the students (Iverson and Eierman, 2018), such as choosing group
members for the SL project, or determining the actual timing for the SL projects to the carried
out.
For multimedia share, storage and webpage, Web 2.0 tools were harnessed for the purpose of
implementing the SL appropriately (Mayer , 2017), such as YouTube, Google Drive and
Wordpress/Blogger respectively.
Among the great features of this project are as follows:
Uses entirely freeware available online
Ease of use and useful for the purpose of collaborative assignments as SL
Interactive nature of the Web 2.0 tools which allow for great lecturers-students interaction as well
as collaboration among the students.
Ease of monitoring task for the lecturers to guide the students at every stage of the SL
implementation
Reflections carried out among the lecturers and students evidence the great benefits of
collaborative SL, henceforth the adoption of the integrated technologies as proposed in this
innovation project.
This model has high potential to be commercialised, as it serves to achieve Chapters 4 and 7 of
the National Education Blueprint 2013-2025, being the “Student learning” and “System
Infrastructure” aimed at enriching the learning experiences of the students with HIEPS practices,
such as collaborative SL.
When used appropriately, this model would greatly benefit the entire academia who wish to
engage in collaborative assignment in the form of SL for their students. This model could become
a catalyst and guide for future lecturers in their implementation of SL for their students.
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20
Acknowledgement
The authors are grateful to their mentors Prof Dr Rosna Awang Hashim and Assoc Prof Dr
Fauziah Abdul Rahim from UUM School of Education and Modern Languages (SEML) for
guiding them in SL and collaborative assignment respectively.
References
Ku, E. (2020). Early Collaborative Service Learning Activities and Suggestions for Service
Learning Courses at a University in the Mekong Delta Region. 23 Reflection, 182.
Wall, T., Giles, D., & Stanton, T. (2018). Service-learning and academic activism: a review,
prospects, and a time for revival. Access to Success and Social Mobility through Higher
Education: A Curate’s Egg?, 163.
Jenkins, A., & Sheehey, P. (2019). A checklist for implementing service-learning in higher
education. Journal of Community Engagement and Scholarship, 4(2), 6.
Frison, D., & Tino, C. (2019). Fostering Knowledge Sharing Via Technology: A Case Study of
Collaborative Learning Using Padlet. In Connecting Adult Learning and Knowledge
Management (pp. 227-235). Springer, Cham.
Harnish, R. J., Bridges, K. R., Sattler, D. N., Signorella, M. L., & Munson, M. (Eds.). (2018). The
Use of Technology in Teaching and Learning. Society for the Teaching of Psychology.
Iversen, J. H., & Eierman, M. A. (2018). The Impact of Experience and Technology Change on
Task-Technology Fit of a Collaborative Technology. Journal of Education and Learning,
7(3), 56-75.
Mayer, R. E. (2017). Using multimedia for e‐learning. Journal of Computer Assisted Learning,
33(5), 403-423.
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21
THE NACA PROJECT: ENHANCING LEARNING WITH THE MERLIN AI
CHATBOT
Prof. Ts Dr. Neo Mai
Multimedia University, Cyberjaya, Malaysia
neo.mai@mmu.edu.my
Ts Heidi Tan Yeen-Ju, Prof. Ts Dr. Neo Tse Kian, Dr. Lee Chin Poo, Dr. Roopesh
Sitharan, Muhammad Syahmi bin Abd Aziz, Khairi Shazwan bin Dollmat, Nazi
Mahendru, Tan Yong Xuan, Chua Bing Seng
Multimedia University, Cyberjaya, Malaysia
Highlights: Project NACA (Natural language Artificial intelligence Conversational Agents) waz
undertaken to design and develop a virtual learning assistant, MERLIN, to assist students in their
learning process, when they are not in class. MERLIN’s role in the learning process was to act
as a scaffolding agent that supported students in learning their class content online. Underpinned
by Vygotsky’s (1978) Zone of Proximal Development (ZPD) AI chatbot was designed with
natural language processing (NLP) features to help simulate more natural conversations between
chatbot and learner, and to present chatbots as scaffolds and effective teaching agents in
education.
Key words: Artificial Intelligence, chatbot, NLP, MERLIN, ZPD, Multimedia University.
Introduction
The NACA Project was undertaken to develop and use Artificial Intelligence (AI) in the teaching
and learning process. Research has shown that AI chatbots have been deficient in its use as a
teaching agent, and content returned has been very limited to text-based media. Funded by
Malaysia’s TM Research & Development agency and carried out in Multimedia University
(MMU), Malaysia, the MERLIN virtual learning assistant provided scaffolding opportunities to
students while they were learning online. MERLIN was designed using Vygotsky’s (1978) Zone
of Proximal Development framework and, unlike typical chatbots that return content in text form,
MERLIN’s media assets were developed with Mayer’s (2005) Theory of Multimedia Learning
as its theoretical framework, utilising a variety of media, such as text, graphics, animation, videos
and narration.
MERLIN, the AI chatbot
The demand for technology-based classrooms and tech-savvy educators has placed an increased
level of stress on the teacher’s role to evolve and present 21st century learning strategies in their
classrooms (Zahiruddin Othman & Vevehkanandar Sivasubramaniam, 2019). In addition, the
advent of COVID-19 in 2020, and the sudden paradigm shift toward online learning, pushed the
boundaries of education even further, necessitating the transformation of the delivery of content
to be at par with Gen Z learners’ demand for convenient and immediate access to content and
information. This is even more evident with research showing that learning online results in a
lack of learning support from the teacher to the students, and this is consistent with Armstrong
(2019) who posits that scaffolding is critical to a student’s learning process.
The MERLIN chatbot is an artificial intelligent conversational agent that can be accessed by
students online 24/7, anytime and anywhere they feel comfortable. The chatbot is infused with
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22
natural language processing features to simulate intelligent human language interaction through
text and other media, and to address the issue of the lack of use of chatbots as educational tools.
In this project the MERLIN chatbot was developed and mapped to the class content of learning
lighting in 3D modeling, a topic that students in a Diploma degree course have found daunting
and hard to understand. The chatbot prompts students to type questions relating to the topic and
returns content in the form of text, graphic and videos. Figure 1 shows an example of this.
Figure 1. The MERLIN chatbot returns answers in media-rich forms
In addition to the text and image based content, MERLIN also provides audio narrations of some
of its content, especially where the textual descriptions could become lengthy. An accompanying
narration is embedded to further explain the information is a clear and succinct way, very much
how a teacher would explain content in a classroom setting (see Figure 2).
Figure 2. MERLIN’s content is also accompanied by audio narrarions
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23
Impact:I
The impact of having MERLIN to learn with is 1) the chatbot is accessible 24/7 and picks up the
topic that is discussed in class; 2) the incorporation of Natural Language Processing (NLP)
features allows for a more natural and conversational-like interaction between the learner and
the chatbot, increasing the likelihood of attention and retention of the material; 3) Students are
supported and scaffold in that content is provided for them in anticipation of web and Google
searches, resulting in a more concentrated effort for them to learn the content; 4) Online learning
is then made more motivating and fun, and student will feel more secure in knowing that they
have teacher support in their learning process, even when the teacher is not around.
A survey was administered to gauge students’ perceptions of interacting with an AI chatbot in
their learning. Results showed positive feedback and strong encouragement for the development
and use of AI chatbots as scaffolding agents in learning environments.
Acknowledgement
We would like to thank the students and staff of the Faculty of Creative Multimedia, Multimedia
University, for participating in this research project.This project is funded by the Telekom
Malaysia Research & Development (TMRnD) fund (RDTC/190995).
References
Mayer, R. E., & Moreno, R. (1998). A cognitive theory of multimedia learning: Implications for
design principles. Journal of educational psychology, 91(2), 358-368.
Vygotsky, L. S. (1978). Socio-cultural theory. Mind in society, 6, 52-58.
Zahiruddin Othman & Vevehkanandar Sivasubramaniam. (2019). Depression, Anxiety, and
Stress among Secondary School Teachers in Klang, Malaysia. International Medical Journal
(1994), 26(2), 71–74. http://doi.org/10.5281/zenodo.2586221
``
24
Social Worked-example Technique: An Engaged Program Visualization Tool for Novice
Abdullah Al-Sakkaf
School of Computing, UUM College of Arts and Sciences,
Universiti Utara Malaysia, Sintok, Kedah, Malaysia
Abbdullah1@hotmail.com
Mazni Omar, Mazida Ahmad
Institute for Advanced and Smart Digital Opportunities (IASDO),
School of Computing, UUM College of Arts and Sciences,
Universiti Utara Malaysia, 06010 UUM Sintok, Kedah, Malaysia
mazni@uum.edu.my, mazida@uum.edu.my
Highlights: A Social Worked-Example Technique (SWET); is a web-based programming
visualization tool developed to help novice students to learn how-to programming. A program
visualization tool allows students to visualize the run time behavior of a given code. It designed
to help students to understand difficult programming concepts. Besides, the SWET tool adopts
many features that aim to enhance student engagement with the tool. Active learning and student
engagement are important factors of success for any educational tool. Two controlled experiments
(n=26, n=77) were conducted, the results show increasing on student time-spent-on-tool
(behavioural engagement) by 34%, and 45%, respectively.
Key words: Programming; Student engagement; Programming visualization
Introduction
It has long been viewed that programming is a challenging and difficult topic for novice student.
Therefore, program visualization (PV) is recognized as a promising solution to enhance
programming education for students. PV refers to “graphical representations to improve human
understanding of the actual implementation of programs” (Rößling & Velázquez-Iturbide, 2009).
Therefore, there are still some critical issues regarding using these tools, which include: low
adoption rate, short-lived research prototype, and high concern about their effectiveness and their
impact on the learning outcome (Fouh et al., 2014).
In addition, it has been shown that existing PV has failed to engage students effectively. However,
student engagement plays an important role in the learning process (Ericson et al., 2015). Despite
the importance of student engagement in the successful design of PV tools, the focus on how to
improve engagement when constructing PV tools is very limited on the domain.
Content
What is SWET?
SWET tool designed on the principles that keep students engaged using the tool has a significant
impact on the learning outcomes. The role of student engagement considers as a moderating
variable for learning outcomes. During the design phase, the engagement is considered as a multi-
dimensional construct (includes emotional, cognitive, and behavioral engagement), which can
provide depth insight into the engagement compared with the old way to defined engagement as
a basic construct.
SWET Design
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25
PV research suffered from a lack of adopting of theoretical foundation (Cetin, 2020). The first
step was to define theoretical framework; which will help to build effective solution. Four theories
were identified which are: Constructivism, Social constructivism, Cognitive Load Theory, and
Gamification.
From the aforementioned theoretical framework, engagement design feature taxonomy was built
that consists of 4 categories. This taxonomy will help to identify the engagement feature and
provide a theoretical foundation for those features. Finally, 13 features were identified, then
mapped into the emerged taxonomy, See Table 1.
Table 1: Category of Engagement Design Feature.
#
a. Interactive
#
b. Collaborative
1
Control flow
1
Pari programming
2
Tracking Progress
2
Text-based Chat
3
Immediate feedback
4
Interactive activities
5
Customizable dataset
#
c. Cognitive
#
d. Gamification
1
Worked example
1
Leaderboard
2
Parsons problem
2
Badges
3
Conflictive animation
3
Points
System design and implementation
The tool was developed in the form of a web-based system that is accessible by the students
whether inside or outside of the classroom. Figure 1 displays the user interface for SWET tool.
The system is designed based on the theoretical framework, where it implemented four
components:
Control flow refers to enables students to control the execution of a program by moving a step
backward or forward, to the beginning, or the end. It enables students to manually navigate the
change that occurs during the code execution, like data flow, variables change, etc. By allowing
a student to navigate forward and backward through an activity or program execution this
feature could engage students.
Worked example refers to presents a step-by-step solution to a problem. For a novice student,
using worked example will reduce the cognitive load on them to learn new concepts. In SWET
tool, nine examples on topics of array and loop given to allow students to practice the topic.
Text-based chat refers to allow the student to interact with another peer, or a teacher in real-time
while using the tool. Introducing a text-based chat in PV, open many opportunities for student and
teacher to effectively collaborate with each other. In the SWET, we introduce this feature in form
of question and answers, where students are allowed to ask questions on a specific line of the code
and seek help from their peers or teacher.
Leaderboard refers to a board that tracks and displays the current performance of each player
(student) to all other players. It is used in education to allow students to directly compare their
own accomplishments related to other students in the same class.
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26
Figure 1 Main screen for SWET app
Besides the traditional visualization mechanism, four extra features were implemented, to boost
students' experience. A result, students will spend more time using the tool. The more time student
spent and interact with the tool and other stakeholders on the system; the more students gain.
Previous tools were focusing only on behavioral engagement, which leads to less impact on
student engagement. In SWET the selected features ensured to be had an impact on the three
dimensions of the engagement.
Conclusion
The proposed SWET tool is focusing on giving a novice programming student a comprehensive
tool; the focus on enhancing learning outcomes and student engagement with the technological
tool. Both outcomes support each to achieve the educational goals. The tool is developed based
on a solid theoretical foundation; that makes it capable to help novice programming students. As
the tool built to focus on novice students; make it support college or school level students. SWET
had been evaluated on first years' students at UUM. The results from both experiments were
promising. More researches recommended to further study the tool on different student levels and
different programming languages.
References
Cetin, I. (2020). Teaching Loops Concept through Visualization Construction. Informatics in
Education-An International Journal, 19(4), 589–609.
Ericson, B., Guzdial, M., & Morrison, B. (2015). Analysis of Interactive Features Designed to
Enhance Learning in an Ebook. Proceedings of the Eleventh Annual International
Conference on International Computing Education Research, 169–178.
https://doi.org/10.1145/2787622.2787731
Fouh, E., Karavirta, V., Breakiron, D. A., Hamouda, S., Hall, S., Naps, T., & Shaffer, C. (2014).
Design and architecture of an interactive eTextbook The OpenDSA system. Science of
Computer Programming, 88, 22–40. https://doi.org/10.1016/j.scico.2013.11.040
Rößling, G., & Velázquez-Iturbide, Á. (2009). Editorial: Program and Algorithm Visualization in
Education. Trans. Comput. Educ., 9(2), 8:1-8:6. https://doi.org/10.1145/1538234.1538235
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27
MASSIVE OPEN ONLINE COURSE (MOOC) ON OCEAN REMOTE SENSING
TOWARD CLIMATE RESILIENCE
Assoc. Prof. Dr. Nurul Hazrina Idris
1Geoscience and Digital Earth Centre, Research Institute for Sustainability and Environment,
Universiti Teknologi Malaysia, 81310, Johor Bahru, Malaysia
2Tropical Resource Mapping Research Group, Department of Geoinformation, Faculty of
Geoinformation and Real Estate, Universiti Teknologi Malaysia 81310, Johor Bahru, Malaysia
nurulhazrina@utm.my
Dr. Norhadija Darwin, Prof. Dr. Kasturi Dewi Kanniah, Dr. Norhakim Yusof
Department of Geoinformation, Faculty of Geoinformation
Faculty of Geoinformation and Real Estate, Universiti Teknologi Malaysia 81310, Johor Bahru,
Malaysia
norhadija2@utm.my, kasturi@utm.my, norhakim@utm.my
Dr. Gad Levy, Dr. Stefano Vignudelli, Prof. Dr. Min-An Lee, Dr. Nimit Kumar, Dr. Cara
Wilson, Dr. Abderrahim Bentamy, Dr. Jim Gower, Dr. Andrew Geiss, and Prof. Dr. Yi
Chang
Pan Ocean Remote Sensing (PORSEC Association)
Dr. Carlos Gabriel
Committee on Space Research (COSPAR)
Prof. Dr. Kevin Tansey
University of Leicester, the United Kingdom
Highlights: A virtual capacity building development (CBD) program on the Universiti Teknologi
Malaysia (UTM) Massive Open Online Course (MOOC) Open Learning platform had
successfully developed involving 13 modules presented on the pre-recorded videos; plus, a
student-mentorship program to foster active interactions between our experts and participants.
This particular CBD is the first of its kind supporting the university initiatives to foster the
Learning On-Demand and flexible education. The CBD theme focused on the ‘Ocean Remote
Sensing towards Climate Resilience’, for curating early-career scientists and students to benefit
from interactions and mentored, by the experts participating from all over the globe. Such
fostering of relationships will help young scientists develop scientific ideas, research projects and
papers.
Keywords: Remote Sensing; Oceans and Coastal; MOOC; Flexible Education; Learning
on Demand
Introduction
To support development in the maritime climate preparedness, one needs technology capable of
monitoring the oceans, marginal seas, and coastal areas thoroughly and systematically. Remote
sensing (RS) from space is unmatched in terms of spatiotemporal coverage. Remote Sensing
technology, along with in situ measurements, is essential for monitoring marine natural resources
& for assessing climate and human impacts in coastal areas, e.g., monitoring sea levels, coral
reefs, and marine utilization planning for various sectors of the economy such as tourism for
example. It is also crucial for monitoring and studying climate variability and change, biodiversity
``
28
and ecosystems, and changes in the atmospheric, marine, and coastal domains and their societal
impact.
A virtual capacity building development (CBD) program on the Universiti Teknologi Malaysia
(UTM) Massive Open Online Course (MOOC) Open Learning platform had successfully
developed involving 13 modules presented on the pre-recorded videos; plus, a student-mentorship
program to foster active interactions between our experts and participants. This particular CBD is
the first of its kind supporting the university initiatives to foster the Learning On-Demand and
flexible education. The CBD theme focused on the ‘Ocean Remote Sensing towards Climate
Resilience’, for curating early-career scientists and students to benefit from interactions and
mentored, by the experts participating from all over the globe. Such fostering of relationships will
help young scientists develop scientific ideas, research projects and papers.
The flexible learning was supported in various capacities by the Tropical Resource Mapping
Research Group of UTM, Pan Ocean Remote Sensing (PORSEC) Association, Centre of
Excellence of Geoscience and Digital Earth Centre (INSTEG, UTM), UTM MOOC, Asia Pacific
Network (APN) for Global Change, and Committee of Space Science Research (COSPAR).
The physical CBD tutorials have been a feature of past PORSECs since 2000 and have been found
to provide valuable interaction between senior professionals and researchers, early career
scientists and professionals, and students. Due to pandemic COVID-19, the physical CBD was
transformed to a digital and flexible learning. A total of 26 students from 8 countries of the Asia
enrolled to the virtual course. Participants were among the research students towards their
Master/PhD, and researcher/postdoctoral from the national/governmental institutions. Whereas,
honored instructors were from 8 countries across the continents.
Apart from the learning process via the pre-recorded videos, the student-mentorship relationships
between senior scientists and young scientists and students were encouraged. These relationships
help new scientists develop scientific ideas, research projects and papers, which becoming one of
our remarkable outcomes. It gives students and early-career scientists detailed practical examples
of remote sensing techniques used for monitoring the ocean-atmosphere system for research and
operations, and the ability to develop networks with other students and senior scientists.
Content
Please include as many of the following sections as possible in your paper, as relevant.
Description of your innovation / product development / design / process.
The Capacity Building Development (CBD) on Ocean Remote Sensing towards Climate
Resilience was innovated to work on the Open Learning Massive Open Online Course (MOOC)
Platform. The MOOC course consists of 13 modules that were prepared by 13 international
instructors worldwide. Each module contained pre-recorded videos, and assessments to measure
the student understanding. In addition to the 13 modules, the student-mentorship program had
added values to the course, where instructors became mentors to group of students and assist in
developing scientific ideas, research projects and papers.
Certificate of completion was awarded to participants who completed the following: 1) 100%
progress; 2) more than 80% of assessment marks; and 3) status of project submission (from
student-mentorship program).
What is the context or background of the innovation / product development / design / process?
Effective policies for sustenance of coastal countries can be devised from informed decisions, for
which, robust monitoring of oceans is a must. The persistent advancement of satellite remote
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29
sensing technology offers an array of parameters through which behavior of oceans can be
monitored and predicted. Undoubtedly, ocean remote sensing (ORS) has not only saved millions
of lives and assets in past few decades, the technology has led to the prosperity manifold. It is thus
imperative that the ORS will continue to guide the way for better management of our resources
and environment in the future. However, the best outcomes of the technology can only be achieved
through the continuous exchange of the know-how across the globe, especially to the rising
generation.
The physical CBD tutorials have been a feature of past PORSECs since 2000 and have been found
to provide valuable interaction between senior professionals and researchers, early career
scientists and professionals, and students. Due to pandemic COVID-19, the physical CBD was
transformed to a digital and flexible learning.
The course was designed with two important components: 1) teaching and learning materials
through pre-recorded videos and assessments; and 2) student-mentorship program. The instructors
are among the leading scientists and professors from reputable governmental agencies and
universities from Malaysia, United States, United Kingdom, France, Italy, Taiwan and Spain.
Why are they important to education?
The CDB course offers flexible learning and learning-on-demand. Remote sensing techniques are
very useful tools in the study of sustainability research, widely used in support to science-based
decision-making. During CDB, participants have an opportunity to learn new technical and
scientific approaches that have been used not only in the Asia-Pacific region but elsewhere, and
that can be used alongside modeling and other sources of in situ data towards decision making.
Please write any advantages of your innovation / product development / design / process
towards education and community.
developing capacity and providing participants with an opportunity to better understand issues
that are impacting the marine environment through application of remote sensing technology to
further understanding of Earth’s environmental processes such as climate variability, oceanic
hazards (e.g., sea rise; pollution effects).
offering flexible learning and learning-on-demand
Please add any commercial value in terms of marketability or profitability of your innovation /
product development / design / process if any.
Commercial value: yes
Course Fee: RM 320/pax
Acknowledgement
We thank PORSEC Association for the expert advice and contributions to the teaching materials,
Universiti Teknologi Malaysia (UTM) MOOC team for the technical assistance, the Asia Pacific
Network (APN) for Global Change Research for supporting the CBD program under the Capacity
Building Development program (CAPaBLE; Ref. CBA2020-08SY-Idris), and Committee of
Space Research (COSPAR) for the expert advice and support funding.
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30
References
PORSEC publishes a Bulletin 3 times per year, with news and articles on the association’s
activities. All can be accessed via https://porsec.nwra.com/bulletins. The following
Bulletins have final reports of previous CB courses:
Bulletin of the PORSEC Association Volume 1.1 (2007), Volume 3.1(2009), Volume 4.3 (2010),
Volume 6.3 (2012), Volume 8.3 (2014), Volume 10.3 (2016), Volume 12.3 (2018)
Selected other PORSEC publications are listed on the PORSEC website:
https://porsec.nwra.com/publications/
The Capacity building program is also described in:
Katsaros, K. B., G. Levy, A. Bentamy, S. King, J. F. R. Gower, and C. Wilson: TUTORIAL ON
REMOTE SENSING FOR CAPACITY BUILDING, Outreach and Broader Impacts
session, 26th Symposium on Education, Proceedings of The 97th AMS Annual Meeting,
Seattle, WA, January 22–26, 2017. American Meteorological Society (available on:
https://ams.confex.com/ams/97Annual/webprogram/Paper313965.html ).
Kumar, Nimit, Kristina B. Katsaros, Gad Levy, Stephanie King, and Cara Wilson, 2018: PORSEC
Activities - An Overview: Remote Sensing Tutorials For Capacity Building Across The
Globe. Programme Guide (p.16) and Book of Abstracts & Lead Articles (p. 159), The
Second International Symposium Remote Sensing for Ecosystem Analysis and Fisheries.
Societal Applications in Fisheries and Aquaculture using Remote Sensing Imagery. January
15 to 17 Kochi, India. ISBN: 978-93-82263-19-7
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WHAT MOTIVATES USE OF ABSTRACT ALGEBRA MOBILE E-BOOK?
Malathi Letchumanan
Institute for Mathematical Research, Universiti Putra Malaysia
43400, Serdang, Selangor
malathi@upm.edu.my
Highlights: This study investigates the use of Abstract Algebra mobile e-book by university
mathematics students. The Abstract Algebra mobile e-book could be accessed via all types of
hand-held mobile devices. It is available in PDF format. It has many built-in-features such as
highlight, underline, search, bookmark, annotate and learning mode changer. A study to
understand the factors that motivates the use of Abstract Algebra mobile e-book shows utilitarian,
cognitive affective, social norm and content quality motivates its use among university
mathematics students.
Key words: utilitarian; cognitive; affective; interview; qualitative; algebra
Introduction
Industry Revolution 4.0 (IR 4.0) demands the higher learning institutions around the world to
integrate technology meaningfully in their academic context. Mobile e-book is one of the
technologies that is expected to fulfill the need of the current digital learners. Mobile e-book is
the e-book which is accessed and read via hand-held mobile devices such as tablets and
smartphones. Lai and Ulhas (2012) Parsons (2014) and Weisberg (2011) reported that higher
learning institution students from the field of business and management, engineering and medicine
prefer to use e-book. However, mathematics graduates responded negatively to the use of e-books
(Letchumanan & Tarmizi, 2011; Littman & Connaway, 2004). Those mathematics graduates who
read e-books mostly read e-books via e-readers, computers and laptops instead of handheld mobile
devices (Pinto, Pouliot & Cordón-García, 2014). This shows that mathematics mobile e-books are
underutilised although the facilities are readily available. Furthermore, past studies showed that
many studies have investigated university students’ experience of reading academic e-books via
e-readers, computers and laptops (Anuradha & Usha, 2006; Lai & Chang, 2011). Nonetheless,
there is a limited research on the students’ experience of reading mobile e-books. Therefore, this
study aims to understand the factors that motivate use of mobile e-books among mathematics
postgraduate students in Malaysia.
This study employed qualitative case study approach. Eight mathematics postgraduate students
from a local public university in Klang Valley, Malaysia participated in this study. These
participants mostly were using mobile e-book that were freely provided by the university library.
The participants mainly referred to mobile e-book entitled Abstract Algebra and other mobile e-
books that related to algebra. The Abstract Algebra mobile e-book used by the participants is
offered in PDF version. It has many built-in features such as bookmark, search, highlight, and
underline and annotate. The mobile e-book has 657 pages with 27 chapters. It has a very simple
design with white background and black text. The content consists of text, formulas, diagrams,
graphs, and tables. It has a table of contents on the front part of the book and index at the back.
This mobile e-book gave detail description of the abstract algebra fundamental concepts and
supported with extensive exercises at the end of each chapter. The exercises basically test the
students’ analytical skills, problem solving skills and computational skills.
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32
Data of this study were collected via semi-structured face-to-face interview and non-participant
observation. Collected data were analysed in terms of constant comparative method in NVivo 11
software. The findings show that there were five categories of the factors, namely utilitarian,
cognitive, affective, social norm and content quality motivates the use of mobile e-book among
the participants. Utilitarian factors include reasons such as convenient, ease of use and low-priced.
Meanwhile, cognitive factors explain the positive learning outcomes produced using mobile e-
book. In addition to that, affective factors refer to the attractive, fun and pleasure learning
environment produced when using the mobile e-book. Meanwhile, social norm factor justifies that
recommendation from the trusted parties such as lecturers and peers may also encourage the use
of mobile e-book. Finally, content quality factor such as precise, clear and understandable mobile
e-book content also influence its use.
When the Covid-19 pandemic swept across the world in 2020, schools and higher learning
institutions were closed, and education was moved to students’ homes. Thus, digital technology
such as mobile e-book enables the students to have access to sufficient learning resources at all
the time. Use of mobile e-book enables the students to collaborate and exchange their learning
resources that can result in positive cognitive outcome. The study also shows that use of mobile
e-book provides exciting and pleasure learning environment. Thus, investigating the factors that
encourage use of mobile e-book enables the university management to understand the reasons that
motivate the use of mobile e-book and implement the policy of using mobile e-book as one of
option at the university level. Finally, this study can provide the commercial value to the higher
learning institutions to use mobile e-book technologies widely as it clarifies to the university
management the advantages of using mobile e-book in the selected academic context and ability
of the mobile e-book to offer learning content at anytime from anywhere.
References
Anuradha, K. T., & Usha, H. S. (2006). Use of e‐books in an academic and research
environment. Program. 40 (1), 48-62
Lai, J. Y., & Chang, C. Y. (2011). User attitudes toward dedicated e‐book readers for reading:
The effects of convenience, compatibility and media richness. Online information review.
28 (5), 809 – 826
Lai, J. Y., & Ulhas, K. R. (2012). Understanding acceptance of dedicated e‐textbook applications
for learning. The electronic library. 30 (3), 321-338.
Letchumanan, M., & Tarmizi, R. A. (2011). E‐book utilization among mathematics students of
Universiti Putra Malaysia (UPM). Library Hi Tech. 29(1), 109-121
Littman, J., & Connaway, L. S. (2004). A circulation analysis of print books and e-books in on
academic research library. Library resources and technical services, 48(4), 256-262.
Parsons, K. M. (2014). What are they thinking? dental assisting students' feelings about e-
books. TechTrends, 58(2), 78-86.
Pinto, M., Pouliot, C., & Cordón-García, J. A. (2014). E-book reading among Spanish university
students. The electronic library. 23 (4), 473 – 492
Weisberg, M. (2011). Student attitudes and behaviors towards digital textbooks. Publishing
research quarterly, 27(2), 188-196.
.
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33
MYCIKGU SYSTEM APPLICATION (A Preschool Recording System)
Nur Irdina Iwani Binti Mohd Salwira
Universiti Kuala Lumpur (Unikl), Bandar Wawasan, Kuala Lumpur
Nurirdinaiwani5028@Gmail.Com
Ts Dr Farahwahida Binti Mohd
Universiti Kuala Lumpur (Unikl), Bandar Wawasan, Kuala Lumpur
Farahwahidam@Unikl.Edu.My
Highlights: This project is MyCikgu System Application. It is to develop a new preschool
recording system to replace the old system which include the National Preschool Assessment
Instrument (Instrumen Pentaksiran Prasekolah Kebangsaan). The old recording system which
currently in used is through Microsoft Excel. MyCikgu system also helps to record and document
the result and information of the preschool student. The system will also give benefits for parents
so they can view their children’s result and assessment.
Key words: web-based system, preschool, online, teachers, instruments, parents.
Introduction
Preschool Education is a program that provides learning experiences for children aged 4 to 6
years for a period of one year or more before entering Year One in primary school. The aim is to
develop the potential of children comprehensively and integrated in physical, emotional, spiritual,
intellectual, and social aspects through a safe, nurturing learning environment as well as fun,
creative and meaningful activities. This is to improve skills, instill confidence and form a positive
self-concept in children so that they succeed in the existing environment and are ready to address
the challenges and responsibilities in primary school. Assessment is important in ensuring
effectiveness curriculum implementation in schools using a variety of approaches and methods
which is assessment for learning, assessment as learning and assessment of learning.
As a preschool teacher, the track record is very important as evidence of doing assessment. They
need to identify the number of learning standards (LS) to be taught and identify the achievement
of student skills. It will be a data support for the issues in strategic planning and construct and
plan interventions based on record analysis. The importance of the data already recorded is that it
can be shared for use during the year for teacher reference and they can plan schoolwork and
enrichment training more focused. So, it is very important for teachers to record data accurately
and perfectly.
Data recording is the process of recording the development of student learning after the teacher
perform assessment in teaching and learning (T&L). The level of learning is determined after the
teacher performs the T&L and the teacher records the level of learning using a recording template
according to the subject by using the Microsoft (MS) Excel software provided. There has shown
difficulty for teachers to fill in student achievement assessment information in excel because it is
important to mark each learning standard and skills that students do manually.
Two major issues can obstruct early childhood educators' ability to use data to make informed
decisions. The first is a limited number of studies on the best ways to use data in early childhood
education. The second issue is a lack of capacity among preschool programs to collect data and
use the information to make decisions. The research fills in the gaps in the understanding on the
types of data that administrators and teachers obtained on early learning outcomes, dosage (the
``
34
amount of time children spends in early childhood education programs), and classroom quality;
how data is used; and the difficulties they encountered in gathering and using data.
MyCikgu is a web-based system application for Prasekolah teachers to fill the online recording
result and information for preschool students according to the subjects and instruments learned.
The system will make it easier for preschool teachers to record and identify their student
achievement without need to fill the data manually. Basic information such as student name,
school, class, teacher name and students according to the classes taught in the reporting template
by subject will be automatically updated in the system. Teachers will record the level of learning
mastered by students according to content standards and learning standards that are already
provided more easily and not manually. They only need to choose which level of student learning
is at and the information will be updated in the system and in the database automatically. This
study is based on problem arise around Johor.
Content
MyCikgu System Application
It is a web-based system for government preschool teachers to fill the online recording result and
information for preschool students according to the subjects and instruments learned. It is also for
teachers to fill the National Preschool Assessment Instrument (Instrumen Pentaksiran Prasekolah
Kebangsaan) and the main reason is to renew the recording system currently in use which is
through a Microsoft Excel template. The system also has function for parents to discover and
observe their children and understanding better in terms of knowledge.
Background of the system
Based on the above, this project proposes a method and develop new online recording system,
MyCikgu System Application. The system would make it easier for preschool teachers to monitor
and classify their students' progress without having to manually fill out forms. The system will
automatically update basic information such as student name, school, class, teacher name, and
students according to the classes taught in the reporting template by subject. Teachers can record
the level of learning mastered by students based on content and learning requirements that are
already presented in a more automated and less time-consuming manner. They just need to choose
the student's learning level, and the details will be automatically updated in the system and
database. This research is focused on a problem that has arisen in Johor.
The study aims to investigate and solve problems of filling in the report assessment data of
Preschool students among preschool teachers in Johor. The study includes the use of any handheld
device for the system to be built which is a mobile-friendly system application for MyCikgu. To
accomplish the aim for the system, a few scopes have been outlined.
User Scope
The user involved in this system are:
Teacher: Preschool teacher who need to fill students’ assessment report.
Parents: The caregiver of the Preschool student who want to receive their kid’s report.
Admin: Employees that need to collect the teacher’s report update.
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35
Function Scope
The main function is to facilitate the process of giving and receiving reports of Preschool students.
The system will be in Bahasa Malaysia like the current existing template which is the Ms Excel.
The study includes the use of Visual Studio Code and the application will be web-based and
mobile friendly system. The platform for database is MySQL database. The detailed functions are
based on the user scope, as follows:
Teacher
Edit and update students’ data.
View students’ lists and full report.
Send notifications through Email or SMS (WhatsApp).
Print out whole result.
Parents
View their kids result for each component.
Receive notifications of Student’s report.
Print out the result.
Admin
Check percentage of update status.
View list of teachers o send reminder or notification.
Add new teacher view teacher’s list.
Development Tools
MyCikgu System Application developed in Visual Studio Code. VS Code is a simplified code
editor with support for operations such as debugging, task running, and version control creation.
This involved the use of PHP. PHP is a recursive acronym for "PHP: Hypertext Pre-processor."
PHP is a scripting language on the server side that is embedded in HTML. Dynamic content,
databases, session tracking, and even the creation of entire e-commerce sites are managed.
Next, the use of MySQL, it is a relational database management system based on SQL which is a
Structured Query Language. The programme is used for a wide variety of purposes, including
applications for data warehousing, e-commerce, and logging. The most common use of MySQL
is for the purposes of a web database. Plus, the localhost for the system development is XAMPP.
XAMPP is a free and opensource cross-platform web server solution stack package developed by
Apache Friends, consisting mainly of the Apache HTTP Server, MariaDB database, and
interpreters for scripts written in the PHP and Perl programming languages.
Importance of the system
The method of observing children's actions or behavior over time is known as observation in early
childhood education. Educators may see trends and prepare age-appropriate activities, gain insight
into how a child thinks about the world and provide resources for educators to improve the
environment and foster growth and development through meaningful and thorough
documentation. When a teacher takes a step back and studies a child in their care, they will gain
a deeper understanding of the child's strengths and weaknesses. Educators' programming can help
change the environment and promote learning by using observations. Teachers want to encourage
growth and development of skills in all areas to help the child grow. Bringing this knowledge
back to parents and communicating with them individually to ensure that the child is encouraged
both at home and in the classroom is the importance of the observation.
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36
Advantages of the system
To strengthen the proposed method, the results from the analysis will be used. There are two
existing system, MS Excel template and Oregon Statewide Assessment System that have been
considered. Table 1 indicates the contrast between the current system and the proposed system.
Table 1: Comparison of the existing system
The findings of the study will reduce the problem of waste of time for preschool teachers. Most
of them are elderly and possibly married. Time constraints are the main cause that teachers face
while filling in student performance data. They need something that can help them save time so
that they can do other work besides just having to face this data filling process.
So, this MyCikgu application can help them reduce the time wasted in the process of filling out
student performance data and they do not have to face data refilling problems. They no longer
must deal with data problems that are not as requested by their superiors. So, this application will
standardize all the data that needs to be filled. No more corrupt data problems and it will be easy
to fill.
Lastly, these findings will study the effectiveness of using online applications. The data they have
filled will be automatically updated in the school data system. They can correct some data without
having to refill all the data. The filling process will be easier with step by step without the need
for special classes to learn even the learning process is not so complicated.
By having this project, it will bring significant impact to the user, which is to the Teacher, Admin
and Parents. Besides, it will improve the school reporting process and ensure the efficiency in the
assessment reporting.
Commercial Value
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The revenue streams are through subscription services which will keep a percentage on the
financing obtained by the used of system application. Possibility on selling the system application
especially to Kementerian Pelajaran Malaysia or sell it to any school who interested. This will
rely on the profits coming from the sellable applications.
In terms of marketing, video marketing is the most engaging form of digital marketing because it
can capture a user's attention in the shortest amount of time. Create interesting and witty animated
videos to attract users to use this system. Simple informational explainer videos that focus on the
features rather than obvious exaggeration are also efficient. It is important to have a presence on
at least LinkedIn, Facebook, and Instagram. Since most teachers are on Facebook, the framework
is well suited for promotion through the social media platform. Other than that, by simply use the
PPC (Pay Per Click) ads or Google ads on Search engine will totally boost the system and help to
increase the sales.
Acknowledgement
We are deeply appreciating the Supervisor for the support and encouragement to make the
research successful. We are grateful for the insightful comments from the Supervisor and
respondent for their time to complete the questionnaire survey.
References
Alarcón-Rubio, D., Sánchez-Medina, J. A., & Prieto-García, J. R. (2014). Executive function
and verbal self-regulation in childhood: Developmental linkages between partially
internalized private speech and cognitive flexibility. Early Childhood Research Quarterly,
29(2), 95-105. doi: 10.1016/j.ecresq.2013.11.002
Assessments. Washington, DC: National Education Goals Panel.Dunphy, E. (2010).
Assessing early learning through formative assessment: key issues and considerations. Irish
Educational Studies, 29(1), 41–56. doi:10.1080/03323310903522685 The link to the article:
http://dx.doi.org/10.1080/03323310903522685
Gettinger, M. Development and Implementation of a Performance-Monitoring System for Early
Childhood Education. Early Childhood Education Journal 29, 9–15 (2001).
https://doi.org/10.1023/A:1011300704990 Importance of Monitoring Assessment Record
keeping and Reporting. (n.d.). Retrieved November 12, 2020, from
https://www.ukessays.com/essays/education/importanceof-monitoring-assessment-record-
keeping-and-reporting-education-essay.php
Jordan, B. 2009. Scaffolding learning and co-constructing understandings understanding. In Early
childhood education: Society and culture, ed. A. Anning, J. Cullen, and M.
Fleer, 3142. London: Sage Publication
https://www.academia.edu/7140413/Co_constuction_in_early_childhood_education
Kualaketil, S. (n.d.). MANUAL PENGGUNAAN IPPK 2017 (1). Retrieved November 12, 2020,
from https://www.academia.edu/34026796/MANUAL_PENGGUNAAN_IPPK_2017_1_
Paul Black & Dylan Wiliam (2018): Classroom assessment and pedagogy, Assessment in
Education: Principles, Policy & Practice, DOI: 10.1080/0969594X.2018.1441807 To link
to this article: https://doi.org/10.1080/0969594X.2018.1441807
MacNaughton, G., & Williams, G. (2009). Techniques for teaching young children:Choices for
theory and practise (3 ed.). Frenchs Forest, Australia: Pearson.
Manual Penggunaan Ippk Offline. (n.d.). Retrieved November 12, 2020, from
https://pdfslide.net/documents/manual-penggunaan-ippk-offline.html
Pianta, R., Downer, J., & Hamre, B. (2016). Quality in Early Education Classrooms: Definitions,
Gaps, and Systems. The Future of Children, 26(2), 119-137. Retrieved August 7, 2020, from
www.jstor.org/stable/43940584
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Shepard, L., S. Kagan, and E. Wurtz. 1998. Principles and recommendations for earlychildhood.
(n.d.). Retrieved November 12, 2020, from https://study.com/academy/lesson/the-importance-of-
assessment-in-education.
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DEVELOPING MALAYSIAN-BASED FINANCIAL LITERACY CYBERGOGY
MODEL TO PROMOTE HUMAN VALUES AND PRACTICES AMONG SECONDARY
SCHOOL STUDENTS
Khoo Yin Yin
Universiti Pendidikan Sultan Idris
khoo@fpe.upsi.edu.my
Rohaila Yusof, Stanley Yap Peng Lok, Zainizam Zakariya, Mohd Asri Mohd Noor
Universiti Pendidikan Sultan Idris
Highlights: This study main objective was to develop a new Malaysian-Based financial literacy
model that integrated instructional, ICT that engage learning online known as cybergogy. A
mobile web named Finlite that consisted of economics notes, videos that integrated financial
literacy and human values with Malaysian-based real world learning experience, quiz, financial
literacy quiz, financial calculator and feedback was an innovative product of this study. A unique
financial calculator was specially designed for secondary school students. The videos also tailored
to secondary school students which incorporated Form 4 economics curriculum and financial
literacy.
Keywords: Cybergogy, Financial literacy, secondary school students, Finlite mobile
web, Economics curriculum, videos.
Introduction
Malaysians consider themselves good in financial literacy, however they are unaware that they
are financially illiterate (Murugiah, 2016; Mohd. Samsuri, Iiyani & Siti Aishah, 2017). Moreover,
financial literacy is seldom discussed among the young generation (Mohd Samsuri, et al., 2017).
The young generation has not realised the importance of financial literacy (Yahaya, Zainol,
Abidin, & Ismail, 2019), and most of them are materialistic. Their spending behaviour has been
influenced by materialistic media messages from the internet (Abdul Adzis, Abu Bakar, & Kadir
@ Shahar, 2017). In other words, the young generation lack human values, and the electronic
media easily influence them.
School teachers always complain about the burden of their workload. Most of them are
examination-oriented because school students need to sit for the public examination, Sijil
Peperiksaan Malaysia or the Malaysian Certificate of Education (Ministry of Education, 2013).
As a result, most teachers are busy preparing the students for the examination by doing all types
of exercises rather than instilling any moral values. Even though the students study the value of
moderation, making decisions and problem-solving beginning 2017 (Vishalache, 2016, June 19),
but financial literacy is only a small segment of the value of moderation taught. Teachers teach
the values and monitor the students' conduct through their daily school behaviours, but not how
much money they spend. However, how can the teachers have extra time to monitor students'
behaviour, especially in spending and saving behaviours? The best way is to cultivate the students'
self-control of their own expenditure.
Moreover, the scope of human values such as accountability, decision making, and ability to
overcome obstacles is wider than moral values, and the teachers do not have time to instil these
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values in the lesson. Financial literacy is growing importance in development and developing
countries (Mohd Abdullah & Nur Atiqah, 2018; Abdul Halim & Curugan, 2016). Therefore,
instilling the basic knowledge of financial literacy is workable. Since students are attracted
closely to new technology, the learning new possibilities are easy to create with the advancement
of ICT (Anelka Aziz, 2018). An integration of technology into the teaching of financial literacy
can promote students' learning interest which is in line with Malaysia Education Blueprint 2013
2023 (Ministry of Education Malaysia, 2013) and Education 4.0. On the other hand, online
learning has an emerging trend to provide increased interaction and engagement in secondary
school education. Most importantly, a proper cybergogy model can be designed for the school
students who are financially illiterate in Malaysia. This study aims to develop a financial literacy
cybergogy model to promote human values, practices, and accountability among secondary school
students.
Content
Finlite development
This study consisted of two phases. The first phase included the development of the model,
questionnaire, learning activities, Finlite and fieldwork in testing the functionality of the Finlite.
The model was developed based on Theory Planned Behaviour (Ajen, 1991) and Mayer
Multimedia Theory (Mayer, 1984) the second phase examined the effectiveness of Finlite. This
phrase also will examine the effect Finlite to promote financial literacy among students.
Phase 1
This stage involved the development of the model, questionnaire, learning activities and Finlite.
The development of Finlite frameworks built to save time, reduce cost and be more computable.
The quality of the mobile application becomes the major concern of this phase. Experts in the
related field provided comments and supervise the progress of the development of the Finlite
from time to time.
The prior fieldwork for testing the mobile application's functionality, pilot testing was run
among 30 students before employing the actual fieldwork. Before the fieldwork, the speed of the
internet connection of the school needs to be checked. A total of 50 students in one secondary
school of Form 4 students in Perak were employed as samples in this stage. Samples will be
selected by using the purposive sampling method. The content of the Finlite was verified by the
Malaysian Financial Planning Council and one school expert teacher; whereas, this apps
conducted the heuristic evaluation.
Phase 2
The questionnaire has been administered to 327 secondary school students after they used
Finlite for eight weeks. The Structural Equation Modelling Method has been selected to validate
the model. A follow-up interview with eight students conducted in this stage.
Context of Innovation
Simple, user-friendly with the elements of videos that integrated economics curriculum and
financial literacy are innovation contexts. It also has a financial calculator that is specially
designed for secondary school students.
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Cybergogy learning model, a new learning theory, Finlite mobile web and a set of questionnaire
becomes the novelty of this study. This study also benefits people to become self-sufficient and
achieve financial stability.
Finlite is important to Education in term of:
The content of this Finlite in line with the current secondary school economics syllabus and
examination.
Can use as teaching aids, group learning activities, self directed learning tools because every story
comes with assessment questions.
It suits to current online learning trend or face-to-face learning context.
Exposes students to a cybergogy learning model.
Exposes students to Finlite mobile web that have financial calculator that specially design for
students.
instil students to have values needed in financial literacy
Provide an effective learning experience to students using videos that incorporated financial
literacy into the curriculum.
Advantage of Community and society
To promote financial awareness among users.
To cultivate Malaysian citizens with values and good practices of financial literacy.
To build sense of accountability.
Environmental friendliness with 3R concept (reduce-reuse-recycle).
Commercial value
This app has registered in Commercialisation unit, UPSI
The secondary product- Book “Kaedah Pembelajaran Abad ke 21” has launched on Dec, 2021
To promote and market this learning method to other educational institutions
Copyright
Acknowledgement
This research is part of the Fundamental Research Grant Scheme
(FRGS/1/2019/SS08/UPSI/02/03) awarded by the Ministry of Education, Malaysia. The authors
would like to extend their gratitude to Universiti Pendidikan Sultan Idris (UPSI) that helped to
manage the grant and thank all the students who participated in the study.
References
Abdul Adzis, A., Abu Bakar, J., & Kadir @ Shahar, H. (2017). Factors influencing young
adults' debt in Malaysia. Journal of Business & Retail Management Research, 12 (1), 76-85.
Abdul Halim, M. & Curigan, A. A. M. (2016). Financial Education Program for Early Childhood
Education. International Journal of Academic Research in Business and Social Sciences,
6(12), 113-120.
Ministry of Education, Malaysia (1983). Moral education syllabus for primary school
``
42
Malaysia. Kuala Lumpur: Curriculum Development Centre.
Ministry of Education (2013). Malaysia Education Blueprint 2013-2015. Kuala Lumpur
Mohd Abdullah , Nur Atiqah (2018). Financial Literacy and Behavioral of Micro Entrepreneur in
The Northen Peninsula of Malaysia. Management Research Journal, Vol. 8, No. 1, 244 –
259.
Mohd Samsuri, G., Iiyani, A., & Siti Aishah, M. (2017). Personal financial literacy among high
school students in Raub Pahang, Malaysia. Journal of Engineering and Applied Sciences,
12(9), 2280-2284.
Murugiah, L. (2016). The level of understanding and strategies to enhance financial literacy
among Malaysian. International Journal Economic Financial Issues, 6, 130-139.
Perle,J. G. (2016). Teacher- Provided Positive to Improve Student Behaviour. Teaching
Exceptional Children, 48 (5), 250-257.
Vishalache Balakrishnan. (2016, June 19). Transforming moral education. The Star.
Retrieved from https://www.thestar.com.my/news/education/2016/06/19/ transforming-moral-
education/
Yahaya, R., Zainol, Z., Abidin, J. H. O. @ Z., & Ismail, R. (2019). The Effect of Financial
Knowledge and Financial Attitudes on Financial Behavior among University Students.
International Journal of Academic Research in Business and Social Sciences, 9(8), 22–32
``
43
M-LEARNING: USING TELEGRAM TO ENGAGE AND GAMIFY ESP LEARNING
Lena Ramamurthy
English Language Department, Centre for Language Studies and Generic Development,
University Malaysia Kelantan,
Malaysia
lena@umk.edu.my
Syakirah Shafien, Noor Syamimie Mohd Nawi, Nik Ahmad Farhan Nik Azim
English Language Department, Centre for Language Studies and Generic Development,
University Malaysia Kelantan,
Malaysia
syakirah.s@umk.edu.my, syamimie.mn@umk.edu.my, farhan.na@umk.edu.my
Highlights: The advent of smartphone is surging through all spheres of life, especially among
the young adults. The use of smartphone is no doubt revolutionising the field of education as
well. Knowing the fact that social messaging application has become part and parcel of the young
adults’ life, integrating Telegram into ESP learning is of great importance. Incorporate the use
of Telegram in ESP learning is said to be a valuable extension of traditional ESP learning
methods and also to leverage the advantages in ESP learning.
Key words: M-Learning, Telegram, ESP learning, Mobile learning, blended learning
Introduction
In this digital era, the educational needs of the growing populations can hardly be met in a
traditional classroom environment. Therefore, we are moving forward from a traditional way of
teaching and learning to a new and improved media to serve special needs of the learners. Mobile
learning is not something new in Malaysia. Mobile learning a.k.a m-Learning according to
Parsons & Ryu (2006), can be defined as the delivery of learning content to learners utilising
mobile computing devices. Quinn (2000) defines m-learning as an extension of e-learning
happening through mobile devices. On top of that, m-Learning in education is even more flexible
than previous e- Learning applications (Georgiev, Georgieva, & Trajkovski, 2006). Such method
has now evolved from using desktop to laptop, tablets and currently smartphones. Recognition
of the rapid proliferation of smartphones and the emergence of countless number of social
messaging mobile applications today, we realise the needs of combining the use of mobile
applications in English for Specific Purposes (ESP) learning. This is especially essential among
the young adults in which smartphones and social messaging applications have become part and
parcel in their daily life. Among all the social messaging applications, Telegram has been chosen
as a platform to engage and gamify ESP learning among the young adults.
As a cloud-based app, Telegram users can exchange videos, pictures, audio or any file stored
without taking any space in their mobile devices (Ghobadi & Taki, 2018; Abbasi & Behjat, 2016;
Serostanova, 2014) with a focus on security and speed at the same time. Apart from the
aforementioned advantages, Telegram channel can accommodate unlimited number of members.
Telegram also supports multi-platform, such as Androids, ios, windows phone, windows pc, Mac
``
44
os, Linux os and any browser. These significant features have made Telegram a useful platform
for ESP learning.
Apat from that, ample of empirical studies have shed light on the use of Telegram in particular,
is effective in teaching and learning English language (Heidari-shahreza & Khodarahmi, 2018;
Xodabande, 2017), and also in acquiring and improving English language skills, including
reading comprehension ability (Naderi & Akrami, 2018), vocabulary (Ghobadi & Taki, 2018),
writing skill (Aghajani & Adloo, 2018), speaking skill (Setiawan & Wahyuni 2017; Xodabande,
2017) and also pronunciation (Xoddabande, 2017).
The Telegram channel (English for Biz Comm) created is aimed at helping the ESP learners to
enhance and improve their ESP skills through a set of engaging activities and games which can
eventually motivate and encourage the ESP learners in their learning. While the Telegram
Chatroom (Super Biz Chatroom) enables these ESP learners to pose their questions and
comments. Such function in the chatroom helps the shy and introvert learners who often avoid
to participate in face-to-face learning to express themselves and share their ideas and thoughts
with others in a less stressful atmosphere (McQuiggan, Kosturko, McQuiggan, & Sabourin,
2015). Cooperative learning can be seen at this stage. The ESP instructors (the administratives)
can also have more interactivity with the learners and this can help to develop an active learning
environment (Hutchison, Beschorner, & Schmidt-Crawford, 2012).
Basically, the use of Telegram app in ESP learning can help the ESP learners to expand and
encourage their ESP knowledge and also experience. The ESP learners can engage in a fun and
interactive activities by joining the Telegram Channel and Telegram Chatroom. Besides that, it
helps them to learn by examples and achieve better understanding of the subject content. All
these can help to produce world-sensing generations who are future competent.
The innovation of this project is at its best in enhancing and developing a unique, interactive and
creative way of ESP teaching and learning. The Gold Medal won (Creative & Innovative
Carnival 2019) have further proven that this breakthrough is no doubt a trustworthy and quality
guaranteed product. Moreover, the publication of this project is supported by Faculty for
Languages Studies and Generic Development (FBI), Universiti Malaysia Kelantan. After the
pilot testing and competition, this project has been fine-tuned for the benefits of ESP teaching
and learning. Most importantly, this project is also designed based on the needs analysis of the
ESP learners. The results gained from the needs analysis have indicated that a majority of the
learners choose to have technology and interactive activities integrated into ESP learning (R.
Lena, S. Syakirah and M.N. Noor Syamimie, 2019). The aim of this innovation is not just to
introduce the idea of integrating Telegram app in ESP teaching and learning process in a larger
scale via mobile learning, but also to optimise the use of technology in ESP teaching and learning
for future sustainability. This innovation is hoped to stimulate the education revolution from
conventional teaching and learning towards the digital technology engagement.
Acknowledgement
This project was supported by Faculty for Languages Studies and Generic Development (FBI)
and Centre for Academic Excellence and Development (PKPA), Universiti Malaysia Kelantan.
Special appreciation and thanks to all who have directly or indirectly contributed in this great
work.
``
45
References
Abbasi, Moghtada&Hashemi, Masoud. (2013). The impact/s of Using Mobile Phone on English
Language Vocabulary Retention.
International Research Journal of Applied and Basic Sciences. 4 (3), 541-547.
Aghajani, M. & Adloo, M. (2018). The Effec of Online Cooperative Learning on Students’
Writing Skills and Attitudes through Telegram Application. International Journal of
Instruction. 11 (3). 433-448. E-ISSN: 1308-1470.
Alkhezzi F., & Al-Dousari W. (2016). The Impact of Mobile Learning on ESP Learners’
Performance. Retrieved from
Alkhezzi, Fahad & Al-Dousari, Wadha. (2016). The Impact of Mobile Learning on ESP Learners'
Performance. The Journal of Educators Online. 13. 73-101. 10.9743/JEO.2016.2.4.
Caballé, S., Xhafa, F., & Barolli, L. (2010). Using mobile devices to support online collaborative
learning. Mobile Information Systems, 6(1),27-47.
https://www.researchgate.net/publication/305546442_The_Impact_of_Mobile_Learning_o
n_ESP_Learners%27_Performance
Inozu, J., Sahinkarakas, S., & Yumru, H. (2010). The nature of language learning experiences
beyond the classroom and its learning outcomes. US-China Foreign Language, 8, 14–21.
Muhammed, A. Azad. (2014). The Impact of Mobiles on Language Learning on the Part of
English Foreign Language (EFL) University Students. Paper presented at the Global
Conference on Linguistics an Foreign Language Teaching LINELT 2014.
Murugiah, S. (2018). The effectiveness of social media network Telegram in teaching English
language pronunciation to Malaysian EFL learners. Proceedings of International
Conference on The Future of Education IConFEd.
Ramamurthy Lena, Syakirah Shafien, and Mohamad Nawi Noor Syamimie (2019). An Action
Research Study on Issues and Challenges in ESP Speaking Practice of Undergraduates’ Self
Learning Time.
Ramamurthy Lena, Syakirah Shafien, and Mohamad Nawi Noor Syamimie (2021). Telegram:
Survivor Escapism for Low-bandwidth Learners. Book chapter in 1st eTeLic 2020, UMK.
Ramamurthy Lena, Syakirah Shafien, and Mohamad Nawi Noor Syamimie (2019). Students
Response to Using Telegram in Speaking Practice During Self Learning Time. Proceedings
of the 1st International Language, Culture and Education Conference 2019. “Language,
Culture and Education as Gateways to New World Paradigm”. 307-314. eISBN 978-967-
17258-2-5.
Vokhidova Nargiza, and Akobirov Feruz (2018) A New Generation of English Learners:
Telegram App Users/ NELTA ELT Forum. Retrived from
https://neltaeltforum.wordpress.com/2018/01/07/a-new-generation-of-english-learners-
telegram-app-users/
Xodabande I. (2017). The Effectiveness of Social Media network Telegram in Teaching English
Language pronunciation to Iranian EFL Learners. Cogent Education, Volume 4, 2017-Issue
1, retrieved from http://www.tandfonline.com/doi/full/10.1080/2331186X. 2017.1347081
Zarei, Roya & Heidari Darani, Laya & Ameri-Golestan, Ahmad. (2017). Effect of Telegram
Application on Iranian Advanced EFL Learners' Vocabulary Knowledge and Attitude.
International Journal of Foreign Language Teaching and Research. 5. 96-109.
46
TELEGRAM: SURVIVOR ESCAPISM FOR LOW-BANDWIDTH LEARNERS
Lena Ramamurthy
English Language Department, Faculty for Language Studies and Generic Development,
University Malaysia Kelantan
lena@umk.edu.my
Syakirah Shafien, Noor Syamimie Mohd Nawi, Nik Ahmad Farhan Nik Azim
English Language Department, Faculty for Language Studies and Generic Development,
University Malaysia Kelantan
syakirah.s@umk.edu.my, syamimie.mn@umk.edu.my, farhan.na@umk.edu.my
Highlights: Online teaching and learning has become a new norm in this era especially during the
outbreak of Covid-19. With the implementation of Movement Control Order (MCO) in Malaysia,
lessons are all moved online as all government and private educational institutions are urged to
close. For Universiti Malaysia Kelantan (UMK), all teaching and learning are made online by
using the LMS E-Campus platform. However, this has caused some challenges in teaching and
learning when there are bandwidth constraints among the learners. To help the low-bandwidth
learners, Telegram app is fully utilised among this group in teaching and learning during the
pandemic.
Key words: Telegram, Low-bandwidth learners, Covid-19, online teaching and learning
Introduction
Year 2020 has marked a hard year for countries across the world. Malaysia started its
implementation of Movement Control Order (MCO) on 18th March 2020 as a move for
containment of Covid-19. Many industries are closed and activities are restricted. As a result,
lessons have to move online due to the closure of all government and private educational
institutions.
For higher education, Universiti Malaysia Kelantan (UMK) per say, online teaching and learning
has been im- plemented since 14th April 2020 with the formal announcement from the authority.
LMS E-Campus is used as a formal platform for all online lessons as all students are back in their
homes. However, such new trend has caused some challenges not just for the educators, but also
the students. When students are out of campus, they have no more robust wired and wireless
networks. The most critical issue faced by the local and international students is the prob- lem of
low-bandwidth, especially those who stay at the remote area. Bandwidth constraint is always an
obstacle for these group of learners. Apart from internet accessibility due to staying at the remote
area, weather and limited data plan are also other problems that cause low-bandwidth among the
students. Existing E-Campus page con- sumes a lot of time and data to load. Although with the
effort of 1GB free data plan sponsored by the government, still, these group of students are having
hard times using E-Campus for their online learning.
In order to cater low-bandwidth problems among the students, Telegram app is introduced as an
emergency and an alternative to replace E-Campus. Telegram app is used considering all students
nowadays are equipped with smartphones and it is free to download. Unlike other social
messaging apps, Telegram is chosen as users can send all types of file up to 1.5GB and everything
will be stored at Cloud without interfering the phone storage. Instruc- tors can send big files like
47
e-books, articles, videos and audios which are of essential for English language teaching and
learning. Users can also access the messages and files from several devices at once as it is seamless
sync. Henceforth, Telegram app is of great useful for blemished bandwidth.
Basically, this innovation is to promote a set of teaching and learning framework for bandwidth
constraints among English for Business Communication students especially during the pandemic.
For English for Business Com- munication course, there are three main skills being focused
throughout 14-week, namely reading, speaking and writing. In order to help these low-bandwidth
learners, some careful planning and changes have been made and adjusted (Refer Figure 1). This
proposed framework consists of three main components – Lecture/ Tutorial, Practices and E-
Assessment. Unlike high-bandwidth learners, teaching and learning for low-bandwidth learners
focuses more on asynchronous rather than synchronous. However, this design does not affect the
quality of teaching and learning for the course as there are variety ways and tools being used.
Synchronous activities are always being applied to ensure the interactivity, active interaction and
real time discussion happen in each of the topic or skill learned among the learners and the
educators via Telegram app. Although immediate feedback from the instructors cannot be
conducted via video conference, feedback in text messages and/ or voice messages are shared
directly using Telegram app. Such tradeoff is needed as to take care of low-bandwidth learners so
that they can somehow en- gage and ‘survive’ in teaching and learning not just restricted during
MCO but also in online teaching and learning in the future.
In conclusion, advanced and careful planning is of great paramount for low-bandwidth learners
as frequent use of high-bandwidth technologies can affect learners’ engagement and participation
in a course as they will defi- nitely feel that they are the left behind ones. Often, such situation
can trigger learners’ shamefulness and anxiety which can further jeopardise their learning and
eventually give up in learning. It is hoped that this innovation not just contributes a big impact on
online teaching and learning that is inclusive and effective for low-bandwidth learners but also as
a guideline for the educators, schools and universities when dealing with online teaching and
learning.
Table 1: Teaching & Learning Framework for Low-Bandwidth Students
48
Acknowledgement
This project was supported by Faculty for Languages Studies and Generic Development(FBI) and
Centre for Acade- mic Excellence and Development (PKPA), Universiti Malaysia Kelantan.
Special appreciation and thanks to all who have directly or indirectly contributed in this great
work.
References
Adhalina, N. (2011). The Different Language Style and Language Function Between Students
and Teachers in Updating Their Status In Facebook Webpage (A Case Study of the Topic
National Final Examination 2011)(Doctoral dissertation, University of Dipone- goro).
Alessandra, A. J., O'Connor, M. J., & Van Dyke, J. (1994). People Smarts: Bending the Golden
Rule to Give Others what They Want.
Pfeiffer.
Burleson, B. R., Holmstrom, A. J., & Gilstrap, C. M. (2005). “Guys Can't Say That to Guys”
Communication Monographs, 72(4), 468-501. Johnson, Russell & Kemp, Elizabeth &
Kemp, Ray & Blakey, Peter. (2007). The Learning Computer: Low Bandwidth Tool that
Bridges
Digital Divide.. Educational Technology & Society. 10. 143-155.
Kautsar, I.A., Kubota, S., Musashi, Y., & Sugitani, K. (2016). Lecturer Based Supportive Tool
Development and Approaches for Learning Material Sharing under Bandwidth Limitation.
J. Inf. Process., 24, 358-369.
Ramamurthy Lena, Syakirah Shafien, and Mohamad Nawi Noor Syamimie (2019). Students
Response to Using Telegram in Speaking Practice During Self Learning Time. Proceedings
of the 1st International Language, Culture and Education Conference 2019. “Language,
Culture and Education as Gateways to New World Paradigm”. 307-314. eISBN 978-967-
17258-2-5.
Ramamurthy Lena, Syakirah Shafien, and Mohamad Nawi Noor Syamimie (2021). Telegram:
Survivor Escapism for Low-bandwidth Learners. Book chapter in 1st eTeLic 2020, UMK.
49
E-PORTFOLIO FOR ACADEMIC WRITING
Wirawati Ngui
Universiti Malaysia Sabah, Kota Kinabalu, Malaysia wirawati.ngui@ums.edu.my
Vincent Pang
Universiti Malaysia Sabah, Kota Kinabalu, Malaysia pvincent@ums.edu.my
Wendy Hiew
Universiti Malaysia Sabah, Kota Kinabalu, Malaysia wenhiew@ums.edu.my
Introduction: A modernised version of paper-portfolio is the e-Portfolio. An e-Portfolio
comprises an individual’s collection of artefacts that demonstrate their abilities and attainments,
and is typically accessed and stored on an internet site. The e-Portfolio was implemented as a
writing assessment tool in an advanced English course at Universiti Malaysia Sabah (UMS).
A demo e-Portfolio is available at https://sites.google.com/ums.edu.my/402demo/home . A video
explanation of the e-Portfolio can be viewed at
https://www.youtube.com/watch?v=5GKA3xHKCPs
Key words: e-Portfolio, assessment, academic writing
Background of e-Portfolio
In past semesters, paper portfolios were implemented as part of the course assessment in an
academic reading and writing course at UMS. However, paper portfolios have drawbacks in
terms of portability and shareability. There are also limitations in terms of how promptly
feedback can be disseminated and how actively interactivity can transpire on paper. Assessment
experience that is largely pen and paper based can be tedious for students as well. Therefore, the
e-Portfolio was introduced in lieu of the conventional portfolio. The aim is to create a more
engaging assessment experience whereby students can actively communicate about and share
their work, and draw from a multitude of digital resources to support their writing. This marked
the first time the e-Portfolio was implemented for academic writing at the Centre for the
Promotion of Knowledge and Language Learning, UMS.
50
Description of e-Portfolio
e-Portfolio Framework
Figure :1 e-Portfolio Framework Source: Ngui, Pang, Hiew & Tan
(2019)
The e-Portfolio in this study has footings in three theories: assessment for learning, the process
writing approach, and the theory of constructivism. Assessment for learning emphasises the
importance of informing learners about their progress and allowing opportunities for
improvement (Stiggins, 2005). Timely communication of feedback via the e-Portfolio can, in
turn, create opportunities for students to discuss progress, seek advice, and make revisions. With
e-Portfolio, instructors and peers can promptly provide feedback and comments once a student’s
work is submitted. The process writing approach advocates writing based on a set of procedures
such as prewriting, drafting, revising, editing, and publishing (McKensie & Tomkins, 1984). By
applying this approach, the e-Portfolio writing tasks are divided into stages, allowing students to
draft and revise their work. The stages are prewriting (mind map), drafting (essay outline),
revising (essay draft), editing (final essay) and publishing (published essay). The theory of
constructivism states that knowledge is actively constructed as a result of individual experiences
(McLeod, 2003). The e-Portfolio provides opportunities for learners to express themselves
meaningfully via a wide range of artefacts. The artefacts consist of digital resources such as
word-processed documents, online articles, and multimedia files. The e-Portfolio is used as a
means for reflection when learners provide reasons as to how the artefacts are representative of
their learning (Barrett, 2005).
e-Portfolio Procedures
Students compose a problem-solution essay in stages using Google Docs. The essays, artefacts,
and reflections are then compiled into an e-Portfolio that is created using the new Google Sites.
The assessment is formative since it is conducted over an extended period and the aim is to
promote revision as a result of the feedback that the students received. A time period of one to
two weeks is allocated in between submissions to ensure that the instructor could provide
feedback and the students had the opportunity to improve their work as needed.
51
Benefits of e-Portfolio
Conventional portfolios are bulky as they generally consist of paper-based materials, making
them increasingly obsolete in the modern-day classroom. When enhanced by technology, the e-
Portfolio transcends the manual portfolio in aspects of portability, accessibility, and storage.
There is a renewed emphasis on progress as part of assessment since the digital nature of the e-
Portfolio enables instructors and students to communicate about work. Data and evidence related
to assessment can be distributed effortlessly and widely to stakeholders with an interest in the
learners’ language competency.
The ability to accommodate a plethora of digital evidences such as links, online articles, and
multimedia files also makes the e-Portfolio more relevant since such resources are now vastly
available and rapidly circulated. As such, using an e-Portfolio can lead to a more engaging,
sustainable, and flexible means of measuring learner progress in language classrooms.
Significance of e-Portfolio in Education
The aim of e-Portfolio is to provide an enhanced assessment experience for students and
therefore aligns with the aspirations of the Malaysian Ministry of Higher Education (MOHE).
Acknowledging the interdependent link between learning and assessing in English language
courses, MOHE proposed the Malaysia English Assessment (MEA) which delineates an
ecosystem that can be used to measure university students’ English language proficiency
(MOHE, 2017). MEA advocates assessing across formal and informal contexts and utilising
various resources, for instance, using online resources with learners on and off campus.
The call towards a “future ready curriculum” was made by the Ministry of Higher Education
(2018, p. 72) with emphasis on the use of alternative assessments. The theoretical underpinnings
of alternative assessment are realised in this study’s use of the e-Portfolio in an authentic higher
education setting. In our study, it is proven that the use of alternative assessment can make a
positive impact on student progress as the undergraduates’ demonstrated improvement in the skill
of academic writing (Ngui, Pang, Hiew & Lee, 2020). Using alternative assessments such as the
e-Portfolio in higher education can reduce the pressure of high-stakes testing and encourage
students to acquire technology skills that benefit them in the long run.
References
Barrett, H. C. (2005). White paper: Researching electronic portfolios and learner engagement.
https://www.helenbarrett.com/reflect/whitepaper.pdf
McKensie, L., & Tomkins, G. E. (1984). Evaluating students’ writing: A process approach.
Journal of Teaching Writing, 3(2), 201–212.
McLeod, G. (2003). Learning theory and instructional design. Learning Matters, 2, 35– 43.
Ministry of Higher Education. (2017). The ecosystem for English language learning and
assessment in higher education. http://www.mohe.gov.my/muat-
turun/awam/manual-dan-garis-panduan/420-the-ecosystem-for-english- language-learning-and-
assessment-in-higher-education/file
Ministry of Higher Education. (2018). Framing Malaysian higher education 4.0: Future- proof
talents. Ministry of Higher Education.
Ngui, W,. Pang, V., Hiew, W., & Tan, C. K. (2019). Designing an e-Portfolio framework for
academic writing of second language learners. International Journal of Language Education
and Applied Linguistics, 9(2), 1-13.
52
Ngui, W,. Pang, V., Hiew, W., & Lee, K.W. (2020). Exploring the impact of e-Portfolio on ESL
students’ writing skills through the lenses of Malaysian undergraduates. Computer Assisted
Language Learning Electronic Journal, 21(3), 105-121.
Stiggins, R. (2005). Assessment for learning defined.
http://downloads.pearsonassessments.com/ ati/downloads/afldefined.pdf
53
INTERACTIVE VIRTUAL REALITY LEARNING EXPERIENCE
Nurzehan Abu Bakar
Universiti Malaysia Kelantan, Kota Bharu, Malaysia
nurzehan.ab@umk.edu.my
Marlisa Abdul Rahim
Universiti Malaysia Kelantan, Kota Bharu, Malaysia
marlisa@umk.edu.my
Nor Maizana Mat Nawi
Universiti Malaysia Kelantan, Kota Bharu, Malaysia
maizana.mn@umk.edu.my
Siti Salina Saidin
Universiti Malaysia Kelantan, Kota Bharu, Malaysia
salina.s@umk.edu.my
Suchi Hassan
Universiti Malaysia Kelantan, Kota Bharu, Malaysia
suchi.h@umk.edu.my
Highlights: In light of rising concern about the spread of COVID-19, a growing of education
institutions have shut down their face-to-face classes globally. This sudden migration from face-
to-face to remote learning has caused various challenges which includes difficulties in controlling
online classes, less engagement and no physical field trip. To tackle this issues, educators are
forced to find attractive online learning platforms. One of the most powerful online learning
platforms is Nearpod. Nearpod help to revitalizes professional learning content and cultivates
classroom-changing strategies for educators.
Key words: nearpod, interactive virtual reality, learning, experience, a synchronous
Introduction
The spread of COVID-19 has sent shock reactions throughout the globe. This pandemic has
affected almost all areas, including the economy, businesses, social life, and politics. The
educational systems were abruptly disturbed too. In response to lockdown procedures due to the
pandemic impact, higher education institutions (HEIs) such as universities are forced to close
their premises (Schleicher, 2020). Around 1.598 billion students were affected and required to
stay at home due to their educational institution's close at all levels in 194 countries. (United
Nations Educational, Scientific, and Cultural Organization (UNESCO), 2020).
Many HEIs set out their endeavors to use technology to encourage remote learning, distance
education, and online learning during the COVID-19 pandemic (Owusu-Fordjour, Koomson &
Hanson, 2020). However, this massive shift towards online learning presents many challenges to
school management, educators, parents, and students alike. Among the problems faced include
54
difficulties in controlling online classes, run active learning tasks, dealing with distraction, and
drop in student engagement. Such issues have reminded educators that effective online learning
can only happen when we are engaged, energetic, and focussed. Therefore, educators have to find
the right tools to ensure online learning is conducted smoothly and interestingly.
Nearpod is the best solution to keep the lesson interactive and fun. The authors decided to use
Nearpod in tourism subjects as it provides flexibility to the educator in delivering engaging online
lessons at student-paced or educator-paced. By having Nearpod as a tool in delivering lectures,
the authors find out that the student interactions are soared, and the students are motivated to
participate in class even when there is a poor internet connection.
Background of the innovation and product development
Typically, authors used normal PowerPoint presentation when delivering lectures on tourism
subjects. However, this slides presentation is viewed as boring and common place as it fails to
capture students' interest or to excite them. But with Nearpod, authors are able to excite students,
it allows authors to upload their presentations and add interactive activities to complement the
learning experience in the online classroom. Following are some of the approaches used by the
authors:
Field trip (virtual reality)
Authors decided to use virtual field trip features in Nearpod as it allowed tourism students to
travel to any place in the world virtually during pandemic. Students can explore virtually the
world-famous landmarks, wonders of the world, national monuments, world heritage sites, and
many more, which complement the learning objective. During the VR Field Trip, students will
be able to explore a 360 image of all tourist attraction on their own device. They can rotate around
their devices and zoom the image to explore different tourist attraction with different angles.
Figure: Examples of VR in HTS10203 (Tourism Geography)
Interactive Formative assessment
55
Authors add activities such as real-time formative assessment in their lessons to test students'
understanding of subject matters. Usually, authors will include quizzes, polls, fill-in-the-blank,
matching pairs in their lessons. Sometime, Authors also used features like "collaborate" where
students can write virtual post-its about their thought on particular topic. Authors used this feature
as it allows them to get real-time feedback and post-session reports. This instant feedback allows
authors to identify and help students who have misconceptions on the subject matter quickly.
Figure: Interactive formative assessment used in HTS10203 Tourism Geography subject
Student-paced VS Educator-paced options
The best part about virtual reality learning is that it offers two delivering options: Student-paced
and Educator-paced. The author drives the Live Lessons for Educator-paced, where authors can
share it through google meet or zoom; meanwhile, the Student-Paced Lessons give the students
the power to navigate through the lesson at their own pace. This gives authors the ability to
control the lesson's pace based on the authors' limitations and time.
Figure: Launching options in virtual reality learning platform
Commercial Value
56
Nearpod is not only suitable to be used in tourism subjects. But it can be shared as a great
educational lessons in any kind of teaching and learning. It is suitable for any students' level,
either they are in pre-school, primary school, secondary school, or tertiary level.
Acknowledgement
We are entirely grateful to the immense and continuous motivation from Universiti Malaysia
Kelantan for allowing us to conduct this study. We would also like to acknowledge Faculty of
Hospitality, Tourism and Wellness and the intensive support from the Center for Academic
Excellence and Development (PKPA) of Universiti Malaysia Kelantan for support and feedback
on all activities from the beginning to the end of the study.
References
Bacquet, J. N. (2020). Implications of Summative and Formative Assessment in Japan–A Review
of the Current Literature. International Journal of Education and Literacy Studies, 8(2), 28-
35.
Nearpod. (2020). Enjoy Nearpod on any device! Retrieved 30 August, 2020, from
https://nearpod.com/blog/ enjoy-nearpod-on-any-device/.
Owusu-Fordjour, C., Koomson, C. K., & Hanson, D. (2020). The impact of COVID-19 on
learning—The perspective of the Ghanaian student. Eur. J. Educ. Stud, 7, 1-14.
UNESCO (2020). COVID-19 Educational Disruption and Response. Retrieved 4 December
2020, from https://en.unesco. org/covid19/educationresponse.
57
TRANSFORMASI KAEDAH PDP KURSUS PENERBITAN RADIO SELEPAS
SETAHUN PANDEMIK COVID-19
Intan Soliha Ibrahim
Universiti Malaysia Sabah, Kota Kinabalu, Malaysia
Intansoliha.ibrahim@ums.edu.my
Highlights: Covid-19 telah merubah norma pembelajaran dan pengajaran (PdP). Kursus
Penerbitan Radio memerlukan pendedahan setara industri mengalami kelumpuhan apabila pelajar
tidak dibenarkan hadir ke studio radio. Setahun lebih kursus ini melalui fasa eksperimen dalam
menentu dan memilih kaedah terbaik dalam memastikan CLO tercapai. Dalam konteks ini adalah
CLO1. Rentetan daripada permasalahan yang telah dikenalpasti dalam kalangan pelajar Sem 1,
sesi 2020/2021, sebuah inovasi iaitu UMS fm Protégé dengan kerjasama UMS fm ditubuhkan. Ia
adalah sebuah platform Podcast yang mana tugasan pelajar boleh disiarkan menerusi Spotify bagi
menggantikan suasana on-air dalam studio. Teknik ini dicadang diaplikasi bagi pelajar Sem 1,
sesi 2021/2022.
Key words: Transformasi, UMS fm Protégé, CLO, radio, Modifikasi, P&P.
Pengenalan
Impak Covid-19 bukan sahaja menggugat keadaan ekonomi dan politik dunia, sebaliknya ia turut
menganggu institusi pendidikan. Bagaimanapun, bukan semua bidang ilmu terganggu, hanya
epistemologi tertentu. Di Universiti Malaysia Sabah, menerusi kursus AK20703 (Penerbitan
Radio 1), selama 22 tahun kursus tersebut mengamalkan final assessment sebagai kaedah
penilaian. Bagaimanapun, akibat daripada convergence dan pendigitalan, eko-sistem radio
mengalami perubahan baik dari aspek penerbitan dan pengedaran. Oleh itu, seperti yang
dicadangkan oleh Puentedura (2021) menerusi Model The SAMR, kursus ini mengalami
modifikasi dari penilaian final assessment kepada continuous assessment. Sejak berlakunya
transformasi tersebut, sesi praktikal dijalankan di Kampus kita FM (kini UMSfm).
Bagaimanapun, hanya pelajar bagi Sem 1 sesi 2018/2019 dan sesi 2019/2020 yang mengalami
pengalaman menjalani sesi praktikal di UMS fm. Pelajar sesi 2020/2021 terjejas akibat senario
Covid-19. Maka timbul persoalan seperti, bagaimana kursus tersebut dijalankan ketika
pandemik? Bagaimana kursus penerbitan ini beradaptasi dan meneruskan proses PdP menerusi
pembelajaran atas talian? Bagaimana CLO tersebut boleh dicapai?
58
Pendekatan PdP Sebelum & Selepas Covid-19
Rajah 1: Pendekatan PdP Sebelum & Selepas Covid-19
CLO1 bagi kursus ini adalah untuk menghasilkan pelajar yang berupaya untuk demonstrate
competency as a radio announcer through a radio segment (A3, PLO5). Amalan sebelum Covid-
19, pelajar menjalani sesi praktikal secara bersemuka di studio UMS fm. Setiap kesilapan teknik
pernafasan dan ketidakjelasan vokal dapat diperbaiki secara bersemuka ketika sesi praktikal.
Kemudian, penilaian bagi CLO1 dibuat secara live di konti radio.
Namun, selepas Covid-19, cabaran hebat dalam memastikan ketercapaian CLO1 adalah PdP atas
talian. Pelajar sesi 2020/2021 adalah kumpulan pertama yang menjalani proses PdP atas talian
bagi kursus ini. Berdasar pemerhatian dan pengalaman PdP atas talian, kelemahan dan kekangan
telah dikenalpasti dalam proses perpindahan kemahiran kepada pelajar. Pelajar kurang berjaya
menguasai latihan pernafasan dan vokal walau rakaman video telah diberikan ketika PdP online
asynchronous. Contoh, teknik bernafas seperti menarik nafas dalam dan menghembus nafas, bahu
pelajar tidak boleh bergerak.
Selain itu, kekangan seperti kemiskinan digital di Sabah adalah isu yang tidak boleh dielakkan.
Ketika PdP online synchronous berlangsung, perkara seperti masalah talian Internet tidak stabil
dan akses kepada Internet adalah masalah utama pelajar. Ia telah menyukarkan proses PdP. Oleh
itu, satu pendekatan yang holistik perlu diambil bagi mengatasi kelemahan yang dinyatakan
diatas.
Inovasi: Pendekatan One-to-One dan UMSfm Protege
Rentetan daripada kelemahan yang dinyatakan di atas, pendekatan one-to-one adalah antara
pendekatan yang difikirkan holistic dan efektif dalam meningkatkan kemahiran pelajar terhadap
latihan pernafasan dan vokal bagi membolehkan CLO1 dicapai 100%. Maksud pendekatan one-
to-one adalah merujuk kepada seorang (1) pelajar diperuntukan 10 minit bagi setiap sesi praktikal
untuk menunjukkan kemahiran dan prestasi masing-masing. Oleh itu, dalam sebuah sesi praktikal
satu (1) jam hanya 5 orang pelajar sahaja dibenarkan. Ini penting bagi memastikan pelajar faham
dengan kemahiran yang dipelajari.
59
Rajah 2: Solusi kepada pemantapan kaedah PdP
Pendekatan one-to-one ini penting bagi memastikan setiap ilmu dan kemahiran dapat disampai,
difahami dan dapat ditunjukkan oleh pelajar. Pengalaman yang lepas menunjukkan bahawa
kaedah asynchronous tanpa disusuli bimbingan sesi synchronous sesi praktikal adalah antara
penyebab pelajar kurang dapat menguasai kedua-dua teknik tersebut. Apabila setiap pelajar
dihimpunkan dalam sesi latihan synchronous, capaian Internet di Sabah sering menjadi isu untuk
pelajar kekal berada atas talian sehingga akhir sesi.
Podcast merupakan solusi terbaik dalam membantu PdP bagi menggantikan sesi penilaian
bersemuka di konti radio. Penilaian pelajar boleh dinilai secara terus dan atas talian oleh penilai
industri dan penilai pendengar yang telah dilantik oleh pensyarah. Teknik ini juga bukan sahaja
memberi sumbangan kepada UMSfm Protégé dari aspek pembinaan kandungan siaran, malah
dapat membantu visibility UMSfm di mata dunia.
Kesimpulannya, kaedah ini digunakan setelah melalui pengalaman setahun PdP dalam
suasana pandemic Covid-19. Bagaimanapun, pensyarah merancang untuk mengaplikasi kaedah
ini pada Sem1, sesi 2021/2022.
Penghargaan
UMSfm dan UMSfm Protege
Rujukan
Puentedura, R. R. (2021, April 10). Hippasus. Retrieved from SAMR: A Contextualized
Introduction:
http://hippasus.com/rrpweblog/archives/2014/01/15/SAMRABriefContextualizedIntroduc
tion.pdf
60
BRIDGING THE THEORY-PRACTICE GAP WITH DARE: LAND OF LIGHT
Heidi Tan Yeen-Ju
Multimedia University, Cyberjaya, Malaysia
yjtan@mmu.edu.my
Neo Mai, Neo Tse Kian, Roopesh Sitharan, Muhammad Syahmi Abd Aziz, Khairi
Shazwan bin Dollmat, Mohd Ikhwan Mohd Marzuki, Rosnani Binti Abdul Rahman,
Ismat Zahra, Oluseye Ekerin Michael, Mohd Farhan Bin Hamdan
Multimedia University, Cyberjaya, Malaysia
helloprojectdare@gmail.com
Highlights: “DARE: Land of Light” is a project that forms part of the MERLIN research
programme in which the physical learning space is transformed through the use of various
Extended Reality (XR) technologies. This exhibition presents Phase 1 of the project which
includes the development of the mobile Augmented Reality (AR) application as well as
preliminary perception of students towards the application. The AR application uses Authentic
Learning as the pedagogical framework and focuses on supporting creative multimedia students
in their learning of the topic “lighting in 3D modelling”.
Key words: Augmented Reality, Authentic Learning, Interactive Learning Environments
Introduction
Educators around the world have been exploring the use of emerging immersive technology
collectively known as Extended Reality (XR) to create engaging and immersive learning
experiences and adoption of these technologies have been steadily gaining traction (Becker,
Brown, Dahlstrom, Davis, DePaul, Diaz, & Pomerantz, 2018). With the rapid shifts in the
industry and new generation of digital native learners, there has been a need to ensure learning
environments are designed to engage these new learners through the digitization of learning and
to prepare them with the right skillsets to thrive in Industry 4.0 (Tvenge & Martinsen, 2018;
Pousson & Myers, 2018; Schwieger & Ladwig, 2018). Augmented Reality (AR) technology
presents one possible approach under the umbrella term of XR to help bridge the gap between
theoretical knowledge and practical application. Research has found that AR, when applied with
proper pedagogical framework such as Authentic Learning elements, is able to create a learning
environment that provides students opportunities for more interactivity and supported the gaining
of real experiences (Cai, 2018).
The Project: “DARE: Land of Light”
The “DARE: Land of Light” AR mobile application is an extension of a previous award-winning
research project called The DARE Project. The application was developed using UNITY, and
designed with Authentic Learning elements as the pedagogical framework. The 9 Authentic
Learning elements as outlined by Herrington, Reeves, and Oliver (2014) were used to guide both
the design and the use of the application as a support tool in the classroom. In terms of technical
development, the team redesigned the application based on lessons learnt from the previous
project. Firstly the AR application is now designed to be “markerless” which allows students to
use the application without the need for a physical marker to trigger the AR components. The
61
application also utilizes GPS plugins which overlays the game content onto the physical
environment using the device’s camera. These updates now allow students to explore the game
using their own environment or the learning space, adding a layer of immersive interactivity and
provides flexibility. The topic chosen for this project is “lighting in 3D modelling” which is a
fundamental topic that all design students go through when learning 3D modelling. The
application consists of three main sections: 1. “Learn” – where students can watch short 1 minute
infographic-style videos that recap the key concepts of the topic, 2. “Explore” – where students
can explore the key concepts that are visualized through AR activities, and 3. “Play” – where
students can test their theoretical understanding and application of these theories into problem-
solving scenarios.
Traditionally 3D modelling subjects are taught to students in a computer lab as it is a technical
subject. The lecturer would teach both theoretical concepts as well as technical modelling skills
to students. This AR application is meant to help support the students’ learning of these
theoretical concepts in the classroom or in a “makerspace” where students come together to work
on group projects. Students are able to very quickly explore the key concepts through AR, for
example in the concept of “3 point lighting” the app helps to visualise in real-time the changes
that happen to a 3D model when the surrounding 3 point light set up is manipulated, without
needing to render the outcomes (see Figure 1). Students can also attempt to solve the scenarios
presented as RPG-style quests in the “Play” section individually or as a group. This gives students
a fun way to consolidate everything they have learnt during class.
Figure 1: Screenshot of learning content visualised in AR
As this project is part of a larger research programme called MERLIN, the application is also
supported by other research projects in MERLIN. Students who go through the AR application
and find that they still have difficulty understanding the topic will be prompted to access a chatbot
through the MERLIN learning platform to ask questions about the areas they don’t understand.
Students will also be able to view their progress and achievements that are tracked through the
MERLIN learning platform. This exhibition showcases Phase 1 of the research project, whilst
Phase 2 will look at the usage of the “DARE: Land of Light” application in a “makerspace” that
is currently being set up at the Faculty of Creative Multimedia at Multimedia University. Phase
2 will primarily focus on the effectiveness of the application in supporting creative multimedia
students especially their creative problem-solving skills when they are working together on group
projects in the “makerspace”. As a standalone application, this AR application has been designed
to be easily marketed to a wide range of audiences through the Apple App Store and Google Play
Store.
62
Acknowledgement
The authors would like to express their deepest appreciation to TM Research & Development
Grant [Project Number RDTC/190993] for the support towards this project. Special thanks goes
out to the lecturers and students from the Faculty of Creative Multimedia who volunteered to
participate in this study.
References
Becker, S. A., Brown, M., Dahlstrom, E., Davis, A., DePaul, K., Diaz, V., & Pomerantz, J. (2018).
NMC horizon report: 2018 higher education edition. Louisville, CO: Educause.
Cai, S. (2018). Case Studies of Augmented Reality Applications for Authentic Learning. In
Authentic Learning Through Advances in
Technologies (pp. 115-134). Springer, Singapore.
Herrington, J., Reeves, T. C., & Oliver, R. (2014). Authentic learning environments. Handbook
of research on educational communications and technology, 401-412.
Pousson, J., & Myers, K. (2018). Ignatian Pedagogy as a frame for Universal Design in college:
Meeting learning needs of Generation Z. Education Sciences, 8(4), 193.
Tvenge, N., & Martinsen, K. (2018). Integration of digital learning in industry 4.0. Procedia
manufacturing, 23, 261-266.
Schwieger, D., & Ladwig, C. (2018). Reaching and retaining the next generation: Adapting to the
expectations of Gen Z in the classroom. Information Systems Education Journal, 16(3), 45.
63
CONTACTLESS TOPOLOGICAL SURVEY IN LANDSCAPE ARCHITECTURE
COURSE USING DRONE
Wan Saiful Nizam bin Wan Mohamad
Universiti Malaysia Kelantan, Bachok, Malaysia
saifulnizam@umk.edu.my
Khalilah Hassan, Mohammad Rusdi Mohd Nasir,
Noorliyana Ramlee, Ramly Hasan, Wan Azlina Wan Ismail
Universiti Malaysia Kelantan, Bachok, Malaysia
khalilah.h@umk.edu.my, rusdi.mn@umk.edu.my, liyana.r@umk.edu.my,
ramly.h@umk.edu.my, azlina@umk.edu.my
Yasmeen Gul
Alghurair University, Dubai, UAE
yasmeen.gul@agu.ac.ae
Khairil Ashraf Abu Bakar
National Landscape Department, Putrajaya, Malaysia
asraf@jln.gov.my
Highlights: Topology study is one of the attributes in the site inventory and analysis for landscape
architecture studio course. The study requires students to make their judgement on the topology
of the site according to SWOT analysis. This traditional way of analysis is based on perception
of students which may inappropriate and requires a lot of time. This innovation in teaching
presents the alternative of performing inventory analysis of topology study using drone and
Agisoft. The outcomes present that using drone and Agisoft are more presentable and systematic
where the value is easily visualizing and spatially identified on map.
Key words: Drone, Agisoft, topology study, site analysis, studio project, landscape
architecture.
Introduction
Courses with studio based in Landscape Architecture Program involved with topological
inventory and analysis. Conventionally, students require to visit the site to gather the topological
information of site as site inventory and analyze the information based on their judgment
according to strength, weakness, opportunity and threats which known as SWOT analysis. This
traditional way of analysis is based on perception of students which require a lot of time. This
study presents the alternative of performing inventory analysis of topology study using Agisoft.
Agisoft is software developed to elicit the information from the coordinated images. The images
are required to collect by students during field study. The method for gathering the coordinated
images is by performing flight plan using drone and PrecisionFlight apps. On March 2021, ten of
second year students from Bachelor of Landscape Architecture Program completed their field
study at Bandar Pasir Mas, Kelantan for their final project. The innovation involves with three
stages, namely, (i) flight plan stage, (ii) flying stage, and (iii) mapping stage. Firstly, flight plan
process is where students perform flight plan using PrecisionFlight apps. This stage students plan
selects their study area and control the height of drone to be flying. After first stage is complete,
64
flying stage is performed by connecting the flight plan in PrecisionFlight with drone. The process
took about 15 to 20 minutes. For big area, the process requires more than a flight plan. Finally,
the images are gathered in Agisoft. Using Argisoft, mapping of the site is generated. The software
produces information of topology such as mapping and contour of the landform.
The outcomes from presented by the hands-on activity using drone and Agisoft software are more
presentable and systematic where the value is easily visualizing and spatially identified on map.
Accordingly, the time for students to complete their tasks can be shortening and at the same time
achieve the learning outcomes. Students learned the alternative technique and process on how to
conduct the inventory and analysis on topology. The technique and process improve students’
skills on conducting tools and preforming systematic analysis. Inventory and analysis on topology
study have their own value in market especially in earth observation discipline such as mapping,
3D model, and landform evaluation.
Content
The innovation involves with three stages, namely, (i) flight plan stage, (ii) flying stage, and (iii)
mapping stage. Firstly, flight plan process is where students perform flight plan using
PrecisionFlight apps. This stage students plan selects their study area and control the height of
drone to be flying. After first stage is complete, flying stage is performed by connecting the flight
plan in PrecisionFlight with drone. The process took about 15 to 20 minutes. For big area, the
process requires more than a flight plan. Finally, the images are gathered in Agisoft. Using
Argisoft, mapping of the site is generated. The software produces information of topology such
as mapping and contour of the landform.
What is the context or background of the innovation / product development / design / process?
An unmanned aerial vehicle (UAV) or Drones is an aircraft that carries no human pilot or
passengers. Drones can be fully controlled remotely by students in doing data collection for site
inventory.
PrecisionHawk’s PrecisionFlight mobile app used for DJI drone as an advanced remote
controlling tool in creating the flight plans and capture aerial imagery.
Agisoft Metashape is a stand-alone software product that performs photogrammetric processing
of digital images and generates 3D spatial data to be used in doing data analysis for topological
studies.
Why are they important to education?
UAV or drone is a method of using technologies in teaching which advancing the site inventory
and analysis of a landscape architecture project to the next level.
Replacing the photography technique to more systematic and coordinate create the information
more accurate and other unnecessary issues can be avoided. This method is safer, cheaper, and
faster than conventional method. With this, students shall focus on designing process more.
This method can further develop to a teaching module using drone which can be used for training
students, lecturers, practitioners. The training can be charge with suitable fee.
65
Acknowledgement
We are grateful for the support of Department of Landscape Architecture, Faculty of Architecture
and Ekistics, Universiti Malaysia Kelantan during the transitional time of this teaching method.
References
Abdullah, S. A., Yaakub, A., & Wahil, Z. (2015). Evaluating Students’ Need in Using Computer
Aided Software in Landscape Design Course. Procedia Social and Behavioral Sciences,
Vol. 195, 828-836.
LaGro Jr., J. A. (2013). Site Analysis: Informing Context-Sensitive and Sustainable Site Planning
and Design, 3rd Edition. John Wiley & Sons. New Jersey.
Li, X. Q., Chen, Z. A., Zhang, L. T., & Jia, D. (2016). Construction and Accuracy Test of a 3D
Model of Non-Metric Camera Images Using Agisoft PhotoScan. Procedia Environmental
Sciences. Vol. 36. 184-190.
66
EDUCATION 5.0: THE APPLICATION OF G-V-C APPROACH FOR
UNDERGRADUATES’ VIRTUAL LEARNING
Wendy Teoh Ming Yen
Multimedia University, Melaka, Malaysia
myteoh@mmu.edu.my
Yuen Yee Yen, Chong Chin Wei
Multimedia University, Melaka & Cyberjaya, Malaysia
yyyuen@mmu.edu.my; cwchong@mmu.edu.my
Highlights: Presently, Malaysian undergraduates were found lack of soft skills including
creativity, communication, critical thinking and digital skills as well as low proficiency in the
English language. A combination of blended learning and traditional learning technique such as
Gamification, Video creation, and Case study practices (G-V-C approach) is an effective learning
platform to allow students to collaborate, work on problems and creatively find its solutions. This
study analyses students’ engagement in learning Organisational Behaviour using G-V-C
approach. Results show these learning approaches have a positive impact on improving students’
academic performance and their full engagement towards the subject learned. It also cultivates
student’s creativity, critical thinking, communication, collaboration and computational thinking
(5Cs), which in line with Malaysia Higher Education Blueprint 2015-2025 that aims to prepare
future-proof graduates ready for Industrial Revolutions 4.0.
Key words: Video creation, gamification, case study, digitalisation, blended learning, Industry
4.0
Introduction
Malaysia aims to provide inclusivity and quality education to various levels of society. It is
moving towards globalised online learning that harnesses technology-enabled innovations and
education which bridges personalised learning experiences to all students to become a highly
skilled and competitive employee in the future.
Teachers are playing a vital role in preparing students for adopting new challenges in line with
the Fourth Industrial Revolution (IR4.0) and Education 5.0. As more and more businesses
embrace the IR4.0 and digitally transform their businesses, it is found that three learning
approaches, namely active learning, project-based learning, problem-solving, and inquiry with
opportunities to engage with the real world should be a practice in the country (Zakaria, 2017).
In line with the 12th Malaysia Plan, i.e., well-positioning our future leaders to compete in a global
marketplace that will be dominated by Industry 4.0. Today, students are given the freedom to
customise their learning process through blended learning. Therefore, the undergraduate is now
a virtual commodity and must up to meet the needs of an ever-changing world.
A G-V-C approach can contribute to a successful and highly enjoyable learning experience and
support intense engagement in the activity. This study aims to promote higher-quality
programmes that use experiential and technology-enabled learning models to offer more
personalised and engaging learning experiences that push the limits of student’s potential and
motivate students to learn more dynamically and interactively in a lecture-style format. It also
provides students with the opportunity to creatively interact with their peers and increase their
passionate interest in the subject matter itself.
67
G-V-C Approach in Virtual Learning
First-year students who took the Organisational Behavior subject in the short trimester were
assigned to create a video based on the topics given and applied it in a real-world scenario, and
they are guided to prepare a storyboard and script write-up based on the template given. The
discussion on the video making was conducted twice a week. The formative assessment and
summative assessment were used to monitor and evaluate their learning. Online group discussion
board (Padlet), and case study practices were used to examine the effectiveness of subject learning
techniques. Besides, an educational game-based platform, Kahoot! was introduced to the students
before and after the chapters were covered to allow them to answer questions individually in an
interactive learning environment. Online data collection from Google form on the effectiveness
of the G-V-C approach was also collected and analysed. The findings show that 60.5% of the
students agreed that completing the video has helped them to consider working hard and being
knowledgeable in the topic of research and 46.9% of them also perceived that learning using a
case study makes them get to know more about the real world. At the end of the trimester, the
majority of the students performed exceptionally well in this subject where 64.2% of them get
grade A, while 32.1% in grade B and 3.7% in grade C.
This innovative G-V-C approach enables effective collaborations among students, allowing them
to contextualise learning within their learning experience as well as increase their enjoyment at
the same time. It also facilitates student’s adaptive quotient (AR) development and motivation to
learn more. It also cultivates student’s creativity, critical thinking, communication, and problem-
solving, personal and social competencies. Besides, it helps to improve their English proficiency
through scriptwriting and video creation and case study write up, which prepare the students ready
for Industry 4.0 through adopting computational thinking skills to solve complex issues
efficiently. Also, it helps to create competition between students and others through gamification
learning activities and enables the teacher to personalise instruction for handling different
paces/styles of learning.
The G-C-V approach is marketable and can be applied to business-related courses and conduct
this active learning strategy not just in face-to-face classes, but also in blended or distance
learning via micro-credentials. Education should invest in people who understand technology
which leads our generation to have digital skillsets in today’s ever-changing business
environment. The lecturer can conduct a knowledge transfer programme on this approach and
guide and share to the other academics to adopt it for their students to become much more
advanced in computational thinking skills. Besides, the well-designed questionnaire can be used
to apply for intellectual property status for value added purpose.
References
Zakaria, E. (2017). Changing The Way We Teach. Retrieved from [Online]. Available:
https://www.nst.com.my/opinion/letters/2017/12/310418/changing-way-we-teach [2021,
March 12].
68
E-PORTFOLIO FROM GOOGLE SITES AS NEW ASSESSMENT METHOD FOR
LANDSCAPE ARCHITECTURE DESIGN STUDIO
Noorliyana Ramlee
Faculty of Architecture and Ekistics, Universiti Malaysia Kelantan, Bachok,
Malaysia liyana.r@umk.edu.my
Ramly bin Hasan, Wan Saiful Nizam Wan Mohamad, Khalilah Hassan, Wan Azlina Wan
Ismail, Muhammad Haziq Rusli
Faculty of Architecture and Ekistics, Universiti Malaysia Kelantan, Bachok, Malaysia,
Jabatan Landskap Negara ramly.h@umk.edu.my, saifulnizam@umk.edu.my,
khalilah.h@umk.edu.my, azlina@umk.edu.my, haziqrusli@jln.gov.my
Highlights: E-portfolio from Google Sites is a platform to assess the final projects of 22 students
of Landscape Architecture program. By only accessing the link of Google Sites provided by the
students, lecturers and external panels able to access and assess the students’ works at anytime
and anywhere without having to download into their computers. Besides assessment, e-portfolio
is another way for students who are in studio-based courses to preserve their final projects and
use it during job seeking and interview with their potential employers because it guaranteed a
comprehensive information about what they have went through during their studies.
Key words: e-portfolio, final project, studio-based courses, google sites, e-assessment,
Landscape Architecture
Introduction
In Landscape Architecture Program in Universiti Malaysia Kelantan, it has been a practise for
several semesters for students to print-out A1-sized boards as their portfolio especially in studio-
based courses to be used as their final assessment. This portfolio contained the student’s final
project which includes the understanding of studio theme for that current semester, their design
proposal and all the practical skills acquired throughout the semester. However, as Malaysia has
gone through pandemic and required the teaching and learning to go online, the use of e-portfolio
has replaced the previous practise and it started being used for Landscape Architecture Program
Semester February 2019/2020 as the e-assessment. Google Sites was chosen as the platform for
e-portfolio for 20 third year students and it has become a practise until now for all studio-based
courses in Landscape Architecture Program.
E-portfolio or an electronic portfolio is defined as a systematic learning tool of assessment in
which students uploading their final projects through reflection and showcase achievement to
lecturers (Chang et al., 2019). Instructors can easily evaluate and assess the submitted work
using a range of feedback mechanisms including document mark-up, voice recording, rubrics
and in-line commenting. E-portfolio is a learning theory known as social constructivism, which
proposes, in part, that learning happens most effectively when students construct systems of
knowledge for themselves through uploading their final projects (Mapundu & Musara, 2019). E-
portfolio has been used widely and successfully in both learning and assessment not only in the
Arts, Humanities and Social Sciences disciplines but computer science and engineering
education have also been introduced to the concept of e-portfolios. The advantages e-portfolio
includes the opportunities to integrate student course work and the potential for development of
information management, self-organisation, planning, and presentation skills (Barret, 2001;
Bhattacharya, 2001; Nardi, 1996).
69
In Landscape Architecture program, e-portfolio from Google Sites benefits both students and
lecturers during final assessment as it is easily accessible online. The lecturers and external
panels able to assess at anytime and anywhere without having to download those documents to
their computers. With the assistance of Google Meet, students able to present their works online
by accessing the link from the Google Sites and received feedbacks from both lecturers and the
external panels concurrently. It is also a convenient and yet a sustainable medium for preserving
the students’ works and can be used for references in the future studio as they required no
physical storage. The conventional approach of print-out portfolio may lead to improper storage
and wastage of materials due to various reasons after the semester ended. By replacing the
conventional approach, students are able to store their works properly and ready for online
exhibition if they publicize the works to the community. The community could also learn about
the profession of a landscape architect through online. In terms of commercial values, e-portfolio
exposes a larger chance for employability and marketability of the students as it shows their
capability to use technology to present and handling their works efficiently (Issa, 2018) to the
potential employers during the job seeking and interview session. Skills such as cognitive skill,
ethic and professionalism, digital and communication skills are developed and shown with the
use of e-portfolio. Besides, e-portfolio is another way to sell their ideas and skills to any parties
that interested with their works while browsing the internet.
In conclusion, the use of e-portfolio is not only beneficial during the assessment in teaching and
learning process but it is a life journey tool as it is a medium to promote students’ ideas, skills
and ability to produce design proposals based on what they have studied throughout the years of
their degree program. Therefore, e-portfolio is a practical and comprehensive tool for studio-
based courses.
Acknowledgement
We are grateful for the participation of Third Year Students of Landscape Architecture for
their submission of e- portfolio and also all the lecturers who involved in this process. We
70
would like to thank Landscape Architecture Department for the guidance and support
given.
References
Chang, C. P., et. al (2019). E-portfolio functional requirements for the final semester
baccalaureate practicum course: A qualitative research study. Journal of Professional
Nursing, 35(5), 405-411.
Mapundu, M., & Musara, M. (2019). E-Portfolios as a tool to enhance student learning experience
and entrepreneurial skills. South African Journal of Higher Education, 33(6), 191-214.
Issa, S. N. (2018). Awareness and Utilization of E-Learning Technologies in Teaching and
Learning of Business Education Courses in Universities in Kwara State, Nigeria (Doctoral
dissertation, Kwara State University (Nigeria)).
Segers, M., et al (2003), Optimising New Modes of Assessment: In Search of Qualities and
Standards, Dordrecht: Kluwer Academic Publishers, pp. 141-170; 171-224.
Barrett, H. (2001) “ICT support for electronic portfolios and alternative assessment: The state of
the art,” presented at the World Conference on Computers and Education (WCCE),
Copenhagen, Denmark,
Available: http://electronicportfolios.com/portfolios/wcce2001.pdf [Accessed February, 27
2007].
Bhattacharya, M. (2001) Electronic portfolios, student reflective practices, and the evaluation of
effective learning, Available: http://www.aare.edu.au/01pap/bha01333.htm. [Accessed
March 16, 2007].
71
P&P LOW BANDWIDTH: KEBERKESANAN PENERAPAN PLATFORM MEDIA
SOSIAL DALAM PELAKSANAAN TUGASAN PELAJAR
Farrah Atikah Saari
Universiti Malaysia Kelantan, Bachok, Malaysia
atikah.s@umk.edu.my
Izati Nabila Marzuki, Nordiana Ab Jabar, Suraya Sukri, Siti Nur Anis Muhammad
Apandi, Ainul Wahida Radzuan, Sudirman Kiffli
Universiti Malaysia Kelantan, Bachok, Malaysia
nabila.m@umk.edu.my, nordiana.aj@umk.edu.my, suraya@umk.edu.my,
nuranis.m@umk.edu.my, ainul@umk.edu.my, sudirman.k@umk.edu.my
Kata kunci: akses, aplikasi, covid-19, norma baru, pembelajaran, sosial media
Pendahuluan
Pandemik Covid-19 memberikan impak yang besar kepada pelbagai sektor terutamanya dalam
bidang pendidikan. Sistem Pendidikan Tinggi di Malaysia juga mengalami pelbagai perubahan.
Manakala pensyarah juga terpaksa bekerja dari rumah. Akan tetapi dengan adanya teknologi di
hujung jari dan tanpa sempadan telah menggantikan pembelajaran secara konvensional kepada
pembelajaran alam maya. Pensyarah telah menggunakan platform pembelajaran dalam talian
untuk pengajaran, berinteraksi dengan pelajar dan memberi latihan secara maya. Pelajar
mempunyai akses kepada peralatan teknologi meskipun terdapat juga pelajar yang mempunyai
kekangan dengan kekuatan jaringan internet yang rendah di kediaman masing-masing dalam
tempoh Perintah Kawalan Pergerakan (PKP). Namun begitu, pelajar masih boleh menggunakan
jalur lebar yang berkapasiti rendah seperti Whatapps dan Facebook. Hal ini kerana ekosistem
digital p&p telah diteliti secara holistik berikutan norma baru dan keberkesanan pelaksanaan
pembelajaran maya telah mengubah persepsi untuk menerimanya secara radikal seperti
pembelajaran yang telah berlaku dalam kursus Konservasi II (Non-Organik). Berdasarkan kepada
keputusan penilaian pelajar yang telah dilaksanakan, hasil dapatan kepada penggunaan media
sosial yang telah dilaksanakan selama 14 minggu menunjukkan impak yang positif. Hal ini
terbukti dengan penghasilan Coffee Table Book dan Video Dokumentari dengan melaksanakan
proses p&p melalui alam maya. Kesimpulannya peranan teknologi dalam pendidikan banyak
memberikan kelebihan dan kemudahan di samping menyediakan suasana pembelajaran yang
lebih menyeronokan serta sangat sesuai untuk diaplikasikan kepada pelajar dalam mengambil
bahagian berdasarkan pengalaman pembelajaran komprehensif dan lebih realistik.
Kandungan
Inovasi dan Pembangunan Produk
Unsur-unsur utama dalam kepelbagaian media sosial merangkumi kawalan pengguna terhadap
penyampaian maklumat dan interaktiviti yang digunakan untuk meningkatkan proses
pembelajaran. Menurut Cairncross & Mannion, 2001 juga, p&p dapat digabungkan dengan
contoh ilustrasi, penilaian dalam talian dengan maklumbalas dan pelajar berpeluang untuk
berlatih dan bereksperimen. Proses ini turut berlaku dalam subjek Konservasi II (Non-Organik)
72
dan Rajah 1 dibawah menunjukkan projek akhir pelajar yang yang dihantar melalui Whatapp dan
dipaparkan melalui Facebook bagi tujuan penilaian.
Rajah 1: Projek Pelajar Coffee Table Book Bagi Tujuan Penilaian
Rajah 2: Projek Akhir Pelajar Yang Dipamerkan Di Facebook Untuk Tujuan Penilaian
Latar Belakang
Penyampaian maklumat yang berkesan dalam pembelajaran jalur lebar rendah telah diakui dan
memudahkan semua pihak. Ia disokong oleh Hidayat & Shafie, 2020, yang hasilnya
menunjukkan platform pengajaran dan pembelajaran utama adalah Whatsapp diikuti dengan
Google Classroom dan Telegram dan disokong oleh aplikasi media sosial yang lain. Majoriti
pensyarah menjalankan pengajaran dan pembelajaran menggunakan interaksi segerak (PKP fasa
1 = 90% manakala PKP fasa 2 = 86.80%). Sementara itu, interaksi tak segerak juga dilaksanakan
mengikut keperluan masa dan tempat (PKP Fasa 1 = 10% dan PKP fasa 2 = 13.20%). Menurut
hasilnya, dapat disimpulkan bahawa pembelajaran jalur lebar yang rendah menggunakan media
sosial sangat membantu proses pengajaran dan pembelajaran pelajar dan pensyarah.
Projek akhir yang telah dilaksanakan menggabungkan beberapa elemen yang disebut oleh
Laurillard (1998) seperti elemen multimedia yang mengandungi grafik, video, suara, animasi dan
teks. Kaedah ini dilihat sebagai kaedah terbaik dalam menyampaikan maklumat. Facebook juga,
telah menjadi medium utama dalam proses penyerahan tugasan dan pada masa yang sama dapat
mempromosikan penemuan pelajar dalam usaha mereka dalam melestarikan bangunan warisan
dengan mempertimbangkan garis panduan yang dicadangkan oleh A. Ghafar Ahmad (2006)
seperti nilai sejarah, warisan, seni bina, usia, fungsi, bahan binaan dan penyelenggaraan. Oleh
sebab itu, universiti memilih kaedah dalam talian sebagai kaedah alternatif untuk mengekalkan
73
pendidikan (Adnan, 2020). Menurut Kementerian Pelajaran Malaysia, 2012, inovasi dalam
pengajaran dan pembelajaran dapat diklasifikasikan sebagai salah satu usaha dalam
mempelbagaikan kaedah atau pembaharuan dalam proses meningkatkan sistem pendidikan di
samping menyokong kepada garis panduan Pendidikan pada abad ke-21. Menurut Muh Rais,
2015, pengaruh penggunaan multimedia dalam pembelajaran telah memberikan kesan positif
terhadap pengembangan pengetahuan.
Kepentingan Kepada Pendidikan
Dalam memastikan proses pendidikan tidak berhenti walaupun dunia telah dikejutkan dengan
wabak Covid 19, pelbagai usaha telah dilakukan, termasuk penggunaan visual interaktif dalam
pengajaran dan pembelajaran. Menurut Noor Fadzilah et al., (2017), pelajar telah menunjukkan
minat, pemahaman dan motivasi positif dalam proses pembelajaran yang melibatkan bantuan
visual. Walau bagaimanapun, terdapat dua masalah utama mengenai sambungan internet dan
kapasiti data pelajar yang menyukarkan pelaksanaan pengajaran dan pembelajaran semasa PKP
fasa 1 dan 2. Namun, dengan kaedah kreatif, ia membantu mengurangkan masalah dan persiapan
dalam menghadapi wabak Covid 19 akhirnya membuka ruang untuk pengajaran alternatif dan ke
arah sistem yang lebih fleksibel dan dinamik (Hidayat & Shafie, 2020). Objektif bagi pengajaran
low bandwidth adalah seperti berikut:
Melihat sejauhmanakah kemampuan platform media sosial dalam menangani p&p secara
konvensional.
Menentukan kesesuaian platform media sosial dalam menangani masalah pelajar ketinggalan
‘lost generation’.
Menilai hasil keberkesanan penggunaan p&p menggunakan platform media sosial.
Kelebihan Kepada Pengajaran
Kegunaan platform media sosial dalam menangani masalah pelajar ketinggalan ‘lost
generation’.
Perkembangan idea baru daripada objek warisan ketara kepada bentuk visual digital dalam subjek
Konservasi II (Non-Organik) telah merubah demensi baru dalam penghasilan produk warisan.
Sebagai contoh bagi tugasan berterusan, pelajar perlu menghasilkan Coffee Table Book secara
digital. Oleh itu pelajar dan pensyarah menggunakan altenatif WhatApps untuk sesi perbincangan
dan email untuk penghantaran tugasan. Semasa perbincangan, segala penulisan dapat dibaca
semula oleh pelajar yang tidak berpeluang ketika perbincangan berlaku. Ini sekaligus dapat
mengelakkan pelajar yang ketinggalan kerana menurut Muh Rais, 2015, pengaruh penggunaan
multimedia dalam pembelajaran telah banyak memberikan pengaruh yang positif dalam
pembentukan pengetahuan. Hasil tugasan pelajar daripada kursus ini turut memberi banyak
manafaat seperti:
1. Penghasilan Coffee Table Book untuk penerbitan bersama pihak perpustakaan UMK.
2. Penghasilkan Bab Dalam Buku yang bertajuk Pemuliharaan Rumah Kedai Lama Dalam
Pembentukan Imej Dan Identiti Kota Bharu Sebagai Bandaraya Islam.
3. Pensyarah juga telah membuat Pembentangan Kertas Kerja Kolokium Antarabangsa
Peradaban Wilayah Timur Laut 2020 yang bertajuk Pengaruh Dan Keunikan Rekabentuk
Fasad Rumah Kedai Lama Di Kota Bharu, Kelantan.
74
4. Penghasilan prosiding scopus di ICDISST2020 yang bertajuk Potential Impacts in the
Conservation of Old Shophouse towards its Heritage Values.
5. Penghasilkan Jurnal yang bertajuk “Penyenggaraan Rumah Kedai Lama Dan Kesannya
Terhadap Nilai Warisan” yang diterbitkan di International Journal of Creative Future and
Heritage (TENIAT), UMK.
6. Pingat Perak Kategori Sains Sosial dalam Carnival Research & Innovation CRI 2019,
Karnival Penyelidikan & Inovasi Universiti Malaysia Kelantan 2019.
7. Pingat Emas dalam e-TeLiC ’20, Teaching Enhancement & Learning Innovation Carnival
(e-TeLiC) 2020.
8. Pingat Perak Kategori Sains Sosial dalam e-Carnival Research & Innovation e-CRI 2020,
Karnival Penyelidikan & Inovasi Universiti Malaysia Kelantan 2020.
9. Penghasilan jurnal bertajuk Lukisan Mural Sebagai Daya Tarikan Pelancongan
Warisan: Kesan Terhadap Komuniti Setempat Di Kota Bharu, Kelantan (Jurnal Arkeologi
Malaysia, Disember 2020, Vol. 33, (Isu Khas), hlm. 59-66, ISSN 0128-0732 e-ISSN 2590-
4302, Diterbitkan oleh Ikatan Ahli Arkeologi Malaysia).
10. Hak Cipta (No Pendaftaran: LY2021W00252) Konsep Rekabentuk Rumah Kedai
Berdasarkan Struktur Bangunan Yang Menepati Ciri – Ciri Setempat.
Nilai Komersial
Peningkatan penggunaan literasi komputer seperti e-pembelajaran juga memberi kesan positif
kepada pelajar. Menurut Maria Joseph Israel (2015), pelajar yang menggunakan kaedah
pembelajaran seperti MOOC dalam pembelajaran tradisional menunjukkan hasil pembelajaran
yang positif berbanding dengan pelajar yang belajar bersemuka. Walaupun begitu, menurut
Adnans (2020) yang berpendapat bahawa pembelajaran dalam talian terbukti dapat membantu
menjaga kesihatan pelajar dan tenaga pengajar dalam pandemik Covid 19. Walau bagaimanapun,
ia tidak setanding dengan pembelajaran konvensional. Namun begitu, berdasarkan P&P yang
dijalankan dalam subjek Konservasi II (Non-Organik) dengan menggunakan paltform media
sosial yang berkapasiti rendah telah membuktikan pencapaian yang memberangsankan oleh
pelajar seperti Jadual 1 iaitu Analisis Pencapaian Hasil Pembelajaran yang merangkumi tiga
CLO.
Jadual 1: Analisis Pencapaian Hasil Pembelajaran Kursus Konservasi II (Non-Organik).
Course Learning
Outcomes (CLO)
Tugasan
Platform Media
Sosial
Analisis Pencapaian
CLO (%)
Mengenalpasti warisan
non-organik secara
terperinci.(C4)
Tugasan 1
Kuiz
WhatsApp
Pencapaian Pelajar:
(28.13 / 40) X 4.0 = 2.8
(Baik)
Merungkai masalah
kerosakan artifak dan
objek warisan non-
organik secara saintifik
dan sistematik. (P4)
Tugasan 2
(Coffee
Table Book)
WhatsApp
Pencapaian Pelajar:
(16.88 / 20) X 4.0 = 3.4
(Sangat Baik)
75
Menerangkan hasil
penyelidikan
berdasarkan kajian
konservasi warisan non
organik secara
berkumpulan.(A3)
Projek
Akhir
(Dokumenta
ri)
Facebook
WhatsApp
Pencapaian Pelajar:
(29.75 / 40) X 4.0 =
2.9 (Baik)
Hasil analisis tersebut telah menunjukkan bahawa keputusan yang didapati bagi CLO 1 dan 3
adalah baik dan CLO 2 adalah sangat baik. Hal ini membuktikan bahawa penguasaan elemen-
elemen penggunaan media digital dalam kursus Konservasi II (Non-Organik) memberi impak
yang baik kepada pelajar dalam memahami kandungan pelajaran. Pembelajaran pada abad ke-21,
yang memfokuskan aspek kreativiti dalam pelaksanaan pembelajaran sememangnya sangat
terpuji, Bani Hidayat Mohd Shafie (2020). Disamping itu, proses p&p juga telah berlaku secara
tidak langsung dan lebih interaktif. Jadi tidak ada alasan yang kukuh sekiranya terdapat pendapat
yang menyatakan bahawa P&P secara online menyukarkan proses pemindahan ilmu. Ini kerana
pelbagai kaedah dan metod yang sesuai boleh digunakan meskipun pelajar dan pensyarah
mempunyai jalur lebar yang berkapasiti rendah.
Penghargaan
Penyelidik mendapat sumbangan dana daripada Skim Geran Jangka Pendek dari Universiti
Malaysia Kelantan (SGJP) (R/SGJP/A0200/01538A/001/2019/00585). Penyelidik ingin
merakamkan ucapan terima kasih atas sokongan dan kerjasama semua pihak yang terlibat baik
secara langsung ataupun tidak langsung, Kementerian Pendidikan Malaysia (KPM) dan Pusat
Pengurusan Penyelidikan, Inovasi dan & Pengkomersialan (RMIC) dalam menyokong projek
penyelidikan ini.
Rujukan
Adnan, M. (2020). Online learning amid the COVID-19 pandemic: Students perspectives. Journal
of Pedagogical Research, 1(2), 45– 51.
A. Ghafar Ahmad (2006). Rangka kerja pemuliharaan bangunan warisan di Malaysia. Bengkel
Konservasi Monumen dan Tapak Tanah Bersejarah, 27-29hb. November 2006,
Melaka. Kerajaan Negeri Melaka dengan kerjasama Perbadanan Muzium Melaka
(PERZIM), Melaka.
Bani Hidayat Mohd Shafie. (2020). Pelaksanaan PdPc Dalam Talian (OLL) Semasa Perintah
Kawalan Pergerakan (PKP) Fasa 1 Dan 2 Covid-19. Jabatan Perancangan,
Penyelidikan Dan Inovasi, IPG Kampus Pendidikan Islam, Bangi. Jurnal Dunia Pendidikan,
e-ISSN: 2682-826X | Vol. 2, No. 2, 213-221, 2020, http://myjms.moe.gov.my/index.php/jdpd.
Cairncross, S., & Mannion, M. (2001). Interactive multimedia and learning: Realizing the
benefits. Innovations in Education and Teaching International, 38(2), 156–164.
https://doi.org/10.1080/14703290110035428
Hidayat, B., & Shafie, M. (2020). Pelaksanaan PdPc Dalam Talian ( OLL ) Semasa Perintah
Kawalan Pergerakan ( PKP ) Fasa 1 Dan 2 Covid-19 ( Implementation of PdPc OLL
during COVID-19 Movement Control Order Phase 1 and 2 ). 2(2), 213–221.
Israel, M. J. (2015). Effectiveness of Integrating MOOCs in Traditional Classrooms for
Undergraduate Students. International Review of Research in Open and Distributed
Learning. 16(5): 102-118
Kementerian Pelajaran Malaysia. (2012). Kementerian Pelajaran Malaysia, Dasar Pendidikan
Kebangsaan. In Bahagian Perancangan dan Penyelidikan Dasar Pendidikan (Ed.),
Kementerian Pelajaran Malaysia, Dasar Pendidikan Kebangsaan
76
(EdisiKetiga)(p.5,6).http://www.ghbook.ir/index.php?name=book_id=13650&page=73
&chkhashk=ED9C9491B4&Itemid=218 &lang=fa&tmpl=component.
Laurillard, D. (1998). How Can Interactive Multimedia Enhance Learning? IV Congresso RIBIE,
1–13.
Muh Rais. (2015). Pengaruh penggunaan multimedia presentasi kemampuan mengingat konsep.
Jurnal Mekom Jurnal, 2(1), 10–24.
Noor Fadzilah Ab Rahman, Rafiza Kasbun, NurKaliza Kahlid, Siti Azrehan Aziz & Nur Hashima
Mohamed. (2017). Penggunaan Aplikasi Visual Dalam Pembelajaran Konsep Dan
Asas Pengaturcaraan. National Pre University Seminar (NpreUS2017).
77
EatSAFE StopWASTE: IMPROVING FOOD SAFETY KNOWLEDGE
John Yew Huat Tang
Faculty of Bioresources and Food Industry, Universiti Sultan Zainal Abidin, 22200 Besut,
Terengganu, Malaysia. jyhtang@unisza.edu.my
Nurhayati Yusof
Faculty of Bioresources and Food Industry, Universiti Sultan Zainal Abidin, 22200 Besut,
Terengganu, Malaysia nurhayatiyusof@unisza.edu.my
Mohd Razif Shahril
Centre for Healthy Ageing and Wellness, Universiti Kebangsaan Malaysia, 50300 Kuala
Lumpur, Malaysia razifshahril@ukm.edu.my
Highlights: EatSAFE-StopWASTE© app was developed for the course FSI10803 Food
Microbiology and FSI31103 Food Safety and Quality Management. Research based data was
used to develop the content of the mobile app which are organized in a simple, clear and
straightforward layout to enable majority of the users can understand. The introduction of mobile
app into teaching and learning (TL) is to encourage active learning and provide alternative TL
medium to the traditional TL process. The EatSAFE-StopWASTE© app not only limited to
university students but also aimed to improve the knowledge of general public and food handlers
on food safety. Therefore, the mobile app was developed to be an easy to use, attractive,
informative and flexible to users. It is hope by improving the food safety knowledge will also
help in the betterment of food safety attitude and practices.
Key words: mobile app, food safety, active learning, KAP (Knowledge, Attitude and Practices),
students, general public
Introduction
Nowadays, mobile phone referred as “smartphone” offers advanced computing capability and
connectivity just like tablet computer. These features reposition mobile phone as a new
information medium (May and Hearn, 2005) and there are about 2.32 billions smartphone users
around the world (Statista, 2021). Several similar apps relating to Good Manufacturing Practices
(GMP), Hazard Analysis Critical Control Point (HACCP), Food Handling, and Calculating Food
Wastage are available as separate applications from iOS and Android platform. To the best of
our knowledge, no equally identical apps are available in Google Playstore that provide food
safety knowledge, estimate food poisoning risk and reduce food wastage through reminder. The
aim of this innovation is therefore to describe the new mobile app, EatSAFE StopWASTE 2.0
to help users to improve their food safety knowledge, estimate food poisoning risk dan reduce
food wastage.
78
Content
Description of the innovation
The two main functionality components of EatSAFE StopWASTE app consist of i) reduce food
poisoning risk and
ii) reduce food wastage. Food poisoning risk can be reduced through food safety knowledge
section which covers, i) common causes of food poisoning, ii) factors affecting microbial growth
such as food, acidity, time, temperature, oxygen and moisture abbreviated as “FAT TOM”, iii)
food utilisation or consumption order using First-In-First-Out (FIFO) or First-Expiry-First-Out
(FEFO) principle and iv) 3 rules of Good Food Hygiene Practices. In addition, food poisoning
risk estimator section covers four main food categories, namely cereals and grains, fish and
meat, fruit and vegetables which will provide users three levels of food poisoning risk (high,
medium or low) based on the freshness of food, temperature danger zone and duration of food
left at temperature danger zone.
Food wastage can be reduced through StopWASTE section which covers, i) shelf stable food
and ii) perishable food. The StopWASTE section reminds users of the foods they buy and thus
prevent multiple purchases of the same or similar items. If the foods are shelf stable, the expiry
dates will be recorded while perishable foods such as fresh produce the impending spoilage date
(three to seven days) was suggested. Table 1 summarized the app functionality.
Background of the innovation
Food poisoning has been a continuous issues in developed and developing countries. One of the
reasons is due to lack of food safety and good food hygiene handling knowledge among food
handlers and end users. In addition, food wastage due to expired or spoiled products are also on
the rise.
Importance to education
EatSAFE StopWASTE app provides users information on the main causes of food poisoning and
factors that lead to foodborne diseases. The information provided are easy to understand, straight
forward and give key points related to food safety and food handling. The app also provide users
knowledge on how to properly store shelf stable food and perishable food.
79
Table 1. The key functionality components in “EatSAFE StopWASTE” app.
Component
Description
EatSAFE
(Reduce food
poisoning risk)
Two sub-components were included:
Food safety knowledge covers the following aspects:
Common causes of food poisoning
Factors affecting microbial growth such as Food, Acidity, Time,
Temperature, Oxygen and Moisture abbreviated as “FAT TOM”
Food utilisation or consumption order using First-In-First-Out (FIFO) or First-
Expiry-First-Out (FEFO) principle
3 rules of Good Food Hygiene Practices
Food poisoning risk estimator with 3 levels of risks (high, medium and low)
covers the following food categories:
Cereals and grains
Fish and meat
Fruits
Vegetables
StopWASTE
(Reduce food
wastage)
Two sub-components were included:
Shelf stable food
Foods that can be safely stored at room temperature such as canned and bottled
foods, rice, pasta, flour, sugar, spices, oils, and foods processed in aseptic or
retort packages and other food products that do not require refrigeration until
they are opened. Not all canned goods are shelf stable. Some canned foods,
such as some canned ham and seafood, are not safe at room temperature. These
will be labeled as "Keep Refrigerated."
In order to be shelf stable, perishable food must be treated by heat and/or dried
to destroy foodborne microorganisms that can cause illness or spoil food. Food
can be packaged in sterile, airtight containers. The shelf life of these food are
normally identified by expiry date on the packaging.
Perishable food
Perishable foods include meat, poultry, fish, milk, eggs and many raw fruits and
vegetables. It also includes all cooked foods that have to be stored at
refrigerator or freezer temperatures. The length of storage time for perishable
food in freezer and refrigerator depending on the types of foods ranging from
3 to 7 days in refrigerator and from 2 to 3 months or as per stated on the food
packaging in freezer.
Advantages of the innovation/product development/design/process towards education and
community.
EatSAFE StopWASTE app uses popular android platform which can be assessed by many users.
With user friendly features and attractive interface helps user to be more engaging with the app.
Commercial value of the innovation/product development/design/process
EatSAFE StopWASTE app can be added into Google Playstore (Android) or App Store (iOS),
food safety awareness program and workshop as well as interactive tool for teaching and learning
in related subjects such as food microbiology and food safety.
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Acknowledgement
The authors would like to thank UniSZA Digital Hub and Tri-Cyxlone Technology for
developing the EatSAFE StopWASTE mobile app. This project was supported by International
Foundation of Sciences, Sweden (E-5237-2F)
References
May H, & Hearn G. (2005). The mobile phone as media. International Journal of Cultural Studies
8 (2): 195–211. Statista. Numbers of smartphone users worldwide
from 2014 to 2023 (in billions).
https://www.statista.com/statistics/330695/number-of-smartphone-users-worldwide/ (Accessed
25 April 2021)
81
AUGMENTED REALITY MODULE FOR PRINCIPLE ACCOUNTING (ABLEH)
Tono Hassan
Universiti Teknologi Malaysia, Johor, Malaysia
t_hassan_th@yahoo.com
Dayana Farzeeha Ali, Nusaila Johari,Mohamad Bilal Ali
Universiti Teknologi Malaysia, Johor, Malaysia
dayanafarzeeha@utm.my, nusaila81_johari@yahoo.com,mba@utm.my
Highlights: A student’s achievement essentially in Accounting Principle subject, is frequently
associated with visualization process in which learning style of that student needs to be
considered to enhance student’s visualization skills. Augmented Reality is one of a technology
founded able to enhance student visualization skills. Therefore, this study introduces ABLEH
module designed for educators and students in which it uses Augmented Reality(AR) technology
approach in Accounting Principle subject in order to enhance student’s visualization skills.
Key words: Augmented Reality, Module, Education, Principle Accounting
Introduction
In Accounting Principle subject, the comprehension of the principle and concept is crucial
especially at the foundation level, due to the fact that shady foundation potentially leads to future
learning problem. In solid foundation establishment, teachers role is essential in serving the right
approaches and methods to build basic comprehensive scaffolding among the students (Fadzillah
& Bahari 2019).
In this subject, visualization skills allow students to imagine the basic concepts and principles of
accounting, the complete process of preparing financial statements, financial planning and cost
accounting, financial statements, and visualization techniques that transform graphics into data
(Tono et al. 2020).
Visualization in education and learning is a thinking skill because it involves a thinking process
using images, diagrams, and mental simulations (Gilbert et al. 2008). Augmented reality is seen
as an effective learning tool for improving students' visualization skills. Studies have shown that
Augmented Reality technology is one of the latest technology identified to help students in
improving visualization and learning experience (Yu et al., 2010). AR environment applications
are seen to have the potential to bring the learning process out of the classroom and into the space
where students live (Dayana et al., 2020). To explore how Augmented Reality Module enhances
student visualization skills level for Accounting Principle subject, ABLEH was developed in
these studies.
Content
AR can help educators with creative attitudes towards new technologies (Contero et al., 2012;
Ivanova, 2011) and stimulating creative thinking (Ivanova &Ivanov, 2011) that allows students
to explore new things in interesting ways. It is also seen as a technology that offers certain tools
in the process of making teaching content more attractive as well as improving visualization skills
(Martín et al., 2013; Alqahtani, et al., 2017).
AR module namely ABLEH was developed by referring ADDIE Instructional Design Model
(Rossett, 1987) steps which is comprise with five phases namely as analysis phase, design phase,
development phase, implementation phase and evaluation phase.
82
According to Molenda (2003), ADDIE model was quite simple, easy to understand and
systematic which is effective in the development of instructional courses.
Table below show the process in developing ABLEH module
ADDIE
MODEL
PHASE
Analysis
Define the problem, identify the source of the problem and target
students.
Design
Sketching a story board.
Development
Develop a product based on results from the analysis phase and
design phase.
Implementation
Test the product to the target students.
Evaluation
To ensure either the module able to enhance student visualization
skills level.
Besides that, ABLEH Module was develop using Edraw Max and PowerPoint applications. The
contents of the Module are from the subjects of Form Four Accounting Principles in chapter two
titled Account Classification comprising Assets, Expenses, Liabilities, Owner Equity and
Revenue. ABLEH is a summary of the initial letters of Assets, Expenses, Liabilities, Owner's
Equity and Proceeds. Each topic in module has a specific marker to use in the Augmented Reality
environment application. Example as below.
The diagram shows a marker found in the ABLEH Module and a video. The marker used to
enable AR application to function. The AR application was developed using unity and vuforia
platforms. When the camera is directed to the maker, a video will appear.
The uniqueness of the ABLEH is the module are consisting of combination graphic notes and 3D
video which is able to motivate student in learning while comparing with reading the text only.
It’s can be used by scanning the marker by using android. Besides that, the product is user friendly
which can be use anywhere and everywhere as long as they have android without depending on
internet line. Therefore, the learning process are more easy and able to enhance student
visualization skills. This has been proven through t- tests conducted on this study and the findings
83
show that the learning approach using the ABLEH Module has a significant and positive impact
on the student’s visualization skills compared to conventional methods. Hence, increasing student
interest in learning and increase student’s academic performance in this subject.
References
Alqahtani, A. S., Daghestani, L. F., & Ibrahim, L. F. (2017). Techniques used to Improve Spatial
Visualization Skills of Students in Engineering Graphics Course: A Survey. International
Journal of Advanced Computer Science and Applications (IJACSA), 8(3), 91-100.
Azuma, R. (1997). A survey of augmented reality. Presence: Teleoperators and Virtual
Environments, 6(4), 355–385. http://doi.org/10.1.1.30.4999
Contero, M., Gomis, J. M., Naya, F., Albert, F., & Martin-Gutierrez, J. (2012, October).
Development of an augmented reality based remedial course to improve the spatial ability
of engineering students. In Frontiers in Education Conference (FIE), 2012 (pp. 1-5). IEEE
Dayana, F.A., Siti,S.Y & Marlissa, o ( 2020). Penggunaan Aplikasi Augmented Reality dalam
Topik Litar Asas Elektronik. Innovative Teaching and Learning Journal, 3(2), 1- 7
Fadzillah, N. S. M., & Bahari, A. B. M. 2019. Faktor Yang Mempengaruhi Prestasi Pelajar
Diploma Perakaunan dalam Subjek Perakaunan. Gading Journal for the Social Sciences (e-
ISSN 2600-7568), 22(00), 150-155
Gilbert JK, Reiner M, Nakhleh M (2008) Visualization: Theory and practice in science education.
In: Visualization: Theory and practice in science education Models and Modeling in
Science Education.
Ivanova, G., Aliev, Y., & Ivanov, A. (2011.). AR Textbook for Future Blended Education, 130–
136.
Martín-Gutierrez, J., Trujillo, R. E. N. & Acosta-Gonzalez, M. M. 2013. Augmented Reality
Application Assistant for Spatial Ability Training. Hmd Vs Computer Screen Use Study.
Procedia - Social and Behavioral Sciences 93(0): 49-53.
Tono,H., Dayana, F.A & Mohd, B.A (2020) Permasalahan Pelajar Dalam Mata Pelajaran Prinsip
Perakaunan dan Kaitannya Terhadap Kemahiran Visualisasi. Jurnal Persatuan Pendidikan
Teknik Dan Vokasional Malaysia Technical And Vocational Education Malaysia ISSN
1985-6652
84
Ethical Hacking Learning System (EHLS)
Ahmed Ali Ahmed Gubran
ahmed.gubran37@gmail.com
Julia Juremi, Vinothini Kasinathan
Asia Pacific University, Kuala Lumpur, Malaysia julia.juremi@apu.edu.my,
vinothini@apu.edu.my
Highlights: Ethical Hacking Learning System (EHLS) is a full learning platform which contains
all required resources in both aspects, theoretical and practical. It will help students to learn and
practice ethical hacking activities in safe and legal environment. It will be designed in a user-
friendly way in order to attract users and provide them with a new interesting learning approach
in ethical hacking modules. In addition, EHLS helps both students and lecturers to manage and
monitor their learning process such as analysing quizzes and performance activities.
Key words: Ethical Hacking, E-learning, Pen Testing.
Introduction
Ethical Hacking Learning System (EHLS) is a new advance platform which provides fresh
experience in learning ethical hacking modules for both students and academician. EHLS offers
a virtual environment and is equipped with very advance specifications which will provide the
higher learning institutions with a platform to observe and to interact with the students,
especially in the ongoing coronavirus COVID-19 pandemic. EHLS contains hands on lab
terminal, quiz and tracking system. EHLS is planned to be integrated with the university current
learning management system (LMS) to import all the registered modules according to
intake/semester based. With this integration, all students will automatically registered in the
system and the monitoring will begin. This approach is convenient to keep track the progress of
each student whether the student is in Malaysia or back in their origin country. In addition,
EHLS is equipped with Kali Linux Operating System which helps to provide a safe environment
to practice and simulate the attacks and can be used by both students and academician to practice
for any cyber security related modules. A simple user manual with guided steps are provided to
help in setting up the hacking environment for learning purposes. All the activities mentioned
above can be monitored by either admin or lecturers. Points can be set for each task, and
notification can be turned on to keep track of the student’s performance and achievement. The
following is the features provided by the EHLS:
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Figure 1: EHLS Features
Context or Background
It is important to have a proper approach when studying or teaching a subject that require
practical practices. Major focus applies to sensitive subject such as Ethical Hacking and
Penetration Testing which require a combination between practical and theoretical materials
without neglecting one of them. Neglecting any of these aspects can cause an imbalance which
can result in the failure of achieving students' goal. To this day, security students are struggling
to maintain that balance while learning Ethical Hacking, either because of the difficulty in
finding resources that consist of both aspects equally, or while they are in the process of learning
as there are some lecturers or material has failed delivering the right approach for their particular
subject in resulting for student to not gain the output of that subject.
The lack of practical resources makes it hard for student to practice what they learned. It is not
easy for students or lecturers to find the right practical task that is suitable to the theoretical
materials that they are studying. Either that task is excessively advanced for students current
learning process to the point where they lose track of the concerned lesson or the task is only
partly relevant to the task.
Furthermore, due to the current pandemic happening in the world, it is hard for students to follow
up tutorials and labs probably since no one is allowed to have physical contact with their
lecturers. A lot of modules require hand-on exercise, these exercises are challenging for students
to follow up with the online system. Hence, students hardly get the concept or the outcomes of
that exercise especially with the absence of having physical contact with their lecturers to
oversee their progression. In addition, lecturers do struggle too observing and monitoring their
students because they don’t know if they are following during class or even doing their
assessment. As a result of this, this will decrease student’s awareness and performance to that
particular module.
86
87
Rationale
EHLS will help students and improve their learning experience towards ethical hacking. The
system will provide students with full and valuable resources for them to learn hacking in both
aspects theoretical and practical. Furthermore, it will be a legal environment for students to
practice hacking activity in order for them to build their hacking mind set.
Tangible benefits
• Students will have all the resources at one place to learn ethical hacking.
Easy to track students learning progress and performance.
• Easy to rebuild the virtual system when the system got compromised.
Easy to manage students access to the materials available in the system.
Intangible benefits
• Satisfaction of students and lecturers with the unique approach of teaching and learning
ethical hacking.
• A legal environment for students and lecturers to perform hacking activities.
Satisfaction of lecturers with the way of monitoring student’s performance.
Acknowledgement
I would like to express my special thanks of gratitude to Dr.Julia Juremi as well as Dr.Vinothini
A/P Kasinathan who gave me the golden opportunity to do this wonderful project, which also
helped me in doing a lot of Research and I came to know about so many new things I am really
thankful to them.
88
AUGMENTED REALITY: BASIC REFINERY COURSEWARE IN TRAINING
Norarbaiyah Yaacob
Faculty of Social Sciences and Humanities, Universiti Teknologi Malaysia, Johor Bahru,
Johor.
norarbaiyahyaacob@gmail.com
Dayana Farzeeha Ali
Faculty of Social Sciences and Humanities, Universiti Teknologi Malaysia, Johor Bahru,
Johor. dayanafarzeeha@utm.my
Highlights: Augmented Reality (AR) is a technology that mixes 3D virtual reality with image
of real environment to the real-time images. The main objective of this paper is to develop the
Basic Refinery Courseware for technical employees in the training program to enhance their
visualization skills in the crude oil refinery process. This paper describes the practical approach
to the development of AR content and the process of developing the courseware known as
Basic Refinery Courseware using ADDIE model. The tools used in this development process
are SolidWorks, Video Editor, Unity and Vuforia to engage with the AR experiences.
Key words: Augmented Reality; ADDIE Model; Basic Refinery Courseware; Crude Oil
Refinery Process.
Introduction
Today, in the dynamic 21st century information landscape, academician and organizations are
seeking new and innovative ways to reach users. Augmented reality technology in the industry
of oil and gas is a new direction of industry development. Visualization skills is the important
element in engineering field these days to guide a good learning method. A high level of
visualization skills is essential in the solutioning of engineering issues in this industry.
However, several of the employees face the matter in process and understanding the visual
information or developing mental images at work. This paper describes the principles used
behind the design of the courseware and how it was developed to overcome those issues.
Product Development
A method of Instructional Design model is using the ADDIE model in designing and
developing the training courseware with the integration of constructivism learning theory and
visualization. The ADDIE model has five stages includes analysis, design, development,
implementation and evaluation. In the analysis phase, researcher determined the needs of the
technical employees. This includes the objectives and goals to be achieved and accomplished.
In the design phase, researcher recognized and create a broad summary or blueprint (Cheung,
2016), which tools should be used and describe a strategy and delivery method to meet the
objectives that has been recognized in the analysis phase. While within the development phase,
the researcher begins to create the courseware by designing the main point of the elements
that’s needs to be added into the courseware to fulfil the blueprint created throughout the
design phase. In the implementation phase, the finished courseware was delivered to the
technical employees to be tested. The last stage of ADDIE model is evaluation, where
researcher get feedback relating to the training courseware and to determine if goals are met.
89
Several approaches are used in the development of interactive AR courseware to enhance the
visualization of the employees. Supports from various multimedia tools play a crucial part to
be used in the courseware. To create the interactive environment courseware, the researcher
added multimedia elements such as videos, animations, audio files, and three-dimensional
(3D) virtual environments as the platform to develop the courseware, which transformed the
learning content to be additional fascinating, and easier to understand. The integration of 3D
objects to the AR technology application also helped to enhance with better visual and sensory
experience (Yilmaz et al., 2015).
The contents of the courseware include the refinery process, crude distillation unit and the
equipment used in the Crude Oil Processing operation. The aim of the courseware development
is as a result of the module experts found that the technical employees have issue in learning
these topics particularly the crude oil processing flow at the crude distillation unit and the
internal part of the equipment. The trainees were not able to visualize the actual process flow
and imagine the exact internal parts of desalter and crude tower, since the exists module uses
2D diagrams in which alternatively can be further improvised using 3D elements and
drawing/visual concept for better clarification. Therefore, the courseware development intends
to overcome the issues and challenges that happens. Thus, the objective to be achieved by the
technical employees after using the courseware were to improve the visualization skills,
understand better the basic refinery process and plant operation, and to recognise the component
or equipment used in the refinery process.
AR courseware will assist and expedite the employees in the understanding and interpretations
of the technical theories, terms, and details, as the employees will be able to visualize the actual
equipment and process. The application of AR in the revolution and development of the new
way of learning shall provide positive impact to the oil and gas industry since this current
technology are less known and considered new.
AR provides advantages to interact with the real world that may create experience that would
not be possible to be viewed either in a completely real or virtual world. AR technologies helps
users to experience and observed scientific phenomena through manipulated virtual objects
that are difficult to observe in the real environment. This can encourage thinking skills and
increase conceptual understanding phenomena that are invisible and difficult to see, with the
facilitation of AR.
Figure 1 shows the front page and the application of AR using marker-based in the learning
and training of the Basic Refinery Courseware.
90
Figure 1: The application of AR in Basic Refinery Courseware.
Usefulness
The newly developed Basic Refinery Courseware using AR technology will be very useful for
technical employees working in the Oil & Gas industry, training center, and education
institution and to any industry player in the crude oil refining process.
Commercialization Potential
Highly potential to be commercialized among Technical Consultants, Training Providers, and
Oil & Gas companies, government agencies specializing in the Energy & Mining Sector and
Universities/Polytechnics.
References
Cheung, L. (2016). Using the ADDIE Model of Instructional Design to Teach Chest
Radiograph Interpretation. Journal of Biomedical Education, 2016.
H. Wu, S. W. Lee, H. Chang, and J. Liang, “Current status, opportunities and challenges of AR
in education,” Computers and Education,
vol. 62, pp. 41–49, 2013.
The application of AR in the training class
Front page of the courseware
91
TEACHING MEDICAL ETHICS DURING COVID-19 PANDEMIC: AN
EXPERIENCE USING FLIPPED CLASSROOM AND GAME-BASED LEARNING
Norwati Daud
Faculty of Medicine, Universiti Sultan Zainal Abidin, Medical Campus, Kuala Terengganu,
Terengganu, Malaysia
norwatidaud@unisza.edu.my
Siti Norazlina Juhari, Nurulhuda Mat Hassan, Mohd Faeiz Pauzi
Faculty of Medicine, Universiti Sultan Zainal Abidin, Medical Campus, Kuala Terengganu,
Terengganu, Malaysia
norazlinajuhari; nurulhudamh; faeizpauzi@unisza.edu.my
Highlights: Flipped classroom with scenario-based Kahoot quiz during the synchronised online
teaching of medical ethics was used on second year medical students. Videos, slides and reading
resources were given prior to class. Synchronous online teaching was done using the Cisco
Webex platform where the lecturer provided a short summary on the topic based on the
materials given for about 15 minutes. The next 15 minutes were used to clarify any queries
from students and to confirm understanding. The last half an hour was used for quiz using
Kahoot applications as a formative assessment to assess their understanding.
Key words: Flipped classroom, game-based learning, Kahoot, online learning, medical
students
Introduction
The COVID-19 pandemic has affected medical training in general. Since face-to-face teaching
is reduced due to the risk of infection, many medical schools have replaced the training with an
online method. Medical ethics is an essential subject for medical students as it is expected that
medical professionals practice ethically up to an acceptable competency.
Description of the innovation / product development / design / process.
Participants
This teaching innovation involved 60 second-year medical students at the Faculty of Medicine,
Universiti Sultan Zainal Abidin for the session of 2020/2021.
Teaching delivery
Two medical ethics lectures were done using flipped classroom (FC) followed by Kahoot! quiz
during the synchronise online teaching.
92
Pre-class materials and instructions
Students were provided with teaching materials one week before class. For Lecture 1, students
were provided with a 2-minute PowToon video via YouTube, and a 4-minute video lecture
uploaded on YouTube. For Lecture 2, students were provided with a Microsoft PowerPoint
lecture presentation and additional resources provided in Padlet. Topic learning outcomes were
also provided. Students were briefed on the FC method and its expectations. Students were also
informed that a quiz would be given during class using Kahoot! and prize would be given to
the winners. Prize were prepared to encourage their enthusiasm for learning.
In-class activities
During synchronous online teaching, the lecturer provided a short summary on the topic
followed by question and answer session with the students. It was followed by Kahoot! quiz
based on either real scenarios or created scenarios of medical ethics. Students were tested
mainly on their decision-making skills based on their understanding. After each scenario, the
lecturer discussed and justified the answer. At the end of the Kahoot! session, winners of the
quiz were announced.
Post-class feedback
Feedback was done using an online Google Forms. Students rated the questions in 5 Likert
scales from ‘Strongly disagree’ (1 point) to ‘Strongly agree’ (5 points). The questions include
their perception on FC (providing materials to students before class), scenario-based quiz,
Kahoot! use, whether they prefer a traditional lecture and whether they have achieved the
learning outcomes. Subjective feedback was also requested (optional).
What is the context or background of the innovation / product development / design /
process?
When COVID-19 pandemic affected the education system, teachers around the world have
started to come up with many ideas on how to teach their students online. One of the
challenges of online learning is how to keep students’ focus during class and maintaining
their enthusiasm and motivation. Online learning also reduces student-teacher interaction.
Teaching methods used must take into account of all these challenges. Providing teaching
materials prior to class would increase students’ motivation to learn. Kahoot! use improve
students’ attention, participation and engagement in class.
Why are they important to education?
The advantage of a FC is it can save time on face-to-face teaching, encourage student-centred
learning, a more flexible learning time, deeper learning and more quality learning time where
the focus is on clarification and understanding of more difficult topics (1). Quiz-based
features such as Kahoot! can be used for learning and assessment tools. Quiz-based features
have been shown to increase student engagement, concentration, enjoyment, motivation to
learn and the overall quality of teaching and learning (2, 3, 4).
93
Advantages of your innovation / product development / design / process towards
education and community.
The tools used in this teaching method is readily available for use. The free version of PowToon
video and Kahoot! is already sufficient to make teaching possible. The paid version may have
extra advantages. There are also many free software/programme that can be used to create a
video lecture. In this project, Windows Movie Maker was used. Learning on how to use these
tools is also readily available in YouTube. YouTube is also free to upload the videos and easily
accessible to students anytime.
Commercial value in terms of marketability or profitability of your innovation / product
development / design /process if any.
Since this project is using the readily available programme/software/applications, it does not
add in any commercial value. However, it can be easily replicable by any lecturers in any area
of speciality or institution in the world as long as they have an internet access.
94
Feedback results
Table 1. Response of students for Lecture 1 and Lecture 2
Item
Lecture 1
n(%)
Lecture 2
n(%)
Strongly
agree
(5)
Agree
(4)
Unsure
(3)
Disagree
(2)
Strongly
disagree
(1)
Mean
Strongly
agree
(5)
Agree
(4)
Unsure
(3)
Disagree
(2)
Strongly
disagree
(1)
Mean
The materials
prior to class
help me
understand the
topic
39(79.6)
10(20.4)
0
0
0
4.8
46(76.7)
14(23.3)
0
0
0
4.8
The
discussion
based on the
scenario help
me understand
the topic
35(71.4)
14(28.6)
0
0
0
4.7
46(76.7)
12(20.0)
2(3.3)
0
0
4.7
I like the use
of Kahoot!
game in class
35(71.4)
14(28.6)
0
0
0
4.7
35(58.3)
24(40.0)
1(1.7)
0
0
4.7
In general, I
am able to
achieve the
learning
outcomes
using this
teaching
method
29(59.2)
20(40.8)
0
0
0
4.6
35(58.3)
24(40.0)
1(1.7)
0
0
4.7
95
Subjective
feedback from
the students
Pre-class
material
Giving slides earlier actually helps me a lot during the class because I can revise first.
Even during the quick revision, I did not understand much, but at least I am familiar with the word and quick to
catch up.
Prior materials helped students to have a rough idea of what to be discussed in the class.
It is easier for me to understand in class as I had already read the materials given before class.
I highly agree with it as students can take a look at what they will learn before the actual session takes place.
Scenario-
based quiz
I really love how the class was handled (the Kahoot and scenario-based cases). Because, even though we learn
the theory, the application in our real-life situation is quite complicated and confusing. But, when it was put in
scenarios, it helped us a lot in understanding what we read in the lecture slides.
For scenario-based quiz and discussion, I found it very interesting and easy to understand as well as be able to
correlate with the situation. It helped students understand more rather than just reading fact points in the lecture
notes.
The scenario-based quiz helped students to understand the topic better because it was testing the application of
the theoretical concept that the students were taught.
The discussion after each question was very helpful.
Conduct
of the
class
Good session, active discussion.
I feel like it's a fun and effective way to learn the topics because it's like active learning.
The class was engaging. Conducting the class via Kahoot quiz was fun and energizing us to participate in the
class.
The Kahoot session was extremely nice, and very helpful to understand.
I got the urge to prepare before join the Kahoot. After each question, lecturer explained first before proceeding
which helped to understand more.
Internet
connection
Internet connection was a problem which leads students not being able to participate fully in the Kahoot quiz.
It was quite difficult to interact online especially when the internet connection was poor.
My connection sometimes are not stable
Time
The drawback is, the quiz was time-consuming especially when the time allocated for each question was too
long. The lecturer should have a better estimation of the time needed for each question.
It takes too much time sometimes and some of us have problems with their internet connections so they can't
enjoy it much.
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The authors would like to thank all second year medical students of the Faculty of Medicine,
Universiti Sultan Zainal Abidin, who participated in this trial of flipped classroom and game
based learning.
Project link
https://www.youtube.com/watch?v=ZfEW07y4_tE
https://www.youtube.com/watch?v=LThYwZYZybM
https://padlet.com/norwatidaud/t17f51nkb13w
References
Sharma, N., Lau, C.S., Doherty, I. and Harbutt, D. (2015). How we flipped the medical
classroom. Medical teacher, 37(4), pp.327-330.
Chaiyo, Y. and Nokham, R. (2017). The effect of Kahoot, Quizizz and Google Forms on the
student's perception in the classrooms response system. In 2017 International Conference
on Digital Arts, Media and Technology (ICDAMT) (pp. 178-182). IEEE.
Licorish, S.A., Owen, H.E., Daniel, B. and George, J.L. (2018). Students’ perception of
Kahoot!’s influence on teaching and learning. Research and Practice in Technology
Enhanced Learning, 13(1), pp.1-23.
Ismail, M.A.A., Ahmad, A., Mohammad, J.A.M., Fakri, N.M.R.M., Nor, M.Z.M. and Pa,
M.N.M. (2019). Using Kahoot! as a formative
97
TEACHING AND LEARNING OF RESEARCH METHOD THE FUN WAY BY USING
#HASHTAGS IN FACEBOOK
Ts. Dr. Sreetheran Maruthaveeran
Department of Landscape Architecture
Faculty of Design & Architecture
Universiti Putra Malaysia (UPM)
Serdang, Malaysia
sreetheran@upm.edu.my
Highlights: Seminar on Landscape Architecture Research (LAN3903) is a course offered at the
Faculty of Design and Architecture in Universiti Putra Malaysia (UPM) particularly for the year
three Landscape Architecture students. This course was designed to provide the students with an
introduction to research methods and to produce an appreciation of the research process. In order
to arouse students’ interest in research, #hashtag sharing, as an atypical individual assignment was
introduced in this course. This innovative way of teaching enhances the student’s ability to read
research papers, discuss about research methods, disseminate research findings, and connecting
with audiences outside the context of traditional classroom.
Key words: Facebook; hashtag; method; learning innovation; Student centered learning (SCL)
Introduction
Seminar on Landscape Architecture Research (LAN3903) is a course offered at the Faculty of
Design and Architecture in Universiti Putra Malaysia (UPM) particularly for the year three
Landscape Architecture students. This course was designed to provide the students with an
introduction to research methods and to produce an appreciation of the research process. To arouse
students’ interest in research, #hashtag sharing, as an atypical individual assignment was
introduced in this course. This innovative way of teaching enhances the students’ ability to read
research papers, discuss about research methods, disseminate research findings, and connecting
with audiences outside the context of traditional classroom. About 41 students were invited to
pick three research articles that they find important and interesting from reputable journals and
then to share a summary or commentary (using not only plain text, but also image or video) via
Facebook. By using the same #hashtag (i.e. #LAN3903), students and their peers can respond to
the posts and discuss with each other immediately and transparently via the social media platform.
Towards the end of the semester, the lecturers received positive feedback from the students e.g.
Some students say that now there are more aware of what a journal is and how to find it for their
future projects or assignments. Another student shared his view by saying it also save time because
by using hashtags we can gather many journal articles from the other classmates on the same
issue.
#Hashtag is a free-of-charge and easy-to-use online tool in many social media platforms. It
provides a timesaving and hassle-free option especially for faculties who might have little
frustration in encouraging students to read and talk about research papers. For both lecturers and
students, no prior knowledge of IT is required, and this option can be applied directly in any
disciplines. Students are able to experience the essence of knowledge building and sharing not
only among classmates but some of their; real friends’ as well. They have to “digest” and “share”
in a user-friendly way, after reading some journals papers that they believe their friends might
also be interested in.
In a course (LAN3903 Research Method for Landscape Architecture) that designed to provide
students with an introduction to research methods and to produce an appreciation of the research
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process, using #hashtags sharing, as an atypical individual assignment, aimed to arouse students’
interest in the social media platform. Students will be invited to pick three research articles that
they found important and interesting from reputable journals and then share a very summary or
commentary via facebook. By using the same hashtag #LAN3903 students and their critical
friend’s respond to the posts and discuss with each other immediately and transparently via the
social media platform.
This kind of teaching and learning using #hashtags can be applied to other disciplines too. Using
#hashtags in classes increases the interest and students, involvement in the class. This makes the
teaching and learning process interesting.
Figure 1: Feedbacks from the students
Table 1: Awards won for this innovation by the author.
Awards
Event
Title
Organisation
Awarded
Year
GOLD
AWARD
e-SEMINAR
PENYELIDIKAN
& INOVASI
DALAM
PENDIDIKAN
(e-SPeDIP2020)
Using #Hashtags in
Facebook to
Facilitate Teaching
& Learning of
Research Methods
INSTITUT
PENDIDIKAN
GURU
KAMPUS
SARAWAK
2020
BRONZE
AWARD
INTERNATION
AL INVENTION
INNOVATION &
DESIGN
COMPETITION
2020 (3iDC)
Using #Hashtags in
Facebook to
Facilitate Teaching
& Learning of
Research Methods
UiTM Kedah
2020
SILVER
AWARD
PUTRA
INNOCREATIV
E CARNIVAL IN
TEACHING &
LEARNING
(PicTL2019)
Using #Hashtags in
Facebook to
Facilitate Teaching
& Learning of
Research Methods
UPM
2019
SILVER
AWARD
INTERNATION
AL LEARNING
INNOVATION
Using #Hashtags in
Facebook to
Facilitate Teaching
UUM
2019
99
BRONZE
AWARD
COMPETITION
(PIP 2019)
8TH
INTERNATION
AL
INNOVATION,
INVENTION &
DESIGN
COMPETITION
(iNDES 2019)
& Learning of
Research Methods
Using #Hashtags in
Facebook to
Facilitate Teaching
& Learning of
Research Methods
UiTM Perak
2019
BRONZE
AWARD
I-InTeL2019
(INTERNATION
AL
INNOVATION
IN TEACHING
& LEARNING
2019)
Using #Hashtags in
Facebook to
Facilitate Teaching
& Learning of
Research Methods
UiTM Kedah
2019
SILVER
AWARD
INTERNATION
AL LEARNING
INNOVATION
COMPETITION
(PIP 2019)
Using #Hashtags in
Facebook to
Facilitate Teaching
& Learning of
Research Methods
UUM
2019
Acknowledgement
The author would like to thank Universiti Putra Malaysia (UPM) for the financial support for
joining IUCEL2021.
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COLLABORATIVE CREATIVITY THROUGH GAME DESIGN: GAMIFICATION
AS AN INNOVATIVE PEDAGOGICAL APPROACH FOR TEACHING LEARNING
DISABILITIES
Dr. Julia Lee Ai Cheng
Universiti Malaysia Sarawak, Kota Samarahan, Malaysia aclee@unimas.my
Fitri Suraya binti Mohamad Hapni Joblie, AP Dr Chan Kim Geok, and Dr Faizah Bt Hj
Mas'ud
Universiti Malaysia Sarawak, Kota Samarahan, Malaysia mfitri@unimas.my;
kgchan@unimas.my; mfaizah@unimas.my
Highlights: As part of a gamified undergraduate course on Introduction to Learning Disabilities,
6 groups of students engaged collaboratively in game design and game development to creatively
develop non- digital games that were meant to enable them to enhance their 21st century skills:
creative thinking, critical thinking, collaboration, and communication. Each game design and
development per group, which also served as an alternative assessment of the course, was then
showcased during the Game Play Day for other groups to learn about the concepts on learning
disabilities in a playful, engaged, and fun manner.
Key words: collaborative creativity, game design, creativity, gamification, learning disabilities,
21st-century learning
Introduction
The recent reform of our education system has resulted in the emphasis on future aware, future
ready graduates. Thus, universities have a major role to play in using innovative strategies to
prepare the young for the future. In line with these 21st-century educational concerns and the
shift into an innovation economy, academics in higher education are expected to reconceptualise
and implement innovative pedagogical teaching-learning approaches to prepare university
students for the future of work (Baruah & Paulus, 2019). One promising educational approach is
gamification, which uses design elements with game characteristics in non-game contexts
(Deterding et al., 2011).
Despite the importance of 21st-century learning skills, collaborative creativity is an understudied
aspect in higher education. To address this concern, the present study elicited the self-evaluations
of undergraduate students regarding their collaborative creativity experiences during their game
design project situated within the university course on learning disabilities. A descriptive, mixed-
method case study model was used in this study. A total of 14 undergraduate students, with a
mean age of 22 years, volunteered for the study. An adapted version of the Assessment Scale of
Creative Collaboration (ASCC) questionnaire was used to determine the students’ collaborative
creativity during game design. Likert-scale data obtained from the participants’ questionnaires
were analysed using descriptive analyses. Open-ended questions were analysed qualitatively
using thematic analysis. The results revealed that the students valued the diversity of knowledge
and skills of their team members, shared different ideas, adapted their ideas and practices
according to the project difficulties. Majority of the participants trusted their team members, co-
constructed the game together, overcame conflicts in positive ways, developed multiple versions
of their game, and coordinated well for their team project.
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Content
Description of your innovation / product development / design / process.
A total of six non-digital games were designed and developed by undergraduate students (see
Table 1 and Figure 1).
What is the context or background of the innovation / product development / design / process?
Universities have a major role to play in using innovative strategies to prepare the students for
the future. As a comprehensive university, there are many courses offered by the various
faculties at Universiti Malaysia Sarawak (UNIMAS). The Introduction to Learning Disabilities
course is offered by the Faculty of Medical and Health Sciences as an elective course and taught
by experts from cross disciplinary areas. The present study, which focused on the collaborative
creativity of undergraduate students during game design, is part of a larger Scholarship of
Teaching and Learning (SoTL) project, which investigated how the use of an innovative
gamification approach could enhance the knowledge, engagement, cognitive load, and
collaborative creativity of the undergraduate students.
Why are they important to education?
Engaging in collaborative creativity during the process of game design is important for
enhancing 21st century skills such as creativity, critical thinking, collaboration, and
communication among university students. This gamification approach fosters active learning
such as engagement and autonomy. Courses such as learning disabilities can be taught using
innovative pedagogical approaches rather than traditional didactic approaches. University
students who are exposed to co-creation opportunities in game design are trained for the future
of work.
Please write any advantages of your innovation / product development / design / process
towards education and community.
The games that have been designed carries multiple advantages to various groups of individuals.
The lecturers themselves benefit by shifting their roles from that of the teacher to the facilitator;
the students learn to collaborate creatively to design and develop games revolving around the
topic on learning disabilities; and the students who play the games on learning disabilities have
opportunities to learn in an active and engaged manner while playing games. Enhancing the
knowledge of university students about learning disabilities is important for realizing the
nation’s and community’s desire for a more inclusive environment where all individuals have
equal rights and access to education and participation in the community. The innovative
gamified course contributes towards UNESCO’s SDGs number 4 (quality education).
Please add any commercial value in terms of marketability or profitability of your
innovation / product development / design / process if any.
The games have commercial value in terms of marketability where the games can be further
prototyped for mass production and sold in bookstores. The games may also undergo scaling up
into digital games (e.g., mobile applications) to enhance the general knowledge regarding
learning disabilities among the general public, doctors, nurses, social workers, parents, and
university students.
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Table 1: Game designs and development by undergraduate students.
Group name
Name of game
Type of game
Content
PDK Suria
SigSynium
board game
sign and symptoms of
learning disabilities
PDK Sentuhan
Kasih
Cluetopia
jigsaw puzzle,
crossword
and maze
cerebral palsy
CBR
Law Jenga
jenga game
laws and acts that are
available for person
with disabilities (pwd)
Perkata
Man vs Pirate
treasure hunt
down syndrome,
dyslexia, autism,
cerebral palsy
Dyslexia Association
of Sarawak
Finggo-5 & Treasure
Hunt
board game
word decoding, sight
word reading
Kuching Autistic
Association
Escape Room
escape room
autism
Figure 1: Undergraduate students during Game Play Day.
Acknowledgement
The work was funded under the Scholarship of Teaching and Learning grant by Universiti
Malaysia Sarawak (SOTL/FSKPM/2019(1)/002). We thank Universiti Malaysia Sarawak for the
financial support of this conference presentation.
103
References
Baruah, J., & Paulus, P. B. (2018). Collaborative creativity and innovation in education. In C. A.
Mullen (ed.), Creativity Under Duress in Education?, Creativity Theory and Action in
Education 3, https://doi.org/10.1007/978-3-319-90272-2_9
Deterding, S., Dixon, D., Khaled, R., & Nacke, L. (2011). From game design elements to
gamefulness: Defining “gamification”. MindTrek '11: Proceedings of the 15th International
Academic MindTrek Conference: Envisioning Future Media Environments, 9-15.
https://dl.acm.org/doi/10.1145/2181037.2181040
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INTERACTIVE APPROACH USING E-CAMPUS FOR SUSTAINABLE SCIENCE
COURSES
Noor Syuhadah Subki
Universiti Malaysia Kelantan Jeli Campus, Kelantan, Malaysia syuhadah@umk.edu.my
Highlights: This article highlights on the interactive approached used in learning Sustainable
Science courses. The interactive approach using UMK LMS or known as e-Campus as an e-
learning platform gives a fresh and different style of learning process for students through
participating in created activities such as educational games, animation videos, online classes
and many more.
Key words: interactive, e-Campus, e-learning, educational games, animation videos.
Introduction
In this millennium years technology has become a very crucial part of our daily life. The use of
technology is not only for entertainment and communication, it is also has become one of the
important platforms in teaching and learning. Nowadays, e-learning has become an important
part of the education system and has changed the view of teaching and learning process as a
whole. Advancement in internet and multimedia technology is the basic enable for e-learning.
E-learning is the process of extending learning or delivering instructional resource sharing
opportunities, to locations away from a classroom, building or site, to another classroom,
building or site by using video, audio, computer, multimedia communications, or some
combination of these with other traditional delivery methods (Wani,
H. 2013). There are diverse ways of classifying the types of e-learning. Algahtani (2011) divided
e-learning into two basic types, consisting of computer-based and the internet-based e-learning.
There are many e-learning platforms now in the market. In UMK, we are using L e-Campus as
an e-learning platform to enhance students’ better understanding in an interactive approach.
Content
Description
In Sustainable Science Courses, student will be introduced with environmental concepts in via
conventional and online lectures. Apart from that, lab conducts are taught for in order to give
skills and experience for students in the field. In this e-learning platform, these courses are
divided into 3 parts consisting of course content using animation videos and online classes, 2)
knowledge and information for the course content including some extra reading notes and 3)
activities including interactive discussion, projects and quiz.
As an introduction for the course, a short animation of audio -visual is created to build an
excitement among students and increase their engagement. It promotes a better understanding in
a fun way and encourages students to learn more about the course. In the knowledge and
105
information parts, notes are given related to learning topics for their fully understanding and self
-exploration of related topics.
Activities such as interactive discussion through padlet platform give real time interaction
between students and instructor. Students are given task in terms of projects in the field and
required to report their progress through this platform.
Quiz is also created as one of the activities that will help to evaluate the students’ understanding
on the topics in the courses. Besides that, quiz is also used in this course as one of the educational
games and activities to help students learn and understand topics related to law and regulations.
This kind of educational games will assist the students to have better understanding and familiar
with the law and regulations related with the course learned. Figure 1 shows the interactive
approach used in teaching sustainable science course by utilizing the e- campus platform.
Figure 1: Utilizing e-campus platform for Sustainable Science Courses’ Teaching and Learning
activities
The importance and advantages
Based on the conservative methods applied in Sustainable Science courses conventional lectures,
learners had difficulty in visualizing and applying knowledge practically. Hence, in order to
sustain the learning process of this course some enhancement is required. In this paper, it is
proposed to incorporate virtual objects when blended with real world. It is aimed to amalgamate
entertainment and study by providing immersive learning experience to learners. The expectation
with this enhancement is to impart a great deal of knowledge and better learning outcomes for
Sustainable Science Courses. Through this e-Campus platform, students will have experience to
explore and discover virtually the contents of the courses via many e-learning media such as
you-tubes and online documentary in their own spaces. The better visualization of the content
keeps learners active during the learning process as it enhances human ability to understand and
process information (Serio et.al. 2013).
106
Fully utilizing all e-learning tools in e-Campus platform had proved to enhance student
understanding by comparing the results for two consecutive semesters. It is proved that the total
numbers of student score A in the subjects are increasing as shown in Figure 2.
Figure2: Difference between students’ result in two difference semesters
Acknowledgement
I would like to thank you to Faculty of Earth Science, UMK for supporting my journey in
promoting virtual learning of Sustainable Science courses as teaching tool for globally.
References
Algahtani, A.F. (2011). Evaluating the Effectiveness of the E-learning Experience in Some
Universities in Saudi Arabia from Male Students' Perceptions, Durham theses, Durham
University.
Serio, D., Angela, B.I, Carlos, D.K. (2013). Impact of an augmented reality system on student’s
motivation for a visual art course.
Computers & Education, Vol 68. pp.586-596.
Wani, H. (2013). The Relevance of E-Learning in Higher Education. Jurnal Kajian Pendidikan,
3(2), 181 – 193.
107
PLAY AND CHANGE: MEANINGFUL ENGLISH LANGUAGE LEARNING
THROUGH IFAMRES MINECRAFT
Nur Hafezah Hussein
Universiti Malaysia Kelantan, Kota Bharu, Malaysia nhafezah@umk.edu.my
Nor Hanim Mustafa
Universiti Malaysia Kelantan, Kota Bharu, Malaysia norhanim@umk.edu.my
Highlights: : IFAMRES Minecraft is a framework that incorporates environmental problem-
based learning (PBL) and digital games to facilitate real, interdisciplinary, and practical English
language learning. It consists of eight lesson plans incorporating various Microsoft tools and
Minecraft in addressing real-world issues. The outcome of this project is twofolds. First students
will have a new and stimulating way of learning English language, and second, students will
become the agent of changes that will reach the society. Therefore, this framework represents the
combination of the imagination of the students, self-determined learning and collaboration in
addressing the real-world problem that eventually will help the society.
Key words: Minecraft, Environmental Problem-based learning method, SLA, e-learning
Introduction
English language learning should be made meaningful which allow students to have a valuable
experience beyond the classroom. This can be achieved by using teaching method that provide
students with real-world problems such as environmental issues. Abdullah et al. (2018) claimed
that environmental education is embedded with environmental knowledge, proficiency, skills, and
nurturing positive values and attitudes. By referring to this, English language learning would
become more meaningful if environmental education is integrated into language learning.
Further, the integration of various computer technologies and software, gadgets and online tools
in teaching and learning has changed the current educational landscape. One of the most apparent
changes is the use of digital games as learning method. Digital games that are normally considered
as a form of entertainment have been proposed as one of the effective tools if they were combined
with education to promote student engagement and joyful learning process (Prensky, 2003).
Background of the innovation
This innovation was undertaken with the premise to make English language learning to be more
meaningful. In relation to this, a few topics in English language syllabus are related to the
environmental issues. Thus, environmental education is befitting to be used in the lessons.
Environmental problem-based learning is a method that provides students to learn cooperatively
to find solutions to any problems. Kokotsaki (2016) mentioned that PBL is a successful way of
developing creativity and positive environments for learners. Studies on PBL has shown that the
use of PBL is advantageous in English language learning. Essien (2018) found that the use of PBL
improved ESL learners’ speaking skills, while Dyah Christina Iswandari et al., (2017) found that
the use of environmental PBL in language teaching was effective on learners’ writing skills. These
suggest the effectiveness of PBL in English language learning.
In addition, since the use of digital games in education has become popular, it is becoming more
critical to find ways to integrate digital games into English language learning. According to Rasti-
Behbahani (2021), digital games can create an authentic context for learning through their virtual
worlds in which learning happens in a real-life-like context. Combining pictures, audios, videos,
108
and graphics, a virtual world can generate a rich context for the gamer to learn almost any subject
and skill. In this sense, Minecraft has been chosen to be used in the framework as students can
create their own 3D world and storyline, and it can be played with multiple players which
promotes collaborative work. A few researchers have found the positive impact of using Minecraft
in language learning.
Hausrath (2012, p.5) found the use of Minecraft improved his students’ communicative ability.
Another study on Minecraft was conducted by Uusi-mkel (2015) who found that his students
were excited to write in English while using Minecraft.
Therefore, given the popularity of digital games in English language learning and the importance
of meaningful topics in English language lessons, we have created the IFAMRES Minecraft that
focuses on environmental problem- based English language learning
Description of the innovation
IFAMRES Minecraft is a framework that combines both environmental problem-based learning
and digital game. It consists of eight lesson plans that combine various Microsoft tools and online
tools. IFAMRES is an acronym made up of the processes involved in the students’ English
language learning as can be seen in Figure 1.
Figure 1: Processes in IFAMRES Minecraft
Characteristics of the innovation
Knowledge construction
Problem Solving
Th
e
u
se
o
f
I
C
T
f
o
r
l
e
a
r
n
i
n
g
Integration of digital game
Collaboration
Reaching Community
Importance to education and community
In this framework, students are given the autonomy in their learning. They will search information
related to environmental issue and find solutions to the problems on their own with little
intervention from the language instructors. The framework allows students to connect and utilize
the language effectively. The framework covers all skills related to English language learning in
a fun way as they learn through digital games and this can respond to the boring English lessons
that only consists of grammar drills. IFAMRES Minecraft also shows that English language
learning can cross all disciplines, and this make the learning more meaningful. Thus, this
109
framework is befitting the 21st century learning design which combines information and
communication skills, problem-solving skills and self-directional skills.
Additionally, the students will realize that they are able to contribute to the society using the
knowledge that they have learned. The students will become the agent of changes that can reach
the society to offer solutions to the environmental issues. Not only that, they can break the
stereotype that digital games is not beneficial for learning and society. This shows that the use of
digital games in English language learning can be a stepping stone to break the gap between the
community and academic. All these will be making the learning more meaningful and valuable.
Commercial value
IFAMRES Minecraft has major commercial opportunities in Malaysia and overseas. Since it is
an educational framework, it can be commercialized to all educational institutions locally and
internationally. It is also profitable as the inventors will charge for any IFAMRES Minecraft
training. Lastly, a handbook on this framework will be produced and it will also be sold through
publishers.
In conclusion, English language learning should provide students with the opportunity to learn
beyond their English language classroom. The learning should not only about stimulating the
thinking process of students, but also making it meaningful to the students by reaching and
changing the society.
References
Abdullah, A., Zakaria, S. Z. S., & Razman, M. R. (2018). Environmental education through
outdoor education for primary school children.
International Journal of the Malay World and Civilisation, 6(1), 27-34.
Beckett, G. B. (1999). Project-based instruction in a Canadian secondary school's ESL classes:
Goals and evaluations. Unpublished doctoral dissertation,University of British Columbia.
Essien, A. M. (2018). The effects of project-based learning on students’ English language ability.
The 2018 International Academic Research Conference, 438-443. Retrieved from
http://www.ijbts- journal.com/images/main_1366796758/66)%20VI18-1142Full%20Paper
Abigail%20Melad%20Essien.pdf
Hausrath, Z. (2012). Minecraft. TESL-EJ, 15(4), 1-10.
Iswandari,D.C.,Prayogo, J.A.,& Cahyono,B.Y. (2017). Effect of environmental problem-based
learning on the Indonesian EFL students’ environment related vocabulary mastery and
writing ability. Theory and Practice in Language Studies, 7(8), 608-616.
Kokotsaki, D. and Menzies, V. and Wiggins, A. (2016). Project-based learning: A review of the
literature. Improving schools, 19 (3), 267-277.
Prensky, M. (2003). Digital game-based learning. Computers in Entertainment, 1(1), 21.
https://doi.org/10.1145/950566.950596
Rasti-Behbahani, A. (2021). Why digital games can be advantageous in vocabulary learning.
Theory and Practice in Language Studies, 11(2), 111+.
Uusi-Makela M. (2015). Learning English in Minecraft: A case study on Language Competences
and Classroom Practices. Master’s thesis, 2015.
110
FUTURE READY ACCOUNTING COURSE AND E-LEARNING IN HIGHER
EDUCATION: INTEGRATION OF SIMPLE AUGMENTED REALITY TOOLS
Siti Afiqah Binti Zainuddin
Universiti Malaysia Kelantan, Kelantan, Malaysia
sitiafiqah@umk.edu.my
Tahirah Binti Abdullah, Noorul Azwin Binti Md Nasir, Noorshella Binti Che Nawi, Wan
Farha Binti Wan Zulkiffli
Universiti Malaysia Kelantan, Kelantan, Malaysia
tahirah@umk.edu.my, azwin@umk.edu.my, norshella@umk.edu.my, farha@umk.edu.my
Highlights: This project is to develop a future ready accounting curriculum that equipped with
innovative, interactive and more engaging approach for non-accounting students. The project
utilises contemporary technology such as augmented reality technology and internet of things in
the teaching and learning process which known as blended learning.
Key words: e-Learning, Future Ready Accounting Curriculum, Augmented Reality, Blended
Learning, society 5.0
Introduction
An accounting course is undeniably no longer limited to only accounting students (Roska et al.,
2018). This is chiefly because accounting is not a narrow discipline. In other words, the
accounting discipline encompasses knowledge beyond the traditional understanding of
bookkeeping, debits, and credits. In fact, the accounting field covers wide areas of knowledge that
non-accounting students must be equipped with, such as corporate governance (see Nasir, Ali and
Ahmed, 2019), earning management (see Nasir et al., 2019), risk management (see Zainuddin et
al., 2021; Zainuddin et al., 2020). All of these knowledge is ultimately useful for graduates when
entering and competing in the employment market. Students equipped with accounting knowledge
and skills will find it easier to be employed in comparison to those without (Roska et al., 2018
and, Maali and Al-Attar, 2020). In essence, an accounting course today has become a compulsory
or a pre-requisite course for non-accounting students before they are allowed to take advanced
courses, depending on their undergraduate program’s specialties or majors. These non-accounting
students mostly come from the business, management, and entrepreneurship programmes (Allif
et al., 2019). These students must therefore grasp the basic functions of accounting knowledge
and skills, valuable in helping them manage the financial and non-financial aspects of a business.
However, it is noted that some of them have found it difficult to learn accounting (Allif et al.,
2019). There are many explanations for that, with one outstanding explanation being that the
traditional accounting course is ‘old fashioned’, less attractive, and less engaging for students.
Besides, the advent of the Industrial Revolution (IR) 4.0 suggests that technology is ultimately an
indispensable tool in optimizing outputs, in this case, increasing the innovations and attractiveness
of a conventional accounting course. In other words, it is necessary for accounting courses to be
embedded with the latest innovations and technologies in order to cover existing loopholes and
make the courses more attractive for non-accounting students (Allif et al., 2019; Andiola et al.,
2020). The study hence aims to develop a future-ready curriculum, in particular, focusing on an
accounting course for non-accounting students.
111
In addition, this project examines the non-accounting students’ experiences of applying FRAC in
their accounting courses. Simeon (1999, 2001) modified the adopted AIPD framework to produce
an innovative and attractive accounting course for students. With respect to its methodology, this
study adopted a mixed method approach. On top of that, questionnaire surveys and descriptive
analysis were also used to examine the students’ experiences towards FRAC. Since the lecturer
teaching FRAC composed one member of the research team, a field observation was also carried
out to monitor the FRAC’s implementation.
The results of the study reveal an evidence that an accounting course can indeed be taught in more
innovative and attractive ways. In other words, accounting departments would do well to consider
the novel contribution made by this project by adopting FRAC to replace the old-fashioned
conventional accounting courses. It is noted that the non-accounting students employed in this
study were able to feel a new experience in learning an accounting course with the adoption of
FRAC. To lecturer, this FRA course is a sophisticated teaching method to deliver Accounting
course to Gen Alpha students. This will be the most efficient and effective teaching and learning
alternative to expose Gen Alpha students with sufficient set of skills along to the disciplinary
knowledge in social science. To university, FRA course will become a set of example to its
faculties in conducting university's regular Curriculum Review (CR) procedures which become a
requirement sets by Malaysian Qualifications Agency (MQA) and the university Centre of
Academic Excellence and Development (CAED). By having a ready FRC, the CR procedures can
be more attainable, efficient and effective. To the Ministry of Education and Higher Education,
FRA course can become one of a best practice or guideline that can be recommended to
educational institutions in building new curriculum and transforming existing traditional
curriculum based on industry demand and rapid technology development era. This is aligned with
the current ministry aspiration on improving existing educational system to adapt competitive
demand from IR 4.0 challenges. This project can be commercialising to public and private
educational institutions who offer accounting course.
Acknowledgement
The authors acknowledge Faculty of Entrepreneurship and Business, Universiti Malaysia
Kelantan for the facilities. Special thanks to those who contributed to this project directly or
indirectly especially to my family, my team for this project, Dr Tahirah, Dr Shella, Dr Azwin and
Dr Farha, my office-mate and cabin-mate.
References
R. Simeon, Internet Res. 9(4), 297-308 (1999)
R. Simeon, Mark Intell Plan. 19(6), 418-424 (2001)
V. Roska, I. Martincevic, V. Sesar, Econ Soc Dev B Proc. 312-330 (2018).
N. A. B. M. Nasir, M. J. Ali, K. Ahmed, Account Res J. 32(3), 514-531 (2019).
N. A. B. M. Nasir, M. J. Ali, Nawi N binti C. Studies on earnings management and financial
statement fraud in corporate firms. Res World Econ. 10(2), 15-19 (2019).
S. A. Zainuddin, N. A. A. N. Hashim, T. Abdullah, S. R. Mohamad, N. I. M. Anuar, S. N. S.
Deraman, Z. Awang, Int J Eng Res Technol. 13(12), 4439-4449 (2021).
S. A. Zainuddin, N. A. A. N. Hashim, T. Abdullah, S. Uthamaputhran, N. A. M. Nasir, N. M.
Said, N. I. Mohamad, PalArch’s J Archaeol Egypt / Egyptol 17(9), 1931-1944 (2020).
B. Maali, A. M. Al-Attar. SAGE Open. 10(1), (2020).
M. Allif, A. AbuBakar, S. M. Amirul, et al., MJBE Spec Ed. 2,2289-8018 (2019).
L. M. Andiola, E. Masters, C. Norman, J Account Educ. 50 (2020).
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GETTING PRELOVED BOOKS MOBILE APPLICATION: “GET YOUR BOOKS”
Noorshella Che Nawi
Faculty of Entrepreneurship and Business, Universiti Malaysia Kelantan, 16100 Kota
Bharu, Kelantan, Malaysia norshella@umk.edu.my
Siti Afiqah Zainuddin1, Noorul Azwin Md Nasir2, Wan Farha Wan Zulkifli3 and
Tahirah Abdullah4
Faculty of Entrepreneurship and Business, Universiti Malaysia Kelantan, 16100 Kota
Bharu, Kelantan, Malaysia
1sitiafiqah@umk.edu.my, 2azwin@umk.edu.my, 3farha@umk.edu.my and
4tahirah@umk.edu.my
Highlights: Students are people who have limited in term of finances. Every semester begins,
new subjects are offered by the program and require students to get a reference book for their
study. With having financial constraint, students are not afforded to buy new books as its pricey
and sometimes the resource at the library is limited. To cater to this problem, the ‘Get Your
Books’ mobile application is developed to help students to get the preloved books at an
affordable price. We believe this platform has not benefited the students themselves but also the
environment as well. We are helping the environment by recycling the old books and help the
students (seller) to get their money back even it is not much as they paid when they first bought
the books.
Keywords: preloved book, student application, mobile application, eCommerce platform
Introduction
This innovation project is a solution to the current issue in accessing the preloved books. This
project is also believed to have an impact on society as well. We developed a mobile application
and name it ‘Get Your Books’ that can provide hundreds of books for sale at low prices to
students. It not only selling used books but also a platform where students can get an additional
income. Nevertheless, this platform can also facilitate students with new norms due to hard in
finding the reading materials. For example, during MCO, public libraries and bookstores are
closed for a long time, which must limit the movement of students to seek references in places
such as libraries and other bookstores. Thus, this platform can access the students will only need
internet data to browse this website without any obstacles.
Through this platform, we will provide various types of used books and sold at affordable prices.
This will cause students to be able to buy quality books without incurring high costs. For example,
the price of new books is around RM 20 to RM100 plus, but through this platform, we will get
preloved books that are suitable for the learning edition and they do not have to buy at the original
price and automatically they will be able to save more money.
Furthermore, we emphasize that there is no poverty as a goal of sustainable development. This
will be done in helping students financially. ‘Get your books’ mobile application help students
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by buying books at reasonable prices even though the book is a used one, but it is still good in
quality. On top of that, students can also generate income by selling their used books that are no
longer in use. Indirectly it will help students to get their money back even it is not much as they
paid when they first bought the books.
The importance and advantage of the “Get Your Books” apps to teaching and learning
Our target customers are students in institutions of higher education
Our products sold at reasonable price and help the customers especially the students to find
notebooks and reference books at lower prices.
We help the customers to sell old books that they no longer want to use.
We want to help the students to generate income by selling their books.
We also provide services to advertise used books on our website.
Our business can save the environment from waste of used book.
Our business is also able to reduce used books from being damaged and wasted everywhere.
Commercial value in terms of marketability or profitability of “Get Your Books” apps
This apps is believed to provide commercial value in term of marketing by targeting the students
in higher education institution. Many students are looking for a reference book with cheaper
price so this is a solution for them.
In term of profitability, we use sales revenue model by charging 5% for each of the sold books.
We also use advertisement revenue model for those who wants us to promote more about their
books. By having these two revenue models, it will helps us in generate more profits.
Acknowledgement
The authors acknowledge Faculty of Entrepreneurship and Business, Universiti Malaysia
Kelantan for the facilities. Special thanks to those who contributed to this project directly or
indirectly especially to my family, my team for this project, Dr Tahirah, Dr Shella, Dr Azwin and
Dr Farha.
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ENHANCING INTEREST FORMATION IN ENGLISH THROUGH XploreRAFE+: AN
AR-BASED GAMIFIED MOBILE APPLICATION
Wang Dan
Universiti Putra Malaysia (UPM), Selangor, Malaysia
dannawang89@gmail.com
Mas Nida Md. Khambari
Universiti Putra Malaysia (UPM), Selangor, Malaysia
khamasnida@upm.edu.my
Wong Su Luan
Universiti Putra Malaysia (UPM), Selangor, Malaysia
suluan@upm.edu.my
Abu Bakar Razali
Universiti Putra Malaysia (UPM), Selangor, Malaysia
abmr_bakar@upm.edu.my
Highlights: This study proposes a mobile gamified augmented reality system named
XploreRAFE+ which its design was foregrounded by the Interest-Driven Creator theory, aimed
at triggering, immersing and extending learner’s interest in learning particular subjects. This
application is customizable in nature, as such, it has pre-designed the pedagogical and
technological aspects, whilst the content aspects need to be plugged-in by the users according to
the subject matter. In this study, the app was currently designed and used to support the learning
of English among college students in China and the findings showed that students’ interest was
cultivated through a dynamic loop.
Key words: Mobile augmented reality, gamification, cloud computing technology, English
learning, interest formation, interest-driven creator theory
Introduction
In the Fourth Industrial Revolution, AR technology that is regarded as an emerging technology
has shown significant advantages in enhancing students’ learning interest (Wang, 2017). AR
technology refers to presenting the real world, with virtual objects superimposed upon or
composited with the real world (Azuma, 1997). AR technology can attract students to interact
with the real environment, which was before considered as an impossible learning approach
(Billinghurst, 2002). Besides, in higher education, gamification techniques are commonly used to
increase learners’ motivation and engagement in a learning task and the most commonly utilized
techniques are points, badges, levels and leader boards (Alomari, Ai-Samarraie & Yousef, 2019).
AR technology can effectively combine the form of gamification in learning (Bicen & Bal, 2016).
Content
The XploreRAFE+, using Ali elastic compute service and object storage service, was developed
by the researchers using unity 3D software. The system provides an AR map for students to find
the trigger images, which were located at different locations for students to learn English in a real
environment. At each location, learners are able to activate the AR images and videos to
understand the situation at each scene, and perform some tasks that could stimulate their learning
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of English language including writing, speaking, reading and listening skills. Besides, a leader
board was incorporated to create competitiveness among learners to solve their tasks at each
location accurately and quickly and the data were stored using a cloud computing technology.
With regard to key innovative features and characteristics, the app is customizable and
instructors can create their own courses, combining their own real campus environment and even
off-campus locations to meet their teaching requirements. Meanwhile, instructors also can choose
any kinds of 3D materials and multimedia teaching materials such as videos, audios and images
to present their learning contents, providing more rich forms of explanation and imparting
knowledge according to their teaching needs. Besides, the app can gamify the whole learning
process after instructors customize their learning locations, contents and forms of presentation.
At the same time, with the support of AR technology, augmented reality elements that overlay
(3D objects, images, videos) will appear and superimpose on real scenes. Therefore, the course is
customizable and can be flexibly designed to be a gamified AR learning process and the learning
process can immerse students in a real scene to learn new knowledge through diverse presentation
forms. Furthermore, because of the customizable feature, the app can be used across different
subjects, topics, different levels of education. In additional to innovative features of pedagogy
part, the app also has excellent technical innovative features. The app, combining gamification
elements, is not only supported by AR technology but also underpinned by cloud computing
technology which has huge advantages for mobile learning, which provides solid technical
support for creating diverse gamified AR courses. Because of these characteristics, in its
application in English teaching, it enables teachers to combine their teaching content with the real
living environment and teachers can present the English content in a diversified way and provide
more vivid and practical English courses. Meanwhile, the gamification process makes the English
course more interesting. The app provides a new way to design courses, which reforms the
traditional teaching approach. Also, the app provides a platform for teachers to reform the
traditional teaching form and facilitates them to apply emerging technologies in teaching. As for
future potentials, with the increasing application in different disciplines, the app’s teaching
materials such as videos, 3D and images can construct a teaching database, which can reuse and
create more new gamified AR courses.
In this study, a case study was conducted among 38 vocational college students for 4 weeks in a
teaching unit themed “daily life” which was aimed to review English grammar, learn new English
language sentence expressions in different scenes and practice listening, speaking, reading and
writing skills. Meanwhile, interviews, observations and document analysis were implemented to
understand how this app can enhance interest formation in learning English. The data were
analyzed using a constant comparative technique advocated by the grounded theory approach.
The findings of the study showed that students’ interest was formed through a dynamic loop
including piquing curiosity, experiencing flow and perceiving meaningfulness in the gamified
augmented reality environment. Also, it revealed that the formation of interest was accompanied
by the continuous improvement of ability, confidence, initiative and relatedness of the students.
References
Alomari, I., Al-Samarraie, H., & Yousef, R. (2019). The Role of Gamification Techniques in
Promoting Student Learning: A Review and Synthesis. Journal of Information Technology
Education: Research, 18, 395-417.
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Azuma, R. T. (1997). A survey of augmented reality. Presence: Teleoperators & Virtual
Environments, 6(4), 355-385.
Bicen, H., & Bal, E. (2016). Determination of Student Opinions in Augmented Reality. World
Journal on Educational Technology: Current Issues, 8(3), 205-209.
Billinghurst, M. (2002). Augmented reality in education. New horizons for learning, 12(5), 1-5.
Wang, Y. H. (2017). Using augmented reality to support a software editing course for college
students. Journal of Computer Assisted Learning, 33(5), 532-546.
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HYBRIDIZATION OF GAMIFICATION WITH PROBLEM-BASED LEARNING (PBL)
IN VETERINARY COURSES
Tan Li Peng, Ruhil Hayati Hamdan, Basripuzi Nurul Hayyan Hassan Basri
Faculty of Veterinary Medicine, Universiti Malaysia Kelantan, Kota Bharu, Kelantan, Malaysia
li.peng@umk.edu.my, ruhil@umk.edu.my, basripuzi@umk.edu.my
Tan Tse Guan
Faculty of Technology Creative and Heritage, Universiti Malaysia Kelantan, Bachok, Kelantan,
Malaysia
tan.tg@umk.edu.my
Ahmad Syazwan Samsuddin
Forest Biodiversity Division, Forest Research Institute Malaysia, Kepong, Selangor, Malaysia
ahmadsyazwan@frim.gov.my
Highlights: Problem-Based Learning (PBL) encourages peer groups to investigate on practical
issues by active discussion. Enhancement on the learning experience by hybridizing PBL with
gamification with hope to engage students, promote learning, and solve problems. This gamified-
PBL serves for two purposes; i) student-centered learning using low-bandwidth chat group and
ii) self-pace learning. Group of 2nd year Veterinary Medicine students were subjected to classical
PBL session and gamified-PBL session. Overall gamified-PBL achieved the above objectives
with students’ feedback with better learning experience (89%) in gamified-PBL. This gamified-
PBL bringing value to the overall learning process and improve teaching and student learning.
Key words: Clinical Cases; H5P; Integration; Problem-Based Learning; Veterinary subjects
Introduction
Problem-Based Learning (PBL) is originating in medical schools as an alternative to lectures
(Camp, 1996). It encourages peer groups to investigate on practical issues by active discussion in
a small group of students (Duncan et al., 2018). It is a student-centered pedagogical approach to
learning through real-world situational problem-solving (Duncan et al., 2013; Leung & Pluskwik,
2018). However, traditional method in conducting problem-based learning is by giving out
triggers (wordy handouts) to the student stage-by-stage on a clinical case, and this often leads to
disengagement at the end of the process. Considering the above, we took the intitiative to
hybridizing problem-based learning with gamification to create gamified mystery-driven problem
based learning by using the available WebTools 2.0 – H5P. The purpose of this initiative is to
enhance the learning experience of the students by giving them another approach to do conduct
the problem-based learning. Gamification is proved to be one of the effective methods to engage
students in the learning process (Pesare et al., 2016).
In the era of technology, education of Malaysia is now towards the Industrial Revoution 4.0. The
Covid pandemic in the early of this year has pushed the application of digital learning in a faster
paced. However, in order to adapt to this new norm in which no physical guidance from the
educators (teachers / leacturers) are available during the learning session. Self-engagement
becomes the foremost issue that need to be look onto. As for today the Generation-Z are
considered the digital natives, traditional way of teaching and learning approaches will be less
118
effective in engaging this group of students. Thus by converting the traditional handout-PBL into
a Gamification-PBL with can be accesss and work on by using just their hand held devices is our
first approach to engage the students for self-learning without physical monitoring as chief and
encourage them to play (study) in group to solve the PBL as part of student-centered learning.
Content
A veterinary clinical case – “Dancing Cat” (Peng et. al., 2018) that was initially written into PBL
case was used in this project. It is a nine pages case on ectoparasites infestation of a cat that has
been divided into three triggers. The first trigger was being transform into game by using one of
the content type in H5P. Branching Scenario (beta) was being used to develop this Gamification-
PBL. The content in the form of text in the PBL book was then transferred into this web tool by
incorporating with more figures and videos (Figure 1). The interface of the Gamification-PBL
with figures and videos incorporated is believed to be more attractive and able to give a better
understanding to the students other than reading on the text alone (Figure 2). Students are then
required to discuss and to search for information in order for them to answer the questions given
and to move into next stages (Figure 2).
Figure 1. Branching Scenario (beta) in H5P used to create the Gamification-PBL.
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Figure 2. The interface of Gamification-PBL with incorporation of figures and videos.
The Gamification-PBL was then test-run with 45 studens from DVM2 by giving out the traditional
PBL handout and later on by introducing them this Gamification-PBL. Feedback from the
students were then collected by using Google Form to assess several aspects of learning
experience viz. attractiveness; understanding and structure. The results showed that 86.7% of the
students found that Gamification-PBL is more attractive to them than having the Handout-PBL.
And there were 93.3% of them think that Gamification-PBL is easier to be understand than the
Handout-PBL, which might probably due to the figures and videos incorporated as mentioned in
the first place. In term of the structure for both approach, there were 84.5% of the students think
that Gamification-PBL is more constructive (Figure 3).
As our aims is to engage the students in self-paced learning during this new norm, their opinions
on the suitability for using this Gamification-PBL for tutorial (student-centered learning, SCL)
and revision (self-paced learning) were also collected. The results showed that 75.5% of the
students prefer Gamification-PBL for tutorial and 88.9% of them will opt for Gamification-PBL
for their revision (Figure 4).
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Figure 3. Learning experience of students on Gamification-PBL and Handout-PBL.
121
Figure 4. Students’ opinions suitability of Gamification-PBL in SCL and self-paced learning.
Acknowledgement
We would like to acknowledge Centre of Excellent and Academic Development (CAED),
Universiti Malaysia Kelantan for their encouragement in exploring various digital learning tools
during movement control order to enhance teaching and learning activities among students and
lecturers leading to the discovery of H5P.
References
Camp, G. (1996). Problem-based learning: A paradigm shift or a passing fad? Medical Education,
1, 2-6.
Duncan, M.J., Smith, M., & Cook, K. (2013). Implementing online Problem-Based Learning
(PBL) in postgraduates new to both online learning and PBL: An example from Strength
and Conditioning. Journal of Hospitality Leisure, Sport and Tourism Education, 12, 79-84.
Duncan M.J. , Clarke, S., Myers, T., Tallis, J., & Arnab, S. (2018.) A gamified and mystery-driven
approach for facilitating problem based learning in a postgraduate strength and conditioning
module. Practice and Evidence of Scholarship of Teaching and Learning in Higher
Education, 13 (1):28-48.
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Leung, E., & Pluskwik, E., (2018). Effectiveness of Gamification Activities in a Project-based
Learning Classroom. In Proceedings ASEE Annual Conference and Exposition.
Peng, T.L., Intan, N.A.K, & Choong, S.S. (2018.) Chapter 9: Dancing Cat. In Problem Based
Learning in Veterinary Medicine. UMK Press, Kelantan Malaysia.
Pesare, E., Roselli, T., Corriero, N., & Rossano, V. (2016). Game-based learning and gamification
to promote engagement and motivation in medical learning contexts. Smart Learning
Environments, 3, 5.
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CHEMISTRY IS FUN
Farah Zayanah Ahmad Zulkifli
Faculty of Applied Sciences
Universiti Teknologi MARA Perak Branch, Tapah Campus 35400 Tapah Road, Perak,
Malaysia zayanah@uitm.edu.my
Siti Norhayati Mohamad Tarmizi, Husna Zulkipli, Norhazlin Jusoh, Umi Kalsum Abdul
Karim Faculty of Applied Sciences
Universiti Teknologi MARA Perak Branch, Tapah Campus 35400 Tapah Road, Perak,
Malaysia sitinorhayati@uitm.edu.my, husna_zulkipli@uitm.edu.my,
norhazlin9590@uitm.edu.my, umikal86@uitm.edu.my
Universiti Teknologi MARA Perak Branch, Tapah Campus 35400 Tapah Road, Perak, Malaysia
sitinorhayati@uitm.edu.my, husna_zulkipli@uitm.edu.my, norhazlin9590@uitm.edu.my,
umikal86@uitm.edu.my
Highlights: In the world we live in, technology is literally at the tip of our hands and it is well adapted
by the younger generations more than anyone else. The students which are the millennials are
born in a digital world where usage of technologies is in every aspect of their lives. Thus, making the
digital tools in teaching and learning more vital in order to capture the attention of millennials.
Conventional methods of teaching and learning are becoming less significant and outdated, it needs
to undergo transformation in order to adequate the needs of 21st century students. This effort
starts from the classroom itself. Therefore, in this study, gamification tools were used to attract
students to chemistry for better learning and comprehension in the classroom. Gamification is a
method that implements the typical elements of game playing. For example, by creating a
competitive environment among the students with rules of play and point scoring.
Thus, students’ participation and engagement can be enhanced to its maximum level. However,
the available researches of gamification on organic chemistry are still scarce. By doing so,
Chemistry is fun! was invented as a tool for education to boost students’ engagement, provokes
their curiosity as well as providing an interactive classroom. This tool was incorporated with three
level of difficulties level 1, level 2 and level 3. Different tasks were given to the students based on
the difficulties and level.
Key words: please provide up to 6 key words. Please try to stick to one line.
Introduction
These Extended Abstracts are not single abstracts or proposals of intention but should include all the
information for an adequate revision to access the quality and innovative practices by the IUCEL
2020 Committee. This extended abstract should consist of minimum of 500 words and a
maximum of 1000 words including (References and Acknowledgements).
The preferred file format for submission of your paper is MS Word. This document defines the
preferred style to be used to format your paper for submission to IUCEL 2020. Your paper will be
most easily prepared if you use this document as the container for your paper, replacing these
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Content
Please include as many of the following sections as possible in your paper, as relevant.
Description of your innovation / product development / design / process.
What is the context or background of the innovation / product development / design / process?
Why are they important to education?
Please write any advantages of your innovation / product development / design / process
towards education and community.
Please add any commercial value in terms of marketability or profitability of your
innovation / product development / design / process if any.
A maximum of 1 table and 1 figure is allowed. Please ensure that table and figure do not account
for more than 2/3 of a page when taken together.
Table 1: Formatting used in heading paragraph formats, table and figure.
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Figure caption
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References
Adhalina, N. (2011). The Different Language Style and Language Function Between Students
and Teachers in Updating Their Status In Facebook Webpage (A Case Study of the Topic
National Final Examination 2011)(Doctoral dissertation, University of Diponegoro).
Alessandra, A. J., O'Connor, M. J., & Van Dyke, J. (1994). People Smarts: Bending the Golden
Rule to Give Others what They Want.
Pfeiffer.
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iGQA: MODUL INFOGRAFIK QAWAID ARABIYYAH
Mohd Fauzi bin Abdul Hamid
Universiti Sultan Zainal Abidin, Terengganu, Malaysia mohdfauzi@unisza.edu.my
Zulazhan bin Ab. Halim, Muhammad Sabri bin Sahrir, Mohd Shahrizal bin Nasir1, Mohd
Firdaus bin Yahaya, Shaferul Hafes bin Sha’ari1, Noor Eliza binti Abdul Rahman
Universiti Sultan Zainal Abidin, Terengganu, Malaysia
Universiti Islam Antarabangsa Malaysia, Kuala Lumpur, Malaysia
*zulazhan@unisza.edu.my
Highlights: Buku teks pembelajaran tatabahasa Arab sering dikaitkan dengan penerangan yang
kompleks serta terperinci lalu menyebabkan pelajar menganggapnya sukar untuk dikuasai dan
difahami. Modul Infografik Qawa’id Arabiyyah (iGQA) dibangunkan dalam usaha memudahkan
kefahaman dan menarik minat pelajar untuk menguasai ilmu tatabahasa Arab. Kandungan modul
ini meliputi topik-topik tatabahasa Arab dalam bentuk maklumat infografik beranimasi. Teks,
imej dan audio digabung dan dipersembahkan dalam bentuk yang ringkas, menarik dan berfokus.
Modul iGQA ini boleh diakses melalui aplikasi YouTube dan satu eBook khas yang disediakan
bagi mengakses modul serta latihan interaktif secara dalam talian.
Key words: Buku teks; tatabahasa Arab; modul; infografik beranimasi; interaktif.
Introduction
Sistem pembelajaran yang hanya melibatkan syarahan menggunakan buku teks khususnya dalam
pembelajaran tatabahasa Arab sering dilihat sebagai cabaran kepada pensyarah dan pelajar untuk
mewujudkan suasana pembelajaran yang menarik serta efektif. Melihat kepada perkembangan
kemudahan teknologi masa kini, aplikasi infografik beranimasi sebagai satu alternatif
penyampaian buku teks perlu direalisasikan. Selari dengan perubahan dalam kaedah mengakses
maklumat yang mempengaruhi format penyampaian maklumat untuk generasi abad ke- 21 atau
generasi digital, sumber pengetahuan visual dengan teks yang ringkas lebih disukai dan menjadi
pilihan pelajar dan orang ramai (Ghode, 2012). Ditambah pula dengan bahan multimedia
interaktif yang mempunyai visual grafik, teks, muzik, video serta animasi, kesemuanya dilihat
mampu meningkatkan kadar penerimaan pelajar mengenai sesuatu bahan yang diajar dengan
anggaran sebanyak 30% lebih daripada pelajar yang menggunakan kaedah pembelajaran
tradisional (Baharuddin et. al, 2003).
Justeru, satu modul pembelajaran tatabahasa Arab dengan menggunakan aplikasi infografik
beranimasi dibangunkan. Modul ini dinamakan Modul Infografik Qawa’id Arabiyyah atau
ringkasnya Modul iGQA yang mengandungi elemen penerangan multimedia yang komprehensif
dan sistematik.
Content
Modul iGQA merupakan satu modul multimedia yang menggunakan pendekatan Kajian
Rekabentuk dan Pembangunan (Design and Development Research) (DDR) (Richey & Klein,
2007). Pendekatan DDR melibatkan tiga fasa, iaitu fasa analisis keperluan, fasa reka bentuk dan
pembangunan dan fasa penilaian kebolehgunaan. Proses reka bentuk dan pembangunan modul
yang digunakan adalah bersandarkan kepada Model Pembinaan Modul Sidek (2001) dan
Infographic Design Model (IDM) (Kibar & Akkoyunlu, 2015). Teori-teori pembelajaran bahasa
126
juga dijadikan asas dalam proses tersebut. Kandungan modul ini melibatkan Kursus Kajian Teks
Sintaksis Ibn ‘Aqil yang ditawarkan untuk pelajar yang mengikuti Program Ijazah Sarjana Muda
(ISM) Pengajian Bahasa Arab, Universiti Sultan Zainal Abidin (UniSZA.
Pembangunan Modul iGQA bermula dengan fasa analisis keperluan yang bertujuan untuk
mendapatkan data tentang keperluan membangunkan modul pembelajaran tatabahasa Arab.
Kemudian, hasil dapatan tersebut membawa kepada fasa reka bentuk dan pembangunan modul
yang melibatkan pakar untuk proses penilaian dan kesahan. Akhir sekali, penilaian
kebolehgunaan modul dilaksanakan terhadap pelajar yang terlibat.
Modul iGQA melibatkan penghasilan modul multimedia berteraskan infografik yang
mengandungi ciri-ciri yang menarik, mudah, ringkas dan interaktif. Rajah 1 menunjukkan
langkah-langkah penghasilan Modul iGQA.
Rajah 1: Langkah-langkah Pembangunan Modul iGQA
Penghasilan modul bermula dengan meringkaskan maklumat daripada buku teks. Seterusnya
maklumat tersebut dipersembahkan dalam bentuk infografik statik berbentuk eBook. Selain
maklumat berbentuk infografik statik, eBook tersebut juga mengandungi QRCode untuk
memudahkan akses kepada Modul iGQA dan latihan-latihan interaktif melalui aplikasi
wordwall.com. Akhir sekali, maklumat infografik statik dianimasikan dalam bentuk video dan
dimuatkan dalam saluran YouTube khas.
Modul ini berpotensi digunakan oleh pelajar untuk mempelajari tatabahasa Arab secara kendiri
dan juga sesuai dipraktikkan dalam pembelajaran secara dalam talian terutamanya ketika situasi
pandemik Covid-19 sekarang. Para guru atau pensyarah pula berperanan sebagai pembimbing
atau pemudah cara.
References
Baharuddin Aris, Mohammad Bilal Ali, Jamalludin Harun & Zaidatun Tasir. (2001). Sistem
komputer dan aplikasinya. Venton Publishing.
Ghode, R. (2012). Infographics in news presentation: A study of its effective use in Times of India
and Indian Express the two leading newspapers in India. Journal of Business Management
& Social Sciences Research (JBM&SSR), 1(1), 35–43.
Kibar, P. N. & Akkoyunlu, B. (2015). Searching for visual literacy: Secondary school students
are creating infographics. European Conference on Information Literacy, 241–251.
Richey, R. C. & Klein, J. D. (2007). Design and development research: Methods, strategies and
issues. Lauwrence Erlbaum Associates Publishers.
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TAYSIR AL-IDAH: MODUL INFOGRAFIK PEMBELAJARAN BALAGHAH ARAB
Zulazhan bin Ab. Halim
Universiti Sultan Zainal Abidin, Terengganu, Malaysia zulazhan@unisza.edu.my
Abdul Hakim bin Abdullah1, Abdul Wahid bin Salleh1, Noor Eliza binti Abdul Rahman1,
Zamri bin Ariffin2, Janudin bin Sardi @ Mohd Yusop3, Mohd Fauzi bin Abdul Hamid*1,
Muhamad Amir bin Zainudin1
1Universiti Sultan Zainal Abidin, Terengganu, Malaysia
2Universiti Kebangsaan Malaysia, Selangor, Malaysia
3Universiti Teknologi MARA, Shah Alam, Selangor, Malaysia
*mohdfauzi@unisza.edu.my
Highlights: Pembelajaran bahasa Arab, khususnya komponen balaghah (retorik) sering menjadi
permasalahan dalam kalangan pelajar kerana penerangannya yang kompleks dan rumit serta sukar
difahami. Penggunaan buku teks yang dipenuhi dengan perbahasan panjang berbentuk tulisan
semata-mata menyukarkan pelajar untuk memahami subjek balaghah dengan lebih baik.
Berdasarkan permasalahan tersebut, sebuah modul yang dinamakan Taysir al-Idah dibangunkan
sebagai satu pendekatan yang lebih efektif dalam pembelajaran balaghah Arab. Penggunaan
elemen infografik yang menggabungkan teks, rajah, simbol dan warna dengan terjemahan ke
bahasa Melayu menjadi teras dalam pembangunan modul ini.
Key words: Pembelajaran; balaghah Arab; modul; infografik; interaktif.
Introduction
Penguasaan ilmu balaghah dalam kalangan pelajar yang mempelajari bahasa Arab sebagai bahasa
kedua adalah penting kerana ia dapat membantu mereka menghayati keindahan sastera Arab yang
mempunyai kaitan dengan kemukjizatan al-Quran. Di samping itu, ilmu balaghah ini juga salah
satu komponen yang penting dalam bahasa Arab selain daripada komponen-komponen yang lain
seperti nahu (tatabahasa), sarf (morfologi) dan sebagainya. Dapatan daripada kajian-kajian lepas
menunjukkan majoriti pelajar tidak dapat menguasai ilmu ini dengan baik kerana kelemahan yang
wujud dalam bahan pengajaran atau buku teks yang digunakan (Anuar et al., 2013).
Dalam menjadikan proses PdP balaghah Arab lebih dinamik, terdapat kewajaran dan keperluan
dalam memfokuskan pembangunan modul balaghah Arab berteraskan elemen infografik
mengikut teori dan model sebagai dasar kajian. Kajian Amin et al. (2017) mendapati pelajar
berpandangan sesuatu maklumat yang disampaikan perlu menekankan penggunaan warna yang
menarik berserta teks yang ringkas dan mudah difahami berbantukan gambarajah, carta atau
jadual yang berkaitan untuk menghasilkan penyampaian maklumat yang sistematik dan berkesan.
Justeru, satu modul pembelajaran ilmu al-bayan menggunakan elemen infografik dibangunkan
dan diberi nama Taysir al-Idah yang berkualiti, mudah dan sesuai dengan pelajar Malaysia di
peringkat sekolah menengah dan pengajian tinggi, sejajar dengan keperluan dalam Dasar
Pendidikan Kebangsaan.
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Content
Modul Taysir al-Idah menggunakan infografik sebagai medium penyampaian kerana mempunyai
ciri-ciri ringkas dan menarik. Modul dipersembahkan dalam bentuk flipbook. Selain
mengandungi maklumat yang diringkaskan, modul ini juga mengandungi aktiviti latihan interaktif
yang boleh diakses melalui imbasan QR Code. Aktiviti latihan ini menggunakan laman web
wordwall.com sebagai medium capaian. Modul ini juga mempraktikkan penggunaan dwibahasa
(bahasa Arab dan bahasa Melayu) yang membantu kefahaman murid.
Modul Taysir al-Idah melibatkan topik-topik sukatan kursus Kajian Teks Balaghah al-Qazwini
yang ditawarkan dalam Program Ijazah Sarjana Muda Pengajian Bahasa Arab, Fakulti Bahasa dan
Komunikasi, Universiti Sultan Zainal Abidin. Kajian ini menggunakan pendekatan Kajian Reka
Bentuk dan Pembangunan (Design and Development Research) (Richey & Klein, 2007) yang
melibatkan dua fasa, iaitu fasa analisis keperluan dan fasa reka bentuk pembangunan
bersandarkan kepada Model Pembinaan Modul Sidek (2001).
Pembangunan Modul Taysir al-Idah melibatkan fasa analisis keperluan yang bertujuan untuk
mendapatkan pandangan pelajar tentang keperluan membangunkan modul pembelajaran balaghah
Arab menggunakan infografik. Hasil dapatan membawa kepada fasa reka bentuk dan
pembangunan modul yang melibatkan penilaian dan kesahan dari pakar melalui Kaaedah Fuzzy
Delphi.
Modul ini berpotensi digunakan oleh pelajar dan memenuhi kriteria PAK21 yang menekankan
pembelajaran berpusatkan murid. Pengaplikasian teknologi infografik dalam modul ini membantu
aktiviti PdP agar lebih terkehadapan dan seiring dengan zaman kini.
Acknowledgement
Terima kasih kepada pihak Kementerian Pengajian Tinggi dan Pusat Pengurusan Kecemerlangan
dan Inkubator Penyelidikan (CREIM), UniSZA atas sokongan kewangan melalui geran FRGS
No: 1/2018/SS109/UNISZA/02/1.
References
Mohd Amin Mohd Noh, Mohd Salihin Hafizi Mohd Fauzi, Hoo Fang Jing & Mohd Faeez Ilias.
(2017). Infographics: Teaching and learning tool. Attarbawiy: Malaysian Online Journal of
Education, 1(1), 58-63.
Anuar Sopian, and Salmah Ahmad, and Kaseh Abu Bakar, (2013) Penguasaan dan permasalahan
pelajar terhadap pengajian ilmu balaghah: Satu tinjauan awal. Islamiyyat : Jurnal
Antarabangsa Pengajian Islam, 35 (1), 93-101.
Richey, R. C. & Klein, J. D. (2007). Design and development research: Methods, strategies and
issues. Lauwrence Erlbaum Associates Publishers
129
FUTURE-READY FINANCIAL MANAGEMENT COURSE FOR NON-FINANCE
STUDENTS USING AUGMENTED REALITY
Tahirah Abdullah
Universiti Malaysia Kelantan, Kelantan, Malaysia tahirah@umk.edu.my
Siti Afiqah Zainuddin, Noorul Azwin Binti Md Nasir, Noorshella Binti Che Nawi, Wan
Farha Binti Wan Zulkiffli
Universiti Malaysia Kelantan, Kelantan, Malaysia sitiafiqah@umk.edu.my,
azwin@umk.edu.my, norshella@umk.edu.my, farha@umk.edu.my
Highlights: The Future-Ready Financial Management Course (FRFMC) is an innovation that was
developed based on a modified Attracting, Informing, Positioning and Delivering model by
Simeon as to uncover the gap in the current curriculums. The development of FRFMC is important
as it can be used a means to attract non-finance students from the predominantly Society 5. 0
background to show interest in studying finance. The FRFMC development also dramatically
changed the way higher-educational institutions, specifically educators in a financial management
course to engage more efficiently and effectively with their new batches of digitally native and
technologically savvy students.
Key words: future-ready curriculum, finance, technology, society 5.0
Introduction
Today, financial management has become an essential course typically required for students
specializing in fields such as business, management, and entrepreneurship (Usama et al., 2018;
Kenayathulla et al., 2020; Ramavhea et al., 2017). Non-finance students in these areas were
required to at least grasp the basic importance of this course in managing businesses at large, and
specifically, in managing the financial and operational sides of businesses. Nevertheless, some
students have found technical courses such as financial management, accounting, and actuary
difficult to learn, in particular, if they did not have prior basic knowledge on the syllabuses of
these courses [4]. There are many reasons that contributed to this phenomenon. Khoo et al. (2021)
and Thomas et al. (2021) for example argued for a meticulous review of degree courses in the era
of the Industrial Revolution 4.0 in order for latest innovations and technologies to be embedded
in these courses which consequently make them more attractive and palatable for students,
especially those hailing from the Society 5.0 as well as those from non-finance backgrounds. The
integration of technology in the teaching and learning method for finance courses is thus deemed
necessary as it can attract students to consequently provide better interest and participation
towards the courses.
Although the needs for future-ready courses are growing Andiola et al. (2020) and Bowles et al.
(2020), the actions taken on developing and offering the courses are noticeably sluggish. Many
past studies have shown the need for future-ready courses for students (see Andiola et al. 2020;
Maali and Al-Attar 2020; Aziz et al. 2019). Unfortunately, few studies have tried to propose
appropriate processes and methods to develop future-ready courses. Hence, this study aims to
develop innovative financial management courses for non-financial management students.
The results revealed that students can easily access data of knowledge and documents of learning
using this comprehensive educational technology. This study has also proved the true capacity
of FRFMC lies in its ability to attract the interest and boost the motivation of non-finance students
in studying a financial management course. This is primarily attributed to FRFMC providing,
130
first and foremost an interactive learning experience to students of the Society 5.0 who are
naturally technologically savvy. Insofar as the lecturers are concerned, FRFMC is undoubtedly
a sophisticated teaching method that lecturers can use to deliver the financial management course
to the Gen Alpha students. The course is guaranteed to be the most efficient and effective teaching
and learning alternative to date to expose the Gen Alpha students to not only a sufficient set of
strategically relevant skills, but also to the disciplinary knowledge of finance. Meanwhile, at the
university level, FRFMC will unquestionably become an example of excellence and a symbol of
pride to its faculty, especially in conducting the university's regular Curriculum Review
procedures which have become a set of requirements by the Malaysian Qualifications Agency
and the university’s Centre of Academic Excellence and Development. In reference to the
Ministry of Education and Higher Education, Malaysia, FRFMC serves as best practice that also
recommends guidelines to other educational institutions aspiring to transform their existing
traditional curriculums to also suit the demands of industries amid the current rapid pace of
technological progress. Indeed, FRFMC is aligned with the ministry’s current aspiration to
improve the existing educational system to adapt to the competitions, demands, and challenges
arising from the Industrial Revolution 4.0.
Acknowledgement
The authors duly acknowledge the contribution made by the Faculty of Entrepreneurship and
Business, Universiti Malaysia Kelantan for the facilities they have kindly provided in the course
of completing this study. Special thanks also to those who contributed to this project directly or
indirectly.
References
Aziz, R. C., Hashim, N. A. A. N., Omar, R. N. R., Yusoff, A. M., Muhammad, N. H., Simpong,
D. B., ... & Safri, F. H. M. (2019). Teaching and Learning in Higher Education: E-Learning
as a Tool. International Journal of Innovative Technology and Exploring Engineering
(IJITEE), 9(1), 458-463.
Maali, B., & Al-Attar, A. M. (2020). Accounting curricula in universities and market needs: The
jordanian case. SAGE Open, 10(1). Bowles, M., Ghosh, S., & Thomas, (2020). L. Future-
Proofing Accounting Professionals: Ensuring Graduate Employability and Future
Readiness Journal of Teaching and Learning for Graduate Employability, 11(1), 1-21.
Kenayathulla, H. B., Nair, S., Rahman, M. N. A., & Radzi, N. M. (2020). Malaysian Online J. of
Edu. Management, 8(3), 82-102
Khoo, Y. Y., & Fitzgerald, R. (2021). Pocket cartoons: learning financial literacy with mobile
cartoons in Malaysia. In Research Anthology on Personal Finance and Improving Financial
Literacy (pp. 579-595). IGI Global.
L. M. Andiola, E. Masters, C. Norman, (2020). Journal Account Education. 50 R. Simeon, (1999).
Internet Res. 9(4), 297-308
R. Simeon, (2001). Mark Intell Plan. 19(6), 418-424
Rachmadtullah, R., Rasmitadila, R., Humaira, M. A., Aliyyah, R. R., & Samsudin, A. (2020). Use
of Blended Learning with Moodle: Study Effectiveness in Elementary School Teacher
Education Students during The COVID-19 pandemic Use of Blended Learning with
Moodle: Study Effectiveness in Elementary School Teacher Education Students during The
COV. Int. J. Adv. Sci. Technol, 29(7). Ramavhea, G., Fouché, J., & Van Der Walt, F.
(2017). Financial Literacy of Undergraduate Students–A Case Study Of A Public University
In South Africa. International Journal of Economics and Finance Studies, 9(2), 48-65.
131
Thomas, T. V., Christian, R., Palokas, M., Hinton, E., & Pruett, C. (2021). Strategies to improve
financial literacy and related outcomes among medical students, residents, and fellows in
the United States: a scoping review protocol. JBI Evidence Synthesis, 19(1), 257-262.
Usama, K. M., & Yusoff, W. F. W. (2018). The relationship between entrepreneurs’ financial
literacy and business performance among entrepreneurs of Bauchi State Nigeria.
International Journal of Entrepreneurship and Business Innovation, 1(1), 15-26.
132
CIKGU LILI CARE: AN INTERACTIVE MULTIMEDIA APPLICATION TO TEACH
AUTISTIC CHILDREN ABOUT SAFE TOUCH
Hazwani bt Mohd Mohadis
International Islamic University Malaysia Gombak, Selangor, Malaysia
hazwanimohadis@iium.edu.my
Syazwana Izzati bt Azaddin
International Islamic University Malaysia Gombak, Selangor, Malaysia
syazwana.azaddin@gmail.com amudiakmal@gmail.com
Highlights: Cikgu Lili Care is a multimedia application that provides awareness regarding ‘Safe
Touch’ education towards autistic children from five to nine years old. It is a form of interactive
digital storytelling application that supports user interaction. This digital storytelling platform aim
to educate children with learning disabilities to understand about their private and sensitive body
parts and also the course of action that they should take if someone touch or behaving
inappropriately towards them. We hope by using the application, the autistic children would
become more careful and aware of their surroundings and able to avoid any potential sexual abuse
that is often targeted towards children with disabilities.
Key words: Multimedia, Safe Touch, Education, Autistic, Children, Sexual Abuse
Introduction
Children with autism often are views as ‘easy target’ by sexual offenders due to their
vulnerabilities. Thus, in order to educate and increase awareness regarding ‘Safe Touch’ among
autistic children, we utilized the digital storytelling method by developing an interactive
multimedia application that supports user interaction. This digital storytelling platform would
help children with learning abilities to understand about their private body parts and action that
they should take if someone from their family members or strangers behaving inappropriately
towards them. Since, reports on sexual abuse towards autistic children had been increasing, we
hope this multimedia application would able to educate autistic children on safe touch, become
more aware about their surroundings and protect themselves from any attempt of sexual
harassment or abuse.
Content
Description of your innovation / product development / design / process.
This multimedia project application contains two main characters who are named Cikgu Lili and
Ali. Cikgu Lili as a friendly teacher holds the character that educates the children on a few topics
that involve the ‘Safe Touch’ topic. Meanwhile, Ali is character that represent a child. There will
be multiple storyboards for a specific task that users need to interact with the videos. Various
choices rely on different follow-up videos and supporting remarks to demonstrate the potential
consequences of the choice. The user is then presented with further simulated icon decisions,
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which Ali can choose in order to respond to the situation. This is consistent with one of the
suggestions in Cumine et al. (1998) that teaching decision-making is a genuinely valuable aspect
of social skills education for children with autism. In this project development, all characters are
in 2-D modelling shapes. To have the motion, several softwares have been used in order to
introduce such animation that involves facial expressions, walk and run, body dragger and others.
The developers had designed the characters aligned with children's minds to gain their attention
towards the creation.
What is the context or background of the innovation / product development / design / process?
Prior to the start of this project, we notice many existing ‘Safe Touch’ multimedia application in
the market right now has the main problem i.e. most of the videos and applications regarding
Safe Touch do not support learning for children with autism. That includes the style of animation
and design principles such as the use of buttons, symbols, colors, characters and the learning
environment. According to Kamaruzaman, M. F., Rani, N. M., Nor, H. M., & Azahari,
M. H. H. (2016), “The design principle and guidelines in designing UI for applications that suited
the needs of children with autism is extremely important. A good UI considers the demographics’
cognitive ability” (p. 893).
Furthermore, most current storytelling does not include any interactivity with the users hence the
autistic children would have difficulties to give their full attention to the points that may lead
them to a wrong interpretation. In fact, the difficulty of paying attention in the expected ways is
widely indicated as troublesome in autism to the extent that some parents have identified
problems with attention as the underlying cause of their child's autism. ASD individuals with
autism who seem to be more responsive to specific accommodations for attention therefore
require interactivities provided in the project platform.
Besides that, multimedia videos on the Web commonly not provide a sequence of series in its
content and this seems very worrying since the ASD individuals are seen as learners who are
prone to assemble and organize material. To keep up their attention, these children need to
recognize the characters involved in the platform. According to Rosset, Ronda, Fonseca, Santos,
Assouline and Deruelle (2008), the training studies have suggested that children with autism
show greater improvements in emotion recognition when programs include cartoons rather than
photographs of real faces. Moreover, clinical and parental reports also state that autistic children
spend long periods of time looking at cartoons
These limitations identified in the current literatures and existing Safe Touch application make
us motivated to develop a new interactive digital storytelling app that specifically targeting to
educate Safe Touch among autistic children.
Why are they important to education?
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Developers identified a digital storytelling application regarding ‘Safe Touch’ is needed by
children with autism spectrums. Since around half of autistic people may have a learning
disability, this tool would be such a help for tutors or teachers to assist the children throughout
the learning process. This align with the point of (SDG 4) which is to ensure inclusive and
equitable quality education and promote lifelong learning opportunities for all. This is also to
support the (SDG 16) Promote peaceful and inclusive societies for sustainable development,
provide access to justice for all and build effective, accountable and inclusive institutions at all
levels, to protect themselves from being a victim for sexual abuse. Through education, autistic
children can get a clear understanding of their private body parts and types of touches besides
establishing the role and responsibilities of both genders in protecting their bodies. This too can
improve ASD children’s knowledge, social attitude and skills in dealing with body touches’
consent.
Please write any advantages of your innovation / product development / design / process
towards education and community.
This project is a dual language platform that consists of English and Bahasa Melayu to give the
target audience option for choosing a language that they prefer and understand better. At the same
time, subtitle is provided to assist the tutors and teachers to deliver the content without having
difficulties of translating words for the infants. With the appearance of 2D cartoon and good
UI/UX design, this project can attract more of the autistic children’s attention on the subject
matter. Quality information and learning resources on sequence of video series produced has
been validated and approved by experts giving no worries and doubtness. Besides, the
appearance of quiz section with rewards and score provided can be a help for the tutors to
determine the autistic children understanding and focus. Generation with adequate knowledge
and good social attitude can form great community leaders that would protect themselves and
others.
Please add any commercial value in terms of marketability or profitability of your
innovation / product development / design / process if any.
In terms of commercialization, this Safe Touch multimedia application would be marketable for
parents with autistic children. Parents can download this application into their mobile phone or
tablet to teach their children about safe touch. They can download the free version of the
application and test Lesson 1 and Lesson 2 for free. If they would like to see other advanced
modules (Lesson 3 until Lesson 6) they can unlock the modules with purchases.
Acknowledgement
Praise and thanks to Allah whose blessing enabled us to accomplish this project. We would
like to thanks several experts who have contribute to validate the content and design of this
Safe Touch application. They are Miss Ruwinah, Head of Clinical Therapist Hospital Penawar,
Assoc. Prof. Dr. Lihanna binti Borhan, from Kulliyyah of Islamic Revealed Knowledge and
Human Sciences, UIAM and Dr. Muna binti Azuddin, Assistant Professor Kulliyyah of
Information and Communication Technology, UIAM
135
References
CUMINE, V., LEACH, J. & STEVENSON, G. (1998) Asperger Syndrome: A Practical Guide
for Teachers (London, David Fulton).
Kamaruzaman, M. F., Rani, N. M., Nor, H. M., & Azahari, M. H. H. (2016). Developing User
Interface Design Application for Children with Autism. Procedia - Social and Behavioral
Sciences, 217, 887–894. doi:10.1016/j.sbspro.2016.02.022
Rosset D, Rondan C, Fonseca D, Santos A, Assouline B, Deruelle C. Typical emotion processing
for cartoon but not for real faces in children with autistic spectrum disorders. J Autism Dev
Disord. 2008;38(5):919–25.
136
BIOPHARM: A WEB-BASED LEARNING PLATFORM
Sowmya Ramachandran
School of Pharmaceutical Sciences, Universiti Sains Malaysia,
Main Campus, Penang 11800
sowmya.r92@student.usm.my
Highlights: Web-Based learning is a valid approach for a relatively new and rapidly growing
field of biopharmaceuticals in comparison to books. The current invention is a website consisting
of drug guides (including data like generic name, dose, route of administration, side effects and
precautions) for the top 20 selling biopharmaceuticals. Students gathered the content of the
website from various sources and pooled using education tools such as Padlet and Google Cite.
Students can access the website via any portable devices during their clerkship and even after
graduating. This approach is believed to be able to enhance the students’ learning experience
feeding students with up-to-date information.
Keywords: Biopharmaceutical; Web; Drug information; Padlet; Google Cite; BIOPharm
Introduction
Biopharmaceutical is a medicinal product derived from biological sources and especially
from the drugs produced using biotechnology. Biopharmaceutical drugs have been rapidly
revolutionised since its introduction in 1982 as compared to the market of all other drugs [1].
They are also dominating the therapeutic options of various chronic diseases, including
chemotherapy regimen. Recent advances in the field of biotechnology have facilitated the
production of various biopharmaceuticals, which nearly 40 % of the total number of new drugs
approved in 2018 [2].
Bachelor of Pharmacy, as of other health care courses, requires the students to gain up-to-date
knowledge on the biopharmaceuticals available in the Malaysian market. Unfortunately, the field
of biopharmaceuticals is relatively new and rapidly growing hence, the learning materials are
scattered in various sources, and new information is constantly being reported. We reckon that
web-based learning is a more valid platform compared to books to feed students with new and
valid information. In addition, the application of a website as a learning platform could
complement the printed books especially targeting the tech-savvy students of generation Z.
Content
The current invention is a website consisting of drug information of the top 20 selling
biopharmaceuticals 2020. A total of 116 students from year two (2) of Bachelor of Pharmacy
participated in the collection of data. Briefly, the students were divided into 20 groups and each
group was assigned to a biopharmaceutical product. Each group gathered information, such as
generic name, dose, route of administration, side effects and precautions of the pharmaceutical
drugs from various sources in the form of drug material sheet in English and Bahasa Malaysia.
The findings were also designed as an infographic for an easy-to-understand and quick reference.
These drug material sheets, and the infographics were then shared in the Padlet (Figure 1) to
137
validate the content by other groups. Upon the content validation, the materials were presented in
Google Cite in the form of a website (Figure 2) and the link was shared among the students for
their feedback. It should be emphasised that all work was done online, and no hard-copy materials
has been involved at any stage of this process.
The approach of web-based learning to engage students in the process of active learning is not a
new method of learning [3]. However, to the best of our knowledge, there is not a single portal
that is collectively providing pharmaceutical guides on various biopharmaceutical drugs. This
website could be one of the pioneers. This website will serve as a comprehensive and up-to-date
guide of biopharmaceutical drugs. It is presented in a clear and user-friendly manner. We believe
it is an ideal tool for students and health care professionals to learn on biopharmaceutical drugs
as it can be accessed via computers and mobile phones.
On the other hand, the student feedback on the learning activity showed that the majority of the
student preferred the design and knowledge delivery through web-based learning. Indeed, many
commented this approach effectively aid them to learn the biopharmaceutical drugs.
Figure 1: The Padlet wall showing student activity of data collection and validation. The link is
https://padlet.com/thaigarp/wy981b2kcjf8.
138
Figure 2: The home page of BIOPharm. The website is consisting of generic name, dose, route
of administration, side effects and precautions of top 20 selling biopharmaceuticals 2020. The
link is https://sites.google.com/view/biopharmaceuticals/home.
The content of the website will also be updated every year by the future batch of students to
accommodate with up-to-date information. Hence, the website has the potential to provide a
continuous learning platform for the students. At the present stage, the website does not have any
commercial value. The infographics of the top 20 selling biopharmaceutical drugs will be
copyrighted.
In conclusion, the BIOPharm website may become a handy option with up-to-date information at
a very low cost to educate students and health care professionals with biopharmaceutical drugs.
Acknowledgement
The author would like to acknowledge the contribution of the students of FAR 247/2:
Biopharmaceuticals II for their contribution to the data collection and validation.
References
Kesik-Brodacka, M. (2018). Progress in biopharmaceutical development. Biotechnology and
Applied Biochemistry, 65(3), 306-322.
G. de la Torre, B., & Albericio, F. (2019). The Pharmaceutical Industry in 2018. An Analysis of
FDA Drug Approvals from the Perspective of Molecules. Molecules, 24(4), 809.
McKimm, J., Jollie, C., & Cantillon, P. (2003). ABC of learning and teaching: Web based
learning. BMJ (Clinical research ed.), 326(7394), 870-873.
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E-FIQH AL-MUAMALAT
Prof Madya. Dr. Nadhirah Nordin
Universiti Sultan Zainal Abidin (UniSZA), Malaysia. nadhirahnordin@unisza.edu.my
Nur Amani Aisyah Samsuddin
Universiti Sultan Zainal Abidin (UniSZA), Malaysia.
SL3413@putra.unisza.edu.my
Mahadi Mohammad
Universiti Sultan Zainal Abidin (UniSZA), Malaysia.
mahadimohammad@unisza.edu.my
Prof Madya. Dr. Engku Muhammad Tajuddin Engku Ali
Universiti Sultan Zainal Abidin (UniSZA), Malaysia.
emtajuddin@unisza.edu.my
Dr. Ahmad Faizol Ismail
Universiti Sultan Zainal Abidin (UniSZA), Malaysia.
afaizol@unisza.edu.my
Dr. Sumayyah Abdul Aziz
Universiti Sultan Zainal Abidin (UniSZA), Malaysia.
sumayyahaziz@unisza.edu.my
Highlights: E-Fiqh al-Muamalat is a website developed as a reference for Muslims. The
discussion in the E-Fiqh al-Muamalat is related to trading/commercial rules such as buying and
selling, renting, mortgages, loans, debts, wages, usury issues and others. All economic activities
are legally permissible if these activities do not transgress any of the tenets of Shariah. In line
with this maxim, all forms of business transactions that transgress any of the tenets of Shariah are
considered invalid. Therefore, to give right understanding there is an urgent need to develop an
attractive website. The innovation is based on learning through the digital and online technology
is concentrating on teaching and learning of Fiqh al-Muamalat for students. To achieve this
objective, the researchers focused on benefits from mastering students in the field of modern
technology for more effective and fun learning, to implement an education
4.0 which is in line with the 4th Industrial Revolution. A clear awareness and understanding of
transactions and contracts in Islamic finance will prevent the Muslim community from engaging
in transactions and financial products that are against shariah law.
Key words Fiqh al-muamalat, teaching, learning, innovation
Introduction
The
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a
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the
term
“m
u
a
m
ala
t”
(plu
ra
l
of
m
u
a
m
ala
h
) is
the
tran
sa
ction
s
‟
w
h
ile its
techn
ical id
e
a is any form of mutual dealings held between men to solve their everyday needs,
140
especially in matters relating to trade and commerce”. The rulings governing commercial
transactions between the parties involved. All economic activities are legally permissible as long
as these activities do not transgress any of the tenets of shariah. Basic principles that in forming
shariah rulings in muamalat is permissibility as a rule. The status of all matters other than rituals
is permissible until evidence is given that a certain matter is prohibited.
In line with this maxim, it is the unanimous opinion of all four major Islamic shariah School of
thought (Hanafi, Maliki, Shafii and Hanbali) that all forms of business transactions that
transgress any of the tenets of shariah are considered invalid. No contract should be made for
selling or buying forbidden products such as alcohol or any other forbidden substances. The
contract entered by the parties shall be free from any elements of coercion, fraud,
misrepresentation, or other illegal means. Likewise, no contract should be made for any financial
deal based on usury (riba). Contract involves in gambling (maisir) is also forbidden in Islam.
Contract that involves major uncertainty (gharar fahish) is also forbidden and may make the
contract voidable. All financial transactions must be conducted in such a manner that all the
parties are clear about all the important facts including the terms and conditions of their dealings.
Content
Encourage active learning via interactive website. To create the learning resources, activities,
and assessment through web technology.
Figure 1: Element of teaching and learning in E-Fiqh al-Muamalat
Effective style of learning and teaching by applying an interactive collaboration and flexible
learning with two- way text-based online chat, which is widely used in e-learning. To develop
an e-learning teaching tool that educate student/public about Islamic rules in transaction and
business. To benefit from mastering the skills of students to use modern technology in the
process of learning.
References
Nadhirah, N. (2014), Gharar dalam Kontrak Derivatif Komoditi, Kuala Terengganu: Universiti
Sultan Zainal Abidin, ISSN 978-967-12613-2-3 (Book).
Aznan, H. (2011). Fundamentals of Shariah in Islamic finance. Institute of Islamic Banking and
Finance Malaysia (IBFIM),
141
Kuala Lumpur.
142
WHERE IS MY CASH?
Noorul Azwin Md Nasir
Universiti Malaysia Kelantan, Kota Bharu, Malaysia
azwin@umk.edu.my
Noorshella Che Nawi, Siti Afiqah Zainuddin, Wan Farha Wan Zulkifli, Tahirah Abdullah
Universiti Malaysia Kelantan, Kota Bharu, Malaysia
norshella@umk.edu.my, sitiafiqah@umk.edu.my, farha@umk.edu.my, tahirah@umk.edu.my
Highlights: This is an idea to develop a mobile application named Where is My Cash?. It is as
an assignment tool for accounting students. Through this apps the accounting students will be
assessed by their lecturer based on their ability to assist and create awareness to informal
business owners about the simplicity of recording business financial transactions. This apps
works by connecting lecturer, students, and informal business owner. Students will be able to
access the cashbook interface that they will work out with informal business owner. The lecturer
will be able to see the assignment progress perform by his/her students.
Key words: assignment tool, cashbook accounting, informal business
Introduction
For accounting students in higher education institutions, it is common for lecturer to designate
assignment on creating a full set of account to real business operations. This assessment method
is aligned with Malaysia Education Blueprint: Higher Education 2015-2025, where students are
required to experience learning from the community or known as Community Based Learning
(CBL).
All these years, we identify one common issue among informal business owners that is the
reluctancy of keeping financial transaction records of their business. Although accounting can
be too complicated for some, leaving the business owners ignoring the importance of financial
recording can be perceived as irresponsible especially if you have got the knowledge. Thus, we
aim to propose an apps that allow students to teach informal business owner basic knowledge to
record financial transactions and at the same time create awareness to informal business owners
about the simplicity in keeping business financial records. At the same time, their lecturer also
able to monitor the students progress while the students are still on the field work.
The term informal business means that the business is not registered with Companies
Commission of Malaysia. Informal business owner in this proposal referring to small-scale
businesses that rely on the owner's competencies. In many cases, if the business able to generate
revenue from what they are selling today, they will assume that is their income and it will be
then used to purchase materials to make the items that will be sold the next day. Because it is a
small business for daily survival, almost all transactions are performed using cash only.
Nevertheless, if the informal business owner is asked what the profit per product or daily are, it
is difficult for them to provide the answer.
Through accounting students, who are now learning in higher education institution, they can
help the informal business owners by showing how simple the process of financial recordings
can be and shares the advantages the owner can get from the process. Where is My Cash? app is
for accounting students to deliver and share their theoretical knowledge and use it to assist
informal business owner making a basic financial recording, and this is done under the lecturers’
supervisions.
143
Content
Description of your innovation / product development / design / process.
This is an idea to develop a mobile application named Where is My Cash?. It is as an assignment
tool for accounting lecturers and students. Through this apps the accounting students will be
assessed by their lecturer based on their ability to assist and create awareness to informal
business owners about the simplicity of financial transaction recording.
What is the context or background of the innovation / product development / design / process?
Where is My Cash? app works by connecting lecturers, students, and informal business owners.
First, the lecturer will register to use the apps. Then, the lecturer needs to create at least a class
in the app. By sharing the class code, the students will then sign up for the class. Students will
be able to access the cashbook interface that they will work out with informal business owner.
The lecturer will be able to see the assignment progress perform by his/her students.
Why are they important to education?
Among 9 HIEPs elements, Service/ Community Based learning (SBL) has been made
compulsory as mentioned in Malaysia Education Blueprint: Higher Education 2015-2025.
Where is My Cash? app idea supports SBL. This app will empower students to learn by doing in
helping and contribute their accounting knowledge to the community. The lecturers, who owns
the apps will be able to assess students while they are on the field by referring to the Where is
My Cash? app.
Please write any advantages of your innovation / product development / design / process
towards education and community.
Where is My Cash? will assist lecturers in assessing their students who are learning accounting
via the process of sharing knowledge on keeping financial transaction records of informal
business. This sharing will create awareness to the informal business owners on how proper
financial transaction record will enhance their ability to make better business decision especially
in sustaining the business. For students, this is a lifelong learning experience. For lecturers, this
app will enable them to monitor the progress of their students during field assignment.
Please add any commercial value in terms of marketability or profitability of your innovation /
product development / design / process if any.
Once commercialized, Where is My Cash? app can be used by educational providers that offers
accounting programs. The lecturers will be the grateful to the existence of the app and the user-
friendly features especially in assisting the lecturers making assessment to students even when
students are on a field assignment. It is a win-win product where it benefits lecturer, students,
and informal business owners. Accounting education is massive in Malaysia, and it is still a
profession that is highly demand. The numbers of informal business are also not small in
Malaysia, and they contribute to the economy as well. Thus, it is important to accommodate
informal business owners’ need of sustaining their business via higher education students who
can learn by doing concept through the features offers by Where is My Cash? app.
Acknowledgement (if any)
We are grateful for the encouragement by Centre of Academic Excellence and Development,
Universiti Malaysia Kelantan.
144
RELATIVE MOTION ANALYSIS SOFTWARE FOR ENGINEERING EDUCATION
Ts. Dr. Lee Chen Kang
Universiti Tunku Abdul Rahman (UTAR), Kampar, Perak, Malaysia
lckang@utar.edu.my
Ts. Dr. Manjit Singh Sidhu
Universiti Tenaga Nasional (UNITEN), Putrajaya, Malaysia. manjit@uniten.edu.my
Highlights: This innovation focused on the problem solving and simulation of an engineering
software tool by incorporating multimedia and new pedagogical concepts to support the
interactive 2-D and 3- D environment. The empirical results indicated that the interactive
engineering problem solving software could assist the Mechanical Engineering students in the
topic of relative motion analysis. The system is fully integrated to be independent of the textbook,
to supplement the teaching and learning process. The questions, objectives, formulas, diagrams
and charts are presented in sequential order within the simulation tool. 2-D model and 3-D model
are integrated with virtual realities to support the visualization of the dynamic motion of the
engineering model. Interactivity features (25 patterns of interactions) are available to ease the
visualization process and engage the students better with deeper learning experience. Best
instructor knowledge is transferred to students through the interaction process with the software.
Key words: Engineering Education 4.0, Problem Solving Software, Computer-aided Learning
Introduction
In the era of 4th Industrial Revolution, digital media technologies have become one of the most
attractive and promising technologies in education. For engineering education, one of the
common problems faced by the students is the difficulty in visualizing some of the engineering
concepts that involved dynamic motions, complex calculations particularly in z-axis. The
problems posed to these students usually needs to be solved by using appropriate formulas and
may lead to a series of working steps before obtaining the answer. Present commercial problem-
solving software for engineering is incapable of doing so because most of the available
educational software in engineering (mechanics dynamics domain) do not show all the steps as
how the problem was solved. This provides evidence that the student may not learn and visualize
the engineering problem. This invention focused on the problem solving and simulation of an
engineering software tool by incorporating multimedia and new pedagogical concepts from
interactive 2-D to 3-D environments. The software tool was tested with Mechanical Engineering
students and instructors from the College of Engineering (UNITEN) and the result showed that
the interactive simulated multimedia engineering learning tool could assist the Mechanical
Engineering students especially the slow learners by enhancing their learning motivation and
improved the visualization ability in the topic of relative motion analysis.
Content
Please include as many of the following sections as possible in your paper, as relevant.
Description of your innovation / product development / design / process. The innovation is
an interactive multimedia problem solving tool that guides the user step by step to solve the
problem. The product was design using various multimedia software tools and designed based
on the ISO 9126 software engineering standards. The ADDIE model was used as the methodology
for the software development life cycle. The software has been tested with over 240 engineering
145
students and validated by the HCI domain expert.
What is the context or background of the innovation / product development / design /
process? User interfaces are important means of communication between user and the product.
Effective user interface integrated with proper learning pedagogy ensures transfer of learning
has taken place successfully. The innovation has been designed in such a way that it achieved
high usability score (SUS score) and has effective patterns of interactions. Each pattern of
interaction has been carefully design based on the needs of the problem and users to solve the
particular engineering problem. Our design process has helped in simplifying the engineering
problem better and aid in visualization of the engineering models.
Why are they important to education? Because the present education system demands higher
level of technological tools to be used by students to enhance their learning process (better
engagement and higher interactivity) especially in the education 4.0. This software tool has
significantly benefited engineering students to visualize the engineering problem presented in
the software. The students are able to comprehend the problem better and apply the right
equations which are otherwise difficult to learn from the static media such as textbook and linear
presentation through PPT slides and video presentation. Our design process has helped in
simplifying the engineering problem better. The software tool and its usability were tested using
both the usability instruments of SUS (System Usability Scale) and PSSUQ (Post-Study System
Usability Questionnaire) with engineering students and instructors. The software can act as a
quick revision tool for problem solving exercises (in line with Bloom’s taxonomy – Levels 4
(Analyze) & 5 (Evaluate)) and also support individualized learning and control in response to
education 4.0
Please write any advantages of your innovation / product development / design / process
towards education and community. From the educational perspective, this engineering
problem solving software has significantly benefited engineering students especially those
students experiencing difficulty in understanding of the Engineering Mechanics Dynamics
course in some situations (the 3-D dimensions that involved x, y and z-axis) to visualize the
engineering problem. The results of the study indicated that the engineering problem solving
software has potential in promoting engineering education in terms of visualization, navigation
and interactivity. It provides essential & tested tools for solving engineering problems and also
act as supplementary tool for slow learners (in term of learning science and mathematics).
Please add any commercial value in terms of marketability or profitability of your
innovation / product development / design / process if any. The engineering problem solving
software integrating innovative approach by incorporating digital media technologies with
virtual realities and new pedagogical concepts through interactive 3-D environment
representation in aiding the teaching of Engineering Mechanics Dynamics course in response to
the education 4.0. The work is one of the pioneering efforts in Malaysia to address the need for
computer-based problem-solving software packages for the domain of teaching Engineering in
Malaysia especially in the mechanics dynamics domain and has high value to be commercialized
together with textbook, direct sales or through secured website / mobile apps / software as a
service (SaaS) to the tertiary institutions. The engineering problem solving software was
copyrighted in 2017 (no: CRLY00006077) and applied the patent filing in 2018 (no:
PI2018002183).
146
Figure 1: Project Development Flow Diagrams
Acknowledgement
We are grateful to College of Engineering (Mechanical Dept.) UNITEN students for participating
in the user evaluation. Special thanks to Universiti Tenaga Nasional (UNITEN) and Universiti
Tunku Abdul Rahman (UTAR) for the proactive support throughout the research journey.
References
Arulanand, N., RameshBabu, A., Rajesh, P.K. (2020). Enriched Learning Experience using
Augmented Reality Framework in Engineering Education. 9th World Eng. Educ. Forum
2019 WEEF.
Coskun, S., Kayikci, Y., Gencay, E. ( 2019). Adapting engineering education to industry 4.0
vision. Technologies 7(1), p.10.
Das, S., Kleinke, D.K., Pistrui, D. (2020). Reimagining Engineering Education: Does Industry
4.0 Need Education 4.0? Pap. Present. 2020 ASEE Virtual Annu. Conf. Content Access
Virtual Line. https://doi.org/10.18260/1-2—35136
Fang, N. (2020). In-class instructor demonstrations improve students’ conceptual understanding
of undergraduate engineering
dynamics. Glob. J. Eng. Educ. 22.
Fang, N., Liu, G. (2019). Reducing Students’ Conceptual Misunderstanding in Engineering
Dynamics Through Enhanced Hands-on Experimentation*. Int. J. Eng. Educ. 35, 901–911.
147
Ha, O., Fang, N., (2018). Effects of interactive computer simulation and animation (CSA) on
student learning: A case study involving energy, impulse, and momentum in rigid-body
engineering dynamics. Wiley 1–9.
Harun, W.S.W. (2020). Malaysia hungers for more Professional Engineers. UMP News.
Hernandez-de-Menendez, M., C.A.E., Morales-Menendez, R. (2020). Engineering education for
smart 4.0 technology: a review. Int. J. Interact. Des. Manuf. IJIDeM 14(3), pp.789-803.
Ismail, N.,(2018). Pilot Study, Does It Really Matter? Learning Lessons from Conducting a Pilot
Study for a Qualitative PhD Thesis. Int. J. Soc. Sci. Res. 6.
Kaushik, M., Joshi, G. (2016). Transitional Learning Style Preferences and Its Factors in Newer
Generation Engineering Students. IEEE, 2016 IEEE 4th International Conference on
MOOCs, Innovation and Technology in Education (MITE) 263–267.
Lee, C.K. (2018). Evaluating the Usability and Patterns of Interactions for Enhanced Technology
Assisted Problem Solving (TAPS) Packages. Universiti Tenaga Nasional (UNITEN).
Lee, C. K., & Manjit Sidhu, S. (2016). The Potential of Technology Assisted Engineering Problem
Solving Tool for Engineering Education. International Conference on Internet Services
Technology and Information Engineering (ISTIE 2016) Bali Indonesia, 4- 5 June 2016.
Mavrikios, D., Alexopoulos, K., Georgoulias, K., Makris, S. (2019). Using Holograms for
visualizing and interacting with educational content in a Teaching Factory. 9th Conf. Learn.
Factories 2019 404–410.
Rajala, S. A. (2012). Beyond 2020: Preparing engineers for the future. In Proceedings of the IEEE
100(Centennial-Issue) (pp. 1376–1383). doi:10.1109/JPROC.2012.2190169
Sin, N.M., Al-Asmari, M.A.M. (2018). Students’ Perception on Blending Instructional 3D
Animation in Engineering Courses. Int. J. Inf. Educ.
Technol. 8(5).
Soon, T.-K., Quek, A.-H. (2013). Engineering Education In Malaysia - Meeting The Needs Of A
Rapidly Emerging Economy And Globalisation. IEEE, 2013 International Conference on
Interactive Collaborative Learning (ICL) 583.
Tawie, R., Neging, M., Khan, M.Y.M.A. (2017). Preliminary Study on Creativity in Higher
Education: Perceptions of Engineering Instructors.
IEEE 9th Int. Conf. Eng. Educ. ICEED.
Tovar, L. N., Castaneda, E., Leyva, V. R., & Leal, D. (2020). Work-in-Progress-A Proposal to
Design of Virtual Reality Tool for Learning Mechatronics as a Smart Industry Trainer
Education. Proceedings of 6th International Conference of the Immersive Learning
Research Network, ILRN 2020, iLRN, 381–384.
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Wilkes, S., Kazakoff, E. R., Prescott, J. E., Bundschuh, K., Hook, P. E., Wolf, R., Hurwitz, L. B.,
& Macaruso, P. (2020). Measuring the impact of a blended learning model on early literacy
growth. Journal of Computer Assisted Learning, 36(5), 595–609.
https://doi.org/10.1111/jcal.12429
148
ELECTRONIC VISUAL & AUDIO (EVA): A SELF-DIRECTED LISTENING
PRACTICE FOR ENGLISH LANGUAGE LEARNING BEYOND THE CLASSROOM
Nursyuhada’ Ab Wahab, Hazlina Abdullah, Ramiaida Darmi, Noorsaazai Mat Saad
Universiti Sains Islam Malaysia, Nilai, Malaysia
syuhada@usim.edu.my
Wan Faizatul Azirah Ismayatim, Airil Haimi Mohd Adnan
Universiti Teknologi MARA, Shah Alam, Malaysia
Melor Md Yunus, Harwati Hashim
Universiti Kebangsaan Malaysia, Bangi Selangor
Electronic Visual and Audio (EVA) is a self-directed listening practice that has been modernised
with the goal of assisting learners in learning the English language (specifically, listening skill)
using current and cutting-edge technology such as the Quick Response (QR) code and mobile
applications. The existence of EVA has eliminated the need for students to solely rely on teachers
to play listening audio in class using old-fashioned and traditional radio or computers. The
invention of this tool is very timely during the era of pandemic outbreak where the teaching and
learning sessions are transformed to the remote and online modes. Students can now do listening
practices at their own pace by scanning the code that triggers the video and audio, and answer the
questions that follow, using their own smartphones, earphones, and internet mobile data/home
wireless. Another important feature of this self-directed listening practice is the ‘EVA community'
platform, which allows users to engage with the global context in line with the 21st century
learning. EVA users from all over the world can share their thoughts and opinions on the Higher
Order Thinking Skills (HOTS) questions. This is not only to encourage the learners to be active
in their learning but also assist them to understand other people’s perspectives about the issues
being discussed in the practice.
Key words: Quick Response Code (QR code), mobile learning, listening practices, self-directed
tool, video media
Introduction
The emergence of a wide variety of advanced technology has created a positive impact towards
21st century education. In today’s world, learners acquire new language not only through formal
education in school, but also through informal way of learning where the materials and platforms
are readily available online. The unlimited access to various types of reading materials, audios,
videos, notes and practices provides an opportunity for learners to be autonomous in their own
learning. According to the Malaysian Education Blueprint for higher education (2015 – 2025),
the current education system should actively pursue technologies and innovation that are relevant
to the learners’ needs, as well as those that enable greater personalisation of learning experience.
Malaysian learners are also expected to be proficient not only in Bahasa Melayu, but also in the
English language. With this high aspiration, the role of activities in English language classrooms
cannot be neglected.
149
In the past decades and even until today, listening lessons were challenging to be conducted with
the use of radios where teachers played cassettes or CDs for the audio to be listened to by the
students. Teachers or even students on the other hand, had difficulties to select specific tracks on
the cassettes or CDs (eg. replay or pause the audio) during the listening activities. Listening
lessons now get tougher and more challenging with the current mode of learning during the
COVID19 pandemic outbreak where everything is conducted remotely via online.
To overcome the challenges faced in conducting listening activities in the ESL context, Electronic
Visual & Audio (EVA), a self-directed listening tool is designed and developed. EVA allows
learners to become independent in performing their listening activities with little guidance and
less teacher-centered input. Using their own smartphones, earphones or headphones and internet
mobile data, learners can now do listening practices at their own pace. By scanning codes in the
module that trigger the selected video in YouTube, learners will also be automatically directed to
the video media materials on the screen of their smartphone to assist them in completing the
assigned language practices. This modern technology in teaching and learning allows students to
watch the entire video even when the internet connection is very slow. This feature provides the
opportunities for students to not only watch the videos, but also to replay, pause or even stop the
videos, according to their own individual pace. This is important in ensuring that the lessons
exclusively cater to the students’ different needs and abilities in understanding a listening
material.
Adopting the video media theory by Gruba (1997) as a foundation for the development of this
self-directed tool, authentic videos based on meaningful, real life situations are utilised as the
fundamental materials. This theory supported the statement made by Prensky (2001) who wrote
about the digital natives learners that prefer the incorporation of multimedia as part of their
learning tools. Today’s learners spend their entire life surrounded by technologies and engage
themselves in social media platforms. They scroll their Facebook, Instagram, Twitter etc.,
watching updated videos about anything whenever they want. Therefore, the development of this
tool is tailored to the learners’ needs and, thus EVA definitely suits the millennial learners who
are naturally IT savvy.
Content
Learners’ today want to be taught lessons as close to real life as possible (Manuel et al., 2018).
Unfortunately, the current listening lessons are still using the traditional method (audio only) that
does not cater to the learners’ needs for the 21st century learning. However, in today’s world
where their life cannot be separated from technology and the Internet, listening lessons using
audio and moving visual images (video media) are made possible for them. Learners not only
have the chance to get access to millions of authentic online videos from all over the world, but
also have the freedom and flexibility to pause, stop or replay the video according to their needs.
Therefore, EVA self-directed listening tool is the best device to cater to all the different needs and
abilities of the learners in this digital era. Sets of listening practices comprising authentic,
meaningful, and real-life contexts for the self-directed learning module were prepared according
to the different learning outcomes for intermediate level of tertiary education learners. This
innovation is aimed to modernise the existing traditional method in teaching and learning of
listening skill into an on-the-go practice.
In a second language classroom where listening skills are concerned, the application of advanced
technology in teaching is undeniably possible as today’s learners are readily equipped with
smartphones and Internet connection. Thus, to be relevant with today’s situation, a model of
listening practices that allow students to listen and also watch the movements and gestures of the
150
characters in the audio (video media) is demanded. EVA is highly recommended as it is an
innovation that integrates the use of QR code and mobile applications as to give an interactive
experience for the receptive skill in language learning.
EVA consists of 15 sets of practices covering a variety of topics that are relevant to the students’
interests. Each set of practice is accompanied by 1 QR code that links the students to the video, 5
listening comprehension questions, 2 Higher Order Thinking Skills (HOTS) questions and a link
to the ‘EVA community’ page. For listening comprehension questions, students can circle the
correct answers on the module itself. While for the HOTS questions, students are required to
submit their answers on the ‘EVA community’ page where all responses submitted by all EVA
users can be found on this interactive page. The ‘EVA community’ page can be accessed by
clicking on the QR code attached together with each of the practice.
Importantly, through the incorporation of audio and moving visual image (video media) in
completing the practices, the module is a relevant tool that meets the current learning motivation
and interests of the digital natives. It provides the students with authentic language use related to
every day issues that are not scripted, and framed in a controlled learning environment. Moreover,
the listening activities that occur in EVA utilise the audio as well as visual modes whereby
students get to listen to the language used as well as watch the video of the given contexts. Hence,
the dual modes of learning process help the students to maximise their understanding of the
language used within the authentic contexts portrayed. The value aspect of the listening materials
has also been embedded in the module as to be relevant to the current revolution of Education 5.0
that injects the moral lessons to the learners. It is also to give an interactive experience of a real-
world environment to the learners in practising their listening skills.
Hedge (2008) states that in this age of science and technology, the majority of the learner
possesses Android or iOS sets and mobile phones for a wide variety of purposes. Therefore, to be
relevant with today’s advancement of technology, listening practices should be considered to be
conducted through mobile application where students only need smartphones, earphones and
Internet connection. Teachers, on the other hand, are only required to provide the modernised
version module, with a current technological advancement namely the QR code, that directs the
students to the listening video media. All in all, EVA is a powerful tool that allows learners to
explore the language via its listening practices that are not only easy but also interactive!
Acknowledgement
The authors gratefully acknowledge the financial support of
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963, 2018.
151
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152
"HELLO DR" BOOKING DOCTOR MOBILE APPS
Nor Izzatul Elanie Binti Mustafah
Universiti Kuala Lumpur (Unikl), Bandar Wawasan, Kuala Lumpur
Izzatul.Mustafah@S.Unikl.Edu.My
Ts Dr Farahwahida Binti Mohd
Universiti Kuala Lumpur (Unikl), Bandar Wawasan, Kuala Lumpur
farahwahidam@unikl.edu.my
Highlights: A well-designed mobile application can perform actions much quicker than a mobile
website. Apps usually store their data locally on mobile devices, in contrast to websites that generally use
web servers Apps can further save users' time by storing their preferences, and using them to take proactive
actions on users' behalf.
“Hello Dr” mobile application dedicated to different categories including emergency care, the
home visit, self-diagnose and also the point and redeem to both users. This healthcare mobile apps
will help the clinicians or physicians to take the decision proactively.
The power of accessing anything or anywhere at any time is what the mobile technology
nowadays offer to shape the future and health goals. Whether it is about to keep a tab on sleeping
patterns or diagnosis of any physical ailment, the health-based application have now become a
norm to provide the better care and health to the facilities the right at the fingertips of the users.
Key words: mobile application,, general doctor, online, patient, checkup, home-visit.
Introduction
Nowadays people keep seeking for a convenience way to be treated for their health as soon as
possible or using online. Doctors are lifesavers, and that's why they might not be too far away
from those in need of medical services. With so many people in need of medical treatment,
physicians need to make their services affordable and usable to their patients. One thing they can
do for this is offering home visit. In this time and age where everything and anything can be found
on the internet or, in other word, it easily access. People need to take advantage of the
opportunities that mobile application to call the doctors in presents.
Having the mobile application to book a doctor is one step to making the patients satisfied with
the services provided. New patient will want to book an appointment with the doctors once they
know that they have made the booking process easy. Just tap and call the doctor to come for
checking them. If they are impressed with their meeting with the doctors who consult them, they
will keep calling to get the treatment.
However, 2020 is the biggest challenge to all worldwide because of the pandemic corona virus
(COVID-19). Malaysia one of country that face to pandemic COVID-19, the virus confirmed
reached Malaysia in January 2020, and it is important to offer this mobile application to all people
that need to be treated. Patient might afraid to go to clinic or hospital to get the consultation since
Malaysia has to face the pandemic COVID-19. So with this mobile application, it might be easily
to them to get the consultation if they are sick.
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Content
“Hello DR” Booking Doctor Mobile Apps
A well-designed mobile application can perform actions much quicker than
a mobile website. Apps usually store their data locally on mobile devices, in contrast to websites
that generally use web servers Apps can further save users' time by storing their preferences, and
using them to take proactive actions on users' behalf.
Background of the system
A more efficient solution is to go through with the online mobile application that makes a simple
way of life. People use electronic transactions to be safe, more secure and make easier for their
life. Patients are difficult to handle by direct paper appointment. In the past two decades, health
care has been the most important in the public service in developing countries. It is difficult to get
an appointment since it pandemic and to get a queue in hospital or clinic to get hospitalize. The
key idea for this project is to get easy booking a doctor through a mobile application that solves
the problem for the patients. With this planning, the patient workload will be minimized, which
could require the specifics of the doctor and the hours requires, and the money will be saved by
the both doctors and patients. The doctor should arrange a period of his own time.
Once the patient gets the treatment, the doctor will send the report to the patient and medicine
will send off to their home. Doctor will contact pharmacy or clinic nearby to send the medicine
via this application. This mobile application is very beneficial for both patient and doctor. For the
security and safety, before patient enters the application, they have to input their detail before log
in to this application. Doctor also have different log in which they need to put their MMC number
to recognize they are truly doctor or not. This application has different access for the different
user.
User Scope
The user involved in this system are:
Doctor: Doctor who will be consult their patient at home
Patient: Who will get the treatment at their home and book a doctor for consultation.
Admin: Will monitor the flow of the other users.
Function Scope
Based on the objective of the proposed requirement is to develop an application where Patients
and Doctors will be able to meet up and get the consultation at patient’s home. This online doctor’s
mobile application covered only at Seri Kembangan.
In this mobile application, there are certain core-features that could provide to this booking doctor
mobile application.
154
For doctors:
Location: This can include the address of his clinic or the hospital he works for. There are many
things could be added to this location feature. Like the distance counter, to show how far the
patient is from the doctor.
Photos: Doctors can add photos of themselves, their hospitals, and anything related to work. This
will help them to advertise themselves on this application and to prove authentication.
Specialty: This section will include their experience, area-of-expertise, services they offer,
certifications, and more.
Rating: Reviews and ratings develop trust among other patients. So ratings and reviews are a
great feature to have.
For Patients:
Name and Phone Number: The basic most important detail for patients to give is their name and
contact number. This only helps in increasing accessibility, allowing doctors to make direct
contact if necessary.
Address: Address always comes in handy in not only locating nearby available doctors but also
to locate in case of an emergency.
Other information: Any past diagnosis or history of certain illnesses, age, gender, and more.
Search Function According to Category: A mobile application solution is developed to provide
ease of access. Since its dealing with an on-demand booking doctor mobile application, there
needs to be a search function for patients. This search function should be available for all
categories from heart, bones, to every area and allowing patients to find a suitable doctor for
themselves.
Development Tools
This “Hello DR” Booking Doctor Mobile Apps developed in Android Studio Code (as stated in
table). This involved the use of Java to build native apps in this android application, and it is the
most common way to do it.
The use of database in this mobile application is Firebase. Firebase is a good choice to start with
either write a brand-new application or rewrite an existing one from scratch.
Additionally, firebase helps in the easy storing and retrieval of dynamic content.
NO
HARDWARE
SOFTWARE
1
Laptop
Firebase
2
Smart phone
Android Studio
3
Mouse
Microsoft word
155
Importance of the system
The biggest needed while having this booking doctor mobile application is providing to the patient
about the accessibility ease. The telephonic appointment will cost to the patient money and time
is replaced by an application that is through phone and only requires the internet connection.
Especially with the pandemic COVID-19, this application become necessary for identifying any
potential to do the consultation.
Advantages of the system
Since it is online booking doctor application, this application can connect to the pharmacy or
clinic for dispensary. Doctor will order the medicine through this application and pharmacy or
clinic nearby will standby for the medicine. They will deliver by the delivery service provided
such as lalamove or grab.
Another great feature that could be in this application is GPS Tracking. This application is to track
any patient that suddenly requires an emergency and is unable to respond through the smart
device. Or patient need to track their doctors that have arrive or not to their house.
Table 1: Comparison of the existing system
FUNCTION
DOCTOR2U
(not used)
BOOKDOC
HELLO DR
Booking doctor
√
√
√
Home-visit
√
x
√
Medicine Delivery
√
x
√
Point and Redeem
x
x
√
Schedule
x
√
√
History
√
√
√
Self-diagnose
x
x
√
Notification
x
√
√
An ontological framework is very much promising to develop interoperable IT solutions for
various segments of today healthcare systems. The combination of time, technology and the rapid
increase in population has been the drive force to introduce a mobile application since it will be
necessary to the people. With the existence of the system which book for the clinic booking
appointment, the registration will different and patient can check the status of the doctor so patient
do not hesitate to the doctor who they book recently.
Commercial Value
156
As the world battles with Corona virus (COVID-19), despite of millions under self-quarantine,
the doctors, nurses and medical staff all over the world are once again emerging as heroes. Yet,
when the hour demands social distance and isolation, technology in healthcare could be the save
grace. At this point, everyone has their choice to get themselves check if they feel unwell. But
since the pandemic COVID-19 has affected to hospital and supplies which include the global
economies, it should be create the on-demand application for book a doctor to get the consultation
or mild case scenarios.
These booking doctor application have seen exponential growth to the market. According to
MarketsandMarkets news (2020), by the year 2021, the global medical technology market is
expected to reach 280 billion USD. And there Is undoubtedly interest and create a new platform
for healthcare. Now, the doctors can be leverage the benefits by use this application that provide
their services to everyone who isolated in their homes.
The biggest needed while having this booking doctor mobile application is providing to the patient
about the accessibility ease. The telephonic appointment will cost to the patient money and time
is replaced by an application that is through phone and only requires the internet connection.
Especially with the pandemic COVID-19, this application become necessary for identifying any
potential to do the consultation.
Acknowledgement
We are deeply appreciating the Supervisor for the support and encouragement to make the
research successful. We are grateful for the insightful comments from the Supervisor and
respondent for their time to complete the questionnaire survey.
References
Avison, D. & Fitzgerald, G. (2006) Information Systems Development: Methodologies,
Techniques & Tools, 4th Edition, McGraw-Hill Education.
Cayirli, T.E. and Veral, H.R. (2003) Outpatient scheduling in health care: a review of
literature.Production and Operations Management, 12, 519– 549
Goldsmith, J. (2000). How will the Internet Change Our Health System? Health Affairs, 19(1).
Gupta, D. (2005). Capacity planning and patient flow management. Operations Research for
Health Care Delivery Systems, World Technology Evaluation Center, Inc., Baltimore, MD.
Gupta, D. and Wang, L. (2008) Revenue management for a primary care clinic in the presence of
patient choice. Operations Research, (to appear)
Hardavella, G., Aamli-Gaagnat, A., Frille, A., Saad, N., Niculescu, A., & Powell, P. (2017). Top
tips to deal with challenging situations: doctor-patient interactions. Breathe (Sheffield,
England), 13(2), 129–135. https://doi.org/10.1183/20734735.006616
Institute of Medicine (US) Committee on the Health Professions Education Summit; Greiner AC,
Knebel E, editors. Health Professions Education: A Bridge to Quality. Washington (DC):
National Academies Press (US); 2003. Chapter 3, The Core Competencies Needed for
Health Care Professionals. Available from: https://www.ncbi.nlm.nih.gov/books/NBK221519/
Murray, M. and Berwick, D.M. (2003) Advanced access: reducing waiting and delays in primary
care. Journal of the American Medical Association, 289, 1035–1040
R. Hevner, S. T. March, J. Park, and S. Ram, “Design science in information systems research,”
MIS Q, vol. 28, no. 1, pp. 75– 105, Mar. 2004.
157
Rebekah Rollston Clinical Associate, & Margot Savoy Department Chair & Associate Professor.
(2020, June 23). Ready to see your doctor but scared to go? Here are some guidelines.
Retrieved August 07, 2020, from https://theconversation.com/ready-to-see-your-doctor-but-scared-to-go-here-
are-some-guidelines-140291
Rocque, R., & Leanza, Y. (2015). A Systematic Review of Patients' Experiences in
Communicating with Primary Care Physicians: Intercultural Encounters and a Balance
between Vulnerability and Integrity. PloS one, 10(10), e0139577.
https://doi.org/10.1371/journal.pone.0139577
Rogers, E. M. : Diffusion of innovations (3rd ed.). New York: Free Press. (1983).
Rogers, E. M. : Diffusion of innovations (5th ed.). New York: Free Press. (2003).
Thorat, M. N., & Kulkarni, D. R. (2019). A Review- Role of Mobile Application for Medical
Services. International Journal of Trend in Scientific Research and Development, Special
Issue(Special Issue-FIIIIPM2019), 43-45. doi:10.31142/ijtsrd23060
158
ENVIRONMENTAL AWARENESS FUN GAME VERSION 2 (ENVIRONESS V2)
Mohd Khairul Amri Kamarudin
Faculty of Applied Social Sciences, Universiti Sultan Zainal Abidin, Terengganu, Malaysia
mkhairulamri@unisza.edu.my
Mohd Syaiful Nizam Abu Hassan
Faculty of Applied Social Sciences, Universiti Sultan Zainal Abidin, Terengganu, Malaysia
Nizamhassan@unisza.edu.my
Ahmad Shakir Mohd Saudi
Institute of Medical Science Technology, UniKL, Kuala Lumpur, Malaysia
ahmadshakir@unikl.edu.my
Muhammad Hafiz Md Saad
AB Bakti Enterprise, Terengganu, Malaysia
hafizsaad_ukm@yahoo.com
Siti Nor Aisyah Md Bati
East Coast Environmental Research Institute, Universiti Sultan Zainal Abidin, Terengganu,
Malaysia
aisyahbati@gmail.com
Highlights: Environmental Awareness Fun Game Version 2 (Environess Game V2) is a board
game created to achieve the goal of increasing the development of knowledge and information
especially among communities emphasizing environmental awareness in attractive and
innovative way. The Acts, fines and campaigns are provided in the form of games in this product
that can make players are more likely to remember hence influence good attitudes in
environmental awareness. Augmented Reality (AR) and QR Code Generator elements present to
add layers of digital information into it. An electronic element was built in to make this game
more interactive for IR 4.0.
Key words: environmental awareness; environmental knowledge; augmented reality;
environmental education; board game
Introduction
Rapid urbanization and pursuing of better quality of life has caused Malaysia to shift towards
environmental degradation resulting from the series of challenges from environmental issues.
Harmful waste secretions, climate change, environmental pollution and ecosystem breakdown, to
name a few, are the environmental catastrophes that are accustomed by the general public. Based
on the study accomplished by Altin et al. (2014), environmental awareness is referred as
awareness to the environmental issues and active involvement in environmental organizations. In
spite of that, environmental awareness is a trigger to nurture positive attitudes and affection
towards positive environmental behavior (Karatekin, 2014).
159
Product development background
Environmental education is a process that allows individuals to explore environmental issues,
engage in problem solving, and take action to improve the environment. It is focusing on
processes that promote critical thinking, problem solving, and effective decision-making skills.
Environmental education utilizes processes that involve students in observing, measuring,
classifying, experimenting, and other data gathering techniques. These processes assist students
in discussing, inferring, predicting, and interpreting data about environmental issues. As a result,
individuals develop a deeper understanding of environmental issues and have the skills to make
informed and responsible decisions. These experiences help students to develop sense of
responsibility to take care of the environmental sustainability. Hence, it is important to increase
the environmental knowledge and awareness from every level of age, starting from educational
institutes. Due to this, Environess Game was created to increase the environmental awareness and
knowledge among community in fun and interactive way.
Research studies show that board games such as Snakes and Ladder result in children showing
significant improvements in aspects of basic number skills such as counting, recognizing
numbers, numerical estimation and number comprehension. They also practice fine motor skills
each time they grasp a game piece. Playing board games also can improving children's executive
functions. The game is played just like traditional “Monopoly” or “Saidina” but “Environess
Game” more focused on the knowledge and information especially among communities about
environmental awareness. In order to enhance the innovative element in the product, QR Code
and Augmented Reality (AR) technology has been installed, adding a layer of digital information
to make it more interactive and interactive, suitable with IR 4.0.
Product Innovativeness
Environess Game is a board game that consists of materials like moving tokens, dice, cards,
chances and penalty. Despites its features, Environess is not similar to the typical board game
available in the market. Environess itself focusing on the environmental aspect where real acts,
fines and issue was implemented in the game. Through Environess, the board game was upgraded
to another level by adding the digital elements like QR Code and Augmented Reality (AR). A set
of questionnaires was prepared to measure the level of knowledge among payers before and after
the games. This set of questionnaires can be accessed by scanning the QR Code available in the
Environess board. While AR enables the players to experiences the real situation regarding
environmental issues in 3D form. The integration of knowledge and electronic elements in the
game helps to achieve the objective of the game where environmental awareness can be developed
in a new and interesting way. These elements implemented in the board game is what
differentiated Environess from other board game available in the market.
Impact on Education and Community
Environess Game consists of facts, acts and fine that had been implemented in real life so that the
player could experience and understand the real situation and problem that arise on environmental
issue. Not only getting knowledge, this game may help the players to practice their motor skills
and influence their behavior and attitude on environment. Other than that, with low cost, teaching
and learning session can be conducted in interactive way using electronic element AR and QR
code, empowering the use of ICT during teaching and learning process, making the session
enjoyable, fun and informative. The integration of facts and knowledge with the electronics
element helps to improve the teaching and learning session by attracting the students to become
more focus on the learning session and enable them to gain indirect knowledge through the game.
160
Thus, the learning and teaching session can achieve the goals effectively. As a result,
environmental awareness can be spread and helps the community to have a deeper understanding
and knowledge towards environment.
Product Recognition and Potential Market
Since its launcing, Environess Game was registered its copyright under MyIPO (LY2020000913).
The product also won several awards from different competition like gold medal in International
Technology Exhibition (ITEX) 2020, gold medal in Minggu Penyelidikan & Inovasi for two years
consecutively (2019 & 2020) and gold medal in UniSZA Carnival on e-Learning 2020. Besides,
Environess Game also collaborated with different authorities and company. For example, State
Government of Terengganu and AB Bakti Enterprise. It was identified that the potential market
for this game is in wide range. This is because this game is suitable for all ages, from children to
adult. This game is perfect for education purpose (between teachers and students), for relaxing
game between family members and friends or even as a campaign tools for authorties body and
NGO to promote environmental awareness. For the record, more than 100 sets of Environess
Game had been sold through various platform, like academic institution, Sabasun Hypermarket
and e-commerce platform Shopee.
References
Altin, A., Tecer, S., Tecer, L., Altin, S., & Kahraman, B. F. (2014). Environmental awareness
level of secondary school students: a case study in Balıkesir (Türkiye). Procedia - Social
and Behavioral Sciences, 141, 1208-1214.
Karatekin, K. (2014). Social studies pre-service teachers’ awareness of solid waste and recycling.
Procedia - Social and Behavioral Sciences, 116, 1797-1801.
161
THE HAJJ CHRONICLES: APLIKASI TELEFON PINTAR GAMIFIKASI 3D
BERASASKAN MANASIK HAJI
Wan Mohd Khairul Firdaus Wan Khairuldin, Prof. Madya Dr. Hasanulddin Mohd, Prof.
Madya Dr. Jamaluddin Hashim, Hannan Fatini Md. Reshad, Dr. Azizul Hassan, Mohd
Mustaffami Imas,
Universiti Sultan Zainal Abidin, Terengganu, Malaysia
wanfirdaus@unisza.edu.my
Dr. Abdul Hanis Embong,
Unversiti Malaysia Terengganu, Terengganu, Malaysia
Wan Nur Izzati Wan Nor Anas
Akademi Pengajian Islam, Universiti Malaya, Kuala Lumpur
Abdullah Abdol Razak, Mohd Sufi Ibrahim
Kolej Islam As Sofa, Selangor, Malaysia
Highlights: Pelaksaan ibadah Haji dan Umrah merupakan satu kewajipan mengikut kemampuan
bagi setiap umat Islam dan diletakkan sebagai salah satu rukum Islam yang lima. Bagi
mempersiapkan para jemaah Haji, kebanyakan negara Islam menyediakan satu kursus bimbingan
haji dan umrah kepada para bakal jemaah. Kursus ini dijalankan dalam beberapa siri dan
sebahagiannya tidak mampu untuk kefahaman yang jitu terhadap pelaksaan ibadah haji yang
sedikit kompleks. Dengan kemajuan teknologi dan perkembangan gamifikasi, satu versi aplikasi
telefon pintar 3D dibina bagi memudahkan pemahaman pemain berkaitan ibadah haji dan umrah
dari segala peringkat umur. Pembinaan prototaip menjadi satu alternatif yang interaktif
berasaskan gamifikasi 3D bagi membantu meningkatkan pemahaman ibadah haji. Selain itu,
fokus kursus bimbingan umrah dan haji yang lebih kepada golongan dewasa dan tua dapat
diperluaskan lagi kepada semua lapisan golongan.
Key words: Haji, gamifikasi, telefon pintar, manasik.
Introduction
Ibadah haji merupakan salah satu rukun Islam yang diwajibkan ke atas setiap umat Islam. Ibadah
ini mempunyai beberapa aturan yang dikenali sebagai manasik haji yang bermula daripada niat
sehingga kepada tahallul thani (kedua). Ibadah Haji dan umrah ini dilaksanakan di Makkah, Arab
Saudi setiap tahun bermula bulan Syawal sehingga Zulkaedah.
Ibadah Haji merupakan satu ibadah yang berbentuk fizikal dan komplikated. Bagi mempersiapkan
Jemaah haji, kerajaan Malaysia melalui Tabung Haji dan penyedia pelancongan Islam telah
menawarkan kursus haji dan umrah yang dijalankan beberapa bulan pada setiap hujung minggu.
Walau bagaimanapun, pelaksanaan kursus ini jelas tidak mampu menyelesaikan permasalahan
kefahaman yang dihadapi oleh masyarakat Islam yang melaksanakan ibadah ini.
162
Pelaksanaan kursus haji dan umrah ini dijalankan secara teori dan amali. Pelaksanaannya
dijalankan secara berkumpulan sekitar 100-300 orang setiap sesi. Selain itu, faktor usia dan
penyampaian yang pelbagai menyebabkan terdapat sebilangan besar peserta tidak mampu
memahami dengan jelas.
Atas premis ini, satu aplikasi mudah alih gamifikasi telah dibina sebagai satu alternative dalam
mempelbagaikan bahan pengajaran berkaitan ibadah dalam Islam. Aplikasi ini memilih ibadah
haji memandangkan ibadah ini lebih komplikated berbanding ibadah yang lain.
Aplikasi ini dibina secara 3D bagi memudahkan pemain untuk menggambarkan setiap daripada
pelaksanaan ibadah ini. Aplikasi ini juga dimasukkan konsep istita’ah iaitu kemampuan pelbagai
setiap peserta untuk memulakan sebuah perjalanan ibadah haji.
163
Memandangkan ibadah haji diwajibkan dan dimasukkan dalam silibus Pendidikan Islam dari
peringkat rendah sehingga institusi pengajian tinggi, satu alternatif kepada pembelajaran
tradisional perlu diperkenalkan. Bahkan, pembelajaran interaktif melalui gamifikasi telah diiktiraf
berkesan dalam membantu pembelajaran para pelajar dari segenap peringkat.
Buat masa kini, masih belum terdapat mana-mana gamifikasi seumpama diperkenalkan. Ini
menjadikan THC sebagai satu-satunya gamifikasi dalam bentuk 3D yang mengetengahkan ibadah
Haji. Walaupun terdapat beberapa permainan papan yang telah diperkenalkan berkaitan ibadah
haji, ianya tidak seteperinci gamifikasi ini.
Gamifikasi ini telah mendapat beberapa kolaborasi dengan pelbagai syarikat penyedia
pelancongan Islam dalam memperkenalkan THC kepada Jemaah haji dan umrah.
164
165
mTASHEEL
Mohd Firdaus bin Yahaya
Universiti Sultan Zainal Abidin, Terengganu, Malaysia mohdfirdaus@unisza.edu.my
Zulazhan bin Ab. Halim1, Muhammad Sabri bin Sahrir2, Mohd Fauzi bin Abdul Hamid1,
Mohd Shahrizal bin Nasir1, Shaferul Hafes bin Sha’ari1, Ahmad Zaki bin Amiruddin3
1Universiti Sultan Zainal Abidin, Terengganu, Malaysia
2Universiti Islam Antarabangsa Malaysia, Kuala Lumpur, Malaysia
3Universiti Malaysia Kelantan, Malaysia
Highlights: Virus Korona atau Covid-19 yang mula merebak pada awal 2020 telah
mengakibatkan berlakunya perubahan kepada mod pembelajaran di semua institusi pengajian
daripada bersemuka kepada pembelajaran dalam talian. Kajian ini dijalankan untuk mengenal
pasti keperluan pembangunan modul m-pembelajaran bahasa Arab peringkat asas dalam
kalangan pelajar serta tahap penerimaan pelajar terhadap m-pembelajaran. Satu set soal selidik
telah diedarkan kepada para responden untuk mengenal pasti keperluan pembangunan m-
pembelajaran. Data yang diperolehi dianalisis menggunakan perisian SPSS dan diinterpretasi
berdasarkan jumlah skor min dan sisihan piawai. Kajian mendapati bahawa para responden
bersetuju untuk dibangunkan sebuah modul m- pembelajaran bahasa Arab peringkat asas dan
bersikap positif untuk menggunakan teknologi yang terkini dalam proses pembelajaran. Kajian
ini mencadangkan strategi dan aktiviti pembelajaran menerusi pembelajaran mudah alih (m-
learning) yang boleh digunakan sepanjang pandemik ini bagi meneruskan sesi pengajaran dan
pembelajaran dalam talian.
Kata kunci: m-pembelajaran; mTasheel; bahasa Arab permulaan; modul.
Pendahuluan
Penyebaran virus korona Sars (SARS-CoV-2) yang bermula dari Wuhan telah telah
mengakibatkan situasi di seluruh dunia menjadi panik. Institusi pendidikan turut tidak terkecuali
terkesan daripada penularan virus ini. Kebanyakkan institusi pendidikan di seluruh dunia
dihentikan operasinya sementara waktu bagi membendung wabak ini. Maka bermulalah cabaran
penggunaan pembelajaran jarak jauh sebagai medium alternatif kepada kebanyakkan institusi
pendidikan di seluruh dunia.
Institusi pendidikan seperti sekolah, kolej dan universiti pada ketika ini masih mengamalkan
konsep pembelajaran bersemuka sama ada dalam bilik kelas atau dewan kuliah. Meskipun
terdapat usaha menggunakan teknologi dalam pembelajaran, akan tetapi pembelajaran secara
bersemuka masih menjadi pilihan utama di kebanyakan institusi pendidikan. Namun, senario ini
telah berubah apabila dunia dikejutkan dengan penularan wabak Covid-19 yang merbahaya.
Lebih daripada 190 negara di dunia telah menutup operasi semua institusi pendidikan bagi
membendung wabak ini daripada terus merebak ke dalam masyarakat (Basilaia & Kvavadze,
2020; Biswas, Roy, & Roy, 2020). Pertubuhan Kesihatan Dunia (WHO) telah melaporkan
sehingga akhir April 2021, sebanyak 140,322,903 kes telah direkodkan. Manakala kes kematian
akibat penularan wabak ini adalah sebanyak 3,003,794 kes yang melibatkan lebih 220 buah
negara di dunia (World Health Organization, 2021).
166
Negara Malaysia juga tidak terkecuali dan turut terkena tempias akibat daripada pandemik yang
merbahaya ini. Situasi yang meruncing ini telah membuatkan kerajaan Malaysia tiada pilihan
lain kecuali terpaksa untuk menutup sementara semua institusi pendidikan yang ada bermula dari
peringkat pra-sekolah sehinggalah ke institusi pengajian tinggi. Lantaran itu, mode pembelajaran
secara bersemuka tidak lagi boleh dipraktikkan antara guru dan para pelajar. Oleh itu,
penggunaan pembelajaran secara dalam talian dan dalam bentuk mudah alih (m-pembelajaran)
adalah merupakan alternatif yang terbaik untuk difikirkan pada masa ini. Semua institusi telah
terkesan dengan pandemik ini dan mula beralih daripada menggunakan cara pengajaran secara
tradisional (bersemuka dalam kelas) kepada cara baharu iaitu bersemuka dalam talian dari jarak
jauh.
Kandungan
mTasheel merupakan satu modul yang dibangunkan dengan menggunakan pendekatan Kajian
Rekabentuk dan Pembangunan (Design and Development Research) (DDR) (Richey & Klien,
2014). Pendekatan DDR melibatkan tiga fasa, iaitu fasa analisis keperluan, fasa reka bentuk dan
pembangunan dan fasa penilaian kebolehgunaan. Proses reka bentuk dan pembangunan modul
yang digunakan adalah bersandarkan kepada Model Pembinaan Modul Sidek (2001) dan
Instructional System Design (ISD) yang diadaptasi daripada model asal (Tsai, Young, & Liang,
2005). Teori-teori pembelajaran bahasa juga dijadikan asas dalam proses tersebut.
Pembangunan mTasheel bermula dengan fasa analisis keperluan yang bertujuan untuk
mendapatkan data tentang keperluan membangunkan m-pembelajaran bahasa Arab peringkat
asas. Kemudian, hasil dapatan tersebut membawa kepada fasa reka bentuk dan pembangunan
modul yang melibatkan pakar untuk proses penilaian dan kesahan. Akhir sekali, penilaian
kebolehgunaan modul dilaksanakan terhadap pelajar yang terlibat.
mTasheel dapat diakses menerusi pelbagai jenis peranti seperti komputer desktop, komputer
mudah alih (laptop), telefon pintar dan tablet.
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Rajah 1: mTasheel dalam Google Play Store dan telefon pintar
Rajah 2: mTasheel menerusi komputer.
Modul ini berpotensi digunakan oleh pelajar untuk mempelajari bahasa Arab secara kendiri dan dapat
diakses menerusi peranti mudah alih seperti laptop, tablet dan telefon pintar pada bila-bila masa dan di
mana sahaja.
Rujukan
Basilaia, G., & Kvavadze, D. (2020). Transition to Online Education in Schools during a SARS-CoV-2
Coronavirus (COVID-19) Pandemic in Georgia. Pedagogical Research, 5(4).
https://doi.org/10.29333/pr/7937
Biswas, B., Roy, S. K., & Roy, F. (2020). Students Perception of Mobile Learning during COVID-19
in Bangladesh: University Student Perspective. Aquademia, 4(2), ep20023.
https://doi.org/10.29333/aquademia/8443
Richey, R. C., & Klien, J. D. (2014). Design and Development Research: Methods, Strategies, and
Issues. New York: Routledge.
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https://doi.org/10.4324/9780203826034
Tsai, I. H., Young, S. S. C., & Liang, C. H. (2005). Exploring the course development model for the
mobile learning context: A preliminary study. Proceedings - 5th IEEE International Conference
on Advanced Learning Technologies, ICALT 2005, 2005, 437–439.
https://doi.org/10.1109/ICALT.2005.148
World Health Organization. (2021). Coronavirus disease (COVID-19) pandemic. Retrieved April 19,
2021, from https://www.who.int/emergencies/diseases/novel-coronavirus-2019
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AUGMENTED REALITY TEACHER (AuReT)
Nazli Ismail Nawang
UNISZA, Terengganu, Malaysia
nazlismail@gmail.com
Nurulhuda Ahmad Razali
Maizatul Akmar Mohd Rasli
Fadhilah Abdul Ghani
Muhamed Fatah Muhamed Mukhtar
UNITEN, Pahang, Malaysia
huda@uniten.edu.my
Highlights: This project is about Augmented Reality Teacher (AuReT) which strives to provide students
with virtual courtroom. The impact of COVID-19 has greatly affected students at higher learning
institution as well as their lecturers since all teaching and learning will be conducted in the online
environment. For this reason, this project has come out with AuReT, the portmanteau for Augmented
Reality Teacher that adopts Augmented Reality (AR) technology to virtualise real courtroom situation
without the need of attending the courtroom.
Key words: augmented reality, virtual, courtroom.
Introduction
Teaching law subjects to freshman law students and non-law students at tertiary level is an uphill task
for law lecturers, particularly in discussing the court system and the court hierarchy in Malaysia which
is crucial in understanding almost all law papers. In the past, lecturers have organised educational visits
to the nearest court complex so their students can physically experience and observe the daily operations
and administration of justice in a courtroom. Nonetheless, the COVID-19 pandemic has disrupted the
conventional method of teaching and learning process and has resulted in such an approach to be futile.
This is due to the implementation of online class for all students at the higher institutions. Consequently,
law lecturers need to come out with a novel idea in educating the first-year law students and non-law
students as a viable alternative to the traditional approach. Augmented Reality is known as among
technology pillars of industry 4.0 and had the ability to enhance real environment (Rayyan, 2020). For
this reason, this project has developed AuReT (Augmented Reality Teacher) which enables the students
to virtualise real courtroom situation without the need of attending the court complex or courtroom in
person. It is observed that this new teaching and learning method can incite learning interest among the
students during the subsistence of COVID-19 pandemic.
Objectives
Objectives of this project as below:
• To expose students, who are physically unable to be in the court complex due to the COVID-19
pandemic, to observe and experience a real scenario in the courtroom.
• To facilitate students in understanding court hierarchy and hearing process.
• To nurture positive learning experience among junior law students as well as non-law students
in learning law subjects
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Product Description
AuReT is an abbreviation from “Augmented Reality Teacher”. It is an application designed with the
purpose to enhance students’ understanding of the courtroom structure in Malaysia. The project brings
the courtroom into the classroom by using current technology, which is Augmented Reality (AR).
AuReT can be applied in face-to-face setting and online learning. The only students need to download
the Assemblr apps and scan the QR code using their mobile phone. AuReT allows students to take a
tour inside the courtroom from their classroom or from their home. Students can scan QR code provided
by lecturer, and a 3D hologram will popup showing the courtroom structure. The technology makes
learning more interactive, helping students to visualize the courtroom structure and understand the
concept better. AuReT has been developed using virtual tour software and selected devices where the
pictures of the courtroom were captured and arranged accordingly.
Product Novelty and Inventiveness
AuReT is a new technology and method used in law subject by implementing Augmented Reality via
virtual learning. By using AuReT, it will provide environmental friendliness by reason of non-use of
paper and can save travelling time and reduce monetary costs. Thus, it is fully utilized the Augmented
Reality technology.
The market potential is for Higher Education Institution that offered any courses that required students
to learn hierarchy of court eg: Malaysian Legal System, Business Law, Commercial Law, Industrial
Relations and many others.
Usefulness & Application
AuReT will facilitate students in understanding court hearing process via virtual courtroom. By exposing
students to real court room structure, AuReT will be able to increase positive learning experience of
students in law subject. AuReT will greatly facilitate junior students at law schools and non-law students
at other institutions of higher education who are required to enrol into law subjects such as Malaysian
Legal System, Business Law, Commercial Law, Industrial Relations and many others. AuReT will be a
viable alternative to educational visits to court complex as such visits will be almost impossible to be
conducted during the subsistence of COVID-19 pandemic.
AuReT’s underlying teaching principles are active learning, self-learning and collaborative learning. In
enhancing active learning, AuReT promotes hands-on where students can explore the application using
their own devices. By having virtual courtroom, students will be prompted to ask question and this can
boost their excitement in learning law subjects. AuReT will also encourage self-learning as students can
view the courtroom at their own pace especially for revision purpose. In addition, AuRet can boost
students collaborative learning since they can discuss with other students on the courtroom structure.
The process is below:
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Process of using AuReT
References
Rayyan Rafidi. (2020) 5 February, Bringing learning to life, New Straits Times,
https://www.nst.com.my/education/2020/02/562767/bringing-learning-life
Rayyan Rafidi. (2020) 10 June, Teaching in the new normal, New Straits Times,
https://www.nst.com.my/education/2020/06/599580/teaching-new-normal
Nincarean, D., Alia, M. B., Halim, N. D. A., & Rahman, M. H. A. (2013). Mobile augmented reality:
The potential for education. Procedia-social and behavioral sciences, 103, 657-664.
Mekni, M., & Lemieux, A. (2014). Augmented reality: Applications, challenges and future trends.
Applied Computational Science, 20, 205-214.
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ELECTRICO
Siti Maisarah Aziz
UniSZA Science and Medicine Foundation Centre, Universiti Sultan Zainal Abidin, Gong Badak
Campus, 21300 Kuala Nerus, Terengganu, Malaysia
smaisarahaziz@unisza.edu.my
Salmiah Jamal Mat Rosid, Aishah Abdul Wahab, Wan Farhah Eimanina Wan Mohd
Kamarulhisham,Nur Sabirah Shamsudin, Noor Amirah Afieqah Mahathir
UniSZA Science and Medicine Foundation Centre, Universiti Sultan Zainal Abidin, Gong Badak
Campus, 21300 Kuala Nerus, Terengganu, Malaysia
Highlights: Understanding of electric topic by student in learning experiences is highly idiosyncratic
and commonly in conflict with the conceptions of Physics. In order to overcome this problem, an
innovative board game namely Electrico is designed to provide both fun and learning by facilitating the
learning of Physics and mainly focus on electricity. The objective of this game board is to introduce the
player to the basic and enhance their understanding on electric topic. The game set consists of dice,
electric component, set of questions, buying-trading money and it needs at least two players. The
interactive this game included hands-on arrangement component on circuit and embedment of AR. This
educative game would inculcate interest in electricity among student and has a potential to be patented
and commercialized.
Key words: physics; educational; board game; electric; circuit; AR
Introduction
Electric had always had this reputation and stigma that were labelled as hard and challenging in the mind
of the students [1]. Especially those who just step into this particular subtopic in Physics [2,3]. This
indirectly demotivated the student to actually dig in deeper into electric topic. To tackle this issue, an
invention named Electrico is introduced as an alternative way as a fun learning-based physics board
game that cover the basic of a specific subtopic of physics which is electric topic. Electrico is an
educational innovation specifically designed in the form of a board game, built to attract students to
understand the basic concept of electricity. Educational games provide a fun way to students for learn
and review any topics in inside or outside classroom and made up games engage students in creative
ways encouraging joy in learning. Ideas inspired by students complaining that the topic of electricity is
difficult to understand. Its functionality is to create another medium of learning that are less formal and
a lot more fun compared to the traditional learning process. Electrico are able to expand and diversify
the method of delivery of electric topics and become one of the best mechanisms to improve basic
electrical knowledge. Indirectly are able to change students' negative perceptions on Physics,
particularly electric topics. The Electrico board game is also can keep the players of our games to go off
gadget as it has negative effects on health. The objectives of this board game is to create an educational
game that can enhance student’s learning ability. Additionally, it also to explore student’s interest and
attitude towards the usage of games as educational tools. Lastly, is to investigate the impact of Electrico
on student’s understanding and attainments. This game also promotes energy saving, and expose players
to the appreciation of electricity. Subsequently, the cost of electricity consumption in homes and
premises can be reduced. In addition, this game creates awareness and informs the players on short
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circuits to avoid the occurrence of accidents at home. Electrico aims to serve as a tool for teaching and
education among school students, university students, and the general public as learning through play is
one of the effective ways to attract students, especially children.
Content
Electrico has almost the same concept as other commercial games but it has been modified and innovated
by adding electricity related questions in the game play. The game set consists of dice, electric
component, and set of questions in various difficulty, buying-trading money and circuit component. The
game start with the players roll the dice and move the checkers then the players need to answer the
question according to 3 levels. Questions are prepared according to 3 levels; easy, medium and hard.
Each questions need to be answered in each round to get coins to purchase electrical components. Players
will compete to buy diodes, capacitors and resistors, similar to the concept of buying assets such as
houses and hotels in other board games. In addition, the players need to know the function of each
component. The game focuses on testing the knowledge and comprehension of basic electrical
components, their functions, formulas and calculations in electrical topics. The players then need to
install a simple circuit using the successfully purchased components. The player who completes the
circuit first wins. The game board is designed with many attractive colours in order to attract the
students’ interest to play it especially who choose the science stream so that they can learn basic electric
to make it easy in learning electric topic. This game needs at least two players and also included hands-
on arrangement component on circuit. Players advance to answer electric related questions from the
game cards and complete to become a winner.
Electrico is not only benefit to teachers and high school students only, but also to whom seeking
knowledge about electric and for family that wanted to spend time together while gaining more
knowledge. Through this game, player can get basic information about electric and expand their
knowledge. The benefit of this product is portable, easy to play and user friendly. By adding augmented
reality in the sets of questions make players more exciting to play and encourage them to fits in digital
world. It also to culminate an enjoyable learning experience as students can face the challenges of the
Industrial Resolution 4.0.
According to our survey and data collected where the total of 136 respondents that consist of 76 %
female followed by another 24 % male regarding the engagement of physics in their lives. A total of
67.2% chooses Electric as the subtopic they find challenging in physics. Moreover, a total of 45
respondent wish that they need better understanding on this topic. Entailing that we also asked their
opinion on why they think that particular subtopic is challenging. Electric is particularly hard because it
is not something that student is familiar with and its concept and theory does not intertwine with
students’ daily life [3]. The survey finding that the concepts of electricity are particularly problematic
these are highly abstract and complex in ways that make their understanding both centrally dependant
on analogies and metaphors and frequently problematic. Study shows impact of games or simulation
with regard to achieving specific learning objectives are rather promising. Survey state that 80 % agree
the electric board games can attract their interest to explore electricity topics while 90 % stated that this
product makes it easier for them to apply the theory regarding short circuits through its hands-on
element. This product is invented especially for high school and university student to enhance the
interest of them in learning physics especially electric since this topic is crucial. This game also can help
teachers and lecturers in innovative teaching and learning and make students more understand in electric
and make the learning process become more fun and entertaining in the class.
For commercialization, Electrico is making its way to the market which collaborated with Redox RX
Enterprise Company based in Terengganu. This company will help us to mass produce the products in
the future. Target users are focused on students, teachers and even parents, to bring variety to indoor
games for their children. The game involves installation of electrical components in a simple circuit,
which differs with normal commercial games in the market that only involve questions and answers.
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This makes this game unique and interesting. Figure 1 shows the board game and sets of components in
playing the game. The box was designed with infinity mirror, which fits with the electrical concept will
be the main interest for the marketing target. Electrico are affordable game that not only schools can use
it but also for families. Therefore, this product also can be commercialized to the book store and game
store since it is beneficial, portable and user friendly.
Acknowledgement
The authors would like to express appreciations to the UniSZA Sciences and Medicine Foundation
Centre (PUSPA) for financial support and facilitating the research and those who are directly or
indirectly involved.
References
[1] Mulhall, P., McKittrick, B., & Gunstone, R. (2001). Confusions in the teaching of electricity.
Research in Science Education, 31, 575–587
[2] Estell Gaigher. (2014). Analysis of Teachers’ Confusion Concept Concerning Electric and Magnetic
field. Africa Journal of research in Mathematic, Science and Technology Education.
[3] Morely, A.; Hughes, E. (1994), Principles of Electricity (5th ed.), Longman.
[4] Patterson, Walter C. , Benjamin, P. (2017). What do student find difficulty in Electricity. The
openUniversity.
Figure 1: Electrico Set
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A FAIR ASSESSMENT OF SOFT SKILLS: AN INTEGRATION OF PEER EVALUATION
AND TECHNOLOGY DURING PANDEMIC
Thaigarajan Parumasivam
School of Pharmaceutical Sciences, Universiti Sains Malaysia, 11800 Penang
thaigarp@usm.my
Lai Jun Hua
School of Pharmaceutical Sciences, Universiti Sains Malaysia, 11800 Penang
alvinlaijunhua1998@gmail.com
Chan Siok Yee
School of Pharmaceutical Sciences, Universiti Sains Malaysia, 11800 Penang
sychan@usm.my
Highlights: The university’s expectations of student-centred learning pose a significant challenge in
designing a fair assessment of soft skills for larger classes. This is even made worst by the current Covid-
19 pandemic because teaching and learning forced to happen online. This work aims to evaluate the
feasibility of using technology (i.e. Google Form) and peer evaluation to perform an impartial soft skill
assessment. The study involved 121, 111 and 100 students from year 1, 3 and 4, respectively, of Bachelor
of Pharmacy, USM. We found no significant difference in the soft skills between the different years, yet
the study evident that the peer assessment coupled with technology could be a tool for fair soft skills
evaluation of larger classrooms.
Key words: Technology; Peer evaluation; Soft skills; Google Form; Laboratory; Clerkship
Introduction
In this era of technology, the student cohort is becoming more diverse, and the number of students in a
class is increasing. Enrolment of more than 100 students per class is becoming more common.
Consequently, it poses a great challenge for a fair assessment of soft skills for these larger classes
(Parumasivam & Yee, 2018). The individual assessment by the lecturer also may not be the true
appraisal of the students due to the laborious and time-consuming procedure. In addition, the current
Covid-19 pandemic has raised a significant challenge in the assessment of student’s soft skills in the
higher institution due to online teaching and learning.
“For teachers, as for students, the most effective evaluation comes from someone who sits beside us
and helps us grow” – Carol Ann Tomlinson, educator and author.
When a teacher or lecturer evaluate a student's soft skills, the outcome of the evaluation is only based
on the limited time contact between them. Hence, the evaluation may not reflect the “true performance”
of the student. Alternatively, peer assessment could be a potential approach to overcome this drawback
of the conventional evaluation system.
Although peer evaluation is not something new in tertiary education, this assessment method has not
been widely applied due to the heavy workload and tedious processes despite its high value of reliability.
Thus, the incorporation of technology (i.e. Google Form) is an alternative to ease the assessment
procedure as well as analysis of the outcome for grading purposes. The e-analysis can be done in a few
minutes by the educators as compared to the conventional way of using hard copy materials which may
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take weeks for compilation, keying-in the raw data and analysis. In addition, this approach aligns with
generation Z, who are digital natives or tech-savvy.
Content
Various subjects from Bachelor of Pharmacy, USM that are involving group activity were chosen for
this study:
i. Year 1, Microbiology for Pharmacy, 121 students enrolled
ii. Year 3, Biopharmaceutics and Pharmacokinetics, 111 students enrolled
iii. Year 4, Hospital clerkship, 100 students enrolled
The student groups were consisting of mixed genders and races. After a group lab session (year 1 and
3) or clerkship (year 4), the students were requested to evaluate their group members through a Likert
scale and open-ended question using a Google form. The components being assessed including
punctuality, communication, teamwork, leadership, time management and ethics. The evaluation
criterion was set based on a current requirement of the Lembaga Farmasi (Malaysian Qualifications
Agency, 2015) and Malaysian Blueprint 2015-2025 (higher education) (Ministry of Higher Education
Malaysia, 2015). The questions also align with our previous preliminary survey to the stakeholder
regarding the value needed in the current graduate. Students were also given a questionnaire to get their
feedback on the peer evaluation of their soft skills.
It was found that the students’ soft skills are above average from the perspective of their peers regardless
of the year (Figure 1). It is also interesting to know that leadership is the only soft skill that has a
significant positive correlation with academic performance as compared to other skills.
Figure 1. The outcome of the soft-skill assessment of year 1, 3 and 4 via peer evaluation. The scoring
scale was presented as 1 for strongly disagree, 2 for disagree, 3 for neutral, 4 for agree and 5 for strongly
disagree.
0
1
2
3
4
5
6
Communication Teamwork Leadership Time
management
Ethics
Scoring (1-5)
Skills
Year 1 Year 3 Year 4
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In term of student acceptance, Year 1 showed a significantly higher percentage of acceptance compared
to year 3 and 4 (Table 1). Further studies are being carried out to investigate the rationale for this
scenario.
Table 1. Percentage of acceptance by students towards the soft-skill evaluation through the peer
evaluation.
Year
Yes (%)
No (%)
Year 1
86.4
13.6
Year 3
44.0
56.0
Year 4
46.8
53.2
Based on the timestamp of the data collected, the peer assessment results could be collected easily within
a short timeframe. As the generated result was in the form of an excel sheet, the compilation and analysis
were done in a day. Hence, this showed that the technology integrated peer evaluation is feasible in
which the peer assessment result was captured automatically. It is also a sustainable approach compared
to the conventional hard copy methods and saves time keying in the individual assessment. The study
does not have any commercial value. The Google Form questionnaires have been copyrighted.
To the best of our knowledge, no peer evaluation work has been published as a tool for assessment for
learning in pharmaceutical classrooms which are: (i) laboratory practical and (ii) pharmacy clerkship.
Hence, this study would be one of the pioneers to investigate the feasibility of peer assessment in the
pharmacy-related classroom.
In conclusion, this innovation has undeniable time and cost-effectiveness catering to the current
education phenomenon of scarce resources, laborious workload and limited face-to-face contact.
Acknowledgement
Authors would like to acknowledge the contribution of the students of FAR 121/4: Microbiology for
Pharmacy, batch 2018/2019, FAR323/3: Biopharmaceutics and Pharmacokinetics, batch 2016/2017 and
FAR461/2 Hospital Pharmacy, batch 2015/2016 for their contribution in assessing their peers.
References
Malaysian Qualifications Agency. (2011). Guideline to good practice: curriculum design and delivery.
Ministry of Higher Education Malaysia. (2015). Executive summary Malaysia education blueprint 2015-
2025 (Higher Education).
Parumasivam, T., & Yee, C. S. (2018). ID no USM004 topic: A hybrid student evaluation through
technology integration: peer assessment. University Carnival on E-Learning (IUCEL) 2018, 522.
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APLIKASI I-KASIH (INFORMASI KASIH) DALAM PEMULIHAN KETAGIHAN DADAH
Farah Syazrah Mohd Ghazalli1
Universiti Sultan Zainal Abidin, Terengganu, Malaysia
farahsyazrah@unisza.edu.my
Norizan Abdul Ghani2, Wan Mohd Yusof Wan Chik3, Berhanundin Abdullah4, Zulkifli Mohd5
Universiti Sultan Zainal Abidin, Terengganu, Malaysia
norizabd@unisza.edu.my, mohdyusof@unisza.edu.my, berhan@unisza.edu.my,
mzulkifli@unisza.edu.my
Highlights: Modul i-Kasih bertujuan menggerakkan keluarga dalam pemulihan ketagihan dadah.
Modul berteraskan kerohanian dilaksanakan ke atas 181 orang informan di negeri Terengganu,
mendapati kekangan ialah pengetahuan dan komitmen. Aplikasi informasi Kasih (i-Kasih) merupakan
idea untuk mengatasi kekangan komitmen, menerusi modul lebih mesra pengguna. Tiga unit kandungan
aplikasi: (i) Indikator Keluarga Sejahtera, (ii) Kenali Dadah, (iii) Doa Rawatan ini menepati kaedah
pembelajaran digital kepada keluarga khususnya dan komuniti umumnya. Menerusi aplikasi ini,
keluarga boleh menyemak kriteria keluarga sejahtera, input bergambar jenis dan kesan dadah serta audio
bacaan doa amalan dan rawatan. Aplikasi ini berpotensi dimanfaatkan kepada komuniti seperti
pengurusan komuniti dan sekolah sebagai bahan pendidikan digital.
Key words: Aplikasi Informasi Kasih, Pemulihan Dadah, Keluarga Penagih, Kerohanian,
Modul Pemulihan, Dadah
Pengenalan
Modul i-Kasih merupakan modul pemulihan ketagihan dadah, dengan keluarga sebagai penggerak
utama dalam membantu pemulihan dadah. Modul ini mengandungi enam (6) unit dibina berdasarkan
kajian yang dilakukan ke atas 181 orang responden, terdiri daripada ahli keluarga penagih opiat di negeri
Terengganu. Modul ini menekankan elemen kerohanian sebagai teras utama, telah diuji di lapangan ke
atas tiga (3) kumpulan keluarga berbeza. Hasilnya didapati keluarga bukan hanya mempunyai kekangan
dalam pengetahuan, malah komitmen dalam membantu penagih. Aplikasi informasi Kasih (i-Kasih)
merupakan cetusan idea membawa modul ke dalam keluarga, bertindak sebagai panduan lebih mesra
pengguna khusus untuk mengatasi kekangan komitmen. Aplikasi informasi Kasih (i-Kasih)
mengandungi tiga (3) unit kandungan iaitu: (i) Indikator Keluarga Sejahtera, (ii) Kenali Dadah serta (iii)
Doa Rawatan. Aplikasi ini menepati kaedah pembelajaran digital kepada keluarga khususnya dan
komuniti umumnya. Menerusi Aplikasi informasi Kasih (i-Kasih), keluarga boleh menyemak kriteria
keluarga sejahtera menerusi soal selidik, input bergambar jenis dan kesan dadah serta audio bacaan doa
amalan dan rawatan untuk diamalkan dalam keluarga. Aplikasi ini berpotensi dikembangkan kepada
komuniti umum seperti pengurusan komuniti dan sekolah sebagai bahan pendidikan digital.
Aplikasi informasi Kasih (i-Kasih)
Aplikasi informasi Kasih ini adalah bertujuan untuk menerapkan modul i-Kasih keluarga mempunyai
ahli keluarga yang terlibat dengan masalah dadah secara maya. mendedahkan informasi bersifat mudah
akses dalam platform digital kepada keluarga yang mempunyai ahli keluarga yang terlibat dengan dadah
(iii) memenuhi keperluan keluarga dalam membantu pemulihan ketagihan dadah dalam kalangan ahli
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keluarga serta (iv) membantu keluarga mengatasi kekangan komitmen dalam proses pemilihan dadah.
Aplikasi informasi Kasih ini penting kerana menekankan penglibatan aktif kumpulan sasar iaitu
keluarga penagih dalam masa pengendalian modul. Pendekatan yang digunakan bagi tujuan pendidikan
adalah pembelajaran informal di mana keluarga atau pengguna aplikasi ini akan dapat belajar secara
langsung dengan penggunaan aplikasi ini. Sementara refleksi pula membolehkan keluarga merenung
kembali pengalaman mengurus penagih yang dihadapi dan implikasi terhadap mereka.
Aplikasi informasi kasih dibina berdasarkan maklum balas keluarga semasa pelaksanaan modul di
lapangan. Oleh itu, aplikasi ini mempunyai impak lebih berkesan dengan tambahan inovasi doa
menjadikan ia lebih bersifat holistik melibatkan jasmani, emosi dan spiritual. Audio bacaan doa amalan
disertakan bersama pula bertujuan untuk membantu keluarga yang mempunyai masalah untuk membaca
jawi dan arab. Bagi tujuan komersial, aplikasi informasi kasih berpotensi digunakan di sekolah sebagai
bahan pendidikan secara maya kepada sekolah bagi menyokong kempen pencegahan ketagihan dadah
di peringkat kanak-kanak dan remaja. Aplikasi informasi kasih juga boleh dimanfaatkan orang awam
sebagai sumber pengetahuan dan rujukan terutama dalam mengenali jenis dan kesan dadah bagi tujuan
pencegahan di peringkat komuniti.
Penghargaan
Projek ini dibiayai di bawah Skim Geran Penyelidikan Nic (NRGS-KPM) UniSZA/NRGS/2013/RR057,
Universiti Sultan Zainal Abidin (UniSZA), Kuala Terengganu. Setinggi-tinggi penghargaan kepada
Jabatan Pendidikan Malaysia, Kementerian Pelajaran Malaysia, Jabatan Penjara Marang dan Universiti
Sultan Zainal Abidin di atas bantuan yang diberikan kepada projek ini.
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SMOKING RISKS AWARENESS (SMOKE-NOT-KING V2.0)
Mohd Syaiful Nizam Abu Hassan
Faculty of Applied Social Sciences, Universiti Sultan Zainal Abidin, Terengganu, Malaysia
nizamhassan@unisza.edu.my
Mohd Khairul Amri Kamarudin
Faculty of Applied Social Sciences, Universiti Sultan Zainal Abidin, Terengganu, Malaysia
mkhairulamri@unisza.edu.my
Asmawi Ibrahim
Faculty of Applied Social Sciences, Universiti Sultan Zainal Abidin, Terengganu, Malaysia
asmawiibrahim@unisza.edu.my
Ismahafezi Ismail
Faculty of Informatics and Computing, Universiti Sultan Zainal Abidin, Terengganu, Malaysia
ismahafezi@unisza.edu.my
Mohd Usairi Mohamed Zainuddin
Office of Registrar, Universiti Sultan Zainal Abidin, Terengganu, Malaysia
usairizainuddin@unisza.edu.my
Highlights: Smoking Risks Awareness (Smoke-Not-King v2.0) is one of the board games created to
increase the development knowledge and information especially among communities. As addition, this
innovation emphasizes more about smoking awareness and the recommended solutions on quitting
smoking. The Acts, fines and campaigns are provided in the form of games in this product that can make
players are more likely to remember and thus influence good attitudes in avoiding smoking.. With low
cost, players can get information while also change the perspectives on smoking risks awareness and
consequently affecting their own attitudes.
Key words: Smoking Risks, Awareness, Board Game
Introduction
Smoking become an issue and this behavior does not only involved among adult but also teenagers. The
number of smokers is increasing day by day and this situation is very worrying for all parties, especially
parents who have teenagers that are easily affected by these negative symptoms. According to Global
Malaysia Tobacco Tobacco (GATS) study conducted in 2011, the number of smokers aged 15 years and
over was 23.1% or 4.7 million people.
Epidemics caused by cigarettes have followed the norm of smoking. The scientific knowledge of active
tobacco hazard effects has accumulated in the last 60 years since the initial explanation of increased
lung cancer. The increase in lung cancer was first studied in the 1920s and 1930s by pathologists and
other medical practitioners (Winstanley et al., 1995). Various facts are derived from past studies that
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have revealed that most adolescents who smoke easily participate in smoking activities are due to the
possibility of their partners being made up of hardcore smokers (Weinstein et al.,2013).
Product development background
Understanding the social work students role in adopting a recovery perspective, including identify
strategies to promote recovery and care on smoking behavior. This innovation continue to be used in
my course, CWS 30202 Recovery and Care on Social Work, this innovation most relevant to my
curriculum because this course looks to the process of recovery includes a process of refining oneself,
learning to accept one’s vulnerabilities, overcoming stigma and discrimination among people who are
smoking tobacco.
Focusing on processes that promote critical thinking, problem solving, and effective decision-making
skills. Education utilizes processes that involve students in observing, measuring, classifying,
experimenting, and other data gathering techniques. These processes assist students in discussing,
inferring, predicting, and interpreting data about smoking issues. As a result, individuals develop a
deeper understanding of smoking issues and have the skills to make informed and responsible decisions.
These experiences help students to develop sense of responsibility to take care of the people who are at
risk in smoking behavior.
Research studies show that board games such as Snakes and Ladder result in children showing
significant improvements in aspects of basic number skills such as counting, recognizing numbers,
numerical estimation and number comprehension. They also practice fine motor skills each time they
grasp a game piece. In order to enhance the innovative element in the product, QR Code and Augmented
Reality (AR) technology has been installed, adding a layer of digital information to make it more
interactive and interactive, suitable with IR 4.0 era.
Product Innovativeness
Smoking Risks Awareness (Smoke-Not-King v2.0) is a board game that consists of materials like
moving tokens, dice, cards, chances and penalty. Despites its features, is not similar to the typical board
game available in the market. Smoke-Not-King v2.0 itself focusing on the smoking tobacco aspect
where real acts, fines and issue was implemented in the game. The board game was upgraded to another
level by adding the digital elements like QR Code and Augmented Reality (AR). A set of questionnaires
was prepared to measure the level of knowledge among players before and after the games. This set of
questionnaires can be accessed by scanning the QR Code available in the Smoke-Not-King v2.0 board
game.
Impact on Education and Community
Consists of facts, acts and fine that had been implemented in real life so that the player could experience
and understand the real situation and problem that arise on smoking issue. This game may help the
players to practice their motor skills and influence their behavior and attitude on health issue related to
smoking cigarette. Other than that, with low cost, teaching and learning session can be conducted in
interactive way using electronic element AR and QR code, empowering the use of ICT during teaching
and learning process, making the session enjoyable, fun and informative. The integration of facts and
knowledge with the electronics element helps to improve the teaching and learning session by attracting
the students to become more focus on the learning session and enable them to gain indirect knowledge
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through the game. As a result, it’s can be spread and helps the community to have a deeper
understanding, knowledge towards healthy life and support to help smokers quitting smoking behavior.
Product Recognition and Potential Market
Since its launcing, Smoking Risks Awareness (Smoke-Not-King v2.0) Game was registered its
copyright under MyIPO myIPO: (LY2020000743). The product also won several awards from different
competition like gold medal in International Technology Exhibition (ITEX) 2020, gold medal in Minggu
Penyelidikan & Inovasi (MPI) 2019, 2020 and gold medal in UniSZA Carnival on e-Learning 2020.
Letter of Intent from V3X Malaysia Sdn Bhd to offer support in terms of possibility for further enhancing
the product to be market ready for commercial use and collaborated with different authorities for
example, one’s NGO related to smoking risk awareness. It was identified that the potential market for
this game is in wide range. This is because this game is suitable for all ages, from children to adult. This
game is perfect for education purpose (between teachers and students), for relaxing game between family
members and friends or even as a campaign tools for authorties body and NGO to promote smoking risk
awareness. For the record, more than 40 sets of Smoking Risks Awareness (Smoke-Not-King v2.0)
Game had been sold through various platform, like participation in national and state level health
program exhibitions as well as in academic institution and schools.
References (Use list your references using APA Referencing format)
Weinstein S. M., Mermelstein R. J. (2013) Influences of mood variability, negative moods, and
depression on adolescent cigarette smoking. Psychol Addict Behav ; 27: 1068–78.
Winstanley M, Woodward S, Walker N. (1995) Tobacco in Australia. Facts and Issues. Victorian
Smoking and Health Program, Melbourne.
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VOICE OUT! 2.0 VIRTUAL GUIDE TO SPEECH PRESENTATION
Nur Naimhafizah binti Ramli
Universiti Sultan Zainal Abidin Kampus Gong Badak, 21300 Kuala Nerus, Terengganu, Malaysia
naimhafizah@unisza.edu.my
Saliana binti Sawaluddin, Mohd Firdaus bin Jusoh, Junaidah binti Abdul Rahman, Ts. Dr.
Ismahafezi bin Ismail Universiti Sultan Zainal Abidin Kampus Gong Badak, 21300 Kuala Nerus,
Terengganu, Malaysia salianasawaluddin@unisza.edu.my, firdausjusoh@unisza.edu.my,
junaidahrahman@unisza.edu.my, ismahafezi@unisza.edu.my
Highlights: It is a contemporary English book introduced to amplify the learners’ learning abilities
to perform a better speech presentation through ways of technological enhanced experience. Voice Out!
2.0 Virtual Guide to Speech Presentation is an Augmented Reality (AR) application designed to
connect the digital world to the personalised experiences of the users. Tailored to enhance users’ learning
experience, the application is developed according to the learners’ preferences; fun and easy to follow
contents and real-people demonstrations. This certainly provides added-values to the interactional
learning experience. Virtual Reality (VR), another technology booster, gives users a simulation-based
learning experience. Ultimately, interacting with AR mobile apps and enjoying real-time simulation
through VR headset would beautify the learners’ immersive learning experience while traditionally
flipping the book. Any types of learners, from intrapersonal to the tactile learners, are now ready to enter
the virtual world and set to becoming a better speech English presenter.
Keywords: Mobile Apps, Technology, Teaching and Learning, English Second Language (ESL),
Augmented Reality (AR), Virtual Reality (VR)
Introduction
ontent
Please include as many of the following sections as possible in your paper, as relevant.
Description of your innovation / product development / design / process.
Voice Out! 2.0 Virtual Guide to Speech Presentation is an English-Speaking book aimed to help
English Second Language (ESL) learners at tertiary level as well as professional levels from any
backgrounds to overcome common problems in delivering presentations. This book is an upgraded
version of Voice Out! Virtual Guide to Speech Presentation with the addition of both the AR and VR
applications in creating an immersive learning experience. This mixed reality technology English
speaking module is an approach to engage the language learners into a realistic communication
environment as well as a tool to help language teachers to visualize their teaching concepts being taught
in textbooks and videos.
What is the context or background of the innovation / product development / design / process?
This product was initiated as an attempt to enhance the process of learning on English Language
Speaking Skill aligned to the rising trend of Industrial Revolution (IR 4.0) which has also catapulted
the advancement of Education 4.0. Education 4.0 has brought forward new concepts and ideas in
educational technology and the stress on the student-centered learning. With this in mind, Department
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of Language, Centre for Fundamental Studies, UniSZA, decided to introduce AR and VR technology
in the learning process of English Language Skills through this product. With the help of Voice Out!
2.0 module, students will be able to take charge of their own learning process and gain access to
information beyond the limited words printed on the pages of the module itself. AR and VR
implementation within the Voice Out! 2.0 module acts as a gateway for the module users to get extra
information in the form of explanations of concepts, demonstration and visualization of ideas and also
speaking practices.
Why are they important to education?
In the era of digital devices, educators have an opportunity to enable better learning with technology.
AR and VR technology seems to be the natural next step for the evolution of education. Virtual reality
can be used to enhance students’ learning and engagement as it provides an immersive experience. AR
and VR education can transform the way educational content is delivered; from the traditional
classroom lectures to virtual world interaction. Being immersed in what students are learning, it will
motivate them to fully understand the learning content. This is in line with the mission of the Ministry
of Higher Education to sustain the higher education system in order to develop and enhance individual
potential and fulfil Malaysia’s aspiration.
Please write any advantages of your innovation / product development / design / process
towards education and community.
In unveiling the advantages of this ‘hybrid’ book innovation – combination of traditional and technology
blended in reading method - this product has shifted the students’ learning experience into a new
dimension. To increase the motivation for lifelong learning and to encourage the learning interest
among the students are the benefits that this innovation has served. Initially developed with AR, our
product has received many positive responses and feedbacks from the students (Refer to Table 1). 300
undergraduates from UniSZA had been involved in the research survey on the effectiveness of AR in
speaking skills through the use of SmARtbook module.
Table 1: Effectiveness of AR usage in learning speaking skills
Item Mean
AR content helps to better understand the topics 3.9529
AR content provides additional information which are not printed in the textbook 3.9293
AR content provides additional information which are not taught in class 3.8889
AR content encourages me to apply the provided knowledge 4.0168
To expand and widen the value, this product has added a new technology, which is VR, as an
enhancement to the virtual reality learning experience in learning the language (English). Started
since 2019, the process for this innovation has gradually improved its content and delivery to provide
a high-quality product and reach potential to the community as a whole, fulfilling the demand and
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suiting all levels.
Please add any commercial value in terms of marketability or profitability of your innovation /
product development / design / process if any.
Not just a common traditional textbook, this book comes with an application (VoiceOut) available on
Google Play Store and ready to be downloaded by learners for an engaging simulation-based learning
experience in delivering speech presentation. The AR and VR contents are the value-adding
components compared to other English-speaking books/ modules to meet the demands of the 21st
Century Learning Skills and provide opportunities for learners of all levels to keep up with the
lightning-pace of today’s teaching and learning approaches.
Acknowledgement
We would like to thank Centre for Fundamental Studies for the support and encouragement in pursuing
the continuous and expanding improvements for Core Language courses especially the English
Language Courses.
References
Sawaluddin, S., Jauhar, A., & Ahmad Tajuddin, A. J. (2017). Oral Corrective Feedback: Teacher's
Selection in Actual Practices (Vol. 2017).
https://www.nst.com.my/opinion/letters/2021/02/667256/flexible-teaching-learning-approaches-vital-
embracing- technology retrieved on 21 April 2021
https://www.thestar.com.my/business/business-news/2021/02/22/learning-in-a-virtual-world retrieved
on 21 April 2021
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i-KoBA: PERISIAN KURSUS PEMBELAJARAN KOSA KATA BAHASA ARAB
Norhayati binti Che Hat
Universiti Sultan Zainal Abidin, Terengganu, Malaysia
norhayatich@unisza.edu.my
Nurazan binti Mohmad Rouyan*1, Muhammad Azhar bin Zailani2, Zaharah binti Hussin2
1 Universiti Sultan Zainal Abidin, Terengganu, Malaysia
2 Universiti Malaya, Kuala Lumpur, Malaysia
*nurazan@unisza.edu.my
Highlights: Pembelajaran kosa kata Bahasa Arab sememangnya dianggap mudah bagi pelajar yang
mempunyai asas mengenal huruf, bunyi dan makna perkataan, namun terdapat sedikit kesukaran bagi
pelajar yang tidak mempunyai asas tersebut. Perisian kursus Pembelajaran Kosa Kata Bahasa Arab (i-
KoBA) dibangunkan dalam usaha memudahkan kefahaman dan menarik minat pelajar untuk
mempelajari, memahami seterusnya menguasai kosa kata Bahasa Arab. Kandungan perisian kursus ini
meliputi topik yang telah digariskan dalam Dokumen Standard Kurikulum dan Pentaksiran (DSKP)
Bahasa Arab tahun 4 sekolah rendah. Pendekatan yang digunakan dalam perisian kursus ini adalah
belajar melalui 'lihat, dengar dan tiru' dengan menggabungkan elemen multimedia interaktif iaitu audio,
video, grafik, teks dan animasi. Perisian kursus i-KoBA ini boleh diakses secara dalam talian.
Key words: perisian kursus; kosa kata Bahasa Arab; elemen multimedia; interaktif.
Introduction
Proses pembelajaran yang hanya melibatkan syarahan menggunakan buku teks, peruntukan masa
pembelajaran di dalam kelas yang terhad dan jumlah pelajar yang ramai dalam kelas sering dilihat
sebagai cabaran kepada guru dan pelajar bagi mewujudkan suasana pembelajaran yang menarik dan
efektif. Melihat kepada situasi tersebut, satu perisian kursus pembelajaran kosa kata Bahasa Arab yang
lengkap perlu dibangunkan. Selari dengan perubahan dalam kaedah mengakses maklumat yang
mempengaruhi format penyampaian maklumat untuk generasi abad ke-21 atau generasi digital, sumber
pengetahuan visual dengan teks yang ringkas lebih disukai dan menjadi pilihan pelajar dan orang ramai
(Ghode, 2012). Ditambah pula dengan bahan multimedia interaktif yang mempunyai visual grafik, teks,
muzik, video serta animasi, kesemuanya dilihat mampu meningkatkan kadar penerimaan pelajar
mengenai sesuatu bahan yang diajar dengan anggaran sebanyak 30% lebih daripada pelajar yang
menggunakan kaedah pembelajaran tradisional (Baharuddin et. al, 2003).
Justeru, satu perisian kursus pembelajaran kosa kata Bahasa Arab dibangunkan dinamakan i-KoBA.
Perisian kursus ini merupakan bahan alternatif untuk membantu murid dalam menghimpunkan sejumlah
besar perbendaharaan kata yang dipelajari dengan bantuan persembahan elemen multimedia, memahami
maksud kosa kata yang dipelajari dengan latih tubi yang disediakan serta dapat mengingat kosa kata
yang dipelajari dengan ulangan.
Content
Perisian kursus i-KoBA direka khusus untuk pelajar sekolah rendah mempelajari kosa kata bahasa Arab.
Ia dihasilkan dalam bentuk perisian kursus atau koswer sebagai bahan bantuan dalam pembelajaran kosa
kata Bahasa Arab.
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Perisian kursus i-KoBA merupakan satu perisian kursus yang menggunakan pendekatan Kajian
Rekabentuk dan Pembangunan (Design and Development Research)(DDR)(Richey & Klein, 2007).
Pendekatan DDR melibatkan tiga fasa, iaitu fasa analisis keperluan, fasa reka bentuk dan pembangunan
dan fasa penilaian kebolehgunaan. Proses reka bentuk dan pembangunan perisian kursus yang
digunakan adalah bersandarkan kepada Model ADDIE (1987) dan Prinsip Pembelajaran Multimedia
Mayer (2001). Teori-teori pembelajaran bahasa juga dijadikan asas dalam proses pembangunan perisian
tersebut. Kandungan perisian kursus ini meliputi topik yang telah digariskan dalam Dokumen Standard
Kurikulum dan Pentaksiran (DSKP) Bahasa Arab tahun 4 sekolah rendah di Malaysia.
Pembangunan perisian kursus i-KoBA bermula dengan fasa analisis keperluan yang bertujuan untuk
mendapatkan data tentang keperluan membangunkan perisian kursus pembelajaran kosa kata Bahasa
Arab. Kemudian, hasil dapatan tersebut membawa kepada fasa reka bentuk dan pembangunan perisian
kursus yang melibatkan pakar untuk proses penilaian dan kesahan. Akhir sekali, penilaian
kebolehgunaan perisian kursus dilaksanakan terhadap pelajar yang terlibat.
Persisian ini lebih bersifat edutainment (pembelajaran secara berhibur) supaya pelajar dapat
mempelajari bahasa Arab dalam persekitaran yang santai dan menyeronokkan.
Pendekatan yang digunakan dalam perisian kursus ini adalah belajar melalui 'lihat, dengar dan tiru'
dengan menggabungkan elemen multimedia iaitu audio, video, grafik, teks dan animasi. Pembelajaran
kosa kata bahasa Arab melalui elemen multimedia ini membantu menjadikan pembelajaran lebih
berkesan dan mempercepat proses pemahaman dan mengekalkan maklumat untuk tempoh yang lebih
lama selain meningkatkan kemahiran mendengar dan bertutur dalam kalangan pelajar. Di samping itu,
ianya juga dapat memupuk minat pelajar terhadap bahasa Arab dan membangkitkan persekitaran
pembelajaran yang sangat baik sesuai dengan teknologi moden.
Pembangunan perisian kursus i-KoBA meraikan generasi Alpha yang lebih tertarik kepada penggunaan
teknologi dan pembelajaran secara maya. Perisian yang komprehensif ini mengandungi bahan
pembelajaran, aktiviti, latihan, permainan Bahasa dan kamus.
Perisian khusus i-KoBA amat sesuai untuk pelajar dan mereka yang ingin mempelajari bahasa Arab
secara amnya. Ia membantu dan memberikan pemahaman yang jelas tentang proses pembelajaran kosa
kata bahasa Arab dan menggalakkan pembelajaran bebas atau pembelajaran secara kendiri dalam
kalangan pelajar. Pembelajaran secara kendiri ini amat sesuai terutamanya ketika situasi pandemik
Covid-19 sekarang.
References
Baharuddin Aris, Mohammad Bilal Ali, Jamalludin Harun & Zaidatun Tasir. (2001). Sistem komputer
dan aplikasinya. Venton Publishing.
Ghode, R. (2012). Infographics in news presentation: A study of its effective use in Times of India and
Indian Express the two leading newspapers in India. Journal of Business Management & Social
Sciences Research (JBM&SSR), 1(1), 35–43.
Mayer Richard E. (2001). Learning with computers in small groups: Cognitive and affective outcome.
Journal of Educational Computing Research, 7(2), pp. 233-243.
Richey, R. C. & Klein, J. D. (2007). Design and development research: Methods, strategies and issues.
Lauwrence Erlbaum Associates Publishers.
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GLOBAL UMRAHAJI GAME (GUG)
Prof. Dr. Azman Ab Rahman
Universiti Sains Islam Malaysia (USIM), 71800 Nilai, Negeri Sembilan
azman@usim.edu.my
Prof. Madya Dr. Mohammad Najib Jaffar
Universiti Sains Islam Malaysia (USIM), 71800 Nilai, Negeri Sembilan
najib@usim.edu.my
Afaf binti Sukari
Universiti Sains Islam Malaysia (USIM), 71800 Nilai, Negeri Sembilan
afafsukari97@gmail.com
Muhammad Faiz Abd. Shakor
Universiti Sains Islam Malaysia (USIM), 71800 Nilai, Negeri Sembilan
faizshakorkisas@gmail.com
Wan Muhammad Irfan Wan Mohd Nazirin
Universiti Sains Islam Malaysia (USIM), 71800 Nilai, Negeri Sembilan
wanirfanofficial@gmail.com
Nurul Nadia binti Nozlan
Universiti Sains Islam Malaysia (USIM), 71800 Nilai, Negeri Sembilan
nunadianurul@gmail.com
Highlights: Global UmraHaji Game (GUG) is introduced using the concept of gamification to increase
understanding and knowledge of the method of performing umrah and hajj in detail to the community
as early as childhood. In addition, GUG is also a scientific board game with umrah and hajj theme to
apply the concept of entertaining and interactive learning (fun learning) in umrah and hajj worship
education, GUG also can be used as a teaching aid in Islamic education at school and at the same time
can strengthen the relationship with each other. GUG is divided into two versions; the physical version
and the digital version.
Key words: Global UmraHaji Game (GUG), gamification, umrah, hajj, fun learning, education
Introduction
The performance of Umrah and Hajj requires a clear understanding in terms of the pillars, obligatory,
things that are prohibited during ihram and the ways of performing umrah and hajj. However, the
community and students still do not have enough knowledge about the correct method of performing
umrah and hajj and do not even understand and deepen the method of performing umrah and hajj as well
as possible. Therefore, the community and students need to be given good preparation and picture of the
situation and implementation of umrah and hajj itself. The community and students need to acquire
sufficient knowledge to be able to be a guide when performing umrah and hajj. Thus, the Global
UmraHaji Game (GUG) was introduced using the concept of gamification to increase the understanding
and knowledge of the methods of performing umrah and hajj in detail to the community and students as
early as childhood. The main purpose of this game is to provide education to the community, especially
primary and secondary school students and Muslims in Malaysia in particular. The advantage and
uniqueness of this product is because it is based on the syllabus of Islamic education subjects based on
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the Secondary School Standard Curriculum (KSSM), Primary School Standard Curriculum (KSSR),
Islamic Shariah Education Syllabus form 4, KAFA Year 6 Ibadah Subject and Hajj Book, Umrah and
Ziarah issued by Tabung Haji. GUG is divided into two versions, the physical version and the digital
version. The physical version is in the form of a game board and the use of dice and cards. While the
digital version is in the form of games using mobile gaming applications and Augmented Reality (AR)
applications. GUG also serves as a teaching aid for Islamic education subjects and training materials
for mutawwif courses and hajj courses implemented by relevant agencies. GUG is believed to be able
to increase the knowledge and understanding of the community and students on the importance of
performing umrah and hajj correctly and perfectly.
VERSION
PRODUCT
P
HYS
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1) BOARD GAME
DI
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1) MOBILE GAME APPLICATION
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2)
AU
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D
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Y
(
AR
)
AP
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A
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I
O
N
Content:
Description of your innovation / product development / design / process.
GUG is built based on the Secondary School Standard Curriculum (KSSM) for the subjects of Islamic
Education and Islamic Shariah Education form 4 as well as the book of Question and Answer of Ibadah
Haji, Umrah and Ziarah published by Tabung Haji. This game is suitable to be played by 2 to 4 players
at one time. Each player will start the game as a Muslim individual who wants to perform umrah and
hajj. Throughout the game, players will go through the boxes that explain the procedure for performing
umrah and hajj, both practically and verbally. Players will also be tested related to knowledge about
umrah and hajj through GUG Mind Test questions, Pillars Questions, Dam Questions and Badal Haji
Questions provided. Players who successfully answer the questions will get rewards that have varying
score values. This GUG game will end when the player reaches the end of the box as soon as he answers
the Badal Haji question. The winner of this game will be determined based on the maximum rewards
that have been collected. At the end of the game, players will get a clear picture of how to perform umrah
and hajj perfectly.
This GUG game can be played with two methods. The first method is to use board games, dice and also
card. Through this method, players at the same time can use the Augmented Reality (AR) Global
Umrahaji Game (GUG) application to scan and view the practical procedures for the pillars or obligatory
of umrah and hajj. Scanning using this AR GUG application can be done while the player stops in any
of the Pillars or Obligatory of Umrah and Hajj squares while playing. Through the AR GUG application,
players will be able to find out how the actual procedure of practising the pillars and obligatory of umrah
and hajj is performed. The second game method is to play using the Global Umrahaji Game (GUG)
mobile game application via smartphone.
What is the context or background of the innovation / product development / design / process?
The first product based on Islamic education, Umrah and Hajj in Malaysia, and in the world.
Based on Book of Ibadat Haji Umrah and Ziarah by Tabung Haji.
Based on Syllabus for Ibadah KAFA subject, standard 6.
Based on Islamic Education syllabus for standard 1,2,4,5 and form 1,2,4,5.
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Based on Syllabus for Syariah Islamiah Education subject for form 4.
Why are they important to education?
The Concept of Fun Learning : Creating fun learning concept in education by using UmraHaji board
game as a learning aid tool.
PAK21 Patterned : Very relevant with the pattern of Pendidikan Abad Ke-21 (PAK21), thus UmraHaji
board game creates an active learning atmosphere and interactive communication between teachers and
students.
Training of Related Agencies : One method of training for mutawwif, pilgrimage mentor and
congregation in regards to the correct implementation method of Umrah and Hajj and learning Umrah
and Hajj knowledge practically.
Please write any advantages of your innovation / product development / design / process towards
education and community.
A scientific board game with umrah and hajj theme to apply the concept of entertaining and interactive
learning (fun learning) in umrah and hajj worship education theorically and practically.
Through the mobile game and AR GUG application, players will be able to find out how the actual
procedure of practising the pillars and obligatory of umrah and hajj is performed.
Becoming a tool or learning aid in school and courses related to Umrah and Hajj in Umrah and Hajj
travel, including educational institution.
Please add any commercial value in terms of marketability or profitability of your innovation /
product development / design / process if any.
COMMERCIALIZATION POTENTIAL:
INSIDE AND OUTSIDE OF THE COUNTRY
Kementerian Pelajaran Malaysia
Pustaka Ilmu Bakti and Pustaka Rakyat, Perpustakaan Awam and Desa dll.
Yayasan Inovasi Malaysia, SME Corps
Kerjasama Bersama Universiti Brunei and Thailand
KL Braille Resources
AGENCIES RELATING TO PRODUCT
Umrah & Hajj Management Agencies (Kelab Taha, Tabung Haji, Angsana, Simply, Al-Quds, Tursina
Travel, etc.)
CUSTOMERS TARGET:
Primary and Secondary Students : 7-17 years old (City Students, Rural Students, Inland Students,
Special Education Students)
Mutawwif, Educator
OKU (the disabled), muallaf and asnaf
Umrah Hajj Agencies, Society and Rural Community
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BUSINESS CANVAS:
INTELECTUAL PROPERTY : COPYRIGHT
Acknowledgement
We would like to thank the Yayasan Inovasi Malaysia (YIM) for fully funding this study under the
High Impact Programme 6 (HIP 6), for the innovation project development of Global UmraHaji Game
(GUG). The chief researcher would also like to express his appreciation to the members of the
research team of this study for their cooperation.
References
Hamari, Juho. Koivisto, Jonna. Sarsa, Harri. (2014). Does Gamification Work? - A Literature Review
of Empirical Studies on Gamification, 47th Hawaii International Conference on System Science.
Alliance for Excellence in Education (All4Ed). (2009). High
school dropouts in America. www.all4ed.org/files/GraduationRates_FactSheet.pdf
(Diakses pada 28 Disember 2016).
194
POWERPUZZ WITH QUIZIZZ FOR POWERFUL SENTENCES
Thomas Mason Lim Beng Ann
Sekolah Kebangsaan Kampung Baru, Bintulu, Malaysia
tommylim5353@yahoo.com
Chai Kar Ni
Sekolah Kebangsaan Sungai Setulan, Bintulu, Malaysia
karni21chai@gmail.com
Highlights: The innovation in this research is PowerPuzz, a cost-effective and practical tool which is
proven capable to help upper primary pupils in developing the correct form of sentence structures.
PowerPuzz was developed based on the idea of providing an interactive PowerPoint learning experience
for the pupils. With the integration of digital puzzles and the online learning platform called Quizizz,
pupils can recognise the four different sentence structures, mainly the S-V-O, S-V-C, S-V-O-O, and S-
V-O-C, aside from developing their 4C’s and 1V. Thus, it is clear that PowerPuzz has high potential in
helping low-proficiency level ESL learners to write better.
Key words: PowerPuzz; primary pupils; interactive PowerPoint; online learning; Quizizz;
4C1V
Introduction
It is strongly believed that games would be able to help pupils learn and remember the correct sentence
structures in a fun manner. According to Zakaria et al. (2016), the usage of Information and
Communications Technology (ICT) is becoming more widespread these days, including in the
classroom because ICT is perceived as the modern way to learn. By incorporating ICT in this research,
the researchers have developed a game-based learning tool called PowerPuzz, using Microsoft
PowerPoint, which aims to help pupils recognise and remember the different sentence structures using
puzzles. Thus, this research aims to enhance Year Four primary pupils’ sentence construction skills
using PowerPuzz with Quizizz to create a meaningful, fun, and exciting learning environment.
Content
This research used a quasi-experimental method type of research design. The pre-test and post-test
design was incorporated to evaluate the effectiveness of the innovation and its educational implication
towards the respondents. 40 Year Four pupils were selected for this research. In this paper, three research
instruments were used, mainly the pre-test and post-test, observation checklist, and survey questionnaire.
The data obtained were tabulated and analysed descriptively. The respondents’ scores in the pre-test
were compared to that of the post-test with reference to the Criterion Referenced Assessment (CRA).
Table 1 below shows the descriptive statistics of the data collected from both pre-test and post-test.
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Table 1: Results of the Pre-test and Post-test
Score
Grade
Number of pupils
Pre-test
Post-test
80 – 100
A
0
36
65 – 79
B
6
4
50 – 64
C
5
0
40 – 49
D
10
0
0 – 39
E
19
0
The data obtained shows that there was a major improvement in the respondents’ post-test results as
compared to that of the pre-test. In the pre-test, none of the research respondents managed to get an A
but in the post-test, a total of 36 respondents scored an A. The significant difference between the results
indicates that the PowerPuzz game and Quizizz have managed to enhance the research respondents’
sentence construction skills.
A survey questionnaire was also handed out to the research participants to evaluate the innovation. The
survey questionnaire, adapted from Pintrich and DeGroot (1990), consisted of six statements and the
respondents were given the choice to tick either “Agree” or “Disagree”. 92.5% of the research
respondents agreed that they had fun with the PowerPuzz Game and Quizizz (Question 1). Based on
Question 5 which also focuses on the respondents’ motivational level, 95% of the respondents agreed
with the statement “I am interested to play the PowerPuzz game and Quizizz again”. On the aspect of
collaboration, 87.5% of the research respondents agreed that they helped their friends who were not able
to remember the sentence structures correctly. Lastly, the respondents unanimously agreed with the
statements “I know how to construct sentences correctly after using the PowerPuzz game” and “I can
remember the sentence structures correctly” (Question 3 and Question 4). With the 100% agreement
from all 40 research respondents, it is safe to say that the respondents were able to recognise and
remember better the sentence structures learned using the PowerPuzz Game and Quizizz.
The results from the pre-test and post-test have clearly shown the effectiveness of the PowerPuzz Game
with Quizizz in enhancing the learners’ sentence construction skills. The research participants have
shown significant improvements in their results after the implementation of the innovation. This will
enable the research participants to convey their thoughts in written form as a productive skill in the
future (Yunus, May & Mohideen, 2019). According to Yunus and Azman (2019), the incorporation of
games in lessons has high potential in improving learners’ memory and understanding, aside from
promoting fun and motivational learning which are in line with the aspirations of the 21st century
education learning system.
The PowerPuzz is a learning tool unlike any other. During the development process, the researchers
focused a lot on how to help learners who do not have an easy access to the internet, particularly those
in the rural areas. Thus, the PowerPuzz was invented because we know that in the process of achieving
the greater good, learners would still need to learn and be technologically savvy even when they are still
in school. PowerPuzz is easy to use and can be accessed using any computer or laptop, and even
cellphones. More importantly, it does not require any internet connection but still effective, motivating,
and fun for all learners. As a conclusion, it is clear that the use of PowerPuzz with Quizizz is practical
and effective in enhancing learners’ sentence construction skills.
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References
Pintrich, R. R. & DeGroot, E. V. (1990). Motivational and self-regulated learning components of
classroom academic performance. Journal of Educational Psychology, 82, 33–40.
Yunus, M. M., & Azman, M. A. (2019). Memory Stay Or Stray? : Irregular Verbs Learning Using
Kahoot!. Arab World English Journal (AWEJ) Special Issue on CALL (5). 206-219. DOI:
https://dx.doi.org/10.24093/awej/call5.15
Yunus, M. M., May, T. M., & Mohideen, M. A. bin K. (2019). Writing Essays Made Easy with
Instawrite. International Journal of Academic Research in Business and Social Sciences, 9(1),
331–344.
Zakaria, S. M., Yunus, M. M., Nazri, N. M., & Shah, P. M. (2016). Students’ Experience of Using
Storybird in Writing ESL Narrative Text. Creative Education, 7, 2107-2120.
http://dx.doi.org/10.4236/ce.2016.7
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PRESENTING THE NEW FORMULA OF NEWS WRITING SKILLS THROUGH
AUGMENTED REALITY TECHNOLOGY
Dr Fauziah Hassan
Universiti Sains Islam Malaysia, Bandar Baru Nilai, 71800 Negeri Sembilan
fauziah.hassan@usim.edu.my
Dr Sofia Hayati Yusoff
Universiti Sains Islam Malaysia, Bandar Baru Nilai, 71800 Negeri Sembilan
sofia@usim.edu.my
Nurul Izzati Mansor
Communication Student, Universiti Sains Islam Malaysia, Bandar Baru Nilai, 71800 Negeri Sembilan
izzatimansor98@gmail.com
Highlights:
True and honest are among the factors that contributed to the fair of news reporting. However, the
importance to develop understanding in news content is also important as this can give impacts to the
society. Therefore, the new news writing guideline is designed to guide and help students to create
content with fair and impactful. Presently, this guideline have been transformed into Augmented
Reality in which to enhance the teaching and learning method as this is very handy where it can be
downloaded at Google Play Store to improve their writing skills especially in relation to Islam and
Muslims issues.
Key words: acrostic model, news writing guideline, journalism, augmented reality, teaching and
learning, Islam and Muslims
Introduction
This project is intended to explore the changing landscape of news reporting especially on Islam and
Muslims issues specifically by International media reports. The burgeoning research about this issue is
like never-ending. The work of Ghouri and Umber (2019) highlighted that the reporting slant between
The Age and The Australian is different. The findings showed that The Age portrayed Islam and Muslims
positively while The Australian construct news about Islam and Muslims negatively and critically. This
research has been conducted due negative reception experienced by Muslim community in Australia
after several terror incidents associated with Muslims such as 9/11, 7/7, Bali attacks, Madrid bombings,
Brussels shootings and etc. (Alharbi, 2017; Alghamdi, 2015; Munro, 2006; Akbarzadeh and Smith,
2005). Not only abroad, the misrepresentation of Islam and Muslims also takes place in Malaysian media
trends especially by irresponsible society who would like to post, share, disseminate fake news, videos,
photos about Islam and Muslims issues through social media. Hence, this project is to map out again the
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guideline in news reporting by gaining the information and experiences from Malaysian media
practitioners.
This innovation has been gained through in-depth interviews amongst Malaysian media practitioners
which are very valuable. They have shared their experiences in the media industry during the interviews
and all the interview outputs have been analysed qualitatively. As a result, an acrostic model based on
the analysis has been initiated as to facilitate students to memorize the new model of news guideline.
The new model of news writing guideline named F.A.I.T.H.F.U.L has been created to help journalism
students gain new insights of news writing skills especially related to the issue of Islam and Muslims.
The innovation about news writing guideline has been designed as to improve what is taught by the
Western scholars by adding news elements that are more applicable to be used amongst journalism
students.
Figure 1: The F.A.I.T.H.F.U.L Formula
The F.A.I.T.H.F.U.L formula is imperative as now we are facing the influx of fake news especially in
the social media. The plethora of social media applications nowadays also has worsened the news
content especially on Islam and Muslims issues. Thus, Universiti Sains Islam Malaysia (USIM) which
its vision to uphold the Integration of Naqli and Aqli (INAQ) especially through teaching and learning
has taken the responsibility to offer a new paradigm of news reporting in a global view. Thus, this is the
responsibility of the future respected journalists who are encouraged to create the good surrounding in
social media ecosystem with ethics, integrity and embraced Islamic principles. This model becomes one
of the enablers or platforms to proliferate positive reporting about Islam and Muslims. To support the
teaching and learning in the era of Revolution Industry 4.0, this formula has been transformed into
Augmented Reality. Examining augmented reality in journalism field has been showed through the work
of Aitamurto et al. (2020) who emphasized the importance of reading news through augmented reality
which can give new experience to the news readers and providing multi-information to the users.
Furthermore, Pavlik (2019), Pavlik and Bridges (2013) perceived that AR may become the means to
enhance the audience engagement while Di Serio et al. (2013) and Yoon et al. (2018) stated that AR can
be the most effective storytelling medium in journalism. The relevance of AR in teaching and learning
is definite, thus, the F.A.I.T.H.F.U.L formula has been transformed into an AR as to offer new approach
of learning writing skills. The plus point here is this formula can be downloaded for free using Google
Play Store to expedite students in learning about this formula anywhere and anytime.
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The invented model is designed based on Islamic perspective in order to enlighten the standard and
quality of reporting especially issues on Islam and Muslims. This model has been registered as a
copyright and has won National Research Award in 2019. This model is designed to guide and help
students who want to create content either in a form of writing, video, photos or others.
This project is merely for education purposes without any profit gained. Any android users may
download this project for free as this can be a plaform to educate writers/citizens/readers on how to write
news with ethics and integrity. This innovation is very much significant for university students
especially those taking Media Studies. It will guide them to produce good news about Islam and Muslims
based on authentic sources. This FAITHFUL formula will enable students to practice good ethics in
their writings as media practitioners. Besides, the use of apps with augmented reality technology in
classroom for teaching and learning is very trendy and cool. Students will be so eager to explore it
throughout their lessons hence changing the conventional teaching method to something more creative
and fun. Despite its useful application to students in the field of Media Studies, this AR technology can
benefit the public who are among the media users and audience. The application of this apps will help
the users in filtering news that is not of worth reading due to various ethical reasons. In conclusion, we
hope that this small contribution can help the students or even the journalists with the right reporting
techniques when covering news on Islam and Muslims. We strongly believed that the teaching and
learning strategy should always be updated to go aligned with advanced technology.
Acknowledgement
This work is part of the USIM RESEARCH GRANT PROJECT from 2018-2020 - funded project titled
“Developing Acrostic Model for Journalism Students In Reporting News Related To Islam/Muslims: A
Way To Sustain The Positive Reporting On Islam/Muslims Issues” with grant number
PPPI/FKP/0217/05100/10918.
References
Aitamurto, T., Laura Aymerich-Franch, L. A., Saldivar, J., Kircos, C., Sadeghi, Y., & Sakshuwong, S.
(2020). Examining augmented reality in journalism: Presence, knowledge gain, and perceived
visual authenticity. New Media & Society 1–22. DOI: 10.1177/1461444820951925.
Akbarzadeh, S., Smith, B. (2005). The representation of Islam and Muslims in the media (The Age and
Herald Newspapers). Monash University.
Alghamdi, E. A. (2015). The representation of Islam in western media: The coverage of Norway terrorist
attacks.
International Journal of Applied Linguistics & English Literature, 4(3), 198–204.
Alharbi, A. (2017). Corpus linguistic analysis of the representation of ‘IAM’ in the Australian press
before and after 9/11. Language Discourse & Society, 107.
Di Serio Á., Ibáñez MB., & Kloos C.D. (2013). Impact of an augmented reality system on students’
motivation for a visual art course. Computers & Education 68: 586–596.
Ghauri, M. J., & Umber, S. (2019). Exploring the Nature of Representation of Islam and Muslims in the
Australian Press.
SAGE Open, 1-9. Doi: https://doi.org/10.1177/2158244019893696
Munro, I. (2006). Portrayal of Muslims “tainted by racism.” Retrieved from
http://www.theage.com.au/news/national/portrayal-of-muslims-tainted-by-
racism/2006/03/17/1142582526996.html#
Pavlik , J.V. (2019). Journalism in the Age of Virtual Reality: How Experiential Media Are
Transforming News. New York: Columbia University Press.
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Pavlik, J.V., & Bridges, F. (2013). The emergence of augmented reality (AR) as a storytelling medium
in journalism. Journalism & Communication Monographs 15(1): 4–59
Yoon, S.A., Anderson, E., & Park. M, et al. (2018). How augmented reality, textual, and collaborative
scaffolds work synergistically to improve learning in a science museum. Research in Science &
Technological Education 36(3): 261–281.
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REV-OPOLY: INTERACTIVE BOARD GAME WITH MOBILE AUGMENTED
REALITY
Noradila Nordin1, Nur Rasyidah Mohd. Nordin2, Wafa Omar3
Universiti Utara Malaysia, Kedah, Malaysia
1nnoradila@uum.edu.my, 2nurrasyidah@uum.edu.my, 3wafa@uum.edu.my
Highlights: REV-OPOLY is a board game with augmented reality (AR) intervention in the area of
emerging technology revolution. It consists of a board, tokens, money, and four types of cards;
knowledge-based cards and two stacks of related-theme questions. These cards are used as AR markers.
When players scan these markers, they will be directed to a web page containing sample answers of
questions in the form of three-dimensional (3D) text, image, animation, or video. By experiencing this,
players can enjoy a new method of learning through an augmented reality board game.
Keywords: augmented reality, gamification, interactive learning, student-based learning, educational
technology
Introduction
Advances in digital technology have opened up many possibilities to infuse the different types of
technologies in strengthening the process and experience in teaching and learning in higher education.
Augmented reality (AR) is one of the technologies that is progressively being used in education for
interactive lessons by combining virtual and real environments. AR is considered a widely accessible
technology as the majority of the population around the globe are using smartphones. AR features
aspects that enhance learning, engagement, and aid in teaching as it allows information visualization.
Despite the advantages that it offers, if students depend solely on technology in their daily lives, it can
disconnect them from social interactions. Thus, this research proposed REV-OPOLY, which is an
interactive board game with AR. Board games have the advantage of promoting valuable social skills
for players through interaction and competition. REV-OPOLY concentrates in the area of the emerging
technology revolution, which is a part of the Computer Application in Management curriculum offered
in Universiti Utara Malaysia (UUM).
The Innovation
REV-OPOLY is a board game with AR on the emerging technology revolution. It consists of a board
with 40 spaces to buy, pay or collect rent from 26 technologies. For instance, “Inventor” spaces are
recognition given to inventors of the industrial revolution, while “Chance” and “Did You Know?”
spaces are functioned which the player has to draw a card according to the space they land. The
“Chance” cards have various types of advantages such as “Ask ONE other player to assist with the
current question”. As a way of retaining the distinctive learning while playing, the “Did You Know?”
cards contain information of the technologies such as the meaning of the terms, examples, and impact
of the technology towards various sectors. These cards can be used as revision flashcards outside of the
game. REV-OPOLY also has dices, player pieces that can be scanned to reveal a 3D character and can
be customized, play money, and technology Title Deed cards.
The objective of this game is to become the wealthiest player by owning and collecting rent of the
technologies. To own the technology, the player has to answer the question correctly from the stacks
of the “IR Question” or “Technological Question” card before they can purchase it. These cards cover
different types of technology questions. To make the game more interesting and to encourage
discussion, another player who agrees with the current player’s answer can invest in the technology.
Each player is given four investment opportunities. If the player answers wrongly or does not know the
answer, the player will be fined. This enforces the players to learn, understand and grasp the knowledge
of the emerging technology revolution. The sample answer can be viewed by scanning the AR image
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of the question card aligned to space on the board as a 3D text, image, animation, or video.
(a) REV-OPOLY board
(b) 3D AR sample answer
Figure 1: REV-OPOLY components
Importance to Education
The elements of gamification in REV-OPOLY can attract students’ interest. REV-OPOLY helps to
assist and enhance students’ comprehension level on the emerging technology revolution topic. In the
game, they are required to make explicit references to previous learning by applying knowledge into
the game and convert the knowledge gained into formal learning. As REV-OPOLY is expected to be
played as a multiplayer game, it acts as a group study in which students who have mastered the topic
can assist weak students through the game’s rule on technology investment. Moreover, “Chance” cards
provide advantages and opportunities to players such as “Ask ONE other player to assist with the
current question” card. This has the benefits in refining their understanding through discussion and
explanation, sharing abundant information, developing stronger communication skills, and increasing
their confidence level as they have to engage to defend their answers.
Advantages of the innovation
REV-OPOLY opens up a new learning experience for the students as an alternative to the typical
learning method. Using the nature of games as an informal medium to learn while play, REV-OPOLY
helps the students to focus while enjoying the learning process. It can substitute lecture slides or books
to understand the subject. The question cards provided encourage the players to engage, interact and
have constructive discussions among them. Sample answers for all the questions are provided as
guidelines which can be viewed through the AR marker. REV-OPOLY’s AR requires connectivity to
the Internet and it supports any types of web browsers. No specific software and application are
required to be installed or downloaded.
Commercial Potentials
REV-OPOLY is marketable as a physical board game that integrates AR in the player’s pieces and
cards. These AR parts allow updates of the game to be done without affecting the physical board. REV-
OPOLY focuses on the emerging technology revolution in the Computer Application in Management
curriculum. However, the generality of this topic allows REV-OPOLY to be enjoyed and benefited
individuals who are interested to learn and know more about this area.
Acknowledgement
This work is supported by Universiti Utara Malaysia SoTL Research Grant (S/O code: 14757).
References
Nordin, N., Nordin, N. R. M., & Omar, W. (2021). Monopoly-based Game with Augmented Reality
Intervention in Higher Education.
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Knowledge Management International Conference (KMICe) 2021.
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EDGE ONE-STOP CENTRE
Muhammad Haziq Muhammad Firdaus
Universiti Pendidikan Sultan Idris, Tanjong Malim, Perak, Malaysia
haziqfird@gmail.com
Nor Masharah Husain, Muhamad Said Nizamuddin Nadim
Universiti Pendidikan Sultan Idris, Tanjong Malim, Perak, Malaysia masharah@fskik.upsi.edu.my,
nizamx4din@gmail.com
Highlights: EDGE One-Stop Centre application is a platform for students to get advisory on
entrepreneurship, start-up a new business, apply for part time job, and apply a loan for a new business
and more. The main goal of this application is to open opportunities for students to venture into
entrepreneurship. This application will show how to get involved in entrepreneurship, how to apply for
loans and more. In conclusion, users can still motivate themselves to succeed in entrepreneurship.
Keywords: One-Stop Centre, entrepreneur, job opportunity, EDGE, entrepreneurship, business
Introduction
Nowadays, many people or students want to venture into business but do not know how to start. Most
of them need
guidance such as motivation, workshops and so on. Especially in current situation right
now, many people especially
students affected by the Covid-19 pandemic. After that, many of them
also lost their jobs as a result of this pandemic.
Entrepreneur is an individual who creates a new
business, bearing most of the risks and enjoying most of the
rewards. The entrepreneur is commonly
seen as an innovator, a source of new ideas, goods, services, and business or
procedures. EDGE is
Entrepreneurial Development and Graduate Employability Centre. EDGE is providing early
exposure
of entrepreneurship and business basics to students, providing understanding, techniques, procedures
and other things in shaping student mentality as entrepreneurs.
Content
Description of your innovation
EDGE One-Stop Centre was a platform where student can learn how to involve into an
entrepreneurship. EDGE One- Stop Centre also wants to increase the number of entrepreneurs as well
as to increase the country's economy in the future. Most students are now beginning to be interested in
venturing into entrepreneurship but don’t know how to get started. So, with EDGE One-Stop Centre
application the students can learn how to venture into the entrepreneurship easily. EDGE One-Stop
Centre was created is to make the users especially students to start a new business, apply a loan for a
new business and more. EDGE One-Stop Centre also tells the user what program is EDGE provide to
the students. Other than that, EDGE One-Stop Centre is different than existing website or application
like EDGE UPSI because for the design is informal and colorful that can be more interesting to surfing.
Context or background of the innovation
In this era of globalization, many have become entrepreneur. Basically, many people have a lot of
interested to be an entrepreneur but doesn’t know how to start correctly. Their keep searching for place
or Centre to guide them to the first step. Other than that, cause from Pandemic Covid-19 also many
people are lost their job, inadequate salary and depression. According to Asia–Pacific Employment and
Social Outlook 2020: Navigating the crisis towards a human-centered future of work estimates, the
economic backlash of the COVID-19 pandemic wiped out some 81 million jobs in 2020. In nearly all
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economies with available quarterly data for 2020, employment levels contracted compared to 2019.
So, with EDGE One-Stop Centre, many people especially student now can take a first step from this
application to be a successful entrepreneur out there. EDGE One-Stop Centre also wants to help if their
have any interest to be an entrepreneur, so that their can get an advisory to be an entrepreneur. EDGE
One-Stop Centre also provide a loan form where the users can apply the loan to start a new business.
Other than that, if them don’t wants to venture into entrepreneur, the users also can apply a job that
UPSI offered. Now that, many students don’t get a chance to apply that job because the faculty that
offered the job only call a known person to fulfil the job vacancy. Now, with EDGE One-Stop Centre
the users can apply the job and submit their latest resume, after that waiting for their approval.
Why are they important to education?
Entrepreneurship education has become popular for many reasons. Learning about developing business
plans and creating a company allows students to better understand and integrate finance, economics,
accounting, marketing and other business disciplines, offering them an integrative and enriching
educational experience. Entrepreneurship education encourages the founding of new businesses by
students and alumni and equips them with critical decision- making skills that enhance the success of
graduates in the job market. Furthermore, the entrepreneurial mind-set increases the transfer of
technology to the market, from the university, through the development of technology-based business
plans and student involvement with technology licensing. So, with EDGE One-Stop Centre, students
can easily learn and involve into entrepreneurship. Finally, entrepreneurship education creates links
between the academic and business communities. Education for entrepreneurship is considered a useful,
applied approach to the study of business and the economy.
Advantages of your innovation towards education and community
EDGE One-Stop application allow students to apply a job offered from any faculty in Job Opportunity
page. This advantage can to some extent help students to earn more money to support their living. This
application also offer user to apply a loan that provided from EDGE UPSI. These loans can help
students to start their business and be able to grow well. Unregistered user or visitor can send any
suggestion, report or question in contact us page. The advantage of the system is attractive design,
informational and relevant content. The system let the user to be able to view and read all the
information given.
Commercial value in terms of marketability or profitability of your innovation
EDGE One-Stop Centre application have their own commercial value. This application was user
friendly which is the user can easily spot what is going on next. EDGE One-Stop Centre also bring a
new innovation which is have a job opportunity offered for student. Before this, job opportunity only
offered for known person and not offer for public. So, with EDGE One-Stop Centre, now everyone can
apply a job that offered from faculty.
Acknowledgement
Deepest thanks to my supervisor Dr. Nor Masharah Husain for her patience, guidance and supervision
throughout my research along this carnival. I’m grateful and appreciate for having the opportunities to
under her counsel to complete my project. Special thanks given to faculty and university management
for giving me the opportunity to publish my research project in such a great event.
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References
Youth Entrepreneurship Singapore. (2020). EDGE Youth Wing of ACE. Available at:
https://edge.org.sg/
Pusat Pembangunan Keusahawanan dan Kebolehpasaran Graduan. (2019). EDGE UPSI. Available at:
http://edge.upsi.edu.my/ Make Better Decisions. (2020). The Edge Markets. Available at:
https://www.theedgemarkets.com/
Connecting you to Asia’s Start up and Tech Ecosystem. (2021). e27.co. Available at: https://e27.co/
Entrepreneur and Entrepreneurship Definition. (2018). Investopedia. Available at:
https://www.investopedia.com/terms/e/ entrepreneur.asp/
Entrepreneur: What Is It?. (2019). The balance small business. Available at:
https://www.thebalancesmb.com/entrepreneur-what-is-an- entrepreneur-1794303
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EXPERT ENGLISH
Nur Aida Diksi
Universiti Pendidikan Sultan Idris, Tanjong Malim, Perak, Malaysia
aidaadiksi@gmail.com
Nor Masharah Husain, Norsyahmirul Amin Ruzlan
Universiti Pendidikan Sultan Idris, Tanjong Malim, Perak, Malaysia
masharah@fskik.upsi.edu.my, syahmi0123@gmail.com
Highlights: Expert English is a site that representing English e-learning system to help the students to
enhance their English skill and knowledge in a variety of ways. The system provides more kind of self-
learning platform for the student especially during Covid-19 pandemic. The purpose of this project is
to develop an interactive learning website as a comprehensive and effective teaching tool to help the
students who needed to improve and polish their English skills. In addition, the current teaching method
more individualistic which is a teacher teaching method and students find it boring and less interactive.
As a result, student find it difficult to understand and learn English.
Keywords: English, English learning, expert English, interactive learning.
Introduction
As in any other sector, the COVID-19 pandemic affected education in many ways. Government actions
have followed a common goal of reducing the spread of corona virus by suspended face-to-face
teaching and exams as well. It is possible to develop interactive learning environments to support new
ways of learning for the student who are likely to play an important role in the future. In addition, with
the development of interactive learning website will help the student to encourage and enhance
creativity, thinking and expression which are very much needed. The main point of this project focuses
within the design of an interactive learning website to support learning in complex domains for the
students especially during this Covid-19 pandemic.
Expert English is a site that representing English E-learning system. The system provides more kind of
self-learning platform for the student especially during Covid-19 pandemic. The purpose of this project
is to develop an interactive learning website as a comprehensive teaching tool to help the students who
needed to improve and polish their English skills. Expert English will guide learners in effective and
enjoyable ways. This website includes learning materials for grammar, a space for listening practice,
entertaining spelling quizzes and reading materials on all sorts of interesting topics. Through Expert
English, we can see interactive learning is important in education to prevent the lack of their English
skill in the future.
Content
Description of your innovation
Engaging students in online learning is one of the keys to ensuring that students learn effectively and
enjoy what they are doing. For that reason, one of the most effective ways to make student more
engaged in what they are doing is to make it interactive. To develop an interactive learning website, we
need to make analyzing learning outcomes and designing constructivist learning environments to
keeping users engaged and coming back for more. The best interactive learning website design will
support this knowledge through a clean layout, captivating images, accurate information in all its
contents, responsive and engaging features.
We will make a quick research before all comes down to begin thinking about design, development or
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anything else by making some websites as references to come up with an idea. Figuring out the best
ways we can deliver information to the user.
Context or background of the innovation
Expert English is a system is representing English E-learning system for the student. Nowadays, there
are a lot of online education systems in Malaysia. The main purpose of those systems is to provide a
better and effective way to help students to get learning materials and information. In addition, Expert
English deliver learning experiences that enable students to actively engage with informative content.
Expert English contain four section for the student who needed to improve and polish their English
skills which are reading, spelling, and listening and grammar section.
The problem statement is that the current teaching method more individualistic which is a teacher
teaching method and students find it boring and less interactive. There is time limitation for the student
to communicate with teacher especially online classes during Covid-19 pandemic. Students have had to
learn self-motivation and problem- solving skills to ensure they can take part in the online learning
especially any programmes hosted by their teachers.
Why are they important to education?
The objectives of this project are to find possible solution for students whom slow learner and are
unable to acquire knowledge that they need. Especially due to Covid-19 their performance will get
affected. In addition, Expert English help the students to enhance knowledge and skills in a variety of
ways, from engaging video and dynamic graphics to data visualizations and interactive elements. In
this project, a web base learning management system also knownas e-learning management system
will be developed for the students. Expert English designed to encourage student to use and learn
English language. For instance, Expert English will make them think it is easy to master English.
Advantages of your innovation towards education and community
The advantage of the system is attractive design, informational and relevant content. The system let
the user to be able to view and read all the materials and answer the quiz given to test their understanding
in some section. The user can play video for reading and audio for listening section. Some user doesn’t
want to interact directly but they still want to share their feedback and review through their experience
on the website. Besides, every piece of user feedback is an opportunity to measure the user experience
and improve upon it with critical feedback. As an alternative way, the website will provide a contact
section and feedback form for the user to input their email and share their comment about the website.
These feedback from the users will be displayed on the website and it can be view by all of the users.
Every piece of feedback will help to improve the user experience on the system in the future. Encourage
people to point out spots where problems may occur and where improvements could be made.
Commercial value in terms of marketability or profitability of your innovation
Expert English has free access to the users where they can use the website for free. The system is user
friendly and it has interactive background design which can attracts the user to use the website. This
website platform containing online courses and material for students of all ages. The system provided
an easy and quick tool to access the system anywhere and anytime by using your phone, tablet, or
computer online using any web browser such as Google Chrome, Mozilla and Internet Explore. Expert
English also can be access using Android, Windows, MacOS and iOS user. This web-based platform
that provides personalized educational content using adaptive learning technology. There are now
many educational websites receiving very many visitors who return regularly to study online.
Acknowledgement
Special thanks given to Dr. Nor Masharah Husain, my research project supervisor for her professional
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guidance and valuable support. Also, taking this opportunity to faculty and university management for
giving me the opportunity to publish my research project in such a great event.
References
Lingodeer. (2021). LingoDeer: Learn Japanese, Korean, Chinese and more languages. Available at:
https://www.lingodeer.com/ Easyworldofenglish.com. (2020). EWE – Easy World of English.
Available at: https://easyworldofenglish.com/
Duolingo. (2019). Pelajari bahasa secara gratis. Available at: https://www.duolingo.com/learn.
Scalice, R.K., de Andrade, L.F.S. and Forcellini, F.A. (2008). A Design Methodology for Module
Interfaces. Collaborative Product and Service Life Cycle Management for a Sustainable World,
pp.297– 304. Available at: https://link.springer.com/chapter/10.1007/978-1-84800-972-1_28
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SPACEDEMY
Ivan Yu Ee Kiat
Universiti Pendidikan Sultan Idris, Tanjong Malim, Perak, Malaysia
ivanyu3066@gmail.com
Nor Masharah Husain, Shanti A/P Jeevathas
Universiti Pendidikan Sultan Idris, Tanjong Malim, Perak, Malaysia
masharah@fskik.upsi.edu.my, shantijeevathas@gmail.com
Highlights: SpaceDemy is an open source and free to use website for the user to find any information
or just to view anything about the space. The system is very user friendly and it has its interactive
background design which can attracts the user to use the website. The website will contain some quizzes
for the teenager and student to do and let them gain more interest in space and science technology. The
system provided an easy and quick tool to access the system anywhere and anytime by using your
phone, tablet, or computer online using any web browser such as Google Chrome, Mozilla and Internet
Explore. This web-based platform that provides personalized educational content using adaptive
learning technology.
Key words: Space, Interactive Learning, Planet, solar system, quiz
Introduction
Nowadays, most of the student and teenager are not giving enough awareness to the space and science
technology. So now, Malaysia recognizes the needs of access to science and space technology
capabilities to improve the needed by the people, economic growth, socio-economic and national
security. Science, Technology and Innovation (STI) is one of the main pillars in MOSTI. Malaysia
recognizes the needs for access to science and space capabilities to improve the services needed by the
people, economic growth, socio-economic and national security. The National Space Agency
(ANGKASA), The Planetarium and Pusat Sains Negara play important roles to promote science and
space technology among Malaysians especially for students.
SpaceDemy is an interactive learning website to increase the awareness and interest of science and
space technology for students. Through SpaceDemy, we can now increase the awareness and interest of
science and space technology.
Content
Description of your innovation
SpaceDemy is a website that everyone that have any interest with space can come and have some fun
and can learn some knowledge from space fun. Space fun allow people to learn and can make people
have interest in space or space technology. In this web site the main focus is about the solar system that
include the eight planets in the outer space and of course the moon and the sun. The objective of this
website is to be easy to use and easy to access by users. This system is developed by using prototyping
methodology and has been evaluate by 40 users.
Nowadays, people are losing interest in the topic of space or space technology so the aim for me to
create this website is to make the people to gain some interest and also learn some knowledge about
space in an interactive way of getting the info and learning thru space fun.
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Context or background of the innovation
SpaceDemy is a system that is mainly focused on space and the planet of the solar system for teenager
or student. The main purpose of SpaceDemy is to let the teenager to gain interest in space, science and
technology. SpaceDemy is design to make the website an interactive and fun learning website. The
website will consist of a lot of interactive element and also by using the space theme, space background,
quiz about space to make the teenager to gain interest in space, science and technologies.
Why are they important to education?
The objective of this system is to increase the awareness and interest of science and space technology
among teenager and students and also at the same time, SpaceDemy wanted to provide a website for
the user to search for information for the information they wanted about science and space technologies
easily. In the ither hand, SpaceDemy also want to let user learns more about the space and science
technology.
Advantages of your innovation towards education and community
The advantages of the innovation is the SpaceDemy is an interactive learning website that will make the
teenagers to gain more interest in science and space technology. The color and the theme used in the
website is all the color that will attract a lot of teenager to the website. The second advantage is that
the website is very user friendly. The user can find the information that they need very easily and it is
very accurate. Based on result testing on usability evaluation, most of the tester are strongly agree that
SpaceDemy meet the user expectation on contents appropriate, design and layout, also feel confident
using the website, would you recommend the website to your friend and others. SpaceDemy also
provide video and interesting picture of the space for the user to know what are they looking at and help
the user to understand more.
Commercial value in terms of marketability or profitability of your innovation
SpaceDemy is an open access web-based system that give free access to the users where they can use
the website for free. The system is user friendly and it has interactive background design which can
attracts the user to use the website. This website platform containing online courses and material for
students of all ages. The system provided an easy and quick tool to access the system anywhere and
anytime by using your phone, tablet, or computer online using any web browser such as Google
Chrome, Mozilla and Internet Explore. SpaceDemy also can be access using Android, Windows,
MacOS and iOS user. This web-based platform that provides personalized educational content using
adaptive learning technology.
Acknowledgement
My grateful thanks to my supervisor Dr. Nor Masharah Husain for her kind and helpful advice for
giving better opinion on my progression to complete the project. I’m grateful and appreciate for having
the opportunities to under her counsel to complete my project. Special thanks given to faculty and
university management for giving me the opportunity to publish my research project in such a great
event.
References
European Space Agency. Space science from home: resources for children
and adults. Available at:
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http://www.esa.int/Science_Exploration/Space_Science/Space_science_from_home_resources_f
or_children_and_adults
National Aeronautics and Space Administration. NASA. Available at: https://www.nasa.gov/ NASA
Space Place. Available at: https://spaceplace.nasa.gov/menu/solar-system/
National Aeronautics and Space Administration. Goddard Space Flight
Center. Available at: https://starchild.gsfc.nasa.gov/docs/StarChild/StarChild.html
ViewSpace. Space Telescope Science Institute. Available at:
https://viewspace.org/interactives/unveiling_invisible_universe/
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DETECTIVE FRAUD: A DETECTION APPLICATION WITH MACHINE LEARNING
CLASSIFICATION ALGORITHMS
Siti Nurul Asyikin Nor Azman
Faculty of Art, Computing & Creative Industry, Universiti Pendidikan Sultan Idris, Tanjong Malim,
Perak, Malaysia
asyikinazmannn@gmail.com
*Wong Yoke Seng, Laili Farhana Md Ibharim, Maizatul Hayati Mohamad Yatim
Faculty of Art, Computing & Creative Industry, Universiti Pendidikan Sultan Idris, Tanjong Malim,
Perak, Malaysia
*yswong@fskik.upsi.edu.my
Highlights: Fraud is a universal term for an act of deception or lying under false pretenses to retrieve
information, money, or goods from the victim. According to an incident report done by CyberSecurity
Malaysia (MYCERT), In 2020, 70% of reported cases are mainly fraud-related. However, one main
similarity all the fraud cases have is the victims are often approached via mobile telecommunication or
social media platforms such as Facebook Instagram and many more. The aim of this application is to
address the fraud cases in Malaysia by creating a central resource application which enables users to
identify, register and track the current status of fraud cases in Malaysia. Furthermore, this application
will also integrate a machine learning classification model such as K-Nearest Neighbor (KNN) and
Naive Bayes in determining the pattern of fraud cases which occurs in Malaysia. The system will use
the perpetrator phone number, social media account id or nickname and location to determine the pattern
Key words: fraud detection, machine learning, Classification Algorithms, K-Neighbor pattern,
Naïve Bayes pattern
Introduction
In the current state of a global pandemic, Covid-19, information, and communication are highly revolved
around indirect digital communication either through web-conferencing, social networking sites, or
telecommunication. In Malaysia, our mobile numbers are the most vital asset as it is linked to the
identification card. However, due to a recent data breach reported, most of the Malaysian mobile
numbers have been leaked to the web and some are even sold to companies without the user's consent
and knowledge. With the unlimited illegal resources of users’ personal information, name, and mobile
numbers, the perpetrator is able to commit their crime behind the gadgets. Retrieving that stolen
information may no longer seem viable as the data is exposed, however, creating a system that stores
information related to the perpetrator will allow the higher authority to apprehend the perpetrator more
efficiently.
Background of the Innovation
Description of DetectiveFraud: A Detection Application with Machine Learning Classification
Algorithms
A fraud detection application is an application that allows users to register information about the
petraptor, fraud-related crimes or to register potential scammers. This application will enable users to
submit a list of information on suspected fraud events. The application can also be used by food delivery
companies, e-commerce businesses, and ride-sharing companies. The purpose of this system is to protect
and prevent any future fraud cases from occurring and also reduce the number of fraud cases in Malaysia.
The integration with machine learning helps to reduce the redundancy of data and promote a more
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accurate result produced in the system. Machine Learning Algorithms will classify the data into different
classes according to its relevance.
Background of the DetectiveFraud: A Detection Application with Machine Learning
Classification Algorithms
The design and development of DetectiveFraud refers to ADDIE instructional design and development
model which involves main processes namely i) Analyse; ii) Design; iii) Development; iv) Evaluation
and v) Implement as shown in Table 1.
Table 1: The design and development of DetectiveFraud.
Phase
Description
Analyse
The purpose of this system is to protect and prevent any future
fraud cases from occurring and also reduce the number of fraud
cases in Malaysia. The integration with machine learning helps to
reduce the redundancy of data and promote a more accurate result
produced in the system.
Design
All the features and functions that suggested will be designed
accordingly to meet the user requirement. DetectiveFraud overall
user interfaces are developed with HTML 5.
Development
DetectiveFraud is developed using Django Framework with PHP
development.
Evaluation
200 participants will test the application through heuristic
usability testing to validate the effectiveness, efficiency and
satisfaction of the web-based application
Implementatio
n
The final web-based application will up to the real life server with
an attractive domain. Users can register and access the web-based
application to use all the initial features provided.
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Significant of Application
Reduce the percentage of fraud incidents reported in Malaysia.
Creating an opportunity for commercial sectors in integrating Machine Learning Algorithms into their
system.
Provide a resource system for authorities to identify and detect scammers or fraud cases occurring in
each individual state in Malaysia.
Commercialization Aspects
The technology readiness level (TRL) of this system has reached level 4 (Feasibility Demonstration)
and the copyright for DetectiveFraud in the process of applying to MyIPO, Malaysia. As this is a web-
based application, it can be accessed and registered via Internet connection. As this product focuses on
fraud detection with machine learning, it can be marketed to all Internet users, especially the user of
social media applications in South East Asia such as Malaysia, Singapore, Indonesia and Brunei.
Acknowledgement
We wish to express special thanks to Ts. Dr. Wong Yoke Seng for his guidance and support for the
application development
References
Goy, G., Gezer, C., & Gungor, V. C. (2019). Credit Card Fraud Detection with Machine Learning
Methods. 2019 4th International Conference on Computer Science and Engineering (UBMK).
https://doi.org/10.1109/ubmk.2019.8906995
Mittal, P., Sharma,, R. K., Rastogi,, R., & Kumar, V. (2020). CREDIT CARD FRAUD DETECTION
SYSTEM], 1–28. https://doi.org/10.13140/RG.2.2.28192.81924
Othman, R., Aris, N. A., Mardziyah, A., Zainan, N., & Amin, N. M. (2015). Fraud Detection and
Prevention Methods in the Malaysian Public Sector: Accountants’ and Internal Auditors’
Perceptions. Procedia Economics and Finance, 28, 59–67. https://doi.org/10.1016/s2212-
5671(15)01082-5
Panigrahi, S., & Palkar, B. (2018). Comparative Analysis on Classification Algorithms of Auto-
Insurance Fraud Detection based on Feature Selection Algorithms. International Journal of
Computer Sciences and Engineering, 6(9), 72–77. https://doi.org/10.26438/ijcse/v6i9.7277
PHUA1*,, C. L. I. F. T. O. N., LEE, V. I. N. C. E. N. T., SMITH, K. A. T. E., & GAYLER, R. O. S. S.
(n.d.). A Comprehensive Survey of Data Mining-based Fraud Detection Research. Research Gate.
https://www.researchgate.net/publication/46887451_A_Comprehensive_Survey_of_Data_Mi
ning-based_Fraud_Detection_Research.
Trivedi, N. K., Simaiya, S., & Lilhore, U. K. (2020). An Efficient Credit Card Fraud Detection Model
Based on Machine Learning Method. International Journal of Advanced Science and Technology,
29(5), 3414–3424.
Yangea, T. S., Onyekware, O., & Soriyanc, H. A. (2020). A Fraud Detection System for Health
Insurance in Nigeria. Journal of Health Informatics in Africa, 65–73. https://doi.org/10.12856
Yee, O. S., Sagadevan, S., & Malim, N. H. A. H. (2018, August). Credit Card Fraud Detection Using
Machine Learning As Data Mining TechniqueOng. www.researchgate.com.
https://www.researchgate.net/publication/326986162_Credit_Card_Fraud_Detection_Using_
Machine_Learning_As_Data_Mining_Technique.
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Incident Statistics. MyCERT. (n.d.). https://www.mycert.org.my/portal/statistics-
content?menu=b75e037d-6ee3-4d11-8169-66677 d694932&id=2650ed29-88be-4cec-86cc-
13f8e07ae228.
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FLIPPED CLASSROOM WITH AUGMENTED REALITY (AR) CLINICAL SKILL LAB
Mohd Faeiz Pauzi
Faculty of Medicine, Universiti Sultan Zainal Abidin, Kuala Terengganu, Malaysia
faeizpauzi@unisza.edu.my
Siti Norazlina Juhari, Nurulhuda Mat Hassan, Norwati Daud
Faculty of Medicine, Universiti Sultan Zainal Abidin, Kuala Terengganu, Malaysia
norazlinajuhari@unisza.edu.my, nurulhudamh@unisza.edu.my, norwatidaud@unisza.edu.my
Highlights: The potential of combining smartphones and Augmented Reality (AR) for education is big,
grant students’ extra digital information and make learning more fun. AR clinical skill lab created by
our team use Zappar Augmented Reality App. The image contain AR code are provided besides the
equipment at clinical skill lab and also uploaded in learning management system and the students can
play before the class (flipped classroom concept). The user satisfaction survey was done and showed
that most of the respondents satisfied with the innovation. AR is on the way to becoming an important
part of education, and its use will continue to grow.
Key words: augmented reality, AR, clinical skill, flipped classroom, medical education.
Introduction
Flipped classroom is a pedagogical approach in which direct instruction moves from the group learning
space, and the resulting group space is transformed into a dynamic, interactive learning environment
where the educator guides students as they apply concepts and engage creatively in the subject matter
(The Flipped Learning Network, 2014). It is a blended learning model where classroom activities are
reversed or flipped. Jeff Dunn (2014) has wrote six easy steps for implementing; plan, record, share,
change, group, and regroup.
Our flipped classroom model is delivered via augmented reality (AR) technology. AR is a technology
that integrates virtual objects into real environments to facilitate real time interaction. In other words,
AR has three requirements; combining virtual and real objects in a real environment, aligning real and
virtual objects with each other, and real-time interaction (Tasnem Khan et al. 2019).
Content
Description of the innovation / product development / design / process.
Augmented reality (AR) Clinical Skill Lab was innovated by using Zappar augmented reality platform.
Before we publish the module, we need to plan the learning outcome (at least one learning outcome)
needed. It is align with our learning outcome from our teaching subjects so that the tool we use not only
for fun and engagement, but it should be centred on students' interest. We also plan one to three
instructional activities for students to participate in so that it provides active student engagement. The
work project that we publish is editable, so we can update the contents anytime. Therefore, the module
that we create is reproducible, relevant, and sustainable over time. Compare to the traditional method,
the usage of AR more cost-efficient because we do no need to print the new posters if we create the new
contents, and no need to print the paper; encourages green technology.
Before the pandemic, we exhibited posters that contain the AR image beside the manikin. The students
might scan the poster and learn before the class with the lecturers (flipped classroom approach). So the
students had more time for the practical session under direct observation with the lecturers. During
remote learning, the images that contain AR were uploaded into our learning management system
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(Moodle). So students had more time for discussion during the synchronous learning using
videoconferencing.
Figure 1: Augmented reality (AR) framework using ZapWorks.
What is the context or background of the innovation / product development / design / process?
Our innovation was based on student issues and problem-solving. The students arise the issue
regarding the class for clinical skills relatively too short for them to learn from their lecturers and for
them to get first exposure before they practice on their own on the manikin at our clinical skill laboratory.
With the traditional class, most students practice clinical skills after the class. So we changed the concept
to the flipped classroom, where lectures are video recorded and integrated with AR technologies to be
watched outside the class. So with the flipped classroom, all students have a chance to actively complete
the practice during the class.
This innovation is build based on the SAMR (substitution, augmentation, modification, and
redefinition) model. The model was created to share a common language across disciplines as teachers
strive to help students visualize complex concepts. On one end technology is used as a one-to-one
replacement for traditional tools, and on the other end, technology enables experiences that were
previously impossible without it.
Related learning outcome clusters MQF 2.0 for this innovation is cluster 3A; Practical Skills
(Malaysian Qualification Agency, 2019).
Why are they important to education?
The innovation create flexible spaces in which students choose when and where they learn. This model
shifts instruction to a learner-centered approach, where in-class time is dedicated to exploring topics in
greater depth and creating rich learning opportunities. The use of AR may increase the motivation,
attention, confidence, and satisfaction of the students.
Advantages of the innovation / product development / design / process towards education and
community.
This innovation allows students to work at their own pace and readiness level. They may replay or
review parts of the contents as needed. They able to prepare questions to the lecturers before coming to
the class. Another advantages is that they have more discussions with lecturers while they are applying
the knowledge.
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Commercial value in terms of marketability or profitability of the innovation / product
development / design / process.
For commercialization, we will use the AR technology and be implemented into our ‘Virtual Clinical
Skill Lab’ for exhibition and school visit to encourage STEM among secondary school. However due to
pandemic, we postponed our plan to open for visit. Besides that, we are in the process to publish the
booklet and module of basic clinical skills lab with AR features.
Acknowledgement
We would like to express special thanks to the Faculty of Medicine, Universiti Sultan Zainal Abidin,
and our beloved medical students who were participated in the projects. AR Clinical Skill Lab registered
under MyIPO, LY2020002461 on July 15, 2020, thanks to CREIM UniSZA to submit application to the
Intellectual Property Corporation of Malaysia.
References
Dunn, J. (2014). The 6-Step Guide To Flipping Your Clssroom. Retrieved from
http://dailygenius.com/flipped.
Flipped Learning Network (FLN). (2014). The Four Pillars of F-L-I-PTM
Malaysian Qualification Agency. (2019). Malaysian Qualification Framework, 2nd edition.
Tasneem Khan, Kevin Johnston, Jacques Ophoff. (2019). The Impact of an Augmented Reality
Application on Learning Motivation of Students. Advances in Human-Computer Interaction.
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POCKET LINGUA SIGN MOBILE APP FOR LEARNING SIGN LANGUAGE
Farah Izzati Md Rashid
Universiti Pendidikan Sultan Idris Tanjong Malim, Perak, Malaysia
d079537@siswa.upsi.edu.my
Mohd Hishamuddin Abdul Rahman
Universiti Pendidikan Sultan Idris Tanjong Malim, Perak, Malaysia
mhishamuddin@fskik.upsi.edu.my
Highlights: Sign language is communication skills that use hand movement, body movement, and lips
to give information and meaning from the speaker. Pocket Lingua Sign is an application developed to
help people who want to learn and understand sign language at an early stage. Sign language is a means
of communication from the disabled or known as "People with Disabilities". However, Malaysian
society is lacking exposure to Sign language. Some of them try to learn but have limited search
resources. Using this application platform can help users easily find complete information. This also
gives exposure to fewer people knowing about sign language.
Key words: mobile app, mobile learning, disabilities, sign language
Introduction
Sign language is communication skills that use hand movement, body movement, and lips to give
information and meaning from the speaker. It is not limited only to those with disabilities (Nirmala,
2017). Everyone can learn it. It was universal learning towards all of the age from younger to older.
According to Khairul, (2020) exposure to Sign Language indeed must be given from an early age. In
general, sign language is more focused on the field of education such as school or university students.
These sign language courses are also widely available in schools and universities so that the learning
materials also need to keep pace with technological advances. As students also need readily available
learning materials. When we learned sign language, we are more concerned about our surroundings.
People with disabilities will no longer feel shy but more confident when they want to communicate. It
will make the community more open-minded when it comes to communication. The disability
community also can try to use this application because the application is universal for all people
regardless of age and so on.
Content
The Pocket Lingua Sign application uses interactive media such as videos and images. Such learning
also helps further accelerates the process of understanding. This application can make it easier for users
to find information materials on sign language. Using this mobile application makes you know how to
use numbers and alphabet using hand gestures and easy to communicate. The impact of learning sign
language is that introduces you to a new culture and community. User Interface is one of the key features
in the system and very important to the user. It makes a place for note, interaction, or even
communication. An application chooses to show the simplicity in it. On the homepage, it provides 7
buttons with each of its functions. Users can see all the buttons inside the system. Such as Start Button,
Page, Note, Number, contact us, Watch me, Info, Alphabet, and Quiz. Users can choose to open any
button to start learning sign language. According to Suhaimi et al., (2019), states humans are more
impressed through the result of images and visuals that are interesting to look at.
Sign language is not limited only to those with disabilities (Nirmala, 2017). Everyone can learn it. It
was universal learning towards all of the age from younger to older. In general, sign language is more
221
focused on the field of education such as school or university students. These sign language courses are
also widely available in schools and universities so that the learning materials also need to keep pace
with technological advances. As students also need readily available learning materials. When we
learned sign language, we are more concerned about our surroundings. People with disabilities will no
longer feel shy but more confident when they want to communicate. It will make the community more
open-minded when it comes to communication. The disability community also can try to use this
application because the application is universal for all people regardless of age and so on.
Learning language thru applications will provide many advantages for mobile users. They can get benefit
from technology as it improves day by day and always updated. Sign language not only can learn from
the book but can be learned from the application. The application can teach from the start how to improve
sign language. It also provides step by step learning that help user looking for the next learning. From
alphabet, numbering, daily conversation to how to combine those alphabets to become a new sentence.
Next, sign language also allows for them to learn anywhere, and anytime which in turn gives a unique
experience for learners (Hebah, 2017). The user doesn’t need to go to a bookshop or library to find it.
They only need to download using the application that helps saving cost and time. The other advantage
is it helps to focus on the individual learners and encourages them.
As smartphones become more prevalent and Wi-Fi being used by almost all the people around the world.
This application also needed to become one of profitability for the innovation. The target of the
commercial value is to become the most trusted source by the sign language and growing thru app
market. It also needs to build based on a trust culture in which all the information given is trusted. Trust,
creates a solid product and prompts people to post their reviews. Users will keep spreading the advantage
of the usage. It is also being marketed into all of the app’s stores and google play store. If the apps had
much usage, we can provide more premium information in advance usage such as Quest’s hand-tracking
that Possible to use in learning using virtual reality. According to Setywan et al., (2017) technological
development needs to take advantage of this because it can simplify and speed up time one's job while
accessing. This also makes it easier for users to acquire the necessary information quickly and easily.
In conclusion, mobile phones are no longer design for only calls but it has improved in more advance
functions like web browsing, apps, and so on. In educating deaf, mute people or the community this
“Pocket Lingua Sign” application can teach basic knowledge of sign language. It also helps to weaken
the communication barrier between deaf communities and normal people. Using mobile technology for
sign language is valuable, and can improve learner's learning and communication community. The
mobile learning application for sign language has become a trend in these few years as an alternative
way to replace all the other way. (Hanayati, Chiam, Munirah Norfaradilla, Shahreen, 2019).
Figure 1: Screenshots of the Pocket Lingua Sign mobile app
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References
Hanayati, Chiam, Munirah Norfaradilla, Shahreen, (2019). Mlaysian Sign Language Mobile Learning
Application: a Recommendation App to Communicate with Hearing-impaired Communities.
5512-5518.
Hebah H. O. Nasereddin. (2017). MMLSL: Modelling Mobile Learning for Sign Language. 20267-
20272.
Khairul, O. H. D. (2020). Penilaian Analisis Keperluan kepada Penggunaan Bahasa Isyarat bagi Orang
Kurang Upaya (OKU) Kategori Masalah Pendengaran (Needs Analysis assesment to Sign
Language Use for Persons with Disabilities (PWDs) Categories Hearing Problems). Akademika,
90(1), 51–61.
N. Vinoth (2017). E-Learning through Single Hand and Two Hand Sign Languange. International
Journal of Emerging Technologies in Learning (iJET). 12 (10). 192-201.
Paulo Martins et al, (2015). Accessible Options for Deaf People in. e-Learning Platforms: Technology
Solutions for Sign Language Translation. Procedia Computer Science. 263 – 272
Setywan, D. I., Tolle, H., & Kharisma, A. P. (2017). Perancangan Aplikasi Communication Board
Berbasis Android Tablet Sebagai Media Pembelajaran dan Komunikasi Bagi Anak Tuna Rungu.
Jurnal Pengembangan Teknologi Informasi Dan Ilmu Komputer, 2(8), 2933–2943.
Suhaimi, M., Yasin, B., Surip, M., Hani, M. H., & Aryanie, I. (2019). MULTIMEDIA GRAFIK
INTERAKTIF MENINGKATKAN DAYA KEFAHAMAN PEMBELAJARAN DALAM
KALANGAN KANAK-KANAK PRA SEKOLAH : FUN LEARNING WITH TECHNOLOGY
( Graphic Multimedia Interactive Increase the Effectiveness of Learning among Pre-School
Chidren : Fun Learning Wit. Jurnal Dunia Pendidikan, 1(1), 35–44.
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EDUNIA: EDUCATIONAL GAMING HUB WEB APPLICATION
Muhammad Azim Farhan Muhammad Azam, Jamilah Hamid
Universiti Pendidikan Sultan Idris, Tanjong Malim, Perak
D076811@siswa.upsi.edu.my, hjamilah@fskik.upsi.edu.my
Highlights: The Covid-19 pandemic has changed the learning landscape and necessitated online
learning for both formal and informal education. Thus, an Educational Gaming Hub Web Application
was developed and named ‘Edunia’ to provide easier access and boost visibility of Educational Games
that suits the learning needs of online learners of different backgrounds. Teachers may utilize Edunia as
a teaching aids for their classrooms and Educational Game developers may publish their developed
games through Edunia for a better reach of their audience. Commercially, Edunia can be made visible
through educational institutions or any other pertinent organizations.
Key words: Educational Game, E-learning, Edutainment, Hub Application, Web App, Fun
Learning
Introduction
Educational Games has been a vital part to engaging newer generations of online learners. However,
these Educational Games are scattered throughout the Internet and are often obscured by their non-
educational counterparts due to the latter’s quantity and lack of a proper place to share the former. To
solve this problem, an Educational Gaming Hub Web Application was developed and dubbed ‘Edunia’.
This web application was developed as a degree final year project and aims to provide online learners,
including, but not limited to teachers, students and developers easier access and visibility to Educational
Games that suit their needs.
Content
An academic research that was carried out as a degree requirement revealed the advantages of
Educational Games led to the development of Edunia. One of such advantages stated was that
Educational Games were able to utilize all the affordances offered by games while integrating
educational content into the game. (Azadegan et. al., 2013). Thus, it shows that an Educational Game is
a powerful tool of learning and should be made more accessible, which is the goal Edunia is striving for.
Furthermore, the Covid-19 outbreak has led to a new norm – one that encourages at-home online
learning (B. Shelina et. al, 2020). With Edunia, such learning is made fun which aids in the learning
process and educational pursuits.
Edunia is a web-based application developed using the Django web framework that provides online
learners’ access to Educational Games of a subject that they want to learn which has been published by
Edunia itself or submitted by an Educational Game developer. Online learner is a broad term that refers
to everyone who learns online, from kindergarten all the way to university level or even anyone online
who would like to learn. With Edunia, Online learners can choose their game based on their needs and
interest. In addition to this, Edunia also provide teachers with virtual classroom functionality called
‘EduClassroom’ that allows them to create an EduClassroom, add their registered students and assign
suitable Educational Games to them. Edunia also provides a way for Educational Game developers of
any background to publish and let Edunia advertise their Educational Games to reach their audience
better.
Edunia also aims to create a healthy community of Educational Gamers and online learners. To
achieve this, Edunia also provides social mediums such as discussion forums where online learners or
teachers may utilize to contact Educational Game developers to request and suggest new Educational
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Games. Being a web application, Edunia is flexible to constant change and updates, which allows for
new content to be delivered over time.
Commercially, Edunia can be adopted by educational institutions both public and private to boost
its visibility. Being a web-application and one to publish educational games, Edunia has multiple options
of monetization through its own services and functionality. Being one of the firsts of its kind in Malaysia,
Edunia surely has the potential to become a big online presence.
References
Azadegan, A., Hauge, J. B., Bellotti, F., Berta, R., Bidarra, R., Harteveld, C., . . . Stanescu, I. A. (2013).
The move beyond edutainment: Have we learnt our lessons from entertainment games? Paper
presented at the International Conference on Games and Learning Alliance.
Bhamani, Shelina & Makhdoom, Areeba & Bharuchi, Vardah & Ali, Nasreen & Kaleem, Sidra &
Ahmed, Dawood. (2020). Home Learning in Times of COVID: Experiences of Parents. Journal
of Education and Educational Development. 7. 9. 10.22555/joeed.v7i1.3260.
Muhammad Azim Farhan Muhammad Azam. (2021). The Development of Multi-platform Educational
Gaming Hub Application for Online Learners [Unpublished bachelor’s thesis]. Universiti
Pendidikan Sultan Idris, Tanjong Malim, Malaysia.
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HUTAN: MALAY PANTUN VIA 2.5D GAME AS A TEACHING MEDIA FOR CHILDREN
Amirul Afiq Mohd Hairy
Faculty of Art, Computing & Creative Industry, Universiti Pendidikan Sultan Idris, Tanjong Malim,
Perak, Malaysia
amirulhairy@gmail.com
*Laili Farhana Md Ibharim, Maizatul Hayati Mohamad Yatim, Wong Yoke Seng, Muhammad
Azim Baharudin, Mohamad Fakhri Fadzil, Syamil Hakeem Ahmad
Faculty of Art, Computing & Creative Industry, Universiti Pendidikan Sultan Idris, Tanjong Malim,
Perak, Malaysia
*laili@fskik.upsi.edu.my
Highlights: The implementation of home-based teaching and learning (Pengajaran dan Pembelajaran di
Rumah @ PdPr) approach requires teachers to be creative in imparting knowledge in term of pedagogy,
delivering online class, and teaching aids usage. This is important because, one of the biggest challenges
in online learning is to keep students motivation in learning especially for children (Putri et. al, 2020).
The main objective of this innovation is to provide children with a learning material entitled HUTAN to
increase their learning motivation to read interactively based on game-based learning approach. In
addition, the two and a half dimensional (2.5D) game will introduce the beauty of Malay Pantun through
game storyline in order to promote Malay heritage to our Alpha generation.
Key words: home-based teaching and learning, teaching aid, online learning, innovation, reading,
Malay Pantun.
Introduction
The pandemic condition caused by Covid-19 has shift a new paradigm of learning style to be more
digital application-oriented. Not only teachers, students also need to adapt to online learning styles that
involve literacy skills and influence student motivation when learning especially for primary school
students. Therefore, teaching to children is challenging and teacher need to use creative methods to
enhance student understanding, self-interest and self-experimentation (Wong & Jing, 2019). Looking at
the interest and advancement of digital applications today, this Alpha generation have high competency
in playing digital games. Digital games through game-based learning become one of a media that have
brought interactive technologies into children’s everyday lives that have also impacted their intellectual
abilities and creativity (Ibharim et. al, 2021). The proposed two and a half dimensional (2.5D) game in
this innovation is an adventure game entitled HUTAN that motivates children to learn reading in Bahasa
Melayu in an exciting and interactive environment.
Background of the Innovation
Description of HUTAN: Malay Pantun via 2.5D Game
The idea of the innovation for this digital game is from the inventor's observation of the challenges faced
by teachers in undergoing home-based teaching and learning via online. This is because, children seem
easily bored and find it difficult to focus in a long period of time especially on subjects that require skills
like reading, writing and counting. Therefore, an educational game in the form of 2.5D animation is
developing based on game-based learning approach. 2.5D animation means that the background of the
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game environment is in the form of 2D animation while the characters and objects are in the form of
3D. This 2.5D animated application provides a unique feel and texture to attract player attention and
engage with the game. The core objective of HUTAN development is to provide an interactive media
that can be motivate our children to learn reading and to introduce the beauty of Malay Pantun, our
classical heritage that increasingly forgotten by our young generation.
Background of the HUTAN: Malay Pantun via 2.5D Game
The design and development of HUTAN refers to Game Design Life Cycle (GDLC) model by Heather
Chandler (2010) which involves main processes namely i) pre-production; ii) production; iii) testing;
and iv) post-production as shown in Table 1.
Table 1: The design and development of HUTAN.
Phase
Description
Pre-production
HUTAN is an educational adventure game that focuses on learning to read
the Bahasa Melayu. The characters’ features in the game are characterized
by classic Malay which are shown through their clothes and names. The
game environment features Malaysian forest. The method of storytelling
and Pantun are used as clues (through interaction with non-player
characters,.e. animals)
Pre-production
to help the players to reach the final destination (Pesta DiRaja) of the
game. Game design elements such as rewards, challenges, rule and
interactivity were designed to add more aspects of fun and engagement in
this game.
Production
HUTAN is developing using UNITY software and all its assets was
designed using Blender software. The game environment was designed in
the form of 2D animation while the characters and objects was designed
in the form of 3D.
Testing
A total of 20 children aged from 10 to 12 years old have tested the game
using usability testing to validate the effectiveness, efficiency and
satisfaction of the game.
Post-production
The final game was release after the testing phase and can be downloaded
and purchased from Itch.io website.
Figure 1: Player have to read the Pantun to
get the clue for next challenge
Figure 2: The final destination of the game
and the collection of inventory
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Important & Advantages to Education
Implementing game making project as a part of game-based learning approach which consists of
curriculum suitability, pedagogical aspects, and integration of game design elements.
Assisting media for teachers to enhance active and engaging learning environment especially during
the implementation of home-based teaching and learning.
Introducing Pantun through reading and game playing amongst children in order to promote the Malay
culture and heritage.
Commercialization Aspects
The technology readiness level (TRL) of this game have reached level 7 (with a complete design and
was tested in a real environment). The copyright for HUTAN has been filed at the Intellectual Property
Corporation of Malaysia (MyIPO). As this is a desktop game, it can be downloaded and purchased
from Itch.io website (pay per download), installed and be played with Internet connection. As this
product focusing is in Malay Language, it can be marketed to Malay speaking countries such as
Malaysia, Singapore, Indonesia, and Brunei.
Acknowledgement
This project was successfully presented in a 2D Game Development course.
References
Chandler, H. M. (2010). Game Production Handbook (Book Style). Sudbury: Jones and Bartletts
Publishers.
Ibharim, L.F.M., Yatim, M.H.M., Zain, N.Z.M., Azizan, U.H., & Fabil, N. (2021). Development of
rubric to measure children’s creativity in game design. The International Journal of Multimedia &
Its Applications, 13(1/2). 27- 34.
Putri, R. S., Purwanto, A., Pramono, R., Asbari, M., Wijayanti, L. M., & Hyun, C. C. (2020). Impact of
the COVID-19 pandemic on online home learning: An explorative study of primary schools in
Indonesia. International Journal of Advanced Science and Technology, 29(5), 4809-4818.
Wong Y.S., & Khoo, L.J. (2019). ZTECH de object-oriented computer game as learning tool for object-
oriented programming in higher education institution. In Proceedings of the International
University Carnival on e- Learning 2019. Pp. 68-71.
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AUGMENTED REALITY AND ANIMATION TRANSFORMATION IN FUNDAMENTAL
OF ENTREPRENEURSHIP FOR TEACHING AND LEARNING
Mohd Ikhwan Aziz
Universiti Malaysia Kelantan, Kota Bharu, Kelantan
Ikhwan.a@umk.edu.my
Hasannuddiin Hassan, Mohd Fathi Abu Yaziz, Sathiswaran Uthamaputhran, Rooshihan
Merican Abdul Rahim Merican
Universiti Malaysia Kelantan, Kota Bharu, Kelantan
Hasann@umk.edu.my, fathi.ay@umk.edu.my, sathiswaran@umk.edu.my, rooshihan@umk.edu.my
Highlights: This paper presents an e-content from selected parts of the course fundamental o
entrepreneurship. The presented application highlights the advantage of using interactive web tools,
animation, green screen, and augmented reality to improve the teaching and learning process. This
implementation would increase digital online teaching and learning effectiveness among students facing
the industrial 4.0 revolution and pandemic hits.
Key words: Entrepreneurship, Digital Content, Augmented Reality, Animation, Web Tools
Introduction
The pandemic COVID-19 impact has changed traditional learning into contemporary learning.
Previously learning and teaching mostly using face to face method rather than online. However, the
impact of the pandemic has changed into a new norm. The teaching and learning required to conduct in
remote and online, including non-face to face and face learning.
In the era of industrial 4.0 in the teaching and learning process, usage of information technologies from
web tools aims to achieve more accessible, faster and more efficient and effective knowledge transfer
in education. The application of web tools interactive animations have become more and more critical.
The question arises as to the reasons that have made interactive animations a vital part of modern e-
curricula. This paper will analyze characteristics of the augmented reality and animation towards the
application of e-content in fundamental entrepreneurship e-learning. The second part of this paper will
present an effective implication use of augmented reality and animation as a tool for teaching, learning
and practising in the course.
Content
Augmented Reality (AR)
Augmented Reality (AR) provides the simultaneous interaction between the real authentic environment
and a three-dimensional digital overlay of hologram objects in real-time. The digital objects can be
manipulated by expanding the size of the object, changing the position or location, and viewing it from
any angle above, below, or 360 degrees around it.
Zappar Application has been used to be a platform for all content that developed. That includes a unique
“zapcode” solution. Zapcodes make the platform scalable, affordable and flexible for the content
created. Then there is an authoring and publishing tool called ZapWorks. Finally, download Zappar app,
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embed component (SDK) and white-label app solution for unlocking augmented content in the real
world.
Animation
Animation education is an innovation that often represents a significant challenge in most disciplines in
higher education. Over time, several factors have coalesced, resulting in increased interest in online
teaching and learning instruction.
Powtoon is a web-based animation software that allows users to create animated presentations by
manipulating pre-created objects, imported images, provided music, and user-created voice-overs. Over
this, four topics for fundamental entrepreneurship have been transformed into animation to acquired
visual learning for the student. Through this, the student able to empower their learning on the go.
Educational Applications
Synchronous Technologies
These tools also could use as elluminate that allow synchronous two-way communication (mainly audio,
supplemented with graphics such as PowerPoint). Synchronous communication tools take advantage of
improved compression technology and wider bandwidth capacity and can also be organized and
managed by end-users or learners for communication. Indeed, for specific educational tasks such as
learning a language, these tools provide much more flexibility than the previous generation of web tools.
Mobile Learning
Nowadays, more people have mobile phones instead of personal computers worldwide and have wireless
access. The rapid expansion of wireless technology has stimulated interest in mobile learning. That
condition has changed the way of delivery in education and training towards people on the move. Mobile
learning has been developed in a number of ways. The simplest is the use of Really Simple Syndication
(RSS) feeds to alert students to course news and information, such as the imminent deadline for the next
assignment.
Open Content
Another major development has been the move to open digital content. Many established higher
education institutions such as the Massachusetts Institute of Technology, Harvard University, and The
Open University in the United Kingdom have made available their educational content free of charge
for educational purposes. The move to more open content has several implications. Teachers and
learners now have an increasing range of quality-assured learning materials that they can access, free of
charge, for educational purposes. Teachers no longer need to create all their material online; learners are
no longer restricted to the content and curriculum provided by the university or college at which they
are enrolled.
Implications
Three major stakeholders benefited from these tools:
Students: Able to learn on the move any time and any place while getting full control or learning time
and process through visual, cognitive, and effective.
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Higher education Institution: Manage to provide teaching and practice empowering among the
academicians and staff, providing the ability to communicate and transition information and knowledge
among the student. Concurrently outreach between promotion and marketing to establish rapport and
brand among the significant stakeholder.
Government and Society: Trusted and reliable gain among them, as they play significant funding,
governance, and policy implementer roles. So, higher education must keep on relevance, building
sustainability development contending towards future growth industrial 4.0 and society 5.0.
Conclusion
Rapid revolution of information technology, pandemic hit, and industrial 4.0 have changed the teaching
and learning environment. In particular, the new Web tools that are augmented reality and animation
present a major challenge to all educational and training organizations. These tools represent a new
generation of tools and a significant shift in approaches to teaching and learning that challenge the very
existence of formal educational institutions. At the same time, many of these new tools can be integrated
within a more structured context and provide significant educational benefits through empowering
students to create and manage their digital learning materials. Above all, it is crucial not only to
recognize the new opportunities that these tools offer but also to make sure that they are used in
educationally meaningful ways. Despite these cautions, used wisely, those tools can help bridge the gap
between academic rigour requirements and the lifestyles of modern learners.
References
Hricko, M., & Coombs, N. (2020). Design and implementation of web-enabled teaching
tools. Simulation, 354.
Murphy, K. L., & Cifuentes, L. (2001). Using Web tools, collaborating, and learning online. Distance
Education, 22(2), 285-305.
Zhang, D., Wang, M., & Wu, J. G. (2020). Design and implementation of augmented reality for English
language education. In Augmented Reality in Education (pp. 217-234). Springer, Cham.
Zhang, D., Wang, M., & Wu, J. G. (2020). Design and implementation of augmented reality for English
language education. In Augmented Reality in Education (pp. 217-234). Springer, Cham.
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KOSWER SEJARAH: TOKOH PEMIMPIN TEMPATAN MENENTANG BRITISH
Wan Nur Nadia Natasya Binti Wan Mohd Zuki
Fakulti Seni, Komputeran dan Industri Kreatif,
Universiti Pendidikan Sultan Idris, 35900 Tanjong Malim, Perak
nrnadianatasya@gmail.com
Muhammad Hariz Bin Muhammad Adnan
Fakulti Seni, Komputeran dan Industri Kreatif,
Universiti Pendidikan Sultan Idris, 35900 Tanjong Malim, Perak
mhariz@fskik.upsi.edu.my
Highlights: Koswer Sejarah: Tokoh Pemimpin Tempatan Menentang British merupakan satu perisian
yang dibangunkan sebagai bahan bantu mengajar (BBM) guru-guru mata pelajaran Sejarah. Perisian
yang dibangunkan oleh pengkaji ini berkaitan dengan topik Nasionalisme di Malaysia yang melibatkan
dua orang tokoh pemimpin Tanah Melayu iaitu Tok Janggut dan Haji Abdul Rahman Limbong. Antara
isi kandungan bagi koswer ini adalah peta minda, video pengajaran dan kuiz. Skop kajian bagi produk
ini ditujukan kepada bakal-bakal guru Sejarah Universiti Pendidikan Sultan Idris (UPSI). Metodologi
kajian yang digunakan sebagai panduan dalam pembangunan aplikasi ini adalah Model ADDIE.
Manakala kaedah yang digunakan untuk mengumpul data ialah kaedah kuantitatif iaitu menggunakan
borang soal selidik yang diedarkan kepada responden melalui Google Form. Seramai 21 orang
responden telah dipilih secara rawak untuk menilai kebolehgunaan koswer ini. Hasil dapatan kajian
menunjukkan penggunaan perisian koswer pembelajaran ini telah membantu meningkatkan minat dan
pengetahuan pelajar terhadap tokoh pemimpin tempatan dalam mata pelajaran Sejarah dan membantu
guru menyediakan bahan bantu mengajar (BBM) yang yang menarik dan selaras dengan teknologi abad
ke-21. Jelaslah bahawa penggunaan perisian koswer pembelajaran ini dapat membantu bakal-bakal guru
dan guru-guru Sejarah dalam mewujudkan suasana pembelajaran yang aktif dan menyeronokkan.
Kata Kunci : perisian koswer, sejarah, bahan bantu mengajar
Pendahuluan
Dalam meniti arus kemodenan kini penggunaan Teknologi Maklumat dan Komunikasi (TMK) di
Malaysia semakin berkembang pesat ibarat cendawan tumbuh selepas hujan. Pelbagai perubahan telah
berlaku contohnya seperti penciptaan teknologi yang dapat membantu memudahkan kehidupan
seharian. Tidak terkecuali juga dengan perubahan dalam sistem pendidikan dek kerana kecanggihan
teknologi masa kini. Perubahan dalam sistem pendidikan ini dapat dilihat melalui penggunaan kaedah
pembelajaran berasaskan penggunaan teknologi maklumat. Pendidikan pada era teknologi maklumat
dan moden ini perlulah diselaraskan dengan keperluan dan kehendak semasa. Penggunaan teknologi
dalam pendidikan telah memberi perubahan kepada corak pendidikan yang lebih mandiri iaitu
pengajaran dan pembelajaran yang boleh dilakukan pada bila-bila masa, berlaku di mana-mana sahaja
dan oleh sesiapa sahaja. Penggunaan teknologi maklumat juga boleh dijadikan sebagai salah satu bahan
bantu mengajar (BBM) untuk guru-guru. Proses PdP yang menggunakan bahan bantu mengajar (BBM)
sangatlah memberi kesan yang positif kepada diri pelajar.
Penggunaan koswer dalam pengajaran dan pembelajaran adalah untuk membantu pelajar belajar dengan
lebih terancang. Koswer membolehkan pelajar mengawal isi pembelajaran yang hendak dipelajarinya.
Tambahan pula, pembelajaran menggunakan koswer juga membolehkan pelajar untuk mengikut arahan
dan panduan yang terdapat dalam koswer, mempelajari bahan-bahan pengajaran melalui panduan bahan
bercetak atau perisian komputer. Pembelajaran menggunakan bahan multimedia seperti koswer ini
232
berkebolehan untuk menyediakan pengajaran berdasarkan kebolehan pelajar. Bukan itu sahaja, dengan
bantuan koswer juga, pelajar berpeluang untuk mengulang kaji sesuatu topik atau isi pelajaran pada bila-
bila masa sahaja.
Kandungan
Koswer Sejarah: Tokoh Pemimpin Tempatan Menentang British ini dibangunkan bertujuan untuk
mengenal pasti sama ada penggunaan koswer dapat menarik minat generasi muda untuk lebih
mengetahui tentang perjuangan pemimpin tempatan terutamanya dalam kalangan pelajar. Melalui
koswer ini pelajar akan mengetahui tentang tokoh-tokoh pejuang tanah melayu yang berjuang
menentang penjajah British. Kepentingan pembangunan koswer ini adalah bagi menjadikan proses
pengajaran dan pembelajaran lebih aktif serta mewujudkan suasana pembelajaran yang menyeronokkan.
Koswer ini juga dapat membantu guru mempelbagaikan proses pengajaran dan tidak hanya tertumpu
kepada teknik penerangan sahaja. Selain itu, penggunaan koswer ini juga dapat mempertingkatkan
kualiti pengajaran dengan menggunakan pelbagai kemudahan teknologi pada masa kini. Dengan isi
kandungan koswer yang lengkap tentang dua orang tokoh pemimpin tempatan, proses pengajaran dan
pembelajaran akan menjadi lebih efektif dan pelajar akan lebih mudah untuk memahami tentang tajuk
ini berbanding dengan pembelajaran secara tradisional.
Koswer membantu pelajar untuk belajar dengan cepat berbanding kaedah tradisional kerana pelajar
dapat mengawal pembelajaran berdasarkan kemampuan dan keperluan pelajar. Tambahan pula, koswer
adalah merupakan platform yang dilengkapi dengan nota, video pengajaran, kuiz, dan latihan
pengukuhan untuk mengukur kefahaman pelajar tentang topik yang diajar.
Rajah 1 : Antaramuka Halaman Masuk Koswer
Rajah 2 : Antaramuka Halaman Pengenalan
Koswer
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Rajah 3 : Antaramuka Halaman Utama Koswer
Rajah 4 : Antaramuka Halaman Panduan
Rajah 5 : Antaramuka Halaman Pilihan Tokoh
Rajah 6 : Antaramuka Halaman Tokoh
Rajah 7 : Antaramuka Halaman Kuiz
Rajah 8 : Antaramuka Markah Kuiz
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Rujukan
Faizah Binti Ja’apar (2017) Bahan Bantu Mengajar (BBM) dalam pengajaran dan pembelajaran (P&P)
di sekolah menengah kebangsaan (SMK) Daerah pontian. Fakulti Pendidikan Teknikal dan
Vokasional Universiti Tun Hussein Onn Malaysia.
Rohani M.M Yusoff, Ahmad Shaharil Jamaludin & Abda Hamida D.Abdul Hameed. (2015). Tahap
Kesediaan Pelajar dalam Penggunaan Teknologi, Pedagogi, dan Kandungan (TPACK) dalam
Pembelajaran Kurikulum di IPT. Proceeding of the 3rd International Conference on Artificial
Intelligence and Computer Science (AICS2015), 12 - 13 October 2015, Penang, MALAYSIA. (e-
ISBN 978-967-0792-06-4).
Nurul Syaida Md Zuki & Fariza Khalid (2016). Penggunaan Aplikasi Web 2.0 dalam pendidikan Abad
ke 21. Pendidikan Abad ke-21: Peranan teknologi maklumat dan komunikasi serta cabarannya
Bangi: Fakulti Pendidikan UKM.
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STRATEGY TO IMPLEMENT COOPERATIVE LEARNING IN ASYNCRONOUS ONLINE
CLASSES USING E - LEARNING PLATFORM
Zaharah Johari*, Mastura Shafinaz Zainal Abidin and M. Fairus M. Yusoff
School of Electrical Engineering, Faculty of Engineering Universiti Teknologi Malaysia, 81310 UTM
Johor Bahru, Johor
*zaharahj@utm.my
Noraini Ibrahim
School of Computing, Faculty of Engineering Universiti Teknologi Malaysia, 81310 UTM Johor
Bahru, Johor
Fatin Aliah Phang
Center for Engineering Education and School of Education, Faculty of Social Science and Humanities
Universiti Teknologi Malaysia, 81310 UTM Johor Bahru, Johor
Highlights: A design of emergency remote teaching and learning during COVID – 19 pandemics must
be facilitated with cooperative learning activity to maximized student participation and engagement for
asynchronous online classes. In this teaching and learning innovation, the learning management system
(LMS) call e - learning is used to implement the strategy for students to solve tutorials on electronic
circuits and systems. The Jigsaw technique is used to get the learners to be involved in finding solutions
for the tutorial problems given which are related to design and analysis of electronic oscillators and
voltage regulator systems. Before they can upload their solutions in the database module in the E –
learning system, the learners conducted discussions through asynchronous communication platforms.
Quantitative data shows that a majority of the learner strongly agreed that collaborative learning to solve
problems in group and virtual gallery walk in the database module are helpful for them to do revision
and ask questions to experts. The qualitative data also revealed that the learners found more learning
benefits after solving the task in-group. This teaching and learning strategy will benefit both instructor
and leaners for implementation of asynchronous online classes.
Key words: asynchronous class, cooperative learning, online learning, student centered learning
Introduction
The recent COVID-19 outbreak brings new educational environment particularly on the delivery of
teaching materials. Therefore, instructors need to be more creative in facilitating the learning, may it be
synchronous or asynchronous, by providing motivating activities in a cooperative way. Cooperative
learning (CL) is defined by Johnson & Johnson (1987) as an instructional method that uses small groups
for the learner to work together for maximizing their learning. The construction of knowledge using CL
involves five principles which are positive interdependence, individual accountability, face-to-face
interaction, interpersonal skills, and group processing (Johnson & Johnson, 1998). A number of studies
have shown the impact of CL on electrical engineering students. For example, Millymaki (2012) noted
an improvement in learning motivation after implementing CL to advanced electrical engineering work.
Thus, implementing CL for online learning is expected to positively impact students’ learning
motivation. This paper presents a strategy on implementing CL for asynchronous online classes to solve
tutorial problems related to electronic circuits and system analysis using activities in e – learning
database module. E- learning database module is a virtual platform that is used for management of course
content as well as synchronous or asynchronous collaboration platform.
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Methodology
The online CL presented here is implemented to 3rd year engineering students at Universiti Teknologi
Malaysia taking electronic circuits and systems course. This is a service course to non–electrical
engineering students. To realize the online CL using jigsaw technique, the students were divided into 4
groups with 7 members each. 7 sets of tutorial questions were set by the instructor. Each question was
assigned to one member in the group who would be the expert for that question. The expert for the same
question would meet up online to discuss and prepare the solution. The solutions were then uploaded to
e – learning database. Once all the experts have uploaded the solutions, a virtual gallery walk was
conducted for them to read all the solutions of all the questions. Asynchronous discussion between group
members happened inside using the comment area for each question. The instructor will also visit the
database to assist learner and clarifying their doubt.
Result and Discussion
To answer the research questions, the perception of students after this activity was gathered using
questionnaire at the end of the semester. There is close-ended questions and open-ended question about
the learner perception doing this activity. Figure 1 displays the result showing the student satisfaction
about this activity to solving the tutorial questions cooperatively. From Figure 1, 62.5% strongly agreed
that the solutions collected from this activity were helpful for them to do revision. The qualitative data
indicated student learning motivation as shown in Table 1. The discussion was also helpful for the
students to understand the subject matter better. This kind of activity to solve tutorial questions enable
the learners to familiarize themselves with different types of questions. Apart from that, the learners
found it helpful during revision because they can study at their own pace. The online CL strategy
presented here is effective with proper design and planning. It can also be implemented during
synchronous class using breakout rooms.
Figure 1: Percentage of student agreement about solving the tutorial questions cooperatively
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Table 1: Sample of Student Excerpt Indicating Improvement in Learning Motivation
Student
Reflection Excerpt
S1
“it helps me to review the lesson content, and the discussion with my
friends regarding the solution was great”
S4
“it is great because it allows us to master many types of questions”
S7
“we can discuss any problem with the group and it also encourage us
to spend some time to learn
S12
“give us expertise on the question and we able to explain it to our
friends”
S15
“help me a lot for better understanding”
Conclusion
This paper provides some insight on the implementation of asynchronous online cooperative learning using
e – learning database to solve tutorial questions about oscillation and voltage regulator system. This
strategy is found to motivate the learners as they can use the solutions provided by the expert members of
their group to study during revision at their own pace. The jigsaw technique helps the learners to be more
accountable in their learning. This asynchronous online CL can also be used for synchronous online
classes.
Acknowledgement
The authors would like to thank Universiti Teknologi Malaysia for providing excellent online teaching and
learning resources.
References
Johnson, D. W., & Johnson, R. T. (1987). Learning together and alone: Cooperative, competitive, and
individualistic learning.
Prentice- Hall, Inc.
Johnson, D. W.; Johnson, R. T.; Smith, K. A (1998). Active Learning: Cooperation in the College
Classroom, (2nd ed.); Interaction Book: Edina, MN.
Myllymaki, S. (2012). Cooperative Learning in Lectures of an Advanced Electrical Engineering Course.
The International Journal of Electrical Engineering & Education, 49(2), 146–156.
https://doi.org/10.7227/IJEEE.49.2.5
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INTEGRATING ONENOTE INTO ONLINE LEARNING: INTERACTIVE MOBILE
CLASSROOM
Nurul Izyan Mat Daud, Fatihah Mohd, Nur Ain Ayunni Sabri, Noor Raihani Zainol
Faculty of Entrepreneurship and Business, Universiti Malaysia Kelantan, Kota Bharu,
Kelantan, Malaysia izyan.md@umk.edu.my; fatihah.m@umk.edu.my; ayunni.s@umk.edu.my;
raihani@umk.edu.my;
Azila Jaini
Faculty of Management and Business, Universiti Teknologi MARA, Segamat, Johor, Malaysia
azilajaini@uitm.edu.my
Highlights: The purpose of this study is to implement OneNote as an interactive mobile classroom.
OneNote is practically useful for quantitative courses as it offers a friendly layout. With OneNote,
instructors can write down ideas, equations, tables, graphs, calculation steps etc. It also can be integrated
with the mobile devices. The process of communicating for quantitative courses are challenging in
digital form. Therefore, this application is one of the tools that effectively support the instructors in
teaching and learning. Hence, the language of mathematics, statistics, finance and accounting can assist
the instructors to deliver the information effectively.
Key words: OneNote, mobile classroom, interactive online learning, quantitative course.
Introduction
Nowadays, digital technology has become an integral part of teaching and learning process. Digital
devices and applications could support and assist academicians in online teaching and learning. Despite
of numerous of apps has been created but the Instructors still finds difficulties in delivering the
information especially the subjects that involve calculating proses such as mathematics, statistics,
finance and accounting. These subjects are called quantitative courses. In fact, the information cannot
be delivered optimally during online class since it has limited interaction between instructors and
students. To cater this problem, the implementation of OneNote is a good approach so that both
instructors and students can have interactive mobile classroom (Patchigalla, 2019).
Description of Approach
OneNote is one of the tools that help the engagement of both instructors and students in teaching and
learning. It is very convenient as it can be access on any device anywhere at any time than conventional
class. According to Salman (2014), OneNote becomes one of the most powerful tools for assisting
instructors and students to move away from a traditional approach to teaching and learning. In addition,
the Covid-19 pandemic has caused disruptions to traditional face-to-face classroom teaching and
learning. Therefore, the implementation of OneNote is very helpful as it can enhance the online class
performance by assisting the instructors to deliver the information in very attractive and efficient.
Figure 1 shows the implementation of OneNote application during online class in order to enhance the
interactivity of mobile classroom. An instructor conducts an online class using OneNote integrating
with mobile devices that comes with pen-like stylus such as graphics tablet. Carrillo et al., (2013)
studied the implementation of graphics tablet in second year thermal engineering teaching. Result
showed that graphics tablet is the most appreciated teaching tool. With the help of mobile devices, it
enables instructor to hand-draw images, animations and graphics, with a pen-like stylus, similar to the
conventional method, a person draws images with a pencil and paper. Thus, it is no longer constricted
by the keyboard. These two well-combinations technologies are practical and convenient online
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platforms to be used by instructors to teach the quantitative courses. Hence, the calculation steps can
be shown clearly and effectively. Therefore, the teaching and learning process is done efficiently as
similar as it is done using traditional blackboards. Students can also exactly see the information written
by the instructors on the screen. As a result, it can increase the concentration of students because it is
like a conventional classroom environment.
Students
Figure 1: Interactive Mobile Classroom
The Advantages of OneNote
OneNote is functionally used as a digital platform to conduct a synchronous as well as asynchronous
mobile classroom. The instructors can easily write the learning and teaching materials conveniently.
Both instructors and students can easily store and access the files anytime, anywhere so that the
information distribution become more flexible. Interestingly, the teaching and learning process become
more attractive because this application offers lots of features. The teaching materials can be designed
according to instructors’ preferences such as by creating sections to organize the notes and activities.
OneNote also offers the various types of file attachments such as word, pdf, excel, and PowerPoint
slides. Another advantageous offered by OneNote is attractive graphics materials such as tables, graphs,
colors, texts, images. Thus, the instructor can easily add graphics, links to content, recording videos and
audios during the class session. The process of calculation in quantitative courses can be clearly shown
as it offers friendly equations button. With the advancement of technology, OneNote is easily applied
to mobile devices, so that the instructors and students can interact each other at anytime and anywhere.
Indirectly this platform can be called as an interactive mobile classroom.
Innovation Impact
Table 1 indicates the result of students’ acceptance test of OneNote in online class of Business
Mathematics. Overall, all student agreed that it improved their understanding of problem-solving
activities.
Table 1: Result of User Acceptance Test (UTAUT)
No.
Criteria
Yes
(%)
No (%)
1
Usability awareness
80.6
19.4
Instructor
Interactive Mobile
Classroom
OneNote’s Features
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2
Suitability awareness
88.9
11.1
3
Alternative on Mathematical Communication.
97.2
2.8
4
Friendly layout
91.7
8.3
5
Easily understand math-based solutions
88.9
11.1
6
Improves understanding of problem-solving
activities
100
0
7
Increases confidence
86.1
13.9
8
Improves the quality of online learning
97.2
2.8
9
Simply to communicate mathematics
97.2
2.8
10
Practical for synchronous online learning.
97.2
2.8
Mean
92.5
7.5
Acknowledgement
The authors fully acknowledged Centre for Academic Excellence and Development, Universiti
Malaysia Kelantan for the supports which makes this research viable and effective.
References
Carrillo, A., José, M. C., Fernando, D., & Eduardo, R. (2013). Graphics Tablet Technology in Second
Year Thermal Engineering Teaching.
Journal of Technology and Science Education, 3(3), 102-112.
Patchigalla, P. (2019). A Critical Evaluation of the Implementation of Microsoft OneNote class
Notebook at one New Zealand Secondary school.
Salman, I. S. (2014). OneNote in education: An Effective Way to Enhance Approaches of Teaching and
Learning in Classroom.
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MYURUS
Muhammad Faris Bin Mohd Fauzi
Universiti Pendidikan Sultan Idris, Perak, Malaysia
farisfauzi910@gmail.com
Nor Zuhaidah binti Mohamed Zain
Universiti Pendidikan Sultan Idris, Perak, Malaysia
norzu@fskik.upsi.edu.my
Nor Masharah Husain
Universiti Pendidikan Sultan Idris, Perak, Malaysia
masharah@fskik.upsi.edu.my
Highlights: MyUrus is a site that shows, represents and serves as a self-management system to help
the communities that have a control self-management problem issue. The system provide
multifunction platform and system that more kind of self-management platform for the communities
during in their daily life. The purpose of this project is to develop an interactive system that help to
assist time management and self-management such as system reminder, latest news, BMI calculator,
relaxing song and wisdom quotes. In addition, in current days, Covid-19 pandemic a little bit have
influenced in restricting communities to manage their time because the new norm have restrained
people from doing their routine. As a result, communities find it difficult to manage time and
themselves. Through MyUrus, we can see self-management is important to prevent the lack of skill
in managing their lives.
Keyword: Urus, self-management, system, management skill.
Introduction
In this time of pandemic, we face various problems that arise due to the existence of this Covid-
19 disease. Therefore, we need to take new measures or new norms to prevent the addition and also
the tolerance of Covid-19 disease is spreading. Self -management is a technique that involves the
rational use of temporary resources (also called time management). This technique allows achieving
the best results at lower loads. We also talked about the use of efficient methods that save resources.
If you take into account the goal of self -management, then it is to maximize the use of all available
resources and reduce the time spent on the implementation of certain operations.
Self -management is a technique that involves the rational use of temporary resources (also called time
management). This technique allows achieving the best results at lower loads. We also talked about
the use of efficient methods that save resources. If you take into account the goal of self -management,
then it is to maximize the use of all available resources and reduce the time spent on the
implementation of certain operations among the functionality in MyUrus website is reminder system.
Next, user also have an access to view the latest news if their want to know the breaking news. User
also can view the wisdom quotes if they want and at all news in latest news and quotes in wisdom
quotes have a link that will bring the user to the website that show the data or information detail.
Furthermore, user also can calculate their BMI using the weight and height. After the calculation
complete, the website will show the user the advice that already insert by admin following their user
level of BMI. On top of that, user also can view and play the music that already insert by admin. So
he or she can relaxing and enjoy the song. Finally, the user can view the contact, info and send the
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feedback at the homepage as a guest. Figure 1 shows the homepage of MyUrus.
Figure 1: MyUrus Homepage
Engaging communities to the online self-management is among the keys to ensuring that communities in
nowadays, always using their phone. In fact, totally human using their phone in a day is 9 hours. That why
we need to develop an interactive website to help the communities manage their self. Besides, an interactive
website will attract users to come back to the website. It is because, an interactive website allows users to
interact and automate each visitor’s experience. Designs should consider how to inspire and entice
customers about products and services. Let them experience it first hand with games, videos or audio that
inspire them to continue the experience. An interactive website also is when you allow your visitors to do
something and gets a unique response back in regards to what was triggered. Interactive websites attracts
more visitors and to be more engaged with the website. As they become more engaged, their trust and
interest grows, they will more likely become a paying customer.
We will make a quick research before all comes down to begin thinking about design, development or
anything else by making some websites as references to come up with ideas. Figuring out the best ways we
can deliver information to the user. This website management system is very important to the students
because it helps the students to manage various things such as the time that the students will spend. Among
the functions created in the self-management website system called MyUrus is, reminder facilities provided
so that students do not forget important things. Next, the Body Mass Index (BMI) calculation facility is also
given to students in order to ensure that the body remains healthy and fit, as the saying goes "healthy body,
fit brain". Finally, in this system is also provided, new news and also information about learning so that
communities do not miss the new facts.
The methodology used for this project is Waterfall Methodology. Waterfall methodology is all about
structure and moving from one phase to the next, so breaking your project into milestones is a key to
any waterfall plan. In the Gantt view, create phases and milestones to break up the project. Using the
milestone feature, determine when one task ends and a new one begins.
The MyUrus system was developed based on several problems faced such as the forgetfulness of some
communities and also failure to manage time. In addition, the community also lacks the knowledge
about the latest news. Furthermore, some communities have less self -motivation and trouble filling their
free time. Therefore, the objective of the study to be achieved is to identify, develop and test the MyUrus
system in order to solve community problems in the future.
Important to Education Purpose
This MyUrus website system has many objectives as it is built to help the community in self and time
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management. In addition, MyUrus is also built in line with the latest news platforms to ensure that
users can increase their knowledge on current issues. Finally, MyUrus also helps the community to
increase the spirit or self -motivation of people who face the problem in lack of self -motivation or
depression.
Advantages
The advantages or benefit to communities from the system are attractive design, informational and
relevant content. The system will give a permission to user to view all the content in MyUrus website
that already provided such as latest news, wisdom quotes and relaxing music. The unique from this is
the user can play the song that have in MyUrus website. However, admin can delete, update and upload
the song whatever he or she want. Other than that, MyUrus website also provides the feedback section,
so the guest or user can give their feedback and comment about this website. Besides, every feedback
that already send from guest or user to admin will appear to feedback section in admin menu. So admin
can view all the feedback and admin can upgrade or renovate the website to the better performance.
Commercial Value
Users have free access to the MyUrus website, which they can use for free. The system is user-friendly,
and the background design is interactive, which can entice users to use the website. This website
platform offers online courses and materials to students of all ages. The system provided an easy and
quick tool for accessing the system from anywhere and at any time by using your phone, tablet, or
computer online via any web browser such as Google Chrome, Mozilla, and Internet Explorer.
MyUrus can also be accessed by Android, Windows, MacOS, and iOS users. This web-based platform
uses adaptive learning technology to deliver personalised educational content. There are now many
educational websites that receive a large number of visitors who return on a regular basis to study
online.
Acknowledgement
We would like to thank Department of Student Affairs and Alumni, Universiti Pendidikan Sultan Idris
for funding our participation in IUCEL 2021.
References
Chari, K., & Agrawal, M. (2018). Impact of incorrect and new requirements on waterfall software
project outcomes. Empirical Software Engineering, 23(1), 165-185.
Daud, M.H., Ramli, A.S., Abdul-Razak, S. et al. (2020). The EMPOWER-SUSTAIN e-Health
Intervention to improve patient activation and self-management behaviours among individuals
with Metabolic Syndrome in primary care: study protocol for a pilot randomised controlled
trial. Trials 21, 311. https://doi.org/10.1186/s13063-020-04237-x
Lorig, K. R., & Holman, H. R. (2003). Self-management education: history, definition, outcomes, and
mechanisms. Annals of behavioral medicine, 26(1), 1-7.
Othman, M., Mohd Halil, N., Mohd Yusof, M., Mohamed, R. and Abdullah, M.H.A. (2018).
Empowering self-management through m-health applications. MATEC Web of Conference, Vol.
150. DOI: https://doi.org/10.1051/matecconf/201815005018
Van Soest, D., Canon, R., & Grant, D. (2000). Using an interactive website to educate about cultural
diversity and societal oppression. Journal of Social Work Education, 36(3), 463-479.
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APPLICATION OF GAME-BASED LEARNING IN MULTIPLE-CHOICE CONTROL
STRUCTURES
Muhammad Syazwan bin Mohd Januri
Universiti Pendidikan Sultan Idris, Tanjung Malim, Perak, Malaysia
Vilvamalar D/O Batumalai
Universiti Pendidikan Sultan Idris, Tanjung Malim, Perak, Malaysia
vilvamalar_malar@yahoo.com
Noor Anida Zaria binti Mohd Noor
Universiti Pendidikan Sultan Idris, Tanjung Malim, Perak, Malaysia
anidazaria@fskik.upsi.edu.my
Nor Zuhaidah binti Mohamed Zain
Universiti Pendidikan Sultan Idris, Tanjung Malim, Perak, Malaysia
norzu@fskik.upsi.edu.my
Highlights: Multiple Choice Control Structures is one of the topics in syllabus of Basic of Computer
Science Form One. A game-based learning of this topic is to help teachers in teaching and learning
session as well as students in understanding the topic of Multiple-Choice Control Structures. It can be
used by the educators as a teaching tool since Multiple Choice Control Structures is applied in most
syllabus of Computer Science in school where the teachers and students can achieve the learning
outcome better.
Key words: game-based learning, multiple choice control structures.
Introduction
Application of Multiple-Choice Control Structures is a topic in Form One syllabus for Basic of
Computer Science (Asas Sains Komputer) subject. Based on this topic, the learning outcome should
be the situation students can implement the multiple-choice control structures in creating a game.
Nevertheless, most of the students failed to implement it based on the topic above. Teachers play an
important role where the topic taught to students has achieved its learning outcomes. Hence, teaching
aids are very vital in order to deliver the knowledge better. Game-based learning is very approachable
in 21st century because it enhances the students interests actively. Game-based learning (GBL)
positively affects knowledge acquisition, motivation, and engagement (Perrotta, Featherstone, Aston,
and Houghton, 2013). Interactive, engaging, fun, immersive, personalized learning, and reliable
assessment allow learner to participate actively and continuously in learning (Ansari et al., 2014), thus
improve learning outcomes.
Product Development
Application of Multiple-Choice Control Structures with gamification developed based on Agile
Development which consists of six phases. The software used to develop the game is Tynker. Tynker
is a tool which can be learnt to code by “click and drag blocks”. It is a basic step to learn code and it is
suitable for school students to learn. Based on the topic, six game have been created from simple to
intermediate level based on the learning objective and student’s level in order to understand the game.
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A website is created using wix.com to navigate the teaching aids in one platform. The other teaching
aids that have been developed are quizzes based on the six games created, short notes for the students
and notes for the teachers to be used when teaching and learning sessions by downloading the
Powerpoint. Quizzes are created in “Kahoot” because it is a good quiz creator which helps in teaching
and learning sessions and enhance the significance of 21st century learning.
Background of the project
Changes experienced since the creation of the European Higher Education Area have generated new
educational formulas geared towards active and dynamic learning designs and teaching methods that
are student-centered and linked to the availability and use of technologies that can be integrated into
the classroom. Some teachers and education policies interested in introducing innovative strategies
have not hesitated to add video games to the long list of possible tools and resources (Gómez 2014).
The NMC Horizon Report: 2014 Higher Education Edition (Johnson et al. 2014) identifies the
emerging technologies that are bound to have a significant impact on learning, teaching and creative
thinking in higher education. Therefore, a game-based learning is created to students in order to
increase their understanding for the respective content learning and interweave learning activities to
make it enjoyable and educationally effective at the same time and as teachings aids to the teachers.
Importance to education
Acting as a teaching tool for teachers.
Encourage the teachers to enhance the application of 21st century learning in teaching and learning
sessions.
Commercial Value
The game and the website can be sold to educators, learners and companies that are interested in using
this product in learning session.
References
Ansari, N., Parikh, N., Narvekar, A., Phatapekar, M. and Yadav, A. (2014). GamEd - Learning Data
Structure Algorithm using Computer Game. IOSR Journal of Computer Science, 1, pp.62-67.
Gomez. (2014). The NMC Horizon Report: 2014 Higher Education Edition. Retrieved from
https://www.academia.edu/5936613/The_NMC_Horizon_Report_2014_Higher_Education_Editi
on
Johnson, L., Adams, S., Estrada, V., Freeman, A. (2014). NMC Horizon Report: 2014 Higher,
Educationth edn. The New Media Consortium, Austin
Perrotta, C., Featherstone, G., Aston, H. and Houghton, E. (2013). Game-based Learning: Latest
Evidence and Future Directions (NFER Research Programme: Innovation in Education). Slough:
NFER.
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LEARNING FINANCIAL MANAGEMENT USING JAMBOARD, CALCULATION AND
MODEL WILL NO LONGER BE BORED
Ruzanifah Kosnin
Universiti Malaysia Kelantan, Kota Bharu, Malaysia
ruzanifah@umk.edu.my
Siti Salina Saidin, Suchi Hassan, Ahmad Fahme Mohd Ali, Naziatul Aziah Mohd Radzi
Universiti Malaysia Kelantan, Kota Bharu, Malaysia
salina.s@umk.edu.my; suchi.h@umk.edu.my; fahme.ma@umk.edu.my; aziah.mr@umk.edu.my
Highlights: Teaching and learning that involve mathematical calculation and modeling such as
mathematic, economic and finance require the use of a whiteboard to engage and help students
understand better. However, the COVID-19 pandemic has affected traditional teaching and learning
activities where the use of physical whiteboards no longer applicable. Therefore, Google Jamboard Web
is one of the most effective tools for drawing and writing online that replicate physical whiteboard. It
works even better since students and lecturers can collaborate during class and teaching materials in the
jams can be shared through pdf documents. Thus, this study assesses the effectiveness of Jamboard
application on Financial Management course among students of the Faculty of Hospitality, Tourism,
and Wellness in University Malaysia Kelantan.
Keywords: collaborative learning, financial management, Google Jamboard, online
whiteboard, calculation
Introduction
The spread of the COVID-19 virus forced the university to explore simple, effective alternative ways to
rapidly turn the current type of face-to-face lectures into online meetings. Therefore, one of the best
solutions for the force-significant scenarios using free software and services is Google Jamboard App.
Jamboard is an immersive smartboard where educators and students can collaborate on a virtual
whiteboard to make drawings or share ideas. Jamboard used in explaining financial calculation during
tutorial using asynchronous teaching approach received positive feedback from students. Jamboard as
teaching tools for Financial Managament may increase student engagement and boost learning
performance, thus, improve student's results, but it must be used with a clear focus on essential content.
Content
Google Jamboard functions as an interactive smartboard where lecturers and students can work together
on an online whiteboard to create sketches, brainstorm ideas and answer questions. In Jamboard web
application, lecturers can write, and draw using a stylus with several different colors, insert images, drag
and resize text and images. Lecturers can share the jams in synchronous online class and ask students to
collaborate. Or share the class materials in the jams for asynchronous class. Up to 50 students can
collaborate and work on a jam at one time.
Google Jamboard web provide several advantages for online teaching especially on the layout of the
screen with a small toolbar on the left side to reduce distractions, ability to create multiple pages inside
a single jam, and enables others to get feedback on their work in a smoother, more dynamic interactive
environment. Additionally, Jams can be downloaded as PDF documents and together with the Jam, links
can be uploaded to the classroom course materials at the end of each lecture. Example of a page on the
Jam is shown in Figure 1.
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Figure 2: Example of a page in a Jam for Financial Management tutorial
Jamboard web app had been used as teaching enhancement tools for Financial Management course for
students in the Faculty of Hospitality, Tourism, and Wellness (FHPK) during Movement Control Order
(MCO). Using both synchronous and asynchronous method for teaching and learning this subject,
lecturer recorded her lessons consist of two-hour lecture and one-hour tutorial class per week. This
course consists of 9 chapters with 6 calculation chapters. A drawing pad and a stylus pen are used for
the ease of using the Jamboard app. Ability to draw on top of the picture enables the lecturer to show
students what to look for when solving a problem.
Using Jamboard in financial management class received positive feedback from the students for few
reasons. First, because it resembles traditional whiteboard where the lecturer can easily explain the
calculation step by step. Secondly, multiple pages allow solutions for several problems to be conducted
without deleting the previous one. Finally, students able to repeat learning through the PDF documents
and recorded videos to fully understand the tutorials and able to do the calculation by themselves.
The effectiveness of using Jamboard reflected in the better achievement for the students during MCO
compared to face-to-face teaching without Jamboard. Figure 2 shows the comparison between the
overall grade in semester September 2019 (245 students) prior to online class and semester February
2020 (279 students) where online class is using Jamboard web app. This is in line with several studies
that show a positive connection of interactive whiteboard usage with student achievement (Marzano,
2009; Ng et al., 2020; Smith et al., 2006). Jamboard as teaching tools could enhance student engagement
and improve student's result on condition that lecturers provide a quality content.
Google Jamboard web app is not only useful for teaching and learning enhancement but also for
collaborative and interactive business meetings and training. Jamboard can enhance learning for various
other courses besides mathematical and calculation subjects. While businesses can add value by
improving meeting culture, engaging remote staff, and improving cost since the app is available for free.
Figure 3: Comparison of Financial Management student performance in semester September 2019 and
Februari 2020
248
Acknowledgement
We are entirely grateful to the immense and continuous motivation from Universiti Malaysia Kelantan
for allowing us to conduct this study. We would also like to acknowledge the Faculty of Hospitality,
Tourism and Wellness and the intensive support from the Center for Academic Excellence and
Development (PKPA) of Universiti Malaysia Kelantan for support and feedback on all activities from
the beginning to the end of the study.
References
Marzano, R. J. (2009). Teaching with Interactive Whiteboards. Educational Leadership, 67(3), 80–83.
Ng, O. L., Ting, F., Lam, W. H., & Liu, M. (2020). Active Learning in Undergraduate Mathematics
Tutorials Via Cooperative Problem-Based Learning and Peer Assessment with Interactive Online
Whiteboards. Asia-Pacific Education Researcher, 29(3), 285–294.
Smith, F., Hardman, F., & Higgins, S. (2006). The Impact of Interactive Whiteboards on Teacher-Pupil
Interaction in the National Literacy and Numeracy Strategies. British Educational Research
Journal, 32(3), 443–457.
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IMMERSIVE VISUALISATION OF PYTHON CODING USING VIRTUAL REALITY
Abdulrazak Yahya Saleh
FSKPM Faculty, University Malaysia Sarawak (UNIMAS),
94300 Kota Samarahan, Sarawak, Malaysia
ysahabdulrazak@unimas.my
Goh Suk Chin, Mohd Kamal Othman, Fitri Suraya Mohamad & Chwen Jen Chen
FSKPM Faculty, University Malaysia Sarawak (UNIMAS),
94300 Kota Samarahan, Sarawak, Malaysia
Highlights: Virtual reality” (VR) is the evolution of the computer science field which combines the real-
world and computer-generated data (Leeming, 2018). Numerous virtual reality projects have been
applied into the education system to ease and create more realistic learning environment for the students
(Yang, 2014).
This project is mainly focusing on teaching and learning basic Python coding skills for university
students who are struggling to learn coding. The VR environment is implemented to create an alternative
platform for university students to learn basic Python coding skills and apply them into their real-life
situations. The project findings show superior results compared to traditional methods.
Key words: Immersive Virtual Reality, Education, Programming Learning.
Introduction
Over the past decade, virtual reality (VR) technology is no longer a strange term and it is widely studied
by many researchers (Alexander, Westhoven, & Conradi, 2017; Freina & Ott, 2015; Tieri, Morone,
Paolucci, & Iosa, 2018) in various aspect. “VR is the biggest brain tool that we have”, says Kevin Kelly,
founding editor of Wired magazine. An artificial environment created by this emerging technology is
immersing into many fields especially education and training (Hirt & Beer, 2020). For instance, VR can
be used in medical studies to help the students for better understanding in the structure of the human
body or in scientific studies to facilitate the scientist for research analytics.
The main goal of this study is to develop a mobile VR application to conduct basic Python coding skills
for the students. Thirty students aged from 18 to 22 are invited to participate in this research. Unity 3D
is used as the application development tool with Mobile Application Development Lifecycle (MADLC).
The developed VR application is employed using Google cardboard to create immersive VR experience.
Usability test, hypothesis test, presence questionnaire (PQ) and system usability scale (SUS) are utilized
for evaluation of the study.
Background of the project
Well-known information is that there is significant progress in technology, and programming is one of
the main factors that make evolution possible. Based on the statistical analysis done by Emsi which is a
labor market insight company from January 2016 until February 2017, there were 115,058 software
developer recruitments each month, but the average monthly hires were only 33,579 people (Hyndman,
2017) which is only fill up around 30% of the job posting. This result indicated that the demand for
software developers is outweighing the supply. Therefore, programming knowledge is becoming crucial
in pursuing a related career. Apart from disciplines like Computer Science, many of the courses offered
in the university started to include programming as one of the optional or core modules for
undergraduates as well.
A research done by Chandramouli, Zahraee, & Winer (2014) is using VR platform to conduct the
programming lecture to the engineering students aiming to motivate them in learning programming. The
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results show that the 3D visual approach in VR learning helps undergraduates to resolve the inherent
barriers that may be encountered due to the lack of logic and complexity in learning programming. This
approach inspires them to master and analyze programming using real-world examples as well as game-
oriented instructions. Overall, the performance of the participated undergraduates in the programming
related course has been enhanced.
This research work presented in this paper focuses on design, development of system that allow the
student to learn programming languages through immersive VR. Python is chosen as the representative
case in this present work as it is one of the most demanded computational languages in 2020
(Kamaruzzaman, 2020).
Methods and Findings
Successive Approximation Model (SAM) instructional model will be used in design and development
of new media for learning the phyton coding using virtual Reality. SAM is a rapid instructional
development technique consisting of 3 phases including preparation phase, iterative design phase and
iterative development phase (Allen & Sites, 2012). The descriptions of these phases are provided in the
appendices.
The development of the virtual reality application is involving three main phases which are story-
boarding, low fidelity prototype and system development using the Unity3D software. The explanation
of each phase will be discussed in the following subtopics.
Story-boarding
A storyboard is used to create a design of the proposed system. This includes the user interfaces,
interaction and the overall flow of the system.
Low fidelity prototype
To create a low-fidelity prototype, a paper based will be used before it is transform into digital prototying
such as mockingbots and other low fidelity protyping software. The main purpose of this phase is to
create a visualisation of the environment before it can be transform into high fidelity development stage.
Researchers will incorporate the learning material to ensure it is suitable with the proposed VR design.
The design of the prototype is based on the storyboard and the available objects that can be developed
in the Unity3D software.
Virtual reality environment development
The immersive visualisation application for python coding will be fully developed using the Unity3D
software. From the earlier phase of the development until the rendering and built the application, there
are steps that need to be followed and taken. Firstly, the Unity3D application need to be set to Android-
based system developer, where the settings will fix a minimum Android version required. This also will
allow two screen view, the right and left eyes for the Google Cardboard or any VR set hardware.
The system development in the Unity3D software involved numbers of main components which are to
develop the 3D environment, which are pointer, button and interaction. The environment and model
selection are based on the availability of the asset in the Asset Store Unity3D and the compatibility of
the asset with current version of the software. The theme and selection of the objects in each component
are done by referring to the user interface guidelines to meet the need and requirement of the targeted
users.
VR application will have different features for the students to learn python. The students are able to
visualise the code in 3d and at the same time they can interactively learn about the code.
In this research, pretest-posttest design in which the dependent variable is measured once before the
implementation of developed application in learning and once after it is implemented. This design
subjects experiment likely as each participant is first tested under controlled conditions followed by
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under treatment conditions. The reason for conducting pre-test is to ensure that there is no prior
knowledge in Python programming within the group. The participants will be divided into two control
groups in which one group uses the traditional python learning method while another group implements
the VR application in python learning. Learning material given to both groups are the constant variable
of the study.
The flow of data collection procedure is shown in Figure 1.
Figure 1. Flowchart of data collection procedures.
The findings from this study proved that learning through VR has better performance compared to
traditional learning method. In hypothesis testing, VR learning method suggested more effective
learning with t_statistic value 4.992 which much larger than t_critical=2.76. There are 73% of the
participants rated above 68 out of 100 which indicated the participants are satisfied with the application
used to learn Python. In short, VR method is convenient and is a modern tool for learning at any places
as it provides good experience and interesting method for participants to learn. Further explanation is
provided in this paper to prove the efficiency of VR for the programming learning.
Acknowledgement
This work was supported and funded by Universiti Malaysia Sarawak (UNIMAS), under the Scholarship
of Teaching and Learning Grants (SoTL/FSKPM/2019(1)/001)
References
Alexander, T., Westhoven, M., & Conradi, J. (2017). Virtual environments for competency-oriented
education and training, 23–29. https://doi.org/10.1007/978-3-319-42070-7
Allen, M. W., & Sites, R. (2012). Leaving ADDIE for SAM: An agile model for developing the best
learning experiences. American Society for Training and Development.
Chandramouli, M., Zahraee, M., & Winer, C. (2014). A fun-learning approach to programming: An
adaptive Virtual Reality (VR) platform to teach programming to engineering students. IEEE
International Conference on Electro Information Technology, 581–586.
https://doi.org/10.1109/EIT.2014.6871829
Freina, L., & Ott, M. (2015). A Literature Review on Immersive Virtual Reality in Education: State of
The Art and Perspectives.
Hirt, J., & Beer, T. (2020). Nurse Education Today Use and impact of virtual reality simulation in
dementia care education: A scoping review. Nurse Education Today, 84(July 2019), 104207.
https://doi.org/10.1016/j.nedt.2019.104207
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Hyndman, M. (2017). The labor market supply & demand of software developers. Retrieved from
https://www.economicmodeling.com/2017/06/01/labor-market-supply-demand-software-
developers/
Kamaruzzaman, M. (2020, May 02). Top 10 In-Demand programming languages to learn in 2020.
Retrieved June 27, 2020, from https://towardsdatascience.com/top-10-in-demand-programming-
languages-to-learn-in-2020-4462eb7d8d3e
Leeming, N. (2018, December 21). Why embracing modern technology can improve your everyday life.
Retrieved from Now To Love: https://www.nowtolove.co.nz/lifestyle/homes/embrace-modern-
technology-in-everyday-life-with-noel-leeming-40054
Tieri, G., Morone, G., Paolucci, S., & Iosa, M. (2018). Expert Review of Medical Devices Virtual reality
in cognitive and motor rehabilitation: facts, fiction and fallacies. Expert Review of Medical
Devices, 00(00), 1–11. https://doi.org/10.1080/17434440.2018.1425613
Yang, Y. K. (2014). Effectiveness in education can be enhanced by taking full-advantage of these smart
devices and implement the e-learning contents into education system. The use of smart devices
also eases the work of providing data, methods and learning media for educator. Korea Science &
Art Forum, 15-319.
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V eARabic-KAFA: THE DEVELOPMENT OF AN AUGMENTED REALITY APPLICATION
FOR LEARNING KAFA ARABIC VOCABULARIES
Ahmad Abdul Rahman
Universiti Malaysia Kelantan, Bachok, Malaysia
ahmad.ar@umk.edu.my
Wan Ab Aziz Wan Daud2, Mohammad Taufiq Abdul Ghani3, Mohd Akashah Mohamad Yusof4,
Kamarulzaman Abdul Ghani5, Ahmad Zaki Amiruddin6, Ahmed Thalal Hassan7& Tan Tse
Guan8
2,5,6,7,8 Universiti Malaysia Kelantan, Bachok, Malaysia, 3Universiti Pendidikan Sultan Idris, Tanjung
Malim, Malaysia, 4Universiti Teknologi MARA, Shah Alam, Malaysia
abaziz.wd@umk.edu.my, taufiq@fbk.upsi.edu.my, akashah@uitm.edu.my,
kamarulzaman@umk.edu.my, ahmadzaki@umk.edu.my, thalal@umk.edu.my, tan.tg@umk.edu.my
Highlights: ARabic-KAFA is an augmented reality application designed and developed for the use of
both teachers and students at KAFA institutions for teaching and learning KAFA Arabic vocabularies.
This augmented reality application is a marker based tracking tool through the use of designated
flashcards. The development of this application deploys multimedia elements of 3D virtual characters,
character's sound and vocabulary pronunciation that aims at assisting students’ memory retention and
imitation of vocabulary pronunciation.
Key words: Augmented reality, Arabic language, Arabic vocabulary, KAFA
Introduction
The use of augmented reality in education has been on the rise in recent years to bring improvement in
pedagogical approach especially at the primary level. At Quranic and Fardhu Ain Class (KAFA), Arabic
language subject is one of the compulsory subjects taught at this institution. The mastery of KAFA
Arabic vocabularies among students is very important to be tackled earlier at this primary school level
in order to create a better outcome for the whole process of Arabic language teaching and learning
(Rahim, 2009).
However, issues pertaining to Arabic language proficiency among students is still poorly achieved and
this is related directly to Arabic vocabulary acquisition (Noor et al., 2016). Therefore, researchers found
that the use of multimedia technology like augmented reality for this particular purpose has a promising
potential to support students' vocabulary acquisition and their motivation to learn Arabic in a more
interactive environment as its edutainment concept promotes student’s self-directed learning (Majid et
al., 2015).
Arabic teaching and learning through augmented reality is widely used to provide a better experience
for teachers and students at various level of Arabic language education (Al-Hassan et al., 2020). Munsyi
& Aljojo (2020) supported that multimedia elements used in augmented reality that include graphics,
animation, videos, and 3D object are able to strengthen their language skills and indirectly transforming
their learning process from the memorization routine to an active learning (Elgamal et al., 2018)
In order to obtain a very impactful success from the use of augmented reality technology in KAFA
Arabic vocabulary teaching and learning, the development of a well-structured and configured
multimedia application is necessary to avoid mistakes and problems that might occur and disturb the
utilization of this augmented reality application throughout the learning process.
Content
ARabic-KAFA application is based on the design and development research which has completed 3
main phases; analysis phase, design and development phase and testing phase. Analysis phase took into
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account problems, processes, ways of operating as well as solutions for ARabic-KAFA application by
using both computer and smartphone with specific specifications. Prior to design and development
phase, a need analysis has been conducted among 285 KAFA Arabic teachers and 10 KAFA standard 5
students in Kelantan. They are in need of using Arabic vocabularies from KAFA syllabus under the
Department of Islamic Development of Malaysia (JAKIM) as the main source for teaching and learning
materials.
The design and development phase includes designing storyboard with appropriate user-interface. The
software used for the development of this augmented reality application were Unity, Vuforia, Blender,
Adobe Photoshop and Adobe Audition. Some additional features have been added to application such
as background music for main menu screen to stimulate user's stimuli through fantasy element as well
as sound for some characters that are suitable for sound effect to give an impact for student’s interest
and motivation. As this application is a marker based augmented reality, 28 flashcards are used as
markers and when the camera captured the character's image on the marker, 3D image will automatically
overlay on that particular marker. Figure 1 below illustrates the main menu screen for this ARabic-
KAFA application.
Figure 1: Main menu screen of ARabic-KAFA
For the testing phase, ARabic-KAFA application was functionally evaluated using some technical test
to assure all software functions are operating accordingly with specific functional requirements. The test
incorporates the functionality of main menu screen along with background music, audios, all clicked
buttons, angle camera scanning, camera distance to the marker scanning and lighting level for a good
scanning.
This ARabic-KAFA application has its own potential to be used widely for entire KAFA institutions
especially those under the management of JAKIM and that because of the learning materials in this
application are selected from their own syllabus. Teachers and students are the most targeted group to
gain the utmost benefit from this application as the employment of such technological tools at KAFA
institutions remain scarce and far from
Acknowledgement
We are grateful for the fundamental research grant scheme funded by ministry of higher education
(MOHE) with the support of Universiti Malaysia Kelantan.
References
Al-Hassan, H. A. A., Suad, J. H. & Ali, H. H. (2020). Augmented Reality Technology in Education. 2nd
International Scientific Conference of Al-Ayen University.
Elgamal, M., Hamada, S., Aboelezz, R. & Kreisha, M. A. (2018). Arabic Educational System Using
Augmented Reality. The Egyptian Society of Language Engineering.
Majid, N. A. A., Mohammed, H. & Sulaiman, R. (2015). The Use of Augmented Reality Application in
a Large-enrolment Class for Increasing Students’ Attention. Australian Journal of Basic and
Applied Sciences. 9(9) Special.
255
Munshi, A. & Aljojo, N. (2020). Examining Subjective Involvement on Arabic Alphabet Augmented
Reality Application. Romanian Journal of Information Technology and Automatic Control, Vol.
30, No. 3.
Noor, Z. A. M., Yusoff, N. M. R. N., Yasim, I. M. M. & Kamarudin, M. Y. (2016). Foreign Language
Vocabulary Learning Strategies in Malaysia. Creative Education, 7, 428-434.
Rahim, R. (2009). Penguasaan Perbendaharaan Kosa Kata Arab dalam Kalangan Murid Sekolah
Kebangsaan menerusi Program J-QAF: Satu Kajian Kes. Wacana Pendidikan Islam (Peringkat
Nusantara Siri ke-7). Universiti Kebangsaan Malaysia, Bangi, Malaysia.
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IPS: SOLAT KNOWLEDGE GAME
Mohamad Fakhri bin Fadzil
Fakulti Seni, Komputeran dan Industri Kreatif, Universiti Pendidikan Sultan Idris, 35900
Tanjong Malim, Perak D097029@siswa.upsi.edu.my
Nadia Akma Ahmad Zaki, Nor Masharah Husain, Nor Zuhaidah Mohamed Zain
Fakulti Seni, Komputeran dan Industri Kreatif, Universiti Pendidikan Sultan Idris, 35900
Tanjong Malim, Perak nadiaakma@fskik.upsi.edu.my, masharah@fskik.upsi.edu.my,
norzu@fskik.upsi.edu.my
Highlights: The Solat Knowledge Game (IPS) is a 3D digital game with an educational concept that
aims to expose students to the knowledge of praying. The game genre is in the form of exploration and
learning, and the game uses a 3D interface to increase students' fun and interest in playing. The
fundamental knowledge of prayer in this game can be understood and learned when students can meet
the challenges they encounter in the game. In addition to the use of interesting player characters, this
game also has advantages of different game environments and an interesting storytelling plot. This game
is also suitable for use in Islamic Education as a teaching aid.
Key words: solat knowledge, digital game, 3D game, teaching aids, Islamic education
Introduction
Islamic education is an important and compulsory subject for all Muslim students from kindergarten,
primary and secondary school. It covers Aqidah, Shariah, Morals, and general Ibadah and guidance in
daily life. The teaching and learning of Islamic Education in the 20th century is boring and
uninteresting. In line with 21st-century learning, digital games can innovate technology in education,
delivery strategies, and content learning presentation.
Today, the rapid development of various technology platforms such as personal computers,
smartphones and tablets in multiple sizes makes access to digital games increasing and widespread and
can be utilized by all ages and backgrounds (Entertainment Software Association, 2020). The game is a
structured context with certain rules that allow players to overcome challenges to achieve the ultimate
goal of victory. Digital games provide players with an engaging and motivating environment. Digital
games also allow players to learn from their own mistakes and gain experience when facing challenges
tailored to the player's competence.
The use of digital games is also becoming more widespread in various fields, including education.
Among the advantages of using digital games in education is facilitating learners' holistic
understanding, obtaining cognitive abilities, providing flexible learning, and improving learning
outcomes (Zhonggen, 2019). In addition, the use of digital games can help teachers diversify their
teaching methods to provide a learning environment that attracts students and challenges by using game
elements in learning. Thus, the use of digital games that use a 3D interface is practical and useful for
the teaching and learning of Islamic Education subjects to attract students to learn about solat.
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Content
Solat is an important foundation that needs to be learned and understood in the Islamic Education
subject. Teachers often teach solat in conventional ways, which makes students less interested and
bored. The use of technology-based teaching aids for Islamic Education subjects has begun to be
developed specifically to learn Jawi, Al-Quran, Arabic, Sirah, prayer practice, Aqidah, Hadith, and
solat. However, there are still lacking, especially in the form of 3D digital games. Therefore, IPS games
based on the 3D interface are developed to draw students into the knowledge of solat and motivate
them.
IPS is a 3D game classified as exploration and learning games. Exploratory games are used as a form of
training and environmental interactions as a key part of the game (Rego, Moreira, & Reis, 2018).
Learning games use entertainment as an added value to encourage and enhance learning training
(Hussaan & Sehaba, 2013). Through IPS games, learning about the basics of solat becomes more
interesting and fun through activities or challenges that can increase the motivation and engagement of
players.
The IPS game is aimed at users of primary school students aged seven to 12, teachers, and individuals
interested in deepening the basic knowledge of solat. The appropriate use of the platform to play this
game is via a tablet or personal computer. The game consists of three levels, with learning requirements
and different environment at each level. The setting is jungle-shaped, sea and maze. The use of various
environments will make players feel excited and arouse curiosity. In addition, the use of sound effects
and background songs also play a role in affecting the player, such as the sound of sea waves, the sound
of moving rocks, the sound of birds chirping and the sound when players play.
Players must also pass all obstacles with three lives in each level and answer the quiz to win (Figure
1). The quiz is becoming increasingly difficult, enabling players to confront the challenge of seeking
knowledge. Therefore, if players successfully meet the challenges in the game and answer the quiz
correctly, the objective of this game will be achieved.
The development of IPS games is seen as very significant nowadays, as new teaching and learning
strategies for Islamic Education subject, especially on the solat knowledge. In line with 21st-century
learning that emphasizes the use of technology in education, the production of IPS games will also
reduce students' dependency upon teachers and enable students to learn independently, depending on
their time and abilities, wherever they may be.
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Figure 1: Game interface
Commercialization potential of the product
IPS games may be marketed for use by children, teachers, teachers and primary school students. This
game also can be marketed for parents who wish to encourage their children to pray and teach them
how to pray.
References
Entertainment Software Association. (2020). 2020 essential facts: about the computer and video game
industry. In Entertainment Software Association.
Hussaan, A. M., & Sehaba, K. (2013). Adaptive serious game for rehabilitation of persons with cognitive
disabilities. International Conference on Advanced Learning Technologies, 65–69.
Maimun, A. L., Wan Nurul Syuhada’, W. H., & Mohd Isa, H. (2017). Tahap Pengetahuan Dan
Kesediaan Guru-Guru Pendidikan Islam Sekolah Menengah Di Selangor Terhadap Penggunaan
Multimedia Dalam Pengajaran Pendidikan Islam. ASEAN Comparative Education Research
Journal on Islam and Civilization (ACER-J), 1(January), 1–13.
Rego, P. A., Moreira, P. M., & Reis, L. P. (2018). Proposal of an Extended Taxonomy of Serious Games
for Health Rehabilitation. Games for Health Journal, 7(5), g4h.2017.0138.
Zhonggen, Y. (2019). A meta-analysis of use of serious games in education. International Journal of
Computer Games Technology, 2019(3), 1–8.
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HANS CHATBOT A H5N1 DOCTOR ASSISTANT FOR EVERYONE
Vinothini Kasinathan
Asia Pacific University of Technology and Innovation, Kuala Lumpur, Malaysia
vinothini@apu.edu.my
Ooi Zhen Wei , Hiu Wen Xuan , Lee Wei Da
Asia Pacific University of Technology and Innovation, Kuala Lumpur, Malaysia
Key words: Chatbot, Expert System, Natural Language Processing, H5N1 virus, medical
Introduction
Hans is a chatbot expert system that is used to educate the general public about flu virus (H5N1). The
chatbot will able to provide all the information regarding to the H5N1 virus such as spread history,
prevention, symptom, cure, etc. The chatbot will also include some FAQ and simple diagnosis process.
Throughout this paper, literature review are done on various types of expert system and chatbots to find
the best kind of system that fit our needs. When the development is coming to an end, a survey is rolled
out to public where they can use our system to identify the strengths and the weakness of the system. 30
responses is collected and most of the responses give a positive feedback to the chatbot.
Based on the information recorded by WHO, there are total 861 H5N1 infection cases and 455 death
cases occurred from 2003 to 2019. (WHO, 2019) This virus manages to spread from Asia to Europe
and Africa. Although the infection cases is small compared to Covid-19 but the lethality rate is very
high. People who get infected by this virus normally will be dead. Although H5N1 already didn’t affect
much on human population, but sometimes in part of the world there few cases will be reported. This
is because people still lack awareness regarding to the virus. People still raise animal no matter is for
commercial purpose or pet purpose still didn’t make precautions move to prevent the virus infect the
animal. As example: pig which is raise for meat purpose still living in unhygienic cage. Some area not
even provide room for the pigs to move around. This allows the virus easily to infect the animal and
human will also get infected if they eat the infected pigs.
Apart from the low awareness from community, there is no effective vaccine or medicine that is
produced until current time. (FDA, 2018) This is because the current vaccine will be no effective if the
H5N1 virus strain is different from the previous virus. With the lack of funding to continue research
the cure and the vaccine, there is still have chance that H5N1 will launch second assault to the world.
Therefore, a H5N1 advise chatbot system should be develop in order to educate the new generation
about the virus. Besides, this chatbot also can remind the people who had endured this pandemic before
that this virus still exist in this world. Eventually, all the people will aware to this virus and the risk for
the 2nd H5N1 pandemic will be low.
It is a common consensus where the general public is still relatively uneducated with the topic
of influenza virus even though the virus already exist in Malaysia for 10+ years. Therefore, when
people caught this virus and is unsure if they should start isolating themselves or seek medical advice.
Even with the availability of text online that can be easily accessed by the people, some may still
struggle to get the meaning of the entire text with ease, causing further misunderstanding.
With a chat bot, suspect patient could interact with the bot to identify his/her status and receive advice
on what they should do for the next step. Even when user only here to seek information for the virus,
they could just use the chat bot as a source of information that is also easily consumed.
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Figure 1: Shows the interface of the Hans Chatbot
Acknowledgement
This project is funded by the Asia Pacific University of Technology and Innovation.
References
FDA, 2018. H5N1 Influenza Virus Vaccine, manufactured by Sanofi Pasteur, Inc. Questions and
Answers. Dixit, R. (2018). Influenza in Vulnerable Populations.
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ROAD TO F.R.C:- MODERNIZATION OF MATERIALS TECHNOLOGY’S LECTURE
USING HIEPS HOLISTIC APPROACH
Pao Ter Teo
Faculty of Bioengineering and Technology, Universiti Malaysia Kelantan, Jeli Campus, 17600 Jeli,
Kelantan, Malaysia
teopaoter@umk.edu.my
Mohamad Najmi Masri, Arlina Ali, Mardawani Mohamad, Sarizam Mamat, Siti Koriah
Zakaria
Faculty of Bioengineering and Technology, Universiti Malaysia Kelantan, Jeli Campus, 17600 Jeli,
Kelantan, Malaysia
najmi.m@umk.edu.my, arlina@umk.edu.my, mardawani.m@umk.edu.my, sarizam@umk.edu.my,
koriah.j19d001f@siswa.umk.edu.my
Highlights: Materials Technology is one of the science courses and massively loaded with facts, and
theoretical knowledge. Traditionally, lecturers would highly prefer to deliver the lectures via
conventional face-to-face (F2F) physical class, as to ease and smoothen the explanation as well as
delivery of the contents. Nevertheless, as the higher education culture is progressively transforming into
modern ‘future ready curriculum’ (also known as, FRC) norms, implementation of High Impact
Educational Practices (HIEPs) is regarded as the most significant technique to achieve the FRC’s goal.
In this invention, we have implemented ‘Job Interview’ Approach’ in HIEPs Collaborative Learning
strategy, to deliver the lecture contents of Materials Technology. As for beginning stage, we have
selected ‘Coating Technology’ for the invention. From CLO analysis (student achievement index) and
course grade analysis (grade scored), we found that student performances are improved as compared to
previous cohort. In future, we will then further implement this invention for others Materials Technology
subjects.
Key words: Materials technology; Job interview; Collaborative learning; HIEPs; FRC
Introduction
Materials Technology is one of the science courses and massively loaded with facts, and theoretical
knowledge. Traditionally, lecturers would highly prefer to deliver the lectures via conventional face-to-
face (F2F) physical class, as to ease and smoothen the explanation as well as delivery of the contents.
Nevertheless, as the higher education culture is progressively transforming into modern ‘future ready
curriculum’ (also known as, FRC) norms, implementation of High Impact Educational Practices (HIEPs)
is regarded as the most significant technique to achieve the FRC’s goal. In this invention, we have
implemented ‘Job Interview’ Approach’ in HIEPs Collaborative Learning strategy, to deliver the lecture
contents of Materials Technology. As for beginning stage, we have selected ‘Coating Technology’ for
the invention.
The higher education is now slowly switching into Future Ready Curriculum (FRC) whereby the
teaching and learning (T&L) become more flexible, broad, yet aims to produce a more robust, modern
and critical thinking graduates (Brandon et al., 2008; Williamson, 2013; Reinsfield, 2020). To achieve
the FRC’s goal, T&L delivery methods must be switched into ‘High Impact Education Practices, HIEPs’
(Tajudin et al., 2019). In this regard, ‘Job Interview’ of ‘Collaborative Learning’ principle could be one
of the effective HIEPs to deliver the lecture. Along the way, ‘job interview’ has been considered as one
of the most essential tasks in talent recruitment, which forms a bridge between candidates (interviewee)
and employers (interviewer) in fitting the right person for the right job (Shen, 2018). The skills of job
interview must be polished ever since the undergraduate study. Therefore, the simulation of ‘job
interview’ during lecture could help to sharpen the candidates (students) interviewing skills. More
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importantly, it serves as mutual two-way collaborative learning between the simulated interviewer and
interviewee. This HIEP’s learning model is capable to improve student learning outcome since it does
not merely require students to memorize facts and theory of the Materials Technology subject, but it
also train the students to effectively deliver the contents (role: interviewee) as well as capability to assess
the accuracy of the contents (role: interviewer). As for beginning stage, we have selected ‘Coating
Technology’ subject for the invention. In order to access the positive impact of the invention, we have
compared the CLO analysis of cognitive (based on student achievement index, 0 – 4.00 in FK-03) and
course grade analysis of the current cohort (2019/2020) and previous cohort (2018/2020) of students.
This will serve as indicator to measure the successful of the invention.
Content
The flow process of implementation of online live lecture assisted with structured mind-mapping is
depicted in Figure 1. Firstly, lecturer prepares teaching slides and instruction of job interview activity
for the related topic. The flow and outcome of job interview activity must be synchronized with the
contents of teaching slide. Next, both teaching slides and instructions of job interview will be uploaded
in E-Learning platform at least 24 hours before the lecture begin, and students will be notified
accordingly. During the subsequent ongoing lecture, lecturer will firstly brief the instructions of job
interview. Then, students begin taking the roles as interviewer or interviewee, and completing the job
interview activity. Lecturer will act as facilitator to facilitate the job interview process. After the lecture
and the associated job interview were completed, lecturer provided feedback and comment regarding
the job interview activity. Finally, lecturer would summarize and wrap-up the lecture contents.
STAGE 1:
Preparation
Lecture prepares teaching slides and instructions of job interview
STAGE 2:
Pre-Lecture
Lectures upload both teaching slides and instructions of job interview into
E-Learning platform.
STAGE 3:
During Lecture
Students attend the lecture and participate in the job interview activity.
Lecture plays role as facilitator.
STAGE 4:
Post-Lecture
(Reflection)
Lecturer provide feedback & comment regarding the job interview activity.
Finally, lecturer summarize and wrap-up the lecture contents.
Figure 1: Flow process of ‘job interview’ approach for Coating Technology subject
On the other hand, Table 1 shows the successful rate of this invention. The successful rate is measured
in terms of achievement of cognitive CLO, by looking into student achievement index (FK03) and
course grade analysis. In terms of student achievement index, the index increased 0.17%, from 2.26
(2018/2019) to 2.43 (2019/2020). Meanwhile, from course grade analysis, the percentage of students
scoring ‘A-‘grades increased from 7% to 11.8%. More importantly, the percentage of students scoring
the ‘C-‘ and ‘C+’ grade was significantly reduced from 2.3% to 0%, and from 11.6% to 0%, respectively.
These figures indicated that despite the difficulty of lecture for the Materials Technology subject,
implementation of Job Interview HIPs technique have significantly and successfully improved student
performances. We are in the right trach for the ‘road-to-FRC’. In future, this HIEPs teaching technique
could also be employed for others Materials Technology subjects. We hope that this invention will
completely overcome the difficulty and challenges of lecture for Materials Technology program, and
ready for the full commissioning of FRC.
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Table 1: Successful rate of the invention in terms of student achievement index and course grade
analysis
CLO
(COGNITIVE)
Classify the types and technique of coating technology
as well as their importance in industry
Successful Rate
Academic Session
2018/2019
(BEFORE INVENTION*)
Academic Session
2019/2020
(AFTER INVENTION**)
Student
Achievement
Index (FK03)
2.26 (Good)
2.43 (Good)
INCREMENT: 0.17%
Course Grade
Analysis
Percentage of
Students Score
‘A-’
7.0
11.8
INCREMENT: 4.8%
Percentage of
Students Score
‘C+‘
11.6
0
REDUCTION: -11.6%
Percentage of
Students Score
‘C-’
2.3
0
REDUCTION: -2.3%
*Before Invention denotes “traditional face-to-face (F2F) physical lecture”
**After Invention denotes “implementation of job interview HIEPs collaborative learning strategy”
Acknowledgement
The authors and inventors would like to thank Faculty of Bioengineering and Technology, Universiti
Malaysia Kelantan for the continuous support in the teaching and learning activities for ‘Coating
Technology’ subject of Materials Technology program.
References
Reinsfield, E. A. (2020). Future-focused Approach to The Technology Education Curriculum: The
Disparity Between Intent and Practice. International Journal Technology Education, 30, 149–161.
Shavelson, R. J., Young, D. B., Ayala, C. C., Brandon, P. R., Furtak, E. M., Ruiz-Primo, M. A., Tomita,
M. K. & Yin, Y. (2008) On the Impact of Curriculum-Embedded Formative Assessment on
Learning: A Collaboration between Curriculum and Assessment Developers, Applied
Measurement in Education, 21(4), 295-314.
Shen, D., Zhu, H., Zhu, C., Xu, T., Ma, C. & Xiong, H. (2018). A Joint Learning Approach to Intelligent
Interview Assessment, 3542-3548.
Tajudin, N. M., Setambah, M. A. B., Hassan, N., Rajak, N. A., & Adnan, M. (2019). Synergizing
Mathematical Learning for Future Ready Curriculum using Adventure-Based Learning.
International Journal of Academic Research in Progressive Education and Development, 8(4),
778–794.
264
KIT PERMAINAN MAGNET
Ashok Pillai A/L Kuppusamy
SJK (T) Ladang Chemor, Perak
ashokmugilan3@gmail.com
Abstrak
Kajian penyelidikan dalam PdPc yang dijalankan ini bertujuan untuk meninjau keberkesanan
penggunaan Kit Permainan Magnet untuk mengenalpasti jenis magnet dan namanya, serta daya
tarikan dan tolakan antara kutub – kutub magnet. Teknik pendekatan belajar bermain ini dapat
membantu murid-murid SJK(T) Ladang Chemor memahami prinsip asas sub topik magnet.
Kajian berbentuk ini menggunakan pemerhatian, ujian pra dan ujian pos. Seramai 10 orang
murid dari Sekolah Jenis Kebangsaan Tamil Ladang Chemor, Perak Darul Ridzuan dipilih
sebagai sampel kajian. Hasil tinjauan awal mendapati murid masih lemah dan keliru dalam sub
topik magnet. Dapatan kajian menunjukkan bahawa permainan magnet mendorong murid
menjadi aktif semasa PdPc, tidak keliru malah menjadikan PdPc lebih menarik dan
menyeronokkan, mencapai objektif pembelajaran (OPEM) secara mudah, dapat menguasai topik
daya tarikan dan tolakan antara kutub – kutub magnet dan memperoleh skor yang baik dalam
ujian. Ia juga meningkatkan kualiti pembelajaran.
Pendahuluan
Objektif
untuk mengenalpasti dan memantapkan prinsip daya tarikan dan tolakan antara kutub –
kutub magnet kepada murid-murid
Untuk menguatkan daya ingatan murid-murid
Untuk membantu menarik minat murid untuk belajar dengan cara bermain yang paling mudah
dan efektif
Untuk melahirkan amalan pembudayaan Pendekatan STEM (Science, Technology,
Engineering and Mathematics).
Kumpulan Sasaran
Semua murid-murid di sekolah. Walau bagaimanapun, responden yang terlibat adalah seramai
12 orang murid Tahun 1 hingga 6, SJK T Ladang Chemor. Mereka dipilih kerana salah
mengenalpasti dan salah menyatakan prinsip daya tarikan dan tolakan antara kutub – kutub
magnet.
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Latar belakang (penjelasan tentang proses penghasilan inovasi mengikut kronologi)
Berdasarkan pemerhatian di dalam kelas dan pentaksiran semasa PdPc menunjukkan murid-murid
tahun 1 hingga 6 menghadapi masalah dalam tajuk Magnet. Mereka sukar menyatakan prinsip daya
tarikan dan tolakan antara kutub-kutub magnet. Ini telah menyebabkan mereka tidak dapat menguasai
topik itu sepenuhnya dan sukar menjawab aktiviti PAK21 iaitu Kuiz.
Oleh itu, saya sebagai guru Sains mencari idea dan cara efektif untuk responden bagi menyelesaikan
masalah dalam topik ini. Kami juga ingin membantu murid-murid dengan cara yang paling mudah
untuk menguasai topik tersebut.
Ramai murid beranggapan bahawa topik ini sangat susah untuk belajar. Ramai murid juga
mengatakan bahawa mereka sukar membezakan prinsip penarikan dan penolakan kutub. Murid-
murid juga berkata, kami hanya melihat dalam buku teks sahaja. Tambahan pula, aktiviti eksperimen
dijalankan pun masih mengelirukan prinsip. Segelintir golongan murid berkata walaupun anda
menunjukkan menerusi LCD tetapi kurang menguasai prinsip topik tersebut.
Daripada isu-isu ini, saya guru mengambil inisiatif menghasilkan sesuatu inovasi iaitu Kit Permainan
Magnet yang menggalakkan murid menjadi aktif semasa PdPc, tidak keliru malah menjadikan PdPc
lebih menarik dan menyeronokkan, mencapai objektif pembelajaran (OPEM) secara mudah, dapat
menguasai topik.
Metodologi / Proses Kajian
Rekabentuk dan perincian projek, bahan dan alatan, rawatan dan prosedur yang dijalankan
Kit Permainan Magnet ini adalah suatu kit yang direkacipta berdasarkan elemen standard asas dalam
PAK21. Kit Permainan Magnet ini sesuai bagi Pelaksanaan Pentaksiran Bilik Darjah Tahap 1. Namun
begitu, ia boleh digunakan untuk murid-murid tahap 2, murid-murid Pendidikan Khas, pelajar-pelajar
sekolah menengah untuk memperkukuhkan konep dan pengetahuan dalam topik magnet. Kit
Permainan Magnet direkacipta dengan unsur PBD menerusi 5 aktiviti khas iaitu kuiz, permainan, main
peranan, bercerita dan projek mudah.
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Rajah 1: Kit Permainan Magnet direkacipta dengan unsur PBD
Kit Permainan Magnet ini:
• Mudah dibawa digunakan di mana-mana
• Jangka hayat digunakan panjang / tidak mudah rosak
• Bahan bbm untuk guru pelatih semasa praktikum (subjek Sains, BM, BT) 4
Elemen 4K 1N diterapkan
• Elemen STEM diterapkan
• Pengguna mesra alam (eco-friendly)
• Semua peringkat umur boleh bermain (murid, guru, guru pelatih, ibu bapa) 8 Kos
rendah
• Konsep belajar kolaboratif diterapkan
• Sesuai untuk mentaksir tahap penguasaan murid 11
Diperbuat dengan bahan kitar semula
PENGGUNAAN BAHAN BUANGAN DAN KITAR SEMULA:
• Kupon Parkir yang terpakai
• Kotak kadbod
• Kotak mancis terbuang
• Kepingan aluminium terbuang
• Plastik laminasi
• Kertas warna terpakai
• Gam tepung ubi / Pita pelekat
• Warna air 9
Magnet bar
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Kit ini juga boleh digunakan dengan bantuan MANUAL KIT PERMAINAN MAGNET.
Manual ini mengandungi cara membuat semua aktiviti dengan penjelasan dan disertakan
video melalui QR Code.
Rajah 2: Manual Kit Permainan Magnet
Huraian Inovasi
Aktiviti kit ini berdasarkan rajah dibawah yang digariskan oleh KPM.
Rajah 3
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Permainan
Kit ini digabungkan dengan 3 jenis Permainan iaitu Game 1, Game 2, Game 3:
Game 1 Game 2 Game 3
Rajah 4
Cara bermain game 1 adalah susun kutub - kutub sama dan berlainan dengan menggunakan frasa
utara / selatan. Selepas itu, murid memilih dan padankan gambar menarik / menolak dengan
betul.
Cara bermain game 2 ialah susun kutub - kutub sama dan berlainan dengan menggunakan frasa
utara / selatan. Seterusnya, pilih dan padankan frasa menarik
/ menolak dengan betul.
Cara bermain game 3 ialah susunkan gambar magnet dengan kutub-kutub sama dan berlainan.
Selepas itu, pilih dan padankan frasa menarik / menolak dengan betul. Cara bermain game dan
jawapan bagi setiap game disertakan bersama dalam manual kit itu. Murid-murid bersama cikgu,
ibubapa atau secara kendiri boleh menyemak jawapan dengan mengimbas Kod QR.
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Main Peranan
Menarik Menolak
Rajah 5
Elemen tambahan yang digabungkan adalah aktiviti berdasarkan PBD iaitu video permainan
‘Magnet Race’. Murid dapat menonton klip video itu menerusi mengimbas Kod QR.
Kuiz
Rajah 6
Kit ini juga mempunyai Kuiz Bina Minda Saintis Muda. Selepas murid menjawab soalan
jawapannya boleh disemak melalui mengimbas Kod QR.
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Bercerita
Rajah 7
Kit ini juga direka khas dengan satu cerita pendek magnet untuk murid-murid bercerita di sudut
pidato. Cerita disediakan dalam 3 bahasa iaitu Bahasa Melayu, Bahasa Inggeris dan Bahasa
Tamil. Teks cerita terdapat dalam kit manual.
Projek Mudah
Rajah 8
Tambahan pula, ia juga disertakan dengan satu projek mudah iaitu ‘Merekacipta Kereta Grab
Magnet’.
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Kos Bahan
BAHAN
KOS (RM)
1. Kupon Parkir yang terpakai
TIADA KOS
2. Kotak kadbod
3. Kotak mancis terbuang
4. Kepingan aluminium terbuang
5. Kertas warna terpakai
6. kertas kajang warna hitam
7. Plastik laminasi
3.00
8. Percetakan
2.00
9. Warna air
1.00
10 Magnet bar
2.00
11. Pita pelekat
1.00
JUMLAH
9.00
Jadual 1: Kos bagi Menghasikan inovasi
Manual operasi
proses kerja yang digunakan dalam pengumpulan data dan pemerhatian
Melalui pemerhatian, penggunaan kit permainan magnet bukan sahaja mendorong murid
menjadi kreatif malah menjadikan PdP lebih menarik dan menyeronokkan serta meningkatkan
kualiti pembelajaran. Oleh itu, PAK21 diintegrasikan mengikut kesesuaian topik yang hendak
diajar dan sebagai pengupaya bagi meningkatkan lagi kefahaman murid terhadap kandungan
mata pelajaran. Guru telah memilih dan melaksanakan temubual, kaedah ujian penilaian pra dan
ujian penilaian pasca iaitu berupa sesi kuiz dalam menilai pencapaian murid tahun 1 dalam
menguasai topik tersebut.
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Kaedah Temubual
Murid-murid ditemubual menerusi sebelum dan selepas permainan tersebut. Terdapat murid
memberikan prinsip dengan betul selepas permainan magnet. Jadual dibawah menujukkan
temubual diantara guru dan dua belas orang murid itu.
Murid
Soalan dari guru semasa
temubual
Jawapan murid
sebelum permainan
Jawapan murid selepas
permainan
A, C
Kutub sama menolak?
Hmmmm….
Ya cikgu.
D, F
Kutub berlainan menarik?
Tak tahu cikgu.
Betul cikgu.
B, E
Adakah kutub utara dan kutub
selatan menarik?
Tak faham cikgu.
Bila kutub lain cikgu
dia menarik.
G, I
Adakah kutub selatan dan
kutub utara menolak?
Pusing kepala
cikgu. Cikgu cakap
jawapan
Ya atau Tidak cikgu.
H
Terangkan prinsip daya tarikan dan
tolakan magnet?
Magnet Tarik dan
tolak cikgu.
Kutub lain menarik dan
kutub sama menolak
cikgu.
J
Prinsip ini boleh faham ke
melalui cara bermain?
Hmmmm tak tau
cikgu.
Ya cikgu kami faham
prinsip.
Jadual 2: Temubual di antara guru dan murid-murid
Berdasarkan temubual, sebanyak 100% murid menskor tajuk tersebut. Data dibawah
menujukkan skor itu.
Permainan Magnet
Peratus Murid memahami & mengusai
prinsip (%)
sebelum permainan
20
selepas permainan
100
Jadual 3: Peratus Murid memahami & mengusai prinsip sebelum dan selepas
Permainan ‘Magnet Race’
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Penilaian formatif pra yang dijalankan sebelum permainan dan selepas permainan penilaian
formatif pos. Penilaian ini dapat memberikan kesan dan padah yang bermakna. Berdasarkan data
ujian formatif pos, hampir 100% murid menskor tajuk tersebut.
Murid
Skor ujian penilaian pra (%)
Skor ujian penilaian pasca (%)
A
20
40
B
10
30
C
20
45
D
35
50
E
25
40
F
40
55
G
28
44
H
15
35
I
25
56
J
38
56
Jadual 2: Skor ujian penilaian pra dan ujian penilaian pasca
Hasil Kajian
Keputusan ujian penilaian pra telah mengecewakan guru. Para murid tidak mampu memberikan
jawapan yang tepat dan betul. Melalui temubual dengan murid, guru dapat tahu bahawa selepas
penggunaan kit permainan magnet transformasi ilmu pengetahuan yang berkualiti telah
berkembang. Penilaian formatif pra dan penilaian formatif pos diadakan. Ia meningkatkan
keputusan ujian penilaian pasca secara mendadak. Guru agak terkilan melihat perubahan yang
ketara terhadap pemahaman murid di mana kebanyakan mereka mencapai skor markah yang
lebih baik berbanding keputusan ujian penilaian pra. Keadaan ini telah memotivasikan guru serta
warga pendidik SJK (T) Ladang Chemor.
Perbincangan dan keputusan
Keberkesanan Inovasi Kepada Pdp (Sertakan Bukti)
Menurut Cara Parallel play iaitu bermain bersama-sama atau suka bermain bercampur
membantu murid-murid meneroka alam yang boleh menjadikan mereka berkebolehan dalam
menghadapi masalah persekitaran dan boleh menjadikan mereka kreatif. Pengaplikasian teknik
bermain bukan sahaja mendorong murid menjadi kreatif malah menjadikan PdPc lebih menarik
dan menyeronokkan serta meningkatkan kualiti pembelajaran. Oleh itu, kaedah atau teknik
bermain ini diintegrasikan mengikut kesesuaian topik yang hendak diajar dan sebagai pengupaya
bagi meningkatkan lagi kefahaman murid terhadap kandungan mata pelajaran.
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Penggunaan teknik permainan magnet dalam PdP amat sesuai dan memanfaatkan warga sekolah
iaitu guru dan murid dengan baik. Mengikut Dokumen Standard Kurikulumdan Pentaksiran
(DSKP) 2017, pelbagai kaedah boleh digunakan bagi mencungkil bakat murid dalam
matapelajaran Sains.
Melahirkan amalan pembudayaan Pendekatan STEM (Science, Technology, Engineering and
Mathematics). Pendekatan STEM ialah PdP yang mengapikasikan pengetahuan, kemahiran
danniai STEM melalui inkuiri, penyelesaian masalah, atau projek dan konteks kehidupan harian,
alam sekitardan masyarakat tempatan serta global.
PdP STEM yang konstekstual dan autentik dapat menggalakkan pembelajaran mendalam dalam
kalangan murid. Murid boleh bekerja secara berkumpulan atau secara individu mengikut
kemampuan murid ke arah membudayakan pendekatan STEM.
Oleh itu, Penggunaan teknik permainan magnet dalam PdPc dapat meningkatkan minat murid
terhadap Sains. Pelajaran Sains yang menarik akan memotivasikan murid untuk belajar
bersungguh sungguh dan seterusnya mempengaruhi pencapaian dan kemenjadian murid setara
dengan hasrat Menteri Kanan Menteri Pendidikan Malaysia YB Dr.Radzi Md Jidin.
Rajah 9: Kit Permainan Magnet
275
Rajah 10:
Murid kelas lain boleh bermain di luar bilik darjah semasa rehat
Rajah 11:
Hasil kerja murid tahun 1 dalam kumpulan
Rajah 12:
Murid bercerita dalam perhimpunan
276
Rajah 13
Murid boleh membuat eksperimen konsep magnet penarikan dan penolakan
Rajah 14
Murid boleh membuat pembentangan
Rajah 15
Murid boleh membuat latihan
277
Potensi untuk disebar luaskan kepada pihak lain
Kit Permainan Magnet sangat berpotensi untuk disebarkan kepada pihak lain kerana ia boleh
didaftarkan untuk hak cipta. Paling penting ia boleh diperbanyakkan dengan kos yang sangat
berpatutan. Ia bersifat komersil dan boleh dipasarkan. Antaranya kit permainan telah
disebarluas:
Dalam Minggu Sains, semua murid telah menggunakannya.
Guru-guru kelas lain telah menggunakan semasa PdPc Sains
Kit Permainan Inovasi digunakan semasa Bengkel Sains di sekolah lain iaitu di dalam dan di
luar daerah
Kit Permainan Magnet telah dirakamkan semasa PdPc
Guru-guru lain telah berkongsi idea dan gambar dalam media massa Whatsapp, facebook,
Youtube dan telegram dan memotivasikan mereka untuk menghasilkan inovasi lain
Pembentangan dan pameran peringkat kebangsaan
Rajah 16: Sudut Pameran di dalam program daerah
278
Rajah 17: Minggu Sains Peringkat Sekolah
Rajah 18: Sebar luar di sekolah lain
279
Rajah 19: Sebar luar di media sosial (telegram, youtube, Face book)
280
Rajah 20: Pameran Minggu Sains Negara 2019
281
Rajah 20: Pembentang KUBIC’19 Peringkat Kebangsaan 2019
282
Rajah 21: Pempamer SATI Peringkat Kebangsaan 2019
283
Rujukan
Standard Kurikulumdan Pentaksiran. (DSKP) 2017. Bahagian Pembangunan
Kurikulum.Kementerian Pendidikan Malaysia.
Buku Teks Sains Tahun 1. Bahagian Buku Teks (BBT) 2017. Kementerian Pendidikan
Malaysia.
Laman Web
https://leaderonomics.com/bm/artikel/asah-kemahiran-berfikir
https://www.researchgate.net/publication/317062520_Pedagogi_Berasaskan_B
ermain_Di_Prasekolah_Satu_Kajian_Meta_Analisis
https://www.scribd.com/doc/16051322/Teori-Kecerdasan-Pelbagai-Gardner- dan-Teori-
Kecerdasan-Emosi-Golema
284
CO-CREATING E-LEARNING MATERIALS WITH THE LEARNERS: A
COLLABORATIVE APPROACH FOR THE DEVELOPMENT OF RE-USABLE
LEARNING OBJECTS (RLOs)
Nurul Amelina Nasharuddin*, Shyamala Doraisamy, Sazlina Shariff Ghazali, Puteri
Shanaz Jahn Kassim, Faridah Idris, Aneesa Abdul Rashid, Norhafizah Mohtarrudin
Universiti Putra Malaysia, UPM Serdang, Malaysia
*nurulamelina@upm.edu.my
Lee Ping Yein
Universiti Malaya, Kuala Lumpur, Malaysia
Highlights: Reusable Learning Objects (RLOs) are the interactive learning resources being
developed to be incorporated in the teaching and learning of health-related disciplines towards
digitalising and advancing the healthcare curricula in Malaysian Higher Education Institutions.
The addition of RLOs in the curricula is predicted to have a positive impact in improving
knowledge and organising pertinent cognitive processing requirements. This study includes a
collaborative approach in co-creating the RLOs with educators, students and technologists.
Positive responses were received from the preliminary evaluations of the co-created RLOs and
further investigations are needed to assess their significant effect on teaching and learning in
the healthcare curricula in Malaysia.
Key words: co-creation, digital curriculum, e-learning, medical education, reusable learning
object, social media professionalism.
Introduction
Despite e-learning being a national higher education agenda, a survey on Malaysian Higher
Education Institutions (HEIs) found that the implementation of digital learning tools remains
suboptimal. Thus, there is a need to develop high quality e-learning contents and digital
resources to be deployed in HEIs curricula (Atan et al., 1991; Ministry of Education Malaysia,
2015). As one of the initiatives to improve the digital learning implementation, an interactive
multimedia learning tool called Reusable Learning Objects are being co-created and developed
by three Malaysian HEIs in the health-related disciplines. Reusable Learning Objects (RLOs)
are the interactive learning tools being developed to be incorporated in the teaching and learning
of the health-related disciplines towards digitalising and advancing the healthcare curricula in
Malaysia HEIs. RLOs are digital content resources with multimedia, interactive activities and
assessments. Some important characteristics of the RLO are:
• Small in size (5 – 15 mins of interaction time)
• Focused on single learning goals
• Uses a mix of media (texts, images, audio, video, animation)
• In sequence of pages
• Standalone and interactive
• Co-creation led by communities
Methodology
The design and co-creation of each RLO was based on the ASPIRE methodology (Aim,
Storyboarding, Population, Implementation, Release, and Evaluation) which involved the
educators, students and technologists. In the Aim stage, a Delphi survey was conducted among
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the end users (the students) and stakeholders (the educators) to identify needs and suitable topic
areas before development. Workshops to prepare the RLO’s storyboard and specification
involved the students and stakeholders (both educators and technologists. This was aimed to
ensure better alignment with the students’ learning needs in the Storyboarding stage. Online
specification of the RLO was reviewed and revised extensively by considering different criteria
in the Populate stage. In the last two stages, each RLO was implemented as HTML5 web pages
which are responsive to different devices before being hosted on an online repository to be
accessed anytime and anywhere with the Internet connection. Adding RLOs in the curricula
was predicted to have a positive impact in improving knowledge and organising pertinent
cognitive processing requirements.
Case Study: “Social Media Professionalism (To Share or Not to Share?)”
Teaching professionalism to an undergraduate in the medical program is challenging due to its
context-specific nature. The “Social Media Professionalism (To Share or Not to Share?)” topic
was selected as one of the titles for the RLOs based on the Delphi survey conducted prior to the
development. RLOs can be used to achieve learning outcomes for medical professionalism as
these learning units can be reused across lessons, other courses and other similar disciplines.
Thus, this topic is very suitable as one of the case studies for the co-creation of the RLO.
The learning objective of the “Social Media Professionalism (To Share or Not to Share?)” RLO
is to assist medical students to distinguish between good and poor professionalism on social
media platforms such as Facebook,
Instagram and Twitter. In addition to the co-creation of the RLO using the ASPIRE
methodology, the RLO’s effectiveness was also evaluated using a pre- and immediately post,
and 6 weeks post-RLO usage questionnaire.
Usefulness
A total of 86 year 2 medical students completed the RLO lessons during the personal and
professional development (PPD) module. A pre- and immediately post, and 6 weeks post-RLO
usage knowledge questionnaire was done to evaluate its effectiveness. The range score for the
test is 0 - 5, where the full mark is 5. There was a significant increased from baseline scores;
pre-questionnaire (M=3.87, SD=.961) with post-questionnaire (M=4.73, SD=.565)
conditions; t(84)=8.098, p=0.000, and post 6 weeks questionnaire (M=4.81, SD=.392)
conditions; t(69)=7.580, p<0.001. Therefore, it can be concluded that the RLO is effective in
teaching professionalism in social media platforms. The findings also indicate that the RLO has
great potential in teaching and learning and its’ readiness to be integrated in existing curricula.
Positive responses were received from the preliminary evaluations of the developed RLOs and
further study is needed to assess the usefulness of RLOs on teaching and learning in the
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healthcare curricula
Value Added
Teaching and learning using RLOs was introduced as an innovative digital pedagogy method
that will benefit healthcare and biomedical science students in Malaysia. The RLO developed
and tested has been shown to be effective in teaching professionalism in social media platforms.
The case study completed has shown the RLO as a value added approach in teaching and
learning that can be readily integrated in the existing curricula.
Potential
The co-created RLOs can be shared across different disciplines in medicine and biomedical
health sciences, in Malaysia and across the region. They are developed and repurposed to suit
local culture and healthcare practices. Not only restricted to the healthcare disciplines, the
concept of the content’s co-creation can be employed by other fields such as education and
engineering. The project is in line with the Malaysian national education agenda to encourage
globalised online learning to enhance the quality of teaching and learning and to widen access
to good quality content while lowering the cost of delivery. Other stakeholders can also learn
about the topic easily, anytime and anywhere. The work is under the Creative Common
(Attribution-Non-Commercial) license thus could not be used for commercial purposes.
Conclusion
RLOs are an alternative teaching approach that enhance the learning experience by having a
variety of options of graphics, animations, videos and assessment tools. Students along with the
educators and technologists were engaged in the process of creating the “Social Media
Professionalism (To Share or Not to Share?)” RLO to allow them to share their ideas and to
make it more captivating. Teaching and learning via RLOs are better than the textbook narration
because they provide interactive learning between students and educators.
Acknowledgement
This project is supported by Erasmus + Programme – Higher Education International Capacity
Building grant (Project number: 598935-EPP-1-2018-1-UK-EPPKA2-CBHE-JP).
References
Atan, H., Embi, M. & Hussin, S. (2011). e-Learning in Malaysian Higher Education
Institutions: Status, Trends, & Challenges. Department of Higher Education Ministry of
Higher Education.
Ministry of Education Malaysia. (2015). Executive Summary Malaysia Education Blueprint
2015-2025 (Higher Education), Putrajaya, Malaysia.
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ME, MYSELF AND MY PERSONALITY: EXPLORING INDIVIDUAL SELF
THROUGH REFLECTIVE-CASE BASED LEARNING
Hadijah Jaffri
School of Education, Faculty of Social Sciences and Humanities,
Universiti Teknologi Malaysia, Skudai, Johor, Malaysia
hadijahjaffri@utm.my
Highlights: This paper presents the development and implementation of reflective-case based
learning strategy in a postgraduate course known as Psychology of Personality. The use of
reflective-case based learning is aimed to enhance students reflexivity and cognitive skills
which are highly valued in the era of IR 4.0. This strategy has been refined over a few semesters
which taking into consideration of students’ feedbacks at the end of the semesters.
Key words: case-based learning, reflective activity, active learning, reflexivity
Introduction
Psychology of Personality is a postgraduate course offered primarily to those who are majoring
in Educational Psychology masters programme as an elective course, but it is one of the
required courses for those who are majoring in Guidance and Counseling masters programme
who opt for Malaysian Board of Counsellor licensing. The nature of the course requires
students to not only to understand traditional grand theories of personality, but also propose
insightful interpretation of personality traits based on relevant theories. Traditional approach
of teaching this course using lecture and active learning activities such as Think-Pair-Share was
found less effective in enhancing students understanding on the importance and applicability
of various personality theories in providing explanation about personality and in specific
personality traits. To overcome this issue among students who are taking this course, reflective-
case based learning was introduced in 2019 and has been used until now.
Background of the innovation
Reflective-case based learning incorporates Gibb’s reflective cyclical phases (1988) and case-
based learning as proposed by Rosenstand (2012). Gibb’s reflective cycle (1988) comprises of
six cyclical phases: description, feelings, evaluation, analysis, conclusion, and action plan.
Other than Gibb’s reflective cycle (1988), reflective-case based learning also embeds principles
of case-based learning. According to Rosenstand (2012) case-based learning involves using a
case in which a work method, problem and discipline can take into any form.
In this course, cases are not specified or readily accessible rather it would be crafted based on
students’ personal reflective narrations which contain behavioral description of their
personality traits. In short, the assignments and classroom activities which were assigned to
students incorporate case-based learning principles and involve Gibb’s six reflective cyclical
phases.
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Figure 1 and Table 1 show the steps of implementation of reflective-case based learning through
assignments and activities which embed Gibb’s reflective cyclical phases with case-based
learning principles.
Description
Feelings
Evaluation
Analysis
Conclusion
Action Plan
Case-based assignments:
- My Personal Sketch
(reflective narration)
- Lexical analysis of cases
- Case Analysis and
Discussion report
(Group)
Figure 1: Gibb’s reflective cyclical phases embedded within case-based assignments.
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Table 1: Activity plan of reflective-case based learning for Psychology of Personality course
Gibb’s
reflective
cyclical
phase
Assignment and
activity
Description
Description
Case-based
assignment
Reflective narration
i.e. My Personal
Sketch
An assignment called “My personal sketch” which adapted
from Little (2016) studies was given in exploring students’
awareness about their own selves in relation to well-being.
To retain their identity, they use a pseudonym and third-
person pronoun such as him or her. Students have a choice
either to write in Malay or English. The narrative essay must
include the most defining personality traits that they
perceive they have which other people have mentioned these
traits to describe them. In addition, students need to embed
their views of their personal development from childhood
until current state in relation to their personality.
Feelings
Reflective activity
Active learning
After submitting the “My personal sketch” assignment,
students were asked about their feelings as they completed
the assignment and share their feelings in Jamboard.
Questions such as “What were you feeling when you write
the narration about yourself?”, “What were you feeling when
you were asked to share your narration to others even though
your identity is unknown to others except to the instructor?”
and such.
Evaluation
Reflective activity
Active learning
In evaluation phase, students were asked to evaluate their
experience of writing a narration about themselves by
highlighting certain behavioural description of their
personality and situations they have dealt before which can
be related to their personality traits. Students were given
questions such as “What went well or bad when you describe
your personality narratively?” and “How do you feel
knowing your personality traits relate to the way you deal
with certain situations?” to guide their thinking. Students
shared their thoughts in Padlet.
Analysis
Case-based
assignment
Lexical analysis
Case analysis and
discussion report
The lexical analysis is meant to assist students to codify
behavioural description of personality traits into categories
based on relevant theories. Using the findings from lexical
analysis and scores from personality inventories such as Ten
Item Personality Inventory (TIPI) by Gosling et. al. (2003)
and other personality inventories, students wrote a case
analysis and discussion report with detailed explanation
about their analysis of their personality traits with reference
to relevant personality theories.
Conclusion
Reflective activity
Active learning
Based on the “My personal sketch” assignment and lexical
analysis, students were given a question to think about their
current situation. Questions such as “What do you learn
from knowing your personality traits in helping you to cope
with the stress that you might face due to COVID-19
pandemic?”, “Knowing on your personality traits, else can
you do to cope with the current situation?” and such were
290
used to guide students’ thinking. Students shared their
thoughts in Padlet.
Action Plan
Student Evaluation
of Teaching (EPPP)
Self-reflection
survey
At the end of the semester, other than the usual student
evaluation of teaching or EPPP (Penilaian Pengajaran
Pensyarah), students were also given a survey with open-
ended questions such as “If you are given the same kind of
assignment i.e. My personal sketch assignment, what would
you do differently?” to evaluate their learning experience
taking Psychology of Personality course.
Importance of applying reflective-case based learning
Understanding one own self is important for personal well-being. Knowing our personality traits
and appreciation towards various personality theories that explain personality in general are
important to be self-reflective learners. Using reflective-case based learning, students learn better
in differentiating individual personality in terms of unit of analyses, structure of personality, factors
influencing personality as well as the relationship of personality with other aspects of human life.
In addition, through assignments and activities based on reflective-case based learning, it is hope
that students would better understand concepts and principles of personality development and
differences of personality assessment which based on various underpinning psychological
principles
Acknowledgement
This project is a part of an action research to improve my teaching practice in line with the
principles of scholarship of teaching and learning. This is a personal project without involving
any research grant.
References
Gibbs, G. (1988) Learning by doing: A guide to teaching and learning methods. Further Education
Unit. Oxford Polytechnic: Oxford.
Gosling, S. D, Rentfrow, P. J, & Swann, W. B. Jr. (2003) A very brief measure of the Big Five
Personality domains, Journal of research in Personality, 37, 504-528.
Little, B. (2016) Me, myself and Us: The science of personality and the art of well-being,
PublicAffairs: London
Rosenstand C.A.F. (2012) Case-Based Learning. In: Seel N.M. (eds) Encyclopedia of the Sciences
of Learning. Springer, Boston, MA. https://doi.org/10.1007/978-1-4419-1428-6_812
291
MAKING LEARNING VISIBLE USING A SELF-ASSESSING CONVERSATIONAL
TOOL
Johan @ Eddy Luaran
Universiti Teknologi MARA, Selangor johaneddy@uitm,edu.my
Jasmine Jain
Taylor’s University, Selangor
jasmine.jain@taylors.edu.my
Mohd Yuzi Bin Zali
Universiti Teknologi MARA, Selangor yuzi.zali@intec.edu.my
Highlights: This work presents work related to an innovation called “Talk2me”. Talk2me is a
backchannel with a blend of traffic-light monitoring assessment. This work further discusses
about how it is useful in developing students’ metacognition and fosters collaborative classroom.
This work also draws upon the use of “Talk2me” in a project and how it has benefitted the teacher
and students when it is used as a medium for formative assessment.
Key words: Formative assessment; Web tool; visible learning; Digital traffic lights
Introduction
This work presents projects based on an innovation called “Talk2me”. As a background, Talk2me
offers an alternative to the traffic-light cards strategy, with an additional feature of including how
the students perceived their performance. It is a web-based backchannel where upon inserting
their names, students can pick either “red”, “yellow” or “green” to represent their perceived-
ability in performing the task and articulate their thoughts into words. This feature allows mature
learners to communicate the questions they have and get answered by their teacher in real-time.
Recognizing the diverse intelligences of learners, Talk2me also include several other features
where users can include image and video link, start a chat or exporting chat for future references
and revisions. This work also presents findings about the impact of Talk2me from the learners’
perspectives, based on a case-study. To conclude, Talk2me augments the traditional classroom
by giving each student a voice.
Content
Traffic light is a strategy that allow students to assess their progress towards achieving the
learning goals set by the teachers, which is made available to them. In a typical classroom,
teachers would usually give out an in-class task and while the students are completing the tasks,
teacher would walk around to facilitate the completion of the tasks assigned to the students.
Typically, traffic light cards are used by the students to indicate their ability to complete the task.
“Green” colour infers that a particular student is swift at completing the task given, “yellow”
means the student can do but is not confident with his or her work while “red” means the student
needs help. The teacher would follow this pattern of recognition by offering help to those students
who indicated “red” and even get those students who indicated “green” to assist students who
displayed “yellow” cards. This strategy allows teacher to focus on students who are really weak
and allow scaffolding to happen intensively among the weak and moderate students in class.
Talk2me offers an alternative to this strategy, with an additional feature of including how the
292
students perceived about their performance. It is a web-based backchannel that makes it ideal to
be used in both hybrid classes and online classes, which is dominant during the closure of schools
during this pandemic.
Getting the students to recognise their own ability is a self-regulating endeavour, which is
important for their metacognition (Hattie, 2009). The exercise of getting the students to know
where they are at in their learning, and the destination they need to arrive at is one of the most
vital ingredients to produce students who are metacognitively sound (Hattie & Yates, 2014).
Besides that, the usage of the tool also encourage collaboration among the advanced- students and
those who are still struggling in achieving the success criteria of any topic. The dynamic of
classroom integrating collaboration is really an element which cannot be overemphasized in
producing learners of the 21st century.
Figure 1: Screen-grabbed from http://talk2me.uitm.edu.my/
Acknowledgement
Talk2me is an Intellectual Property (copyright) registered under Institute of Research
Management & Innovation, University Teknologi MARA.
References
Hattie, J. (2012). Visible Learning for teachers: Maximizing impacts for learning. United States:
Routledge. Hattie, J. & Yates, G. (2014). Visible learning and the science of how we learn.
United States: Routledge.
293
IMPLEMENTING AN APPLICATION OF RADIO FREQUENCY IDENTIFICATION
(RFID) SYSTEM FOR SMALL BUSINESS PERFORMANCE.
Wan Farha Binti Wan Zulkiffli
Universiti Malaysia Kelantan, Kelantan, Malaysia
sitiafiqah@umk.edu.my
Razman Hafifi Redzuan, Siti Afiqah Binti Zainuddin, Tahirah Binti Abdullah, Noorul
Azwin Binti Md Nasir, Noorshella Binti Che Nawi,
Universiti Malaysia Kelantan, Kelantan, Malaysia
tahirah@umk.edu.my, azwin@umk.edu.my, norshella@umk.edu.my, farha@umk.edu.my
Highlights: The project investigates the potential of the Radio Frequency Identification (RFID)
technology as enablers of intelligent business-to-consumer for tracking the expiry date and missing
product in the small and medium retail business.
Keywords: radio frequency identification technology (RFID), small and medium retail business.
Introduction
Today, the evolution of technology happens quickly, improving retail with each revolution. One
example is RFID, or radio frequency identification. RFID devices use radio waves to identify and
track objects. Many businesses utilize wireless technology in personal digital assistants or hand-
held devices, which provide employees with real-time access to product and customer information.
Some companies offer smart carts that interact with customers while shopping, suggesting
products and notifying them of sales. Moreover, the adoption of radio frequency identification
(RFID) will create a revolutionary change in managing a supply chain, particularly in the small
business sector. This project aims to study the benefits/applications of RFID on small and medium
retail business and in turn, to formulate the cost-benefit analysis model, which helps in adopting
this technology. The small business enterprise industry represents one of the largest industries
worldwide. For example, in Malaysia, 98.5% of business establishments in Malaysia are SMEs,
cut across all sizes & sectors. There are 907,065 establishments of SMEs in Malaysia. SME
contributes 36.6% of Malaysia's GDP in 2016. In addition, this industry is facing similar trends to
those affecting other sectors, for instance, the globalization of markets, aggressive competition,
increasing cost pressures, and the rise of customized demand with high product variants.
Nonetheless, the industry also faces specific challenges such as managing the short shelf-life of
grocery goods, strict traceability requirements, and the need for temperature control in the retail
supply chain (Karkkainen, 2003). The previous findings show that RFID could be implemented in
the commercial sectors, specifically in logistics and inventory management. Improved operational
efficiency and effectiveness, and increased sales and profits, are the significant perceived benefits.
At the same time, implementation cost, compatibility with current systems, top management
attitude, and staff acceptance are the key challenges (Maria et al., 2017). The results give business
owners a better understanding of the potential benefits and challenges of adopting RFID.
Therefore, the businesses able to make more informed decisions in operational planning and
resource allocation. Moreover, the results may inspire more SMEs to use this technology. By
combining the perspectives of target audience, the RFID-based market value-added model, and
qualitative approaches proposed by various scholars, this article contributes to the interpretation
of technology transfer in a conventional technologically sophisticated retailing industry. It is
believed that someday, RFID tags could be embedded in customer loyalty cards. This would allow
294
the business owner to track the customers’ movement, helping them to make personalized sales
pitches. In practice, its massive and global implementation is still being delayed due to the high
quantity of factors that degrade the RFID systems performance in these scenarios, causing
uncontrolled items and identification losses, and in the end, economic losses. Some works in the
scientific literature studied a single or a set of problems related to RFID performance, mostly
focused on a specific communication layer: antennas and hardware design, interferences at the
physical layer, MAC protocols, security issues, or middleware challenges.
On the other hand, no works are studying the RFID performance in a specific scenario, specifically
in assisting small business performance in tracking the expiry date dan missing product. Therefore,
the first challenge of this project is to provide a complete analysis of those physical and
environmental factors, hardware and software limitations, and standard and regulation restrictions
that directly impact the RFID system performance in small businesses. Therefore, communication
layers, paying attention to providers, small business companies, and final customers, will address
this project. Finally, this project will provide a Guide of Good Practices (GGP) and improve our
understanding of the real potential of RFID for small business enterprise, which useful for
researchers, developers, and installers.
Acknowledgment
The authors acknowledge the Faculty of Entrepreneurship and Business, Universiti Malaysia
Kelantan for the facilities. Special thanks to those who contributed to this project directly or
indirectly especially to my family, my team for this project, Dr. Tahirah, Dr. Shella, Dr. Azwin
and En. Razman.
References
https://econsultancy.com/examples-digital-technology-in-retail-stores/
Maria et al., (2017). Case study: Installing RFID Systems in Supermarkets. (121-139)
RFID ARENA. (2012). Smart shelves – The store shelf of the future. Retrieved April 21, 2017,
from http://www.rfidarena.com/2012/9/13/%E2%80%9Csmartshelves%E2%80%9D-the-
store-shelf-of-the-future.a
295
GARDEASE: IOT & APPS LEARNING KIT FOR SMART GARDENING
MONITORING SYSTEM
Mohd Ridzwan Syah Bin Sani
Universiti Pendidikan Sultan Idris, Tanjong Malim, Malaysia
ridzwansyah98@gmail.com
Ahmad Nurzid Bin Rosli, Suhazlan Bin Suhaimi, Asma Hanee Binti Ariffin
Universiti Pendidikan Sultan Idris, Tanjong Malim, Malaysia
nurzid@fskik.upsi.edu.my, suhazlan@fskik.upsi.edu.my, asma@fskik.upsi.edu.my
Highlights: With an aim to teach the basic gardening skills and the use of the Internet of Things,
we proposed the GardEase: IoT & Apps Learning Kit for Smart Gardening Monitoring System.
GardEase is centralized and controlled with a mobile application that aims to educate the user on
how to starts to build and maintain a mini garden. Integration of IoT is included with a smart
gardening monitoring system to monitor the nutrition value of the plants. GardEase also proposed
in conjunction with United Nations Sustainable Development Goals (UNSDG) number 2, ‘Zero
Hunger’ which aim to end hunger, achieve food security and improve nutrition and promote
sustainable agriculture by promoting urban farming.
Keywords: Education, Mobile Application, Internet of Things, Gardening, Monitoring
System.
Introduction
With more than 3.6 billion smartphones in the world in the year 2020 alone, the power of mobile
application should not be underestimated. A mobile application can easily be downloaded by the
user through the Apple Store or Google Play Store and with such amount of user, the mobile
application can easily encourage and influence people into certain things. To further support the
UNSDG, our aim is to further promote urban farming which in recent year had to experience a
dramatic increase in popularity (Aurora University, 2019).
GardEase is specialized in indoor farming which is a type of urban farming in high-rise urban area.
The included smart gardening monitoring system ease user by helping them by providing alerts
and basic of gardening through the GardEase mobile application. Through the mobile application,
user can learn how to set up the garden and helps them to start gardening from the basic, Abd
Rahim et al (2020). Hence, by integrating IoT with the mobile application, we expect our product
to ease people in gardening by teaching them the basic and provide monitoring and gardening
solutions.
Content
Please include as many of the following sections as possible in your paper, as relevant.
Description of your innovation / product development / design / process.
For this research works, GardEase is split into two main modules. The first module which is the
brain of the system is a mobile application called GardEase, an acronym for Garden with Ease.
The mobile application provides learning on basic gardening that provided throughout the mobile
application. One of the major concerns in gardening, listed by Fiadhi et al (2020) is about water.
With relevance to this issue, GardEase includes suitable sensors, which user can interact by using
their smartphone to water the smart garden. User can interact with their smart gardening
monitoring system that will show the humidity of the soil, surrounding temperature and water level
296
of the water tank on the mobile application. From the mobile application, user can interact with
their smart garden by watering them through the mobile application. There are also diary features
that help the user keep track of the growth of their plant daily basis. The second module, known
as a monitoring module consisting of three different types of sensors. This includes; (i)a
temperature sensor, mainly to monitor surrounding temperature, (ii) humidity sensor and (iii) a
water level float sensor.
What is the context or background of the innovation/product development/design/process?
According to Aurora University (2019), urban farming is experiencing a dramatic increase in
popularity, and that is likely because there are so many ways to integrate it into the environment.
Some of the major urban farming include “Community Garden” which available to the public and
these gardens promote healthy eating and may reduce obesity for participants, Backyard Garden
which according to their website 35% of U.S. households grow food at home or in a community
garden, School Garden which the USDA reports around 7,101 school gardens in the country,
Zfarming (Zero-Acreage Farming) which can be characterized by the lack of land or acreage used
for farming activities, Indoor Farming and Vertical Farming. While in Malaysia, the Ministry of
Agriculture and Agro-based Industry has sponsored the Agro Journal program that shows urban
agricultural technology on television. This is a good approach to raise awareness and knowledge
among Malaysian to practice urban farming in urban areas (Zainal, 2018).
Why are they important to education?
Critical Thinking – Help user to stay motivated by helping them at an early stage of gardening.
Learning by doing - Helps the user in engaging with the IoT material and understanding small
scales gardening.
Please write any advantages of your innovation/product development/design/process towards
education and community.
Raise Awareness – Aware user on the importance of the plant to human daily life.
Cost Saving – Help user save household food by planting themselves.
Avoid Wastage – Prevent beginners’ gardener from a stop at an early stage due to failure by
providing them basic and awareness.
Please add any commercial value in terms of marketability or profitability of your
innovation/product development/design/process if any.
Low Cost – Mobile Application can be downloaded on any Android Smartphone that supports
Android 8 and above for free while the smart gardening monitoring system is made from an
affordable product.
IR 4.0 – Integrating mobile application with IoT to monitor the smart garden.
Acknowledgement (if any)
This project has won Gold Award for Vie-RIICH 2021. This work is funded by Research
Management and Innovation Centre (RMIC), under ‘Geran Penyelidikan Universiti’.
References (Use list your references using APA Referencing format)
Abd Rahim, N. H., Zaki, F. A., & Noor, A. S. M. (2020). Smart App for Gardening Monitoring
System using IoT Technology. system, 29(04), 7375-7384.
297
Fiadhi, J., Ansari, M. A., & Kannappan, R.(2020) Controlled Environment Gardening.
Types of Urban Farms(2019, September 10) Retrieved from URL
https://online.aurora.edu/infographics/types-of-urban-farms/
Zainal, Milah & Hamzah, Siti Raba'ah. (2017). Urban Agriculture: The Role of Knowledge among
Farmer in Malaysia. International Journal of Academic Research in Business and Social
Sciences. 7. 2222-6990. 10.6007/IJARBSS/v7-i14/3653.
298
FLOOD DECK: FLOOD DETECTION AND PREVENTION SIMULATION LEARNING
SYSTEM
Mohamad Luqman Bin Ahmad
Universiti Pendidikan Sultan Idris, Tanjong Malim, Malaysia
luqmanahmad5149@gmail.com
Dr. Suhazlan Bin Suhaimi, Ahmad Nurzid Bin Rosli, Asma Hanee Binti Ariffin
Universiti Pendidikan Sultan Idris, Tanjong Malim, Malaysia
suhazlan@fskik.upsi.edu.my, nurzid@fskik.upsi.edu.my, asma@fskik.upsi.edu.my
Highlights: Flood Deck - Flood Detection and Prevention (FDAP) Simulation Learning System
is a flood simulation model that consists of multiple sensors, to detect flood simulated phenomena.
Flood Deck used three types of sensors; (i) an ultrasonic sensor used to measure the river's water
level; (ii) a DHT11 sensor to measure the surrounding area's temperature and humidity and; (iii) a
water flow sensor to measure the flow rate of water from the river. This simulated flood model
helps to simplify students understanding in detecting the floods and take prevention.
Keywords: Educational Simulation, Flood Detection, Flood Prevention, Internet of Things, Web-
Based System.
Introduction
Flood is considered the most damaging natural disaster in the world. In fact, an
understanding of such an event is also included in our school syllabus. For example, Chapter 2
(Weather and Climate Phenomenon) in form 5 Geography subject discussed weather phenomena
that may cause the flooding’s. However, it is almost impossible to help students to understand and
visualize the floods disaster phenomenon in the classroom. Therefore, in this research work, we
proposed a Flood Deck, a learning simulation system that helps to simplify the understanding of
how the floods disaster phenomenon happened. We incorporate the Internet of Things (IoT)
technology and a web-based system that helps to simulate the floods disaster phenomenon by
predicting the event with a floods detection model. The proposed learning simulation provides a
fast and reliable tool in simulating the flood disaster phenomenon in the classroom. It also engages
the students with real-world scenarios and helps create preventive actions at the community level.
Content
Please include as many of the following sections as possible in your paper as relevant.
Description of your innovation / product development / design / process.
In this research, we developed a flood detection simulation model to help instructors educate
students about flooding using a technological tool consisting of sensors, a microcontroller, and a
web-based system. The simulation objectives are to i) Develop a technological learning aid; ii)
Optimize suitable learning process in a classroom environment; iii) Help student understand and
learn faster using a real-life simulation model. Instructors are recommended to use a Competency-
based Learning (CBL) method with students during the learning process while using the FDAP
Simulation Learning System.
What is the context or background of the innovation / product development / design / process?
The research focuses on tackling a flood disaster and educating the younger generation about the
problem. Flood disaster still happens even though our technological advancement has come so far
299
as 20 years ago. Therefore, prior knowledge needs to be educated to ensure future flood disaster
could be avoided with minimal damages. Thus, the simulation system is created to help educate
about flood detection based on flood phenomena.
Why are they important to education?
Benefit to education
Practical Learning – Make the learning experience more involved between the instructors and
students.
Model Building – Simulation gives students concrete formats on how the science behind flooding
works.
Relationships Among Variables – Students could control the parameter for the humidity,
temperature, water level, and water flow rate of the simulation environment to better understand
how those factors could lead to flooding.
Please write any advantages of your innovation / product development / design / process towards
education and community.
Benefit to community
Awareness & Preventive Measurement – Make learner more aware of factors that could lead to
flooding and decide what to do next.
Future Research – FDAP could be used for classroom learning and data gathering methods for
flood prediction for future implementation in the real-world environment.
Knowledge Platform – Teaching the younger generation about flood detection to ensure flood
occurrence could be minimized in the future.
Please add any commercial value in terms of marketability or profitability of your innovation /
product development / design / process, if any.
For Who? - The FDAP Simulation Learning System is not limited to secondary education only
but open to being bought for higher education as part of a technological learning aid. For example,
university, polytechnics, community colleges and vocational college that focus on meteorological
or geographical subjects such as flooding.
How Much? The simulation model is low in price because the sensors used are abundant and
could be bought off the shelves. The subscription price for the web domain is dependent on the
provider.
Acknowledgement
This work is funded by Jabatan Hal Ehwal Pelajar & Alumni (JHEPA) and Research Management
& Innovation Centre (RMIC), under ‘Geran Penyelidikan Universiti’. Research Code:2017-0185-
104-01.
This project has won the “Best Category (Internet of Things)” and “Gold Medal” in Virtual
Exhibition of Research, Idea & Innovation on Creative and Humanizing (ViE-RIICH’21).
References
Ören, T., Turnitsa, C., Mittal, S., & Diallo, S. Y. (2017). Simulation-based learning and education.
In Guide to Simulation-Based Disciplines (pp. 293-314). Springer, Cham.
300
Kementerian Pendidikan Malaysia. (2018). Kurikulum Standard Sekolah Menengah Geografi:
Tingkatan 4 dan 5 (pp. 43-44). Retrieved from http://bpk.moe.gov.my/index.php/terbitan-
bpk/kurikulum-sekolah-menengah/category/331-dskp-tingkatan-4-dan-5-
gabung?download=2768:dskp-kssm-geografi-tingkatan-4-dan-5
Prima, E., Putri, A. R., & Rustaman, N. (2018). Learning Solar System Using PhET Simulation to
Improve Students' Understanding and Motivation. Journal of Science Learning, 1(2), 60-70.
Morote, Á. F., & Hernández, M. (2021). Water and flood adaptation education: from theory to
practice. Water Productivity Journal, 1(3), 31-40.
Morote Seguido, Á. F., & Hernández-Hernández, M. (2020). Social Representations of Flooding
of Future Teachers of Primary Education (Social Sciences): A Geographical Approach in the
Spanish Mediterranean Region.
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ez-SEMAI
Muhammad Shamil bin Md Nor
Fakulti Seni, Komputeran dan Industri Kreatif, Universiti Pendidikan Sultan Idris, 35900
Tanjong Malim, Perak
d087007@siswa.upsi.edu.my
Bah Anastasha Kirana A/L Atan, Nadia Akma Ahmad Zaki
Fakulti Seni, Komputeran dan Industri Kreatif, Universiti Pendidikan Sultan Idris, 35900
Tanjong Malim, Perak
bah.kirana@gmail.com, nadiaakma@fskik.upsi.edu.my
Highlights: The Semai language learning application (ez-Semai) is the first mobile digital
application pioneered to learn the mother tongue of one of the Orang Asli communities in the
Peninsula, namely Bahasa Semai. The ez-Semai application provides several easy-to-understand
learning modules using interactive multimedia elements as well as quizzes to help the learning
process become more interesting and fun. The minimalist ez-Semai application interface design is
also more user-friendly and facilitates user interaction. Thus, the production of ez-Semai
application can catalyze the process of mastering the Semai Language, by being an alternative
material for teaching and learning of teachers and school students or for the use of the general
public.
Key words: mobile apps, orang asli, bahasa semai, learning application, teaching and learning
Introduction
Orang Asli or known as indigenous peoples, are the oldest population living in Peninsular
Malaysia. This Orang Asli community not only has a unique language but also the knowledge and
belief system can be said to be different from other communities. Semai is one of the Orang Asli
that is only found in two states in peninsular Malaysia, namely in Perak and Pahang and they use
Semai as their spoken language. The new Bahasa Semai was introduced in the education system
through the subject of Bahasa Semai and was only available in a few selected schools. Therefore,
the mastery of Bahasa Semai in schools and in the general public is very low. Unlike foreign
languages which show such widespread use and influence various fields. In addition, the lack of
individuals who are fluent in Semai other than the race itself, results in complete reliance on
teachers who teach the language. In addition, learning materials such as Bahasa Semai reference
books are also limited and difficult to obtain by students and the outside community.
The development of mobile devices is becoming more widespread and is now widely used as an
aid in teaching and learning through learning applications because it is easier to access and make
the learning process more interactive for students. There are many learning applications have been
developed for learning languages mainly English and Bahasa Melayu. In general, the purpose of
developing this language learning application is to further facilitate the learning process among
students as well as to give students the opportunity to explore the learning process in different
environments. Therefore, through the production of this ez-Semai application can help in the
learning process as well as be one of the interesting, fun and effective learning reference materials
to learn Semai Language.
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Content
Ez-Semai is an innovation of Languages Learning mobile application that is really interactive and
user-friendly. This digital application are made for the purpose of teach Bahasa Semai which has
now been made one of the subjects in Orang Asli schools. The ez-Semai application focuses on
the basics of speaking Bahasa Semai which is the National Language of the Orang Asli community
in Peninsular Malaysia. The development of this application is one of the starting points for
learning Semai Language and can be used for learning the Orang Asli Language of other races as
well.
The ez-Semai application was developed using a mobile application platform for learning the
Semai Language as it is easy to use and can be operate anywhere and anytime. Along with the
passage of time and technology, the development of mobile devices has now also become more
widespread and affordable for most people. In addition, there are also teachers and students who
have been given mobile devices for free for learning purposes. Therefore, this ez-Semai application
can utilize the technology as a medium for teaching and learning Semai Language.
The ez-Semai application provides several easy-to-understand learning modules along with
quizzes that can help the learning process run effectively and efficiently. Each learning module
provided contains appropriate and interesting illustrations as examples for each word. It is also
reinforced by the use of audio to hear the pronunciation of words correctly. In addition, the use of
a minimalist application interface also facilitates user interaction when using this application (see
Figure 1). Through the use of the ez-Semai application, students or users can learn and master the
Semai Language easily and systematically.
The production of ez-Semai application is very significant because it provides an opportunity
especially for Orang Asli students to move one step forward by using technology in learning and
give awareness to the outside community that there are still languages that can be explored and
learned to facilitate the process of communication. In addition, the production of this application
can also provide exposure to the outside community about the culture of the Orang Asli community
in Malaysia, thus the language heritage can be maintained and preserved so that it does not become
extinct over time.
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Figure 1: ez-Semai interface
Commercialization potential of the product
Not only a reference source for Orang Asli students and teachers, the ez-Semai application also
suitable for outside community who are interested in learning the Semai language. The ez-Semai
application can also be used as one of the products to attract tourists to learn about the cultural
heritage of the Orang Asli community. The learning modules available in the ez-Semai application
can also be expanded in more detail according to skills such as listening and speaking skills,
reading and writing. In addition, the ez-Semai application can also be used as an example for the
development of Orang Asli Language Learning Applications for other races in Malaysia.
References
Domingo, M. G., & Garganté, A. B. (2016). Exploring the Use of Educational Technology in
Primary Education: Teachers' Perception of Mobile Technology Learning Impacts and
Applications' Use in the Classroom. Computers in Human Behavior, 56, 21-28. Era
Globalisasi. Fakulti Pendidikan. Universiti Kebangsaan Malaysia.
Fernando Rosell-Aguilar. (2018) Autonomous Language Learning Through A Mobile
Application: A User Evaluation Of The Busuu App. Computer Assisted Language Learning
31:8.
Gustavo García Botero, Frederik Questier, Chang Zhu. (2019) Self-Directed Language Learning
In A Mobile-Assisted, Out-Of-Class Context: Do Students Walk The Talk?. Computer
Assisted Language Learning 32:1-2, pages 71-97.
Khalid, F., Daud, M. Y., & Nasir, M. K. M. (2016). Perbandingan Penggunaan Telefon Pintar
Untuk Tujuan Umum dan Pembelajaran Dalam Kalangan Pelajar Universiti. In International
Conference on Education and Regional Development (pp. 173-182).
Masron, T & Masami, F & Ismail, Norhasimah. (2013). Orang Asli in Peninsular Malaysia:
Population, Spatial Distribution and Socio-Economic Condition. J. Ritsumeikan Soc. Sci.
Hum. 6. 75-115.
304
ARUNGAN ILMU: LEARNING DEVOPS METHODOLOGY USING BLOG WITH
MICRO-CREDENTIALS IN MALAY LANGUAGE
Muhamad Said Nizamuddin Bin Nadim
Universiti Pendidikan Sultan Idris, Tanjong Malim, Perak, Malaysia
nizamx4din@gmail.com
Nor Masharah Husain, Nur Saadah Fathil
Universiti Pendidikan Sultan Idris, Tanjong Malim, Perak, Malaysia
masharah@fskik.upsi.edu.my, nursaadah@fskik.upsi.edu.my
Highlights: The use of DevOps as a project development methodology is on the rise among
system developers in today’s industry. The DevOps structure provides a very friendly in the
Continuous Delivery and Continuous Deployment models. However, this methodology is less
well received by students and fresh graduates for lack of sources of local Malay language and had
no further information regarding the analysis of patterns of programming technologies that have
been used by the industry. Arungan Ilmu is an educational application that applies the concept of
short-term courses 'micro credentials' in a special presentation in the form of a blog. This
application helps students in understanding more deeply related to the latest technology
specifically in the field of web system development (web framework). IT has been designed to be
suitable for self-hosted learning.
Key words: DevOps, Web, Micro Credentials, Blog, Android, Industry’s Methodology
Introduction
According to Masoud Azizinezhad and Masoud Hashemi (2011), blogs are one of the most
important technologies on the Internet and have been known by all virtual users. Blogs are a
medium that is easily accessible by users by only being accessed using browsers in various types
of devices, despite different operating systems (OS). The acquisition of information through the
medium of blogs has led to the biggest revolution in the achievement of information technology
to become the driver to the emergence of modern systems and applications used today. However,
the potential of blogs as a medium of formal knowledge delivery is still less applied by the
Malaysian community compared to neighboring countries that use blogs as dissemination of
knowledge such as technology, beauty, society and culture and general.
Description of Innovation
The presentation of information in a blog was originally only focused on writing articles in
general without having an analysis to track the progress of the blog visitors. According to Jones
and Alony (2008), irrelevant data is not a foreign problem for a blog, but it can contribute to
problems related to subject observation and document analysis. The lack of accurate data on the
effectiveness of blogs in self-hosted learning compared to e-learning systems, MOOC, Micro
Credentials or OWC.
Therefore, the idea of developing a content management system (CMS) that is applied with
educational pedagogy to form a new system with the concept of content management system
(LCMS). According to Irlbeck and Mowat (2007), LCMS is an online content storage medium in
which the data are stored, managed and reused through an integrated database system (DBMS).
By following the existing system (blueprint) and has been in a stable phase can speed up the
development process of an application and bigger community support. This drives the process of
modifying the LCMS according to its own mold by maintaining, reducing or adding new
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functions to a system.
The main content found in this blog is the topic of DevOps which is divided into several categories
and there are also sub-categories. DevOps has covered all the elements in project development
such as analysis, design, development, server activation, user support, documentation and related
(Bobrov E. et al., 2020). There are also web developments related topics ranging from Front-end
and Back-end programming such as HTML, CSS, JavaScript, PHP programming as well as web
frameworks such as Laravel and CodeIgniter.
There are two methods of presenting information used, namely general articles and specific
articles (crash course). General articles refer to normal articles that are shown to the general
reader while short-form specific articles (crash course) focus on e-learning and Micro Credentials.
Please include as many of the following sections as possible in your paper, as relevant.
Background of the Innovation
This application has a deeper philosophical meaning from a set of old Malay word Arungan means
in the middle of a deep ocean while Ilmu means knowledge in terms of external and internal.
Therefore, the two words Arungan Ilmu mean human beings who want to seek knowledge like a
sailor who is struggling to sail in the middle of the turbulent ocean of knowledge in order to
obtain the light of knowledge (Kamus Dewan Bahasa, 2006).
The application is a hybrid programming concept developed by DevOps methodology that
focuses on single module development. Meanwhile, the technology and programming language
applied are PHP Framework and Flutter. The server programming used is a VPS with Ubuntu 18
LTS operating system and equipped with Cyberpanel and Docker.
The goal and purpose of this project are to create an alternative hub and become a benchmark in
the Malay- language reference sources. This is because the source of reference and tutorial Malay
language is very limited in the Malay language that students are mostly looking to neighboring
countries such as Indonesia, to learn more about the concept of a program for Indonesian similar
to our language. With this application, students can understand more about the technology
program in the mother tongue and indirectly uphold the Malay language in the arena of modern
technology.
Importance to Education
This innovation can provide a positive impact on higher education because it connects academic
knowledge with the needs of the industry in a flexible way the development of programming skills.
The information transitions presented link students ’knowledge in the basics of algorithms so
often with mastery in the latest programming trends.
This is especially important for students of computer science, information technology and
software engineering who need a balance between theory and skills to ensure brighter job
opportunities (Bobrov E. et al., 2020). When students prepare themselves with the needs and want
of the industry then they will be the top choice of employers in the selection of employees. In
addition, early exposure to DevOps, Development Tool and Stack Technology needs to be
implemented so that students can adapt to the current cultural shocks of the workplace and reduce
the imbalance gap between education and industry.
Advantages of Innovation
• The app is easy to use due to its simple design, minimal light weight and accessible
through the Android platform.
• Students can access this application even if they do not have high-speed internet
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because all the content is the blog and specifically in the form of articles.
• Students can use this app for free in advance and can upgrade the package to premium if
satisfied.
Commercial Value
This application can be downloaded on Google Play only for now for free and will support In
App Payment. Profits from this app are derived from ad mob ads, article slot sales and premium
membership fees and community support through buy me a coffee. This application has great
potential in getting a return on investment (ROI) that is stable because generally students or fresh
graduates will seek to obtain new knowledge and must find the source of the Malay language in
advance.
Acknowledgement (if any)
We would like to thank Mr. Hassan Abu Bakar, a Software Developer from SoftwareQ, for taking
the time to be interviewed to get the industry's views on the mastery of DevOps in education.
Special thanks given to faculty and university management for giving me the opportunity to
publish my research project in such a great event.
References
Azizinezhad, M., & Hashemi, M. (2011). The Use of Blogs in Teaching and Learning Translation.
Procedia - Social and Behavioral Sciences, 28, 867–871.
https://doi.org/10.1016/j.sbspro.2011.11.159
Bobrov E. et al. (2020). DevOps and Its Philosophy: Education Matters!. In: Bucchiarone A. et al.
(eds) Microservices. Springer, Cham. https://doi.org/10.1007/978-3-030-31646-4_14
Bobrov E. et al. (2020). Teaching DevOps in Academia and Industry: Reflections and Vision.
Software Engineering Aspects of Continuous Development and New Paradigms of Software
Production and Deployment. https://doi.org/10.1007/978-3-030-39306-9_1
Jones, M., & Alony, I. (2008). Blogs – The New Source of Data Analysis. Issues in Informing
Science and Information Technology, 5, 433–
446. https://doi.org/10.28945/1019
Dewan Bahasa dan Pustaka. (2006). Kamus Dewan (Edisi keempat). Kuala Lumpur: Dewan
Bahasa dan Pustaka.
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DEVELOPMENT AND EVALUATION OF A USER-CENTERED OPEN ACCESS
ELEARNING RESOURCE: THE LITERATURE SEARCH REUSABLE LEARNING
OBJECT (RLO)
Chin Hai Teo
University of Malaya eHealth Unit, Faculty of Medicine, University of Malaya, Kuala Lumpur,
Malaysia
teoch@um.edu.my
Chirk Jenn Ng
Department of Primary Care Medicine, Faculty of Medicine, University of Malaya, Kuala
Lumpur, Malaysia
ngcj@um.edu.my
Hooi Min Lim
Department of Primary Care Medicine, University of Malaya Medical Centre, Kuala Lumpur,
Malaysia
hmlim@ummc.edu.my
Ping Yein Lee
University of Malaya eHealth Unit, Faculty of Medicine, University of Malaya, Kuala Lumpur,
Malaysia
pylee02@gmail.edu.my
Yew Kong Lee
Department of Primary Care Medicine, Faculty of Medicine, University of Malaya, Kuala
Lumpur, Malaysia
leeyk@um.edu.my
Kuhan Krishnan
Medical Education and Research Development Unit, Faculty of Medicine, University of Malaya,
Kuala Lumpur, Malaysia
kuhan@ummc.edu.my
Zahiruddin Fitri Abu Hassan
Academic Enhancement and Leadership Development Centre, University of Malaya, Kuala
Lumpur, Malaysia
zahiruddin@um.edu.my
Ira Adila Binti Mohamed Yasin
Department of Primary Care Medicine, Faculty of Medicine, University of Malaya, Kuala
Lumpur, Malaysia
ira_adila95@yahoo.com
Ranita Hisham Shunmugam
T.J. Danaraj Medical Library, University of Malaya, Kuala Lumpur, Malaysia
ranita@um.edu.my
Su May Liew
Department of Primary Care Medicine, Faculty of Medicine, University of Malaya, Kuala
Lumpur, Malaysia
308
smliew@ummc.edu.my
Highlights: The Literature Search (http://acord.my/RLOs/literature-search) reusable learning
object (RLO) was co-created for students to learn how to search for literature to answer clinical
and healthcare related questions. It is a practical and interactive open access online resource where
students are given a clinical scenario at the start to activate their learning; subsequently guided
with images, demonstration videos, quizzes and interactive activities to facilitate their learning of
literature searching concepts and skills; and finally apply the knowledge obtained to search for the
answer to the clinical scenario in a medical literature database.
Keywords: Reusable learning object, literature search, evidence-based medicine, user-centred
development, co-creation, learning analytics
Abstract:
Project Description & Objectives
The Advancing Co-creation of Reusable Learning Objects (RLOs) to Digitise Healthcare Curricula
(ACoRD) project aims to build the capacity of Malaysian academicians, learning technologists
and other stakeholders in co-creating user-centred RLOs for healthcare curricula. An RLO is an
open access, interactive, multimedia web-based resource based on a single learning objective
which can be used in multiple contexts.(Bath-Hextall, Wharrad, & Leonardi-Bee, 2011) The key
characteristic of an RLO is that it has to be short, to accommodate human’s working memory
timespan of 7±2 minutes.(Miller, 1956) A total of 23 RLOs are being developed by teams from
University of Malaya (UM), Universiti Putra Malaysia (UPM) and Taylor’s University (TU).
Using the ‘Literature Search’ RLO as an exemplar (http://acord.my/RLOs/literature-search), this
abstract aims to describe the content, development, evaluation and implementation of an RLO.
Development Process
In the first phase of this project, a survey was conducted with the students and lecturers from UM
to identify suitable topics to be developed into RLOs; ‘literature search’ emerged as one of the
preferred topics. Librarians and evidence-based medicine experts who taught ‘literature search’
contributed to the development of the content of this RLO, which aimed to teach students how to
search for literature to answer clinical questions. Following the ASPIRE RLO development
framework, the RLO was developed systematically by: (1) drawing the storyboard; (2) populating
the specifications; (3) creating the prototype; (4) reviewing of the prototype by a medical student,
an evidence-based medicine expert and an eLearning expert; and finally (5) releasing it for use in
teaching and learning.
Content of Innovation
The finalised ‘Literature Search’ RLO is a short (8 webpages), practical and interactive e-learning
object. It begins with a clinical scenario to activate students’ learning. Subsequently, students learn
about the concepts and skills of literature search via images, demonstration videos, quizzes and
interactive activities. The RLO ends by asking students to apply what they have learned by
searching for the answer to the clinical scenario using a medical literature database (PubMed). The
RLO was crafted based on Merril’s Instructional Design Principle.(Merrill, 2002)
Integration into Teaching
This RLO was developed with a librarian who teaches information skill. Not only was it integrated
into her own class, the RLO was also shared with other lecturers who taught the same course, who
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used it in different ways including flipped and blended learning. The link of this RLO is often
given to the students during class as a supplementary resource.
Multifaceted Evaluation
The evaluation of the ‘Literature Search’ RLO comprised: (1) pre- and post-RLO use knowledge
and confidence assessment; (2) students’ feedback survey; as well as 3) using Google Analytics
(GA) to track users’ profile and number and to measure user acquisition and behaviour.
The preliminary findings showed that there was a significant increase in the knowledge score (six
questions on literature search concepts) [pre-RLO (n=108): mean=5.00+1.2 vs post-RLO (n=59):
mean=5.76+0.60, p<0.001)]. The confidence score (Likert scale 1 to 5) also significantly increased
from [pre-RLO (n=37): mean=2.68+0.97 vs post-RLO (n=15): mean=3.47+0.99, p=0.018].
For the feedback survey, 100% of the respondents (n=38) would recommend this RLO to others
and the mean score for ‘RLO being helpful’ was 4.79 (Likert scale 1 to 5). What the users liked
most about this RLO’ reported was that the content was simple and easy to learn.
The GA showed spikes in usage over the 6-month period, which coincided with the teaching
classes. Most accessed the RLO via the direct link provided by the lecturer. The GA recorded 655
sessions in total but only 91 (13.9%) of the sessions showed completion of all RLO pages.
Next step
At the time of abstract submission, all RLOs developed by the ACoRD project, including the
‘Literature Search’ RLO, are still undergoing internal evaluation. Once the evaluation is complete,
the RLO will be revised before disseminating to other academic institutions in Malaysia and
globally. The team will analyse the GA data after dissemination to further understand the learning
pattern and behaviour across different institutions and regions. The team will also explore the
reasons for the low completion rate of the RLO, which will help to improve future development
of RLOs.
Usefulness for Education and Community
This RLO has simplified learning and provides an alternative (more accessible) way for students
to learn about literature search to answer clinical questions. The ethos of an RLO is for it to be
reused by anyone, at any time and wherever they are; hence, it has been filed under the Creative
Commons license. This RLO is open access and, once ready, will be widely disseminated to benefit
students in Malaysia and across the world.
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Figure 1. Snapshot of the Literature Search RLO.
Acknowledgement
This RLO was developed under the Advancing Co-creation of RLOs to Digitize Healthcare
Curricula (ACoRD) project, co-funded by the European Union’s Erasmus+ Capacity Building in
Higher Education Programme. Our team is grateful to the three European Universities namely the
University of Nottingham (Lead), University of Stavanger and Karolinska Institute for training the
team to develop RLOs, as well as our partner universities (Universiti Putra Malaysia and Taylor’s
University) for the mutual sharing of knowledge and experiences in eLearning. We are also
thankful to a medical student (Swee Shiuan Wong) for reviewing the content of this RLO to ensure
it fits students’ needs.
References
Bath-Hextall, F., Wharrad, H., & Leonardi-Bee, J. (2011). Teaching tools in evidence based
practice: evaluation of reusable learning objects (RLOs) for learning about meta-analysis.
BMC Med Educ, 11, 18. doi:10.1186/1472-6920-11-18
Merrill, M. D. (2002). First principles of instruction. Educational technology research and
development, 50(3), 43-59.
Miller, G. A. (1956). The magical number seven plus or minus two: some limits on our capacity
for processing information. Psychol Rev, 63(2), 81-97.
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PEMBANGUNAN MODUL INTERAKTIF ‘AUGEMENTED REALITY’ BOARD GAME
KEMBARA P4T
Dr Hj Ahmad Nasir Mohd Yusoff
Universiti Putra Malaysia, Sedang, Selangor
ahmadnasir@upm.edu.my
Dr Rozihan Mohamed
Universiti Putra Malaysia, Sedang, Selangor
mrozihan@upm.edu.my
Johan Ismail
Universiti Putra Malaysia Kampus Bintulu, Bintulu, Sarawak
ijohan@upm.edu.my
Khairil Azuar Bin Mohd Noor
ustazkhairalmatriky@gmail.com
Zuhaizi Bin Abdullah
zuhaizi86@gmail.com
Highlights: Implementasi elemen gamifikasi dalam sesi pdp (pengajaran dan pembelajaran)
menjadikan proses pembelajaran lebih menarik dan interaktif, selain menjadikan aktiviti yang
pada asalnya bukan permainan sebagai satu aktiviti bermain yang formal,bermanfaat dan serius.
Tujuan utama gamifikasi ini adalah untuk memberi motivasi, merangsang minat, mewujudkan
pengalaman menarik kepada pelajar yang bermain, menggalakkan mereka belajar menyelesaikan
masalah serta membina kemahiran sosial melalui setiap peringkat atau tahap
permainan.Penerapan elemen gamifikasi oleh pensyarah dalam proses pdp dapat membantu
pelajar dalam tiga aspek utama iaitu: Pertama Kognitif: Permainan membimbing pemain melalui
proses penguasaan dan membuat mereka terus terlibat dalam tugas-tugas sukar. Gamifikasi P4T
ini menyediakan beberapa alternatif menuju kejayaan. Hal ini dapat meningkatkan motivasi dan
penglibatan dan membentuk perspektif baharu terhadap pembelajaran. Gamifikasi dapat
mendorong pelajar untuk “ambil tahu” tentang apa yang harus pelajar lakukan untuk menguasai
pembelajaran. Kedua Emosional:Permainan melibatkan pelbagai emosi yang kuat, bermula dari
rasa ingin tahu, kegembiraan, sehingga kecewa. Dalam banyak permainan, satu-satunya cara
untuk belajar adalah dengan mengalami kegagalan berkali- kali. Dengan gamifikasi, pelajar
belajar dengan cara melihat kegagalan sebagai peluang, dan bukannya sebagai alasan untuk putus
asa. Ketiga Sosial:Permainan Gamifikasi P4T membolehkan pemain untuk “cuba” identiti dan
peranan yang baharu, bermula dari yang sangat fiksyen, sehingga yang bersifat lebih nyata.
Dalam pembelajaran yang menggunakan gamifikasi, pelajar berkesempatan memperoleh
kredibiliti sosial dengan jaringan sosial untuk prestasi akademik,baik dari pensyarah mahupun
sesama pelajar. Selain itu, gamifikasi yang dirancang dengan baik dapat membantu pelajar
menghayati dan menghargai peranan untuk pembelajaran dan menyedari potensi
mereka.Gamifikasi sememangnya memberikan kesan yang positif dalam proses pdp dan sesuai
dilaksanakan seiring dengan minat pelajar dan tuntutan perkembangan pendidikan pada hari ini.
Gamifikasi boleh dijadikan satu pendekatan berkesan untuk mencetus perubahan positif dalam
tingkah laku dan sikap pelajar terhadap pembelajaran. Apatah lagi elemen gamifikasi sangat
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mudah dan fleksibel untuk di integrasikan dalam proses pengajaran sebagai aktiviti untuk
mencapai objektif pembelajaran yang tertentu.Gamifikasi kini menjadi topik yang hangat
diperkatakan sebagai antara kaedah pdp terbaik dalam konsep Pendidikan IR4.0). Bagi
memastikan penggunaan elemen gamifikasi dalam proses pdp berjaya,dilaksanakan dengan
sempurna,memberi manfaat kepada pelajar dan mencapai objektif pembelajaran,pensyarah perlu
melakukan perancangan awal agar permainan atau aplikasi yang dipilih sesuai dengan
kandungan pelajaran yang ingin disampaikan.Selain itu pensyarah juga wajib membuat
persediaan dengan memastikan semua peralatan,sumber dan bahan bantuan mengajar (BBM)
yang berkaitan dilengkapkan, termasuklah kemahiran pensyarah sendiri untuk mengendalikan
aplikasi gamifikasi P4T yang hendak digunakan ini.
Key words: Board Game ‘Kembara P4T’ Penjana Inovasi Pdp Musim Pendemik Covid-19
Introduction
Permainan Kembara P4T merupakan permainan yang pertama berkonsepkan pembelajaran
berdasarkan permainan menggunakan elemen Augmented Reality. Permainan ini diasaskan
menggunakan konsep asal permainan monopoli iaitu ada element soalan, bonus dan konsep jual
beli.
Kembara P4T adalah permainan yang terbaik dalam industri pendidikan yang menpekenalkan
konsep pembelajaran berlandaskan permainan (Games Learning) dalam Kursus Tamadun Islam
dan Tamadun Asia (TITAS). Permainan ini diterapkan dengan elemen-elemen mengenai konsep
dan permahanan dalam pembelajaran tamadun-tamadun di dunia seperti tamadun melayu,
tamadun islam, tamadun cina, tamadun india dan isu-isu semasa. Kembara P4T merupakan
landasan yang terbaik untuk mensasarkan pelajar ke arah pembelajaran yang seiring dengan
dunia globalisasi dan anjakan era revolusi 4.0 (IR 4.0), disamping pembelajaran
berpusatkan pelajar.
Content
Bahan Bantu Pembelajaran selari dengan kemajuan dan pembangunan teknologi dalam
menghadapi cabaran Revolusi Industri 4.0. Strategi pembelajaran berpusatkan pelajar bagi
Kursus Tamadun Islam dan Tamadun Asia berkonsepkan Augmented Reality (AR). Element asas
produk ini iaitu berkonsepkan permainan monopoli yang diterapkan dengan element-element
sejarah dan ketamadunan dunia, disertai dengan soalan-soalan yang meliputi pelbagai peringkat
pembelajaran untuk mudah dipahami secara berperingkat. Papan permainan Kembara P4T,
semua pemain akan bermain di atas papan ini. Kad-kad soalan dan bonus juga akan disusun
ditengah-tengah papan di dalam kotak yang disediakan.Pemain disediakan sebanyak 8 buah
objek (buah permain) yang mewakili seramai 8 orang pemain yang boleh bermain dalam sesuatu
masa.Kad soalan - Pemain dikehendaki imbas soalan dibelakang kad untuk menjawab soalan.Kad
Bonus - Pemain dikehendaki imbas soalan bonus dibelakang kad untuk menjawab soalan.Kad
Sewa-Beli - Pemain boleh membeli barang-barang alatan dan radas kimia untuk dijadikan aset
semasa bermain.Manakala Kad Bank – Kad untuk memudahkan sebarang penambahan atau
pengurangan skor, samada semasa membeli aset, menolak markah pihak lawan atau menebus
aset di akhir permainan. AR untuk Board Games Kembara P4T amat penting dalam pendidikan
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kerana dapat meningkatkan pengalaman pembelajaran pelajar melalui penyertaan, penglibatan
setiap pelajar dan pendekatan pembelajaran berasaskan teknologi AR dan tradisional,
menyediakan buku panduan PdP, aktiviti dan penilaian melalui penyediaan modul kursus sebagai
nilai tambah dan menyediakan ‘platform’ perbincangan,percambahan idea, minat melalui kad-
kad ‘games’Kembara P4T ini. Pembangunan dan reka bentuk produk ini bermula dengan
memilih Kursus TITAS yang melibatkan 4 Peradaban Dunia (SKP2203), melalui pendekatan
modul dan ‘games’ Flip Classroom, berbantukan AR, PutraBlast dan Web 2.0, dan menghasilkan
produk dalam bentuk modul dan KIT ‘Board Games’ Kembara P4T. Sebelum Kembara P4T,
penyelidik akan ‘create’ kandungan ‘content kursus’, kandungan untuk AR, ‘create AR’, dan
melakukan integrasi antara kandungan kursus dengan AR. Selanjutnya penyelidik akan
bangunkan ‘kandungan games’, integerasikan antara kandungan games dengan AR, ‘create
kandungan ‘hames’ dan bangunkan ‘model ‘games’ tersebut. Akhir sekali penyelidik akan
menyediakan rubrik penilaian daripada pelajar yang mengambil kursus ini melalui soalan yang
diajukan berdasarkan modul dan ‘games’ yang dibangunkan, menambahbaik modul kursus dan
‘games’ untuk akhirnya mendapat perolehan ‘HakCipta’ (IP) daripada MyIPO. Jangkaan
penyelidikan akan menghasilkan 3 hakcipta iaitu dalam bentuk ‘Modul Kursus’ dan Kit Board
Games Kembara P4T, serta Model Kad Permainan. Kebaikan daripada inovasi pasti dapat
membina konsep dan idea baharu, boleh dikongsi, boleh dikomersialkan dan boleh dijadikan
bahan bantu mengajar afektif dan inovatif kerana kursus ini melibatkan pelajar yang wajib
mengambil dan dijamin memudahkan untuk urusan PdP, penilaian KBAT pelajar dan juga
bersifat ‘Student Centered Learning’ dan juga boleh dilaksanakan atas talian /secara maya
terutama dalam musim pendemik yang perlukan penjarakan sosial, sentuhan fizikal dan pasti
menarik minat dalam setiap PdP. Potensi besar juga dapat meningkatkan proses pembelajaran,
tambah nilai, penglibatan aktif,tambah baik ‘performance’ pelajar dan kekuatan belajar melalui
reka cipta produk yang inovatif ini juga memudahkan urusan kurikulum PdP kursus ini. Berkaitan
potensi pemasaran atau jualan sudah pasti dapat dilakukan dengan baik sebagai harta hakcipta
dengan membangunkan Modul serta Model Kad Permainan yang diintegerasikan pula dengan
Augemented Reality serta amat berpotensi untuk jualan kepada seluruh pelajar di IPT Awam dan
Swasta yang agak ramai.
Acknowledgement
Projek ini dibiayai sendiri oleh penyelidik dan setinggi-tinggi penghargaan kepada Jabatan
Pendidikan Malaysia, Kementerian Pelajaran Malaysia, Fakulti Ekologi Manusia, dan Pusat
Pembangunan Akademik (CADe), UPM atas sokongan mantap dan moral yang tinggi, rakan-
rakan penyelidik Dr Rozihan Mohamed, Khairil Azuar Bin Mohd Noor Zuhaizi Bin Abdullah
dan Johan Ismail yang berbeza latarbelakang disiplin ilmu dan gabungan antara Universiti Putra
Malaysia (Serdang), UPM (Kampus Bintulu Sarawak) dan Kolej Matrikulasi Kelantan hingga
berjaya melengkapkan board games Kembara P4T dan juga kepada MyIPO yang menilai dan
meluluskan hak cipta ini dengan no rujukan LY30299911
314
References
Nancy B. Sardone & Roberta Devlin-Scherer. (2016) Let the (Board) Games Begin: Creative
Ways to Enhance Teaching and Learning.The Clearing House: A Journal of Educational
Strategies, Issues and Ideas. Volume 89, 2016 - Issue 6. Taylor Francais Online.
Eray Molla & Vincent Lepetit† (2010). Augmented Reality for Board Game. IEEE International
Symposium on Mixed and Augmented Reality. Publisher: IEEE. Seoul, Korea (South)
Ni Made Ratminingsih. I(2018). Implementasi Board Games Dan Pengaruhnya Terhadap Hasil
Belajar Bahasa Inggeris. Jurnal Ilmu Pendidikan.Vol 24, No 1.Terbitan UM Learning
University
315
IMPLEMENTATION OF INTEGRATED PROJECT AND ONLINE
COLLABORATIVE LEARNING FOR COMPUTING COURSES DURING
EMERGENCY REMOTE (ER) TEACHING AND LEARNING
Sharin Hazlin Huspi
School of Computing, Faculty of Engineering
Universiti Teknologi Malaysia (UTM)
sharin@utm.my
Noraini Ibrahim, Muhammad Aliif Ahmad
School of Computing, Faculty of Engineering,
Universiti Teknologi Malaysia (UTM)
noraini_ib@utm.my, muhammadaliif@utm.my
Highlights: This study shares our experiences in implementing an integrated project of two
courses namely System Analysis and Design (SAD) and Database (DB), for Computer Science
programmes in School of Computing, Universiti Teknologi Malaysia (UTM). This has been
implemented for few years, however due to the COVID-19 pandemic, we need to redesign the
integrated project implementation and assessment to ensure online collaborative learning was
embedded for in both courses. This is important to achieve the technical and team-work skills in
the intended course outcomes of both courses.
Keywords: Integrated project; Online Collaborative Project; Emergency Remote TnL;
Introduction
System development has always been an important part of learning for computer science students
(Sadasivam & Arumugam, 2018; Titovskaia et.al, 2019). This often addressed in two subjects,
one focuses on system analysis and design (System Analysis and Design - SAD) while another
focuses in database design and development (Database Development - DB). The skills and
knowledge acquired to develop a working system will be beneficial for students before they enter
working life. Both courses also enable students to study information system requirements for any
system application within an organizational context. The contents are sequentially organized
directly from planning, analysis, designing and implementation phases (Ibrahim & Abd. Halim,
2014). From the resulting output of the planning and analysis phase should enable students to
form input, output and interface design. Hence a prototype design can be demonstrated.
The current literature on System Analysis and Design (SAD) and Database (DB) courses are very
sparse. Research shows that SAD and DB is taught and assessed in varieties of ways. For example,
they discussed teaching techniques such as case studies, problem-based learning, flipped
classroom, agile approach and simulation. Several studies also focused on the project
implemented in SAD courses by using service-learning project (Chen, 2013), real project
(Sadasivam & Arumugam, 2018; Wong, 2017; Wong & Lee, 2018) and prototype (Ibrahim &
Abd. Halim, 2014; Titovskaia et.al, 2019). However, many from the above studies do not really
address the implementation on the combination of similar project use in SAD and DB.
SAD-DB Integrated Project
316
We observed that in Malaysia, most faculties design these courses to provide practical approaches
of analysis and designing skills in developing a working database system. We also observed that
Computer Science faculties in Malaysia offer both courses to their undergraduate students, but in
different semesters, except for few universities. And it is unknown on the project implementation.
We believed that hands-on experience during the system development phases gives students the
essential knowledge on system development. As for UTM, the previous implementation on the
project for both courses was done separately. However, we found that in such implementation,
students were unable to see the relationship and connection between development of a database
system with system analysis and design. Thus, in session 2017/2018, lecturers made the decision
and planned to have an integrated project for both courses to strengthen and promote a more
comprehensive understanding for both courses.
The implementation of the integrated project was done by reviewing the course learning outcome,
and based on our observations, we can see that there are similarities in the CLOs for both courses,
where CLO2, CLO3 and CLO4 involves the design of the proposed system. Summary of the
assessment for each CLO in both courses is shown in Figure 1:
Figure 1: Implementation of Integrated Project for SAD-DB
As seen in Figure 1, both courses focused on the design phase of system development lifecycle
(SDLC) and database development lifecycle (DBLC). The integrated project consists of a full
report on the proposed system, but with different elements based on each course. Table 1 shows
the required elements for both courses.
317
Table 1: Requirement and Submission for Integrated Project
SAD
DB
PHASE 1
To conduct background and feasibility study of the problem.
To proper plan the project management.
To identify major user of the system and system boundary.
SUBMISSION: Project proposal
PHASE 2
Gathers information about what the
users want in the new systems (to-
be) based on the current system (as-
is).
Gather general requirements for the
database system by describing any
features to be included in the new
database system
SUBMISSION:
Report on System Data Requirement and Transaction Requirement
PHASE 3
States what the new system will do
(context diagram)
Generate logical diagrams for new
systems (DFD level 1, 2)
Defines processes at all levels (lower
levels DFD).
Defines all data required (database
design/tables)
INITIAL SUBMISSION:
Conceptual and Logical DFD (few
iteration)
Create a conceptual ERD to represent
and produce the data dictionary for the
created conceptual design
SUBMISSION: Conceptual DB Design
(ERD) & Initial Data Dictionary (few
iteration)
PHASE 4
Transform the conceptual ERD in P3
into logical ERD and validate logical
ERD with the system’s transaction
requirements
FINAL SUBMISSION:
Conceptual to Logical DFD & Process Specification.
Logical DB Design (ERD, Relational Schemas, updated Data Dictionary)
PHASE 4
PHASE 5
Develop system prototype based on
system design
Build a database based on Oracle /
MySQL DBMS.
SUBMISSION: System Prototype with SQL queries
Students need to make sure the project are aligned with the requirement and outcome of both
courses. This helps the students to understand in learning the important steps and techniques in
planning, design and development of a database system owing to the close relationships of the
components between these two courses.
The integrated project is a group/team work and during the pandemic, it was important to make
sure the students were able to discuss in groups even they were in different locations. Thus
collaborative online tools such as Microsoft Teams and Trello were utilized in all phases of the
project. Microsoft Teams were created for each group, where they can have video meeting and
share their work. Whereas Trello was mainly used for project planning of each phases. E-Learning
318
platform (via Moodle) was also used as a communication platform for students to download and
submit their work. With guided instruction and frequent monitoring by the lecturers via the
collaborative online tools, students were able to communicate with their members in successfully
implementing the project.
For the assessment, we utilized Teammates (https://teammatesv4.appspot.com/) for peer
assessment, where for each phase, students were required to give marks and comments on their
groupmate works. We also encourage the groups to have rotation of project leader in order to give
experience to each students to lead and manage their project.
Conclusion
One main challenges we had with the integrated project was to make sure the students were in the
same section for both courses. This is important as we need to make sure the students will be able
to do the integrated project with the same case study. Thus, early intervention on the project group
member was crucial at that time.
Another challenges was to make sure the students were able to communicate well with each other
during the project phases during the remote emergency T&L. The courses were offered to second
year students (in their third semester), thus most of them were still not familiar with each other.
Most of the international students were also back in their home country, so time difference also
needs to be consider when doing online meeting between them. But the use of Trello and
Microsoft Teams have helped them to organized their work, and proper monitoring by the
lecturers.
Acknowledgement
We would like to express our appreciation to Universiti Teknologi Malaysia (UTM) for the
financial support allocated for this study under Cost Centre No. Q.J130000.2451.04G70. We also
would like to thank all the lecturers and learners that cooperatively participated in the online
collaborative project.
References
Chen, K. C. (2013). Designing service learning project in systems analysis and design course.
Academy of Educational Leadership Journal, 17(2), 47.
Ibrahim, N., & Abd Halim, S. (2014). Generic framework design of Project-Oriented Problem-
Based Learning (POPBL) for Software Engineering courses. In 2014 8th. IEEE Malaysian
Software Engineering Conference (MySEC) (pp. 359-364)
Kaloyanova, K. (2013). Including Real Stakeholders at Students Projects. Computer Science and
Education in Computer Science, 9(1), 51-55.
Sadasivam U.M. & Arumugam C. (2018) Teaching Database Design and Analysis in an
Effective Way on Digital Platform and Its Effect on Society. In: Gervasi O. et al. (eds)
Computational Science and Its Applications – ICCSA 2018. ICCSA 2018. Lecture Notes in
Computer Science, vol 10964. Springer, Cham. https://doi.org/10.1007/978-3-319-95174-
4_38
Titovskaia N.V et.al (2019). Interactive Approach And Technique of Teaching Future Experts in
Database Development. Proceedings of SLET-2019 – International Scientic Conference
319
Innovative Approaches to the Application of Digital Technologies in Education and
Research, Stavropol – Dombay, Russia, 20-23 May 2019, published at http://ceur-ws.org
Wong, K. C., & Lee, F. S. (2018). The Impact of Systems Analysis and Design Performance on
Learning Advanced Systems Development Methodology. International Journal of
Knowledge Engineering, Vol. 4, No. 2, December 2018. pp 87-90.
http://www.ijke.org/vol4/106-065.pdf
Wong, W. (2017). Empowering Students to Actively Learn Systems Analysis and Design: The
Success of an Entrepreneurial-inspired Project in a Hybrid Learning
Environment. Information Systems Education Journal, 15(5) pp 68-83.
http://isedj.org/2017-15/ ISSN: 1545-679X.
Appendices
A1: Project Management in Trello
A2: Collaborative Online Discussion in Microsoft Teams
A3: Teammates for Peer Evaluation
320
CLOUD-BASED AUTHENTIC ASSESSMENT TOOL FOR STUDENTS’
INVOLVEMENT IN COMMUNITY SERVICES
Masnida Hj. Hussin
Faculty of Computer Science and Information Technology, University Putra Malaysia
masnida@upm.edu.my
Siti Iman Nabihah Azman, Norazianti Hamidi
Faculty of Computer Science and Information Technology, University Putra Malaysia
199147@student.upm.edu.my, 199617@student.upm.edu.my
Highlights: We developed a solid authentic assessment in term of affective domain for students’
involvement in the community project. It is developed using Cloud services that aims to be easily
accessed through online by the main entities i.e., lecturers and students. The organization in
assessment itemization provides clear appraisal process and improves marking integrity while
supporting the online teaching and learning approach.
Key words: Authentic assessment, Cloud service, Community services project, Affective domain,
Teaching and Learning.
Introduction
Involvement in community services becomes an integral part of student education, especially in
higher-learning institutions. Such involvement that combined with formal learning adds value to
the students in terms of developing their attitudes and commitment. This work attempts to assess
student’s capability in handling the real issues/problems through a practical experiment where we
used the community services as a case study. Note that, it incurs additional efforts to measure
such practical activities with evidence to be collected and assessed for verifying either it reflects
the students’ knowledge/skills or not. In this work, we developed Cloud-based authentic assessment
tool for measuring students’ involvement in community services through affective domain. The
online tool intends for allowing the assessment process being performed in real time manners.
Assessment Design
There are five assessment criteria in our tool in respond to the five affective domain that need to
be fulfilled by the students. At each level there are thorough elucidated evaluation criteria to be
assessed where the students required to provide project’s evidence. The assessment starts when
the students formed the team member and assigned the roles. Further, they will be decided on
which community is chosen for the project. It is necessary to choose the recent issues of the
community and design appropriate activity for the community. Later, they need to run the
designed activities with the chosen community. It can be implemented in several ways for
example by knowledge sharing, motivating, and assisting where it also allows to execute through
hybrid online. The evidence for each progress can be submitted in any form e.g., document,
picture, video etc.
Once the group submitted their complete evidence, the lecturers received the submission
notification through email. The evaluating process is then performed by the lecturers. In the
evaluating part, the lecturer merely downloaded the submitted evidence. If the evidence is
321
appropriate and match with the respective affective domains, then the mark is given by only
clicking the YES button where the mark automatically record. In this assessment mechanism we
do not use any rubric due to the affective domains already highlighted the assessment criteria.
In addition, our Cloud-based assessment tool presented the results in a web chart report (Figure 1)
to summary marks of each affective criteria. By incorporating it this way, the student can
improve their affective criteria in next class or other activities.
Figure 1
Benefits
We make the assessment process lighten up because focused more on the student’s skill
development rather than messiness marking steps. The assessment module is developed and
presented using Cloud service and required for the lecturers and students to register and login for
allowing them to access from anywhere at any time. The way of reporting style is according to
five levels in affective domains; hence it makes the evaluating process much easier where the
submitted evidence/report are already split up into certain parts for evaluating purposes. It further
gives advantage to the students as they can focus suitable evidence/documents to be uploaded
on parts that matter. It reduces conflicts of subject matters and redundancy in data and
information. Due to the assessment made through Cloud service the evaluation materials can be
assembled, previewed, edited, and published instantly. It saves the overall assessment process
and time.
Analysis and Conclusion
To analyse the effectiveness of the authentic assessment mechanism, we analysed the students’
satisfaction towards the Cloud-based assessment medium. The finding reveals (Table 1) very
remarkable responses that means the assessment mechanism is applicable and helps the students
to focus on type of evidence to submit and plan for appreciating the executable community
project. It makes our Cloud-based assessment approach practicable can be employed in any
courses and class activities. Due to it is the first version of the Cloud-based assessment system,
the design of dashboard is still open for a lot of improvement. Optimistically, our assessment
mechanism becomes an alternative approach in making authentic learning more inspiring while
casting versatile graduates. Furthermore, our assessment mechanism can assist in online teaching
and learning approach that been extensively used during COVID19 pandemic.
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Table 1. Satisfactoriness Analysis
Dimension
Percentag
e
Satisfy
Easy to use
93.3
User friendly GUI
63.3
Interactivity
Criteria definition
73.3
Criteria organization
93.3
Reliable submission
100
Applicable
Suitability
93.3
Accessibility
100
Integrity
95.7
Acknowledgement
This work is supported by a Centre for Academic Development (CADe) University Putra
Malaysia under Teaching and Learning Grant.
References
Á. Dobos. (2016), “Innovative learning environments facilitating community-based learning
experiences and citizen engagement,”
Journal of Education Research, Vol. 10, No. 3.
García-Peñalvo, F. J., Corell, A., Abella-García, V., & Grande-de-Prado, M. (2021).
Recommendations for Mandatory Online Assessment in Higher Education During the
COVID-19 Pandemic. In Radical Solutions for Education in a Crisis Context (pp. 85-98).
Springer, Singapore.
Gelmon, S. B., Holland, B. A., & Spring, A. (2018). Assessing service-learning and civic
engagement: Principles and techniques. Stylus Publishing, LLC.
Gerstenblatt, P. (2013). Academic service-learning pedagogy in social work: exploration of
student and community lived experiences using an interdisciplinary course model of
community-university engagement (Doctoral dissertation).
Hussin, M. H. (2019) Students’ Involvement in Community Services as Authentic Learning.
Scholarship of Teaching and Learning@ UPM© Centre for Academic Development
(CADe), University Putra Malaysia First Print 2019, 81.
Plummer, R., Witkowski, S., Smits, A., & Dale, G. (2021). The issue of performance in Higher
education institution-Community partnerships: A Canadian perspective. Journal of Higher
Education Policy and Management, 1-20.
Purnamasari, D. (2017), “Implementation of Authentic Learning Model in Social Learning for
Depelopment of Student’s Social Skills (Classroom Action Research at class of VII A in
SMP Negeri 7 Bandung.”, International Journal Pedagogy of Social Studies, 178.
323
324
PROJECT-BASED LEARNING APPROACH IN BIOINDUSTRIAL TECHNOLOGY
COURSES THROUGH INNOVATIVE PROJECT DESIGN
Mardawani Mohamad
Faculty of Bioengineering and Technology, Universiti Malaysia Kelantan, Jeli Campus, 17600
Jeli, Kelantan, Malaysia
mardawani.m@umk.edu.my
Noor Fazliani Shoparwe, Rosmawani Mohammad, Teo Pao Ter, Mohamad Najmi Masri,
Wan Hasnidah Wan Osman
Faculty of Bioengineering and Technology, Universiti Malaysia Kelantan, Jeli Campus, 17600
Jeli, Kelantan, Malaysia
fazliani.s@umk.edu.my, rosmawani@umk.edu.my, teopaoter@umk.edu.my,
najmi.m@umk.edu.my, hasnidah.osman@umk.edu.my
Highlights: Downstream Process and Scale up Process are core technology courses that comprises
theory and practices regarding principle and application in bioindustry. Traditionally, the lectures
have being delivered through conventional face-to-face (F2F) for lectures and laboratory sessions
for the implementation of theory and practices of technological courses. Project-Based learning
(PBL) is an instructional methodology through engaging experience by applying knowledge and
skills to encourage student’s engagement for collaborative learning and problem solving skills. In
this invention, the concept of ‘Innovative Design Project’ was implemented through Project-
Based Learning approach. This project was designed to suit the course objectives by introducing
the application of real case studies in bioindustry. From CLO analysis (student achievement index)
and course grade analysis (grade scored), it was found that student performances are improved as
compared to previous batch.
Key words: Downstream process; Scale up Process; Innovative Design Project; PBL
Introduction
In this innovation, Project Based Learning (PBL) approach was applied in Downstream Process
and Scale up Process Course to enhance the understanding regarding the principles and
application of both courses in bioindustry. Both courses are technical core subjects for Bachelor
of Applied Science (Bioindustrial Technology) that being offered in fourth and fifth semester.
Downstream Process course discusses the procedures involved in obtaining materials (sources of
plants, animals and microorganisms) at a level acceptable to the consumer. In Scale up Process
course, the potential methods that have been used to transform laboratory information into
industrial scale that involve physical and biological methods being discussed.
There are different ways to establish a creative environment that allows integration between
theoretical concepts and practical aspects, together with development of students’ teamwork
skills. Project based learning (PBL) approach being implemented for this innovative design
project. PBL method uses the concept of student-centered learning whereas students being active
learners that involve planning, executing and documenting while working in groups (Aksela &
Hattainen, 2019). Better implementation of PBL in practice through collaborative learning in
which students and lecturers are learning from each other could enhance the interaction between
students and lecturers and also promote teaching pedagogy method (Han et al., 2015). PBL is
characterized by students’ autonomy that refers to student centered learning, constructive
investigations for the problem solving, goal-setting, collaborative learning, communication and
reflection within real-world practices (Kokotsaki et al., 2016). Collaborative learning improves
325
the student’s ideas and thought regarding the execution of the project and student’s abilities for
teamwork as projects are often done in groups (Kavlu, 2015).
In this context, this innovative design project being developed by introducing the application of
real case studies in bioindustry. This project being designed using integrated assessment to
implement PBL that can lead to the development of industry relevant skills and prepare student
for lifelong learning. In this innovation, it was observed that the decision to integrate real case
studies from industry into both courses led to significant motivation for students to progress their
projects. Consequently, the learning process for unit operations in bioproduct production was
shown to be effective. In addition, students have improved their knowledge of process flow
diagram for manufacturing process. Finally, other skills and competencies were stimulated during
the PBL process, such as teamwork and the capacity to transfer what has been learned to other
related disciplines.
Content
Before the innovations was introduced, the mini project regarding project design was conducted
by conventional method using face-to-face (F2F). The data for the project mostly being provided
by the industries for problem solving case studies and additional data obtained from previous
journal articles. However, during Covid-19 pandemic, transitioning to the new normal of teaching
and learning, alternative method needs to be implemented during online learning to enhance
student engagement through project-based learning approach.
Through this innovation, Trello app, a visual tool for project management being used. Before the
innovation being developed, a survey for the level of internet access among students was
conducted to ensure that all the students’ involvement for the design project by considering their
internet access at home. It was found that most of the students which refers to 29 out of 44 students
(65.9%) have medium internet access while 6 of them (13.6%) have weak internet access. Only 9
out of 44 students (20.5%) have high internet access. Trello app previously being used as project
management tool but in this design project, this app was implemented as project monitoring for
the students and acts as platform or medium to create collaborative learning environment. In
addition, this app is also simple and flexible for the students as the briefing on how to use the app
as educational tool being given to the students. Bioprocess simulator, SuperPro Designer software
also being used to facilitate modeling, evaluation and optimization of integrated batch and
continuous processes in a bioprocessing industry.
In the case of PBL approach, tasks that need to be accomplished in the project were planned
accordingly to the time given until project completion. By integrating Trello app as the platform
for this PBL method, a comprehensive tasks or activities that need to undergo by the students
being listed and monitored every week by the lecturers. Figure 1 shows the tasks in project design
work that comprises the development of process flow diagram (PFD) for the selected bioproduct,
process/unit operations involved in the upstream and downstream process and operating
conditions. At the end of the project, students need to prepare a short video of their project as final
presentation. Total assessment for this project is around 30% out of total mark. This project design
was evaluated by two aspects which are progress work of the project (20%) and video presentation
(10%) as shown in the figure.
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Figure 1: Tasks and progress work of project design in Trello board
Each card was allocated for each group to report their progress every week. In addition, in each
card, the students or each member can participate actively for the project by discussing the
progress in Trello board. The lecturer also can reply to the comments as this app also being used
for the discussion platform. This platform create interaction between students and lecturers if they
have any problems regarding the given tasks. Lecturer also can monitor their progress from time
to time until project completion. This project was conducted to fulfill Couse Learning Outcome 3
(CLO3). Learning outcome cluster for this CLO is cluster 3D that refers to digital skills whereas
the ability to use information/digital technologies to support work and studies. The skills include
sourcing and storing information, processing data, using applications for problem solving and
communication as well as ethics in applying digital skills. Digital skills were applied for this
project design by integrating Trello app and SuperPro Designer Software. According to CLO
analysis (student’s achievement), it was found that the performance of the students was improved
for CLO2 and CLO3 that emphasize on technical skills as compared from the previous batch is
shown in Table 1.
Table 1: CLO analysis for second year students as compared to previous batch
PROGRAM
CLO2
CLO3
Academic Session
2018/2019
*Before Invention
Downstream
Scale up
Downstream
Scale up
2.99
(Good)
3.11
(very Good)
3.08
(Very Good)
3.16
(Very
Good)
Academic session
2019/2020
*After Invention
Downstream
Scale up
Downstream
Scale up
3.05
(Very Good)
3.53
(Very Good)
3.25
(Very Good)
3.30
(Very
Good)
This innovation comprises type of job skills needed in 2025 according to the World Economic
Forum's Future of Jobs Report that includes problem solving, self-management, working with
people and technology use and development in order to prepare students for their careers in future
(Whiting, 2020).
327
Acknowledgement
The authors would like to acknowledge Faculty of Bioengineering and Technology, Universiti
Malaysia Kelantan and Centre of Excellence and Academic Development, Universiti Malaysia
Kelantan for the support and trainings received regarding teaching and learning activities.
References
Aksela, M., & Hattainen, O. (2019, January). Project-Based Learning (PBL) in Practice: Active
Teachers' Views of Its' Advantages and Challenges. Proceeding of the 5th International
STEM in Education Conference Proceedings: Integrated Education for the Real World
2018, Brisbane, Australia.
Han, S. Y., Yalvac, B., Capraro, M. M., & Capraro, R. M. (2015). In-service Teachers'
Implementation and Understanding of STEM Project Based Learning. Eurasia Journal of
Mathematics, Science and Technology Education, 11(1), 63-76.
Kavlu, A. (2015). Project – Based Learning Assessment Methods Comparison in Undergraduate
EFL Classes. International Journal of Social Sciences & Educational Studies. 1 (4), 47-56.
Kokotsaki, D., Menzies,V., & Wiggins, A. (2016). Project-based learning: A review of the
literature. Improving Schools, 19(3), 267–277.
Whiting, K. (2020). These are the top 10 job skills of tomorrow – and how long it takes to learn
them. https://www.weforum.org
328
COURSE INFORMATION DEVELOPMENT SYSTEM
Lau Yi Ling
University Technology of Malaysia,
Skudai, Johor,
Malaysia
y.ling@graduate.utm.my
Dr. Noraini Binti Ibrahim
Universiti Teknologi Malaysia, Johor Bahru, Malaysia
noraini_ib@utm.my
Prof. Ts. Dr. Wan Mohd Nasir Bin Wan Kadir
Universiti Teknologi Malaysia, Johor Bahru, Malaysia
wnasir@utm.my
Highlights: Designing “A One-stop Platform to Stand On” web-based implementation portal to
facilitate the systematized creation, management and archiving of course information in well-
structured and effective manner
Key words: Course Information, Develop, Computing and Technology Automation Services,
Course Coordinator, Program Coordinator, Upper Management Committee
Introduction
The course information of record plays a central role of serving as the primary course-level
academic standards in the curriculum of University Technology of Malaysia. As such, the
prerequisites that the students need to advance successfully through a series of the courses are
based on information provided in the outline of record. It became an increasing concern across
the decade that curriculum committee members lacked uniformity in sequencing the manual
preparation of course information process. The purpose of this study is to develop a one-stop
department wide web-based implementation software named Course Information Development
System (CIDS) which can be used by all the lecturers in facilitating the systematized creation,
management and archiving of course information. A system development methodology selection
based on iterative approach has been proposed in this study. The overall project lifecycle is
composed of three iterations whereby each iteration was repeated with requirement analysis and
design, implementation, and testing phase till an integrated system is released. The domain system
requirements were documented in Software Requirement Specification (SRS) before getting into
design phase. Subsequently, the transition from the analysis model to the design model was
performed at four levels of design detail: data structure, system architecture, interface
representation and test case execution. All the related system design models were adopted and fit
into Software Design Document (SDD) and Software Testing Description (STD) respectively.
Ultimately, each of the elements involved in the analysis and design model have resulted in
validating good quality of course information management system, which are associated by being
the solutions to tackle the problems of unstructured ways in organizing the course information
content provided.
329
Content
Course Information (CI) is generally defined as a learning-centred documents which serves as a
bridge between students and university lecturers detailing the expectation that tends to be achieved
in particular courses. The critical resources including in the course information are the course
description, course goals, student learning outcomes, assessment overview and schedule of
learning activities. Basically,course information plays significant role in two fundamental areas-
permanent record for evaluations of courses as well as becoming an effective learning tool for
students by conveying the content of the course clearly. “The course information is often the initial
communication tool that students receive and is often the most formal mechanism for sharing the
information with students regarding the course” (Eberly,Newton, Wiggins, 2001, p.56).
Undoubtedly, the process of preparing a course information must well-matched and equipped with
the correct format or structure of the syllabus. Although it tends to appear as a piece of written
documents of the course description, it is an undeniable fact to prove that the success of a course
is on the hands of how systematic the objectives and outlines being designed. Despite the
importance of a course information, Eberly et al. (2001) further described that the structures and
formats of written Course Information (CI) have kinds of trends that are handed down from one
generation to the other till some of the features are overlooked. With the emerging of new courses
evolved over time, course information construction could be quite tiresome.
The present proposed system provides an insight of developing a uniform departmentwide
conceptual framework application for all course information in the campus by looking to the
future in terms of integration of computing and technology, so that professors across the
universities have a clear direction in creating course information under inclusive learning
environment.
The proposed system has its significant relevance in solving the problems of unstructured ways
in organizing the course information content provided. Having a one-stop centralized model-
oriented platform in managing all learning-centred document. Course Information (CI) enable the
users the access control to the most up-to-date information. An arithmetic algorithm is performed
in compliance with this automation application by which tends to reduce the time for lecturers in
calculating SLT of learning outcomes. Generally, the architecture of the software application
eases the target users to create, edit and modify CI in an effective manner.
330
Acknowledgement
I would like to express my appreciation to Universiti Teknologi Malaysia (UTM) for the financial
support allocated for my project under Cost Centre No. Q.J130000.2451.08G55.The success and
final outcomes of the thesis would not have been achieved without their heart-pledged assistance
and guidance.
References
Arif .S. et. al. (2010), Article in an International journal, Requirements Engineering Processes
Tools / Technology & Methodologies. Int. Journal of Reviews in Computing. Islamabad,
Pakistan.
B. Randell and F.W. Zurcher, “Iterative Multi-Level Modeling: A Methodology for Computer
System Design,” Proc. IFIP, IEEE CS Press, 1968, pp. 867- 871.
C. Ebert, P. Abrahamsson, N. Oza, “Lean Software Development”, IEEE Software, vol. 29, no.
5, pg. 22-25, 2012
Eberly, M.B., Newton, S. E. and Wiggins, R.A. (2001) ' The Syllabus as a tool for student-centered
learning', The Journal of General Education, 50(1), 56-74. doi: 10.1353/jge.2001.0003
Hickey AM, Davis AM (2002). The Role of Requirements Elicitation Techniques in
Achieving Software Quality, Proceedings of the Eighth International Workshop of
Requirements Engineering: Foundation for Software Quality, Essen, Germany.
K.Bittner and I Spence (2006) Managing Iterative Software Development Project. E-book library
[online]. Available
at: https://books.google.com.my/books?hl=en&lr=&id=FMzJItxvyNMC&oi=fnd&pg=PR
7&dq=iterative+software+development&ots=l1k-MtsYus&sig=hegH3E-
nd7d8R2Ogixu_V3BDa_I&redir_esc=y#v=onepage&q=iterative%20software%20develop
ment&f=false (Accessed: 24 May 2020).
L. Rodrguez, M. Mora, and F. Alvarez, “A descriptive Comparative Study of the Evolution of
Process Models of Software Development Lifecycles (PM-SDLCs),” Proceedings of the
Mexican International Conference on Computer Science, 2009, pp. 298–303.
331
EXCELLENT EXTERNAL INSTRUCTORS MANAGEMENT THROUGH E-FASI
INTEGRATED SYSTEM
Mohd Nazri Muhayiddin, Zul Karami Che Musa, Alia Nadhirah Ahmad Kamal,
Siti Norhidayah Mat Hussin
Pusat Kokurikulum, Universiti Malaysia Kelantan
alianadhirah@umk.edu.my
Highlights: Coming from different academic and social backgrounds with wide range of
knowledge in their specialized area, external instructors are vital to ensure the smooth running of
Pusat Kokurikulum, Universiti Malaysia Kelantan (UMK). However, managing instructors who
are not attached to the university has always been a great challenge to Pusat Kokurikulum. From
information dissemination to getting teaching payment, the center has to ensure that no instructors
are left behind. Based on UMK policy, external instructors are not granted the access to the official
university LMS system and this makes it very tedious to reach out to all 65 over external
instructors especially within limited time, in addition to 30 UMK instructors appointed by Pusat
Kokurikulum. This situation becomes more complex during the time of Covid-19 pandemic where
face-to-face coordination meeting is impossible. The external instructors too are having
exponential difficulties to connect to the center and UMK students. All these issues have driven
the center to innovate a new system called e-FASI. e-FASI is a UMK LMS integrated system that
is built to ease many processes for all instructors and also the administrative staff of Pusat
Kokurikulum. With its user-friendly interface, e-FASI’s main features are to allow easy access
to the personal profile of each instructor, application to teach, course structure and information,
attendance, claim for payment and most importantly preparation and submission of the paperwork
for student’s final project. This e-FASI system carries high commercial value especially because
the system is integrated with the official LMS, fluid and can be replicated by any faculties or
organizations in need of external staff management.
Key words: education management, learning management system, external staff management
Introduction
Coming from different academic and social backgrounds with wide range of knowledge in their
specialized area, external instructors are vital to ensure the smooth running of Pusat Kokurikulum,
Universiti Malaysia Kelantan (UMK). However, managing instructors who are not attached to the
university has always been a great challenge to Pusat Kokurikulum. From information
dissemination through getting teaching payment, the center has to ensure that no instructors are
left behind. Based on UMK policy, external instructors are not granted the access to the official
university LMS system and this makes it very tedious to reach out to all 65 over external
instructors especially within limited time, in addition to 30 UMK instructors appointed by Pusat
Kokurikulum. This situation becomes more complex during the time of Covid-19 pandemic where
face-to-face coordination meeting is impossible. The external instructors too are having
exponential difficulties to connect to the center and UMK students. All these issues have driven
the center to innovate a new system called e-FASI.
332
As suggested by Musdalifah et al. (2021), having the best design for blended learning environment
is important not just for students to be able to adapt but it is vital for maintaining high motivation
among instructors. On the other hand, Oguguo et al. (2021) has found that although instructors
are motivated to teach the students during class time, a learning management system that is not
user friendly would affect their interest in engaging in non face-to-face activities and this
consequently led to negative on the students performance. Having these concerns in mind, the e-
FASI system has been developed to provide the best learning environment for UMK students. As
most instructors are externally hired, maintaining motivation to teach is done by the e-FASI
system by giving them ownership to the course and students that they teach.
e-FASI is a UMK LMS integrated system that is built to ease many processes for all instructors
and also the administrative staff of Pusat Kokurikulum. With its user-friendly interface, e-FASI’s
main features are to allow easy access to the personal profile of each instructor, application to
teach, course structure and information, attendance, claim for payment and most importantly
preparation and submission of the paperwork for student’s final project. This e-FASI system
carries high commercial value especially because the system is integrated with the official LMS,
fluid and can be replicated for any faculties or organizations in need of external staff management.
References
Musdalifah, M., Baharuddin, B., Jabri, U., Elihami, E., & Mustakim, M. (2021, February).
Building The Management System: Designs on the use of Blended Learning Environment.
In Journal of Physics: Conference Series (Vol. 1783, No. 1, p. 012120). IOP Publishing.
Oguguo, B.C.E., Nannim, F.A., Agah, J.J. et al. Effect of learning management system on
Student’s performance in educational measurement and evaluation. Educ Inf
Technol 26, 1471–1483 (2021). https://doi.org/10.1007/s10639-020-10318-w
333
SOCIALLY DISTANCED FIELD TRIP KIT
Nurashikin Suhaili
Faculty of Resource Science and Technology, UNIMAS, 94300 Kota Samarahan, Sarawak
snurashikin@unimas.my
Awang Ahmad Sallehin Awang Husaini, Dayang Salwani Awang Adeni
Faculty of Resource Science and Technology, UNIMAS, 94300 Kota Samarahan, Sarawak
hahmad@unimas.my, adsalwa@unimas.my
Highlights: In light of the emerging need for distance learning recently, alternatives to face-to-face
immersive learning are vital. In this presentation, we introduce Socially Distanced Field Trip (SDFT)
kit, an economic tool that consists of templates designed for conducting virtual field trips in an
immersive and engaging way. The applicability of the templates has been demonstrated for two
virtual field trips, which were conducted between 30 March and 26 April 2021 during the
Environmental Biotechnology course. The course was taken by 103 students of Resource
Biotechnology programme at Faculty of Resource
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SDFT kit for present and future applications in distance learning.
Key words: Asynchronous learning, e-learning kit, immersive learning, distance learning,
virtual field trip
Introduction
With the shift of global education towards virtual learning since the pandemic gripped the world
in 2020, there is an emerging need for alternative strategies to cater different aspects of teaching
and learning (T & L). One of the T & L activities that requires an alternative approach during
distance learning is field study. In science, field study is one of the important T & L components
that can help to facilitate student understanding through immersion of processes at the field (Zhao
et al., 2020), which plays an important role in increasing learners’ motivation and enjoyment
(Makransky and Lilleholt, 2018). However, with the infeasibility of physical T & L activities
due to the pandemic, the traditional field study has to be substituted with an alternative approach.
The challenges of virtual field trip nevertheless lie in the degree of the immersion, student
engagement as well as the digital divide. Although 3-dimensional technologies such as virtual
reality (VR) can serve as a highly interactive tool for conducting virtual field trips, nonetheless,
the high cost as well as the limitation of the resources still remain amongst the major bottlenecks
of its wide adoption especially in developing and underdeveloped countries. Hence, there is a
need for a more affordable approach that can provide virtual fieldwork experience. The initiative
presented here highlights Socially Distanced Field Trip (SDFT) kit, an economic tool for
conducting virtual field trips in an immersive and engaging way, which was designed using
inexpensive digital applications.
Description
Context and background
Socially Distance Field Trip Kit consists of several templates that are designed to cater virtual
field trips in an immersive and engaging way. Each of the templates has several main sections
such as information centres, check points and video slots. The whole templates and the sections
embedded into them were created using low-cost digital tools such as Google slide, Genially,
334
Google form, Mentimeter, Instagram and YouTube. The invention is important to education as
it can be benefitted by educators for conducting virtual field trip replacing the physical field trip
during distance learning.
Advantages of the innovation
The invention offers several advantages to both educators and students. From a teaching
perspective, the templates can be designed easily by educators using low-cost digital tools. Using
two-dimensional technology, the invention does not require expensive tools unlike those
platforms that use three-dimensional technology. From the learner perspective, the platform can
also be accessed easily without huge investment for additional gadgets and data. Secondly, the
platform provides self-paced and personalised learning experience to the learners. Furthermore,
the information delivery is designed to be in bite-sized mode, representing microlearning, a
successful paradigm that is proven effective in reducing cognitive load (Horst, 2020). These
features can help to increase the student understanding on the subject matter and therefore reduce
their stress. The incorporation of check points in the templates in the form of various activities
makes the trip interactive and this can help to promote student engagement throughout the field
trip. With regard to the applicability of the invention, the templates can be uploaded to various
platforms such as social media, email and e-learning portals. Moreover, the invention can be
easily applied for a large number of students across both science and non-science fields.
Methodology
We created the templates using two main platforms namely Google Slide and Genially. Every
template is a set of slides consisting of several main sections namely information centre, video
slot and check point. The information centre serves as a section for posting brief facts related to
the subject matter. The information can be posted in the form of video, infographic, brief notes
or links to social media posts. Video slot is a section that features the demonstration video of the
field trip. Several video slots were prepared in the same template in order to include the bite-
sized demonstration videos. In this work, we posted links of YouTube videos in the video slots.
Check point is a section for recording student engagement through several activities. We created
the activities in the form of short quizzes using Google Form and Mentimeter. The finished
templates can be uploaded to e-learning portals, social media and email. The whole template will
be viewed by the viewers as a series of slides (Figure 1) featuring the aforementioned sections,
which can be accessed at their pace. The feasibility of the SDFT templates was exemplified for
two virtual field trips to recycling centre and wastewater treatment plant, which were conducted
between 30 March and 26 April 2021 during the Environmental Biotechnology course. The
course was taken by 103 students of Resource Biotechnology programme at Faculty of Resource
Science and Technology, UNIMAS. Following the field trip, a survey was conducted in order to
obtain feedbacks from the students.
335
Figure 1: Overview of one of the SDFT templates created using Genially.
Outcomes
Table 1 summarises the perception of the surveyed students on the two virtual field trips
conducted using the SDFT templates. In general, the survey showed that the initiative has
resulted in high percentage of agreement (>95%) with regard to the acceptance of the virtual
field trip in terms of the flow, instruction, duration and content covering the benefits of check
points, information centres and bite-sized video demonstrations. Moreover, all respondents
agreed that the self-paced feature of the virtual field trip was an advantage. The survey also
showed that all respondents agreed that the initiative of conducting virtual field trip using the
SDFT templates should be continued in the future. The positive response from the participants
clearly showed the excellent acceptance of the conduction of virtual field trips using the templates
from SDFT kit.
Commercialisation Potential
The SDFT kit has a potential to be copyrighted and repackaged for reselling in online
marketplaces.
336
Table 1: Perception of the surveyed students on the two virtual field trips conducted using the
templates from SDFT kit
Survey statement
Percentage of survey respondents
in agreement (%)
The field trips are understandable in terms of the flow,
instruction and content
97.3
The checkpoints created during the field trips have
increased the engagement during the trip
98.7
Information centres as created in the template have
helped to convey related information effectively
96
Bite-sized demonstrations, which are presented by the
video slots in the template have eased the understanding
of the subject matter
100
Duration of both field trips is acceptable
97.3
The self-paced feature of the virtual field trips is
beneficial
98.7
Virtual field trips using the SDFT templates should be
continued in the future
100
337
Conclusions
In conclusion, the feasibility of the SDFT kit for catering virtual field trips was clearly proven.
The positive feedback received from the participants have clearly showed the promising utility of
the kit in bridging the learning between the field and classroom. The main advantages of SDFT
kit such as ease of use, low cost, effective bite-sized and engaging learning tool and high
scalability has made it as a promising e-learning approach that can be potentially applied across
academic disciplines and institutions.
Acknowledgements
We would like to thank the third-year Resource Biotechnology students and Centre of Applied
Learning and Multimedia (CALM) UNIMAS.
References
Horst, R. (2020). Bite-Sized Virtual Reality Learning Applications: A Pattern-Based Immersive
Authoring Environment.
Journal of Universal Computer Science. 26(8): 947-971.
Makransky, G & Lilleholt, L. (2018). A Structural Equation Modeling Investigation of the
Emotional Value of Immersive Virtual Reality in Education. Educational Technology
Research and Development. 66(3):1141-1164.
Zhao, J., LaFemina, P., Carr, J., Sajjadi, P., Wallgrün, J.O. & A. Klippel, A. (2020). Learning in
the Field: Comparison of Desktop, Immersive Virtual Reality, and Actual Field Trips
for Place-Based STEM Education. 2020 IEEE Conference on Virtual Reality and 3D
User Interfaces (VR). Pp. 893-902.
338
SejarAR: MOBILE AUGMENTED REALITY APPLICATION
TO ASSIST HIGH SCHOOL STUDENTS LEARNING HISTORY
Low Jin-Zhi
Selangor, Malaysia
JinZhi.Low@hilti.com
Azrina Kamaruddin1, Muhammed Dzulkhiflee Hamzah2, Novia Admodisastro1
Universiti Putra Malaysia, Serdang, Selangor1, Hilti Malaysia Sdn. Bhd, PJ, Selangor2
{azrina,novia}@upm.edu.my1, MuhammedDzulkhiflee.Hamzah@hilti.com2
Highlights: In 2013, History is made to be a must-pass subject for Sijil Pelajaran Malaysia. Few
studies about learning history have been reported to be boring, dull, dislike history and hard to
understand. Also, teachers described a lack of creativity as one of the challenges they faced to
deliver this subject. Moreover, the current history textbooks used were static and less interactivity
and engagement between the text and the learner. This project aims to develop a mobile alternative
learning tool that will leverage the immersive nature of augmented reality. Hence, the results
obtained from this application seems to positive towards learning history with AR compared to
learning with other mobile learning application without AR.
Key words: Augmented Reality, Mobile App, Learning Experience, History, Secondary School
Students, Malaysia.
Introduction
The Fourth Industrial Revolution (IR 4.0) is expected to change how we live, work, study and
communicate; it is also likely to change the things we value in the future. Presently, we can already
see changing business models, learning & teaching mediums. History is a must pass subject in
Sijil Pelajaran Malaysia (SPM) (Bernama,2010). The failure of the subject can delay a high school
student to further their education to a higher level. A recent study collected opinions from 45
students in 2 groups on perception of history subject in school shows that a staggering of 75%
and 64% student do not like history in school and 45% of those dislikes mentioned it as not
interesting, 22% mentioned that it is hard to understand (Taharim et al. 2015).The lack of creativity
in delivering the history lesson contributes to the boredom of students (Zin et al. 2009)]. Learning
experience can become the hindrance between student and knowledge. A study also reveal that
text books ranked amongst the lowest (15.6%) of preferred learning medium amongst students
and ironically it is the primary way of teachers delivering study materials and contents to students
(Taharim et al. 2015). Furthermore, there are currently lack of available innovative solutions for
the students to learn history through mobile devices (Taharim et.al 2015)]. Most application are
just a digital version of exam questions or text-book in a mobile or digital format which does not
help motivate the students to learn history, because they are essentially doing the same thing on
different platform. Table 1 shows the summary of the problems, solutions and SejarAR features.
The aim of this project is to develop a mobile alternative learning tool which will leverage on the
immersive nature of augmented reality (AR). The approach taken for this work is using the Agile
methodology due to its flexibility and interaction between developers and students. The results
obtained from this application seems too positive towards learning history with AR compared to
learning with other mobile learning application without AR. With the comments from an
339
experienced teacher there seems to be a future for SejarAR mobile AR application to be developed
as a self-directed learning tool for Malaysian high-school students. In response to the problems
mentioned, an augmented reality (AR) mobile application for high school students will be
proposed as a solution to bridge the gap between the history subject in school and students.
SejarAR mobile app is very important to education because it will fulfil the demand of act as an
exciting text-book or reference book for students. In addition it will add more value to teaching.
Due to current situation, SejarAR mobile app will assist student in their study pertaining to student
different learning styles.
Some advantages highlighted in this work toward education and community are: improve student
engagement and interest, fun and interactive learning and follow KSSM syllabus.
We believe that SejarAR mobile app has a potential to be used as an alternative future digital
Sejarah text- book or reference book leveraging the AR technology to high-school students in
Malaysia, teachers as well as book publishers. To date, our observation.
Table 1: Overview of Problems, Solutions and Features of SejarAR
Acknowledgement
We would like to thank HAITS for sponsoring the final-year project, high-school students and
excellent history Teacher at Sek. Men. Sri Serdang
References
Taharim N.F., Lokman A.M., Isa W.A.R.W.M., Noor N.L.M. (2015) Investigating Feasibility of
Mobile Learning (M- Learning) for History Lesson. In: Hassan O., Abidin S., Legino R.,
Anwar R., Kamaruzaman M. (eds) International Colloquium of Art and Design
Education Research (i-CADER 2014). Springer, Singapore. https://doi.org/10.1007/978-
981-287-332-3_55
Zin, N.A.M., Jaafar, A., & Yue, W.S. (2009) Digital game-based learning (DGBL) model and
development methodology for teaching history, Journal WSEAS Transactions on
Computers(ACM), 8 (2), 322-333
Bernama (2010,October 23) History a must-pass subject for SPM from 2013 (Updated), The
Star.https://www.thestar.com.my/news/nation/2010/10/23/history-a-mustpass-subject-
for-spm- from-2013-updated.
Problems
Solutions
Features
Not Interested
Increase Engagement
Interaction
Interactive application
Cannot Remember
Integrate with Image and
Video
Enhance learning with
multimedia
Provide an Augmented
Experience
Hard to Understand
Dynamic Information
Gamification of Content
340
MALAYSIA LINGO: AR APPS EMBEDDED BOARD GAME FOR THE LEARNING
OF MULTIRACIAL LANGUAGES
Chong Sin Yoon,
Faculty of Educational Studies, UPM, Serdang, Malaysia
happysinyoon@yahoo.com, gs53413@student.upm.edu.my
Mas Nida Md. Khambari
Faculty of Educational Studies, UPM, Serdang, Malaysia
khamasnida@upm.edu.my
Manjula A/P Rajakumar
Faculty of Educational Studies, UPM, Serdang, Malaysia
amiable.1311@gmail.com
Rahmita Wirza O.K. Rahmat
Faculty of Computer Sciences and Information Technology, UPM, Serdang, Malaysia
rahmita@upm.edu.my
Highlights: Malaysia Lingo is a multilingual Augmented Reality (AR) App with customizable
board games for multi-level skills of user, flashcards and writing cards. Users can learn up to four
languages (Malay, English, Mandarin and Tamil). Using Malaysia Lingo, users can practice all
four skills needed in language learning: listening, speaking, reading, and writing. Malaysia Lingo
AR app can encourage interactivity and engagement of learners, while customizable board games
can let users practice valuable social skills and offer the opportunity to master more languages.
Therefore users can use Malaysia Lingo to improve their learning outcome through increased
engagement, motivation and interactivity.
Keywords: Malaysia Lingo, multiracial language, Augmented reality, vocabulary
Introduction
Malaysia is known for being a multilingual country. Most Malaysian, especially the younger
generation, are multilingual and can speak several languages with varying fluency. According to
Education Ministry statistics, non-Chinese students comprised 18% of Chinese-language primary
schools in 2016, or almost 1 in 5 students (Kate Ng, 2017). However, there are limited resources
to learn the four main languages in Malaysia (Malay, English, Mandarin, and Tamil). Therefore,
this app and learning kit was designed especially for students who want to learn any of the main
four languages widely spoken and used in Malaysia. Speaking multi languages can keep our brains
healthy as we age. It has multiple benefits for children, such as giving them an academic advantage
and improving their employment prospects once they leave school. Moreover, multilingualism
gives us access to more than one culture and improves our understanding of our own cultures
(Ollerhead & Leech,2019). In conclusion, Malaysia Lingo is the best tool for children to learn
different languages by using the augmented reality (AR) applications, board games, flashcards and
writing cards that will offer an exciting and unique learning experience.
Content
341
Malaysia Lingo AR App and learning kit were designed with a simple interface for young learners
to have a fun environment to learn languages with AR technology. A gamified learning design
embedded with AR technology is the approach of Malaysia Lingo AR Apps. For the AR app, user
can choose the vocabulary of any of the four languages they would like to learn. User can scan the
marker to see AR fruit. The AR fruit can be resized and rotated. The App will read the name of
the fruit twice, and the word for the fruit will be pop up on the screen as well. After they have
learned the vocabulary, user can take the multi-language quizzes in the App for self-assessment.
For now, there will be only fruits vocabulary, and in the future, innovators will add more categories
to this App.
The board game is customizable. User or educator can arrange the blocks to create their own game
according to the level of the user. Innovators use cute Emoji toys as markers of the board game to
attract users' attention. Players can use the special dices designed for the board game to decide on
the language(s) they would like to learn. Other components in the board game are: (a)different
blocks (picture/colour/name of the fruits); (b)Treat and Trick cards for rewards and punishment;
(c)flashcards; and (d) rewritable writing cards. There are multi-level board games that can suit the
need of players while practising listening, speaking, reading, and writing skills through the games.
Malaysia Lingo works based on the framework of activity theory for mobile learning by Frohberg
et al., 2009. Malaysia Lingo has covered all the six factors in this framework, which are tool,
subject, control (rules, context (community), communication (division of labor) and objective. A
study by ChungHwang, & Lai, (2019) has found that mobile devices were considered a primary
way of allowing students to acquire self-learning materials rather than only mediation learning
across contexts by using Malaysia Lingo, the learners can learn actively to construct knowledge
independently in a fun environment setting beyond the traditional classroom setting.
Malaysia Lingo has many benefits. Its user-friendly apps and board games will increase students'
participation in learning and enhance the learning experience. Malaysia Lingo can keep the users
highly motivated, and it encourages collaborative learning. A study conducted by Shaharom and
Abdul Halim (2016) has confirmed that there are positive impacts of AR in early childhood
education, and it can significantly help students learn. They have suggested that educators consider
integrating AR in teaching and learning as 21st-century children use mobile devices daily.
This AR app that comes with learning kits has the potential to be commercialized as one of the
tools that help young children learn multi-languages. Malaysia Lingo has obtained copyright from
Putra Science Park, UPM and MyIPO in 2019. This innovation reached Technology readiness
level (TRL) Level 5, and we are looking for ways to reach TRL 9. So far, no AR apps with four
languages available on the market as well.
342
Figure 1: Malaysia Lingo AR APP and learning kits
References
Ching-Jung Chung, Gwo-Jen Hwang & Chiu-Lin Lai, 2019. A review of experimental mobile
learning research in 2010–2016 based on the activity theory framework. Computers &
Education, Volume 129.
Kate Ng, 2017. Why Chinese schools in Malaysia have a future, despite opposition from some.
Retrieved from https://www.scmp.com/lifestyle/article/2113399/ why-chinese-schools-
malaysia-have-future-despite-opposition-some.
Shaharom, Mohd shahril nizam, Abdul Halim & Muhammad Aiman, 2016. Parents' Perception on
the Use of Augmented Reality Educational Mobile Application for Early Childhood
Education. Journal of Advanced Research in Social and Behavioural Sciences. 3. 2462-1951.
Sue Ollerhead & Kerry Taylor-Leech, 2019. Promoting multilingual approaches in teaching and
learning. Retrieved from https://learningportal.iiep.unesco.org/en/blog/ promoting-
multilingual-approaches-in-teaching-and-learning.
343
ROBOBUG: AN UNPLUGGED APPROACH TO COMPUTATIONAL THINKING
Chong Sin Yoon
Faculty of Educational Studies, UPM, Serdang, Malaysia
happysinyoon@yahoo.com, gs53413@student.upm.edu.my
Dr Mas Nida Md. Khambari
Faculty of Educational Studies, UPM, Serdang, Malaysia
khamasnida@upm.edu.my
Highlights:
Computational thinking literacy is essential to prepare students for future life and work achieved
by IR 4.0. Therefore Robobug was innovated as a board game aimed to helps children explore and
hone computational concepts and practices. Robobug supports coding literacy like structural
programming. By playing Robobug, players can learn how to solve problems and cultivate
computational thinking effectively. Educators can use Roobug to integrate collaborative and
game-based learning in their teaching practice to increase students' interaction and learning
achievement. Thus, Robobug can be a helpful tool and alternative approach to cultivate
computational thinking among students.
Key words: Robobug, computational thinking, board game
Introduction
To prepare students for future life and work achieved by IR 4.0, where more smart robots will
supplant people in certain activity divisions, students need to learn computational thinking and
coding to communicate with computers to most effectively harness their computer power
(Shahroom & Hussin, 2018). Successful communication along these lines is called computational
thinking (Shute, Chen Sun, & Clarke, 2017). Computational thinking and coding are essential for
everyone in the 21st century. Malaysia government has integrated Computational Thinking skills
in the curriculum through Asas Sains Komputer (Basic of Computer Science) subject in public
schools since 2017. Robobug board game can be used as an unplugged tool to develop the
computational thinking skills that align with the content in the syllabus of Asas Sains Komputer
subject. The schools in Malaysia's rural area that lack ICT infrastructures can use this tool to
deliver the lesson in computational thinking through game-based learning. Yu and Roque (2019)
have presented a review of 30 sets of computational toys and kits that enable young children to
explore computational ideas and practices. Their study showed that many kits allow exploring
computational concepts and practices and the opportunities to expand the new concepts and
domains children could explore. A study by Kuo& Hsu (2019) showed that an unplugged
computational board game named Robot City could increase students' desire to learn and improve
their learning achievement. Previous studies have shown that many activities that develop
computational thinking can be done "unplugged," meaning away from computers. Playing games
with rules, doing logic puzzles and creating and following recipes are ways that Computational
Thinking can be done "unplugged". Thus, Robobug can be used as an unplugged approach to help
children explore and hone computational concepts and practices.
344
Content
Approaches to promote computational thinking have become a hot research topic since Jeannette
Wing's article "Computation thinking" published in 2006 (Angeli & Valanides, 2019). There are
four key techniques in Computational Thinking (CT) as decomposition, abstraction, pattern
recognition and algorithms. The players can develop their CT skills in the Robobug gameplay.
When the player helps the Robobug get the treat by overcoming all the obstacles, they develop
decomposition kills. Players build their pattern recognitions while they observe the movements on
the Robobug during game time. Players develop their abstraction skills while simplifying the steps
by keeping only the essential steps and avoid/overcome unnecessary obstacles. Lastly, players
developed algorithms skills while developing step-by-step instructions to complete all levels with
as few steps as possible. They may also use the loop function to create repeatable patterns. While
playing, kids learn essential life skills such as breaking big problems into small steps, working
backwards from goal to solution, visualizing multiple solutions, perseverance, and
experimentation and most importantly, patience.
Robobug was developed based on the Conceptual framework of interest loop from Interest-driven
creator theory. This board game is used to trigger students' interest. When students are fully
immersed in the board games, they maintain high confidence in balancing the perceived challenges
and skills. Lastly, when players start to make sense of their experience in playing Robobug and
relate what they have learned to their daily life, they enter extending interest phase. If players
believe that their accomplishment of a task is meaningful, they will become more self-motivated
and make an extra effort to complete the job. As such, it will increase students' desire to learn and
thus improve their learning outcomes.
Robobug supports coding literacy and explores computational concepts and practices. As they
play this game, players will learn to:
Use commands and understand their outcomes
Combine commands to form a line of code read a line of code and execute it create and use
functions to improve efficiency encounter bugs, then examine code and edit accordingly.
The educator can use Robobug to be an unplugged tool while conducting CT lessons. This
unplugged approach might overcome insufficient computers and faculties in some schools,
especially schools in rural areas. Lastly, the educator can use Robobug to create a fun learning
environment for the learners while promoting computational thinking skills and concepts.
Robobug has the potential to be commercialized as one of the learning kits that help young children
explore and hone computational concepts and practices.
345
Figure 1: Components in Robobug board games.
References
Angeli, C., Voogt, J., Fluck, A., Webb, M., Cox, M., Malyn-Smith, J., & Zagami, J. (2016). A K-
6 computational thinking curriculum framework: Implications for teacher knowledge.
Journal of Educational Technology & Society, 19(3), 47.
Kuo, W.C. & Hsu, T.C. (2019). Learning Computational Thinking Without a Computer: How
Computational Participation Happens in a Computational Thinking Board Game. Asia-
Pacific Edu Res 29, 67–83.
Shahroom, A. A., & Hussin, N. (2018). Industrial Revolution 4.0 and Education. International
Journal of Academic Research in Business and Social Sciences, 8(9), 314–319.Alessandra,
A. J., O'Connor, M. J., & Van Dyke, J. (1994). People Smarts: Bending the Golden Rule to
Give Others what They Want. Pfeiffer.
Shute, Chen, S. & Clarke, J.S. (2017). Demystifying computational thinking. Educational
Research Review 22, 142-158.
Yu, J., & Roque,R. (2019) A review of computational toys and kits for young children.
International Journal of Child-Computer Interaction 21, 17-36.
346
MOOCs: EL-HADEEQA EL-ARABIYYA
Nur Hafizah Abd Aziz
Universiti Sains Islam Malaysia, Nilai, Malaysia
hafizah.aziz@usim.edu.my
‘Aisyah Nabilah Md Tahir, Radziah Ismail, Afizzjah Artini Jusoh
Universiti Sains Islam Malaysia, Nilai, Malaysia
aisyahnabilah@usim.edu.my, radziah@usim.edu.my, afizzjah@usim.edu.my
Abstrak:
El-Hadeeqa El-Arabiyya merupakan laman web pendidikan yang dibangunkan khusus untuk
pembelajaran bahasa Arab peringkat pertengahan melalui empat kemahiran bahasa. Inovasi ini
adalah hasil integrasi di antara pembelajaran teradun dan pembelajaran kendiri melalui medium
Open Learning USIM MOOCs. Objektif El-Hadeeqa El-Arabiyya adalah menyediakan platfom
pembelajaran bahasa Arab atas talian secara interaktif dengan menawarkan konsep pembelajaran
moden dan terkini seiring dengan kehendak universiti dan keperluan revolusi industri 4.0 (I.R 4.0).
Ini secara tidak langsung dapat meningkatkan motivasi serta penguasaan kemahiran bahasa Arab
pelajar. El-Hadeeqa El-Arabiyya mempunyai empat topik utama yang disusun mengikut
kemahiran dan dipecahkan kepada 16 sub topik. Di dalam kursus ini, pelajar dapat merasai
pengalaman pembelajaran bahasa Arab alaf baru melalui aktiviti bahasa, seperti mendengar audio,
perbincangan kumpulan, pembacaan teks dan penulisan karangan dengan menggunakan aplikasi-
aplikasi atas talian yang pelbagai bagi menjadikan proses pembelajaran dan pengajaran yang lebih
interaktif dan efektif.
Kata kunci: MOOCs, Bahasa Arab Pertengahan, Teknologi, Kemahiran Bahasa Arab,
Pendahuluan
Penggunaan Massive Open Online Courses (MOOCs) sebagai salah satu pendekatan yang tidak
asing dalam proses pengajaran. Walaupun terdapat pelbagai isu dan cabaran yang telah
diperkatakan sejak penggunaan MOOCs dilaksanakan (Zulkifli, N. et al., 2020), namun menjadi
tanggungjawab semua pihak terutama warga pendidik dan pembangun teknologi pendidikan untuk
terus memperkembangkan lagi penggunaannya selaras dengan dasar Pela Pembangunan
Pendidikan Malaysia 2015-2025 bagi Pendidikan Tinggi (Ahmad Fkrudin et al., 2019).
Penggunaan MOOCs sebagai medium pembelajaran dilihat semakin berkembang dengan adanya
penawaran kursus yang pelbagai dan mula mendapat perhatian secara meluas selepas pandemik
Covid-19 yang melanda negara, menjadikan MOOCs sebagai salah satu platform pembelajaran di
universiti. Mengambil peluang ini, El-Hadeeqa El-Arabiyya dibangunkan khusus untuk
pembelajaran kemahiran bahasa Arab secara integrasi yang menggabungkan konsep pembelajaran
teradun dan pembelajaran kendiri menggunakan medium USIM MOOCs.
Proses Pembangunan Kursus.
Mengambil kira kepentingan bahasa Arab sebagai kursus wajib di Universiti Sains Islam
Malaysia, pembinaan El-Hadeeqa El-Arabiyya ini dibangunkan dengan menggunakan model
ADDIE. Pemilihan model ADDIE adalah kerana ia menawarkan kerangka teori yang lengkap
347
untuk pembangunan kursus dan juga kepada pembinaan projek digital (Peterson C, 2003). Berikut
adalah jadual bagi proses pembangunan kursus:-
ANALYZE
DESIGN
DEVELOP
IMPLEMENT
EVALUATE
Maklum balas
pakar bidang
(tenaga
pengajar)
Adaptasi modul
Maklum balas
pelajar
Pembelajaran
kendiri modul
(SIM)
Integrasi silibus
subjek
Integrasi
pembelajaran
teradun &
pembelajaran
kendiri
Penggunaan
web 2.0
Penghasilan
video dan audio
USIM MOOCs
Pengajaran &
pembelajaran di
MOOCs
Respon pelajar
Respon tenaga
pengajar
Jadual 1: Proses Pembangunan El-Hadeeqa El-Arabiyya
Proses Pembelajaran di El-Hadeeqa El-Arabiyya
El-Hadeeqa El-Arabiyya menawarkan pembelajaran Bahasa Arab peringkat pertengahan melalui
empat kemahiran bahasa yang disusun di dalam empat topik utama iaitu kemahiran membaca,
mendengar, bertutur dan menulis. Pelajar akan menjalankan aktiviti pembelajaran melalui
pembelajaran kendiri, nota, gambar rajah dan video yang disediakan.
Kemahiran membaca: Pelajar didedahkan dengan pembacaan dan pemahaman teks. Teks bacaan
yang disediakan adalah berkaitan dengan diri, kesihatan dan sosial.
Kemahiran mendengar: Pelajar didedahkan dengan teks mendengar dan pemahaman teks seperti
perbualan, cerita, debat dan fakta.
Kemahiran bertutur: Pelajar diberi pendedahan kepada kemahiran menjalankan dan
mengendalikan perbincangan berkumpulan. Pelajar diberikan contoh-contoh gaya bahasa yang
boleh digunakan sewaktu perbincangan melalui sampel audio dan video. Penggunaan audio dan
video ini bagi memastikan para pelajar dapat meniru penggunaan gaya bahasa yang betul.
Kemahiran menulis: Pelajar didedahkan dengan teknik menulis yang lebih berfokus dalam
pembinaan perenggan dan penyusunan idea.
Set pengukuhan juga turut disediakan bagi memastikan pelajar memahami apa yang dipelajari.
Sebelum ujian penilaian akhir diberikan kepada pelajar, set ulangkaji akan diberikan bagi
membantu pelajar bersedia dengan penilaian yang sebenar. Pelajar juga dapat berkomunikasi
dengan fasilitator sekiranya mempunyai sebarang pertanyaan dan maklum balas melalui platform
yang disediakan. Berikut adalah gambar rajah yang menunjukkan proses pembelajaran dalam El-
Hadeeqa El-Arabiyya:
348
Rajah 1: Proses Pembelajaran dalam El-Hadeeqa El-Arabiyya
Kepentingan kepada pembelajaran dan pengajaran Bahasa Arab?
El-Hadeeqa El-Arabiyya dapat memenuhi keperluan revolusi industri 4.0 dengan menawarkan
satu konsep pembelajaran Bahasa Arab berasaskan teknologi secara interaktif, efektif dan fleksibel
bersesuaian dengan keperluan pendidikan masa kini.
Keistimewaan El-Hadeeqa El-Arabiyya
El-Hadeeqa El-Arabiyya menyediakan peluang pembelajaran kepada pelajar yang telah
mempunyai kemahiran bahasa Arab di peringkat pertengahan seperti pelajar lepasan sekolah
menengah agama, pelajar yang akan menduduki Ujian Kecekapan Bahasa Arab (IKLA) atau orang
awam yang mempunyai kemahiran asas bahasa Arab. Penggunaan 80% bahasa Arab sebagai
bahan utama pembelajaran disokong dengan penggunaan bahasa Inggeris sebanyak 20% amat
membantu pelajar dalam meningkatkan tahap penguasaan bahasa Arab secara maksimum.
Keistimewaan El-Hadeeqa El-Arabiyya ini juga dapat dilihat melalui konsep utamanya iaitu
“Taman Bahasa Arab” di mana bahan pembelajaran yang disediakan sangat menarik, ceria, mesra
pengguna serta fleksibel yang pastinya akan memberi pengalaman pembelajaran yang berbeza dan
menyeronokkan. Selain itu, para pelajar juga dapat mengasah keempat empat kemahiran Bahasa
Arab dengan hanya melayari satu kursus sahaja.
Kebolehgunaan El-Hadeeqa El-Arabiyya
Kursus ini amat sesuai dijadikan sebagai kursus jangka pendek bagi setiap kemahiran yang
ditawarkan. Kursus ini juga sesuai diambil sebagai persediaan bagi pelajar yang akan menduduki
Ujian Kecekapan Bahasa (IKLA) selain menjadi platform alternatif kepada pengajaran dan
pembelajaran di universiti dan sekolah.
Penghargaan
Setinggi-tinggi penghargaan kepada pelajar kursus Bahasa Arab Komunikasi yang terlibat secara
langsung dalam aktiviti pembelajaran di El-Hadeeqa El-Arabiyya. Sekalung penghargaan dan
kredit sepenuhnya diberikan kepada Bahagian E-Pembelajaran USIM yang telah membantu
menyediakan aplikasi dan fungsi-fungsi untuk kegunaan secara terbuka dan percuma. Pasukan El-
Hadeeqa El-Arabiyya mengucapan terima kasih atas tajaan menyertai IUCEL2021.
PENGENALAN
Satu sesi
taklimat
diadakan
kepada para
pelajar untuk
memperkenalk
an kursus
PEMBELAJARAN
Pelajar akan
menjalankan
aktiviti
pembelajaran
melalui nota,
gambar rajah
atau video
yang
disediakan.
PENGUKUHAN
Pelajar akan
menyelesaikan
tugasan dan
latihan yang
disediakan
sebagai
pengukuhan
kefahaman
mereka.
Fasilitator akan
memantau
latihan dan
memberikan
maklum balas
ULANGKAJI
Pelajar akan
diberikan set
ulangkaji /
contoh untuk
membantu
pelajar lebih
bersedia
dengan
penilaian
sebenar.
Perbincangan
bersama
fasilitator
PENILAIAN
Penilaian akhir
akan
dilaksanakan
pada
bahagian
akhir
349
Rujukan
Ahmad Fkrudin Mohamed Yusoff, Wan Norina Wan Hamat & Nor Khayati Basir (2019).
Penggunaan Aplikasi Web 2.0 Dalam Proses Pengajarandan Pembelajarankursus Mata
Pelajaran Umum (Mpu) Di Politeknik. Journal of Social Sciences and Humanities Vol. 16.
No5 (1-13). Universiti Kebangsaan Malaysia : Bangi
Peterson, C.(2003). Bringing ADDIE to life. Instructional design at its best. Journal of Educational
Multimedia & Hypermedia, 12(3),227-241
Zulkifli, N., Hamzah, M. I., & Abdul Razak, K. (2020). Isu dan cabaran penggunaan MOOC
dalam proses pengajaran dan pembelajaran. Journal of Research, Policy & Practice of
Teachers and Teacher Education,10(1), 78-95.
https://doi.org/10.37134/jrpptte.vol10.1.6.2020
350
TEACHING AND LEARNING ACTIVITY FOR SYNCHRONOUS ONLINE CLASS
Mastura Shafinaz Zainal Abidin
School of Electrical Engineering, Faculty of Engineering, Universiti Teknologi
Malaysia, Johor, Malaysia m-shafinaz@utm.my
Zaharah Johari
School of Electrical Engineering, Faculty of Engineering, Universiti Teknologi
Malaysia, Johor, Malaysia zaharahj@utm.my
Highlights: To attract students’ interest in learning Electronic Devices and Circuits course,
several activities have been implemented within 8 weeks. These include conducting virtual
experiment using MultisimLive/Tinkercad for diode topic, implementing group discussion via
Webex - Breakout room, self- directed learning for BJT topic using Metaverse AR Apps, and
inviting a guest speaker from industry for in class forum. The main aims of these activities are: (i)
to boost the students’ interest and motivation towards this course, (ii) to enhance students’
understanding of the topics learnt, and (iii) to expose the students with different learning
experience and environment. A mid-semester reflection was received from 32 students indicate
student satisfaction towards the implementation of these activities during class, which lead to
greater their learning experience and motivation. In summary, proper management of
synchronous online class is necessary to create a virtual learning atmosphere that will give positive
impact on student content of knowledge and create conditions for effective learning process. The
feedback gathered would be helpful for improvement in the next implementation in the remaining
weeks in the current academic calendar and in upcoming students’ cohorts.
Key words: synchronous; self-learning; active; electronic.
Introduction
COVID-19 has dramatically reformed the way global education is delivered. Millions of learners
were affected by educational institution closures due to the pandemic, which resulted in the
largest online movement in the history of education. It forced the instructors and the learners to
adopt with new paradigm of classroom. With the use of many online conferences platform
available such as Webex, GoogleMeet and many more, also various apps and tools will create a
meaningful learning experience.
In electrical and electronics engineering course, there are number of ways to convey knowledge
to the students electronically. For example, (Teodor & Adrian, 2018) have demonstrated a
blended learning approach applied to electrical engineering courses which have positive impact
to the student. In another work by (Huang & Zhang, 2017), the used of e – learning platform for
blended leaning in power electronics course can benefit student in terms of knowledge retention
and achievement. Another issue is how the instructors get preparing themselves with this new
classroom norms (Korkmaz & Toraman, 2020).
Due to that, it is important to know the suitability of activities implemented during synchronous
online class for electronic devices and circuits towards students. Besides, attracting their interest
to learn more about this course, it also crucial to contribute to their knowledge and learning
motivation.
351
Design on Online Learning Activities
Basically, there are 40 students in this course, however only 32 feedbacks received from their
mid-semester reflection towards activities implemented within 8 weeks in this course. The
description of the activities involved are listed in Table 1 below.
Table 1: Teaching and Learning Activity for Synchronous Online Class
Activity
Description
i.
Virtual experiment
using
MultisimLive/Tinker
cad
The instructor gives a demonstration in getting
started using MultisimLive and Tinkercad in class
with some basic diode circuits as examples. Then,
students were assigned into group to explore the
operations of diodes by experimenting virtually at
different condition. The observations by students
were concluded in a brief report form.
ii.
Webex - Breakout
room discussion
Group discussion for some subtopics and exercise
had been arranged via Webex - Breakout room.
Students were given about 10 to 15 minutes for
discussion with peers before return to main
meeting for wrap-up by instructor.
iii.
BJT – Self-directed
learning
using Metaverse AR
Apps
A series of tasks were scheduled for the students to
explore within a specific duration. There is also a
quick quiz to self- assess their comprehension
about the topic learned. Element of fun and
excitement during learning was introduced via
augmented reality apps.
iv.
Guest Speaker from
INTEL
A guest speaker from industry was invited for 60
minutes forum session. There is a chance for
students to get some viewpoints from an engineer
related to semiconductor field and preparation
before graduating.
Result and Discussion
To see the perception of students after the activities, their feedback was gathered before mid-
semester break. Figure 1 displayed the result showing students satisfaction (agree and strongly
agree) for respective activity. From Figure 1, most of them preferred most in guest speaker and
virtual experiments activities, while averagely agreed for the other two activities.
352
Guest Speaker from INTEL
BJT - Self-directed learning using
Metaverse AR Apps
Webex - Breakout room discussion
Diode - Virtual experiment using
MultisimLive/Tinkercad
0 5 10 15 20 25 30 35
Figure 1: Number of students feedback who agree and strongly agree with
respective activities implementation.
Table 2 listed some excerpt from the student collected when all the activities have been done. Based
on the feedback, they enjoy the guest speaker activity as commented by R9, R23 and R31. The
virtual experiments activity carried out using Multisim and Tinkercad software is also found
motivating by some of the student like R9. Besides, the use of AR for teaching and learning can
also help the student to improve their learning.
Table 2: Excerpt from Student Feedback Indicating Learning Motivation
Student
Reflection Excerpt
R9
“Guest inviting activity is really good. Simulation is also fun”
R10
“Those activities can make myself learn more about this course”
R12
“The activities are quite new for me especially the Intel speaker,
i learnt new things. As well the multism experiment, because in
previous semester i used
Tinkercad.”
R13
“
I
L
ove
t
he
gu
e
s
t
s
p
e
a
k
e
r
a
c
t
i
v
i
ty,
m
a
k
e
w
e
w
a
nn
a
d
o
mo
r
e
”
R23
“The Guest Speaker from INTEL is quite good and interesting”
R27
“
I
f
i
nd
t
he
Me
t
a
v
e
rs
e
AR apps is such interesting way to learn
even I was
struggling to using it at first”
R29
“Quite good especially the talk from Intel. I have learned
more extra knowledges throughout the talk.”
R30
“They are great especially group discussions.”
R31
“Love the activity which guest speaker from INTEL. Love what
the speaker
share her experiences in INTEL”
Conclusion
This paper provides some insight on the implementation of several activities in synchronous
online class based on students feedback. Getting know the level of satisfaction among students
based on activity is useful to plan and improve the lesson activities that will give positive impact
353
on student content of knowledge and create conditions for effective learning process.
Acknowledge
We are grateful for the support of the School of Electrical Engineering, Faculty of Engineering
for providing the facilities that being used for this learning activity.
References
Huang, L., & Zhang, C. (2017). Research of E-Learning Platform of Blend Learning for Power
Electronics Courses. Paper presented at the 2017 3rd Conference on Education and Teaching
in Colleges and Universities (CETCU 2017).
Korkmaz, G., & Toraman, Ç. (2020). Are we ready for the post-COVID-19 educational practice?
An investigation into what educators think as to online learning. International Journal of
Technology in Education and Science (IJTES), 4(4), 293-309.
Teodor, A. S., & Adrian, A. (2018). Blended Learning Approach Applied to Electrical Engineering
Courses. The 13th International Conference on Virtual Learning ICVL 2018, University of
Alba Iulia.
354
OhMyGaji: Financial Literacy Digital Game for Youth
Siti Nurazira Binti Mohd Daud
School of Economics, Finance and Banking,
Universiti Utara Malaysia, 06010 Sintok, Kedah
sitinurazira@uum.edu.my
Abd Halim @ Hamilton Bin Ahmad
School of Economics, Finance and Banking,
Universiti Utara Malaysia, 06010 Sintok, Kedah
Abd.halim@uum.edu.my
Maizatul Hayati Binti Mohamad Yatim, Ahmad Nurzid Bin Rosli
Faculty of Art, Computing and Creative Industry,
Universiti Pendidikan Sultan Idris, 35900 Tanjung Malim, Perak
maizatul@fskik.upsi.edu.my
nurzid@fskik.upsi.edu.my
Ainulashikin Binti Marzuki
Faculty of Economics and Muamalat,
Universiti Sains Islam Malaysia, 71800 Nilai, Negeri Sembilan
ainulashikin@usim.edu.my
Highlights: OhMyGaji (OMG) is a financial literacy digital game developed to engage and
educate youth on financial literacy. The game integrates the financial planning via the quest and
challenge throughout the game. In addition, it includes the financial decisions that should be made
by a person throughout the life-cycle that is related to finance, economics and muamalat. It covers
the 36 years of working with the environment of current job market (income level, expenditure
pattern, demographic structure) in the context of Malaysian economy.
Key words: Digital game, financial literacy, interactive learning, retirement.
Introduction
Malaysian tends to have low financial resilience, lack understanding on risk and return and do not
practice long-term financial planning particularly among the millennial generation. Early
education on financial literacy could develop attitudes and beliefs towards financial success in the
future. However empirical studies show that giving too much psychological weight on money lead
them to act selfishly towards their peers. The “OhMyGaji” is an innovation digital game to engage
and educate youth on mapping their journey towards retirement by using game-based learning
approach. The game integrates the financial planning module via the quest and challenge
throughout the game. It also shares the tips of dos and don’ts with regards to financial decisions
and scenarios. In addition, it includes the financial decisions that should be made by a person
throughout the life-cycle that is related to finance, economics and muamalat. Moreover, values
related to the responsibility of human to Allah, human to environment and human to human were
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instilled in the games. It covers the 36 years of working with the environment of current job market
(income level, expenditure pattern, demographic structure) in the context of Malaysian economy.
Content
Please include as many of the following sections as possible in your paper, as relevant.
Description of your innovation / product development / design / process.
OhMyGaji (OMG) is a digital game that covers a comprehensive financial planning for youth. It
is a new approach to expose youths to the importance of financial planning in their life.
Comprehensive financial planning covers five stages which are cash flow, asset and liability
management analysis; risk management; investment planning; retirement planning; zakat and
income tax planning; and finally, estate and inheritance planning. The first phase of the game starts
with managing cash flow, asset, and liability.
What is the context or background of the innovation / product development / design / process?
The issues of low financial resilience, lack understanding on risk and return and do not practice
long-term financial planning particularly among the millennial generation have motivated us to
come out with the game. The game exposes youths the concepts of risk management, investment,
zakat, income tax and retirement. In this game, students imagine they have completed their
bachelor’s degree and need to manage their life by start looking for jobs and involve with the
community. To start with, student should assume his role as the character in the game where he
aims to purchase his first house. For that, the student should aim to accumulate RM40,000 as the
down payment of a medium cost apartment in three years’ time. While accumulating money for
roof over his head, he also needs to plan for other basic needs such as physical (energy) as well as
spiritual (well-being and value) needs as human beings.
Why are they important to education?
OMG integrates values related to the responsibility of human to Allah, human to environment and
human to human and the financial planning. It helps youths to the important aspects of financial
planning how their decisions affect their life. There are interactive video tutorial helps in engaging
students to experience financial planning throughout life cycle.
Please write any advantages of your innovation / product development / design / process towards
education and community.
Self-pace learning helps students to experience financial planning phases throughout life cycle.
This game supports the needs of Malaysia National Strategy for Financial Literacy Blueprint 2019-
2023 which focuses on three aspects of financial awareness: save, manage and protect. This would
indirectly educate youth on the effect their financial decisions on the net worth.
Please add any commercial value in terms of marketability or profitability of your innovation /
product development / design / process if any.
To be market to higher learning institutions and government agency such as Permodalan Nasional
Berhad, Bank Negara Malaysia and financial institutions. It is expected to be used a teaching and
learning (T&L) tool at higher institution for subjects such as Finance and Financial Planning.
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Figure 1: OMG Starting Page Interface.
Acknowledgement
We would like to acknowledge the Research and Innovation Management Centre of Universiti
Utara Malaysia and the Ministry of Higher Education Malaysia for the financial support under the
Prototype Research Grant Scheme (PRGS) with reference code: PRGS/1/2018/SSI09/USIM/02/1.
References
Buckley, P., & Doyle, E. (2017). Individualising gamification: An investigation of the impact of
learning styles and personality traits on the efficacy of gamification using a prediction
market. Computers & Education, 106, 43-55.
Hastings, J., & Mitchell, O. S. (2020). How financial literacy and impatience shape retirement
wealth and investment behaviors. Journal of Pension Economics & Finance, 19(1), 1-20.
Inchamnan, W., Niranatlamphong, W., & Engbunmeesakul, N. (2019, November). Gamification-
Driven Process: Financial Literacy in Thailand. In 2019 17th International Conference on
ICT and Knowledge Engineering (ICT&KE) (pp. 1-6). IEEE.
Linciano, N. (2021). Enhancing financial knowledge and risk literacy through edutainment:
CONSOB’s experience. In Financial Education and Risk Literacy. Edward Elgar
Publishing.
Murugiah, L. (2016). The level of understanding and strategies to enhance financial literacy among
Malaysian. International Journal of Economics and Financial Issues, 6(3S).
Muñoz-Murillo, M., Álvarez-Franco, P. B., & Restrepo-Tobón, D. A. (2020). The role of cognitive
abilities on financial literacy: New experimental evidence. Journal of Behavioral and
Experimental Economics, 84, 101482.
Nadolny, L., Nation, J., & Fox, J. (2019). Supporting Motivation and Effort Persistence in an
Online Financial Literacy Course Through Game-Based Learning. International Journal of
Game-Based Learning (IJGBL), 9(3), 38-52.
Rasco, A., Chan, J., Peko, G., & Sundaram, D. (2021, January). Evolution of Serious Games to
Support Lifelong Learning and Decision Making: Design and Implementation of a Financial
Literacy Game. In Proceedings of the 54th Hawaii International Conference on System
Sciences (p. 64).
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Rodrigues, L. F., Oliveira, A., Costa, C. J., & Rodrigues, H. (2018). Gamification to teach and
assess financial education: a case study of self-directed bank investors. Gamification to teach
and assess financial education: a case study of self-directed bank investors, 1851-1882.
Selvadurai, V., Kenayathulla, H. B., & Siraj, S. (2018). Financial literacy education and retirement
planning in Malaysia. MOJEM: Malaysian Online Journal of Educational
Management, 6(2), 41-66.
Stoyanova, M., Tuparova, D., & Samardzhiev, K. (2017, September). Impact of motivation,
gamification and learning style on students’ interest in Maths classes–A Study in 11 high
school grade. In International conference on interactive collaborative learning (pp. 133-
142). Springer, Cham.
Zaric, N., Scepanović, S., Vujicic, T., Ljucovic, J., & Davcev, D. (2017, September). The Model
for Gamification of E-learning in Higher Education Based on Learning Styles.
In International Conference on ICT Innovations (pp. 265-273). Springer, Cham.
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CARBONFREE: A LOW CARBON EDUCATIONAL APPLICATION
Fatin Hanani Binti Kamis
Universiti Teknologi Malaysia, Johor Bahru, Malaysia
fhanani8@gmail.com
Dr. Noraini Binti Ibrahim
Universiti Teknologi Malaysia, Johor Bahru, Malaysia
noraini_ib@utm.my
Highlights: The global warming trend is expected to intensify in Malaysia. Nonetheless, the
majority of Malaysians still unaware and unconcerned about this dangerous trend because of
insufficient environmental education. Therefore, CarbonFree, a low carbon educational
application is developed to enables young generation and their families to foster Low Carbon
Society habits with effective and error-free computerized method.
Key words: Global Warming, Reduce Carbon Emission, Low Carbon Society (LCS), Learning
Application, Multi-platform, Environmental Literacy.
Introduction
Environmental education is a mechanism that encourages individuals to discuss environmental
issues, address issues, and take action to improve the environment. As a result, people gain a
better understanding of environmental issues and have the potential to make intelligence and
informed decisions when they come up with useful knowledge. Meanwhile, Low Carbon Society
(LCS) is a society where people work together to minimize the amount of carbon dioxide
emissions in any form or operation produced from everyday life and from the factory or industry
production process. However, environmental education is still a critical problem in Malaysia,
which is necessary in order to establish an initiative for the environment. Therefore, Iskandar
Malaysia Eco-Life Challenge (IMELC) was established to create awareness of Low Carbon
Society knowledge. Inspired by IMELC, CarbonFree application was launched as a multi-
platform education application that provides features including modules for users to complete the
challenges related to carbon emission knowledge and monitoring student performance. Next, it
provides evaluate modules features to help administrators increase thier performance efficiency
and an automated generated report to analyze carbon data. By using the Flutter framework and
FIrebase, the application is suitable for any platform such as Android and iOS and can be used
widely among administrators, teachers, students and parents. Even so CarbonFree needs to
enhance the functionality of the application to maximize the usage among the young generation.
The analysis was conducted to identify the requirements of the project. Besides that, Rational
Unified Process methodology is used in development of CarbonFree and it is divided into several
phases for easy implementation and control of changes during development. Furthermore, the
literature review on existing systems and technologies is critical for ensuring quality of the
product. In addition, this study case consists of Software Requirement Specification (SRS),
Software Design Document (SDD), Software Testing Document (STD) and questionnaire to
complete the requirement development process. As a conclusion, CarbonFree application can
helps raising the awareness among the young generation toward LCS while giving the knowledge
to them in tackling global warming issues.
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Content
Iskandar Malaysia Eco-life Challenge (IMELC) is a product produced in the context of the
Science and Technology Research Partnership for Sustainable Development (SATREPS) to solve
the global issue involving many countries. IMELC started in 2013 funded by the Japan Science
and Technology Agency (JST) and Japan International Cooperation Agency (JICA) as a part of a
research project under the Science and Technology Research Partnership for Sustainable
Development (SATREPS). The main parties involved in the project are Kyoto University, Japan,
Universiti Teknologi Malaysia (UTM) and Iskandar Regional Agency (IRDA) (Phang et al.,
2016). The purpose of IMELC are to create awareness of Low Carbon Society and reduce carbon
emissions.
Originally, Iskandar Malaysia (IM) had implemented IMELC manually, which is by using
workbooks and upgraded to online applications named CarbonFree (Hui et al., 2019). In this
application, its covers from registration student and teacher, the workbooks challenge, material
education and monitor progress of student. It has played a key role in increasing the use of
IMELC more widely on digital platforms and indirectly, raising LCS awareness in the younger
generation. However, CarbonFree just cover one of module of IMELC program which is
workbook challenge and still needs for enhancement.
Therefore, CarbonFree must be enhancement to overcome deficiencies in the previous system.
For the proposed system, to minimize the task for the project manager, the teachers will play the
role to register and manage students and parents account. Thus, the registration of the user is
independent of project managers. Because to minimize the task for the project manager and just
teachers know their students better, only teachers can monitor the progress of their students and
send feedback to them. Project manager able to generate report efficiently in the application.
Next, users can manage their account profile information. Students and teachers also able to view
the results of workbook in CarbonFree. Other than that, this system will cover all modules like
conducted manually. As for the parents, they can help to assist students finish all the challenges
by having access to a workbook. In addition, this system will provide features to project managers
evaluate workbooks directly through the application. Thus, this project can give a better result
after enhancement the CarbonFree and be a more efficient for the user use.
Figure 1 above shows the features in CarbonFree application.
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Acknowledgement
I would like to express my appreciation to Universiti Teknologi Malaysia (UTM) for the financial
support allocated for my project under Cost Centre No. Q.J130000.2451.04G70. Without their
heartfelt assistance and support, achievement of this thesis and final results would not have been
possible.
References
Abdullah, F. A. P. B., Yoke, W. W., Siong, H. C., Musa, A. N., Safri, I. E., & Suda, M. (2016).
Low carbon awareness among primary school students through iskandar Malaysia ecolife
challenge competition. Man in India, 96(1–2), 387–395.
Environnet. (2016, July 12). Environnet: Low carbon society | environnet. Environnet.
http://www.environnet.in.th/en/archives/1392
Gordon, J. (2016). LOW CARBON DEVELOPMENT PLANNING IN ISKANDAR
MALAYSIA: ASSESSING THE ROLE OF EPISTEMIC COMMUNITIES Malaysia
Sustainable Cities Program, Working Paper Series LOW CARBON DEVELOPMENT
PLANNING IN ISKANDAR MALAYSIA: ASSESSING THE ROLE OF EPISTEMIC
COMMUNITIES.
Hui, H. X., Ibrahim, N., & Phang, F. A. (2019). CarbonFree–A Multi-platform Application for
Low Carbon Education. International Conference of Reliable Information and
Communication Technology, 1159–1169.
Jagiełło, J. (2019). PERFORMANCE COMPARISON BETWEEN REACT NATIVE AND
FLUTTER.
Kili, K. A. (2016, November 3). Johor targets to reduce carbon emission by 50% in 2025 | The
Star Online. TheStar. https://www.thestar.com.my/metro/community/2016/11/03/on-a-
green-mission-johor-targets-to-reduce-carbon-emission-by- 50-in-2025
knoema. (2019). Malaysia CO2 emissions, 1970-2019 - knoema.com.
https://knoema.com/atlas/Malaysia/CO2-emissions
Kroll, P., & Kruchten, P. (2003). The Rational Unified Process Made Easy: A Practitioner’s Guide
to the RUP: A Practitioner’s Guide to the RUP. Addison-Wesley Professional.
Kruchten, P. (2004). The rational unified process: an introduction. Addison-Wesley Professional.
Lee, C. T., Klemeš, J. J., Hashim, H., & Ho, C. S. (2016). Mobilising the potential towards low-
carbon emissions society in Asia. Clean Technologies and Environmental Policy, 18(8),
2337–2345. https://doi.org/10.1007/s10098-016-1288-7
Phang, F. A., Wong, W. Y., Ho, C. S., Musa, A. N., Fujino, J., & Suda, M. (2016). Iskandar
Malaysia Ecolife Challenge: low-carbon education for teachers and students. Clean
Technologies and Environmental Policy, 18(8), 2525–2532. https://doi.org/10.1007/s10098-
016- 1215-y
Takahashi, K., Sato, M., & Hijioka, Y. (2016). Trends and issues of climate change education in
Japan. In Implementing Climate Change Adaptation in Cities and Communities (pp. 303–
320). Springer.
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ACADEMIC GAMIFICATION SYSTEM
Chia Yong Chai
Universiti Teknologi Malaysia, Skudai, Malaysia
yongchai97@gmail.com
Dr Noraini Binti Ibrahim
Universiti Teknologi Malaysia, Skudai, Malaysia
noraini_ib@utm.my
Highlights: Academic Gamification System is a web-based application which allows the
lecturers to gamify academic contents in digitized and centralized manners while serving as an
interactive learning platform for the students to engage with the academic contents published by
the lecturers and at the same times, embedding more gaming elements such as competitions,
leaderboard and quiz into the academic contents which will be interactively engaged by the
students to have a better understanding towards the academic contents.
Key words: Gamification, Web Application, Interactive Learning Environment
Introduction
Gamification in academic or education refers to the application of gaming elements and
environment into the learning activities of a group of target audiences to achieve the goals for
the learning activities (Huang and Soman, 2013). The results of introducing gaming elements in
academic teaching and learning processes are the interactive as well as competitive learning
environments that can stimulate students to achieve better academic performances during the
lecture hours. Corden (2000: 35-44) highlights that interactive group learning environments can
extend and refine the audiences’ knowledge as well as more focus on the academic contents
related to the learning objectives. The greatest advantage of embedding gamification techniques
and elements into academic learning activities will be the significant boost of students’ academic
performance with minimal efforts spent by lecturers or teachers. While there are various types
of gamification techniques and elements, the common types of them are badges, challenges,
competitions, leaderboard, progress bars, quests, social networks, and teams (Choo, 2019).
Gamification is a process of embedding gaming elements such as competitions, leaderboard,
interactive quiz and collaborative teams scoring into a certain aspect to encourage engagement.
When it is applied to education related aspects, the entire process is referred as “Academic
Gamification”.
Current existing systems that support academic gamification are either manual processes or
digital systems with limited gaming elements introduced to the students. As a result, it becomes
a time and energy consuming task for the lecturers to embed gaming elements into academic
contents, review and analyse the performance of the students during the interactive learning
activities, as well as lacking sufficient gaming elements to encourage the students to be actively
involved in the interactive learning environment.
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This project aims to develop a web-based application which allows the lecturers to gamify
academic contents in digitized and centralized manners while serving as an interactive learning
platform for the students to engage with the academic contents published by the lecturers.
The software product of this project helps reduce the time and energy efforts in producing
gamified academic contents by automating 90% of the processes required in organizing such
activities and recording the performance data of the students while at the same times, adding
more gaming elements such as competitions, leaderboard and quiz into the academic contents
which will be interactively engaged by the students to have a better understanding towards the
academic contents. The benefits of this software product not only capable of creating interactive
learning environment, but also improving the academic performance of the students in that
academic learning environment.
The entire software product was developed using the waterfall model with the complement of
prototyping methodology. The reasoning behind the selection of the two methodologies is
because the project has to be developed in a tight schedule but the requirements from stakeholders
are already acquired and the development process of those requirements is not a complex
operation. Although the waterfall development model is a suitable development methodology in
this scenario, it has several drawbacks such as inflexibility in dealing with project and product
risks (Adel Alshamrani and Abdullah Bahattab, 2015). It will utilize Node.js framework to
construct the frontend for the web application and use MySQL as well as Firebase Cloud
Firestore to handle the backend operations and storages.
The software product, which is the web application of Academic Gamification System can be
commercialised by collecting monthly subscription fees or one-time membership fees from the
lecturers or academic staff who wished to use our system for lecturing purposes. In order to add
academic contents into the system, the user must have an active email account and a special code
that is only available for the user after the transactions of membership or subscription fees have
been completed. The profit earned from the collection will then be used to sustain the cost
structure of Firebase Cloud Firestore’s backend operations and storages.
Figure 1: Example of User Interfaces of Academic Gamification System Web Application
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Acknowledgement
In preparing this thesis, we were in contact with many people, researchers, academicians, and
practitioners. They have contributed towards our understanding and thoughts.
We would like to express our appreciation to Universiti Teknologi Malaysia (UTM) for the
financial support allocated for our project under Cost Centre No. Q.J130000.2451.04G70.
Our fellow university friends should also be recognised for their support. Our sincere
appreciation also extends to all our friends and others who have aided at various occasions. Their
views and tips are useful indeed. Unfortunately, it is not possible to list all of them in this limited
space.
References
Adel Alshamrani and Abdullah Bahattab. (2015). A Comparison Between Three SDLC Models
Waterfall Model, Spiral Model, and Incremental/Iterative Model. IJCSI International Journal
of Computer Science Issues. 12(1). 106-109.
Corden, R. (2000), Reading-Writing Connections: the Importance of Interactive Discourse.
English in Education, 34(2), 35-44.
Huang, W.H.Y., and Soman, D. (2013). A Practitioner’s Guide To Gamification Of Education.
Research Report Series Behavioural Economics in Action, 5-24.
Choo C. N. (2019). Gamification Techniques For Low Carbon Educational Application.
Degree Thesis. School of Computing Faculty of Engineering Universiti Teknologi Malaysia
364
BioD-Ed DIGITAL LIBRARY
Siti Fatimah Sabran
Faculty of Applied Sciences and Technology, Universiti Tun Hussein Onn Malaysia, Pagoh,
Johor, Malaysia
fatimahsb@uthm.edu.my
Nor Atiqah Norazlimi
Faculty of Applied Sciences and Technology, Universiti Tun Hussein Onn Malaysia, Pagoh,
Johor, Malaysia
atiqah@uthm.edu.my
Furzani Pa’ee
Faculty of Applied Sciences and Technology, Universiti Tun Hussein Onn Malaysia, Pagoh,
Johor, Malaysia
furzani@uthm.edu.my
Highlights: BioD-Ed Digital Library is a digital collection of e-modules specially designed to
conduct home-based fieldworks as an alternative to conventional fieldworks. The e-modules are
complete with manuals for both instructor and student and also rubric for assessments which are
aligned to learning outcomes. The topics cover ecology, survey and monitoring, traditional
knowledge, ethnobotany, plant physiology and other biodiversity-related fields. BioD-Ed Digital
Library is a useful resource for remote learning as the e-modules incorporate video clips to improve
student’s understanding, formative assessments to enhance student’s motivation and monitor
progress, and hands-on activities that fulfil the required skills for psychomotor domain.
Key words: remote learning, biodiversity, fieldwork, e-module, database
Introduction
Fieldwork is an integral part of academic curriculum, particularly in the biodiversity program.
Fieldwork enables deeper learning (Gamage et al., 2020; Trilestari & Almunawaroh, 2020) with
real-world experience content (Winarni et al., 2021) and has significant effect upon the cognitive
and affective domains of students (Scott et al., 2011). Universiti Tun Hussein Onn Malaysia
(UTHM) is among the seven public universities that offer such undergraduate programs. Almost
30 to 40% of the program outcomes stress the importance of developing theoretical and practical
aspects with special emphasis given to the activities that teach students experimental methods,
how to synthesise observations, a range of lifelong and communication skills and field practices.
However, the COVID-19 pandemic has brought a total change in many sectors including higher
education, which impose many restrictions. In biodiversity conservation teaching and learning, the
impact has greatly affected the implementation of field practice and teaching activities such as
transforming face-to-face lectures to online teaching. As a consequence, the change has brought
significant challenges to the implementation of program syllabi and contributed to a decline in the
amount of field-based teaching that is available (Corlett et al., 2020; Houtz et al., 2020)
In global, most e-modules or online field practices on biodiversity-related fields are carried out by
foreign academicians which were previously designed before the time of COVID-19 pandemic
when on-site data collection can still be done with less restriction on health and safety issues
365
(Ecological Society of America, 20). Therefore, taking into this consideration, the demand to
innovate e-modules that are easily available, accessible, and reliable to the students is highly
required.
Description
BioD-Ed Digital Library (Figure 1) is a digital collection of e-modules specially designed to
conduct home-based fieldworks as an alternative to conventional fieldworks. To date, there are ten
(10) e-modules available in the digital platform. Each e-module consists of the following items;
(i) manual for instructor, (ii) manual for student, (iii) rubric for assessment, and (iv) sample of
projects. Each e-module incorporates on-site data collection in home backyard areas, local
markets, local parks and desktop work using free online tools/datasets such as Global Biodiversity
Information Facility (GBIF), ArcGIS StoryMaps, Google Earth, Youtube and other mobile
applications. The e-modules provide the students with opportunities to collect, manipulate,
visualize, and interpret real data as well as authentic and meaningful assessments such as live
streaming, videos and e-portfolios.
Figure 1: BioD-Ed Digital Library
Background
The goal of the BioD-Ed Digital Library is to collaboratively facilitate the discovery of high quality
educational resources during the COVID-19 pandemic contributed by Malaysian
researchers/academicians that will lead to a transformative undergraduate biodiversity education.
This effort will be guided by education research and take advantage of new developments in digital
technologies. The objectives are to (i) deliver effective, personalized technology, strategies and
services to empower virtual learning communities within disciplinary societies, (ii) motivate the
discovery and cataloging of scientific resources that meet educational objectives, (iii) formulate a
concrete sustainability and digital library capacity expansion plan for the long term.
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Importance to education
The list of e-modules in BioD-Ed Digital Library features various independent field practices that
incorporate technology into field practices for biological courses, which is important to support
biodiversity conservation research, teaching and learning activities. The e-modules are designed
to fulfill specific learning outcomes associated with the psychomotor domain. The flexibility,
practicality and quality assurance of the e-modules harness opportunity for deep changes to the
future approach in education.
Advantages
Quality digital sources that allow for customizable recombination and reuse of resources.
Flexibility to students and lecturers that helps the students studying from their home by using their
smartphone, tablet or laptop at their own time.
Save costs on accommodation, transport, entrance fee for field trips and do-it-yourself (DIY)
concept for materials.
Train students with required transferable skills such as problem solving and scientific skills, digital
skills, communication skills, autonomy and leadership skills.
Sustain and innovate a learning community that serves as a hub for learning communities in
biodiversity-related fields.
Commercial value
The results/findings of the data collection is publishable and the e-modules can be copyrighted.
The e-modules can be utilized by members of the learning community or consortium.
Acknowledgement
We are grateful for the contribution of the e-modules by course coordinators from Biodiversity
and Conservation Program as well as training and support given by Centre for Academic
Development (CAD) and Centre for Global Online Learning (CGOL) Universiti Tun Hussein Onn
Malaysia.
References
Corlett, R. T., Primack, R. B., Devictor, V., Maas, B., Goswami, V. R., Bates, A. E., Koh, L. P.,
Regan, T. J., Loyola, R., Pakeman, R. J., Cumming, G. S., Pidgeon, A., Johns, D., & Roth,
R. (2020). Impacts of the coronavirus pandemic on biodiversity conservation. Biological
conservation, 246, 108571. Advance online publication.
https://doi.org/10.1016/j.biocon.2020.108571
Gamage, K. A. A., Wijesuriya, D. I., Ekanayake, S. Y., Rennie, A. E. W., Lambert, C. G., &
Gunawardhana, N. (2020). Online Delivery of Teaching and Laboratory Practices:
Continuity of University Programmes during COVID-19 Pandemic. Education Sciences,
10(10), 291. doi:10.3390/educsci10100291
Houtz, J. L., Mady, R. P., & Uehling, J. J. (2020). A virtual bird’s eye view: Live streaming nest
boxes to continue outreach in the era of COVID‐19. Ecology and Evolution, 2021(11):3559–
356. doi:10.1002/ece3.6998
Scott, G., Goulder, R., Wheeler, P., Scott, L., Tobin, M., & Marsham, S. (2012). The Value of
Fieldwork in Life and Environmental Sciences in the Context of Higher Education: A Case
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Study in Learning About Biodiversity. Journal of Science Education and Technology, 21(1),
11-21. Retrieved May 15, 2021, from http://www.jstor.org/stable/41413281
Trilestari, K., & Almunawaroh, N. F. (2021). E-Module as a Solution for Young Learners to Study
at Home. In 4th Sriwijaya University Learning and Education International Conference
(SULE-IC 2020) (pp. 364-369). Atlantis Press.
Winarni, N. L., Anugra, B. G., Anisafitri, S., Kaunain, N. N., & Pradana, D. H. (2021). Fieldwork
during pandemic: Backyard bird survey and making student’s biological field practice
works. Biodiversitas Journal of Biological Diversity, 22(4).
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INTERACTIVE RUBRIC GRADING SYSTEM FOR INSTRUCTORS AND STUDENTS
(IRIS)
Boog Lih Shiuan
Universiti Teknologi Malaysia, Johor Bahru, Malaysia
shiuan1997@graduate.utm.my
Dr. Noraini Binti Ibrahim
Universiti Teknologi Malaysia, Johor Bahru, Malaysia
noraini_ib@utm.my
Prof. Ts. Dr. Wan Mohd Nasir Bin Wan Kadir
Universiti Teknologi Malaysia, Johor Bahru, Malaysia
wnasir@utm.my
Highlights: Interactive Rubric Grading System for Instructors and Students (IRIS) is an
application developed to address the issue with the project goal to help assess and grade student
performance in assignments transparently and effectively by providing tools to facilitate rubric
design, monitoring student performance in the online interactive classroom environment. The
proposed IRIS application is a hybrid and mobile application that provides features including
automatic calculation of assignment score, display statistical dashboard based on classroom or
student performance and generate reports based on the student’s performance.
Key words: interactive, rubric, grade, instructors, students, education
Introduction
In recent years, biases and consistency during gradings are educational issues which have arisen
drastically nowadays (Mustapha et al., 2016). Grading rubrics have been widely used in many
institutions of higher education to measure learning outcomes due to its performance-based
assessments characteristic as a solution to solve grading biases and consistency issues.
Despite the benefits it brings, traditional grading rubrics become less convenient to instructors in
current online educational settings. With traditional-based grading rubric, instructors are forced
to manually calculate each score of students’ assignments based on the grading rubric which is
extremely time consuming (Hudha et al., 2018). To address this issue, an online rubric system is
necessary to provide a transparent grading platform for both instructors and students with addition
of automatic score calculation to save instructors’ time instead of manual calculation of score by
themselves.
Hence, Interactive Rubric Grading System for Instructors and Students (IRIS) is an application
developed to address the issue with the project goal to help assess and grade student performance
in assignments transparently and effectively by providing tools to facilitate rubric design,
monitoring student performance in the online interactive classroom environment. The proposed
IRIS application is a hybrid and mobile application that provides features including automatic
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calculation of assignment score, display statistical dashboard based on classroom or student
performance and generate reports based on the student’s performance.
It is hoped that the developed IRIS is able to increase the instructors’ efficiency and effectiveness
to prepare a grading rubric for class assignment in an organized and structured way with the help
of rubric templates and also integrate the rubric in the grading assignments process. Furthermore,
monitoring the performance of students on the class assignment can act as a direct indicator of the
result of teaching delivery and weakness of students. In overall, IRIS application is expected to
improve the students’ academic performance with the help of clarified rubric and the feedback
commented by instructors.
Product development
IRIS is developed according to the following objectives:
(a) To elicit specific requirements for the Interactive Rubric Grading System for Instructors
and Students.
(b) To design the related architectural models, database and user interfaces for the Interactive
Rubric Grading System for Instructors and Students.
(c) To develop Interactive Rubric Grading System for Instructors and Students based on
elicited requirements and designed models.
(d) To test the Interactive Rubric Grading System for Instructors and Students using suitable
testing techniques.
By referring to the Figure 1 which showing the architecture design of the system, the product is
developed with React JS framework served as client-side frontend. While on the server side,
Microsoft SQL Server taken role as DBMS and the query management is handled by GraphQL in
the nodeJS environment.
Key Benefit
Increase the efficiency and effectiveness to prepare a grading rubric for class assignment in an
organized and structural way with the help of grading rubric templates.
Reduce biases in grading assignments process.
Monitor the performance of students on the class assignment which acts as a direct indicator of the
result of teaching delivery and weakness of students.
Promote bi-directional feedback communication between instructors and students to increase
understanding on certain knowledge.
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Figure 1 Important Features in IRIS System
Advantages to Education and Community
In overall, this Interactive Rubric Grading System for Instructors and Students (IRIS) is hoped to
improve the students’ academic performance with the help of clarified rubric and the feedback
commented by instructors.
Commercial values
The commercial values of IRIS are based on its flexibility to adapt to any educational standard
such as from primary school until university standard. As an automated grading system with the
implementation of scoring rubric, its usage tremendously overcome the shortage of existing
traditional grading method.
Acknowledgement
We would like to thank the domain experts and instructors and students for giving valuable
opinions to developing this IRIS project. Most importantly, we would like to express our
appreciation to Universiti Teknologi Malaysia (UTM) for the financial support allocated for our
project under Cost Centre No. Q.J130000.2451.08G55.
References
Aji, S. D., Hudha, M. N., Huda, C., Nandiyanto, A. B. D. and Abdullah, A. G. (2018) ‘The
improvement of learning effectiveness in the lesson study by using e-rubric’, Journal of
Engineering Science and Technology.
Mustapha, A., Samsudin, N. A., Arbaiy, N., Mohamed, R. and Hamid, I. R. (2016) ‘Generic
assessment rubrics for computer programming courses’, Turkish Online Journal of
Educational Technology.
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AUGMENTED REALITY BOOK ON HISTORICAL PLACES IN KUALA LUMPUR
Vinothini Kasinathan
Asia Pacific University of Technology and Innovation, Kuala Lumpur, Malaysia
vinothini@apu.edu.my
Aida Zamnah, Fariha Harith, Amin Neo Fadhli
Asia Pacific University of Technology and Innovation, Kuala Lumpur, Malaysia
aida_zamnah@apu.edu.my
Highlights: Augmented Reality book to help Malaysia tourism and also used for schools
Key words: Augmented Reality, Learning, History, Tourism
Introduction
In this era, the majority of us has a smartphone with a lot of technology implemented for the users
to conduct their daily life tasks. We cannot deny that technology and innovation have turned out
to be installed in instruction and the outcomes show a positive effect on learning and educating
methods. The inventive types of educating and learning are more likely to happen with lessons that
are supported by technology Sundeen, D. M. (2013). The reason behind this is due to the use of
technology in involving real-world problems, the latest informational resources, and
communication with professionals related in the field.
The use of Technology in a school's curriculum has transitioned from not only being a subject in
school but to becoming a part of a teacher's method of teaching Pierson, M. E. (2001). Due to this,
teachers must spend extra time to learn and understand how to use a computer or future hardware.
With this, comes a need for a high level of innovation and confidence when using technology that
is a part of contemporary education. Furthermore, with the assimilation of technology into a
school's curriculum, this will improve and make enjoyable a student's learning experience by
making it more engaging as well. Therefore, efforts to better understand the application of
technology in education from the perspective of students have begun with the use of multimedia,
computer-based simulations, animations and statistical software (Neumann et al., 2011). Research
performed by Geer and Sweeny (2012) shows that with the use of multiple platforms of media
applications, an increased understanding of concepts has shown greater support from students.
Augmented Reality (AR) is a new technology that involves the overlay of computer graphics in
the real world as it does not suppress the perception of the physical world compared to Virtual
Reality. Augmented Reality has been widely used in different sectors and field which included the
application of this technology in education. Although AR is relatively new, the effectiveness of
this technology has contributed to the growth of studies on AR. AR has been implemented in
education through different fields, for example, it is able to represent a model that requires
visualisation more efficiently (Singhal et al., 2012).
Content
Children at various ages have a different type of learning styles during their level of growing up.
At an early stage of growing up in between the age of 7 to 10 years old, they tend to pick up and
learn mostly by playing and imitations.
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Playing is an essential impact of children’s growing process and one of the ways is by playing
games to initiate a fun way for the learning process of concepts and living skills. However, most
of the games and toys are not focused on the educational element and only fun. The challenges in
the recent years of child education are to get them to stay motivated and be involved in learning
especially when it comes to learning on Historical Buildings and Places. Malaysia government has
launched a few campaigns to encourage tourists and locals especially the younger generation to
visit historical buildings and places, yet they are still not able to attract them to visit those places.
Tourism Malaysia used a different type of marketing tools both traditional and digital method for
example, brochure, flyers, and social media page, video advertisement and radio announcement as
a method in promoting the campaigns. However, this type of marketing tools is not effective
enough to attract the younger generation. One of the reason that these tools are no longer effective
is the overuse of words or information in a brochure or flyers. These two tool are widely used to
spread information on a subject but still fails reasons to contents are overflow or long explanation
of information also an insufficient amount of graphics such as pictures to attract them in visiting
and explore Malaysia’s Historical Buildings and Places.
Acknowledgement
We are grateful for Asia Pacific University of Technology and Innovation.
References
Sundeen, T. H., & Sundeen, D. M. (2013). Instructional technology for rural schools: Access and
acquisition. Rural Special Education Quarterly, 32(2), 8-14.
Pierson, M. E. (2001). Technology integration practice as a function of pedagogical expertise.
Journal of research on computing in education, 33(4), 413-430.
Neumann, M., Edelhäuser, F., Tauschel, D., Fischer, M. R., Wirtz, M., Woopen, C., ... & Scheffer,
C. (2011). Empathy decline and its reasons: a systematic review of studies with medical
students and residents. Academic medicine, 86(8), 996-1009.
Geer, R., & Sweeney, T. A. (2012). Students' voices about learning with technology. Journal of
social sciences, 8(2), 294.
Singhal, A., & Rogers, E. (2012). Entertainment-education: A communication strategy for social
change. Routledge.
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THE METABOLIC TOWN
Azila Adnan
Faculty of Science and Marine Environment, Universiti Malaysia Terengganu, 21030, Kuala
Nerus, Terengganu,
Malaysia azila.adnan@umt.edu.my
Hazlina Ahamad Zakeri
Faculty of Science and Marine Environment, Universiti Malaysia Terengganu, 21030, Kuala
Nerus, Terengganu,
Malaysia hazlina@umt.edu.my
Highlights: This study elucidates how an illustration could improve the learning process. The main
issue that ignites this initiative is the learners’ difficulty in understanding the relationship among
three metabolic pathway topic(s). ‘The metabolic town’ illustration depicts three metabolic
pathways (glycolysis, Krebs cycle, and electron transport chain), which highlight the connection
among these three metabolic pathways. Nearly 100% of the learners agreed thus establish the
connection between the lecture notes and the illustration. As a result, 86.2% of learners strongly
agreed that the illustration boosted their understanding and boost their imagination.
Key words: Illustration, Learning, Pathways, Interest, Biochemistry, Understanding
Introduction
Most topics in Biochemistry are complex for learners to learn, especially the mechanisms and
metabolic pathways in metabolism topics. Since notes normally wordy in a form of
papers/textbooks, learners usually learn and revise by reading texts. As visual explanations can
visibly display mechanisms and processes of the metabolic pathway system, creating an illustration
could favour teaching and learning process.
For current learners, visual representations are crucial. Visualization is a process of making an
object, an event, or a situation visible to one's imagination by mentally constructing or recalling
an image. It helps the learners to draw on their past knowledge and be innovative in expanding
their thought. Educators can also use a variety of visual stimuli (e.g. illustrations, photographs,
reproductions, videos, real objects, graphics) to assist learners in generating ideas for different
kinds of work in all kinds of sciences and arts. Embedding illustration in learning encourages
visual learners and creative thinkers to take a new perspective on science learning and high-quality
illustrations can become science resources (Sevarkadiyon and Parimalafathima, 2019). In this
current study, the imagery of biochemistry presented in the classroom and fun learning
environments can convey fundamental ideas about science, thereby allowing learners to construct
a deeper understanding of a particular topic.
Youths especially are naturally attracted to illustrations than adult learners (Arts Council England).
A study by Carney and Levin (2002) discovered that at adjunct transformational (mnemonic)
images as helpful tools for learners to learn from the text (McCormick and Levin, 1987). Several
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outlines that suggested by Carney and Levin (2002) can be considered for the teaching and learning
process, which include:
Learning advantages arise when photos and text include fun or positive information. Decorative
illustrations can help make the text/content more appealing, but they are unlikely to achieve the
desired results in terms of understanding, remembering, or applying text content.
Easy-to-follow texts that are highly concrete and engaging (e.g. interesting narrative passages)
quickly synthesize visual imagery in learners. However, they are unlikely to give additional
cognitive benefits from the use of images.
To optimize the advantages of pictures, guide learners to do something with a picture that generates
a controllable object, such as marking the features of the illustration (Peeck, 1993) or structuring
the process so that learners are confident to create a true visual representation of the passage (e.g.
Rubman and Waters, 2000).
The imagination idea of The Metabolic Town was generated from the “Where’s Waldo”
cartoon/book series. The story and illustration depict dozens of communities doing a variety of
amusing things at a given location. Hence, it is an analogy to a human body, which is made up of
thousands of cells and associated molecules that carry out amazing and incredible functions at
certain locations.
By implementing ‘the metabolic town’ illustration in teaching and learning, it could boost learner’s
emotions, understanding, interest and motivation towards these metabolic pathway topics. The
illustration could also act as a supplementary tool that could help the educator/teacher to establish,
explain, and correlate theory conceptions, and better understandings to make learning more
genuine, meaningful, motivating, inviting, and fruitful.
Advantages
• Using illustration as a supplementary teaching tool stimulates interest and improves
learning experience in a classroom.
• Illustration substitutes dull learning ambiances.
• Learners develop better and increased understanding of a lesson when they have
pleasant learning experience in the classroom.
• Learners find illustration useful when it has some direct relation and use ideal analogy
relevant to the course content.
• The present research gave insights on learners’ perceptions and opinions on the use of
illustration resources.
Idea of Innovation
The imagination idea comes from “Where’s Waldo” cartoon series, whereby dozens of people
doing a variety of amusing things at a given location.
Hence, the analogy from there,
Analogy: Like our cells/molecules that perform many amazing functions in metabolic pathways
at different organelle/location ‘appointed’.
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Commercial Potentialities
The illustration can be expanded & compiled for Biochemistry illustrative book publication or
modules publication.
Sustainability
Cost-effective.
Printable always & can be kept as e-copy.
Acknowledgement
The author wishes to express her gratitude to the Talent Development and Innovation Center
(PPBI, UMT) and the Faculty of Science and Marine Environment, Universiti Malaysia
Terengganu (UMT) for the endless support. Special appreciation to Biochemistry teaching team,
colleagues, and students for the unconditional encouragement to join this carnival.
References
Arts Council Englandhttps://clpe.org.uk/powerofpictures/creative-approaches/1 (accessed July, 5
2020).
Carney, R.N and Joel R. Levin, J.R. (2002.) Pictorial Illustrations Still Improve Students’ Learning
from Text. Educational Psychology Review 14(1): 5-26.
McCormick, C. B. and Levin, J. R. 1987. Mnemonic prose-learning strategies. In Imagery and
Related Mnemonic Processes Theories, eds.
McDaniel, M. A., and Pressley, 392–406. New York: Springer.
Peeck, J. 1993. Increasing picture effects in learning from illustrated text. Learning Instruction
3(3): 227–238.
Rubman, C. N.and Waters, H. S. 2000. A, B seeing: The role of reconstructive processes in
children’s comprehension monitoring. Journal of Educational Psychology 92(3): 503–514.
Sevarkadiyon, A. and Parimafathima, M. (2019). Assessing the Effectiveness of Scientific
Illustration as a Learning Tool in the Classroom through Self-Regulated Learning (Srl).
IOSR Journal of Research & Method in Education 4(5): 1-3.
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ASSESLY: STUDENT ASSESSMENT ANALYSIS USING MACHINE LEARNING
Abg Nazmi Syahirul Bin Abg Jasmani
Multimedia University, Cyberjaya, Malaysia nazmisyahirul@gmail.com
Mohamad Zamfirdaus Bin Mohd Saberi
Multimedia University, Cyberjaya, Malaysia
mohdzamfirdaus99@gmail.com
Adi Zafri Bin Mohd Tahir
Multimedia University, Cyberjaya, Malaysia
adizafri2000@gmail.com
Highlights: This innovation introduces a novel solution to teachers and educators in planning the
educational works for each student. As time is precious, and teaching, including planning for
teaching materials, is a tiring process, an optimized method is needed in order to plan the best
teaching materials and classes for the right group of students. Furthermore, by leveraging
technology in data science and data analytics, this innovation helps educators in identifying
students with the potential to be struggling in their studies so that early help can be planned and
given, including monitoring the performance of the students time to time.
Key words: Assessment, data analysis, machine learning, classification, academics, strategic
education
Introduction
Education is a stepping stone for a successful career in the future. Students are taught multiple
subjects in school as part of their curriculum managed by the education ministry, or any other
related departments. A brighter future becomes available for students when educational
implementation is successful (Retnawati et al., 2018). However, when the lesson and teaching
plans are poorly managed or planned, this can invoke a drop in the quality of education received
by the students. Lesson planning is a major key in the delivery of education in a sense that the
teachers must decide in order to arrange the optimized learning experience for students (Straessle,
2014). The quality of education in schools improved with the aid of strategic planning through
knowledge management. According to (Yapandi, 2018), quality of education represents the
processes and outcomes of education, being the base to achieve the requirements and expectations
of stakeholders in creating or improving products in education management. With knowledge
management, the strategic planning capacity, competencies of teaching and learning assessments
can be refined (Cheng, 2013). By implementing strategic education planning, we can allow
teachers, educators, and those in charge with education plans the opportunity to act dynamically
to the future, technology, and the environment as one (Yaakob et al, 2019). When planned
education is given to students, the quality of learning is sure to improve. In order to do this, a
proper planning of teaching lessons and strategies must be implemented so that the best education
is provided to the students. To improve teachers’ management skills and implementation of
innovative teaching, supporting media can be developed in order to help teachers in this matter
(Retnawati et al., 2018).
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Our solution to this problem is exhibited in our innovation, ASSESLY. Our innovation will assist
teachers in grouping the students by academic performance, and provide an insight on subject
topics that most students are currently struggling with. These features are made possible with the
help of data analysis and unsupervised machine learning. By grouping students according to their
academic performance groups, teachers can identify which students would need more academic
support and plan special classes for them. This does not mean that only the struggling students
receive teachers’ attention, but the other groups can also undergo their own academic activities
planned by the teachers. For instance, the top students can take turns being mentors to the whole
class or batch, and the middle students can demonstrate the summary of a topic in front of the
teachers and their own group. On the other hand, analysing subject topics based on the students’
assessment can give a hint to the teachers on what topics most of them are weak in. With this
information at hand, teachers can plan learning modules and classes focusing on the topics
brought up by our system, ASSESSLY. Hence, the students receive balanced academic support
for the whole subject.
Description of innovation
Our innovation, ASSESSLY comprises 2 features that will assist teachers or those in the
education sector. The first feature is that ASSESSLY will group students based on their academic
performance, namely students at the top of the grade, the middle students, and the struggling ones.
It is achieved by utilising their assessment data, which includes examination marks, coursework
marks and their class attendance. Clustering is performed on this dataset to obtain the formed
academic groups. Teachers will upload the students’ assessment dataset for analysis by the system
and the outcome is displayed, portraying which students fall under which academic groups.
The second feature of ASSESSLY is that it will provide an insight on subject topics that require
extra focus from the teacher to the students.Taking the marks per question on a subject exam,
ASSESSLY will analyse the given data and determine which topics of a subject that require extra
tutoring. Taking into consideration that teachers set up exam questions by partitioning a number
of the questions for one topic, they will key in the marks per each question into ASSESSLY.
Consequently, the subject teachers will be able to know what topics that the students are
struggling with in the subject.
Background of the innovation
Assessment data is a popular data source used by teachers to assess whether or not their students
have grasped the knowledge they have studied. These can be done by having tests, quizzes and
also final exams. Teachers will use the results of these tests to adjust their teaching strategies for
upcoming classes. This may involve going over material they struggled with again especially
about the topics they're having trouble with. However, this process is time consuming since the
teachers will spend time to grade the assessments and analyse the student performance.
Furthermore, A study by (Retnawati et al., 2018) also shows that not all teachers are able to
distinguish HOTS as an ability, skill, learning strategy, learning method, or learning process.
Therefore, when teachers do not have the knowledge necessary to analyse the test scores, this can
lead to a very poor decision making (Decker and Bolt, 2008). As a result, this will cause weak
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students to drop out of lessons and be overlooked due to the misinterpretation of student results.
To overcome this, data analysis and unsupervised machine learning can be leveraged to assist
teachers to assess the students. Furthermore, machine learning tools also can be used to classify
weak students directly by evaluating the available data about those students. Therefore, it will
help the teachers or educators to make more effective evidence based decision making (Klašnja-
Milićević, Ivanović and Budimac, 2016). Apart from that, it can also improve learners’
knowledge through enhanced academic studying (Klašnja-Milićević, Ivanović and Budimac,
2016).
Importance of innovation towards education
The importance of innovation towards education is it will introduce new, more efficient and
effective ways of analyzing student achievement. This is because we already know that when
teachers use conventional methods in assessing student achievement, it is time consuming and
complicated because it needs to be done manually. So, with this innovation, ASSESLY, we can
put the education system in our country one step ahead by utilizing data analysis and machine
learning into our education system.
By using ASSESLY, teachers can assess student performance and identify topics that need to be
given more emphasis and initial steps can be taken to help students to master the topic such as
holding targeted intensive classes. In addition, by using ASESSLY, weak students can be
identified more easily and automatically because ASSESLY uses a machine learning algorithm.
With this, the teacher will be able to have a clearer enlightenment by using student data
assessment and be able to produce insights and ideas from the data. This is because, ASSESLY
will help teachers to visualize data and show data patterns of student achievement from time to
time. Not only that, ASSESLY can also classify students automatically into their respective
academic level groups. With this insight, teachers can formulate a direction and plan for teaching
especially in identifying which topics should be emphasized in a subject and which students
should be given special attention. Therefore, this can indirectly improve the quality of our
country's education system and provide a more effective and comprehensive education.
Advantages of innovation towards education and community
From the aspect of education, this innovation can certainly save teachers time to assess their
students and identify weak students one by one. This is because by utilizing this innovation,
everything will be processed automatically with the help of data analysis and machine learning
where it is able to give results quickly and accurately based on given data. With this, it can help
teachers to make decisions in the learning process whether to provide teaching materials or
identify weak students so that these students can be given more focus to help them succeed in the
subject.
By improving the education sector, this indirectly impacts the community. This is because when
teachers are able to plan their lessons well, especially identifying and helping weak students,
students will benefit as they will enjoy and interest in learning because no one is left behind. In
addition, these students are young people who will inherit the features of the country's
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government and become an asset in developing the country. So, by making the education process
more efficient and effective, knowledgeable and intellectual students can be born and
subsequently form a successful nation.
Commercial Values
We plan to focus this innovation towards providing it as a service to our target users. This is
because by providing services, we can always continue to develop and improve our innovations
based on customer feedback. Hence, we can provide the best service suited to their requirements
and prioritize the best interests of our user base. For example, we can customise the dashboard or
develop additional feature analysis at the request of the user. In addition, our team can offer
services to help consumers to utilise the innovation, especially in analyzing data. For example,
we can provide the training to use the innovation.
This innovation targets primary and secondary schools especially teachers as consumers. This is
because we believe the features developed in this innovation can help the school in maintaining
student performance. Therefore, we are committed to collaborate with Ministry of Education
(MOE) to implement this innovation. Besides, Senior Education Minister Datuk Dr Radzi Jidin
also stated that UPSR is abolished started from 2021 and the assessment method for Year Six
students will be focused on strengthening School-Based Assessment (PBS) starting this year.
With that statement, it reinforces the importance of ASSESLY as a key tool to help teachers to
make analysis of assessments made more accurate.
References
Adhalina, N. (2011). The Different Language Style and Language Function Between Students and
Teachers in Updating Their Status In Facebook Webpage (A Case Study of the Topic
National Final Examination 2011)(Doctoral dissertation, University of Diponegoro).
Alessandra, A. J., O'Connor, M. J., & Van Dyke, J. (1994). People Smarts: Bending the
Golden Rule to Give Others what They Want. Pfeiffer.
Cheng, E. C. K. (2013). Applying knowledge management for school strategic planning. KEDI
Journal of Educational Policy, 10(2), 339–356.
Decker, D. M., & Bolt, S. E. (2008). Challenges and Opportunities for Promoting Student
Achievement Through Large-Scale Assessment Results: Research, Reflections, and Future
Directions. Assessment for Effective Intervention, 34(1), 43–51.
https://doi.org/10.1177/1534508408314173
Klašnja-Milićević, A., Ivanović, M., & Budimac, Z. (2017). Data science in education: Big data
and learning analytics. Computer Applications in Engineering Education, 25(6), 1066-1078.
doi:10.1002/cae.21844
Mohd Yaakob, Mohd Faiz & Musa, Muhammad Rushydi & Habibi, Akhmad & Othman,
Roskifzan. (2019). STRATEGIC MANAGEMENT AND STRATEGIC PLANNING IN
SCHOOL: IS IT WORTH FOR TEACHERS?. Academy of Strategic Management Journal.
18. 1-6.
380
Retnawati, H., Djidu, H., Kartianom, A., & Anazifa, R. D. (2018). Teachers’ knowledge about
higher-order thinking skills and its learning strategy. Problems of Education in the 21st
Century, 76(2), 215
Straessle, Jessica Miller Wunderle (2014). Teachers' perspectives of effective lesson planning: A
comparative analysis. Dissertations, Theses, and Masters Projects. Paper 1550154173.
Yapandi, Y. (2018). Strategic Planning Model to Increase Quality Basic School Education by
2020. JP2D (Jurnal Penelitian Pendidikan Dasar) UNTAN, 1(1), 35.
https://doi.org/10.26418/jp2d.v1i1.5
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MyTLAssist©: A ONE-PAGE TEACHING AND LEARNING GUIDE FOR EDUCATORS
Hazlina Ahamad Zakeri
Faculty of Science and Marine Environment, Universiti Malaysia Terengganu, 21030, Kuala
Nerus, Terengganu, Malaysia
hazlina@umt.edu.my
Nor Omaima Harun, Faizatul Shimal Mehamod, Azila Adnan
Faculty of Science and Marine Environment, Universiti Malaysia Terengganu, 21030, Kuala
Nerus, Terengganu, Malaysia
omaima@umt.edu.my; fshimal@umt.edu.my; azila.adnan@umt.edu.my
Highlights: MyTLAssist© highlights the collection of various digital educational tools that can be
applied in teaching and learning (T&L) activities online and remotely in one page. This is made
possible by using two immersive technologies namely the Quick Response (QR) and Augmented
Reality (AR). All the educators required is just one trigger page that can be transformed into an
interactive guide. MyTLAssist© is meant as a guide for the educators to identify and choose the
best T&L tool for their course amidst the pandemic COVID-19 situations. The guide showcased
tools in the categories of Assessment Methods to be used in formative and summative assessments;
Screen Recording and Whiteboards to create online content, giving digital feedback and
collaborative works; Presentation Software to convey information about course as well as engage
students during lectures; and, Live Interaction as an alternative to physical or face-to-face lecture.
Video tutorials and tips for choosing the best tool were also incorporated.
Key words: Online educational tools, Augmented Reality, educator’s guide.
Introduction
The COVID-19 pandemic has demanded education institutions to shift their traditional teaching
style fully online and become a challenge to both students and educators. The educators might be
feeling overwhelmed, suddenly facing with the task of learning how to teach classes online, and
what more without any training or support. In addition, hundreds of educational tools suddenly
sprung out like mushrooms after the rain in the internet, leaving the educators anxious and stressed,
did not know what to do. Moreover, since the world has no way of knowing how long this “new
norm” will last and bearing these in mind, all the educational tools that can be applied by the
educators online and remotely have been put together in a one-page guide.
The creation of this guide is made possible by the application of two immersive technologies,
Quick Response (QR) and Augmented Reality (AR). Both these technologies have been widely
used in education all over the world. In fact, AR has gained its popularity over Virtual Reality
(VR) with its cost-friendly option while still providing many similar features and benefits (Khan
et al., 2019; Kumar, 2020). AR encourages interactivity and engagement with the “real world”
while minimizes time spent learning the new technology. Furthermore, the AR technology has
been further developed, incorporating new features including the grab-and-go technology (Zappar
Ltd., 2021). Thus, due to these reasons, we created the one-page guide using the QR and AR
technologies. For this guide, we use the ZappAR app (Zappar Ltd., 2021) to develop AR content.
Content
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MyTLAssist© (Figure 1) is a one-page guide for educators that incorporates a variety of
educational tools that can be applied in their teaching and learning activities during online and
remote learning. This guide uses the QR code and Augmented Reality (i.e. using ZappAR app)
technologies to assemble all the education tools into one page. The guide is divided into 5
categories which are the Learning Management System, Assessment Methods, Screen Recording
and Whiteboards, Presentation Software and Live Interactions. Examples of tools showcased are
Kahoot, Quizalize and Kaizena under the Assessment Methods; Screencast-O-Matic, APowerSoft,
Jamboard and Whiteboard.chat under the Screen Recording and Whiteboards; Genially, Powtoon
and Seek under the Presentation Software; and, FlipGrid, Slido, Cisco Webex and WizIQ under
the Live Interactions. The tools showcased in the guide are easy and simple to be implemented in
an online class and have been proven effective (i.e. based on the experiences by the developers
and educational innovation awards obtained).
Fig. 1: MyTLAssist© trigger page
In order to access the content of MyTLAssist©, no AR app downloading is needed. MyTLAssist©
can be printed in colour or black and white as a mini-poster that can be mounted on walls for easy
access. This guide contains info on the educational tools in the form of URL link, tutorial videos
(i.e. YouTube), e-mail, Google Forms and audio. In addition, tips on choosing the right tools and
user manual are also incorporated. ZappAR app uses grab-and-go technology where the content
jumps up onto the device screen when the target leaves the camera view rather than just fading
out. This will enable the user to point away from the trigger for ease of use. Furthermore, ZappAR
allows us to update the content with more recent tools and information anytime.
MyTLAssist© has gained positive feedback from a group of UMT lecturers in which 100% of them
were satisfied with the content and agreed that the tools showcased are very useful for their work.
50% of them were very likely to apply at least one of the tools showcased in the guide while 85%
of them said that the way the tools were showcased within the guide is very informative. As it is,
MyTLAssist© is 100% ready and available to be used. It has the potential to be commercialized
for all educators, university lecturers as well as school teachers. MyTLAssist© can also be
customized to the needs and requirements of individual educators.
383
Acknowledgement
We are grateful for the opportunity and support given by the Faculty of Science and Marine
Environment and Center of Talent Development and Innovation, UMT.
References
Khan, T., Johnston, K. & Ophoff, J. (2019) The impact of an augmented reality application on
learning motivation of students. Advances in Human-Computer Interaction, 2019, 14
pp. Article ID 7208494.
Kumar, J. (2020) How can teachers benefit from augmented reality in education.
https://elearningindustry.com/how-teachers-benefit-from-augmented-reality-in-
education#:~:text=Augmented%20Reality%20(AR)%20in%20education,elements%20to%
20real%2Dview%20ecosystems.
Zappar Ltd. (2021) ZapWorks: Create your own augmented reality experiences.
https://zap.works/?_ga=2.108980993.282249366.1621087559-1954277948.1612501583.
384
AYUH SOLAT DI MASJID AL AQSA
Sharifah Norshah Bani Syed Bidin
Universiti Sultan Zainal Abidin,Kuala Nerus,Malaysia
sharifahns@gmail.com
Content
The ASMA application is highlited the concept of Educate & Entertain which is suitable to attract
the kids. This application provided three language: Malay, Arabic and English, with three levels
of game. Player has two selection to play as: Boy (Ubaidah) or Girl (Umamah and needs to pass
the mission of each level. Player starts a journey from home to al-Aqsa Mosque for prayers.
Besides, the elements of In-Game Education are:
Start the journey with Bismillahirrahmanirrahim
To overcome barriers: say Bismillahirrahmanirrahim,Allahu Akbar, La ilaha illa Allah
Greet when meeting others while walking to al Aqsa Mosque
Listen to the greeting audio
Listen to the audio subhanallah
Need to answer quizzes related to Al-Aqsa Mosque and Baitul Maqdis to pass certain levels
Find Quranic verses and hadiths to add 'energy'
The picture of Al-Aqsa Mosque will appear at the end of level 3
While the elements of in-Game entertainment are:
Need to collect 100 coins on each level
There is encouragement with CONGRATULATIONS every time you complete 1 level
There are obstacles to overcome to complete each level:
Cactus, traps, rocks, chunks, Zionist soldiers
Throughout the game accompanied by a background song: al-Quds Lana (al-Quds is Ours)
The ASMA Game Link in Playstore
https://play.google.com/store/apps/details?id=com.cynerve.ayuhalaqsa
Key words: Animation Game, Islamic Game, al-Aqsa Mosque, Islamic Jerusalem, Baitul
Maqdis, ASMA
Introduction
Animation is an educational methodology through entertainment that is close to children
Islamic -style animated games are still lacking. Therefore, this method should be highlighted to
educate children because this group is easier to receive messages through the method. The issue
of Al-Aqsa Mosque and Islamic Jerusalem received a warm response among adults. Although it
has been colonized for more than 100 years starting from the British occupation in 1917 to 1948
and the Israeli Zionist occupation from 1948 to the present, the Palestinians remain the focus the
world, including Malaysia and on the basis of solidarity, Muslims continue to help Palestinians
385
defend the al-Aqsa Mosque and Islamic Jerusalem from being seized by Israeli Zionists.
Nevertheless, the priority of Masjid al Aqsa as the third major mosque in Islam and also the
importance of Jerusalem in the history of Islam is not given exposure to children. Unlike the Haram
Mosque and the Prophet's Mosque which are better known, there are even some parents who also
bring their children to perform umrah or hajj at a young age. There are a total of 2,972,391 android
applications as of 14.5.2021. This amount proves that the use of android apps has become a
phenomenon in society. However, until 14.5.2021 there is only one (1) animated game related to
Al-Aqsa Mosque, namely Aqsa Protector which was uploaded on Google Play Stat by Burj
Alluqluq in 2019 and until 2021 has been uploaded over 100,000 times using English as language
introduction. Based on these, the researcher chose to develop an android application of an
animated game called 'Ayuh Solat di Masjid al-Aqsa (ASMA)', aimed at providing basic and
accurate information related to Masjid al-Aqsa and Baitul Maqdis to children. In addition to
cultivating a sense of love for the third important mosque and first qibla to Muslims. The existence
of the ASMA animated game application is expected to fill the gaps in the latest Islamic medium
of children's learning related to Al-Aqsa Mosque and Islamic Jerusalem (Baitul Maqdis).
Acknowledgement
Special thanks to Centre for Research Excellence and Incubation Management, UniSZA, Centre
for Managemenet of Academic Excellence and Internationalisation, UniSZA and Faculty of
Islamic Contemporary Studies, UniSZA for the funding for the project.
References
Hisam al-Din bin Musa Afanah (2014). al-Masjid al-Aqsa al-Mubarak Fada’il wa Ahkam wa
Adab. Baitul Maqdis: Lajnah Zakat al-Quds.
Muhammad `Uthman Shabir ( t.t). Bayt al-Maqdis wa Ma Hawlah Khasaisuh al-`Amah wa
Ahkamuh al-Fiqhiyyah. Jordan: Dar al-Nafa’is.
https://www.learning-theories.com/addie-model.html. Access Date: 14.05.2021
https://www.appbrain.com/stats/number-of-android-apps. Access Date: 14.05.2021
(https://www.appbrain.com/dev/M%40nsApp/). Access Date: 14.05.2021
(http://www.sinarharian.com.my/rencana/penerapan-nilai-murni-dalam-animasi-malaysia-
1.531444) 12.6.2016).
Access Date: 14.05.2021.
http://www.utusan.com.my/rencana/agama/medium-dakwah-animasi-1.394766. Access Date:
14.05.2021
https://www.appbrain.com/app/aqsa-protector/com.MQ.JerusalemProtector. Access Date:
14.05.2021
https://play.google.com/store/apps/details?id=com.cynerve.ayuhalaqsa. Access Date: 14.05.2021
386
SMART IQRA’2: MOBILE APPLICATION FOR LEARNING AL-QURAN USING
GAMIFICATION APPROACH
Siti Sabariah Abas
Universiti Sultan Zainal Abidin, Besut, Terengganu
sabariahabas@unisza.edu.my
Nur Fatiha Othman, Norlina Udin @ Kamaruddin, Maizan Mat Amin
Universiti Sultan Zainal Abidin, Besut, Terengganu
nfatihaothman@gmail.com, norlina@unisza.edu.my, maizan@unisza.edu.my
Nurul Aini Jaafar
Universiti Teknologi Malaysia, Skudai, Johor
nurulaini.jaafar@utm.my
Highlights: Al-Quran education is a must to every Muslims. Iqra’ is one of the effective
techniques to improve learning of Al-Quran. With the advancement in mobile technology, learning
Al-Quran can be more entertaining, interesting and engaging. To date, there are many mobile
applications are available to assist the learning process but least are built with interactive activities.
Therefore, this research aims to design and develop an android-based mobile application to assist
children in Al-Quran education using a gamification approach. The proposed application is
focused on Iqra’2. It comprises of learning module and activity module to support the learning
process. The application is expected to provide the alternative method to learn Al-Quran
conveniently and interactively. By using heuristics evaluation approach, the results showed that
all the experts satisfy with the interface design of the application.
Key words: gamification, android-based mobile application, heuristic evaluation, Iqra’.
Introduction
The advancement of technologies conveys a challenge upon constructing an effective and efficient
learning approaches. The gamification of learning is one of the educational approaches to improve
learning environments. Gamifications refer to the use of game elements such as mechanics,
aesthetics, and game-thinking in non-game contexts to motivate action, enhance learning, and to
solve problem (Patrick et al., 2016; Sebastian et al., 2011). There has been a growing interest in
applying gamification to education as it provides an alternative way to motivate students during
the learning process (Karl, 2012). The advantages of gamification approach researchers in the
fields of education also have been investigated by the researchers (Simone et al., 2014).
Currently, there are various methods in teaching and learning Al-Quran such as Talaqqi,
Musyafahah, Iqra’ and Al-Baghdadi. However, Iqra’ is known as an effective technique to
improve learning of Al-Quran. There are many researches that has been done on the technology
used in teaching and learning Al-Quran. To date, there are many mobile applications are available
to assist the learning process but least are built with interactive activities. Alternatively,
gamification technology can be implemented to improve Al-Quran teaching and learning process.
Therefore, this research aims to design and develop an android-based mobile application that
incorporated gamification elements in Al-Quran teaching and learning, called Smart Iqra’. The
objectives of the research are to provide a mobile application to learn Hijaiyah through
gamification, enhance learning environment through interactive multimedia elements and embed
387
user control and interactivity. Specifically, the application is focused on Iqra’2. It contains both
learning and activities materials. In order to improve the quality of interface design, a heuristic
evaluation also has been done with experts.
The inventiveness of this innovation is it provide self-paced learning, interactive multimedia,
gamification elements, and provide user control and interactivitiy. Besides, the application has
potential to commercialize especially to education sector (primary school), government agency
(JAKIM) as well as to individuals (parents, teacher).
Acknowledgement
The authors wish to thank the Centre for Management of Academic Excellence and Innovation,
Universiti Sultan Zainal Abidin (UniSZA) for the financial support of the present work.
References
Patrick, B., & Elaine, D. (2016). Gamification and Student Motivation. Interactive Learning
Environments.
Sebastian, D., Dan, D., Rilla, K., & Lennart, N. (2011). From Game Design Elements to
Gamefulness: Defining Gamification. IAMC: Envisioning Future Media Environments.
Karl, K. (2012). The Gamification of Learning and Instruction: Game-based Methods and
Strategies for Training and Education. Pfeiffer.
Simone, D. S. B., Vinicius, H. S. D., Helena, M. R., & Seiji, I. (2014). A Systematic Mapping on
Gamification Applied to Education. ACM Symposium on Applied Computing.
388
HIGH QUALITY RECORDED VIDEO FOR THE EFFECTIVE INVERTED
CLASSROOM APPLICATION
Md. Noor Bin Arifin
Faculty of Chemical and Process Engineering Technology, Universiti Malaysia Pahang,
Lebuhraya Tun Razak, 26300 Gambang, Kuantan, Pahang, Malaysia.
noormd@ump.edu.my
Junaidi Bin Zakaria1, Rozaimi Bin Abu Samah1,2
1Faculty of Chemical and Process Engineering Technology, 2College of Engineering, Universiti
Malaysia Pahang, Lebuhraya Tun Razak, 26300 Gambang, Kuantan, Pahang, Malaysia.
junaidibz@ump.edu.my, rozaimi@ump.edu.my
Highlights: Recorded video is the main component of flipped classroom where it is independently
used by the students to get introduced and adapted with the designated knowledge before applying
them to solve the problems in the classroom. In this project, several technical issues with respect
to the video recording process have been addressed through the development of a recording studio
at FTKKP, UMP. This facility is equipped with the necessary tools to boost the audio and the
video presentation quality. The common drawbacks of the prepared video, such as poor audio
quality, lack of volume controllability and low-resolution videos, have been tackled via the
efficient application of high-end recording studio with the assistance of video editing software,
Filmora.
Key words: flipped classroom; recording studio; audio quality; Filmora.
Introduction
The lockdown due to the COVID-19 outbreak has taken the world by storm. This situation has left
the academia optionless but implementing virtual classes. Offering a safer environment and non-
physical contact platform, online teaching and learning serves as an alternative to replace the
conventional classroom setup which employs fully face-to-face meeting. In this awareness, a great
approach to address this issue is through the implementation of flipped classrooms where the
students would have the ability to flexibly access the provided resources such as recorded videos,
online modules and interactive tutorials, and come back to the class with background knowledge
(Zainol & Abu Samah, 2018).
As one of the main components of flipped classroom, the recorded lectures act as the main
transmission medium of information delivery, contributing 79% to the total implementation of
flipped classroom (Akçayır & Akçayır, 2018). Most of the students prefer the streaming content
as an out-of-class activity (Smith, 2013), rather than text readings (Bishop & Verleger, 2013).
Another advantage of using video lectures is that the students would have the opportunity to
leverage on the application of pause, rewind and fast-forward functions (Bishop & Verleger,
2013). Nevertheless, Attaran & Zainuddin (2015) highlighted the importance of employing high
quality out-of-class tools/materials to increase the effectiveness of the flipped model. The high-
quality presentation helps with the students focus and attract their interest to spend adequate
screened time.
389
Content
In this work, a proactive initiative has been undertaken by the Faculty of Chemical and Process
Engineering
Technology at Universiti Malaysia Pahang to provide a recording facility which enables the
instructors to prepare a high-quality pre-recorded video (Figure 1).
Figure 1: Recording Studio at FTKKP, UMP
Recording studio has been developed to provide the instructors with a complete recording amenity
which consists of a computer as the main recording tool, overhead screen as a script display, green
screen to facilitate the high-quality overlay image and sound-proof walls to cater for the efficient
acoustic. The studio is also equipped with a 1080p full HD webcam which gives a high-resolution
video and combined with the external mic to boost the audio quality. The development of this
recording facility stems from the feedback of the students who experienced some difficulties to
catch up with the previous delivery method. Among the key points of the feedback are poor visual
quality, low volume controllability and unattractive lecture presentation. This can be explained
from the lack of experience among educators and poor skill in the video preparation. These
technical and technological issues were also highlighted by Moraros et al. (2015) who found that
poor audio quality was one of the three limiting factors experienced by the students in a flipped
classroom. As a result, the students faced the difficulty to listen attentively to the instructors,
worsened by the background noise which distracts the students’ focus on the lessons conveyed by
the instructors.
After implementing this new approach since the beginning of Semester II of 2020/2021, the
feedback from the students have been encouraging and they indicate a certain degree of
acknowledgement by the extended efforts of the instructors. The preparation, even though
demanding an extra time and energy from the instructors, provides high quality education and
stimulates the students’ interest to also produce high quality work via this blended learning
environment. In addition, the recorded videos can be used for the same purpose in the future where
the instructors may not need to produce the same materials of the course. In this project, flipped
classroom has been selected as an example of the application of recorded video but the studio
definitely offers the opportunity to prepare all related academic materials. In the case when the
country announces a full movement control order (MCO) which limits the students’ movement to
the class, the instructors may use this opportunity to conduct the live streaming lecture using the
same platform for the discussion and problem-solving session, and/or prepare the recorded videos
accordingly.
Acknowledgement
390
The authors are grateful to the Faculty of Chemical and Process Engineering Technology
(FTKKP), Universiti Malaysia
Pahang (UMP) for the financial support and for the development of recording studio facilities.
References
Akçayır, G., & Akçayır, M. (2018). The flipped classroom: A review of its advantages and
challenges. Computers & Education, 126, 334–345.
Attaran, M., & Zainuddin, Z. (2015). Malaysian students’ perceptions of flipped classroom: a case
study. Innovations in Education and Teaching International, 53, 660–670.
Bishop, J. L., & Verleger, M. (2013). The flipped classroom: A survey of the research. ASEE
Annual Conference and Exposition, Conference Proceedings.
Moraros, J., Islam, A., Yu, S., Banow, R., & Schindelka, B. (2015). Flipping for success:
evaluating the effectiveness of a novel teaching approach in a graduate level setting. BMC
Medical Education, 15(1), 27.
Smith, J. (2013). Student attitudes toward flipping the general chemistry classroom. Chem. Educ.
Res. Pract., 14.
Zainol, N., & Abu Samah, R. (2018). The Implementation of A Flipped Classroom Methodology
to The Subject “Numerical Methods and Optimization” of Chemical Engineering Degree at
The Universiti Malaysia Pahang. 2nd International Conference on Science, Technology,
Engineering and Mathematics Education 2018 (ICSTEM 2018).
391
AniMe-Cs: AN ANIMATED MEDIA TASK FOR 21ST CENTURY LEARNING
Ramiaida Darmi
Universiti Sains Islam Malaysia, Nilai, Negeri Sembilan, Malaysia
ramiaida@usim.edu.my
Noor Saazai Mat Saad, Nurkhamimi Zainuddin
Universiti Sains Islam Malaysia, Nilai, Negeri Sembilan, Malaysia
noorsaazai@usim.edu.my, khamimi@usim.edu.my
Highlights: AniMe-Cs is a spin-off from Interactive Cognitive Exploration via Task-Based
Learning or ICE@TBL model (Darmi, 2018). It extends the model by highlighting the higher-
order thinking (Bloom’s Revised Taxonomy) which focuses on tasks that require students to
create or develop an end-product. AniMe-Cs is in line with the 21st century learning and the 4th
Industrial Revolution as it places special emphasis on critical, creative thinking, collaboration
and communication skills (4Cs), and conflates peeragogy, heutagogy and cybergogy which
advocate student- centredness bound by technology. This trains the students to embrace life-long
learning and be autonomous, flexible and able to personalise learning.
Key words: 21st century learning, higher-order thinking, peeragogy, heutagogy, cybergogy
Introduction
With the advent of web 2.0 tools, pedagogy has become more compelling. Instead of the
conventional one- way communication where the spotlight is on the teacher spoon-feeding
knowledge to the students, it has been redirected to focus on the students instead. Anime-Cs is a
task-based pedagogy which capitalises on web 2.0 tools where students complete the task given
by utilising the related tools. Thus, the students are required to make decisions on what content to
embed into the tool assigned to them and how it is to be used based on the specific task assigned.
These are done with technology as the enabler. This write-up presents the insights of AniMe-Cs
in terms of its development, background context, importance to education, advantages and
commercial values.
The innovation: AniMe-Cs
One of the ways for educators to support technology-oriented tasks is through task-based
pedagogy as it considers learners’ personal experiences and the authenticity of the classroom
teaching (Samuda & Bygate, 2008) where tasks are focused on meaning, interaction and
communication. Anime-Cs was designed as a teaching approach to cater to the needs of the 21st
century, where students were able to explore the 4Cs (creativity, critical thinking, communication
and collaboration). It is an extension of a task from the Interactive Cognitive Exploration via
Task-Based Learning or ICE@TBL model, proposed by Darmi et al. (2018). The model is used
to explore the cognitive variations that one task has upon learners. The feature of Anime-Cs is
supporting higher-order thinking skills to learners, specifically at the ‘creation’ level of Bloom’s
taxonomy.
392
Designing AniMe-Cs
AniMe-Cs was used in the course ‘Technology and Innovation in Education’ in the Education
Postgraduate Diploma programme in Universiti Sains Islam Malaysia (USIM). It aimed to train
students to prepare for attractive online (synchronous or asynchronous) lessons, during the covid
pandemic era. As one of the tasks in the course, students were required to create a short animated
video for a set-induction phase of a lesson. Prior to the task, the instructor exposed and guided
students to Plotagon, a free online platform to create animated videos and characters by using a
script style layout. In the actual task, a list of other animated media platforms (Animatron Studio,
Animaker, Renderforest, Biteable, Canva, Powtoon, Vimeo Grid, Sparkol, and Prezi) were given
to students. Each group was assigned to 1 platform. They were required to identify a topic from
the Curriculum and Assessment Standard Documents (DSKP) from any level (Forms 1-5).
Importance to education
In keeping up with learning by upholding the features of 4th industrial revolution, 21st century
learning skills, and optimising IOT (internet of things), AniMe-Cs embraces the concepts of
peeragogy, heutagogy and cybergogy. These concepts are based on student-centredness and are
held together by the use of technology. Students work together to create an end-product or
complete a task, exposes to self-directed learning, become designers of their own learning
through technology use. AniMe-Cs conflates these three (3) concepts together allowing the
students to learn collaboratively while completing a task through the use of internet.
Advantages of AniMe-Cs
AniMe-Cs places special emphasis on critical, creative thinking, collaboration and communication
skills (4Cs). USIM wanted to explore the potential for integrating these technologies with
personalized and customized teaching and learning processes. AniMe-Cs offer this help by
promoting:
Student Autonomy: Students can make choices about what they are learning in the class with the
intention of boosting their engagement and motivation. This provides positive effect on student
motivation as they are methodically encouraged to ask themselves why they have chosen specific
learning materials and activities, and how their choices relates to their interests and preferences.
Flexible Learning Environment: Integrating modern technology like web 2.0 tools is another
way to enhance flexibility and adaptiveness of the online learning environment. Now students can
use these online learning materials at different places in and outside their class at their own pace.
Personal Learning Path: Students can self-assess their individual strengths and weaknesses, or
reflect on what they have academically achieved, excelled at, or struggled with in the past. They
can choose materials to use in class projects and how competence can be demonstrated. Students
must be provided with the process, supports, and technology to support independent goal-setting
that can be measured and tracked over time.
The commercial values of AniMe-Cs
393
Anime-Cs has been implemented since 2019, with 4 cohort as users of the approach. An online
structured interview was distributed to 34 students to gather their perceptions on creating
animated media task given to them and its link to 21st century learning (refer to Table 1 for the
results of the interview). Students felt that using animated media can attract learners’ interest,
make teaching and learning more interesting, help understanding, increases learners’
performance, ease preparation of content and leaves a strong impact on learners. Students also
agreed that animated media task supports 21st century learning as it aligns with the education
transformation and use of technology, encourage collaboration, creativity, critical thinking,
interactivity and new exploration, increases learners’ cognitive level, is contextually-suited to
learners’ current technology-based environment, learner-centred, and holistic. These show that
AniMe-Cs can be implemented to wider users.
Table 1: Students’ perception on the use of animated media in relation to 21st century learning.
Statement Scale
Strongly
disagree
Disagree
Neither
disagree
nor agree
Agree
Strongl
y agree
Total
*Developing media animation makes us
more creative
1 (2.9%)
0
0
9
24
34
(26.5%
(70.6%)
(100%
)
)
*Developing media animation makes us
more critical in giving opinion
1 (2.9%)
0
0
18
15
34
(52.9%
(44.1%)
(100%
)
)
*The task to develop media animation
trains me to amend the way I
communicate in a group.
1 (2.9%)
0
2 (5.9%)
11
20
34
(32.4%
(58.8%)
(100%
)
)
*The task to develop media animation
allows me to collaborate with my group
members.
1 (2.9%)
0
2 (5.9%)
16
15
34
(47.1%
(44.1%)
(100%
)
)
*statements have been translated from Malay to English
With the exposure to AniMe-Cs, some students have taken the initiative to apply the approach
394
into their lessons during the teaching practicum, and given trainings on the use of animated media
to school teachers as part of their contribution to the schools. This proves the extensive use and
potential collaboration of AniMe-Cs. Sharing of the implementation of AniMe-Cs has been given
to USIM Tijarah and Academic International Dialogue (AID), approached by Kuala Pilah
Matriculation Centre, and future use at Yayasan Pahang, and other education programmes within
USIM and other institutions. Anime-Cs has also received its copyright in 2018 (File no. LY
20180006558).
Conclusion
Using Anime-Cs in teaching and learning has shown positive impacts on students in preparing
them for the challenge of 21st century education. By exposing students Anime-Cs, they become
more independent in the exploration of the animated media, creative in designing the animated
video, critical in planning the content, and communicate and collaborate professionally and
ethically with team members.
Acknowledgement
We are grateful for the support given by Centre of Excellence for Teaching and Learning, USIM
and Research and Innovation Management Centre, USIM for the USIM Research Grant awarded
to explore innovation in teaching and learning.
References
Darmi, R., Mat Saad, N.Z, & Idrus, M.M. (2018). Using ICE@TBL to Encourage Communication
and Creative Thinking. Prosiding Seminar Kebangsaan Majlis Dekan Pendidikan Universiti
Awam, Universiti Sultan Zainal Abidin.
Samuda, V. & Bygate, M. (2008). Tasks in Second Language Learning. Palgrave Macmillan,
London.
395
RE-DESIGNING THE DESIGN THINKING IMPLEMENTATION IN SOFTWARE
ENGINEERING COURSES DURING COVID-19 EMERGENCY REMOTE TEACHING
AND LEARNING
Noraini Ibrahim
School of Computing, Faculty of Engineering, Universiti Teknologi Malaysia, Skudai Johor,
Malaysia
noraini_ib@utm.my
Shahliza Abd. Halim
School of Computing, Faculty of Engineering, Universiti Teknologi Malaysia, Skudai Johor,
Malaysia
shahliza@utm.my
Highlights: This study highlights the re-designing of Design Thinking (DT) approach in integrated
project implementation for two collaborative courses namely Software Engineering (SE) and
Requirements Engineering and Software Modeling (RESM) during recent crisis of COVID-19
online emergency remote (ER) teaching and learning (TnL).
Key words: Design Thinking; Software Engineering, Requirements Engineering; Software
Modeling, Emergency Remote Teaching and Learning.
Introduction
It has been a year since the COVID -19 pandemic hit the world and inevitably, brings disruption
to the education sector. In the context of Malaysia Outcome-based Education (OBE) system
especially, the shifting from face-to-face interactions in traditional methods to the online
emergency and remote (ER) teaching and learning (TnL) environment, obliges the emergent re-
adaptation and re-adoption of constructive alignments elements namely the learning outcomes,
instructional design activities and the assessment tasks for course delivery during the ongoing and
beyond this COVID-19 crisis.
This study aims to re-design the online collaborative project implementation for two integrated
courses namely Software Engineering (SE) and Requirements Engineering and Software
Modeling (RESM) in School of Computing, Faculty of Engineering, Universiti Teknologi
Malaysia; current semester 2, 2020/2021 session which is to re-align with Design Thinking (DT)
approach adapted based on Software-Engineering (SE) Project-oriented Problem-based Learning
(PoPbL) generic framework (Ibrahim & Abd Halim, 2014) (Ibrahim, Abd Halim, Saadon, Ghazali,
& Hassan, 2019). Prior to COVID-19 crisis, the collaborative project implementation for these
courses has been redesigned in terms of incorporating more collaborative tools to increase the
cooperation among online team members. The tools also help in the communication between the
lecturer and students for the purpose of scaffolding the students project deliverables. Furthermore,
for peer review, team members used tool for rating their members participation in team project.
Another redesign is the individual assessment, where each team members will develop their own
prototype based on the task which have been assigned to them from team discussion. Rationale
for this is to ensure there will be equal effort from team members from the start to solve the
problem as well as to reduce the possibility of free riders among team members especially during
ER project implementation.
396
The involvement of actual stakeholder from certain business domain for software development
projects is seen as an important exposure for teaching future software engineer in ER environment.
Not only that, requirement engineer also must be exposed as mediator between the development
team and related clients in the software project. DT is a user-focused approach that provides
structured problem-solving solutions towards innovative solutions including products, services,
and business models (Hehn, 2019). Thus, an appropriate method as DT that emphasizes empathy
with the needs of the client, brainstorming sessions to get ideas, application of ideas into physical
prototypes and testing the prototype on the client to fix and correct its shortcomings and
deficiencies is seen as a suitable method for face-to-face problem solving as well as for ER
environment.
In this study, the five basic process in DT namely: empathize, define, ideate, prototype and test
(Interaction Design Foundation, n.d.) are re-designed with the adapted SE-PoPbL framework to
achieve the intended learning outcomes with the alignment of conducted TnL activities as well as
the given assessment tasks (Refer Figure 1). Additionally, the DT implementation is twofold: (i)
technical competencies in the software project development and (ii) strengthen creativity skill -
that is critical for software engineer to solve the problem of real-stakeholders in industry-context
settings (Hehn & Uebernickel, 2018; Penzenstadler et al., 2018). Similar works by Ferreira
Martins et.al (2019) discuss the challenges of DT adaption in requirements elicitation specifically,
while (Pham & Fucci, 2018) and (Penzenstadler et al., 2018) share the experiences of embedding
DT in teaching Software Engineering courses to address learners in complex problem solving for
their targeted real-stakeholder for software projects development.
Figure 1 presents the re-design of DT process alignment with Software Development Life Cycles
(SDLC) phase, the conducted ER TnL activities, the integrated deliverables for the SE/RESM
courses project and the online collaborative tools being utilized. SE1 until SE4 are basically the
planned deliverables that should be assessed for SE course. RE1 until RE4 are the deliverables
that should be submitted for RESM course. Empathy and define process in DT are mapped to
requirements phase in SDLC. Learners need to communicate, engage, observe, and listen to
stakeholder wishes – to familiarize and understand the clients needs. During requirements phase,
online stakeholder elicitation and brainstorm workshop sessions are conducted to engage and
communicate with the clients. Google Meet is used as a virtual conference meeting tool for the
workshop. Second process of DT namely ideate and synthesis are mapped to analysis and design
phase in SDLC. It is important for the learners to define the issues and problems faced by the
stakeholders before they can propose a suitable solution for the domain or context. At this stage,
learners should be able to initially elicit the functional and non-functional requirements based on
the identified problems earlier. During analysis phase, learner should be able to produce step-by-
step scenario to solve problems. During these phases, frequent discussion is needed among team
members, therefore permanent breakout voice and text channels were introduced to each team
using Discord platform. With these channels, the team can discuss online during lecture hours or
after lecture to further understand the problems together and also to prepare for the deliverable’s
submission. The scaffolding of their deliverables can be further discussed with the lecturers in the
same channels either in the form of text or voice. In design phase, the scenario is transformed into
feasible software design structure to support the development of the software. This process is
realized by number of activities such as virtual discussion between team members and the
stakeholder using Discord platform, in-class problem solving as well as team collaborative
discussion using forums in Moodle. Subsequent DT process is prototype which is mapped to
397
SDLC development phase. This phase is basically a process to develop an early working solution
to get user experience of the proposed solution. During this phase, the high-fidelity mock-up
prototype is performed by the individual team members. Finally, the last process of DT namely
test is mapped with testing activity in the SDLC phase. Both tests are to ensure the developed
prototype fulfil the stakeholders’ requirements based on the empathy identified earlier. During this
stage, the prototype demo and pitching presentation should be conducted to get the feedback from
the stakeholder. As a team, students are required to have a cooperative way in solving their
problem and show the effectiveness of their project management in a collaborative project
management tool, Trello. Continuous feedback from the students were also required to enable an
effective TnL during ER, Google Form is the tool to enable a feedback survey after each lecture.
Lastly to enable team members to rate their team members, MyPeer is used as a tool for online
collaborative peer review.
Figure 1: Alignment of DT process with SDLC phase, ER TnL Activities, Integrated Project
Deliverables and Collaborative Tools
Acknowledgement
We would like to express our appreciation to Universiti Teknologi Malaysia (UTM) for the
financial support allocated for this study under Cost Centre No. Q.J130000.2451.04G70. Also,
we wish to thank learners that participated in the PoPbL implementation into the coursework (SE
and RESM) and their willingness in answering the survey, as well as our industry collaborators –
role as system stakeholders for their professional cooperation and knowledge sharing
involvement.
398
References
Ferreira Martins, H., Carvalho de Oliveira Junior, A., Dias Canedo, E., Dias Kosloski, R. A., Ávila
Paldês, R., & Costa Oliveira, E. (2019). Design thinking: Challenges for software
requirements elicitation. Information, 10(12), 371.
Hehn, J., & Uebernickel, F. (2018). The Use of Design Thinking for Requirements Engineering -
An Ongoing Case Study in the Field of Innovative Software-Intensive Systems. In 26th
IEEE International Requirements Engineering Conference (RE’18).
Hehn, J., Mendez, D., Uebernickel, F., Brenner, W., & Broy, M. (2019). On Integrating Design
Thinking for Human-Centered Requirements Engineering. IEEE Software, 37(2), 25-31
Ibrahim, N., Abd Halim, S., Saadon, N., Ghazali, M., & Hassan, R. (2019). Aligning and Mapping
Skills of 21st Century Learning and Software Engineering Professional via Collaborative
Projects. New Academia Learning Innovation (NALI) 2019 (pp. 190-193). Johor, Malaysia:
Universiti Teknologi Malaysia.
Ibrahim, N., & Abd Halim, S. (2014). Generic Framework Design of Project-Oriented Problem-
Based Learning (POPBL) for Software Engineering Courses. The IEEE 8th Malaysian
Software Engineering Conference (MySEC2014) (pp. 359–364). Malaysia
Interaction Design Foundation. (n.d.). 5 Stages in the Design Thinking Process. Retrieved May 1,
2021, from https://www.interaction-design.org/literature/article/5-stages-in-the-design-
thinking-process
Penzenstadler, B., Betz, S., Venters, C. C., Chitchyan, R., Porras, J., Seyff, N., … Becker, C.
(2018). Everything is interrelated: Teaching Software Engineering for Sustainability. In
2018 ACM/IEEE 40th International Conference on Software Engineering: Software
Engineering Education and Training (pp. 153–162).
http://doi.org/10.1145/3183377.3183382
Pham, Y. D., & Fucci, D. (2018). A First Implementation of a Design Thinking Workshop During
a Mobile App Development Project Course. arXiv Computer Science, 1–8.
http://doi.org/arXiv:1803.10587v1
399
GAME-BASED 3D VIRTUAL LEARNING ENVIRONMENT (3D VLE): AN
EFFECTIVE TOOL TO IMPROVE DEAF STUDENTS’ ENGLISH VOCABULARY
Nurul Huda Ahmad Thalhah
Politeknik Ungku Omar (PUO), Ipoh, Malaysia
nurul_huda@puo.edu.my
Siti Noraini Hassin @ Mohd Noor, Nor Haslinda Yusuff, Hariprisa Mohanasunthar
Politeknik Ungku Omar (PUO), Ipoh, Malaysia
snoraini@puo.edu.my, nor_haslinda@puo.edu.my, hariprisa@puo.edu.my
Highlights: The current COVID- 19 pandemic has forced many countries to halt the spread of
the virus by closing schools, colleges and universities. Educators, parents and students continue
to struggle adapting new ways of going out about their lives. With the shift from face-to-face
instruction to online education, developing and designing online learning platforms, tools and
materials have certainly been a challenge for special education teachers in providing engaging
learning experience to their students. In the context of English language learning, the deaf and
hard of hearing students at Politeknik Ungku Omar (PUO) need a variety of approaches and
support in terms of having appropriate adaptations, modifications and accommodations made to
the online instruction and classroom activities. This innovative research aims to evaluate the
effectiveness of 3D Virtual Learning Environment (3D VLE) Vocab-Game that is designed not
only to improve deaf students’ English Vocabulary but to better engage them in fun virtual
classroom activities.
Key words: Game-based learning, 3D VLE, English Vocabulary, Deaf students
Introduction
Various studies have shown that deaf or non-hearing students face challenges in reading
comprehension mostly because they cannot develop a fluent system of communication required
to become proficient readers. This can affect their communication skills, leading to an overall
depressed academic achievement and social seclusion (Soogund & Joseph, 2019). Hence, it is
understood that vocabulary acquisition and reading ability are mutually dependent. Without rich
vocabulary, deaf students may fail to develop reading skills appropriately and as a result of poor
reading ability, they may not be able to build rich vocabulary.
With the increasing number of Covid- 19 cases in Malaysia, educational practice for Special
Education has been one of the most affected issues at PUO. The absence of one-to-one interaction
together with the struggles faced by English instructors in making deaf students participate in
online class activities, have led them to come up with effective platforms and tools to ensure
students achieve the learning outcomes as well as to engage them in virtual classroom activities.
Thus, using CoSpaces Edu AR/VR application, a game-based 3D VLE entitled ‘Vocab- Game’
was developed for deaf students to enrich their English vocabulary and engage themselves in a
fun virtual learning experience.
400
Findings
At the time of development of this game, academic semester has already ended. However, to
investigate the effectiveness of ‘Vocab-game’ for upcoming semester use, nine English
instructors were asked voluntarily to download the application on their mobile device. After a
brief instruction presented, they were then asked to play and complete the game. After
completion, they were given a questionnaire to evaluate their game-based learning experience.
The questionnaire items cover several aspects from game content, layout and interface,
visualisation and navigation, instructions and language use as well as engagement and learning
experience. From the findings, it can be seen that, ‘Vocab-Game’ has potential to help deaf
students enrich their English vocabulary. It is much needed for English instructors to engage deaf
students in a fun learning environment for online class activities in order to ensure they do not
lose motivation to learn and are not left behind.
Table 1: English Instructors’ Evaluation on 3D VLE ‘Vocab-Game’
Item
Strongly
Disagree
Disagree
Neutral
Agree
Strongl
y Agree
Appropriate Content
-
-
-
-
100%
Clear Instructions & Language Use
-
-
-
33.3%
66.7%
Attractive Layout &Interface
-
-
-
22.2%
77.8%
Appropriate Visualisation & User-
friendliness
-
-
-
77.8%
22.2%
Effective Engagement & Fun Learning
Experience
-
-
-
-
100%
Overall Evaluation
-
-
-
-
100%
401
Figure 1: User Interface on Mobile Device
Acknowledgement
We would like to take this opportunity to applaud and show support to all Special Education
students and teachers all around the world who are doing their best to cope with this pandemic
crisis.
Reference
Soogund, Noor-Un-Nissah & Joseph, M.H. (2019). SignAR: A Sign Language Translator
Application with Augmented Reality using Text and Image Recognition. 1-5.
10.1109/INCOS45849.2019.8951322.
402
E-PORTFOLIO: AN ENGAGEMENT PLATFORM FOR STUDENT’S LONG-LIFE
LEARNING
Noor Janatun Naim Jemali
Department of Natural Resources and Sustainable Science, Faculty of Earth Science, Universiti
Malaysia Kelantan
janatunnaim@umk.edu.my
Marinah Muhammad
Department of Preparatory Science, Faculty of Earth Science, Universiti Malaysia Kelantan
marinah@umk.edu.my
Rozidaini Mohd Ghazi
Department of Natural Resources and Sustainable Science, Faculty of Earth Science, Universiti
Malaysia Kelantan
rozidaini@umk.edu.my
Nik Raihan Nik Yusoff
Department of Natural Resources and Sustainable Science, Faculty of Earth Science, Universiti
Malaysia Kelantan
n.raihan@umk.edu.my
Highlights: Nowadays, learners grow up with technology dominating most of their life activities.
Smartphones and computers are always with them and internet connections are their heart and
soul, inseparable. Following this trend, higher education learning had changed from conventional
to electronic learning (e-learning), modern and digitalize. Subsequently, an assessment which is
part of the education learning system has also evolved to e-assessment and this evolution makes
learning activities more exciting and attracts learners to fully engage in a particular course. By
practising education system using the digital platform, learner’s life-long learning skills are
continuously applied. This paper introduces the electronic portfolios (e-portfolios) as a platform
to create awareness among students on the nature and importance of lifelong learning skills and
active engagement through the online learning system.
Keywords: e-assessment, digital learning, e-portfolio, higher education, lifelong learning.
Introduction
E-portfolio is one of prevailing e-assessment in the recent education system. The approach of e-
portfolio is to integrate virtual learning environment of the student include their course-related
work, artefacts such as essays, posters, photographs, videos, and artwork that can be uploaded on
the digital platform (Laurence & Duhaut, 2009). Digital collection of artefacts in e-portfolio can
be revised, revisited and edited constantly and do a reflection on it. With an e-portfolio, the student
is fully in charge and could decide, design and create the content as well as chose selected artefacts
in their e-portfolio (Penny, 2011). This method is different from the conventional Learning
Management System (LMS) which owned and controlled by the instructors.
The e-portfolio
403
Basically, the e-portfolio is an alternative to the traditional paper-based portfolio. The e-portfolio
is a platform to communicate and showcase skills, experience and learning. It contains diverse
artefacts and contextualized artefacts with reflections whereby the audience can dynamically
review, communicate and assess the e-portfolio created by the students.
The e-portfolio is organized in 4 main sections namely internal resources, external resources,
specific project and communication. By completing all sections, students can be assessed on their
capability in fulfilling the required rubric provided by the instructors. The e-portfolio was
practically used by the students of Natural Resources Science Program, Faculty of Earth Science
were using this tools as one of course assessment for ENE3193 (Watershed Management) and
ENE3203 (Sustainable Forest Management) in evaluating their life-long learning skills.
Besides as an e-assessment tool, the e-portfolio comes with tremendous advantages not only for
students but also to instructors as well as ease the course evaluation management. Among other
benefits of using e-portfolio are:
Increase efficiency in term of time, and avoiding wasted journeys to present specific task and
creates more time for other important things.
Much easier in uploading various types of artefact from various sources as electronic evidence e.g.
images, video or voice recordings from Youtube, FB, websites etc.
A smart working environment where multiple learners can simultaneously work on the same
platform and anywhere and anytime needed.
Greater learner involvement where learners do not particularly need to use external sources or
recording evidence but can upload their own created video for presentation.
Ease of identifying gaps in skills and knowledge
Reduce the usage of paper and support the National Green Agenda (paper-less)
Good platform to integrate and share data.
By using e-portfolio, student’s information management and lifelong learning skills are assessed.
From the survey, we found that 93% of respondents agree that during the development of their
academic e-portfolio, their computer and information technology (IT) skills, graphic and content
design skills were developed correspondingly (Figure 1). Despite the lack of knowledge on e-
portfolio before the explanation been done in the lecture, the students had taken full efforts (Figure
2) to learn and find the best content to be uploaded on their e-portfolio. By having an e-portfolio,
the student can use the folio to market their self, showing their abilities, knowledge and skills to
the public. E-portfolios can help in developing deeper learning which could results in higher
grades, help learners develop a better sense of themselves as students and as individuals too. Their
e-portfolio can be shared with friends and family members and a great platform to showcase their
achievements when they are applying for a job (Mustafa, 2013).
404
Figure 1: Student’s perception of the practicability of using e-portfolio
Figure 2: Level of effort in completing e-portfolio
However, there are several challenges occurred during the application of e-portfolio. Table 1
below show example of challenges faced by students in developing their e-portfolio in this
semester.
Challenges in e-portfolio
Percentage (%)
Selection of artefact
29.5
Internet connection
22.5
Time constraints
11.5
Selection of outstanding
design
20.0
Quality of writing and
proofreading
16.5
Among the top challenges out of five was selection of artefact, however all challenges present as
obstacle for many students. Nevertheless, they were working strenuously towards challenges
because they not give up but to reflect on what they can do better, make adjustments and persist.
It is hoping that surmounting these challenges and obstacles can lead to greater understanding and
better results in students performances as many of them need time, guidance and encouragement
to be adapted with new ways of learning and assessment, so do the lecturers.
Acknowledgement
Involvement, assistance and support from all respondents and others either directly or indirectly
were appreciated.
increase understanding
on subject matter
increase computer & IT
skills
increase graphic &
content design
Increase
subject interest
405
References
Laurence, P & Duhaut, D. (2009). E-portfolio for Lifelong Learning. International Conference on
Education Technology and Computer ICETC 2009,
Mustafa, J. (2013). A proposed Model for Electronic Portfolio to Increase Both Validating Skills
and Employability. Procedia - Social and Behavioral Sciences 103 (2013) 356 – 364
Penny L. T., Chen, H.L., & Ittelson, J.C. (2011). Documenting Learning with ePortfolios: A Guide
for College Instructors. Jossey-Bass.
406
HAMOODY SMARTPHONE
Dr Hamadallah Mohammad Salleh Kenali
Universiti Sains Islam Malaysia, Negeri Sembilan, Malaysia
hamadallah@usim.edu.my
Assoc. Prof. Dr. Noor Saazai Mat Saad, Dr. Ashwaq Mohammad Salleh Kenali, Dr.
Hazlina Abdullah, Assoc. Prof. Dr. Hishomudin Ahmad
Universiti Sains Islam Malaysia, Negeri Sembilan, Malaysia noorsaazai@usim.edu.my,
ashwaq@usim.edu.my, hazlina@usim.edu.my, hishomudin@usim.edu.my
Highlights: HAMOODY SMARTPHONE is a language game application that aims to enhance
the speaking skills among non-native Arabic learners. It is established based on the audio-lingual
method and focuses on the elements of sound and graphic throughout the game. This allows self-
learning as it indirectly exposes the learners to the correct grammatical construction of the
sentences and precise pronunciation. This is possible because direct method is used where Arabic,
the target language is utilised throughout the 30 levels of language games. A study conducted on
non-native Arabic speakers shows that HAMOODY SMARTPHONE is highly effective in
enhancing Arabic speaking skills.
Key words: TASL, non-native speakers, gamification, speaking skill, autonomous learning.
Description of innovation
HAMOODY SMARTPHONE is developed to enhance the speaking skills among non-native
Arabic learners. It is a language game for android-based smartphones. It has elements of
interesting sounds and graphics throughout the 30-levels game by using 107 selected daily words
from 12 categories as shown in Figure 1. Players can choose their icons and at the same time
practice using those words in completing the game, as well as applying it in their daily life.
Figure 1: 12 categories of daily words
Context or background of the innovation
Language is used to express needs within specific systems and rules. It is to exchange feelings
and ideas such as signs, sounds, and communication in life. These implies the importance of
speaking skill, which should be emphasized in the teaching and learning of a language. In
addition, the era of technology should also be taken into consideration as educational research
has shown an upward trend in the use of games to improve learning (Demouy & Kukulska-
407
Hulme, 2010; Ke, 2009).
The integration of gamification in education aims to create more interesting and effective
learning experiences, and to make it acceptable by the new generation through students’
continuous, eager, and motivated involvement (Flores, 2015). Gamification is gaining popularity
among educators for its positive effects in generating productive and creative students (The
NMC-Horizon Report, 2014), enhancing students’ knowledge acquisition (Connolly et al., 2012;
Li & Tsai, 2013), teaching problem solving skills (Li & Tsai, 2013), and increasing students’
affective motivation (Connolly et al., 2012; Dempsey et al., 1994; Hays, 2005; Matsumoto, 2016;
Young et al., 2012). Games also contribute to the development of the 21st century skills (Gee,
2008), alongside offering challenges and immediate feedback to students (Gee, 2008; Squire,
2011). This applies to the teaching and learning of most second languages, including the Arabic
language.
Previous studies show that non-native Arabic learners outside the Arab countries are deprived of
chances to practice Arabic due to the limited real-life encounters of the Arabic environment in
the process of teaching and learning (Rohaizaf, 2013; Yaacob & Bakar, 2018). Other problems
include the lack of practice outside the classroom, coupled with limited vocabulary and sources,
and conventional teaching techniques which are not up to date (Samah, 2012).
Many researchers see the importance of employing modern technology, especially smartphones
in the teaching of a second language to encourage self-learning (Al Aamri, 2011; Sahrir, 2013;
Golonka et al., 2014). They believe that language games have an impact on students’
achievement by training students to practice the language in their natural positions (Balqis &
Marei, 2001; Al-Suwiyrki, 2005; Al- Bariy , 2010). Gamification also has the potential as an
evaluation tool (Menezes & Bortolli, 2016), considering it carries students the elements of self-
recreation and self-expression, followed by the possible achievement of emotional and cognitive
goals. Thus, HAMOODY SMARTPHONE application can act as language training game
performed by the learner under the supervision and planning of the teacher, which is flexible,
repeatable and help learners. HAMOODY SMARTPHONE application is like other language
games, also effective in developing speaking skills among learners and encouraging them to
continuously self-learn (Musa & Hasb al-Nabi, 2011).
Combining the evaluation criteria of IELTS and MUET speaking tests, four important elements
of a good speaker are identified, which are: 1) confidence, 2) understanding, 3) grammar, and 4)
pronunciation, HAMOODY SMARTPHONE application employs all the four aspects in the
games it present.
The importance of HAMOODY SMARTHPHONE to education
This application allows self-learning as it indirectly exposes the learners to the correct
grammatical construction of the sentences and precise pronunciation. This is possible because
direct method is used where Arabic, the target language is utilised throughout the 30 levels of
language games.
The game is also suitable for learners because it can lower their affective filter. The Affective
Filter Hypothesis, credited to Stephen Krashen, an expert in linguistics, declares that a student’s
anxiety, low self-esteem, or lack of motivation can serve to cause a mental block preventing the
successful acquisition of a second language. HAMOODY SMARTPHONE is a fun app, and thus
can lower (even zero-Arabic) students' anxiety.
Another importance is related to the technology acceptance model (TAM) which is a theory that
is most widely used to explain an individual’s acceptance of an information system. According
408
to TAM, ease of use and perceived usefulness are the most important determinants of actual
system use. This fits HAMOODY as it is user-friendly. Furthermore, HAMOODY
SMARTPHONE is also student-centred where students can proceed according to their own
individual pace, making learning more flexible.
Advantages of your innovation
HAMOODY SMARTPHONE is advantageous in terms of its development, foundation, and
uniqueness. Its development is research-based. Thus, the outcome of its usage is empirical the
development is based on research findings conducted on beginners of Arabic learners at the
University of Sydney, Australia. Table 1 shows the result of the research:
Table 1: Results of the research conducted at the University of Sydney, Australia.
T-Test
Independent Samples Test
Test
N
Mean
Levene’s Test for
Quality of Variances
T-test for Equality of Means
F
Sig.
T
df
Sig.
(2-tailed)
Confidence
Pre
15
9.86
EVA
1.735
0.199
11.98
28
000
Post
15
71.40
EVN
A
11.98
25.64
000
Pronunciation
Pre
15
8.20
EVA
0.098
0.757
19.22
28
000
Post
15
81.20
EVN
A
19.22
27.28
000
Grammar
Pre
15
2.73
EVA
8.417
0.007
8.17
28
000
Post
15
41.39
EVN
A
8.17
16.01
000
Understanding
Pre
15
7.73
EVA
1.718
0.201
10.67
28
000
Post
15
55.66
EVN
A
10.67
21.68
000
HAMOODY SMARTPHONE has a solid theoretical foundation. Apart from the TAM and
Krashen’s Affective model, it also embeds the Learning styles of Gen Z and alpha who are digital
natives (Prensky, 2001). This promotes autonomous learning. Furthermore, it is unique as
compared to other applications, as described in Table 2:
Table 2: Comparison between HAMOODY SMARTPHONE and Other Applications.
HAMOODY SMARTPHONE
OTHER APPLICATIONS
On enjoyment of the game
More on language than game
Focus
On the development of
listening and speaking skills
General (more to reading skill)
On the skill level of learners
On the age of learners
Approach
Use of target language
Use of translation
Attention
Subconsciously
Consciously
Attention to play
Attention to learn
Learning Point
Construction of simple
Development of vocabulary and
409
sentences
memorization of sentences
410
Commercial value
With all the properties that address the up-to-date trends of learning Arabic especially for the
current generation, HAMOODY SMARTPHONE has the potential to go far. The fact that it is
an application on smartphone is a great selling point as the digital natives and gadgets are
inseparable. Thus, it is a convenient method of learning. On top of that, purchasing is easily done
via mobile apps. Moreover, mobile applications are renewable in terms of upgrading the levels,
including more words and input, making the challenges more demanding, topping up with more
interesting features, just to name a few enhancements that can be done along the way. Hence,
HAMOODY SMARTPHONE is not an overnight success, it has the prospect of being perpetual
through ongoing ameliorations in keeping abreast with the current landscape of teaching and
learning.
Conclusion
The weakness of speaking skills in Arabic among its learners is not new, especially if it is learned
outside its real- life environment. This leads to a major responsibility for teachers to find helpful
methods and approaches that encourage their students to use the language. This study showed
the effectiveness of the use of smartphones in the development of Arabic speaking skill, in
addition to the receptivity of learners and interaction with them. Therefore, it is necessary to take
advantage of this development in the teaching and learning of Arabic to develop the language
proficiency among its learners. Despite those differences and shortcomings arising from the
previous observations, the positive impact in developing the skill of speaking remains the most
important goal we seek. Therefore, the researchers consider the importance of continuous
research in the use of smartphones, focusing on the appropriate content of language games,
training and teaching decisions that help learners and encourage them to practise self-learning to
reach greater benefits in the field of teaching and learning of Arabic, especially among its
learners.
Acknowledgement (if any)
We are grateful for the support given by Centre of Excellence for Teaching and Learning,
USIM.
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413
DIGITAL CREDENTIALS: RECOGNIZING STUDENTS LEARNING EVIDENCE IN
ARCHITECTURE HISTORY AND THEORY MODULE
Azim Sulaiman
School of Architecture Building and Design
Faculty of Innovation and Technology, Taylor’s University, Malaysia
azim.sulaiman@taylors.edu.my
Dr. Filzani Illia Ibrahim
School of Architecture Building and Design
Faculty of Innovation and Technology, Taylor’s University, Malaysia
filzaniillia.ibrahim@taylors.edu.my
Nik Syazwan Nik AB Wahab
School of Architecture Building and Design
Faculty of Innovation and Technology, Taylor’s University, Malaysia
niksyazwan.wahab@taylors.edu.my
Delliya Mohd Zain
School of Architecture Building and Design
Faculty of Innovation and Technology, Taylor’s University, Malaysia
delliya.mohdzain@taylors.edu.my
Highlights: Micro-credentials are mini-certifications that help to recognize the student’s skills in
specific area of studies, which are awarded through the digital badges. Applied in the Architecture
History and Theory Module, this alternative credential will provide students with the opportunity
to demonstrate their knowledge and skills earned by submitting learning evidences that aligned to
specific and timely needs of the modules and the workforce.
Key words: micro credentials; virtual learning; education; architecture; digital badges,
Introduction
The module is one of the compulsory modules offered to Bachelor of Architecture students. The
nature of the modules that required the students to memorize lots of images and timeline related
to Architecture has made this module a dry and challenging subject for the students. The class
observation also indicated that with all the facts to be memorized, the students have short attention
span during lectures and tutorials, and these situations have led to the student's low performance
in the module. To overcome this problem, numerous assessment have been introduced and made
available through the university's learning management system (LMS).
Before the F2F lecturing, students are required to explore the online resources in TIMeS. This
helps them to recap their prior knowledge. During lecture, several visual presentations and Student
Response System are used during class for student discussion and feedback. After the lecture,
students are required to attempt all the online activities in TIMeS. Help and support such as peer
tutoring are there for continuous reinforcement. The learning process will be evaluated by
assessments (formative and summative) that are aligned with the learning objectives during the
tutorial sessions. In these modules, the content is visually designed to get the students’ attention
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and attract their interest. A variety of activities are designed using TIMeS. These online activities
consist of questions in various formats and are associated with response and feedback.
Experiential learning such as interaction lesson, simulation, scenario and game-based activities
engage student’s intellect and imagination to foster deep understanding. Through the use of
badges, students get recognition and achievement through completing tasks that aligned with the
badges. Display of badges earned: a display board was created to show the badges earned for the
module.
Based on TIMeS usage factsheet in Taylor’s University, this module site had won numerous
awards in Taylor’s University, including the most active module in the university level. Course
evaluation showed that The Digital Badges had change the students attitude in learning
Architecture History and Theory and they liked this teaching innovation using various kinds of
emerging technologies. This then linked to the Taylor’s Graduate Capabilities where several skills
are achieved in the module. The digital credentials demonstrates how to leverage cutting-edge
technologies to create innovative learning environment in a “dry” History subject. The use of
interactive game-based learning and engaging SRS could transform traditional teaching methods
in the module. Other practices that used in the module, such as flipped classrooms and blended
learning also serve as potential bench marker for effective and creative e -Learning. It transforms
a dull and boring subject into a life and engaging one. It creates a richer and more interactive
content and increase student engagement and active participation.
Figure 1: The Structure of Digital Credentials in Architecture History Module
Acknowledgement
The authors would like to express their sincere gratitude to e-Learning Academy and School of
Architecture Building & Design, Taylor's University for the support and opportunities granted
throughout this project.
415
References
Kolb, L. (2011). Triple E-Framework. Retrieved from https://www.tripleeframework.com/lesson-
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with mobile technology: a qualitative explorative study about the introduction of tablets
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infancy: Context matters. Frontiers in Psychology.
Retrieved: https://doi.org/10.3389/fpsyg.2016.01264
416
DIGITAL MICRO-CREDENTIALS (MCS) AND BADGES: MULTI-SKILLING THE
HOSPITALITY INDUSTRY
Shantini Thuraiselvam
Taylor’s University, Subang Jaya, Malaysia
Shantini.thuraiselvam@taylors.edu.my
Jeya Mithiavani Nadarajah, Haniffa Beevi Binti Abdul Jaleel, Balqis Zulkifli
Taylor’s University, Subang Jaya, Malaysia
Highlights: Digital micro-credentials (MCs) and badges offer new, in-demand, shorter,
personalised and online modules which has attracted a growing number of adult learners. The
digital MC and badges offered under the “Executive Certificate in Hotel Performance and
Analytics” play a crucial role in multi-skilling people in the hospitality industry. This industry
was one of the first to be hit by the pandemic and most likely the last to recover. This time period
provides an excellent opportunity for hospitality employees who seek new knowledge to upgrade
their credentials by following this micro-credential offered through synchronous and
asynchronous study modules and to complete online assessments to earn digital badges.
Key words: micro-credentials, digital badges, hospitality industry, professional development
Introduction
“Micro-credentials go by various names including ‘nano-degrees’, ‘micro-masters credentials’,
‘certificates’, ‘badges’, ‘ratings’, ‘licenses’, ‘endorsements,’ or ‘memberships.’ As their name
implies, micro-credentials focus on modules of learning much smaller than those covered in
conventional academic awards, often allowing learners to complete requisite work in a matter of
weeks. In their most developed form, micro-credentials represent more than mere recognition of
smaller modules of learning.” Milligan and Kennedy (2017).
Description of the MC
The MC – Executive Certificate in Hotel Performance and Analytics – was created to have features
such as stackability (Milligan & Kennedy, 2017) building into a larger award, the Master in
International Hospitality Management (MIHM). The short 7-week course is a bite-size piece of
the MIHM delivered synchronously via online platform, asynchronously via video and assessed
through quiz checkpoints. There are three digital badges to be earned while completing the MC.
Digital badges have two potential benefits: learner motivation and documenting learning activities
(Yu, Dyjur, Meltenburg & Saito, 2015). Many digital badges can be shared via social media tools
such as LinkedIn, Facebook, helping to increase learner motivation and tracking one’s learning
accomplishments.
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Figure 1: Digital badges offered in the Executive Certificate in Hotel Performance and Analytics
Background
In 2019, the Malaysian Qualifications Agency (MQA) issued the “Guideline on Micro-
Credential” because it had recognised that the high cost of college degrees, the duration of study
and the mode of delivery have spurred many alternative and innovative providers of higher
education to come up with more attractive education opportunities (MQA, 2019). MCs are
awarded to learners for successfully completing a set of units or modules popularly delivered
through e-learning modes.
Many developments have spurred the emergence and popularity of MCs. The 17 United Nations
Sustainable Development Goals (UN SDGs) calls for more access to quality education for all
throughout the lifespan of citizens to address socio-economic inequality (https://sdgs.un.org).
Open and distance learning which can be delivered synchronously and asynchronously using e-
learning, fully online education and mobile can reach out to a larger audience overcoming
geographical and mobility obstacles. The high cost of university education and growing disquiet
about employment created a market for cheaper, shorter, targeted and industry support credentials.
In the hospitality industry, many senior professionals are rich in skills and experience but lack the
recognition of a traditional education award. The digital MC was created to allow time-constrained
hospitality professionals the flexibility in obtaining a MC in hotel performance and analytics at
their own pace within the 7 weeks. This type of digital MCs has the potential to allow people to
set flexible and personalized learning goals, defining what professional learning opportunities are
meaningful to them (Yu et al., 2015).
Context
The creation of the MC in “Executive Certificate in Hotel Performance and Analytics”
meets the demand in the hospitality industry to recognise the knowledge in hotel performance and
conducting property benchmarking and competitor analysis. This MC starts with an attractive
video promotion which can be accessed from this link: https://youtu.be/8BFO5IYAyJc. All lecture
videos are an interactive, with H5P (HTML 5 Package) inserted in the middle of the video to
gauge students understanding. Link to Interactive lecture video: https://youtu.be/MSzCfkRUJf4.
Importance to education and community
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The driving factor that accelerates the development of MCs in Malaysia is the widening
university-industry skill gap (Soon & Ismail, 2021). This is quite glaring in the hospitality industry
which was the first to be hit by the Covid-19 pandemic and most likely the last to recover. As a
benefit and great advantage to the hospitality industry, micro-credentialing is a workable and
accessible option in addressing structural unemployment. It forms a solid bridge that can link the
chasm between one’s existing skills and those needed in the constantly changing professional job
market made even more dynamic by the pandemic (Soon & Ismail, 2021).
Commercial value - profitability
The introduction of MCs in the Malaysian’s higher education landscape provides a feasible
pathway for advancing a higher institutions’ programmes and courses by providing an additional
source of revenue. By using their existing expertise into developing MCs, designing compressed
online courses with highly targeted curricula, suitable for employees of hospitality industry in
need of workforce development; this has opened up new revenue sources (Gallagher, 2019).
One way to improve programme efficiency and profitability is to unbundle educational
products and services (Ralston, 2021). By unbundling a module from the MIHM, the intention
behind this unbundling strategy is to enhance efficiency, i.e. the same number of academic staff
instructing more students and generate revenue. By segmenting or unbundling an existing
curriculum, academic departments effectively create new profit centres (Ralston, 2021).
Acknowledgement
We are grateful to Taylor’s University for providing the vision and resources for this endeavour.
References
Gallagher, S.R. (2019). A new era of microcredentials and experiential learning. University World
News, 15 February.
https://www.universityworldnews.com/post.php?story=20190213103113978.
Milligan, S., & Kennedy, G. (2017). To what degree? Alternative micro-credentialing in a digital
age. Visions for Australian Tertiary Education, 41-54.
MQA 2019. Guideline on Micro-Credential 2019. Kuala Lumpur: Malaysian Qualification
Agency, Malaysia. Retrieved from
https://www2.mqa.gov.my/QAD/garispanduan/Guideline%20on%20Micro-
credential%2010%20Mei.pdf
Ralston, S. J. (2020). Higher Education’s Microcredentialing Craze: A Postdigital-Deweyan
Critique. Postdigital Science and Education (2021) 3, 83-101.
Soon, J. J., & Ismail, R. (2021). Professional Jobs and Structural Unemployment in the Post-
Pandemic World: Is Micro-Credentialing the Missing Bridge?. The New Normal:
Reinventing Professional Life and Familial Bonding in the Post COVID 19 Era.
Yu, L., Dyjur, P., Miltenburg, J., & Saito, K. (2015). "Micro-Credentialing: Digital Badges in
Faculty Professional Development". 2015. In Preciado Babb, P., Takeuchi, M., & Lock, J.
(Eds.). Proceedings of the IDEAS: Designing Responsive Pedagogy Conference, pp. 82-89.
Calgary, Canada: Werklund School of Education, University of Calgary.
419
GAMIFYING VIRTUAL DELIVERY OF LAW MODULES USING LAWLEYPOP APP
Puteri Sofia Amirnuddin
Faculty of Business and Law, Taylor’s University, Selangor, Malaysia
PuteriSofia.Amirnuddin@taylors.edu.my
Mike Choong
Faculty of Innovation and Technology, Taylor’s University, Selangor, Malaysia
Waikeng.Choong@taylors.edu.my
Razif Mohamed
Faculty of Innovation and Technology, Taylor’s University, Selangor, Malaysia
Razif.mohamed@taylors.edu.my
Highlights: In today’s world, technology has drastically changed the way students learn.
Traditional learning techniques such as listening and taking notes in the classroom, memorize and
regurgitate information in the examinations have gradually given way to more modern learning
strategies. Over the years, higher education institutions have experienced a technology change to
improve learning. As of March 2020, the entire higher education ecosystem embraced virtual
teaching and learning as a result of COVID-19 pandemic. LAWleyPop app was developed as a
response to the ad hoc shift in the virtual learning faced by the law students. LAWleyPop includes
element of gamification to boost learner engagement and learning retention, providing more rich
and structured learning experiences to the students albeit virtually. The innovative project of
developing LAWleyPop app involves a collaboration between two schools namely Taylor’s Law
School and The Design School at Taylor’s University.
Key words: Law Modules, Virtual Learning, Gamification, Augmented Reality, COVID-19
pandemic
Introduction
Content
Please include as many of the following sections as possible in your paper, as relevant.
Description of your innovation / product development / design / process.
‘LAWleyPop’ app was initially designed in January 2020 with the objective to provide a new
learning strategy for law students to learn English Legal System and English Land Law in times
of Fourth Industrial Revolution. LAWleyPop intends to address the gap in the existing module
learning outcomes by providing a platform for students to identify legal problems and showcase
their ability to provide innovative legal solutions. LAWleyPop app incorporates elements of
gamification in developing intuitive learning design and exciting game simulation in the spirit of
learning law. LAWleyPop is not a game per se but a simulation of game playing whilst learning
law. The application of game elements in learning law, being a non-game environment, is known
as gamification. By gamifying law using LAWleyPop app, law students will be immersed in a
role-play activity to resolve existing challenges and to acquire a sense of victory. LAWleyPop app
incentivizes regular learning where students will feel rewarded at the end of the day after
completing the task on LAWleyPop app.
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Below is the design process of students’ journey is learning law using LAWleyPop app:
What is the context or background of the innovation / product development / design /
process?
A 2015 study by Microsoft found that a person’s average attention span has dropped a staggering
33% from 12 seconds to 8 seconds (McSpadden, 2015). The dramatic decline in learners’ ability
to focus is largely attributed to the rapid reliance on the Internet resulting in shorter attention
spans. In addition to that, the advent of new technology is making information accessible to the
public freely and seamlessly. This has caused a grave concern with regard to the job security for
law graduates. The new creation of legal technology is able to automate work, conduct systematic
legal research – causing worry whether law graduates will be able to thrive in the digitalize world.
421
In March 2020, the specter of ad hoc shift in virtual learning is causing students to feel
demotivated, lost and uninspired to learn virtually. Hence, a team of 3 educators from Taylor’s
Law School and Taylor’s Design School jointly collaborated to design a mobile app called
‘LAWleyPop’ with the aims to sustain students’ attention and interest to learn law virtually, to
inculcate the innovative spirit amongst the law students to create their own Augmented Reality
project and to instill the spirits of life-long learning regardless of their location.
When LAWleyPop was launched in June 2020, it has uplifted students’ spirit to learn law virtually
to the extent that it has resulted in significant increase in law students obtaining grade ‘A’ for
English Legal System and English Land Law modules. In August 2019 semester, there were only
2 students obtained grade ‘A’ and 10 students obtained a grade ‘A-‘ for English Legal System
module. Comparing August 2019 semester with March 2020 semester, there is an increase of
students obtaining grade ‘A’ from 2 students (1.75%) to 12 students (15.38%) and for grade ‘A’,
there is an increase from 10 students (8.77%) to 21 students (26.92%).
Similarly, for English Land Law module, there was no student obtained grade ‘A’ in August 2019
semester. However, in March 2020 semester, there is an increase from 0 student to 1 student
(2.32%) who obtained grade 'A' and 5 students (11.62%) obtained grade A-' as compared to 3
students (4.47%) obtained grade of 'A-' in the previous semester. The sharp increase in students
obtaining grades of A and A- indicates the effectiveness of LAWleyPop app.
Why are they important to education?
LAWleyPop app is important to education because it has been observed to be able to develop
students’ ability to learn law independently and enhance their creativity, critical and creative
thinking skills. In using LAWleyPop app, students’ affective aspects are also sharpened as they
are able to collaborate amongst local and international students, in different countries using online
platforms. In fact, LAWleyPop is able to develop students’ self-actualization which is an
important role in students’ growth (Shiv Tripathi, 2012). LAWleyPop can also widen students’
horizons in learning law as the elements of gamification in LAWleyPop app allow the students to
embrace new strategies to learn law and to thrive in COVID-19 world.
Please write any advantages of your innovation / product development / design / process
towards education and community.
LAWleyPop was carefully designed to instill the elements of ‘intrigue-ness’ for the law students
to learn law by assuming a role of a ‘secret agent’ with the aim to develop students’ cognitive
thinking the moment they received the ‘assignment briefing’. Students’ cognitive aspects will be
tested as they need to ensure that they are able to capture all possible legal issues provided in the
LAWleyPop app. Students will be assessed on their ability to listen to instructions, think creatively
and critically, be open to new ideas and collaborate remotely. In relation to students’ behavioural
aspects, the students have demonstrated that they become more confident to attempt any legal
challenges posed to them after using LAWleyPop app. They have also shown that they are
receptive to the new concept of learning and communicate effectively albeit remotely.
LAWleyPop app serves as a step closer for legal education to be revolutionized. In today’s fast-
paced and competitive environment, LAWleyPop can motivate students to try new things, results-
oriented and learn law regardless where they are. LawleyPop app can benefit the legal education
422
sector by creating higher learning engagement which will then lead to higher learning retention
and productivity. LAWleyPop app instills the value of life-long learning where anyone can learn
law anywhere, making learning law to be more effective, meaningful and impactful to the
community (Khan, Johnston and Ophoff, 2018).
Please add any commercial value in terms of marketability or profitability of your
innovation / product development / design / process if any.
LAWleyPop app currently showcases two law modules but it can be adaptable and scalable to
include all law modules which can be adopted by all law schools in Malaysia, England or any
Commonwealth countries. The informative content available on LAWleyPop app can also be
useful to the law students and members of the public seeking legal information on specific areas
of law. LAWleyPop app has a valuable commercial value given that the information provided can
assist law students and also the members of the public in learning law. Currently there is no mobile
app in Malaysia or in ASEAN that focuses on the delivery of law modules, hence it can be
marketed to the public. In fact, various investors have expressed interests in funding the
development of the LAWleyPop app which is currently in the stage of negotiation.
Acknowledgement
Special thanks to Razif Mohamed, the design specialist for LAWleyPop app for his time to design
6 mobile apps despite the fact he has to redesign his modules to teach virtually in times of the
pandemic. I am also grateful to Taylor’s Law School students from the March 2020 and August
2020 cohorts for being receptive to the novel way of learning law, to complete surveys and provide
feedback on the usability of LAWleyPop app. I would like to express heartfelt gratitude to Prof.
Khong Kok Wei (the Executive Dean of Faculty of Business and Law) and Dr. Harmahinder Singh
(the Head of Taylor’s Law School) for being supportive for the team leader to introduce new way
of teaching to the law students and also to approve request for monetary support when
LAWleyPop app was shortlisted in the Reimagine Education Awards 2020.
References
Kass, S. (2011) How Technology Can Humanize the Classroom. Retrieved from
http://avichai.org/2011/04/how-technology-can-humanize-the-classroom/ Accessed on 11
April 2021
Khan, T., Johnston, K., & Ophoff, J. (2019) The Impact of an Augmented Reality Mobile
Application on Learning Motivation of Students. Advances in Human-Computer
Interaction, vol. 2019, Article ID 7208494, 14 pages, 2019.
https://doi.org/10.1155/2019/7208494
McSpadden, K. (2015) You Now Have a Shorter Attention Span Than a Goldfish. Retrieved from
https://time.com/3858309/attention-spans-goldfish/ Accessed on 11 April 2021
Tripathi, S.S. (2012) Neuro-Linguistic Programming: A Tool for Developing Behavioural Skills
and Competencies. IUL Journal of Soft Skills, VI(1), 16-28
423
TRACKING STUDENTS’ CO-CURRICULAR ACTIVITIES THROUGH A
DIGITALISED INNOVATIVE LEARNING SOLUTION
Thamalagha P.Krishnasamy @ Tasha
Taylor’s University Lakeside Campus, Subang Jaya, Malaysia
Thamalagha.PKrishnasamy@taylors.edu.my
Laveenia Theertha Pathy, Reuben Cheong De Shen, Dorian Wilde
Taylor’s University Lakeside Campus, Subang Jaya, Malaysia
laveenia.theerthapathy@taylors.edu.my
reubendeshen.cheong@taylors.edu.my
dorian.rajoo@taylors.edu.my
Highlights: Taylor’s aims to produce holistic, future-ready, and highly employable graduates
through the integration of academic and co-curricular excellence via the Taylor’s Curriculum
Framework (TCF) 2.0. Students will graduate with the Graduate Capabilities Statement (GCAS),
demonstrating how they are assessed in their Taylor’s Graduate Capabilities (TGC) in and outside
of the classroom. The SHINE Award recognises students’ experiential accomplishments via co-
curricular activities. Their progress will be tracked via the SHINE Portal, a one-stop centre
empowering students to demonstrate their TGCs through the immersive SHINE Learning journey,
increasing their chance at employability.
Keywords: Holistic Education, Employability, SHINE Portal, Curriculum Design,
Gamification, Future-Ready
Introduction
According to Humanology, (2020) one out of every five graduates remain unemployed for six
months after graduation in Malaysia. The Ministry of Education Malaysia’s Graduate Tracer
Study shows that nearly 60% of graduates remain unemployed for one year.
The Graduate Tracer Study attributes this to poor communication, entrepreneurial, analytical, and
critical thinking skills besides poor mastery of the English language. This demand necessitates an
education pedagogy that does not just develop, but also objectively measures and records students’
soft skills, hence the establishment of the TGCs (Figure 1).
Figure 1: Taylor’s Graduate Capabilities
424
Taylor’s launched TCF 2.0, which integrates the SHINE Award into the curriculum to incentivise
student commitment towards co-curricular activities (CCA). This enables Taylor’s to focus our
efforts in producing a higher percentage of graduates who will be future-ready especially in this
era of Fourth Industrial Revolution.
Figure 2: Hypothetical data for Graduate Capabilities Attainment Statement
Background
The TCF 2.0 is a unique framework that formally recognises all students’ academic and CCA
engagements via the GCAS and the SHINE Award. The integration of students’ academic and
CCA journey can be seen through the SHINE Award eligibility requirements awarded in two
levels.
The first level of awarding is based on students’ PLO Score where students’ demonstration of
TGCs are measured and attested in the GCAS (Figure 2). The second level is through the
accumulation of SHINE Points which enable students to upgrade their SHINE Award using their
PLO Score. SHINE Points are awarded to students who demonstrated their TGCs by taking on
roles in CCA.
To track and reward students’ CCA involvement, the SHINE Portal innovatively uses e-Learning
components through the SHINE Themes focusing on the TGCs. There are 4 compulsory themes
and 1 optional theme. The SHINE themes can be seen in Figure 3.
The Portal can manage, track, evaluate, recognise, and reward students’ involvement and
completion in all approved activities while dispensing SHINE points. SHINE points are dispersed
based on the first four principles in any one of the 5 SHINE themes (Figure 3). Student’s role
completion is concluded after their reflection submission with evidence of their participation. A
reflection marker then validates the student’s completion and points are dispersed via the portal.
425
Figure 3: Framework of Points Matrix and Themes in SHINE Portal
The SHINE Portal provides administrators with the function to configure SHINE points matrix
based on the six key principles against the SHINE themes.
This self-directed learning portal motivates learning outcomes through point accumulation and
reward-based learning via digital badges, testimonials, star ratings and e-certificates, which can
be pinned to students’ achievement boards and shared on social media.
Impact on Students of Higher Learning
The TCF2.0 places an importance in students’ life-skills achievements captured through the
SHINE Portal. Students’ SHINE journey exposes them to experiential learning and skills that are
not confined to their area of study.
The kickstart to the SHINE Learning Journey is the Life Skills programme taken by all First-Year
students as core modules. The Core Purpose assignment in the SHINE Portal is a crucial first
exercise for students to think about their goals and values that may guide and navigate their
decision- making process.
The Personal Development Plan (PDP) is a goal-setting tool that helps students identify at least 3
goals associated with their core purpose that they can achieve in University. To complement the
PDP, the Networking Map available on the SHINE Portal enables them to pave a pathway that
connects them with industry leaders, mentors, or equivalents. These connections will prove
advantageous to the students in the long run as resources for their future success.
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Apart from personal branding, the SHINE Portal is also used as an avenue to find communities
with similar interests via the Discussion Board and Directories. This helps initiate start-up projects
such as talent search, awareness campaigns, donations drive, sporting activities, and more.
Experiential Opportunities posted by SHINE Partners (corporations, industry leaders, civil society
organisations, community-based organisations, etc.) expose students to real- life work experiences
internally and globally, building networks that will give them an edge when seeking employment
or when starting a business. Students will gain powerful experiences that positively impact their
learning and the communities they live in.
Lastly, for every role completion, students are required to reflect and think critically about their
experience by identifying the areas of strengths, improvement, and submission of evidence for the
roles performed before receiving the commensurate SHINE points. Reflecting enables them to
unpack their experiences and learn from them by answering guided questions, encouraging critical
thinking through a self-evaluation of their performance.
SHINE’s Silver, Gold and Platinum Award awardees would possess an advantage over other
graduates due to the number of industry immersion opportunities they would have accumulated in
various fields. These graduates will be highly sought after by employers. SHINE provides
graduates with a recognized standard of the pedigree of their capabilities, positioning SHINE as a
recognizable brand name synonymous with excellence and achievement.
References
Humanology. (2020, April 7). Unemployment Among Malaysian Graduates, the Employability
Myth. http://www.hba.com.my/v2/unemployment-among-malaysian-graduates-the-
employabilitymyth/
New Straits Times. (2020, February 3). More and more graduates facing unemployment in
Malaysia. https://www.nst.com.my/news/nation/2020/02/562309/more-and-more-
graduates-are-facingunemployment malaysia
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5E FRAMEWORK: AMPLIFYING THE FIRST YEAR ARCHITECTURE STUDENTS
LEARNING EXPERIENCE
Dr. Filzani Illia Ibrahim
School of Architecture Building and Design
Faculty of Innovation and Technology, Taylor’s University, Malaysia
filzaniillia.ibrahim@taylors.edu.my
Nurul Alia Ahamad
School of Architecture Building and Design
Faculty of Innovation and Technology, Taylor’s University, Malaysia
Siti Norzaini Zainal Abidin
School of Architecture Building and Design
Faculty of Innovation and Technology, Taylor’s University, Malaysia
sitinorzaini.zainalabidin@taylors.edu.my
Mohd Adib Ramli
School of Architecture Building and Design
Faculty of Innovation and Technology, Taylor’s University, Malaysia
mohdadib.ramli@taylors.edu.my
Highlights: Guided by the 5-E Framework, the LMS activities have been created based on the
structure set by the 5-E Framework: Engage, Enhance, Extend, Evaluate, and Earn. The
implementation and combination of this Framework with technologies are expected to amplify
students' first-year learning experiences. The feedback outcome from the student's survey has
shown that the 5E Framework amplifies their education experience and has helped them
understand the module's concept and theory.
Key words: online; virtual learning; education; architecture; 5E Framework
Introduction
The module Design Communication is one of the compulsory modules offered to Bachelor of
Architecture students. The module introduces fundamental skills for the appropriate
communication of architectural design. It engages different means of visualization and expression
of space and spatial ideas through architectural drawings to prepare students with the skills
required in design projects. These skills are taught through a series of freehand and constructed
drawing. The teaching and learning approach for the module will be lecture and tutorial based,
with students engaging with hands on lecture and blended learning experience during the lecture
and tutorial session
However, due to the Covid-19 Pandemic, as an added safety precaution, the University announced
an extended social distancing period at the University from 13 April until 31 December wherein
all classes, including assessments, will move online. Due to the nature of the studio based module,
to overcome the challenges, numerous assessment have been introduced and made available
through the university's learning management system (LMS) application in virtual environment.
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Hence, students are being exposed to the technical and online technology applications that will be
able to help them to achieve the learning goals. By using this online application, the 5-E
Framework makes sure to consider that while a tool may be "drill and practice", the educator can
create structures around the tool to help meet the five different components of the framework.
Apart from that, the students are awarded with badges that act as a micro-credentials. Micro-
credentials are mini-certifications that help to recognize the student’s skills in specific area of
studies, which are awarded through the digital badges. This alternative credential will provide
students with the opportunity to demonstrate their knowledge and skills earned by submitting
learning evidences that aligned to specific and timely needs of the modules and the workforce.
5E Framework in Design Communication Module
The Triple E Framework, developed in 2011 by Professor Liz from University of Michigan, was
created to address the gap between the usage of education technologies and teaching practice in
the K-12 classroom. It is designed to help the educators in evaluating suitable technology tools to
meet their learning goals through a set of questions developed for the three components. These
questions are provided to help assess the tools and design the learning experiences so that the tools
have a positive impact on student achievement and learning outcomes.
Thus in this project, enhancement of the framework were done and improved to The 5-E
Framework. Creation of interactive activities provides students with immediate feedback on their
performance. This is an excellent way of encouraging and motivating students to perform a task
and reinforce their learning. Compared to traditional lecture and tutorials, these online tools extend
the capabilities of the classes more playfully and interactively. Furthermore, it promotes self-
directed learning as learners can do activities at their own pace and in their own time. When
students complete an activity, their performance is recorded in the LMS. This learning analytics
helps lecturer to monitor student's performance and identify weak students in the classroom.
Figure 1: The Structure of 5E Framework in Design Communication Module
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Acknowledgement
The authors would like to express their sincere gratitude to e-Learning Academy and School of
Architecture Building & Design, Taylor's University for the support and opportunities granted
throughout this project.
References
Kolb, L. (2011). Triple E-Framework. Retrieved from https://www.tripleeframework.com/lesson-
analysis-on-making-predictions.html.
Montrieux, H., Venderlinde, R., Schellens, T. and DeMeres, L. (2015) ‘Teaching and learning
with mobile technology: a qualitative explorative study about the introduction of tablets
devices in secondary education’, PloS One, Vol. 10, No. 2, e0144008.
Pane, J., Steiner, E., Baird, M., Hamilton, L.S., & Pane, J.D., (2017). Informing
Progress: Insights on Personalized Learning Implementation and Effects. RAND
Cooperation. Retrieved from https://www.rand.org/pubs/research_reports/RR2042.html
Pasek, K., Zosh, J., Golinkoff, R.M., Gray, J., Robb, M.B., & Kaufman, J. (2015). Psychological
Science in the Public Interest. 16(1) 3-34
Shulman, L. S. (1986). Those who understand: Knowledge growth in teaching. Educational
Researcher, 15(2), 4-14.
Vaala, S., Ly, A., & Levine, M. (2015). Getting a Read on the App Stores: A market scan and
analysis of children’s literacy apps. Joan Ganz Cooney
Center. Retrieved: http://www.joanganzcooneycenter.org/wp-
content/uploads/2015/12/jgcc_gettingaread.pdf
Wartella, E. (2015). Educational apps: What we do and do not know. Psychological Science in
the Public Interest, 16(1), 1–2.
Zach, E., & Barr, R. (2016). The role of interactional quality in learning from touch screens during
infancy: Context matters. Frontiers in Psychology.
Retrieved: https://doi.org/10.3389/fpsyg.2016.01264
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FINANCE LIVE SHOW: A SOLUTION FOR LARGE ONLINE LECTURES
Assoc Prof Dr Saeed Pahlevansharif
Taylor’s University, Subang Jaya, Malaysia
Saeed.sharif@taylors.edu.my
Dr Navaz Naghavi
Taylor’s University, Subang Jaya, Malaysia
Navaz.naghavi@taylors.edu.my
Highlights: One of the biggest challenges of online learning is to ensure students concentrate on
the academic subject taught. To enhance students’ engagement and improve their learning, we
replaced our finance online lectures with ‘Finance Live Show’. The 14-episode ‘Finance Live
Show’ was designed to deliver the content in an informative, interactive, entertaining, and
accessible way. Students showed a higher level of cognitive engagement by going beyond the
basic requirements and welcoming challenges rather than lower-level cognitive engagement that
involves rote memory. Analysis, interpretation and connecting new knowledge to prior knowledge
were evident in students’ responses to the activities in class.
Key words: Online learning, finance, engagement, cognitive engagement, interactive.
Introduction
One of the biggest challenges of online learning is to ensure students concentrate on the academic
subject taught. It is unsurprising that students in online modules are often multitasking with non-
academic matters such as browsing on social media more than the f2f classes. The instructor and
peer pressures that somehow can limit the ‘off-task’ browsing during the physical class fades away
in online classes. On top of the above challenges, engaging the learners in a class with 300-500
students from various programs with different interests and backgrounds has always been a
concern for lecturers teaching large classes. To tackle the above-mentioned issue, the ‘Finance
Live Show’ was designed to achieve the module learning outcomes by delivering the content in
an informative, interactive, entertaining, and accessible way.
We fabricated the finance lecture like a ‘live TV show’ with different professionally made items.
Some items for each week live show were recorded using a ‘lightboard’ studio whereas other
items including fun items relevant to each week topic used to be recorded one week prior to the
weekly lectures. We used a professional streaming software Cloud-based Open Broadcast
Software, for live streaming at the lecture time as well as Camtasia software package to edit the
videos.
Knowing the digital native generation tendency towards YouTube, we used ‘YouTube’ live
streaming as the main platform through which we can claim the technical problems for online
large classes were resolved. The quality of the live classes was HD and students could watch the
live lectures with English subtitles. For YouTube streaming, we opted for the ‘public’ option and
the live class was available to the world. Gradually the turn-up number became greater than
students enrolled in that module. Apart from our own and students’ family members and friends,
we had some external active participants from other universities and other countries in class.
Having a motto of ‘finance is fun’, we used to surprise the students with unexpected video items
after feeding them some finance concepts. The various items in each episode of the show consist
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of topic specific intro videos, lightboard pre-recorded videos, recorded videos in our home studio,
live stream chat, surprise videos and along with gaming and activity platforms such as Slido,
kahoot, quizzi etc.
Before each live lecture, we arranged the sequence of more than 10 recorded videos in the software
to make sure we can manage playing them after each explanation. Since some calculation videos
are recorded in lightboard studio and some at home, this combination makes them interesting. The
fun and surprise videos are relevant to the weekly topics. For example, teaching financial
statement ‘ratios’, we recorded some videos about the ‘ratio’ of exercise in our daily chores. In
the balance sheet topic, the surprise video was about the balance life in which we were preparing
salad in the kitchen.
Towards the end of each online session there was a ‘wrap-up activity’ which provided students a
chance to reflect on what they learnt. The attendance used to be captured via students’ engagement
in these types of activities during the class. The last item in each class was getting students
feedback about class. Students’ weekly satisfaction rate was consistently above 90% with a
participation rate of more than 85%. Moreover, addressing students’ concerns/feedback the week
after induces the sense of ownership about the module makes them realize that their opinion means
to us. Figure 4 shows some of the items used in each episode of Finance Live Show. Moreover,
each week some specific moments of the Finance Live Show were shared in students’ Instagram
stories which is an indication of their positive emotional reactions, interest, and attitude towards
the Finance Live Show. Another indication for the students’ affective and behavioral engagement
was using ‘my’, ‘we’, ‘our’, ‘us’ in their posts/comments in social media (Lashari et al., 2013;
Majumdar, 2003). For more information, please see https://youtu.be/y5JGrZlasSk
Figure 4. A sample of various items that were used in each episode (each class) of the Finance
Live Show
Opening sequence
An intro to connect the
finance topic to real life
issues. The intro is always a
surprise! For example, talking
to students while I’m
cooking, playing musical
instruments, etc.
In the studio talking with
students between the items
preparing them for the next
item.
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Playing videos that have been
prepared in a lightboard
studio as well as teaching
some topics in a live session.
Playing online activities:
Online games, online quiz,
etc. to assess them during the
show.
Talking to my students through
live chatbox and going live on
Instagram to talk to them
during the show (lecture).
Streaming several
entertaining videos related to
the topics.
Some videos were prepared
before the live sessions.
All live sessions are in HD
quality, with English subtitle,
and a live interactive chat box
References
Lashari, T. A., Alias, M., Kesot, M. J., & Akasah, Z. A. (2013). An affective-cognitive teaching
and learning approach for enhanced behavioural engagements among engineering students.
Engineering Education, 8(2), 65-78.
Majumdar, S. (2003). Pedagogical Framework for Online Learning. Vocational Training:
European Journal, 28, 21-30.
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DIGITALIZING ETHNIC RELATIONS ASSIGNMENT THROUGH PROJECT-BASED
LEARNING
Serit Banyan1
Taylor's University, Subang Jaya, Malaysia
Serit.banyan@taylors.edu.my
Siti Noor Amyah Khasbullah2, Fadhilah Raihan Lokman3
Taylor's University, Subang Jaya, Malaysia2,3
sitinooramyah.khasbullah2@taylors.edu.my2
fadhilahraihan.lokman@taylors.edu.my3
Highlights: Please provide a 50 - 100 word summary of your invention/innovation/design
Ethnic Relations assignment was digitalized through Project-Based Learning and the learning
framework adopted from Constructivism Learning Theory and Kolb's Learning Cycle. The entire
project has been structured systematically with detailed instruction, interactive content, activities,
and reflective corner. The main objective is to assess the students' ability to transfer Knowledge
into real-life applications while deepening their critical skills. This pedagogy helps Gen-Z to
maintain a longer attention span, interest, and engagement. Moreover, the project was conducted
100% online and by students' initiatives under instructors' supervision. Furthermore, this
pedagogy helps Gen-Z to maintain a longer attention span, interest, and engagement.
Key words: project-based learning, Kolb's learning cycle, Ethnic Relations module
Background of Innovation
The pedagogy of this project was adapted and improved from existing pedagogical practice and
theoretical approaches. It has drawn and coined from Constructivism Learning Theory. Students
need to form groups and conduct a project with communities in Selangor state. It is a teaching
method in which students learn by actively engaging in real-world and meaningful projects.
Students work on a project over an extended time, from one week up to a semester that engages
them in solving a real-world problem or answering a complex question. Students demonstrate their
Knowledge and skills by conducting a community project or presentation for a real audience.
The process of learning is firmly based on learning theory and truly innovates according to Kolb's
Learning cycle: Concrete Experience, Reflective Observation, Abstract Conceptualization, and
Active Experimentation. This assignment needs students to use social media such as Telegram,
WhatsApp, YouTube, and Instagram to expose students to a real-world situation. Students must
write their e-critical reflection before, during, and after the project using Gibbs' Model of
Reflection. Weekly consultation is conducted with students to offer constructive feedback,
clarifying the purpose, and discussing students' assignments' progress. At the end of the semester,
students need to present their project using 5 minutes rapid presentation approach and submit their
reports by creating an electronic portfolio using WIX or google sites.
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Figure 1: Learning Framework
Advantages
There are a few innovations and improvements that we have made to make sure our project
incorporated different elements such as:
Embed the latest teaching and learning technologies and social media.
The ways we embed technology to accelerate, diversify and add value to learning by creating new
pathways to access and apply Knowledge and explore learning partnerships beyond the classroom.
It provided immediate feedback during the students' assessment.
Students will get instant feedback when they submit their proposal, e-portfolio, and oral
presentation. Instant feedback allows the students to know their current status, strengths, and
weaknesses. Abstract conceptualization happens where learning comes from the experience,
synthesizing new Knowledge and perspectives.
Expose students to real-world problems and issues by working with the community.
Students' projects with the community are processes whereby Knowledge is created through the
transformation and concrete experience. Students gained Knowledge from grasping and
transforming the experience and direct engagement with the community in authentic project-based
learning.
Encourage a self-paced learning environment.
This project created the climate and culture for learning that is openly accessible anytime and
anywhere. These are spaces where students are empowered to take responsibility for their learning,
both offline and online.
Impact
Project-based learning for the Ethnic Relations module impacted students in many ways. This
project has proven to be one of the most effective ways to engage students and provide a practical
learning application. It provides students with opportunities to create authentic projects which are
personal and meaningful to them. Students can pursue their interests, and as a result, opportunities
for learning for students are tremendous. Students' results improved as the number of students
obtained A grade increased drastically and the failure rate significantly decreased.
Project-based learning also impacted students' engagement in many areas. It shows that students'
completion rate is high with more than 95% with a 100% completion rate where students
completed all activities, including assignment and weekly learning activity via module site.
Project-based learning became one of the most students' favorite assignments on the campus.
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According to course evaluation, students' acceptance of their assignment is very high, and on
average, students spend 4 hours per week doing their assignment. With more than 100 projects
and 7000 participants, students deeply engaged while doing their project.
Acknowledgement (if any)
We want to express our gratitude to the School of Liberal Arts and Sciences, Taylor's e-Learning
Academy, and Jabatan Perpaduan Negara dan Integrasi Nasional Negeri Selangor for their support
in this project.
References
B. H. (2011). Chapter 2 Constructivist Perspectives of Learning. In S. N. Phillipson & B. H. Lam
(Eds.), Learning and Teaching in the Chinese Classroom. Hong Kong: HKU Press (p.58).
Hong Kong: HKU Press
Boss, S. & Krauss, J. (2007). Reinventing project-based learning: Your field guide to real-world
projects in the digital age. Washington, DC: International Society for Technology in
Education
Markham, T., Larmer, J., Ravitz, J. L., & Buck Institute for Education. (2003). Project-based
learning handbook: A guide to standards-focused project-based learning for middle and high
school teachers. Novato, Calif: Buck Institute for Education
McLeod, S. (2017).Kolb's Learning Styles and Experiential Learning Cycle | Simply Psychology.
[online] Simplypsychology.org. Accessed 1st Feb 2020
Turesky, E. F. and Gallagher, D. (2011). "Know Thyself: Coaching For Leadership Using Kolb's
Experimental Learning Theory." The Coaching Psychologist, 7(1)
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INNOVAGOGY IN THE NEW NORMAL: OPTIMIZATION OF ONLINE
CLASSROOM WITH INTERACTIVE DIGITAL TECHNOLOGIES
Wong Yau Hsiung
School of Liberal Art and Sciences
Faculty of Social Sciences and Leisure Management
Taylor’s University Lakeside campus
YauHsiung.Wong@taylors.edu.my
Highlights: The global direction of higher education currently focuses on online learning in
mitigating the pandemic crisis. This project outlines an “innovagogy”, which combines innovative
instructional design and effective pedagogy: RASA (Resource, Activity, Support, and
Assessment) and GRR (Gradual Release of Responsibility) model. The four elements in RASA
were well-designed by leveraging on emerging digital technologies, with the aim to develop a
more efficient and effective online teaching and learning. The activities and assessments were
designed to be engaging, interactive and student-centered. Through the scaffolded approach in
GRR pedagogy, students are empowered to be self-directed learners and take responsibility of
their learning.
Key words: Innovagogy, online classroom, digital technologies, interactivity, Pedagogy
Introduction
We are now facing one of the most staggering threats to global education. As the COVID-19
pandemic continues, school are closed, physical class are cancelled and switched to 100% online
learning. This transformation needs to be carefully planned to ensure that the specified learning
outcomes are attained. “Innovagogy”, the science of innovative teaching and learning, is a
relatively new concept in education (Aleinikov, 2015). A truly high quality online teaching and
learning is a combination of innovative instructional design and effective pedagogy (Innovagogy),
which emphasizes student-centered learning and employs active learning activities.
RASA Innovative Design + GRR Pedagogy
An effective e-Learning is not just about creating digital contents. An innovative online pedagogy
can improve the way students learn and amplify the online learning experience. This project
outlines an effective “innovagogy” which integrates the Gradual Release of Responsibility (GRR)
pedagogy in a RASA-designed online learning. RASA (Resource, Activity, Support, and
Assessment) model is an instructional design model developed to support teacher to teach online
in an effective manner, focusing on authentic and student-centered teaching (Hsiung, 2018). The
Gradual Release of Responsibility (GRR) or “I do, we do, you do” approach is an effective
scaffolding technique for online learning where it shifts the focus from the teacher to the student
(Cimino, 2018; Al Mamun et al., 2020).
Table 1: Combination of RASA Innovative Design and GRR Pedagogy
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RASA Innovative Design
Gradual Release of Responsibility (GRR)
Pedagogy
Resources
Interactive and engaging learning
contents
“I do” (Pre-class)
Students acquire new information and skills by
exploring the learning contents modelled by
teacher.
Activities
Students apply their knowledge and test
their understanding
“We do” (In Class)
Students test their understanding by interacting
with other students, teacher and content through
Q & A discussion and collaboration.
Supports
Helps and tools to support student
learning
“You do” (Post-Class)
Students deepen their understanding through
independent practice
Assessments
Measurement of student learning
This RASA innovative design and modified GRR pedagogy enhances the existing flipped
classroom. Students’ progress is assessed pre-, during and post-class. The pre-class self-
assessment allows students to recap their prior knowledge. Before the synchronous class, students
are given a period of time to explore the learning materials in Taylor's Integrated Moodle e-
Learning System (TIMeS). The content are made interactive by embedding activities and
assessment using H5P tool. In synchronous class, guided instruction is given to facilitate students
in problem-solving activities. Real time feedback is given to students based on individual and
collaborative activities. The session is made interactive and engaging with simulation (Phet) and
game-based activities (Kahoot and Wooclap). “Classroom Attendance Marking System (CAMS)”
is used to mark student’s attendance based on their participation in virtual class. Student learning
is reinforced in post-class where they actively participate in asynchronous activities such an
interactive discussion forum, engaging games/ crossword puzzle, quiz and assignment.
Figure 1: RASA Innovative Design and GRR Pedagogy
Advantages
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1) Use cutting-edge technologies to provide flexible, interactive and engaging online learning
experience
Two key elements: Interactivity and engagement can be found in the following online
synchronous and asynchronous learning experience:
Engaging Content: Prezi, Whiteboard, X-minds
Storytelling: Powtoon, Videoscribe, Labster
Interactive Lesson: H5P, Nearpod, Formative, Teams
Game-based Learning: Crossword, Kahoot, Socrative, Wooclap
Real-world/Scenario-based Learning: Phet, Labster
Immersive learning: Labster, Phet simulation, Zappar
Social Interaction: chat, forum, Facebook, Remind, Telegram
Collaboration: Forum, Padlet, Poll-Everywhere
Microlearning: Telegram (low bandwidth)
2) Increase student’s participation and motivation
The key focus of this innovation is the active involvement and engagement of students in their
own learning. Student’s learning is regularly checked through student-centered activities and
assessments. The use of social networking promotes social presence and sense of community.
This provides encouragement and motivation to students, so that they stay engaged and make
progress.
3) Provide immediate feedback on student learning
Providing students with opportunities to practice and get frequent feedback is another focus of
this innovation, so that they can monitor their learning and improve their learning.
4) Encourage self-directed learning
The scaffolding technique used in this innovation and the continuous support and feedback on
student learning motivates them to become more independent and self-directed.
Commercialization Potential
This project transforms traditional teaching methods in STEM. Furthermore, the project
demonstrates how to leverage cutting-edge technologies and open-source e-Learning tools to
create innovative ‘’globalized online classroom”, where students can learn anytime and anywhere.
Acknowledgement
I am grateful for Taylor’s University support on this project and the funding from FRGS
(APRS/1/2018/SLAS/002)
References
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Aleinikov, A. G. (2015). GENERAGOGY AND INNOVAGOGY: THE PLACE OF
INNOVATIVE EDUCATION IN THE STRUCTURE OF EDUCATIONAL SCIENCE.
Pedagogy & Psychology. Theory and practice, 11.
Cimino, M. (2018). Synthesising the flipped classroom with the gradual release of responsibility
model. Australian Educational Leader, 40(1), 40-42.
Al Mamun, M. A., Lawrie, G., & Wright, T. (2020). Instructional design of scaffolded online
learning modules for self-directed and inquiry-based learning environments. Computers &
Education, 144, 103695.
Hsiung, W. Y. (2018). Designing an Interactive and Engaging Module Sites Using the RASA
Model. In Preparing the Next Generation of Teachers for 21st Century Education (pp. 65-
88). IGI Global.
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CATERING STUDENTS LEARNING NEEDS FOR FIRST YEAR
Ng Jeck Fei
Taylor’s University, Subang Jaya, Malaysia
jeckfei.ng@taylors.edu.my
Highlights: This project was designed based on the concept “no one learning approach fits all”
and each student is seen as individual who has their own learning preference. This learning
innovation uses choice-based approach in designing the learning activities in which students were
given options to choose the right package(s) to learn chemistry content based on their prior
knowledge for the topic. A series of online activities covering content learning, assessment
(formative and summative) and completion recognition were designed in online platform. The
activities are focusing to train students to become an active learner.
Key words: Choice-based, leaning packages, active learner.
Introduction
One of the challenges in teaching tertiary education is to cater the learning needs for student cohort
who has diverse pre-university qualifications and prior knowledge for a topic content. It is not
easy to teach one group of students who have little prior knowledge for the module content and at
the same time bring excitement to another group of students who has already mastering the
content. This is especially real for basic core modules offering in year one.
In addition to their prior knowledge of the module content, how they learn a content is also crucial
in making sure they achieve quality learning outcomes (Hazel et al., 2002). However, higher
education rarely provides choices in their learning activities (Frymier & Shulman, 1996). Students
generally are given the same teaching material, environment setting and advice to learn a particular
content topic and taking the “one-size-fits-all” approach. This is an unfortunate trend, given that
students do have different learning styles and backgrounds and, consequently, find learning
methods to be differentially interesting, engaging, and useful in their learning (Lewis & Hayward,
2003).
In this project, a basic chemistry topic “Introduction to Organic Chemistry” in the module
CHM61104 Fundamental of Chemistry was chosen to implement the learning innovation. All the
learning activities were designed in Moodle online platform (TIMeS).
Content
The learning package was divided into three levels: Beginner, Intermediate and Advance in which
each package alone will meet the learning outcome of the topic. Beginner level consists of lecture
recordings resembling similar experience as face-to-face lectures. This option suits those who find
hard to step out from their usual learning comfort zone. Intermediate level consists of self-explore
reference materials (containing mixture of text-based and audio-visual to satisfy the need to
explore the content in different perspectives). Advanced level consists of case study analysis
where they can relate their knowledge and applied them to real-life context. Students can choose
one or combination of the packages to learn the content based on their prior knowledge and
learning preference.
After the content learning, students self-assess their understanding by completing an online quiz
and attempt a virtual lab simulation (Labster: Introductory to Organic Chemistry). The lab
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simulation consists of virtual laboratory experiment which involve qualitative analysis of
functional groups of organic compounds, 3-dimentional visualization of organic molecules and
quizzes to test their knowledge. In the following week after the content learning and formative
assessment. Students were to submit graded assignment and lab worksheet which test their
application and analysis skill. The assignment requires students to analyze organic compound
present in their choice of a real-life object. While the lab worksheet consists of post-lab questions
followed their virtual lab simulation. Through these summative assessments, the attainment of the
topic learning outcomes can be verified, and constructive feedback was provided to students. A
digital badge was awarded to students who have completed all required activities and motivate
them throughout the activity duration. Calendar task reminder and completion progress bar were
used to aid the students to monitor their own learning.
From a survey (n=41), 93% of respondents agreed that the learning approach is new to them and
some think that it is an innovative and new way to learn Chemistry. The survey outcomes support
the hypothesis that students have different learning need judging from their choice of learning
packages. 52% of the choices reflected the use of beginner package, 34% choices of intermediate
package and 10% choices on advance package. Majority of them also agreed that the learning
packages was effective in catering different learning need. 73% agreed that they were independent
enough in self-learning the content and 84% of the respondents wish to see more similar learning
approach in their future study. Students’ score for the summative assessment indicates an excellent
attainment of the learning outcome of the topic. Averagely, students scored (83±9)% for their
laboratory worksheet which test their application of knowledge and scored (80±12)% in
assignment which tested their analysis skill in a case study.
Overall, a guided learning platform which catering student learning needs based on their prior
knowledge has been developed. This enabled students who were new to the knowledge can learn
by their own pace, while keeping other students who have mastered the content motivated with
the online learning activities varied from text reading, 3-D spatial visualization, virtual simulation,
chemical structure drawing and were highly engaging. This approach has empowered students to
choose their learning approach and pave the way in training them in becoming an active learner.
This choice-based learning definitely feasible to be scalable or transferable in another study field
and the learning activities were all designed using tools available in Moodle platform. This
approach is especially suitable for content which are fundamental and yet important for knowledge
progression or topic content which relatively difficult to understand and require multiple learning
perspectives.
Acknowledgement
The author is grateful for the continuous support from e-Learning Academy in Taylor’s University
for online content development and training provided.
References
Frymier, A. B., & Shulman, G. M. (1996). The Development of a Learner Empowerment measure.
Communication Education, 45(3), 181-199.
Hazel, E., Prosser, M., & Trigwell, K. (2002). Variation in learning orchestration in university
biology courses. International Journal of Science Education, 24(7), 737–751.
Lewis, L. K., & Hayward, P. A. (2003). Choice-based learning: Student reactions in an
undergraduate organizational communication course. Communication Education, 52(2),
148-156.
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EMPOWERING STUDENTS WITH ONLINE GAMIFIED ASSESSMENT MODEL FOR
THE CRITICAL AND CREATIVE THINKING SKILLS Module
Dr. Charles Sharma Naidu
Taylor’s University, Subang Jaya, Malaysia
charles.sharma@taylors.edu.my
Ms. Usha Devi Rajaratnam
Taylor’s College, Subang Jaya, Malaysia
ushadevi.rajaratnam@taylors.edu.my
Highlights: The Online Gamified Assessment Model (OGAME) with 1 source of Input
Key words: Gamification, Online Gamified Assessment, Self-Scoring System
Introduction
The Critical and Creative Thinking Skills is a core module which is taught across six different
Foundation programmes. The pedagogical approaches were blended learning based and
innovations in the gamification of this module that has involved multi-platform approaches.
The initial Online Gamified Assessment Model (OGAME) was designed and introduced in March
2020 and was adapted by studies from several creativity researchers (Kaufman & Sternberg, 2006)
and specially designed self-updating gamified leaderboards (Garcia, 2017). Their studies on
psychometric measurements of creativity contributed to ideas about how to quantify creative
investment which had led to the OGAME model. OGAME contributed to stronger development
in pedagogical engagement and transferability of critical and creative thinking knowledge and
skills across multi-disciplines, inculcating gamification approaches to the online classroom
pedagogy. However, in August 2020, this subject was innovated a step further through self-scoring
approach to encourage maximum student engagement in an online platform. As a result of the
global pandemic the year 2020 had set a new precedence of complete online teaching. With this
innovation, the results/feedback indicated that in fact it had not only increased the level of student
online engagement, but also noted the performance and confidence of the students vastly
improved. This approach has greatly quantified the engagement and student satisfaction level of
this module, which was captured by the TES as well as a survey initiated by the lecturers for
further research. The OGAME framework, enhancing the simulated classroom and paving the way
to a possible Gamified Assessment Model which can be used for wider multidisciplinary
pedagogical applications.
Content
Description of your innovation
The Online Gamified Assessment Model (OGAME) model is a fully online assessment tool
specially designed for formative real time assessment progress tracking which is based on a single
source of input via online individual assessment rubrics with a self-scoring system and moderated
by the assessor subsequently linked to viewable self-updating achievement rankings leaderboard,
Taylor’s Graduate Capabilities attainment leaderboards with analytics and progress charts.
443
What is the context or background of the innovation / product development / design /
process?
2.1 To innovate an already creative subject further was a challenge thus the infusion of the Online
Gamified Assessment Model (OGAME) into the design and delivery of the subject with self-
scoring for assessment. This gave students the ability to see their progress, evaluate and realign
with the requirements of the assignment and project outcomes. Self - scoring was closely
monitored by mentorship and consultation by the lecturer/tutor at every juncture (5 steps) by
viewing of the analytics. This therefore allowed students to monitor their own progress and
develop their online independent learning which seamlessly correlates to their progress. This could
be viewed in their online e-journal which acts and categorized in their weightage as the e-portfolio.
2.2 To introduce students to fuse creativity via gamification in assessment delivery, thus
enhancing the output. Given the pandemic online classes, with no F2F interaction, this innovation
of the delivery of the subject proved to be a huge success as this innovation created and sustained
interest in class work and assessments. The nature of the awarding XP points for class work tasks
as well as assignments, heightened students creativity as it spurred students to strive harder as well
as challenges ones capabilities, viewing their efforts as epic quests and achievements (Chou,
2016).
2.3. Group Work Dynamics and the ability to collaborate paved way for better performance among
the students. With the open concept, the ability of students being able to view his/her friends work,
stimulated better learning patterns and performance among students. This was also done with peer
discussion for group work.
2.4. Self-scoring which led to Introspective learning; the ability to discern and evaluate their
progress. This empowered students to become independent learners whether as individuals or in
a group. This helped them to design and evaluate their ideas, explore their potential and make
sound decisions which required mature and simulate real life scenarios. See figure 1 below which
shows an extract of the students’ feedback:
Figure 1: Student feedback on the self-scoring system. More data on the feedback and
testimonial can be viewed at this link:
https://docs.google.com/spreadsheets/d/1kne34pPYyi_enhfazrhIgv353w-
cKYXdjTBbWq2acm4/edit?usp=sharing
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Why are they important to education?
This is based on current needs of all educators. The one-time input, autonomous aspects of online
classroom assessments are important for not only online delivery but also for hybrid-based
learning (which includes online and face to face simultaneously). The purpose is to reduce
educators time on monitoring and manually documenting and calculating marks. Instead, more
time can be invested into discussions, sharing, mentoring process and pastoral care for students.
It also creates excitement, enjoyment and challenges the students to do better, invests more
attempts and creates more purpose for introspection.
Please write any advantages of your innovation / product development / design / process
towards education and community.
The findings of this approach presents many possibilities in multi-disciplinary uses and it may be
possible for implementation in private and public education. The one-time input source which
leads to autonomous self-updating mechanism of this model may greatly reduce educators’
documentation workload.
This is greatly reflected in the Critical and Creative Thinking Skills reflective survey analytics
and qualitative feedback from 119 respondents who were all students of this module.
Furthermore, the added features of the Taylor’s Graduate Capability (TGC) Leaderboard to
measure the attainment of the TGC domains by the students which is aligned with the assignments
and projects also adds to the advantage of the OGAME model to analyze levels of attainment of
the required learning outcomes.
Please add any commercial value in terms of marketability or profitability of your
innovation / product development / design / process if any.
While The Online Gamified Assessment Model (OGAME) does present a possibility in
commercialization, we are currently working towards a prototype app for all educators to
customize their gamified assessment for their modules or subjects.
Acknowledgement
We would like to acknowledge The Design School at Taylor’s University, Taylor’s College, Co-
lecturers past and present of the Critical and Creative Thinking Skills module, E-Learning,
Academy and the Centre for Future Learning at Taylor’s University for being very supportive and
always encouraging educators to always innovate their teaching and learning approaches.
References
Chou, Y.-K. (2016). Actionable gamification: Beyond points, badges, and leaderboards. Octalysis
Media, 1–151. https://doi.org/10.1017/CBO9781107415324.004
Garcia, M. (2017). Teaching above the test: Leaderboards with Google Spreadsheets :).
http://teachingabovethetest.blogspot.my/2015/06/leaderboards-with-google-apps-
update.html
Kaufman, J. C., & Sternberg, R. J. (2006). The Handbook of Creativity. In Cambridge University
Press. https://doi.org/10.1017/CBO9780511763205
445
BIM-BASED CLOUD COLLABORATION: EMBRACING MULTIDISCIPLINARY
LEARNING EXPERIENCE IN ARCHITECTURAL DESIGN MODULE.
Khairool Aizat Ahmad Jamal
School of Architecture, Building and Design.
Faculty of Innovation and Technology, Taylor’s University, Subang Jaya, Malaysia
khairoolaizat.ahmadjamal@taylors.edu.my
Norji Nasir
Taylor’s Design School
Faculty of Innovation and Technology, Taylor’s University, Subang Jaya, Malaysia
norji.nasir@taylors.edu.my
Lee Sze Ee
School of Architecture, Building and Design.
Faculty of Innovation and Technology, Taylor’s University, Subang Jaya, Malaysia
szeee.lee@taylors.edu.my
Nurulhuda Hashim
School of Architecture, Building and Design.
Faculty of Innovation and Technology, Taylor’s University, Subang Jaya, Malaysia
nurulhuda.hashim@taylors.edu.my
Highlights: Building Information Modelling (BIM) as a collaborative tool would enable
collaborators of multiple disciplines to work in shared online platform either co-located or
remotely. Furthermore, multidisciplinary learning was seen as an innovative approach to learning
especially in embracing the trends of IR 4.0. As the pandemic situation still occurred, this paper
focuses on alternative teaching and learning experience in a multidisciplinary setting by using
BIM-based cloud application as an online platform to practice efficient collaboration and
integrated delivery of building projects. BIM Collaborate Pro workflow was used in the module to
allow students from various background and disciplines, to collaborate in a working environment,
meanwhile, to embrace the multidisciplinary learning experience.
Key words: Building Information Modelling, Cloud Collaboration, Collaborative Learning,
Multidisciplinary Learning, Architectural Design.
Introduction
Background of Multidisciplinary Learning Experience (MLE) Project
Multidisciplinary learning experience is an approach to curriculum integration which
emphasizes the collaboration concept across various disciplines in responding to the Fourth
Industrial Revolution (4IR). The Fourth Industrial Revolution (4IR) has practically broad down
the barriers within disciplines where graduates are expected to work across disciplines as fields
are emerging which are no longer in the domain of one specific discipline. Now, various skills
are required to fit the workforce and industry demand in the future. Education settings are also
expected to be revisited in terms of delivery and accepting the knowledge to satisfy the needs
of the IR4.0 job market. In the World Economic Forum Agenda 2020, the COVID-19 crisis
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may well change our world and our global outlook; it may also teach us about how education
needs to restructure to be able to better prepare our young learners for what the future might
hold. The lessons include educating citizens in an interconnected world, redefining the role of
the educator, teaching life skills needed for the future and unlocking technology to deliver
education. All these are important lessons to be adopted in order for the learners to be
diversified and equipped with the 10 skills expected to fulfill the industry demand. The
expected skills cover complex problem solving, critical thinking, creativity, people
management, coordinating with others, emotional intelligence, judgement and decision
making, service orientation, negotiation as well as cognitive flexibility. The diversity of the
complex problem solving was one of the salient teaching approaches of the 21st century
where students have to apply a discipline-specific knowledge in a multidisciplinary setting
from different disciplines.
This paper focuses on the multidisciplinary learning experience concept adopted in a series of
modules band together within a built environment realm. The goal of the approach is to expose
the students to the real-world project-based learning to enfold the 10 skills expected. Based
on Malaysian blueprint 2013-2025, graduates need to be equipped with the skills of critical
thinking, communication, collaboration, and creativity to be successful in the 21st century
jobmarket. In response to that, there are three modules within the built environment disciplines
working closely in the project-based learning initiative namely IT Application for Sustainable
Design, Interior Architecture Design IV and Quantity Surveying Studio modules. The
multidisciplinary learning innovation project described in this paper provides the pedagogical
approach to relate to the real-world practices in the built environment field where all
consultants in various disciplines are working closely in designing the boutique hotel
supported by lecturers as facilitators during the project course implementations.
The module uses project-based assignments to guide the learning ahead where students from
stated disciplines collaborate together in designing a boutique hotel project. Each discipline
plays their specific discipline knowledge, enhancing their skills and competencies as well as
their creativity to implement the project-based assignment as per client’s requirement. To
satisfy the needs of IR 4.0 job market and develop globally competitive learners, education 4.0
needs to develop 4 skills, namely critical thinking (i.e., looking at the problems in novel ways
associating learning subjects across disciplines), communication (i.e., sharing thoughts, ideas,
questions, experiences and solutions), collaboration (i.e. working together in order to reach a
common goal by putting experiences, talents and smart-work together) and creativity
(attempting new approaches through invention and innovation), which could be nurtured and
taught, refined with the proper approach and guidance (Fadhlullah & Ahmad, 2017; Zain,
Muniandy & Hashim, 2016).
In this ever-changing global environment, a real-life skill setting needs to be tailored in the
delivery of projects implemented in university to enable students understanding of the
multiple-discipline specific knowledge and to experience working on a multi discipline project
contributing to solving a complex problem. Hence, it helps to develop the innovation
competence of future professionals and broadens their lens of what the future is expected for.
To establish the common understanding of the project requirement and to ease the process, the
common slots in the student timetable are set to encourage communication and collaboration
among parties involved between students and the lecturers. Besides the soft skills, the digital
technology skills are obviously important to be explored as to ease the communication
between parties and stakeholder. Indeed, the process of designing, constructing and
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maintaining a building or facility requires several individuals and built environment
professionals working together to achieve the desired project outcomes. Such professionals
include architects, architectural technologists, engineers, quantity surveyors and construction
project managers. Macdonald and Mills (2013) strongly argue that integrated project delivery
employing collaboration and disruptive technologies (such as BIM) have the potential to
enhance collaboration between these various groups of stakeholders and to improve efficiency
in the industry (which is lagging behind other sectors, such as the manufacturing industry).
Concept of Building Information Modelling and Collaboration
Building Information Modelling (BIM) is a collaborative process to design and construction
that involves integrating the various disciplines to build a structure in a virtual and visual
environment (Lu et al. 2013). The module requires students to use Autodesk Revit 2020 as the
authoring tool to produce 3D models and drawings of the design. The built-in functions of the
software, namely ‘Collaboration in Revit’ enables the project team collaborators to work
remotely on the design model in a single and integrated cloud-based data environment (CDE)
namely BIM Collaborate Pro. The cloud platform connects each team members as well as the
lecturers involved with direct, real- time interaction within project models to reduce
dependency of traditional face-to-face coordination and usage of conventional tools such as
email and phone. Such coordination and reviewing activities can be conducted throughout the
development of the design either in remote or co-located environment.
Case Study: BIM-Based Collaboration for Architectural Design Process
The use of BIM-based cloud collaboration service for design development was driven by
several challenges in architectural learning, especially during this recent COVID 19 pandemic,
where the dependency of traditional hardcopy 2D coordination was very limited, thus online
was the main medium of teaching and learning. Previously, collaboration among students
becomes problematic when coherence and accuracy of 3D building model and drawings
authoring fail to keep up with constant amendments. Mistakes in information input may occur
if students are not able to keep track on the updated status of the 3D building model and
drawing development. Students’ work progress monitoring by lecturer is not efficient when
access to the 3D building model softcopy is limited due to time and location constraints.
Progress review often requires physical 2D drawing which may incur cost and time. Students
may not be able to track previous review comments if documentation is not executed properly.
The lack of coordination among students and lecturer appears to be the main challenge for
effective work production and progress monitoring.
As shown in Figure 1, the above challenges could be addressed by leveraging the
functionalities of Revit Collaboration and BIM Collaborate inclusion into the current process.
Collaboration among students was made possible via Revit tools which allow real-time access
to the common data (3D building model and drawings) on a network hub platform. Autodesk
BIM 360 offers the convenience of Cloud Computing by providing the network infrastructure
also known as the Common Data Environment (CDE) to store, reload and synchronize the
common data efficiently. Furthermore, the workflow supports three (3) main elements of
drawing coordination namely Collaboration, Coordination/Review and Monitoring. The
documents in CDE allows students of various disciplines to interact directly to the design via
web browser. This flexibility of views and walkthrough allows efficient and flexible
visualization which can be interpreted from all the students from differing background. The
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cloud platform also grants the lecturer access to the real-time and updated version of the
common data for progress monitoring. The Document Management tool in BIM 360 serves as
the web interface for coordination and progress review. Lecturers can view students’ work,
provide comments markups and annotations of 3D building model, and drawings can be made
either in co-located or remotely through live review.
Figure 1. The BIM-Based Collaboration Workflow/Process for the Development of Boutique
Hotel Design Project
The Importance of BIM-Based Cloud Collaboration in Embracing the Multidisciplinary
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Learning in Architectural Education.
Over the last 9 years there has been a rapid movement from computer aided design (CAD)to
building information modelling (BIM) by the architects, engineers and construction managers
(AEC) and this has created several challenges and opportunities for AEC educational programme
(Becerik‐Gerberetal, 2011). Building information modelling (BIM) is one of the most promising
recent developments in the Architecture, Engineering, Construction and Operation (AECO)
industry. The term building information modelling (BIM) is an extensive, wide‐ranging term that
covers technologies and methodologies based around the creation and co-ordination of digital
building data that is visually represented in three dimensions (3D) on a computer screen. Becerik‐
Gerberetal, (2011) indicate that BIM implemented into the curricula will facilitate
multidisciplinary approach that consolidates effort and enables more efficient collaboration and
can also provide a platform for exploring team structures and collaborations and realizing
improved student outcomes. The global construction industry is witnessing a move towards a
more collaborative way of working with the growing awareness of, and implementation of, BIM
(Bryde et al. (2013), Zainon et al. (2016); Ghaffararianhoseini et a (2017), Vass and Gustavsson
(2017) and Ozorhon and Karacigan (2020). Team learning, typical of multidisciplinary BIM
education, has been seen as a way of achieving competence-based education, especially in
vocational studies such as built environment disciplines. In the opinion of Wijnia et al. (2016),
students’ involvement in collective team learning activities are crucial to the development of the
necessary knowledge, skills and competencies. Zhao et al. (2013) referred to this as BIM-
enhanced team-based learning, an approach considered capable of meeting future needs and
industry’s expectations of new construction graduates. In other words, the incorporation of BIM
into construction education is expected to improve collaboration and multidisciplinary working
in the industry.
The Advantages of Cloud-Collaboration in Embracing Multidisciplinary Learning
Education.
As this MLE learning initiative are currently still under progress, a survey has been conducted
with architectural students from previous semester to evaluate their experience using the cloud-
collaboration learning in architectural design. Most of respondents highlighted several benefits
as follows:
Benefit Factors of BIM-Based Cloud Collaboration
Results
Mean (M)
Rank (R)
1
Improved time efficiency and speed in executing project
4.52
1
2
Enhanced and effective communication among team members
4.33
2
3
Improved drawing and better model visualization for coordination
purposes
4.31
3
4
Enhanced the quality of drawings and 3D model produced
4.22
4
5
High potential to reduce risks of errors/discrepancies in drawings
and model
4.18
5
6
Centralized and integrated asset of information for the project
4.12
6
7
8
Improved and clear understanding of design
Minimize paper-based process and collaborate digitally
4.07
4.06
7
8
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Conclusion and Future Recommendations
Considered as a rapid and emerging technology, Cloud-BIM based technology has rapidly
become a new research area in architecture, engineering, and construction (AEC) industry
since year 2010 (Afsari, 2016). And at the same time, the multidisciplinary learning approach
has becoming a much-needed learning trend to drive the innovative mindsets of 21st century
students/leaners. Furthermore, various efforts have been made to spearhead the practice of
BIM-based collaboration to Level 2 by year 2020 as well as to meet the demand of
Construction 4.0 and IR
4.0 (CIDB, 2017; CIDB, 2020). Hence, to keep up with the upcoming trend it is essential that
this sustainable approach of project delivery to be adopted especially within the architectural
education as currently the industry is still facing numerous challenges to adapt new
technologies into practices. The cloud collaboration process will provide significant value to
the students as a powerful tool in transforming the fragmented method of collaboration into
an efficient and highly integrated workflow to support the process of teaching and learning in
near future.
Acknowledgement
The authors wish to acknowledge the support of Taylor’s University eLearning Academy
(eLA) for this paper. Special thanks to the survey participants who had contributed their
valuable input and time.
References
Lu, W., Zhang, D., & Rowlinson, S. M. (2013). BIM collaboration: A conceptual model and its
characteristics. In Proceedings of the 29th Annual Association of Researchers in
Construction Management (ARCOM) Conference. Association of Researchers in
Construction Management.
CIDB. (2020). Construction 4.0 Strategic Plan (2021-2025), ISBN 978-967-0997-91-9, CIDB
Malaysia. CIDB. (2017). Malaysia Building Information Modelling Report 2016, CIDB
Malaysia.
Adhalina, N. (2011). The Different Language Style and Language Function Between Students and
Teachers in Updating Their Status In
Facebook Webpage (A Case Study of the Topic National Final Examination 2011)(Doctoral
dissertation, University of Diponegoro).
Alessandra, A. J., O'Connor, M. J., & Van Dyke, J. (1994). People Smarts: Bending the Golden
Rule to Give Others what They Want.
Pfeiffer.
Fadhlullah, A., & Ahmad, N. (2017). Thinking outside of the box: Determining students’ level of
critical thinking skills in teaching and learning. Asian Journal of University Education,
13(2), 51-70.
Becerik‐Gerber B.,GerberD.J .,KuK.,(2011),“The Pace Of Technological Innovation In
Architecture, engineering, and construction education: integrating recent trends into the
curricula”, IT con Vol.16 ,pp411‐ 32
Luthra, P. Mackenzie, S. (2020) 4 Ways COVID-19 could change how we educate future
generations, World Economic Forum Agenda Wijnia, L, Kunst, EM, van Woerkom, M, et
al. (2016) Team learning and its association with the implementation of competence-based
education. Teaching and Teacher Education 56: 115–126.
451
Zhao, D, Sands, K, Wang, Z, et al. (2013) Building information modeling-enhanced team-based
learning in construction education. 12th International Conference on Information
Technology Based Higher Education and Training (ITHET). Antalya, Turkey, pp. 1–5.
Vass, S, Gustavsson, TK (2017) Challenges when implementing BIM for industry change.
Construction Management and Economics 35: 597–610.
Scott, L (2015) The changing landscape of construction higher education. International Journal of
Construction Education and Research 11: 78–78.
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PARTNER AnITIME
Leong Wai Kit
Taylor’s University, Subang Jaya, Malaysia
Waikit.leong@taylors.edu.my
Highlights: The global COVID-19 pandemic had rose drastic change to the largest online
movement in the history of education which focus on application of the current technology to
promote the blended learning and reduction of negative attitudes of learners toward technology
instruments, especially in the transformation of Education 4.0. The crisis triggered an opportunity
to integrate the artificial intelligence technology which shifting the practice to be more aligned to
the standards and to meet the needs of all learners.
Key words: Artificial intelligence, COVID-19, Education 4.0, Technology Enhance Learning,
Educational Reform
Introduction
The global COVID-19 pandemic had rose drastic change to almost everything to us, which
resulted in the largest online movement in the history of education (Said, 2021) especially higher
education, all the educators are advice to turn to online class to help engage students and support
online learning. The implementation of fully online learning increases the virtual setting condition,
specifically the flipped classroom and the usage of all sort of digital instruments provides
educators with an opportunity to shift to innovation in curriculum (Davis et al., 2020) and craft
the future of online learning. As a 21st century educator, we must be able to use the full range of
digital-age tools to improve student engagement and achievement, hence open up the opportunity
to integrate Artificial Intelligence technology in online learning. AI in education facilitate and
inspire student learning and creativity so that all students achieve in the global society. The
promotion of AI education is increasing globally and its applications in education increase (Xian,
L, 2010). AI provide students a more holistic learning environment inside or outside the classroom
setting with intelligent tutoring systems and technological architecture to keep pace with the fast-
changing world for the education system globally (Chen, MdYunus, Ali & Bakar, 2008; Pedro,
Subosa, Rivas & Valverde, 2019). One of it will be Deakin University in Australia, which
collaborated with IBM was the first university in the world to implement AI: Watson
supercomputer in massive open online courses, set as an example of the future impact of AI in
higher education (Popenici & Kerr, 2017). Followed by Technical University of Berlin began
using computer chatbot called Alex which helps students to plan their courses in 2015. Thus, AI
has emerges as a pivot in the educational market internationally as many technology giants such
as Amazon, Google and Facebook invest millions of dollars in AI products in education and
Chinese giants such as Lenovo, Huawei, Alibaba, Tencent, as well as other companies also
interested in it (Osetskyi et al, 2020). It proven that AI as the latest technology could act as a
“platform or medium” to help teachers as mentors and build new and innovative ways of teaching
(Leong and Latif (2018) to provide authentic experiential learning opportunities for students at
“HOME”.
The principles behind this pedagogy comprise of a the mix of AI Technology, Virtual Space
& Learning together in innovative ways that support a variety of “E-learning” mode to facilitate
knowledge transfer - Interactive lesson, Interaction “Machine” collaboration and Independent self-
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pace learning that enable learning anytime, anywhere and stay connected 24/7 without boundaries.
AI-aided education includes intelligent education, innovative virtual learning, and data analysis
and prediction (Chen, Chen& Lin, 2020) with the major concerns of education sector is looking
for ways of how students can learn most effectively and efficiently
As a fact that the engagement of AI is more prevalent in education today, the employment
of AI technology address the needs to empower student to find out, to explore and to build their
own knowledge throughout the learning journey. In addition to that, the Sensory AI technology
helps students become fluent in using digital media to express themselves and leads to creative
learning. Apart from that, integration of AI and education will open up new opportunities to vastly
improve the quality of teaching and learning (Hwang, G. et al., 2020) and amplify active learning
experiences.
Content
The Description of Innovation/product development / design / process
The implementation of AI technology in Innovative Media Module arose to meet the target
“ONLINE LEARNING” during lockdown period in spite of equip students with the characteristics
and skills that will help them live in this ever-changing technological world. As an 21st Century
Educator, it is essential to be able to implement technology, think forward, embrace change and
have the ability to allow students learn best when they are taught to their own unique style and
ability.
It’s a delighted support from Durairajan Ramachandram (Manager, End user Computing, Taylor’s
University) to furnish the vLab and vApps (remote access from home that enable students to logon
to the software online without stepping into the campus) that enable them to enjoy the AI
technology at “HOME”, locally and internationally. The objective for this module is to introduce
students to the different dimensions of digital media to deliver basic technical skills in current
digital media technology and practice. One of the project/ assignment require student to develop
and produce Animation. We use AI technology to expose them to Animation ideas, theories and
insights related to current AI technological media (to create interactive vector animations that
combines live motion-capture with a multi-track recording system to control layered 2D puppets
drawn in Photoshop or Illustrator) through the subject’s exploration of the creation, consumption
and sharing of new ideas of how AI technology changing the landscape of the animation industry.
The use of Artificial Intelligence as a tool to facilitate learning is becoming an increasing practice
where educator should prepare and evaluate students’ ability to acquire meaningful learning
experiences through AI technology. Most students are visual learners which remember best in
what they see - pictures, diagrams, time lines, films, demonstrations (Felder & Silverman, 1988).
Their brains are “wired” differently than older people (Ngatirin& Zainol, 2020) hence the way
they process information also different in a randomized or networked pattern which allows them
to build concept maps (Baker, Matulich, & Papp, 2007). This explains why students become
disinterested and disengaged very quickly when they are asked to sit through a traditional 50-
minute class involving lectures only (Baker, Matulich, & Papp, 2007). AL technology enables
formation of a learning space built for active learning. The adoption of this new pedagogy provide
advantages that embedding new skills in students, teaching them how to solve problems, to be
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more creative with “machine” collaboration. This learning space has allowed us flexibility to
explore and to build their own knowledge and adapt individual differences in a development of a
holistic curriculum with the opportunity for openness to experience – to summon curious,
intelligent, and imaginative among students for their learning path.
Important to education
Integrating AI technology into learning mandates flexibility and activity-based space planning,
where it is now take place in classroom without wall, supporting richer E-interactions and higher-
level cognitive learning. Within the AI technology learning environment that support the coexist
of self-directed work at both web based as well as collaborative tasks in creating a new behaviors
of learning that are the direct result of new technologies. As mentioned by Jain (2016), “Don’t
Teach Me, Let me Learn”, it is the learning style that preferred by millennia’s. We should
emphasis on Rigorous learning. Rigor means framing lessons at the high end of the knowledge
Taxonomy (Analyzing, Evaluating & Creating) that facilitate the opportunity for every student to
learn in innovative ways that is engaging, enabling them to reach their full potential and develop
skills that will help them thrive in the future.
Pic 1: Framing lessons at the high end of the knowledge Taxonomy (Analyzing, Evaluating &
Creating) that facilitate the opportunity for every student to learn in innovative ways.
A total of 190 individuals had participated in a remote survey during the submission of their
animation assignment to gauge the feedback of the perception of the adoption of AI technology.
The survey usability rate of 90% was achieved using a convenience sampling which is the students
(year one, semester two) who attended Innovative Media Module.
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Diagram 1: Perceived of Enjoyment – Perception toward adoption of AI technology (from Not at
all to very enjoy).
The chart show that most students enjoyed the AL technology in class that were 34.72% of the
students (March and August semester) enjoy the AI adoption, where only 25.26 do not enjoy the
technology and 39.47 stay neutral toward the adoption of AL technology. This feedback showed
that students are in the early stage of adoption of new AI technology to amend their cognitive
structures, learning attitudes, in developing new skillset. Here are some POV of students that used
AI technology to develop their animation assignment.
0
5
10
15
20
25
30
35
40
Not enjoy at
all
Not enjoy Neutral Enjoy Very Enjoy
responses 6.84 18.42 39.47 18.94 15.78
responses
responses
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Diagram 2: Point of View – Perception toward adoption of AI technology
Overall the data showed that the perception of students toward the adoption of AI technology were
seems fine at the early stage where the number of neutral showing rooms of acceptance toward
this new technology that lay the potential for future online learning that triggered by pandemic
crisis.
With the AI technology, the students are actively engaged. The AI technology comprise of a mix
of AI Technology, Virtual Space & Learning together in innovative ways that support a variety of
“E-learning” mode to facilitate knowledge transfer - Interactive lesson, Interaction “Machine”
collaboration and Independent self-pace learning that enable learning anytime, anywhere and stay
connected 24/7 without boundaries. Students achieve a new awareness for the actual AI
technology that help to develop new skillsets, and how “machine” collaborate to develop their
animation assignment by show the attributes that make the ideal of learning and develop more
interests and engagement among students, making the learning easy to a higher level.
Acknowledgement
We are grateful for the vLab & vApps remote access that developed by the Taylor’s ICT during
this pendermic that enable remote access to the software.
It's a very new things that I learn. I develop alot knowledge of animation.
Because it's interesting when I'm creating the storyline, especially when I saw them
move and talk really like the cartoon that we watch. Besides, when I done my work, I
really feel satisfied and think that I learned a new and good technique in this semester.
I do enjoy doing this assignment because it helps me to learn about the video editing
and movement of the character. Before this, I know nothing about these kind of editing
but now, I even know how to edit it by myself. Therefore I selected 5 (Very enjoy)
I got to learn how to create a cartoon and is exciting to learn new tools to make my
character talk or act in the way I want.
I really enjoy this animation production because its really make me feel satisfied after
finish the video. This is because every motion, actions and the sound effects that are
makes by yourself. Although the video is not perfect enough, but this video production
is really different and challenging with the video I make before. It is my first time to
make animation, good and enjoy.
It is fun when I realised I actually come out with something that really 100% handmade
by me and it may not be perfect but I had tried my best and I’m satisfied with the
outcome.
457
References
Chen L.Chen P.Lin Z.(2020). Artificial Intelligence in Education: A Review. IEEE Access (8).
DOI: 10.1109/ACCESS.2020.2988510.
Fahimirad, M. (2018). A Review on Application of Artificial Intelligence in Teaching and
Learning in Educational Contexts. International Journal of Learning and Development. 8(4).
Jaiswal, A. & Arun, C.J. (2021). Potential of Artificial Intelligence for transformation of the
education. International Journal of Education and Development using Information and
Communication Technology (IJEDICT):17(1) pp. 142-158
Lee, H. & Lee, J. (2021). Applying artificial intelligence in physical education and future
perspectives. Journal of Sustainability (Switzerland). 13(1). DOI: 10.3390/su13010351
Leong, Kit & Latif, Roslina. (2018). Digital Experience Moving Toward Greater Learning
Experience. In book: Preparing the Next Generation of Teachers for 21st Century Education
(pp.126-143).
Ngatirin N. R & .Zainol Z. (2020). Learning styles and personality traits of computer science
undergraduates in Malaysia. The Online Journal of New Horizons in Education.
Pak, K., Polikoff, M., Desimone, L., Saldívar García, E. (2020). The Adaptive Challenges of
Curriculum Implementation: Insights for Educational Leaders Driving Standards-Based
Reform. AERA Open. April 2020. doi:10.1177/2332858420932828
Said, G.R.E. (2021). How Did the COVID-19 Pandemic Affect Higher Education Learning
Experience? An Empirical Investigation of Learners’ Academic Performance at a University
in a Developing Country, Advances in Human-Computer Interaction, vol. 2021, Article ID
6649524, 10 pages, 2021. https://doi.org/10.1155/2021/6649524
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DESIGNING EFFECTIVE LANGUAGE MODULE USING THE GAGNES NINE
EVENTS OF INSTRUCTION MODEL
Janaki Ragawan
Taylor’s University, Subang Jaya, Malaysia
Janaki.Ragawan@taylors.edu.my
Jung Gyeo Woon
Taylor’s University, Subang Jaya, Malaysia
gyeowoon.jung@taylors.edu.my
Highlights: Education is one of the fields that was affected by the COVID-19 health crisis and
faced a unique challenge of educating the learners without classes. Many schools and educational
institutes have adopted online learning while many more struggled to conduct lessons due to poor
facilities and lack of connectivity. Nevertheless, educators around the world strived to achieve
their goals by various means. This e-Learning module design adapts Gagne’s Events of Instruction
model to plan and execute effective and systematic lessons in both synchronous and asynchronous
classes. The nine events are successfully integrated into teaching the online module in a clear and
consistent manner throughout the semesters.
Key words: events of instruction model, instructional design, autonomous learning,
foreign languages
Introduction
Covid-19 had brought a major change to the education sector and the way classes are
conducted without being in a physical classroom. In the beginning of the lockdown period, the
education system in most countries were struggling to conduct classes via remote options like
online teaching, and television-based instruction. While the situation improved in many places, it
is evident that teaching and learning processes in educational institutes were heavily done in a
traditional manner with little adaptation to the fast-changing internet connected world. On the
other hand, the pandemic also brought upon the much-needed change to upgrade the education
system in many countries. Educators and learners alike have embraced the technology and
changed the way they teach and learn, by adopting numerous new apps and tools to teach that are
freely available on the internet. Daniel (2020) posed a question regarding curriculum that
educators should be using during the pandemic?
According to Cahapay (2021), the education systems’ immediate concern is the instruction
during the pandemic which involves lesson objectives, topics, teaching strategies, and assessment
tasks. He also states that recent discussions regarding education mostly revolves around challenges
and opportunities found in remote learning while processes involving instructional designs are
disregarded. Cahapay stresses that the process of instructional designs should be emphasized in
planning remote teaching to have better responses and to improve teaching.
This paper discusses the adoption of Gagne’s nine events of instruction model in beginner
level foreign language classrooms at Taylor’s University. The modules were conducted fully
online via Taylor’s learning management system, TIMeS. Synchronous and asynchronous lessons
were planned and delivered through TIMeS and Zoom platforms. The modules were planned in a
systematic and consistent manner to align the learning objective, teaching strategies, and
459
assessment tasks. The following Table 1 shows Gagne's model adapted to suit the needs of the
foreign languages taught at Taylor’s University for both synchronous and asynchronous learning
methods. The processes of these instructions are followed as per need basis and sometimes it is
necessary to skip a step or to combine steps in order to make the lessons more meaningful to the
students and to make sure their learning needs are met.
Students are first directed to the TIMeS learning portal at the beginning of their semester,
in which they are given introduction to the lecturers and instructions on the module and learning
apps involved. In synchronous classes conducted via Zoom application, students will each week
be greeted and have brief conversation with the lecturer to gain their interest in the session itself.
Lessons will begin with informing objectives and learning outcomes and followed by recalling
previous week lessons. Depending on the topics or learning outcomes of a particular topic,
students are either presented with the learning material/topic of the week, instructed on the
activities, and encouraged to participate in them. Feedbacks on students' performances are
immediate and lecturers always encourage them to practise more after the lessons. Asynchronous
classes are similarly structured, but instructions are pre-written in the systems and feedbacks are
also automatic based on their performance.
Table 1: Adaptation of Gagne’s Nine Events of Instruction Model in language in classroom
Gagne’s Model
Synchronous learning
Asynchronous learning
Gaining attention
• Being available for an online live
session on time & chat with
students before starting lesson.
• Use of restriction, colourful labels and
infographic grammatical points to
capture students’ attention.
Informing the
learner of the
objective
• Informing of lesson objectives
and learning outcomes.
• Informing students of the topic
discussed for a lesson and number of
activities they will be attempting with
clear written instructions.
Stimulating recall
of prerequisite
learning
• Requesting students to recall
words and phrases learnt
previously.
• Giving a short quiz for the previous
topic’s vocabulary.
Presenting the
stimulus material
• Informing students what will be
learned/discussed on that day.
• Providing pre-recorded instructional
videos and exercises upon a
completion of previous activities.
Providing
learning guidance
• Informing students of the steps
needed to be followed.
• Providing examples to use
grammatical points and vocabularies
correctly to meaningful phrases.
Eliciting the
performance
• Requesting students to provide
answers and read aloud sentences
or text.
• Encouraging students to do the
activities multiple times if they do not
achieve passing grade required
Providing
feedback
• Correcting pronunciation
mistakes and asking students to
repeat words correctly
• Discussing and explaining
answers
• Providing feedback in timely manner
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Assessing the
performance
• Providing feedback to students’
scripts
• Providing time to speak and read
their scripts
• Requesting students to attempt to write
their own script.
Enhancing
retention and
transfer
• Encouraging them to practise
their language skills.
• Re-introducing previous topics
exercises.
• Encourage using simple or favourite
phrases in daily life such as social
media.
Through the applied instructional model, learners and instructors can continuously monitor
the learning process and motivate learning. With Moodles, a student's learning process can be
visually exposed through its features such as ‘completion bar’. All students have the unlimited
chances to try and re-do any activities in order to encourage them to learn effectively and
autonomously. It reduces learning anxiety, but increases individuals' sense of achievement and
satisfaction even at different stages of instructional events. At the same time, it allows them to see
in which areas they need revision or assistance from instructors. It enables them to improve
language skills in terms of spelling, pronunciation, speaking as well as reading comprehension.
As the demand and significance for self-development is recognized as important for the
crisis after pandemic, various forms of online courses are welcomed not only by students but also
by adults and employees. This instructional design can be easily applied on any Moodle-type
platform and not significantly affected by the nature of the educational institution or the duration
of the course. Considering these advantages, it can be used in different disciplines, not limited to
foreign language teaching and learning. The question of how to present and deliver learning
content, how to monitor learning activities, and how to continuously inspire individual learners'
learning engagement and learning motivation is important for all levels of learners, regardless of
the field.
Educational institutions and managers also can promote and offer short term courses to
learners who want to develop skills in a particular field of interest. They also can acknowledge
these learning achievements by issuing certificates or badges based on the learners’ performance.
The institutes may also consider to utilize this instructional design in the form of a game or mobile
app, considering the learner's age or characteristics of the course. It permits to increase learners'
participation, diversify their learning tasks through games or quizzes, and bring about better and
immediate responses in learning.
References
Cahapay, M. B. (2021). How to Plan Lessons in the New Normal Education: A Reintroduction to
Selected Instructional Design Processes. Aquademia, 5(1), ep21006.
https://doi.org/10.21601/aquademia/10807
Daniel, S. J. (2020). Education and the COVID-19 pandemic. Prospects, 49, 91-96.
https://doi.org/10.1007/s11125-020-09464-3
McCulloch, A. (2021). Lockdown drives high demand for online learning - Personnel Today.
Retrieved 20 April 2021, from https://www.personneltoday.com/hr/lockdown-drives-high-
demand-for-online-learning/
461
INTERACTIVE VIRTUAL LEARNING USING CLASSPOINT
Dr. Ambikai S Thuraisingam
Faculty of Business and Law, Taylor’s University, Selangor, Malaysia
Ambikai.SThuraisingam@taylors.edu.my
Puteri Sofia Amirnuddin
Faculty of Business and Law, Taylor’s University, Selangor, Malaysia
PuteriSofia.Amirnuddin@taylors.edu.my
Highlights: On 18th March 2021, all new tertiary students embarked on the biggest leap in the
history of education where all teaching and learning had to take place in a borderless environment.
The new journey to the remote learning raised trepidation amongst the law students particularly
the new students entering their first day of university life on an online platform. Lecturers have
shared their struggles to teach virtually due to various constraints such as students not switching
on their webcam, students are not motivated to learn online, difficulties to teach critical and
analytical skills, no engagement or interactivity in online classes to name a few. Hence the authors
for this project had adopted the use of ClassPoint as an initiative to innovate the delivery of law
modules in online classes.
Key words: Virtual Learning, Online Learning, Remote Learning, Borderless
Environment, Law modules, ClassPoint, interactive
Introduction
Content
Please include as many of the following sections as possible in your paper, as relevant.
Description of your innovation / product development / design / process.
The world of work is changing – and some jobs are changing faster than others. In 2018, the World
Economic Forum has produced a report that lawyers are amongst list of professions that will be
made redundant in the future (World Economic Forum, 2018). In 2020, the World Economic
Forum has published a report containing unprecedented granularity of the future skills that are
needed for the future world of work (Whiting, 2020). The future skills include analytical thinking,
innovation, active learning and learning strategies, complex problem solving and critical thing
amongst others. As the world is changing so rapidly, law lecturers are faced with the most
challenging task to ensure that the law students are equipped with future skills in spite that teaching
and learning are conducted online in times of COVID-19 pandemic.
Hence ClassPoint was adopted as one of the latest innovative tools to deliver law modules online
in order to overcome the common challenges faced by the legal educators. A research was
conducted to assess the effectiveness of the adoption of ClassPoint in Year 2 August 2020 students
at Taylor’s University and it was found that ClassPoint improves law students’ analytical thinking
skills, creative and critical thinking skills. The law students also felt that ClassPoint improves their
abilities to be innovative and it also enables them to use their imagination. The research also reveal
that ClassPoint develops law students’ evaluation and reasoning skills. Overall, the law students
462
enjoyed the use of ClassPoint as it does increase their interactions within the scope of the
borderless learning environment.
Questions
Percentage of
those of
strongly
agreed/agreed
Percentage
of those
who were
neutral
Percentage of those
who strongly
disagreed/disagreed
I feel using ClassPoint in virtual class
improve my analytical thinking skills
53.4%
18.3%
28.3%
I feel using ClassPoint in virtual class
develops my analysis skills
51.6%
21.7%
26.6%
I feel using ClassPoint in virtual class
improve my critical thinking skills
53.3%
25%
21.6%
I feel using ClassPoint in virtual class
develops my reasoning skills
55%
25%
20%
I feel using ClassPoint in virtual class
develops my evaluation skills
60%
20%
20%
I feel using ClassPoint in virtual class
improve my creative skills
48.3%
25%
26.7%
I feel using ClassPoint in virtual class
improve my abilities to be innovative
53.3%
23.3%
23.3%
I feel using ClassPoint in virtual class
enables me to use my imagination
36.7%
38.3%
25%
I feel using ClassPoint in virtual class
develops my willingness to learn
70%
13.3%
16.6%
What is the context or background of the innovation / product development / design /
process?
President of the Malaysian Bar, Mr. Salim Bashir made a press statement that given that legal
skills evolve with the course of time, so too should its education and training therefore
traditional law schools must therefore provide a legal education that consists of crucial skills
such as creative solutions to solving legal problems (Malaysian Bar, 2020). He emphasized
that law school curricula must be tailored in such a way to avoid merely regurgitating legal
principles in examinations without actually understanding their practical applications.
In light of COVID-19 pandemic, all final examinations had to be conducted online. Since the
Movement Control Order lasted until the end of March 2020 semester, the students were
provided with an alternative opportunity to sit for the final examinations remotely in a
borderless environment platform. As much as the new format of assessment intends to ease
the students to sit for their online final examination, it has a drawback where it provided an
avenue for some students to regurgitate answers from the Internet sources, going against the
very principle shared by the President of the Malaysian Bar.
Hence the adoption of ClassPoint during lectures to develop students’ core skills (Taylor’s
University, 2021) and also future-needed skills such as resilience, stress tolerance, creativity,
initiative, problem solving skills, active learning, ideation (World Economic Forum, 2020)
despite teaching and learning are to be delivered online.
463
Why are they important to education?
The President of the Malaysian Bar emphasized that it is insufficient for law schools to focus
on the law students’ academic qualifications but law students must also acquire the future
skills so that they can thrive in their future job market (Malaysian Bar, 2020). Law lecturers
hold the responsibilities not only to impart knowledge but to stimulate effective delivery in
the classroom. In times of COVID-19 pandemic, all lectures are faced with various challenges
to make the virtual learning to be interactive and engaging but at the same time, the law
lecturers need to be creative and innovative to make virtual learning to be meaningful for the
students.
Hence the delivery of law modules using ClassPoint has proven to be able to increase students’
learning experience in making them to be more motivated, inspired and confident to learn law
remotely and virtually. In fact, the adoption of ClassPoint in virtual class will result in students
to be receptive in using technological tools to learn law which is a skill in itself. When students
feel stimulated and interested to learn law virtually, the positive mindset and attitude play an
important role in students’ growth as the it allows the students to appreciate social closeness
in an online platform.
Please write any advantages of your innovation / product development / design / process
towards education and community.
ClassPoint provides a landscape for students to challenge themselves in learn law in a virtual
platform. Students would experience the first encounter of difficulty to learn remotely but with
the interesting features of ClassPoint, students will be able to continuously feel inspired and
motivated in their journey to learn law online. Students will also be able to embrace new
learning techniques which is a crucial skill for future lawyers to be adaptive and receptive to
change. In turn, this skill will ensure that the law students are equipped with the future soft-
skills that will prevent them from being completely automated by artificial intelligence.
Please add any commercial value in terms of marketability or profitability of your
innovation / product development / design / process if any.
The use of ClassPoint is not a mere engagement tool or a gimmick to get the students interested
in studying law virtually but it encourages students to explore, experience and innovate
(Lawrie, 2017). ClassPoint does not require any special IT skills from any educator but it is
very easy to use for any lecturers who are advocate of using PowerPoint slides in class.
ClassPoint is a plug-in for Microsoft PowerPoint enabling educators to use their available
lecture slides to digitally transform teaching and learning (ClassPoint, 2020). The features of
ClassPoint include virtual pen, highlighter, laser pointer, the variation of drawing boards such
as whiteboard, blackboard and chalkboard, multiple choice questions, short answers, polling,
image upload, slide drawing, word cloud, pick a name and leader board. Educators may choose
to embed multiple choice questions on the lecture slides itself to assess students’ level of
comprehension during lectures and also as a recap strategy before starting on a new topic.
ClassPoint has an innovative feature of leaderboard which can capture students’ performance
in virtual class. ClassPoint has variety of packages which includes a free download for any
lecturers from any disciplines to use ClassPoint. Alternatively, educators can subscribe to
464
Premium packages and receives 10% discount for lifetime subscription by using coupon code:
AMPSA01.
Acknowledgement
The authors of this research paper would like to thank law students from the August 2020 Year 2
Semester 3 cohort for participating in the survey. A heartfelt gratitude to Dr. John Yan, the CEO
of INKNOE for providing freemium packages for the entire teaching team at Taylor’s Law School.
A special mention to Hazim Ashraf bin Hishamuddin and Nimesha Thevananthan for always
being ready to assist the authors. This project received no specific grant from any funding agency
in the public, commercial or not-for profit sectors.
References
ClassPoint. (2020). Who We Are: About Inknoe. ClassPoint. https://www.classpoint.io/about/
Lawrie, G. (2017). How our school is using Virtual Reality to prepare pupils for a future
dominated by technology. Retrieved 11 April 2021, from
http://www.telegraph.co.uk/education/2017/01/23/school-using-virtual-reality-prepare-
pupils-future-dominated/
Malaysian Bar. (2020). Press Comment | Tertiary Legal Institutions Should Enhance the Quality
of Legal Training for Students. Retrieved 11 April 2021, from
https://www.malaysianbar.org.my/article/about-us/president-s-
corner/pressstatements/press-comment-tertiary-legal-institutions-should-enhance-the-
quality-of-legal-training-for-students
Taylor’s University (2021) Taylor’s Graduate Capabilities. Retrieved from
https://university.taylors.edu.my/about-taylors/future-proof-learning/taylors-graduate-
capabilities Accessed on 11 April 2021
Whiting, K. (2020). These are the top 10 job skills of tomorrow – and how long it takes to learn
them. Retrieved 11 April 2021, from http://These are the top 10 job skills of tomorrow – and
how long it takes to learn them
World Economic Forum. (2018). The Future of Jobs Report 2018 (p. 11). Geneva: World
Economic Forum. Retrieved from
http://www3.weforum.org/docs/WEF_Future_of_Jobs_2018.pdf
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TRAINING DESIGN OBSERVATIONAL SKILLS IN ART DIRECTION WITH VIDEO
GAMES
Noranis Ismail
Taylor’s University, Subang Jaya, Selangor
Noranis.Ismail@taylors.edu.my
Highlights: The module Art Direction explores the practices of establishing consistent and
effective visual aesthetics for creative outputs. To fully grasp the breadth and importance of this
matter, students were to observe the applications of design elements by playing video games to
formulate art direction strategies for their selected game. They were to assess the games from all
visual viewpoints as both designer and player to build a cohesive case for their design re-work
study. This paper examines the effect of playing video games to train students’ observational skills
and analysing competencies for art direction works.
Key words: Observation skills, art direction, video games, design process
Introduction
Design is a wide interchangeable concept, and its meaning and application can greatly differ
from one field to another. Designers as creators in return, need to constantly innovate to be able
to create artworks and creative outputs that connect context to the audience. Marc Brunet (2021),
Founder and CEO of Cubebrush, considered observation as the single most important skill for
design professionals to harness and design students to master. Training design students to observe
builds empathy to the subject matter and their audience, thus allowing students to view things
differently from others especially when it comes to the presentation of the visual forms. Students
must be able to differentiate effective visuals to poorly constructed ones and able to translate the
findings into a more effective design output. Studies have shown that strong observation skills
were linked to greater creativity, originality, and flexible thinking and that people with such robust
skills, whether inherent or learned through extensive training, showed superior creativity
(Observation skills may be key ingredient to creativity, 2014). This is especially important in the
module’s learning outcome for Art Direction because to design an effective art direction is more
than just combining sets of design principles to create pleasing aesthetics, but it is also to create a
representation of cultural significance and to generate emotional reactions from the audience.
Therefore, making observation as an essential skill for design students to master.
Even though art direction is applied across various types of creative works such as
advertising, animation, film and interactive media, the module’s delivery concentrated on video
games as the main medium as its design structure encompasses all forms of visual functions into
one output. In a single video game, players can experience visual narrative, conceptual designs,
user interface (UI), and animation sequences. This allows students an opportunity to exercise their
observation skills because by playing the games, the students were not only acting as an inquisitive
designer but also as a player with the intention of enjoying the game. The combination of both
experiences heightens their observational skills as students can compare and reflect their findings
in both views to formulate a better new art direction strategy based on the games that they had
played.
466
Description of your innovation / product development / design / process.
Students played different selection of video games ranging from retro classics such as Tetris,
Metal Slug: Super Vehicle-001, Mega Bomberman and Pokemon Blue and Red, via online
emulators, to observe and analyze the good artistic style of the games that made the titles as
memorable masterpieces. Students also repeated the same process with free indie games
downloaded from Steam, an online game platform, but this time to observe and analyze from
the angle of poorly designed and problematic artistic articulation in video games.
The repetitive observation process of examining good and poorly designed art direction helped
to train students to actively look at various types of design applications, needs, effects and
challenges in the video games. Suri and Hendrix (2010) identified observation as the very first
phase of the design process because it is critical for designers to experience what the audience
see and feel. This enabled designers to empathize and understand the purpose of the output
and to identify patterns, pain points and places where it can be improved.
The observation findings are then compiled as a reflection study to propose a better art
direction strategy for their final project of re-working on the visual aesthetics of an existing
game.
Graphic design
breakdown for Metal
Slug: Super Vehicle-
001 title screen. Here
students observed
visual hierarchy, color
scheme and application
of typeface in the
design.
Breakdown analysis of
the UI components and
functions in the game,
along with the
understanding of the
game mechanics and
playability. This helped
students to recognize
the look and feel of the
game.
Excerpt studies of the
conceptual art for the
characters and
environment designs
for each level in the
game. Here students
observed the translation
of narrative into visual
sprites and scenes.
467
Some of the animation
sequences analysis
from the game.
Students were able to
analyze the looping
animation techniques,
visual effects, and
characters action in
motion.
Figure 1
An example of good art direction observation compiled into a reflection study.
From student’s e-portfolio blog, by Desy (2020)
(https://desy0803.blogspot.com/2020/12/art-direction.html)
What is the context or background of the innovation / product development / design /
process?
Kolb’s Experiential Learning cycle (1984) consist of a continuous four-stage process where
learners are encouraged to acquire knowledge from experiences for them to be able to create
and implements ideas for improvement. The learner should be willingly active in the process
so that they would be able to reflect on the experience and use analytical skills to conceptualize
the experiences using decision making and problem-solving skills. The applied process in this
paper consists of a linear four-stage development instead of the original continuous cycle.
Students are to acquire knowledge from their playing and observation experiences to formulate
better art direction strategies for the re-work design project.
Adapting to Kolb’s model, the act of playing video games while conducting observation is
placed in the Concrete Experience phase as the students’ central awareness. By actively
engaging the students to play and observe through this phase, students were able to analyze
the use and functions of design principles in a visually comprehensive manner as well as
experience the video game from the viewpoint of a player.
Typical video game’s artistic structure offers more than just visual narrative. Students can
observe different forms of creative specialization in real time from graphic communication
studies of logo design in the title screen and typography selection; the layout of UI, icons, and
controls arrangements for an interactive medium; the application of animation sequences and
cinematographic cutscenes from film and media studies; and the conceptual art translation in
entertainment design with the characters and environments set. This is an advantageous setting
for students to exercise their observation skills as designers while also experiencing aesthetics
468
as players. This establishes the empathy links between the creative outputs; in this matter from
the video games; to the audience.
With Concrete Experience phase completed, students reflect on their experiences in the
Reflect Observation phase and compile the good and bad art direction findings into a report.
The report then served as groundwork for them to generate new ideas and suggest a much-
improved art direction strategy in the Abstract Conceptualization phase for their video game
re-work design. The students then created the new art style in the Active Experimentation
phase as final stage of completing the project altogether.
Figure 2
Adaptation of Kolb’s Experiential Learning Cycle (1984) into the applied design process
Why are they important to education?
The learning process for visual design education is more than just understanding the
importance of design principles and the appropriate application of these standards into graphic
driven outputs. Good designers’ perceptions reflect an awareness to the physical surrounding,
cultural and metaphoric relationships and these observations allow designers to channel their
artistic creations that connect and communicate with the audience (Suri and Hendrix, 2010).
By training students to be acutely aware even to the smallest details add up to the creations
that are meaningful and memorable. Contemporary design practice is already seeing a shift
towards collaborative models where various experts and stakeholders work together to address
multifaceted issues (Tang, Vezzani & Eriksson 2020). This is very relevant not only to art
direction studies, but also to the study of design in general and specializations where students
are trained to be multi-skilled designers, capable of handling different constructions and output
expectations of the artworks.
Please write any advantages of your innovation / product development / design / process
towards education and community.
The final project output which consists of a re-work design for an aesthetically challenged
video games showcased significant improvements in terms of visual designs, art direction
469
strategy and thoughtful ideations. Students placed great emphasis on players’ needs and
applied design considerations as not to affect the video games original narrative and game
play.
The feedbacks gathered from students’ online e-portfolio blogs also remarked favorably over
this module’s approach of using video games as the main medium for the observation training.
They felt that they now understand what art direction entails to and how different design
principles functioned together. They also found themselves to be more observant, motivated,
and considerate in their tasks.
“… this module helped me to be more observant as a designer. In the earlier semesters, we
were taught about design principles which was very useful when doing the projects. Most of
us have improved in our design skills which made me feel motivated.”
“… I (felt) like art direction really build my sensibility more as a designer, in addition this
module also (made) me more observant in the little thing that may be impactful if done
thoughtfully.”
“I found that art direction is one of the (modules) that really help to not only focus on a design
base on the layout, color, and style. Just like other design modules taken in the past semesters,
(design consistency is) always the key in maintaining a quality (output).”
One student also commented positively on being encouraged to play and observe video games
for their research as she remarked that it helped her find new appreciation in the hard works
involved into making one.
“This module felt like almost a break from everything because we got to play/research games
and even redesign one. Overall, I think it was a fun and new experience because I got to see
the details I would have never noticed if I (were) just playing a game. Knowing how much time
and effort it takes just to design a game, I surely appreciate my (favorite) games even more
now.”
Others also commented that the approach was fascinating and had taught them to be better
problem solvers as well as enforcing the importance of visual consistency in design when
working together in a group.
“The overall experience is quite intriguing… It has really taught me how to identify problems
or issues and come up with solutions to further enhance or solve the problems within the
game.”
“… I also learn to work better in a team and learn about the importance of teamwork and
adjusting different kinds of art styles between teammates to look like one.”
Acknowledgement
I would like to express gratitude to Dr Charles Sharma Naidu and my fellow colleagues Asrizal,
Kannan, Martin, Razif and Shamsul for continuously sharing their wealth of creative
specializations knowledge with me. Also not forgetting Art Direction class of August 2020 for
their full co-operation in this experiment.
References
Desy, D. (2020, December 11). Art Direction. Desy’s E-Portfolio.
https://desy0803.blogspot.com/2020/12/art-direction.html
470
Kolb, D.A. (1984). Experiential Learning: Experience as the Source of Learning and
Development. New Jersey: Prentice Hall.
Marc Brunet. (2021, April 10). The most important skill (and how to improve it) [Video].
YouTube. https://www.youtube.com/watch?v=uEvcBIC_Nj4
Observation skills may be key ingredient to creativity. (2014, June 26). Association for
Psychological Science. https://www.psychologicalscience.org/news/minds-
business/observation-skills-may-be-key-ingredient-to-creativity.html
Suri, J. F., & Hendrix, M. (2010). Developing Design Sensibilities. Rotman Magazine, Spring
2010. https://designthinking.ideo.com/resources/the-development-of-design-sensibilities
Tang, T., Vezzani, V., & Eriksson, V. (2020). Developing critical thinking, collective creativity
skills and problem solving through playful design jams. Thinking Skills and Creativity, 37,
1871. https://doi.org/10.1016/j.tsc.2020.100696
471
SERIOUS GAME DESIGN FOR ENHANCED STUDENT ENGAGEMENT IN ONLINE
ARCHITECTURE EDUCATION
TamilSalvi Mari
School of Architecture, Building and Design,
Faculty of Innovation and Technology,
Taylor’s University, Malaysia
Tamilsalvi.Mari@taylors.edu.my
Sujatavani Gunasagaran
School of Architecture, Building and Design,
Faculty of Innovation and Technology,
Taylor’s University, Malaysia
Sujatavani.Gunasagaran@taylors.edu.my
Highlights: The innovative project Gaming the Goals using the Serious Game Design (SGD)
approach was an assessment for an architecture module of technical nature during COVID-19
lockdown online learning. The project was designed to engage students in learning and to impart
content knowledge of the technical module through creative experimentation and designing
process. The SGD was adapted as an approach for the assessment component to encourage
students to explore and understand information using fun and engaging elements. The SGD is
fundamentally based on the theory of constructionism. It is used to impart skills, knowledge, and
attitude or to deliver information using the fun elements to engage learners. This SGD project is
not common in architecture teaching and learning; however, it was adopted with careful
consideration ensuring the outcomes of assessment are met. Using the SGD approach students
designed and developed physical and digital games that are interactive, interesting, and impactful
as educational tools to create awareness and of the global Sustainable Design Goals (SDG) among
primary or secondary school students. In developing the game, the students researched and
understood the goals themselves and how it is associated to built environment, achieving the
module learning outcomes (MLO). The developed game will be shared with the schools to be used
as teaching tool to create awareness of the SDG goals among the primary and secondary school
students in Malaysia.
Key words: - Serious game design, Online Learning, Architecture, constructionism theory,
educational tool
Introduction
COVID-19 is arguably one of the most disruptive pandemics in recent years to afflict our
societies in general, and to higher education in particular. The spread of COVID-19 has forced
millions of students and teachers to move their communication online. The movement control
order (MCO) caused major disruption to higher education as all universities and higher education
institutions (HEI). As a result, education has changed dramatically, with the distinctive rise of e-
learning, whereby teaching is undertaken remotely and on digital platforms. In the case of Taylor’s
University a Private Higher Educational Institution, the transition of teaching and learning from
physical practice to on-line learning was smooth and successful because all modules have
embedded blended learning, with implementation of on-line learning or e-learning contributing to
at least 30% of the class conduct. As for the Architecture school the challenge is student
472
engagement when teaching and learning of architecture modules were conducted hundred percent
online. Therefore, this teaching and learning for the Sustainable Design Policies and Regulation a
technical module adopted online learning mode adopted SGD pedagogy to enhance student
learning experience particularly student engagement and motivation.
The SGD is based on the theory of constructionism. Constructionism as a theory refers to
learning, where learners create socially meaningful artefacts (Ackerman, 2001). Constructionism
highlights the importance of learning to learn and making things. In Constructionism the learning
is necessarily situated and pragmatic. In other words, the situated nature of constructionism allows
“individuals develop their ways of thinking in given situations and nonetheless remain excellent
at what they do'' (Paper & Hare, (1991) in Ackerman, 2001). In constructionism classrooms,
incorporates project-based learning, problem-generation and problem-solving approaches, and
inquiry-based activities where students generate driving questions, generate potential solution
strategies and digging into investigations. The teacher’s role is critical as a facilitator, educator,
and co-investigator. Constructionism leverages the student’s natural curiosity about the world and
how things work. Their engagement is invoked through respect for their current knowledge and
real-world experience. Their hypotheses and investigative methods are honoured and honed.
In this SGD project, students were required to develop an educational game that could be
used to create awareness of SDG goals and targets among the public particularly primary and
secondary school students. In constructionist gaming approaches, namely, those approaches in
which games are designed by students (rather than professionals) for learning benefits. In
designing and developing the educational games the students employed academic content
knowledge such as sustainability to create practical games that are intended first and foremost for
public rather than tutors. Learning in this context is a constructionist process, which also
encompasses aspects of collaborative learning in which knowledge creation emerges through
discussion and negotiation between individuals and groups.
Content
Description of your innovation / product development / design / process.
The module, Sustainable Design Policies and Regulations, is often taught using the
lecture, site visit and tutorial mode resulting in an outcome of report. However, this method
often fails to engage and entice students. Furthermore, with current pandemic situation of
(COVID19) which affects the student’s safety, moving to fully online learning, the student
engagement was a concern in this technical module. The Serious Game Design (SGD) project
was opted as the innovative solution. SGD proved to engage students in learning and to provide
understanding of the module content through creative experimentation and designing process.
Using the SGD in teaching sustainability in architecture provided a platform for students to
explore and understand information using fun and engaging elements. The outcome of the
assessments also shows that SGD can impart skills, knowledge and attitude or deliver
information using the fun elements to engage learners. SGD for educational purpose works on
addressing the engagement issue by using the fun factors to immerse learners in an active
learning environment and pushing learners to compete and overcome challenges by actions
with immediate feedback (Lameras et. al., 2017).
The continuous assessment in this module was for students to design an ‘educational game’
to create the awareness of the 17 Sustainable Development Goals (SDG) and it’s 169 targets
among public which, is aligned to the module learning outcome. The built environment is
described as a critical area for the achievement of the SDGs due to the impact it creates in
various categories of SDGs. The SGD was a great educational tool to start the awareness and
473
conversation on how we can contribute to a sustainable world. This was a group work with
peer evaluation and lecturer’s moderation. As the first phase of the project the students in
groups of 4 or 5 was required to illustrate and familiarise the SDG goals assigned to them up
in the form of comic. In this exercise, the students demonstrated that goals and targets are
easily understood. To understand the goals, they also need to further research and understand
current issues locally and internationally. This provides an opportunity for students to explore
current pressing issues mainly associated with environment and built environment. Data and
information used for every single SDG must be researched and taken from reliable sources.
Next, the students were required to brain-storm on how to create the awareness of the Global
SDGs to public such as school children of different age, youths, adult’s campus community
using an “engaging and interactive educational game”. The developed game must be
interactive, interesting, and impactful and can be either digital or physical. In developing the
game to be used by any end user they were also requested to provide details of the game for
instance how to play the game, why play the game, who is the game for, how to use the game,
etc. Students were also encouraged to explore the available technology in designing and
developing the SDG educational game.
Students participated actively in all the activities eg. as well as brainstorming of design
ideas, solving issues, exploring digitals game design platforms which is new to them (self-
directed learning), creating QR codes, publishing of the games and the manuals in websites
(their own effort not part of requirement). The students also submitted a hard/physical copy
of the designed game in professional quality. The students also created animation videos of
how to play the games as an addition to the required printed manual. Throughout the online
tutorials and discussion, the students listened to feedbacks from tutors and peers and responded
to improve on the game design.
2. What is the context or background of the innovation / product development / design / process?
The SGD is based on the theory of Constructionism. Constructionism as a theory refers to
learning, where learners create socially meaningful artifacts (Ackerman, 2001).
Constructionism highlights the importance of learning to learn and to making things. Learning
is necessarily situated and pragmatic. In other words, the situated nature of constructionism
lets “individuals develop their own ways of thinking in given situations and nonetheless
remain excellent at what they do” (Papert & Harel, 1991). In this project students create ‘the
educational game” to create the awareness of SDG goals and targets among public. In
constructionist gaming approaches, namely, those approaches in which games are designed by
students (rather than professionals) for learning benefits. In designing the “educational
games” the students employ academic content knowledge skills such as sustainability to create
practical games that are intended first and foremost for their peers/public rather than tutors.
Learning in this context is a constructive process, which encompasses aspects of collaborative
learning in which knowledge creation emerges through discussion and negotiation between
individuals and groups.
The SGD engages student in learning and at the same time provides better understanding
of the module content through creative experimentation and designing process. It imparts
skills, knowledge and attitude or deliver information using fun elements to engage learners.
SGD for educational purpose works in addressing the engagement issue by using the fun
factors to immerse learners in an active learning environment and pushing learners to compete
and overcome challenges by actions with immediate feedback (Lameras et. al., 2017). The
intrinsic approach ensures that domain content and game are naturally embedded or tied. The
474
game design and learning are grounded in constructionism. As a result of the innovative
intervention students participated actively in all the activities e.g., from the beginning to the
end of the project for instance brainstorming of design ideas, solving issues, including
exploring digital game design platforms which is new to them (self-directed learning), creating
QR codes, publishing of the games and the manuals on websites (their own effort not part of
requirement). In the qualitative comments section of the survey the students recorded positive
and encouraging responses such as “I understood the content, had fun, motivated, interesting
project, should have more projects of the same kind, gained a lot of knowledge, fun and
integrated project, most fun module, strengthen friendship despite online learning as meetings”
etc. Designing games for learning not only increases students’ knowledge and perspectives of
sustainability goals but also, equally important, changes students' attitudes toward the goals of
learning. The game design approach reveals many rich and engaging learning activities and
provides freedom in content learning.
3. Why are they important to education?
Objective
• To provide an engaging learning environment of SGD through on-line learning during
COVID -19 lockdown.
• To explore Serious Game Design pedagogy as an alternative approach to enhance student
learning experience in non-computing base programme
• To ensure content knowledge is acquired by students using a more enjoyable methods for
technical modules that can be “dry and boring” for students.
Value Added
This project/initiative increase learner engagement in terms of cognitive, behavioural and
affective aspects as learners go through a meaningful learning experience.
• Cognitive: proactive in thinking about the outcome with a game design idea that suit a
target group. Developed suitable roles and characters, explored, simplified, and illustrated
SDG goals and targets interestingly for the game. Learning by design emphasizes that they
must overall think creatively and not just the content of SDGs.
• Behavioral –Excellent attendance and participation. Most students are on time for tutorial
eager to show the works and progress which is very positive. They are also able to decipher
the content needed for the game and content needed for the learning which is an important
element of the serious game design and how both need to work as a game.
• Affective – Students were very involved in designing each element related to the game
design such as characters, colors, icons, size, and dimension of the game components,
printing the physical games as to the professional quality. Students were enthusiastic to
show the progress and to visualize how it could be played and what knowledge will be
gained through this game. Some even instilled a positive and negative element in this game
design to emphasize the deterioration of environment and to go with the trend of villains
as main characters in movies such as Descendants (Disney), Venom (Marvel) and Joker
(DC Comics).
Usefulness
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Designing games using SGD for learning not only increased students’ knowledge and
perspectives of the content but also, equally important, changes students' attitudes toward the
goals of learning. The game design revealed many rich learning activities whether it is working
with peers on the design or sharing and exchanging designs ideas they learned about concepts
such as sustainability, global issues and goals. Additionally, it provided an excellent platform
for peer learning as students worked collaboratively with their peers and tutors in solving
various issues associated with the “game design”. Beyond that, this approach also encourages
and motivates students to explore online platforms to design and develop digital games.
Through the various stages and structured activities student will realize that the game design
is ultimately a veil for their academic content.
Figure 1: Evidence of Learner Engagement and Outcomes of SGD.
4. Please write any advantages of your innovation / product development / design / process
towards education and community.
The SGD approach can be used in other modules in the architecture as well as other domains
such as education. Many researchers suggests that Serious Games Design developments
supports strong emphasis on behavioural change as means to persuade conceptual or
attitudinal change. Thus, it would be more suitable for projects or module that needs to
encourage high engagement with students.
5. Please add any commercial value in terms of marketability or profitability of your innovation
/ product development / design / process if any.
The project outcomes-the digital and physical games can be effectively used in teaching and
creating awareness of Sustainable Design Goals (SDG) goals and sustainability among
primary and secondary student and public locally. The products -developed games has
potential to be commercialized as a learning tool (physical and digital).
References
Ackermann, E. (2001). Piaget’s constructivism, Papert’s constructionism: What’s the
difference. Future of learning group publication, 5(3), 438.
Akcaoglu, M., & Kale, U. (2016). Teaching to teach (with) game design: Game design and
learning workshops for preservice teachers. Contemporary Issues in Technology and
Teacher Education, 16(1), 60-81.
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Lameras, P., Arnab, S., Dunwell, I., Stewart, C., Clarke, S., & Petridis, P. (2017). Essential
features of serious games design in higher education: Linking learning attributes to game
mechanics. British journal of educational technology, 48(4), 972-994.
477
SCIENTIFIC MEASUREMENT USING APPS IN ARCHITECTURE AND
ENVIRONMENT TO ACHIEVE THERMAL COMFORT
Sujatavani Gunasagaran
School of Architecture, Building and Design,
Faculty of Innovation and Technology,
Taylor’s University, Malaysia
Sujatavani.Gunasagaran@taylors.edu.my
Tamil Salvi Mari
School of Architecture, Building and Design,
Faculty of Innovation and Technology,
Taylor’s University, Malaysia
Tamilsalvi.Mari@taylors.edu.my
Highlights: The use of mobile apps for learning is not a very popular approach in teaching and
learning of an Architecture module but various research has been advocated to learn its potential
in the past two decades. During the Covid 19 pandemic, the teaching and learning were forced to
be conducted virtually. Lecturers with the knowledge of blended learning were able to switch to
the online mode but not without some challenges. The foremost challenge was to retain the
Learning Outcome but by doing it differently. The challenge in teaching and learning in this
module is the access to Environmental Lab and data loggers that would need travelling and sharing
of the devices. The innovation of using the Apps for measuring weather data leading to minor
adjustment in teaching and learning of Architecture and Environment without altering the
Learning Outcome. The students’ perception of learning was captured in a survey that was
administered to the class that resulted in 114 responses with 1 discarded for incomplete data. The
result evidenced that students enjoyed and had a good learning experience. This innovation
suggest importance of using apps in teaching and learning approach in the post pandemic context.
Key words: online learning, apps, architecture, environment, climate, thermal comfort.
Introduction
E-learning provide a learning platform that can facilitate interactive learning at anytime and
anywhere. A well-designed e-learning system typically does not only provide learning materials,
but also facilitate other activities such quizzes, written examinations, and discussion forum. As e-
learning plays an increasingly critical role during the pandemic, the heavy reliant on the use of e-
learning also becomes a challenge, not only for higher education institutions, but also students and
lecturers. In this module access to data loggers from Environmental Laboratory were disrupted
due to the Movement Control Order. The Innovation in teaching and learning for this module is
the usage of the mobile Apps to measure environmental data instead of a data logger. The students
almost all owned or had access to smartphones which made the teaching and learning accessible
for all without changing the Learning Outcome because of the pandemic. Using mobile Apps
instead of data logger, produced the same Learning Outcome for this module but with different
challenges.
Murphy, Farley, Lane, Hafeez-Baig, and Carter (2014) concluded that use of mobile
technologies across these learning activities have logical troughs and peaks indicating that
students are using these mobile technologies in a common sense and programmatic manner to best
effect to support their learning. Glahn, Gruber and Tartakovski (2015) said that the present
research grounds on the concept of “mobile blended learning”. This concept refers to educational
478
designs that include mobile devices for special learning activities in combination with other
learning educational approaches and technologies which was used in this module as well. Traxler
(2005) in his review of mobile learning described these characteristics emerging which are core
characteristics that define mobile learning as Spontaneous, Private, Portable, Situated, Informal,
Bite-sized, Light-weight, Context aware and perhaps soon Connected, Personalised and
Interactive and the problems or limitations with usability, latency and connectivity may hamper
models of teaching and learning. In the context of this module as the students were using the
mobile apps for acquiring data at their own space and time, they can do multiple attempts. The
problem found by the students are the accuracy and reliability of data. The students were instructed
to choose apps with highly good reviews and to do a suggested calibration according to the mobile
phone (android or ios). A few tested apps were also suggested. The data will not have an accuracy
of a data logger, but it is reliable data for estimating and understanding actual climatic condition
and thermal comfort for teaching and learning during the pandemic.
Description of your innovation
The innovation of using the Apps for measuring weather data of lighting level, wind speed,
temperature and humidity was done with minor adjustment to teaching and learning of
Architecture and Environment virtually without altering the Learning Outcome. Figure 1 shows
the similar outcome of students’ assignment as face-to-face teaching and learning. The analysis
boards contain graphical information of measured weather conditions of exterior and interior
space and architecture solutions to achieve thermal comfort. This evidences that the Learning
Outcome can be the same for on-line learning and face to face learning with the innovations of
using mobile apps.
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Analysis of measured lux
using mobile apps in a space
throughout a day (natural and
artificial condition) presented
in a light contour diagram.
Wind analysis, measured wind
speed using apps was compared
against thermal comfort and presented
in a sectional analysis.
Measured temperature and humidity
using apps was compared against
thermal comfort and presented in
graphs and a sectional analysis.
Figure 1: Sample of Assignment using the Apps for scientific measurement of Lighting Level,
Wind Speed, Temperature and Humidity and suggestions to achieve Thermal Comfort.
Background
Since the outbreak of the COVID-19 virus, educational institutions from all around the
world have migrated from the traditional methods of learning to imparting education through
online means (Soni, 2020). With the widespread of the virus, educational procedures have been
accomplished via apps like Zoom and Microsoft Teams in this higher educational institution.
Additionally, Whatsapp were used for communication purposes, and google slides were used as
collaborative tool among group members and to present assignment progress during tutorial in
Microsoft Teams. Some pre-recorded videos also supplement the virtual lectures. While the
educators around the world were adopting efficient and appropriate learning methods, this
Module, Architecture and Environment needed and utilized Apps that can measure scientific
measurement of weather such as Lighting Level (Natural and Artificial), Wind Speed,
Temperature and Humidity. Not one e-learning method or Apps would suit every learning, but the
480
chosen method needs careful selection being an innovative solution to assure the quality of the E-
learning or online teaching-learning.
Importance to Education
The result of survey evidenced that students enjoyed and had a good learning experience as in
Table 1. This innovation suggests importance of using apps in teaching and learning approach in
the post pandemic context as below,
• Easy to use, anywhere, anytime
• Frequent use can enhance knowledge and critical thinking
• Reduce bureaucracy in acquiring data logger
• Data logger will be available for research purposes
• Can replace data logger for teaching and learning
Table 1: Descriptive statistic of student’s perception of using Apps in Architecture and
Environment.
Item
Mean
Std.
Deviation
Using the mobile apps is very useful in
completing my assignments.
4.32
0.744
Using the mobile apps, my learning skills are
enhanced.
4.13
0.747
Using the mobile app, increased my
understanding of thermal comfort.
4.08
0.874
Using the mobile apps would enhance my
academic effectiveness.
4.04
0.921
Using these apps would increase my
productivity (reduce time required to
accomplish task).
4.11
0.802
Using these apps can make teaching and
learning easier during the pandemic
session.
4.32
0.735
Using these apps can make teaching and
learning fun activity during the pandemic
session.
3.97
0.897
Using these apps can make teaching and
learning easier in traditional session too.
4.21
0.746
Using these apps can make teaching and
learning fun in traditional session too.
4.18
0.790
I found navigating around the Apps screen to
be easy.
4.00
0.882
Distinguishing the appropriate icon for the
application for the needed information is
easy.
4.22
0.713
The application is user friendly.
3.96
0.921
Valid N = 114
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Advantages of Innovation
The findings indicate that students used the mobile learning solution for extending and enriching
their learning experience during the pandemic. Therefore, this study suggests that mobile learning
needs to blend into rich learning environments, in which they co-exist with paper books, class-
room experiences, laptops, and tablets. The insights define that learning with mobile apps during
virtual learning environments and traditional learning or face to face learning can achieve the same
Learning Outcome. The potential of using mobile apps need to be explored as blended learning
approach to meet the post pandemic challenges of teaching and learning of thermal comfort in
Architecture and Environment in higher educational institutions.
Commercial Value/ Process
The innovative use of scientific measurement using apps in teaching and learning can be replicated
to any studies that is related to understanding science, weather and climatic conditions, thermal
comfort in various levels such as primary and secondary schools and higher educational
institutions. This method of learning promotes experiential learning and critical thinking that helps
the learner to understand the quantitative data measured and the qualitative environment that they
experience and the comfort level. For an example, measuring lighting levels 200lux – I can read
and write comfortably, off the light and at measurement of 60 lux for example – I have trouble
reading.
Acknowledgement
The innovators are grateful for the support and acknowledgment of the Executive Dean – Faculty
of Innovation and Technology, the Head of School of Architecture, Building and Design, and the
e-Learning Academy for the support and opportunities granted throughout this project.
References
Glahn, C., Gruber, M. R., & Tartakovski, O. (2015). Beyond delivery modes and apps: a case
study on mobile blended learning in higher education. In Design for teaching and learning
in a networked world (pp. 127-140). Springer, Cham.
Kukulska-Hulme, A., Sharples, M., Milrad, M., Arnedillo-Sánchez, I., & Vavoula, G. (2011). The
genesis and development of mobile learning in Europe. In Combining e-learning and m-
learning: New applications of blended educational resources (pp. 151-177). IGI Global.
Murphy, A., Farley, H., Lane, M., Hafeez-Baig, A., & Carter, B. (2014). Mobile learning anytime,
anywhere: what are our students doing?. Australasian Journal of Information
Systems, 18(3).
Traxler, J. (2005, June). Defining mobile learning. In IADIS International Conference Mobile
Learning (pp. 261-266).
Soni, V. D. (2020). Global Impact of E-learning during COVID 19. Available at SSRN 3630073.
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ENHANCING SELF-DIRECTED LEARNING AND LEARNING ENGAGEMENT BY
ADAPTING THE SOLE FRAMEWORK FOR RESEARCH METHODS
Veronica Ng Foong Peng
Taylor’s University, Subang Jaya, Malaysia
Foongpeng.ng@taylors.edu.my
Highlights: This innovation introduces a pedagogic design in delivering Research Methods
module through the development of a framework inspired by the Student-Owned Learning
Engagement SOLE to promote self-directed learning and to increase students’ engagement in
learning. Commonly, Research Methods often involve didactic teaching that provides students
with the required theoretical knowledge and is teacher-led. Embracing the student-centred
learning and assessment as learning, as the forefront, the blended learning environment which has
been delivered in 2019 that included a curation of integrated small-group student-centred
activities, experiential learning, gamification, and peer and self-assessments were transformed into
a fully online platform in 2020 with the key intention to promote self-directed learning and
increase students’ engagement in learning.
Key words: Self-directed learning,learning engagement, SOLE Framework, Research
Methods,
Introduction
Research Methods has always been characterized as a lecture-driven, teacher-led and
didactic module. Since 2016, I have been exploring ways to design a pedagogy for Research
Methods (in architecture) to promote self-directed learning and to increase students’ learning
engagement through small-group student-centred instructional methods including group work,
experiential learning, gamification, and peer and self-assessments. In 2019, the module has
reached a mature state and has received positive feedback by students and recognised through the
University teaching and learning award. In 2020, as a resultant of the shift to online learning due
to the Covid-19 pandemic, the module has been designed and conducted fully online. Adapting
from the Student-Owned Learning Engagement SOLE to promote self-directed learning and to
increase students’ engagement in learning, The overall pedagogic design for this module has been
translated from face-to-face tools and activities to virtual ones.
Content
1. The Pedagogic Design - The Conceptual Framework
The overall pedagogy was designed in response to the need for student-centred learning led
by assessment as learning. The innovation encompasses the pedagogic design of the entire 14-
week Research Method module which was designed and delivered fully online via synchronous
and asynchronous teaching and learning. In seeking to develop the pedagogic approach via the
Moodle platform, the combination of active interaction, diversity of teaching activities, and
systematic design of classroom delivery are important elements that underpin students’ positive
learning experiences. A conceptual framework that guides the module delivery via online
platforms was developed as follows:
483
The Moodle site was designed based on an earlier Self-Study Guide which was developed in 2016
to guide independent learning and in-class activities/pedagogic approaches/teaching tools. The
transformation of the Guide into the Moodle site is to foster independence and autonomy of
learning in a systematic and organized manner by taking into consideration the students’
experience. The use of synchronous and asynchronous learning activities through this planned
online learning experience enables students to engage in learning effectively and at times at their
own pace.
Adapting from the SOLE Model (Student-Owned Learning-Engagement) originally
conceived of as a response to Professor John Biggs and his work on Constructive Alignment,
Professor Diana Laurillard’s influential ‘Conversational Framework’ and Professor Grainne
Conole’s work on Toolkits and embedded pedagogy, the pedagogical approach is developed into
a five-step cyclical model:
1. Teaching via Lectorial and technology-assisted interactive tools - Embedded
technology-assisted tools such as Kahoot It and Poll Everywhere were used in the
classroom to increase student participation in the lecture-based module through principles
of gamification. Kahoot It was used for 2 purposes: firstly, to check on student’s
acquisition of learning at the end or at the start of a class synchronously. At times, it was
also used as a self-paced quiz asynchronously. On the other hand, Poll Everywhere was
used within the lecture. Its main purpose was to check on student’s understanding
throughout the class. Polling questions in diverse formats were used.
2. Experiential Small Group Learning - Experiential learning is a means of acquiring
knowledge through action and feelings; it creates an emotional understanding and changes
attitudes. The intent was so that students can recall the information shared in class
compared to a didactic lecture. The Experiential learning was encouraged by conducting
lessons using small group discussion via breakout rooms (in Zoom), mind-maps and
“pecha kucha” via the virtual platforms.
3. 1:1 Assessment-led Tutorial - Synchronous tutorial sessions were conducted to discuss
the Assessment tasks undertaken by students. This provided personalised feedback and
learning to students.
4. Peer Assessment - Supporting the concept of assessment for learning and assessment as
learning, peer-assessments can be used for any type of assessment in any
module/programme. In this module, it was used for the final assessment (Research
Proposal). To promote independent learning, self and peer-assessments were introduced
in 2018 which were later upgraded to online versions, for students to be able to evaluate
their peers and themselves via Moodle.
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5. Reflect and Act: Feedback on the pedagogical design was progressively received and
actions/improvements were continuously implemented in the classroom
2. The context or background of the innovation
Commonly, Research Methods is teacher-led and didactic by nature. From the literature
cited, one of the negative issues impacting teaching research is the non-innovative teaching
methods. In a recent literature review conducted by Wagner, Garner & Kawulich (2019), it was
noted that studies on specific techniques for teaching Research Methods are significant aspects of
pedagogical research. Diverse approaches such as problem-based learning, experiential learning
and collaborative learning, and having students conduct their own projects have the propensity to
engage students in learning (Zamorski, 2002; Healey, 2005; Larkin & Pines 2005). Also, Allen &
Baughman (2016) emphasized the significance of having activity-based workshops to enhance
students’ learning in research methods. In a study conducted by Groessler (2017), common
challenges emerged from the change from lecture-based to active and authentic learning strategies.
The pedagogic design of Research Method began to be developed in 2016 leading to its
design in 2020 as a fully online module, yet integrating diverse teaching tools that foster self-
directed learning and increases students’ learning engagement.
Continuous feedback was collected from students in Week 1, Week 3 and Week 9.
Generally, there has been encouraging feedback in Week 1 with students mentioning words such
as systematic, organised, interactive, engaged, and clear. In Week 3, feedback suggested 100%
were engaged in the class, and the continuation of the interactive activities. The teaching
engagement survey in Week 9 also illustrated a comparable score between the interactive face-to-
face modules in 2019 versus the fully online module in 2020. The scores were consistent between
both with all dimensions measured were between mean scores of 4.6-4.9 (Median of 5).
3. Why are they important to education?
They are important because it directly impacts on students' learning engagement in a fully
online classroom. The innovation draws from student-centred learning, experiential learning,
online learning, assessment as learning and diversity of learners, by which these are key
characteristics for good teaching & learning practices.
4. Advantages of your innovation and design towards education and community.
The advantage of the innovation and its greatest learning value lies in the overall pedagogic
design that integrated diverse teaching methods to foster self-directed learning and it has the
capacity to provide a highly engaged module fully online.
As this innovation is about pedagogic design, it can be generalized and replicated in diverse
settings and for Research Methods modules in different disciplines.
The fully online module comprising asynchronous activities online enables students to have
flexible learning. These activities that utilise diverse online tools are developed into ready-to-use
templates.
5. Please add any commercial value in terms of marketability or profitability of your innovation
/ product development / design / process if any.
The commercial value includes the conversion of this module into micro-credentials. Also,
a customised framework/model can be further developed and copyrighted.
References
485
Allen, P. & Baughman, F. (2016). Active Learning in Research Methods Classes Is Associated
with Higher Knowledge and Confidence, Though not Evaluations or Satisfaction. Frontiers
in Psychology: Educational Psychology, 01 March 2016.
https://doi.org/10.3389/fpsyg.2016.00279
Groessler, Anthea. (2017). Teaching Research Methods. Institute of Teaching and Learning
Innovation (ITaLI) The University of Queensland (UQ).
Healey, M. 2005. Linking research and teaching to benefit student learning. Journal of Geography
in Higher Education 29, no. 2: 183–201
Larkin, J.E., & H.A Pines. (2005). Developing information literacy and research skills in
introductory psychology: A case study. The Journal of Academic Librarianship, 31(1), 40–
45.
Wagner, C., M. Garner, & B. Kawulich. (2019). A Mixed Research Synthesis of Literature on
Teaching Qualitative Research Methods. Sage Open.
https://doi.org/10.1177/2158244019861488
Zamorski, B. (2002). Research-led teaching and learning in higher education: A case. Teaching in
Higher Education, 7(4), 411–27.
486
DIGITALISED HIGH-ORDER THINKING LEARNING FOR DIGITALISED
COMMUNITY USING TECH-VAR MODEL
Malarvilly a/p Ramayah
Taylor’s University, Subang Jaya, Selangor, Malaysia
Malarvilly.ramayah@taylors.edu.my
Haniffa Beevi Binti Abdul Jaleel
Taylor’s University, Subang Jaya, Selangor, Malaysia
HaniffaBeevi.AbdulJaleel@taylors.edu.my
Highlights: The advancement in the educational technologies creates an opportunity to
transform traditional classroom learning into digital learning. However, it is challenging to
achieve the impactful learning at digital mode. Therefore, the TECH-VAR Model innovatively
designed to promote high- order thinking skills and sustaining impactful learning towards
digitized community.
Key words: digitalised learning, TECH-VAR learning mode, higher order thinking.
Introduction
Based on the reports generated by Bustamante (2020), nearly 81% of the students are less
engage in online learning due to the sudden transformation. Furthermore, there are more
challenging to maintaining active learning towards digitalised community which consists of
more than 300 students. Therefore, the instructor plays an important role in innovating an
effective learning model by integrating educational technologies to promote student engagement
and triggering their eagerness to continue explore the knowledge with self-directed mode.
The TECH -VAR innovative learning model was employed on Year One undergraduate
Macroeconomics students. Based on the students’ result and feedback, this model successfully
sustaining student engagement as well as active participation throughout the semester.
TECH-VAR innovative learning Model
COVID-19 pandemic in 2020 has urged for an immediate 360-degree transformation in the
delivery and learning mode at Taylor’s University. This sudden transformation creates a
challenge among the students to adapt, immerse, and achieving high order thinking skills in the
online learning environment. Therefore, TECH-VAR has been designed in the way to fit various
types of learners and encouraging depth learning instead of memorizing the content. The
following figure shows TECH-VAR learning model that innovatively designed towards
digitalised community.
487
The pedagogy of TECH-VAR learning model has been drawn from the combination of VAR
elements which consists of visual, auditory, read - write and Bloom Taxonomy. Furthermore,
numerous educational technological tools used to achieve the learning objectives and reached
wide range of learners. The following figure showed how’s TECH-VAR learning model
implemented in the design and development of online learning module to promote active
learning and sustaining student engagement through scaffold and self-directed learning.
488
Importance of TECH-VAR model to education
TECH-VAR provides engaging and meaningful high-order thinking learning experience to
students through enhancing their skills in identifying, analyzing, and interpreting the subject-
related knowledge. For instance, the Year one Macroeconomics student able to apply the
knowledge learnt to analyze real- world issue from a newspaper article on a country’s budget
to fiscal policy. The learners can relate the real-world issue to the relevant concept and analyze
it by employing appropriate theoretical diagram analysis to identify the policy impact on real
Gross Domestic Product (GDP). This was done by including extraction of newspaper articles
in the lecture slide. In enhancing further, the application skills, questions were developed related
to national and international economic issues made available in study guide and discussed
during tutorials for specific topics. Discussion on how the key issues in the article can be related
to the relevant Macroeconomic concepts illustrated through visual and auditory digitalized
learning. Meanwhile visual and read-write digitalized learning employed when analysing
related theoretical diagrams. Such practice has enhanced learners’ analytical skills and writing
skills related to real world economic issues. Through digitalized learning using TECH-VAR
facilitator was able to provide instant feedback and guidance to learner like face-to-face learning
to enhance higher order thinking.
Advantage of TECH-VAR model
With TECH-VAR learning model the learner had opportunity to take ownership of his learning
to relearn the unlearn. The visual and auditory learning that allows the student to understand
concept application which enhances learner’s critical thinking skills that are crucial for high
order thinking learning. Application knowledge that is gained through these two learning styles
can be employed by the learners through read-write when they illustrate their findings. The
overall performance of students has improved drastically comparing face-to-face to digitalised
learning mode. The quality of overall performance in this module has been enhanced further
through the TECH-VAR technique. A great hike is identified in Grade A where the is a drastic
improvement by 19%. At the same time the failure rate has declined by 50%.
489
With the above result, the TECH-VAR learning model may be implemented to any online
learning courses that needs to achieve high-order thinking skills as well as active learning and
sustaining student engagement. Furthermore, it gives added value to the digitalised community
by building good repo among the students and instructor as there is opportunity for instant
feedback and frequent interaction with peers.
Since TECH-VAR learning model has been tested with more than 300 Year One
Macroeconomic students, this model is found appropriate to teach bigger scale. Therefore, it is
suitable for other Higher Education Institution that is handling courses or subjects taken by
large group of students. Finally, it is a least costly method to depart knowledge for high order
thinking learning effectively to learners with different learning abilities.
References
Bustamante, J. (2020). Distance Learning Statistics [2021]: Online Education Trends.
Retrieved from https://educationdata.org/online-education-statistics#april-2020-update
Distribution of Overall
Result
80
4
0
4
0
2
1
2
0
11
9
131
1
8 12
1111
1
3
1
1
1
2
0 0
A A- B+ B B- C+ C D+ D D- F IN
Online Learning via TECH-
VAR
model
4
0
11 13 8 11 5 6
6 0
2
1
1
1
1
2
1
1
1
3
1
1
1
2
Online Learning via TECH-VAR
model
Face to Face
Learning
490
ENABLING MULTIDISCIPLINARY DESIGN COLLABORATIONS DURING
LOCKDOWN BETWEEN FACULTIES AND INDUSTRY COLLABORATORS
Mike Choong Wai Keng
Taylor’s University, Subang Jaya, Malaysia
waikeng.choong@taylors.edu.my
Highlights: The Covid-19 pandemic forced an abrupt shift to online remote learning. This
synchronous collaborative learning with Design Thinking replicates the in-person experience of
project-based and situated learning for collaborative design projects amongst multidisciplinary
students. Remote students were engaged individually to participate and contribute in group
settings kinaesthetically, transforming passive learners to active virtual collaborators. The online
Design Thinking collaboration provided a realistic industry scenario that prepares students for
professional practice in the new normal. This multidisciplinary design collaboration pedagogy is
applicable to any discipline at the higher education level which transcends locations and time
zones, enabling students and faculty collaborations across the world.
Key words: multidisciplinary, remote learning, synchronous collaboration, design practice
Introduction
During the recent pandemic lockdown, the challenge arose in facilitating a multidisciplinary
collaboration module to work on industry project briefs at The Deign School, Taylor’s University.
The multidisciplinary design collaboration project involved students from the Bachelor of Design
(Hons) in Creative Media, Bachelor of Computer Science, Bachelor (Hons) of Software
Engineering and Bachelor (Hons) of Information Technology programmes. For 14-weeks, 35
students from the Creative Media degree collaborated with 26 other students from the computing
school to design an interactive Virtual Science Gallery for Petrosains, The Discovery Centre; a
web portal revamp for Cyberjaya Farmer’s Market, an app for Feast-in and We Are Your Eyes. A
total of 8 groups were formed comprising of students from various specialization skills such as
graphic design, interactive design, animation, visual effects and concept art design, app and web
development, game development and human computer interaction. The classes were conducted
fully online utilizing Google Doc, Microsoft Teams and Miro for the synchronous design
collaboration. The Petrosains project was conceived to address the inaccessibility of 10 - 18 year
old school students to the Petrosains’ Science, Technology, Engineering and Mathematics
(STEM) exhibits due to the Movement Control Order (MCO). The project brief was to produce a
virtual experience that would create the awareness and exposure to STEM education within the
theme of Oil and Gas. A Virtual Science Gallery was created using the Unity Game Engine,
providing a 3D simulated experience to the 10 - 18 year old students, to interact with various
interactive animation and mini-games that teaches them about STEM, Oil and Gas refinery. As
for the Cyberjaya Farmer’s Market, this portal revamp was needed to reach new micro-
entrepreneurs to invest and build the cottage industry. The Feast-in and We Are Your Eyes website
and app projects involves creating a new app as startup businesses.
Content
491
Design Thinking is a renowned and widely accepted design solution method practiced by
organizations of varying industries across the world, such as Google, IBM, Apple, Deutsche Bank,
Airbnb, Procter and Gamble (Kolko, 2015, Dam & Siang, 2018). It is highly effective for
multidisciplinary groups in designing solutions for complex ill-defined problems (Bailey et al.,
2018; Rittel & Webber, 1973). Implementing Design Thinking for a fully online multidisciplinary
student group project is not common practice (Gleason, 2018). The innovative approach of
practicing Design Thinking remotely with synchronous virtual collaboration on Miro, a virtual
online whiteboard and project management tracking on Google Document and the Microsoft
Teams live video conferencing communication was needed. The constructive alignment for the
teaching and learning activities, assessment and module’s learning outcomes, forms the
pedagogical framework as shown in Fig. 1.
Figure 1: The Design Thinking Pedagogical Framework for Full Online Multidisciplinary
Collaboration
The Design Thinking model of d.school, Stanford University was combined with the formative
and summative evaluation cycles to form the pedagogical framework that was used for the remote
synchronous multidisciplinary collaboration (Dam & Siang, 2018). The student groups practiced
the 5 stages of the Design Thinking process utilizing Miro, Google Forms, Docs, and Microsoft
Teams demonstrating the learning activities as shown in Table 1.
492
Table 1: Full online multidisciplinary learning activities and platforms
Platforms
Teaching and Learning
Activities
Design Thinking Process
and Learning Weeks
Types of
Assessments
Google
Forms
Online surveys
Empathy (week 1 – 2),
Test (week 5 -13)
Formative
Google Doc
Project Management and
reflections
Define (week 2 – 3)
Formative
Miro
Co-design, design critique,
media sharing and
production, presentation
Ideate (week 3 – 4),
Prototype (week 5 – 14)
Formative and
Summative
Microsoft
Teams
Interviews, dialogue,
discussions and design
critique
Empathy (week 1 – 2),
Test (week 5 -13)
Formative
The online synchronous design collaboration discussions and demonstrations were
conducted on Miro where each student’s actions via the navigation cursor is visible real-time,
much like the physical domain of design studios where whiteboard collaborations and computer
screens are shared. All actions on screen is recorded as text statements generated automatically
with time stamps and location tags. These are invaluable for formative assessments,
complemented with the facilitator’s annotated notes and comments. Students could share any
referenced work and media as development evidences on the cloud. With internet access, all group
members could contribute, revise and annotate each other’s work progressions anytime and
anywhere which includes the facilitator as evaluations and assessment of progressions and
developments are seamless without time and location constraints. Students are able to work
autonomously and learn from the formative assessments as well as from peers, constructively
creating new knowledge from the collaborative proximity. All of the student groups used Google
Doc for project tracking purposes and also reflection documentations. The objectives of providing
a seamless integration between individual student design practices and communication was
achieved with synchronous design collaboration that manages and evaluates competency
developments online and in real-time.
Multidisciplinary collaborative design skills and competencies is Industrial Revolution 4.0
(IR4.0) relevant (Sima et. al, 2020). The pedagogical framework facilitates the Design Thinking
method in solving complex multidisciplinary problems in groups that are fully remote or as hybrid
physical and online collaborations. This project-based and situated learning approach builds
competencies for critical thinking and problem-solving skills when students strategize to
synthesize, assess and evaluate their project’s objectives while managing their resources,
production schedule, expectations of the group and industry collaborator (Matthee & Turpin,
2019). This pedagogical framework produced a 38.4% increase of students scoring grade A and
increased student satisfaction. Overall, the students’ commented that the multidisciplinary design
collaboration with the computing students is beneficial for their future careers where the industry
would be multidisciplinary in nature. They also realize the advantage of collaborating to merge
various skill sets and knowledge in order to solve problems innovatively. Some of the students
initially faced challenges in working remotely online but adapted to this new practice soon after
with the use of the real-time collaboration tools such as Miro and Google Doc.
493
The pedagogical framework provides the versatility for any multidisciplinary design
collaborations due to the widely accepted Design Thinking methodology in solving complex
problems, complemented by the Miro platform, video conferencing and Google Docs’ online
document sharing; which eliminates the location constraints.
The initial application was applied to second and third year undergraduate project
collaborations, but was expanded to first year students where approximately 1,200 students used
this pedagogical framework for the university-wide compulsory module at Taylor’s University.
Multidisciplinary lecturers from various faculties were trained to familiarize with the Design
Thinking pedagogical framework before teaching the classes for the very first time fully online.
This pedagogical framework has won the Taylor’s University Exemplary Meritorious
Academic Staff (EMAS) Award 2020 for Immersive Learning.
Acknowledgement
I am grateful for Taylor’s University support on this project and most of all appreciation to
all my students who enthusiastically participated and collaborated during this unprecedented
time.
References
Bailey, M., Spencer, N., Chatzakis, M., Lampitt Adey, K., Sterling, N., & Smith, N. (2018). From
wicked problem to design problem: Developing actionable briefs and solution opportunities
through a collaborative, multidisciplinary design-led approach. Proceedings of DRS 2018:
Design as a catalyst for change, 2, 831-851.
Dam, R., & Siang, T. (2018). What is design thinking and why is it so popular. Interaction Design
Foundation.
Gleason, N. W. (Ed.). (2018). Higher Education in the Era of the Fourth Industrial Revolution.
Palgrave Macmillan
Kolko, J. (2015). Design Thinking Comes of Age. Retrieved from https://hbr.org/2015/09/design-
thinking-comes-of-age
Matthee, M., & Turpin, M. (2019). Teaching critical thinking, problem solving, and design
thinking: Preparing IS students for the future. Journal of Information Systems Education,
30(4), 242.
Rittel, H. W., & Webber, M. M. (1973). 2.3 planning problems are wicked. Polity, 4, 155-169.
Sima, V., Gheorghe, I. G., Subić, J., & Nancu, D. (2020). Influences of the industry 4.0 revolution
on the human capital development and consumer behavior: A systematic review.
Sustainability, 12(10), 4035.
494
BORDERLESS LEARNING APPROACH @ TAYLOR’S: NO STUDENT IS LEFT
BEHIND
Dr Lim Chee Leong
Taylor’s University, Subang Jaya, Malaysia
CheeLeong.Lim@taylors.edu.my
Dr Logendra Stanley Ponniah, Nurhanim Hassan
Taylor’s University, Subang Jaya, Malaysia
LogendraStanley.Ponniah@taylors.edu.my
Nurhanim.Hassan@taylors.edu.my
Highlights: This “Borderless Learning” project is designed in response to Ministry of Higher
Education (MOHE) decision to allow students returning to campus during the pandemic in phases
from July 2020. Although it was a relief to those in clinical and practical-based courses, it also
posed another challenge to the academics. Restricted number of students allowed on campus
would mean that academics need to find a way to teach two groups of students concurrently: one
group attending the class face-to-face (F2F), and another group attending it remotely. This
Borderless Learning project identifies the crucial components required for learning continuity for
all Taylor’s students during the pandemic.
Key words: Learning continuity, Remote Learning, Online Learning, Learning Circle
Introduction
Since the implementation of Movement Control Order (MCO) in March 2020, all Taylor’s
lecturers have migrated their teaching and learning activities to online deliveries. Although it
helped in ensuring the students’ learning continuity, it was still a challenge to the lecturerss and
students especially those who are involved in clinical or practical courses. During this period, not
only they need to familiarise themselves with the online tools available, but more crucially they
will need to embrace and make adjustment to the possible alternatives to the practical learning
session (Shetty, 2020). The announcement by MOHE allowing all university and college students
of higher educational institutions to return to campuses in phases starting from July 2020
(Kaur,2020) would mean that these students will get the chance to catch up with the learning
experience that they have missed out for the last few months, but within certain restriction. Only
30% of students’ population were allowed on campus. International and out of town students were
still unable to return to campus on time due to border closure, health advisories and quarantine
restrictions. All these posed another challenge to the lecturers that they will need to address two
groups of students in their class: one group of students in campus and another group of students
accessing the lesson remotely via synchronous learning platform.
To deal with the situation, Taylor’s University has introduced their unique “Borderless Learning”
(BL) approach starting from August 2020 Intake. This BL is a concurrent in-person and online
class approach that aims to ensure that no student gets left behind. Through this approach Taylor’s
University new students will enrol in their programme fully online but with the freedom to
continue classes at Taylor’s Lakeside Campus at any point of time. Students with practical classes
will also take turns to go back to campus for the laboratory or studio session.
495
Classroom Population
Learning Delivery
Platform
Communication
Channel
Blended Learning Approach @Taylor’s
There are three important components of the BL approach: Classroom Population, Learning
Delivery Platform and Communication Channel. Classroom population consists of the
Lecturers, In-Campus Students and Online Students. In this BL approach the lecturer will be
teaching in classroom with Live Streaming Facilities such as Zoom, ReWIND or Microsoft
Teams. In this scenario, the lecturers will be having slightly changing role. He is now both the
learning curator that will curate the learning activities based on the existing classroom population
and he will also act as the online learning facilitator to facilitate those who are accessing the class
online. To ensure equal access to fact, opinions, and arguments taken place in the class, Learning
Circles are created among in-campus and online students.
The Learning Delivery Platform is the common platform to host learning resources and conduct
online learning activities. Through this learning delivery platform students will attend live stream
classes and engage with lecturers through tutorial & interactive activities. Online tools for group
activities are created so that online students can also participate and responded to the activities
using icons (thumbs up in Zoom) or emojis (in Teams). In general, it is through this learning
delivery platform that the lecturer will curate his lesson so that it will offer a hybrid best of in-
person, online synchronous and asynchronous learning experience to the students.
496
Sample of Learning Activities Conducted via Borderless Learning Approach @Taylors
The third component of this BL approach is the Communication Channel. Social media such as
Telegram, Facebook group, WhatsApp and WeChat are used as the communication channel.
Communication channel is the platform for students to channel all questions and comments for
the lecturer’s timely response. To ensure effective communication and equal information
dissemination, in-campus students are also encouraged to post their questions in the
communication channel so that it will benefit the online students as well.
In dealing with the current pandemic, approaches such as this Borderless Learning@ Taylors is
crucial to ensure the learning equitability and accessibility to all students, no matter where they
are or what is the nature of their course. Upon the successful implementation of this approach, it
is surely can be shared and replicated by other institutions to ensure learning continuity during
this pandemic.
Acknowledgement
We are grateful for the continuous support received from Taylor’s Leadership Team, Lecturers
and colleagues from e-Learning Academy that have been involved in this Borderless Learning
project.
References
Shetty, S. (2020, October 17). Academic Crisis During COVID 19: Online Classes, a Panacea for
Imminent Doctors. Indian Journal of Otolaryngology and Head & Neck Surgery.
https://link.springer.com/article/10.1007/s12070-020-02224-
x?error=cookies_not_supported&code=45ff05d0-bd28-4572-8735-2ae8a31d82e9#citeas
Kaur, K. (2020, July 8). MOHE: University & College Students Fully Return To Campus
Beginning This July. The Rakyat Post. https://www.therakyatpost.com/2020/07/08/mohe-
university-college-students-fully-return-to-campus-beginning-this-
july/#:%7E:text=Higher%20Education%20Minister%20Datuk%20Dr,to%20campuses%2
0by%20October%202020.
497
EMPOWERING PROJECT-BASED LEARNING CAPABILITIES IN ENERGY AND
ARCHITECTURE MODULE
Siti Norzaini Zainal Abidin
Taylor’s University, Kuala Lumpur, Malaysia
SitiNorzaini.ZainalAbidin@taylors.edu.my
Edwin Chan Yean Liong
Taylor’s University, Kuala Lumpur, Malaysia
EdwinYeanLiong.Chan@taylors.edu.my
Sateerah Hassan
Taylor’s University, Kuala Lumpur, Malaysia
Sateerah.Hassan@taylors.edu.my
Filzani Illia Ibrahim
Taylor’s University, Kuala Lumpur, Malaysia
FilzaniIllia.Ibrahim@taylors.edu.my
Highlights: The class utilises online materials such as YouTube videos, TED talks, multiple
choice questions, subjective questions discussions, journals in the Taylor’s University teaching
and learning portal (TIMES) and Microsoft Teams online tutorial sessions. Due to Covid-19
pandemic situation, the method has tremendously changed the teaching and learning environment
replacing the audit on site observation and field measurement method with structured online
lecture series and tutorials. The pedagogic aims of the project-based learning framework mapped
to the Energy and Architecture module as suggested by Arce et al (2013).
Key words: Project-Based Learning, sustainable education, online learning.
Introduction
By adopting the project-based learning methods and activities, this practice has inspired and
motivated students in problem solving, engaging students in complex questions, managing the
challenges in a structured and environment in real-world issues, and identifying more effective
and innovative solutions optimizing their limitations. Due to the critical COVID-19 pandemic
situation and challenges in the online teaching and learning environment, the architectural
students’ program faces a vital challenge to participate in a field study or on-site audit exercise.
The teaching team has identified a new module entitled Energy and Architecture to establish a
walkthrough audit exercise based on the project-based learning method. This assignment was able
to create the opportunity to co-creating the role of a walkthrough audit as a process used to
establish a general practice of the potential energy savings through visual observation on the
HVAC, lighting, building maintenance, and other factors affecting energy consumption of the
building in a selected site chosen by students. A simple calculation has been carried out to
determine the current and potential implementation of the identified Energy Conservation
Measure (ECM). Usually, the actual _eld on-site audit exercise is carried out in 1-2 days
with/without a team depending on the scale and complexity of the building using the tools (lux
meter, thermometer, and hygrometer) to achieve its sustainable educational objectives. The results
are based on the Teaching Evaluation Survey and students’ cumulative achievement analysis at
the end of the two semesters in 2020 conducted online. The survey seeks to construct validity of
the evidence on the project-based learning effectiveness in the module. Students are observed
498
accomplishing a field measurement exercise to establish the incoming load profile, significant
energy usage (segmentation), HVAC and lighting system of their own residence, during the ‘new
norm’ guided teaching and learning with weekly online learning session. Students are strategically
able to identify the principles of energy-efficient systems and the general practice of potential
energy savings with inspection and evaluate energy consumption. It was also observed that the
implementation of energy efficient strategies to reduce energy usage in design to deliver a low
energy architectural design practice evidenced in the submitted audit energy report at the end of
the semester. Student engagement is evident to be positively related to practical methods, teaching
evaluation, and validated assessment rubrics.
Project-Based Learning (PBL) Framework in Energy and Architecture Pedagogy
As suggested by Arce, Tabares, Granada, Miguez, and Cacabelos (2013), this learning strategy
allows students to develop new skills to supplement their training and coaches them for their future
professional performance especially in energy and sustainable practices. The pedagogic aims of
the project-based learning mapped to the Energy and Architecture module as suggested by Arce,
Tabares , Granada, Miguez, and Cacabelos, (2013), are addressed as follows:
1. To promote a strong theoretical basis of supervision and analysis for energy saving in low
energy buildings.
2. To describe the impact of the built environment on the global scene and understand energy
demands in low energy buildings.
3. To identify the principles of energy efficient systems in architecture and building
technology.
4. To develop work schemes for an energy audit practices in selected buildings.
5. Apply strategies of renewable and energy efficient strategies to deliver low energy
architectural design.
To strengthen the gap in PBL acquires other competences such as initiative, teamwork,
communication, multidisciplinary focus, self-regulation, and compromising to be integrated to the
learning experience. In line to reflect the project-based learning implementation in this module,
recent literature suggests that a student-centered learning strategy is a powerful setting to building
students' competencies and that it should be based on four learning principles (Dolmans and
Schmidt 20 I 0):
1. Constructive learning: students should learn constructing their knowledge base by
connecting new information with existing knowledge (e.g. through discussion).
2. Collaborative learning: students should learn collaborating with each other in order to
maximise learning effects through peer-to-peer teaching (sharing knowledge, challenging,
negotiating, etc. in small-group work).
3. Contextual learning: students should learn to consider relevant context of cases and
problems in order to be able to transfer and apply insights and knowledge to different cases
(e.g. through real-world problems).
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4. Self-directed learning: students should learn to regulate their learning by playing an active
role in planning, monitoring, and evaluating their learning process (e.g. through
elaborations on subject matters of own interest).
A set of framework is suggested to map the task and instructions to the student-centered learning
strategy and PBL strategy as follows in Table 1:
Table 1: Mapping Challenges to PBL Pedagogy achieving Learning Outcomes
Instructional
practices suggested
by Condliffe et al.
2015
Student-centered
learning strategy
by Dolmans and
Schmidt 20 I 0
Project based
learning strategy
Specified task
implemented
Framing the Purpose
of Learning
(Compliance)
Constructive
Learning
connecting with new
knowledge
intriguing topic/issues
on energy
management in their
own home/building
for example on energy
consumption pattern
based on façade and
climate-based profile,
historical, physical
and geographical data
collected
Intentionally
Structure
Collaboration
(Engagement)
Collaborative
Learning
• collaborating with
peer to peer
teaching and
learning (sharing
knowledge)
• transfer and apply
insights and
knowledge to real-
world problems
working out an
inventory list of
electrical appliances,
drafting the inventory
table according to
space, electrical
appliances, watt per
appliance, hours of
usage per day and
compare weekdays
and weekend energy
usage and cost then
identify what cause
the differences and
possible CO2
emissions.
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Design and Use
Appropriate
Scaffolds for Student
Learning and
Revision
(Empowerment)
Contextual learning
and self-directed
learning
playing an active
role in planning,
monitoring, and
evaluating their
learning process
Reporting the
observation of
occupant activities
and behaviour
towards energy
usage/saving and
finally, suggesting
potential energy
saving measures to
reduce monthly
energy consumption.
The table 1 above establishes the educational models of project-based learning of the energy and
architecture module which incorporate these four learning principles and have been further
developed in direct response to the calls for innovation and transformation in sustainability
education. Thus, this project aims to strengthen the co-partnership and participation during the
class activities and developing their assignments progress. Compared to earlier PBL setting,
student learning shifts from passive (course instructors deliver, students receive) to active
(students deliver, course instructors provide feedback), and students work on real-world problems
by engaging in small-group work (ideally in interdisciplinary teams) and often collaborating with
stakeholders on developing solution options to the identified problems (Brundiers and Wiek
2013).
Figure 1: A new set of Teaching and Learning Framework developed for the Energy and
Architecture Module
Acknowledgement
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The authors would like to express their sincere gratitude to e-Learning Academy and School of
Architecture Building & Design, Taylor's University for the support and opportunities granted
throughout this project.
References
Arce, M. E., Tabares J. L. M., Granada E., Miguez C., & Cacabelos, A. (2013). Project Based
Learning: Application to a Research Master Subject of Thermal Engineering. Journal of
technology and Science Education (JOTSE). 3 (3) 122-128.
Condliffe, B., Visher, M. G., Bangser, M. R., Drohojowska, S., & Saco, L., (2015). Project-based
learning: A Literature review.
Dolmans D. & Schmidt, H., (2010), The problem-based learning process. In: Van Berkel H,
Scherpbier A, Hillen H, van der Vleuten C (eds) Lessons from problem-based learning.
Oxford University Press, Oxford.
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UNLEARNING IN THE TIME OF CONTINUOUS LEARNING: NEW NORMAL
LEARNING EXPERIENCE (LX) OPPORTUNITY
Chockalingam Aravind Vaithilingam*
Engineering Education Laboratories
Taylor’s University, Malaysia
Chockalingamaravind.vaithilingam@taylors.edu.my
(*Corresponding Author)
Sivakumar Sivanesan
Engineering Education Laboratories
Taylor’s University, Malaysia
Sivakumar.sivanesan@taylors.edu.my
Tee Lee Hong
Engineering Education Laboratories
Taylor’s University, Malaysia
Leehong.tee@taylors.edu.my
Highlights: A reinforced learning experience (Lx) framework (through a) developed, executed,
and evaluated against pre-COVID19 and COVID19 operational semesters. This framework is
designed through the unlearning approach of the inhouse design thinking tool and lateral executive
of curricular delivery, assessments, and evaluations.
Key words: Unlearning, reinforced learning, Lx, learning outcomes, new-norm education,
COVID-19
Introduction
Education, via university education through its curricular delivery and assessments, builds
its stakeholder professionally and personally in higher education (Aravind C.V., 2019). The
COVID-19 scenario creates a need to change the educational framework towards newer ways for
the success merits without quality compromises. The fundamental mindset is the shift that require
to unlearn the old techniques and strategize towards reinforcing success strategies from that of the
status-quo in parallel fields (Vaithilingam, C, 2019).
Unlearning is not a newer aspect to realise, but it creates an opportunity to let go of what
we know and gives way for new ideas which demands persistency (Kummitha, 2019). This is very
core in the way various design thinking courses are built in around the globe. Traditionally
applying these reinforced action plans in the ever-rigid educational pedagogy is highly challenged
by professional bodies, the teachers, and the other stakeholders as it does not rely on a universal
template or framework.
However, with the continual prevailing aftermath effect of COVID19, there is no other
way, except to align for alternate ways, for continual university education, with the only constraint
being not to override the promised outcomes the curricular demand.
In this work, we present the application of reinforced learning experience in the curriculum
at the tertiary level using the inhouse built design thinking framework. This tool is used for
503
reinforcement learning of the framework developed and is applicable during unforeseen
circumstances without compromising the quality marks.
Content
Background (Why we do this)
Design thinking approaches are heavily taught and often seen as a tool aligned towards
engineering innovations (Bryan J. Ranger, 2018). But very often the core of this approach is
alienated from applying it for common challenges. CODE is a design thinking approach
developed inhouse by the team from the engineering faculty. This approach primarily uses value
coefficient mapping towards solving the common engineering and non-engineering challenges.
We extensively used this tool for training students and professionals and when the pandemic
struck an educational disruption across all levels of education from primary to tertiary, we seek to
apply this to develop a translational framework for the operational of the programme, well within
the same quality index measurements pre-COVID19 semesters. This work proposes a way in
which the engagement of students and curriculum can be approached in the future through a
reinforced learning approach using design thinking strategy for parallel fields.
Mapping Uniqueness towards Educational Needs (How we do this)
Figure 1 shows the step-by-step approach in specific to a module done under the programme in
the March 2020 semester. This is done with mapping to the outcomes according to the curriculum
structure. No change in the evaluation mappings for the alternate assessments of the individual
modules.
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Figure 1. Reinforced Design thinking tool towards operational framework of the programme
(Organize and deploy are in specific for a module)
Advantages and Value Coefficient (What are the implications through this)
Teaching Engagement Scale (TES) (Vaithilingam C.A., 2021) is used to evaluate on the outcome
achievements as seen in Table 1.
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Table 1: Outcomes comparison before and after reinforcement learning experience.
Programme Outcome (PO) Indicator
March Semester
(%)
2019
2020
PO1: Apply the knowledge of mathematics, science, engineering practices,
innovation techniques, entrepreneurship, and human factors to provide value-
adding solutions to complex Electrical and Electronic engineering challenges
87.5
85.0
PO2: Identify, formulate, analyse and document complex engineering
challenges to arrive at viable solutions and substantiated conclusions
75.0
95.0
PO3: Conduct research and investigation into complex challenges using
methods which include experiment design, analysis of data and synthesis of
information to provide valid conclusions
100.0
90.0
Teaching Engagement Scale Dimension (D)
Max. out of 5
D1 - Subject/knowledge contextualization
4.5
4.6
D2 - Supportive Learning Environment
4.5
4.6
D3 - Impact to student achievement/learning outcomes
4.5
4.3
D4 - Provision of appropriate feedback
4.4
4.6
D5 - Use of relevant learning technology
4.4
4.3
D6 - Attention to affective attributes
4.6
4.6
D7 - Use of research to inform teaching
4.5
4.6
The correlation between D1, D2 and D4 reflect on the PO2 improvement significantly makes the
students to apply learning through an unlearn way, that merits to the success. Saying so, equally
the drop on PO1 and PO3 relate to the D3 and D5 contribute due to the absence of the lab
resources. On a comparative level, the increase in PO2 significantly is a measure towards the value
coefficient of resilience in reinforced learning conditions, which is critical towards the new normal
work environment.
Acknowledgement
We are grateful for eLA Taylor’s University for sponsoring and the school of Computer Science
and Engineering for their operational support of this initiative.
References
Aravind C. V., Reynato A. G., Satesh Namasivayam, (2019). Personalised Learning Through
Innovative Teacher-Student Partnership, International University Carnival on E-Learning
(IUCEL) 2019 in Universiti Malaysia Sarawak.
Bryan J. Ranger., Aikaterini Mantzavinou. (2018). Design thinking in development engineering
education: A case study on creating prosthetic and assistive technologies for the developing
world, Development Engineering, 3,166-174.
https://doi.org/10.1016/j.deveng.2018.06.001.
Kummitha, (2019). RKR. Design thinking in social organizations: Understanding the role of user
engagement. Creat Innov Manag. 28, 101– 112. https://doi.org/10.1111/caim.12300
Vaithilingam, C., Andal Gamboa, R., & Chun Lim, S. (2019). Empowered Pedagogy: Catching
Up with the Future. Malaysian Journal Of Learning And Instruction, 16(1), 1-22.
https://doi:10.32890/mjli2019.16.1.9
Vaithilingam, C. A., Gamboa, R. A., & Gurusamy, K. (2021). Teaching Engagement Scale
Alignment Towards Purpose-Driven Delivery. In Nair, P., Keppell, M. J., Lim, C. L., Mari,
T., & Hassan, N. (Ed.), Transforming Curriculum Through Teacher-Learner
Partnerships (pp. 267-284). IGI Global. http://doi:10.4018/978-1-7998-6445-5.ch014
506
DEVELOPING AND VALIDATING A MODEL FOR THE IMPLEMENTATION OF
REUSABLE LEARNING OBJECTS: IMPACT AND PERSPECTIVES IN TEACHING
AND LEARNING OF HEALTH SCIENCES CURRICULUM.
Renukha Sellappans
School of Pharmacy, Faculty of Health Sciences, Taylor’s University, Subang Jaya, Malaysia
renukha.sellappans@taylors.edu.my
Yap Wei Hsum1, Phelim Yong Voon Chen2, Enna Ayub3, Nurhanim Hassan4
1School of Biosciences, Faculty of Health Sciences, Taylor’s University, Subang Jaya, Malaysia
WeiHsum.Yap@taylors.edu.my
2School of Biosciences, Faculty of Health Sciences, Taylor’s University, Subang Jaya, Malaysia
PhelimVoonChen.Yong@taylors.edu.my
3e-Learning Academy, Taylor’s University, Subang Jaya, Malaysia
Enna.Ayub@taylors.edu.my
4Teaching and Educational Development (TED), Centre for Future Learning, Taylor’s
University, Subang Jaya, Malaysia
Nurhanim.Hassan@taylors.edu.my
Highlights: A systematic, practical and tested approach for the development and implementation
of reusable learning objects (RLOs) is presented. The model incorporates elements of educator-
learner engagement and collaboration, followed by content development, implementation and
evaluation supported by strong pedagogical principles such as independent, flexible and self-
directed learning. Student-centered, rich and effective learning was achieved as evidenced by
qualitative comments and improvement in knowledge scores of the educators and learners
involved. The model also creates an environment of continuous improvement in teaching and
learning activities as well as e-Learning approaches and tools.
Key words: Reusable learning object; implementation model; student-centered learning.
Introduction
Advancement in information and communication technology has provided immense opportunities
in every aspect of life. However, its use and benefit in the education sector has been hampered
due to several barriers including the lack of appropriate model for successful integration and
implementation. In this paper, we present a model for implementing reusable learning objects
(RLOs) for teaching and learning in a higher education environment.
Description of innovation and impact
This model provides a systematic approach for educators and learning technologist in higher
education institutions who intend to develop and implement RLOs in an existing or new
curriculum (Figure 1).
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Figure 1: A model for the implementation of reusable learning objects for teaching and learning
in a higher education environment.
The process was initiated with a participatory approach by conducting a need assessment exercise
with educators and students which also served as an engagement opportunity to facilitate their
acceptance and use of the RLOs (Hassan et al., 2020). At this stage, input from educators and
students were gathered to identify sections of the curriculum for which RLOs were deemed
suitable and necessary. This was followed by RLO development guided by the ASPIRE
framework, supported by institutional ecosystem as well as technical expertise and input from
subject matter experts. The ASPIRE framework utilizes a co-creation principle in which educators
and students design the RLOs in a collaborative and iterative manner (Taylor, 2019).
Subsequently, curriculum modification was undertaken for the integration of the developed RLOs
considering relevant pedagogical principles. Among the aspects considered were relevancy and
appropriate placement of the RLOs in the curriculum with the aim of facilitating and enhancing
learning. This was followed by an implementation phase in which process and outcome measures
including educators’ and learners’ perception, learners’ performance and the quality of content
were assessed. Findings were presented back to the stakeholders to further improve the quality
and process of the developed RLOs at the same time validating the proposed model.
This innovation was a product of the development, implementation and evaluation of five RLOs
on the use of pharmacotherapy for smoking cessation, overview of body metabolism in different
physiological conditions, as well as distinguishing various types of DNA repair mechanisms
within the Pharmacy and Biomedical Sciences curriculum at the Faculty of Health and Medical
Sciences of Taylor’s University. Our analysis showed that both educators and learners found
RLOs useful for their teaching and learning due to its simplistic, interactive, flexible and engaging
nature. Additionally, the educators identified that the RLOs promoted independence and self-
directed learning by students. The learners highlighted that the RLOs were easy to use, interesting
and facilitated understanding. The RLOs incorporated self-assessment questions which further
enhanced students’ learning and understanding of the topic. This was translated into positive
learning outcome attainment as demonstrated by improvement in knowledge score before and
508
after implementation of the RLOs (Table 1). Retention of knowledge acquired was also
demonstrated 6-weeks post exposure to the RLOs.
Table 1: Evaluation of learners’ performance before, immediately after and 6-weeks post RLO
use within the health sciences curriculum at Taylor’s University.
RLO topic
Knowledge scores out of 10 (n [%])
Pre-RLO use
Post-RLO use
6-weeks Post-RLO
use
Smoking cessation
5.50
n = 58 [96.7]
9.08
n = 43 [80.0]
7.75
n = 54 [90.0]
DNA repair
5.35
n = 37 [97.4]
8.88
n = 34 [89.5]
8.21
n = 19 [50]
Body metabolism
7.96
n = 69 [84.1]
9.74
n = 54 [65.9]
8.78
n = 30 [36.6]
RLO – reusable learning object
The key benefit of this RLO implementation model is it provides a systematic, practical and
validated solution to educators and higher education institutions embarking on e-Learning
strategies with the ultimate aim of promoting student-centered learning. The model incorporates
sound pedagogical framework and principal such as teacher-student collaboration and shared
expectation in knowledge creation, self-directed learning as well as self-evaluation. The needs
assessment and co-creation processes allow learners to be transformed to see issues from both the
epistemological and ontological view of knowledge that incorporates knowing, doing, and being.
The model also creates an environment of continuous improvement for both teaching and learning
activities as well as e-Learning approaches and tools.
The RLO Implementation model also demonstrated that early and careful consideration of
implementation strategy is crucial for successful e-Learning initiatives in higher education
environment. While this model was developed and validated in health sciences curricula, it can
also serve as a template to be replicated and transferable to other disciplines.
Acknowledgement
This project is funded by ERASMUS+ under the ACORD project (reference number: 598935-
EPP-1-2018-1-UK-EPPKA2-CBHE-JP). The authors would like to thank all partner universities
(University of Nottingham, University of Stavanger, Karolinska Institutet, University of Malaya
and University Putra Malaysia) for their input and collaboration in this project. We also would
like to record sincere appreciation to educators and students from the Faculty of Health and
Medical Sciences, Taylor’s University for their participation and contribution.
References
Hassan, N., Sellappans, R., Chen, P., Yap, W. H., Ayub, N. E., Konstantinidis, S., Poussa, C.,
Wharrad, H. J., & Taylor, M. G. (2020). Participatory Approach in Reusable Learning
Object (RLO) Development Using ASPIRE Framework: Taylor's University's Experience.
In Transforming curriculum through teacher-learner partnerships (pp. 90-104). IGI
Global. https://doi.org/10.4018/978-1-7998-6445-5.ch006
Taylor, M., Wharrad, H., & Windle, R. (2019). Making Nottingham Education Excellence Global
by Sharing Expertise. Paper presented at the The University of Nottingham Teaching and
Learning Conference Nottingham, United Kingdom
509
REDESIGNING BIOMEDICAL SCIENCE PRACTICUM TOWARDS A NEW
FRONTIER
Ooi Yin Yin
School of Biosciences, Faculty of Health and Medical Sciences, Taylor’s University, Malaysia.
yinyin.ooi@taylors.edu.my
Chia Yoke Yin, Adeline1; Teoh Ming Li1; Tor Yin Sim1; Chua Lin Lin1; Lee Sau Har1;
Looi Chung Yeng1; Ng Woei Kean1; Tang Yin Quan1; Yong Voon Chen, Phelim1, 2
1School of Biosciences, Faculty of Health and Medical Sciences, Taylor’s University, Malaysia.
2Director, Taylor’s Centralised Laboratories, Taylor’s University, Malaysia.
adelineyokeyin.chia@taylors.edu.my; mingli.teoh@taylors.edu.my; yinsim.tor@taylors.edu.my;
linlin.chua@taylors.edu.my; sauhar.lee@taylors.edu.my; chungyeng.looi@taylors.edu.my;
woeikean.ng@taylors.edu.my; yinquan.tang@taylors.edu.my;
phelimvoonchen.yong@taylors.edu.my
Highlights:
Due to COVID-19 pandemic, a significant percentage of Biomedical Science graduates will not
be able to access Malaysian hospitals for their clinical placements in 2021-2022 and this will have
a negative impact towards the students’ training skills and will be impacting Malaysian healthcare
system in the coming years upon graduation. Hence, an alternative virtual pedagogy for
Biomedical Science clinical placement using simulation based e-learning method was
implemented. Through this model, students were able to effectively experience clinical placement,
albeit it being conducted virtually.
Key words: virtual practicum, flexible learning, biomedical science.
Introduction
The fallout from COVID-19, continuing advances in digital technology, and intensifying pent-up
demand for student centered learning have combined to present an unprecedented opportunity to
transform education across the systems. Flexible learning is accessing education in a way that is
responsive in pace, place and/or mode of delivery which provides an environment of continuous
improvement and more flexibility (Stacey & Gerbic, 2009). It can include: using technology to
provide remote or online study, work-based learning and employer engagement (Higher
Education Academy, 2016). This model has been demonstrated that encourages students to take
responsibility for their own learning and to engage more actively in the learning process increases
their learning outcomes (Stacey & Gerbic, 2009).
In view of the rising concerns about the spread of COVID-19, a growing number of tertiary
institutions have shut down in regards to face-to-face classes globally. This makes flexible
learning seem a necessity in times of lockdowns and social distancing (Abisado et al, 2020; Ali,
2020; Rahiem, 2020). Similarly to the hospital laboratory placement, a significant percentage of
Biomedical Science students were not able to access Malaysian hospitals for their clinical
placements in 2021 and therefore, we are introducing the first of its kind virtual practicum to
transform Biomedical Science practicum into a new frontier.
510
Content
Biomedical Science Practicum is a compulsory module under the Programme Standards: Medical
and Health Sciences (2016) as a partial fulfillment for the Bachelor of Biomedical Science (Hons.)
graduation. However, due to the COVID-19 pandemic, most of the national hospitals were
prioritising COVID-19 cases which resulted in reduction of number of students allowed for
practicum attachment. In this paper, we have proposed and implemented a revolutionary
Biomedical Science practicum which has been completely redesigned in a virtual environment
without compromising the learning outcomes. In summary, students will be rotated in different
laboratory departments simulating an actual hospital laboratory rotations with different intended
outcomes including acquisition of discipline specific knowledge, collaboration, communication
and more importantly, experimental methods and laboratory practices that empowers students to
translate virtual observations into interpretations which is similar to an actual clinical placement
in hospitals.
In our Biomedical Science e-practicum, four major departments were designed namely i)
Biochemistry/Serology/Molecular Biology, ii) Histopathology and Cytopathology; iii) Blood
Bank and Haematology; iv) Microbiology. These departments were derived from a thorough
analysis of actual student logbooks and were prioritised based on the number of frequencies where
Biomedical Science students were commonly assigned.
To achieve the intended learning outcome of Biomedical Science e-practicum, a variety of online
teaching-learning and assessment activities were adequately curated and undertaken in accordance
to programme standard guidelines, and student learning time. Selected online TL which include
videos, live stream lectures, articles, and Standard Operation Procedure (SOP) from Ministry of
Health Malaysia were included. The introduction of SOP also enables students to understand the
level of hazards associated with laboratory work as well as to follow safe practices in the normal
hospital settings.
These learning materials were reinforced with various activities, such as simulations, case-based
studies, hands-on home laboratory experience and other virtual laboratory tools (eg: Labster) to
increase student knowledge and understanding as they facilitate active, enquiry-based learning.
Video-based activities provide a step-by-step overview of a real laboratory procedure that enables
students to visualise the whole experimental process and its environment through a video (Gamage
et al., 2020). Strong emphasis was placed on ensuring students understood the theory and
execution of these techniques. Furthermore, students able to gain experience in analysing and
interpreting incorrect or uncharacteristic data using the simulated patients’ scenario. Nevertheless,
our team does realise the importance of actual engagement with real-life scenarios and have
implemented synchronous meetings with external panelists from hospitals to share or troubleshoot
real-life experience in an actual hospital setting.
As attainment of affective domain is challenging in a virtual environment, online video-log (Vlog)
and daily activities logbook were used as part of the assessment to ensure that students were able
to learn and reflect on the activities. Some of the notable qualitative feedbacks from students’
include “This practicum has equipped me with helpful theories...”, “Although E-practicum is still
lacking when compared to the physical practicum, it's undeniable that I gained a deeper
understanding of the theory behind the tests through various online activities”.
In conclusion, we envision that the Biomedical Science e-practicum can be applied for the
teaching of Biomedical Science related courses using simulated laboratory settings where students
511
can be exposed to hospital settings prior to their clinical placement as well as can be scalable to
other health science related programmes.
Acknowledgement
We thank Dr Teoh Ming Li, Dr Looi Chung Yeng, Dr Lee Sau Har, Dr Tang Yin Quan, Dr Chua
Lin Lin, Dr Tor Yin Sim, and Dr Ng Woei Kean for their contributions in constructing the content
and activities as well as in the module delivery.
References
Abisado, M. B., Unico, M. G., Umoso, D. G., Manuel, F. E., & Barroso, S. S. (2020). International
Journal of Advanced Trends in Computer Science and Engineering, 9(1.3), 413-421.
Ali, W. (2020). Online and Remote Learning in Higher Education Institutes: A Necessity in light
of COVID-19 Pandemic. Higher Education Studies, 10(3).
Dowling, C., Godfrey, J. M., Gyles, N. (2003). Do hybrid flexible delivery teaching methods
improve accounting students' learning outcomes? Accounting Education, 12(4), 373-391.
Eradze, M., Dipace, A., & Limone, P. (2020). Hybrid Flexible Learning with MOOCs: A Proposal
to Reconceptualize the COVID19 Emergency Beyond the Crisis. 2020 IEEE Learning With
MOOCS (LWMOOCS), Antigua Guatemala, Guatemala,174-179.
Gamage, K. A. A., Wijesuriya, I. D., Ekanayake, Y. S., Rennie, A. E. W., Lambert, C. G. &
Gunawardhana, N. (2020). Online Delivery of Teaching and Laboratory Practices: Continuity
of University Programmes during COVID-19 Pandemic. Education Sciences, 10(10), 29.
Rahiem, M. D. H. (2020). The Emergency Remote Learning Experience of University Students
in Indonesia amidst the COVID-19 Crisis. International Journal of Learning, Teaching and
Educational Research, 19(6), 1-26.
Stacey, E., & Gerbic, P. (2009). Effective Blended Learning Practices: Evidence-Based
Perspectives in ICT-Facilitated Education. IGI Publishing.
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VIRTUAL SUPPORTIVE SUPERVISION FOR CHEMICAL PLANT DESIGN
Oh Kai Siang*
Chemical Engineering Taylor’s University, Malaysia
KaiSiang.Oh@taylors.edu.my
Phang Siew Wei
Chemical Engineering Taylor’s University, Malaysia
SiewWei.Phang@taylors.edu.my
Highlights: A virtual supportive supervision framework allows project commencement,
supervision, and progress monitoring to be c arried out remotely via virtual platform. Besides,
the execution of this framework during pandemic ensure student assimilat ing knowledge
through virtual interaction with supervisor and exchang e of information via cloud sharing.
Key words: Supportive, supervision, project -based, processing plant, COVID -19
Introduction
The outbreak of COVID -19 has c aused severe impact to the world (Asita, 2020). In 2020,
Malaysia implemented Movement Restriction Control (MCO) which brought huge impact
to the country’s economy and its educational system. Higher education is one of the severely
affected area due to the cease of physical activities on campus. Pre COVID-19 university
emphasizes on the phys ical educational system and learning via lecturer -student
interactions (Valarie et al., 2020). The implementation of MCO called for universities closure,
resulted in the cessation of all physical university activities such as lecture, tutorial, laboratory
experiment, project, and supervision (Shahzad et al., 2020).
Generally, chemical plant design involves designing a chemical processing plant that process
raw materials to useful products. The process of chemical plant design includes problem
definition, process synthesis, and process design and process analysis. It requires
troubleshooting, design thinking and design analysis skill throughout the development of the
processing plant. Conventionally, physical team meeting and discussion were held to allow
idea communication, exchange of knowledge and commencement of project.
Undoubtedly, the prolonged nationwide and university lockdown has resulted in difficulties for
the project commencement. There is a need for the project supervision to be shifted from
traditional framework to virtual platform to ensure the continuity of the project and supervision.
The transition is necessary to ensure continuation of learning process and completion of the
project.
In this work, a virtual supportive super vision framework is proposed to provide a reference for
project supervision to be transit to virtual platform. This framework allows smooth transition and
commencement of project to be conducted virtually whilst maintaining the quality of the work.
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Content
Background
Chemical process plant design is prevalently conducted through multiples physical meetings and
discussions throughout the entire design process. This allowed smooth communication of
information, monitoring workflow, and ensuring the quality of work done. The transition of these
processes to virtual platform poses challenges which it requires certain level of technic al
understanding (Shahzad at al., 2020). This framework provided a written reference guideline
for the transition approaches that are feasible based on our experience. The virtual supportive
supervision has been utilized for the supervision and project monitoring during the MCO
semesters. The implementation of the virtual supportive supervision framework has gained
positive feedback from students’ engagement and positive outcome in the curriculum quality
during the challenging transition.
Mapping Uniqueness towards Educational Needs
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Figure 1: demonstrated the framework of the virtual supportive supervision which
highlighted the outcome at each stage of the chemical process plant design. At each plant
design stage, student progress is closely monitoring to ensure meeting the milestone at the
respective dateline.
Conceptual Stage
Process Synthesis
and Integration
Process Simulation
Equipment Design
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P&ID and Risk Analysis
Economic Analysis
516
Figure 1. Outcomes of the virtual supportive supervision for chemical process plant
design in 2020
Advantages and Value Coefficient
The implementation of v irtual supportive supervision allows effective information and
knowledge exchange between supervisor and students. The utilization of virtual
platforms in the supervision process provide full rounded learning experience to students
and speedy exchange of information and knowledge allows students to gain broad
spectrum of knowledge .
Acknowledgement
The author s would like to thank the Taylor’s University eLa department for their support
in virtual learning experience.
517
References
Asita Elengoe . (2020). COVID-19 Outbreak in Malaysia, Osong Public Health and
Research Perspectives 2020; 11(3): 93-100. DOI:
https://doi.org/10.24171/j.phrp.2020.11.3.08
Shahzad, A., Hassan, R., Aremu, A.Y. et al. (2020) . Effects of COVID -19 in E-learning on
higher education institution students: the group comparison between male and
female . Qual Quant (2020).
https://doi.org/10.1007/s11135- 020-01028-z
Valeria Varea, G. González -Calvo & A. García -Monge . (2020). Exploring the changes of
physical education in the age of Covid- 19, Physical Education and Sport Pedagogy,
DOI: 10.1080/17408989.2020.1861233
518
THE DIGITAL EXEMPLAR KITCHEN: LEADING CHANGE FOR CLASSROOM
FROM CORPOREAL TO VIRTUAL
Enna Ayub
Taylor’s University, Subang Jaya, Selangor, Malaysia
Enna.ayub@taylors.edu.my
Siti Ramadhaniatun Ismail
Taylor’s University, Subang Jaya, Selangor, Malaysia
sitiramadhaniatun.ismail@taylors.edu.my
Vincent Pang Fook Huat, Sharizan Azali bin Mohamaed Zamzuri, Donny Yeo Chuan Hoe
Taylor’s University, Subang Jaya, Selangor, Malaysia
vincentfookhuat.pang@taylors.edu.my, sharizan.zamzuri@taylors.edu.my,
donny.yeo@taylors.edu.my
Highlights: In the School of Food Studies and Gastronomy (SFSG) and Taylor’s Culinary
Institute (TCI), the academic leadership, revolutionized the delivery of learning in culinary
modules to ensure business as usual during a full or partial lockdown such as during the COVID-
19 pandemic. The Digital Exemplar Kitchen Project brings seamless and engaging experience
between the students who are in campus with their chef lecturers (chefs) as well as those students
who may be held back in their home state or countries. The ‘pandemic pedagogy’ may no longer
be a temporary measure in the future once classes can be borderless.
Key words: Pandemic Pedagogy, Borderless Learning, Culinary Arts
Introduction
Universities globally began the frantic switch to full-fledged online learning while the
COVID-19 pandemic escalated without any promising solution in 2020. The word ‘Pandemic
Pedagogy’ became increasing popular, started as a Facebook group to support education providers
navigate through the uncertainty of the pandemic (Schwartzman, 2020). At Taylor’s University,
the idea of learning to be conducted entirely online was thought of since 2018, under the new
Taylor’s Curriculum Framework (TCF) two years before the COVID-19 pandemic struck
worldwide in 2020 (Lessler, 2018). Under this TCF, a campus-wide curriculum aims to move
learning online is being guided by the TCF Policy and the e-Learning Strategic Plan.
Background
The initial objective of the e-Learning Strategic Plan was not only to enrich and complement
face-to-face learning, but also to prepare for a time during emergency period, so that business can
continue as usual amid a partial or full lockdown of the university (Nair, 2020). The COVID-19
outbreak ultimately paved the way for innovation in subject delivering which was the Digital
Exemplar Kitchen (DEK). The DEK addresses the needs of students who were held back at home
to experience learning with their counterpart on campus. This innovation allows the chefs to create
a learning environment that is interactive and happen synchronously with students.
Purpose, Methods, Results
519
During the 2020 lockdown, the academic leadership transitioned rapidly to fully online, and
students can no longer have their practical experience in the kitchens. The challenge surfaced in
keeping SFSG and TCI students excited about learning online. The chefs brainstormed ideas on
incorporating interactive demonstrations at a distance. Effective known methods to manage online
classroom includes (1) Social presence, (2) Facilitate discussion, (3) Supporting students, and (4)
Live online teaching (Ni She et al., 2019). With disruptive technologies like Zoom, chefs conduct
virtual cooking demonstrations and facilitate discussions with the students. However, there were
still limitation with having limited devices to stream the cooking demonstrations from the campus.
The DEK focuses on delivering high quality multimedia with interactive engaging moments
with the chefs. The classes are streamed live from the kitchen using online meeting platform. The
camera view will be changed according to the movement of the chef which ranges from the
working table to the cooking range, and oven area. With the DEK, students attend live session
with a 2-way communication whilst the session is also recorded to resolve the time zone difference
for international students.
For online classroom management, chefs engage with students with a wide array of
pedagogical methods. For example, miniature tasks to test them formatively based on the menu
of the day, were given to students to keep them concentrated throughout the session. Upon
completion, the session is immediately uploaded to a video management system (VMS) i.e.,
Panopto that allows students to re-access ubiquitously.
The DEK is a culmination of high-speed internet connection, online platforms as well as
disruptive educational tools. Other than Zoom, Panopto, and the hardware installed, the same
learning management system (LMS), TIMeS (Moodle) was utilized as the personal learning
environment (PLE). A VMS using Panopto was integrated to make the video storing efficient for
the end-users. The recordings uploaded into Panopto allows for a greater engagement with
students to interact with their chefs about the instructional videos.
The hardware comprises of 42’ TV for display; 8’ Full HD Mini Monitor panel facing the
curator as to allow the chefs to observe what he is doing and what the student is viewing; Two (2)
fixed HD camera pointing at a precise angle for maximum view with One (1) omnidirectional HD
PTZ (Pan-Tilt-Zoom) camera that allows the curator to adjust, zoom in or out where necessary
and allowing the chefs to have 10 different preset camera views and a Jabra headset with noise
cancellation to ensure pristine audio delivered to the audience making the chef easy to be heard
with high-definition sound quality to both ends.
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The socio-emotional learning process is somewhat hampered in an online classroom (Zahra
Khusnul Lathifah et al., 2020). This DEK innovation was introduced to improve the socio-
emotional learning process when the students’ motivation was at an all-time low. After the DEK
was installed, the student’s self-motivation was on the rise and reignited their passion for culinary.
The DEK is monitored closely for improvement based on the end-user’s feedback. Students’
review was positive as they were able to interact with peers and chefs in real time as in F2F
classroom.
Acknowledgement
We are grateful for the support from the higher management, the Centre for Future Learning
(eLA), and the chefs.
References
Lessler, A. (2018, March 4). New curriculum structure. Star Online.
https://www.thestar.com.my/news/education/2018/03/04/new-curriculum-structure/
Nair, P. (2020, August 23). Higher education post-pandemic. The Star
Online. https://www.thestar.com.my/news/education/2020/08/23/higher-education-post-
pandemic
Schwartzman, R. (2020). Performing pandemic pedagogy. Communication Education, 69(4),
502-517. https://doi.org/10.1080/03634523.2020.1804602
Ni She, C., Farrell, O., Brunton, J., Donlon, E., Costello, E., & Trevaskis, S. (2019,
September). Getting started with teaching online. Openteachhttps://openteach.ie
Teaching and learning for a borderless world. (2020, December 13). The Star
Online. https://www.thestar.com.my/news/education/2020/12/13/teaching-and-learning-
for-a-borderless-world
Zahra Khusnul Lathifah, Fachri Helmanto, & Novi Maryani. (2020). The Practice of Effective
Classroom Management in COVID-19 Time. International Journal of Advanced Science
and Technology, 29(7), 3263-3271.
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DESIGNING INTEGRATIVE BIOTECHNOLOGY LAB EXPERIENCE THROUGH A
BLENDED AND FLEXIBLE LEARNING APPROACH
Lai Zee Wei
School of Biosciences, Taylor’s University Lakeside Campus, Selangor, Malaysia
zeewei.lai@taylors.edu.my
Yap Wei Hsum, Wong Chee Sien
School of Biosciences, Taylor’s University Lakeside Campus, Selangor, Malaysia
weihsum.yap@taylors.edu.my, cheesiean.wong@taylors.edu.my
Highlights: COVID-19 pandemic and nationwide lockdown significantly impacted students
access to lab classes. This paper describes how technology-enhanced learning is delivered and
assessed to support blended and flexible learning approach. The transition of hands-on
Biotechnology lab practical to fully online delivery and assessment can offer new opportunities
for flexibility in learning. Synchronous and asynchronous forms of student support were offered,
including videos, simulated data for analysis and online “gamified” virtual lab simulation.
Students responded positively to the transition, with feedback showing that gamified virtual lab
simulation created a more engaging and effective learning environment.
Key words: biotechnology, virtual lab simulation, flexible learning, blended learning, student
engagement, simulated data
Introduction
Practical lessons and lab work represent an important area of learning, especially for
biotechnology students because the hands-on integrative experience would allow them to link
theory to practice, (Walkington, Pemberton and Eastwell, 1994). The pandemic-induced remote
or hybrid delivery of typically very hands-on laboratory courses present a unique challenge for
biotechnology educators. Besides, the experience of physically being present in the laboratory
environment and picking up the requisite hand-on psychomotor skills is far more challenging to
replicate remotely.
This paper aimed to design integrative biotechnology lab experience through a blended,
flexible and personalized learning approach throughout the COVID-19 pandemic lockdown in
year 2020. Blended and flexible learning approach is introduced in three modules (Introduction
to Microbiology, Bioprocess Technology and Animal Biotechnology) to provide students with
more control over the time, place, pace, and path of their learning. Students were provided either
with raw data or computational model that generate realistic data that they could analyse.
However, video demonstrations followed by data analysis are unlikely to engage students in the
culture of working in a lab. Therefore, virtual lab simulation (Labster) has also been introduced
in all three modules. The simulation is an immersive and interactive digital environment designed
to facilitate learning of key concepts and techniques. The simulation allowed the user to work
through the procedures in a virtual lab by using and interacting with the relevant lab equipment
and the essential content is taught through an inquiry-based learning approach (Allen and Barker,
2021). Students have accessed virtual labs that consists of 3D simulated environments with guided
activities demonstrating lab safety, cell culture, gram staining bacterial isolation, fermentation,
CRISPR.
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Labster simulation is a type of technology-enhance learning and this type of e-learning is
concerned with using computer technologies to support learning, whether that learning is local
(on campus) or remote (at home or in the workplace). Thus, flexible pedagogies and technology
may be considered natural partners – flexible learning can be provided by and supported through
technology, while conversely, technology can encourage flexible approaches to the delivery and
assessment of learning.
The virtual simulation was implemented as part of the formative assessment of practical
component for the modules. Our data showed that, there is a significant improvement on overall
students’ performance in the practical assessment component following the transition to online
instruction. In addition, students have expressed positive comments such as the ability to practice
specific steps for multiple times and performing the experiments at their own pace. Many have
commended that the graphics and animations were realistic, gamified, and depicted as real-life.
It is reasoned that simulations have specifically been shown to be effective for blended and
flexible learning when sufficient guidance is given (Lazonder and Harmsen, 2016). The
simulations used in this study provide guidance in the form of concrete instructions by a
pedagogical agent, to ensure that students progressed smoothly through the simulation activities.
We argue that when a virtual context is developed in a way to achieve enough psychological
presence, students will perceive the virtual environment to be their primary learning context.
(Makransky, Wismer and Mayer, 2018). It is undeniable that virtual laboratory simulations will
continue to play important roles in the Biotechnology curriculum. Future research efforts in
understanding students’ prior knowledge and motivational drivers will be essential in the optimal
incorporation of virtual laboratory simulation in the Biotechnology curriculum.
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Figure 1: Blended and flexible learning by adaptations from the Labster simulation for the
practical of gram stains, bacterial isolation, fermentation and CRISPR
References
Allen, T.E., Barker, S.D. (2021). BME Labs in the Era of COVID-19: Transitioning a Hands-on
Integrative Lab Experience to Remote Instruction Using Gamified Lab Simulations.
Biomed Eng Education 1, 99–104.
Lazonder A. W., & Harmsen R. (2016). Meta-analysis of inquiry-based learning: Effects of
guidance. Review of Educational Research, 86(3), 681–718.
Makransky G., Wismer P. Mayer R. E. (2018). A Gender Matching Effect in Learning with
Pedagogical Agents in an Immersive Virtual Reality Science Simulation. Journal of
Computer Assisted Learning.
Walkington, J., P. Pemberton, and J. Eastwell. (1994). Practical work in engineering: A challenge
for distance education. Distance Education, 15(1): p. 160-171.
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DIGITALIZING CALCULUS CLASSROOM WITH INNOVATIVE REVIEW AND
FEEDBACK SYSTEM IN CREATING IMPACTFUL STUDENTS’ LEARNING.
Ng Eng Hui
Taylor’s University Lakeside Campus, Subang Jaya, Malaysia
enghui.ng@taylors.edu.my
Highlights: The shift from physical face-to-face learning to virtual learning in higher education
institutions has become a necessity after the outbreak of COVID-19 pandemic. Therefore, it is
crucial to create an innovative virtual classroom to maintain and enhance students’ learning at this
unprecedented time or in future. This study is to explore and investigate the use of innovative
review and feedback system in teaching Calculus at virtual classroom. A few interesting
technological platforms such as Miro, Zoom and Moodle are used to create and support the review
and feedback system. Board in Miro enables instant “live” sharing and discussion among lecturer
and students. Recording in Zoom helps lecturer to digitize the class for students’ reviewing after
lesson. Homework in Moodle provides automated feedback to students after their attempts. The
integration of the review and feedback system in Calculus class assists to close the knowledge
transfer and communication gap in virtual learning.
Key words: feedback, Miro, review, Zoom, Calculus, Moodle.
Introduction
The advancement in information and communication technology has led to the emergence
of virtual classroom as an alternative or supporting medium for teaching and learning activities in
schools and universities. Due to the COVID-19 pandemic, virtual classroom has now become a
need as it allows the students to learn at their convenience at home without attending classes
physically at universities (Knibel, 2001). However, there are still many limitations of virtual
classroom in comparison to traditional classroom.
Traditional physical face-to-face classroom is still vastly used as a medium to share
knowledge among teachers and students worldwide before the outbreak of COVID-19 pandemic.
This is due to the information delivery and communication within a traditional classroom is more
direct with less barrier and interruption. Although virtual classroom can now be conducted “live”
or synchronously similar as in traditional classroom, teachers are still unable to monitor and
communicate effectively with the students. This is because virtual classroom is still bounded by
distance, space, time, and internet connectivity. Therefore, the utilization of technological
platforms such as Miro, Zoom and Moodle is important in addressing the shortcomings in virtual
classroom, thus support and strengthen the virtual course delivery with this innovative review and
feedback system.
Content
Learning Calculus requires focus viewing and understanding on details and precise mathematical
solution steps, consistent and multiple practices in solving mathematical questions and constant
mistakes correction and readjustment during exercises based on feedback received. The effective
execution of these requirements will eventually lead to the mathematical problems solving skill
mastery by the students. Therefore, the review and feedback are regarded as inevitable elements
for impactful students’ learning within a computational course, like Calculus.
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In this study, a review and feedback system known as “ASAS” – Asynchronous-Synchronous
model was developed. This model centered on the use of Miro’s collaboration board, Zoom’s
recording system and Moodle’s digitalized homework in Calculus module. This study provides
insight of using these technological assisted tools in Calculus virtual classroom and its impacts on
students’ learning.
“ASAS” is an iterative review and feedback system, which consists of content review
(Asynchronous), live feedback (Synchronous), exercise feedback (Asynchronous) and
consultation feedback (Synchronous). Before “ASAS” is started, students have undergone pre-
recorded lecture and “live” lecture to learn from the teaching content in Calculus. The chance of
students in losing focus and missed grasping details mathematical solution steps is higher from a
“live” lecture in a virtual classroom compare to a traditional classroom. This is because it poses
higher probability of distraction and interruption occurrence in a virtual classroom due to the
separation in distance, space and time among lecturer and students. Therefore, “ASAS” has come
into place to address the students’ learning needs by providing them with the video recording
using Zoom after each “live” lecture session. In this first stage (Asynchronous), Calculus students
can review the mathematical solution steps which they did not able to fully grasp during the “live”
lecture whenever it deemed necessary. Utilizing the recording feature in Zoom helps lecturer to
digitize the lecture for students’ reviewing after lesson, thus support and strengthen their
understanding on the mathematical solution steps.
The second stage (Synchronous) is the live discussion and feedback session using Miro
collaboration board together with Zoom meeting room. In traditional classroom, students show
and share their mathematical works on paper and whiteboard when is required by the lecturer.
Hence, lecturer provides feedback (verbal + visual) on the paper/board in the class. The use of
web-based Miro collaboration board in a Zoom’s classroom mimics the teaching and learning
process as in a traditional classroom. Students upload their works on Miro’s board, thus lecturer
feedback by explaining and annotating on the board. Miro’s board enables instant “live”
annotating on the mathematical solution steps for both parties and it creates effective discussion
among themselves. Students appreciated the individualized feedback (Murray, 2011) and they
learn from the discussion and feedback session using Miro and Zoom.
The third stage (Asynchronous) is the exercise feedback in Moodle. Calculus students are required
to attempt a series of exercises to master their mathematical problem-solving skill. The given
multi-level exercises in Moodle provides immediate auto-generated feedback and unlimited
attempts. In this approach, equal learning opportunities are given to students with different levels
of skills (Bringula et al., 2017; Wasfy et al., 2013). Students appreciate to receive prompt feedback
after each attempt, and they can readjust their solution to obtain correct answer eventually. The
fourth stage (Synchronous) is the consultation feedback using Zoom and Miro as in the second
stage. However, this is done in one-to-one basis if individual student needs further clarification
and help from the lecturer. An effective discussion can be carried out using Miro’s collaboration
board and Zoom’s meeting.
The implementation of “ASAS” with the use of Miro, Zoom and Moodle is expected to strengthen
students’ learning and preserve the teaching and learning goals as in a traditional classroom. This
innovative review and feedback system amplifies students’ learning experience in a Calculus
virtual classroom.
Acknowledgement
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I am grateful for the technical and resources support from the E-learning Academy (eLA) in
Taylor’s University, Malaysia.
References
Bringula, R. P., Alvarez, J. N. S., Evangelista, M. A. C., and So, R. B. (2017). Learner-interface
interactions with a mobile-assisted learning in mathematics: Effects on and relationship
between mathematics performance. International Journal of Mobile and Blended Learning,
9(1), 34-48.
Knibel, E. (2001). The Use and Effect of Distance Education in Healthcare: What Do We Know?
Operations Research Issue Paper, 2(2).
Murray, S. (2011). Secondary students' descriptions of "good" mathematics teachers. Australian
Mathematics Teacher, 67(4), 14-21.
Wasfy, H. M., Wasfy, T. M., Peters, J., and Mahfouz, R. M. (2013). No skill left behind:
Intelligent tutoring systems enable a new paradigm in learning. Computers in Education
Journal, 4(2), 2-9.
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REIMAGING SERVICE LEARNING DURING THE COVID-19 PANDEMIC
THROUGH DIGITAL TECHNOLOGIES
Yeo Siok Koon
Taylor’s University, Subang Jaya, Malaysia
Siokkoon.yeo@taylors.edu.my
Chew Lye Yee, Chan Sook Wah, Yan See Wan, Neo Yun Ping.
Taylor’s University, Subang Jaya, Malaysia
Lyeyee.chew@taylors.edu.my; Sookwah.chan@taylors.edu.my; Seewan.yan@taylors.edu.my;
Yunping.neo@taylors.edu.my
Abstract: Service learning is a form of experiential education in which students engage in
activities that address human and community needs with structured opportunities intentionally
designed to promote student learning and development. During the COVID-19 pandemic, a great
number of service-learning programmes in higher education institutions had to be suspended or
postponed due to the transition of academic courses to online instruction. Rather than suspend,
postpone, or cancel service-learning in this unprecedented and uncertain time, Taylor’s University
Food Science programme explored an innovative model known as S.E.R.V.E (Study;
Establishment; Realization; Valuation; Expression), which constructed service-learning through
various digital platforms. Students first need to conduct a needs analysis, based on the findings
students are required to construct an approach, material or strategy necessary to solve the
identified problem. Next, students are required to carry out the project and evaluate the feasibility
and effectiveness. The service-learning project will be assessed and finally students can evaluate
themselves through reflections to examine what they have carried out. The developed model
shows way on how students can perform their volunteerism in the virtual world that is not meant
only to help community organizations, but also meant to advance students’ individual academic
goals. The pandemic has amplified advantages of virtual service learning, where students felt the
sense of belonging to the community. The S.E.R.V.E. model finds a way for students to express
their appreciation and pay it forward in the community. This model brings some benefits that
address the limitations of on-site service learning, and may provide some insights for educators
and administrators facing the dilemma in constructing service learning during this pandemic.
Key words: COVID-19; service learning; virtual; S.E.R.V.E. model; digital technologies
Content: When the emergence of COVID-19 pandemic accelerated a pivot to remote learning,
the higher education institutes face the challenges of transitioning service-learning programmes
that are experientially based to predominantly classroom-centered learning. Food security,
preferences, systems and policies influence the health of individuals and communities both
directly through food consumption choices, and indirectly through environmental, economic, and
social impacts. To aid student understanding of these complex determinations of food choice, a
student-driven, community-engaged service learning is usually practiced in the Food Science
programme. While service learning typically involves students applying their knowledge and
learned skills to help satisfy an expressed community need, the recent shift to online learning has
caused dilemma among the educators and administrators to pursue this pedagogy. With that,
Taylor’s University Food Science programme academic had to think creatively to enable an online
528
teaching practice that can re-imagine and prioritize community engagement during and after the
COVID-19 pandemic.
This project showcases an innovative S.E.R.V.E. model in facilitating service learning through
virtual service opportunities and usage of digital technologies that can help students to develop
cross-cultural knowledge and build a positive relationships with the community. A more engaging
context through the use of digital platforms was found to be more effective in generating
transformational experiences as suggested by Singleton (2015). Such changes are especially
relevant in the context of lifelong learning which integrates the S.E.R.V.E model through the use
of digital platforms as e-Learning tools, which eventually benefits the Food Science students,
faculty members, and community as a whole. S.E.R.V.E. model can be split into five stages:
1. Study: The type of service learning will be circling around indirect service, community engaged
research and advocacy/public awareness projects. In this stage, students are required to conduct a
needs analysis to identify an issue using various online resources such as Moodle, Youtube video,
e-book, online articles, and social media.
2. Establishment: Based on the needs analysis, students will develop a blueprint as well as
instruments needed via digital mind map such popplet, zoom, teams, concept board or miro to
address the identified issues.
3. Realization: Students will carry out the project. At this stage, student engage and develop strong
relationships and a sense of responsibility for their communities while maintaining safe distances
with the community partner. Community engagement will be performed through non-direct
contact while preserving human connection through online platforms such as teams, whatsapp,
screencast-o-matic, powtoon and kinemaster.
4. Valuation: Students will be assessed virtually based on their proposal, oral presentation, video
presentation, report, and product showcase to measure their achievement. Rubrics are provided to
guide students on the degree of which a specific learning outcome has been achieved.
5. Expression: Students will reflect and evaluate the meaning of their service-learning experience
and the connections they have made.
Service Learning uses community service as the vehicle for the achievement of specific academic
goals and objectives (Sandaran, S. C., 2012). In this regard, service learning is different from
regular community service. It is tied to academic goals and curriculum, and explicitly encourages
students to reflect on their experiences while community service does not. The S.E.R.V.E model
gives students experiential opportunities to learn in real world contexts and develop skills of
community engagement, while using digital platforms to address community’s needs. In addition,
the S.E.R.V.E model supports faculty members by providing a real-world assignment to the more
theoretical material discussed in the classroom. Structured reflection activities centered on student
experiences, create additional opportunities for faculty members to guide student learning during
the COVID-19 pandemic. Finally, increased student and faculty members participation in the
community strengthens the relationship between academic institutions and their communities.
Community members gain valuable human resources needed to achieve community goals that
might otherwise not have the resources to undertake (Brandy 2011).
Although the main aim of this innovation is to contribute back to the community, this model also
display some commercialization potentials. The online recorded/ developed video can be
converted into podcasts, where anyone who is interested in the particular content can download
them for a small fee or follow the podcasts through RSS subscription. Audiences are not limited
to university students, as the content can be made available to anyone across the globe. In addition,
the interactive The S.E.R.V.E. model can also be converted into paid educational/ service apps
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and adopted by corporate players/ stakeholders to implement their corporate social responsibility
(CSR).
Acknowledgement
The authors would like to express their sincere gratitude to Taylor’s University for the support
and opportunity.
References
Bandy, J. (2011). “What is Service Learning or Community Engagement?” Vanderbilt University
Center for Teaching. Retrieved 19 April 2021, from https://cft.vanderbilt.edu/guides-sub-
pages/teaching-through-community-engagement/
Sandaran, S. C. (2012) Service Learning: Transforming Students, Communities and Universities,
Procedia - Social and Behavioral Sciences 66, 380-390.
Singleton, J. (2015). “Head, Heart and Hands Model for Transformative Learning: Place as
Context for Changing Sustainability Values” The Journal of Sustainability Education, 9, 1-
16.
530
SUSTAINABLE ONLINE PRACTICAL SESSION: A REFLECTION OF STUDENTS
MOTIVATION BASED ON THE ARCS MODEL APPROACH
Sumathi Balakrishnan
Taylor’s University, Selangor, Malaysia
Sumathi.balakrishnan@taylors.edu.my
Hemalata Vasudavan
Asia Pacific University of Technology & Innovation, Kuala Lumpur, Malaysia
Hemalata.vasudavan@apu.edu.my
Sahmalah Sakhtivel
Nexus International School Malaysia, Putrajaya, Malaysia
sakthivel.s@nexus.edu.my
Highlights: During this COVID-19 global pandemic, higher education had to go through an
inevitable transition from face-to-face session to online classrooms. Educators saw disruptions,
especially in the practical sessions. To encourage continuity of students' motivation during the
online practical lessons, many innovations were explored to increase the students' engagement in
teaching and learning. With the appropriate tools and online applications, practical lessons can be
conducted online without disrupting knowledge transfer. The ARCS model was used to
substantiate the impact of students' motivation during these sessions. Sustainable education of
online practical sessions needs this systematic approach. The ARCS model validates the learners'
motivation and caters for a sense of satisfaction that promotes learning transfer and sustainable
knowledge development.
Keywords: Online practical Lessons, ARCS Model
Introduction
With the pandemic, educators were required to upgrade their digital competency skill to shift from
face-to-face sessions to online classrooms. Without incorporating rich and high-quality media
content and interactive learning, students will lose motivation to learn. Therefore, for a start one
of the digital logic practical lesson was conducted using the Tinkercad
(https://www.tinkercad.com/dashboard) application and was validated according to Keller’s
ARCS Model. This model substantiates the motivation among the student and encourages
sustainable learnability during the online practical lessons.
Content
This systematic approach to cultivate student’s motivation in learning was applied to the
classroom content. The ARCS model (Keller, 1987), advocates not only stimulation but also
maintaining learners' motivation and sense of satisfaction that promotes learning. The four
categories of this model are Attention, Relevance, Confidence and Satisfaction. The ARCS Model
tends to offer valuable assistance to educators based on the benefit observed during the practical
lessons conducted. Below is the observation recorded based on the ARCS model categories.
1. Attention: Simulates the student’s interest to learn further. Since this application is available
online, it is very safe to conduct the digital circuit implementation without guidance. Unlike
in a lab, students must carry out their circuit implementation but under guidance. Although
they still adhere to the rules, it is safer to test it on a virtual platform.
531
2. Relevance: Digital platforms such as Tinkercad can be used to getting familiar with the digital
component without fear. Through online learning, students are given the individual
opportunity due to no resource restriction. Whereas in a physical lab environment, students
are working with limited resources. Updated hardware is also found in the application and this
embarks interest in students to explore the components such as Arduino.
3. Confidence: With online application, there is room for trial and error, learning efforts at their
own pace to complete the circuit implementation individually gives the students confidence
and meaningful opportunity. During the face-to-face practical lessons, group work is
compulsory due to resource limitations. With online simulations, students are given exclusive
experience with the circuit even if they do it in a group. Free riders also can be avoided.
Through online learning, the resources are not limited. Therefore, students independent
learning capabilities are stimulated.
4. Satisfaction: The ability to experience technology competence through completing the circuit
gives self-encouragement to explore more. In a face-to-face environment, students often get
frustrated, not due to wrongly implementing the circuit, but this happens due to malfunction
of mass-produced components such as LED, breadboard, IC and DIP switches. These will
lead to painstaking troubleshooting. Using Tinkercad, students circuit simulation works the
way they anticipated and gained recognition from peers intensifies the extrinsic motivation.
This satisfaction gained during this enjoyable experience encourages intrinsic motivation too.
The figure shows the submission of students work on half adder circuit implementation using
the 7408 and 7486 chips using Tinkercad. This rich-media application helps to motivate the
students' learning outcome.
Figure 1: Simulation of Half Adder Circuit Implementation Using The 7408 And 7486
Chips.
The benefit of the online compared to the face-to-face practical lessons is shown in Table 1. With
the correct application and tools online, the online practical classes can be a highly motivating
experience and cost-effective. Large labs, technician, logistics and storage can be minimized.
Lesson plans can include the ARCS model to substantiate the students' motivation for the subjects
that has online practical lessons. International students also have gained practical knowledge and
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experience. Motivation can be the driving factor to have a sustainable learning experience. This
improved and enhanced balance in education can be the new norm.
Table 1: Comparison between Physical Classroom and Online Practical Class for
Digital Circuit Implementation
Environment
Face-to-Face Classroom
Online learning
Applications
Safety
Safety- Lab Safety rules
applied and monitored till
class ends
Safety- Lab Safety rules
applied, and safety is assured
as it is using virtual voltage
and testing can be done
without supervision
Simulation-Higher
Voltages
Higher Voltage can cause
burns and hazardous
situation.
Only a virtual simulation.
Resources
Component-Not Sufficient
for individual
Component—sufficient for
many trial and errors
Space
Lab Space Constrain
Lab space not relevant
Logistics
Buying components
Not Applicable
Maintenance
Maintenance, storage
Not Applicable
Version
Version Update -Rasp Pi 1-4.
Students are forced to use an
older version
Students use updated
hardware.
Malfunctions
Some bulk components are
spoiled or malfunction, such
as breadboard and LED.
Not applicable
Information’s-Students
submissions
Accuracy-Possibility of
Human Error,
Accuracy is assured as
applications need a login,
Group Work
Free-Riders difficult to be
avoided
Free Rider avoided
References
Bolliger, D. U., Supanakorn, S., & Boggs, C. (2010). Impact of podcasting on student motivation
in the online learning environment. Computers & Education, 55(2), 714-722
Keller, J. M. (1987). Development and use of the ARCS model of instructional design. Journal of
instructional development, 10(3), 2-10
Zhou, X., & He, Y. (2020, April). Study on Application of ARCS Motivational Model on Cross-
Border E-Commerce Course Design. In International Conference on Mental Health and
Humanities Education (ICMHHE 2020) (pp. 288-293). Atlantis Press
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BORDERLESS - ACADEMIA. INDUSTRY. (A.I.) INTEGRATED LEARNING
ASSESSMENT: MOVING THE LEARNERS FROM "ONE COMFORT ZONE" TO
"GLOBAL LEARNING ZONE"
Kandappan Balasubramanian
School of Hospitality, Tourism & Events, Faculty of Social Sciences & Leisure Management,
Taylor’s University, Malaysia
Kandappan.balasubramanian@taylors.edu.my
Puvaneswaran Kunasekaran
School of Hospitality, Tourism & Events, Faculty of Social Sciences & Leisure Management,
Taylor’s University, Malaysia
puvaneswaran.kunasekaran@taylors.edu.my
Highlights: The recent global pandemic has propelled educators to rethink their learning cohorts
by applying innovative virtual and digital strategies. The educators should build new synergies in
the students learning space and one of the strategies is to redesign the learner’s assessment with
the integration of “Borderless - Academia. Industry. (A.I.)” which transforms the learners from
their “One Comfort Zone” – teachers-centric towards the “Global Learning Zone” where the
learners were assessed by global academicians and industry experts with the support of learning
platforms such as zoom, MS Team or others. This new assessment approach helps the learner’s
community to become resilient, build 21st century skills while they share and to predict the
industry transformation in future while they interact more closely with the future recruiters.
Lastly, these learning initiatives improve the quality of education (SDG4) through innovation
(SDG9) and borderless collaboration (SDG17) to learn from the global context.
Key words: Borderless assessment, industry-integrated assessment, SDG4, SDG17,
Future Resilience Skills
Introduction
The COVID-19 pandemic impact has created a milestone in the history of education with the
largest online movement of shifting the delivery approach within a short period. These sudden
changes intensely reshaped the way global education is delivered as Millions of learners were
affected during the closures. Globally people believe that the emergence of hybrid and new
adoption of online distance learning will persist even after pandemic to widen the equality in
education. (Ghada Refaat El Said, 2021). A new hybrid model of education is expected to emerge,
and, given the digital divide, new shifts in education approaches could widen equality gaps. A
recent study during the pandemic reported that the interruption of education in 31 countries should
not only focus on the delivery as well as on the assessment methods with some innovative
approaches according to the respective country context (Bozkurt et al., 2020). The current
scenario opens the challenges among the university educators to rethink their assessment strategy
as supportive practices to ensure the quality of education i.e. Sustainable Development Goals 4
(SDG4)by shifting from the traditional closed-books, time-limited examinations, to remote
assessments. The choice of remote assessment should not be an afterthought as it may define our
response to the current crisis and will affect Universities’ academic standards. Students’
performance, marks and final degree classification depend on assessment and we owe to set up
fair assessments in line with learning outcomes (Tim Burnett and Stefania Paredes Fuentes, 2020).
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With the advent of information and communication technology, educators have become
increasingly interested in adapting the interactive platform to engage the student learning activities
(Enriquez, 2010; Ifenthaler & Schweinbenz, 2013; Koile & Singer, 2008; Loveless, 2002).
Interactive technologies, including smartphones, tablets, apps, interactive whiteboards, and
classroom response systems, have generated active discussions that focus on students’ learning
performance and abilities (Gikas & Grant, 2013). The development of education applications
(apps) have supported educators to shift their Learning pattern from traditional classroom towards
the borderless and limitless classroom, whereby the students and educators communicate and
share ideas across the globe (Balasubramanian. K., 2017).
The virtual and digital strategy of moving towards the borderless Academia. Industry. (A.I.)
integrated learning assessment among the university students enabled the communication and
collaboration between students, academicians and industry experts in different countries. This
borderless assessment approach using learning technology (such as Zoom, MS Team and others)
will act as a bridge to move the learners from “One Comfort Zone” to “Global Learning Zone” by
bringing the global A.I. experts as “panels/jury members”. This initiative will develop 21st-
century competencies skills as well as become resilient in future. The pedagogical attributes of
activities in borderless assessment support an engaging and collaborative learning environment.
With the pandemic, it is important to embrace the campus as an ecosystem to build new synergies.
Connections made beyond the campus through partnerships with local and international
knowledge partners from academia as well as the industry makes learning resonant. The role of
education as an engine of our communities and cities, public and private sectors have an
opportunity to partner towards building new synergies between work and education, integrally
working together to help communities thrive (Meghanet al., 2020).
1. Description of your innovation / product development / design / process.
As an educator, we believe that the transformation in teaching and learning always happens
whenever there are any changes in generation and global impacts. Our teaching passion is to
engage, collaborate and inspire the students inside and also outside the classroom environment by
integrating the technology as enhancing teaching tools to have a right learning curve in all cohorts.
We implemented this “Borderless – A.I. (Academia. Industry.) integrated learning assessment
among our students by inviting the professors and industry experts within Asia region during this
pandemic time using the “Zoom and MS Team” learning applications to make a Paradigm shift
in the modules such as hospitality activity simulation exercise for the post-graduate students of
Taylor’s University as well as borderless teaching engagement with the another university in the
Philippines as “visiting professors”, we transformed their assessment towards similar concept with
inclusion of “Two-module combined Assessment” on total quality management and business
ethics modules of PhD students.
2. What is the context or background of the innovation / process?
o It allows students to expand their discussion and investigation beyond the walls of the
classroom
o It provides an opportunity for educators and students to collaborate and create
knowledge through interaction with a larger range of content globally by connecting
through virtually and sharing the research seminar topics with the global industry experts
and academicians.
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o It supports a social constructivist view of learning because it enhances students’ ability
to learn and apply content in context with other students.
o The borderless assessment can be moved to a real situation environment and the lecturer
uses the Zoom/MS Team app to share the information, monitor the learning space and
connect with the expert members.
3. Why are they important to education?
o Bring the World into the classroom
o Making International Experience and knowledge accessible to all
o Increasing Intercultural Competence and develop resilience skills
o Bridging the curriculum and technology by closing the gap between the industry players
and academic world
o Create a collaborative learning environment and cross-cultural study space
4. Please write any advantages of your innovation / product development / design / process
towards education and community.
o Use it to collaborate with other classroom (Borderless Classroom and Assessment)
o Enable participation for students outside of the classroom
o Enable better collaboration for online activities
o Virtually connecting the different stakeholders within the horizons of the education sector.
o Bridging the curriculum and technology in a impactful and new student learning
experience (SLx)
5. Please add any commercial value in terms of marketability or profitability of your
innovation / product development / design / process if any.
o Builds a stronger relationship with educator and learners globally
o Research cluster opportunities between other institutions and industry
o Open Learning Community – Life-long learning
o International and collaborative Learning Opportunities
Acknowledgement (if any)
We are entirely grateful to the immense and continuous motivation from the School of Hospitality,
Tourism and Events,
Faculty of Social Sciences and Leisure Management and the intensive support from the eLearning
(eLA) department of Taylor’s University.
References (Use APA format)
Balasubramanian, K. (2017). Moving towards borderless and limitless classroom: Blending
Skype, Nearpod and Quizizz applications in the teaching and learning. Proceedings of The
International University Carnival On E-Learning (IUCEL) 2017 (hal. 93). Bandar Baru
Nilai: Centre for Global Open Access Learning. Diambil kembali dari
http://creativecommons.org/licences/by-sa/4.0)
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Bozkurt, I. Jung, J. Xiao et al., “A global outlook to the interruption of education due to COVID-
19 pandemic: navigating in a time of uncertainty and crisis,” Asian Journal of Distance
Education, vol. 15, no. 1, pp. 1–126, 2020.
Enriquez, A. G. (2010). Enhancing student performance using tablet computers. College
Teaching, 58(3), 77- 84.
Ghada Refaat El Said, "How Did the COVID-19 Pandemic Affect Higher Education Learning
Experience? An Empirical Investigation of Learners’ Academic Performance at a
University in a Developing Country", Advances in Human-Computer Interaction, vol. 2021,
Article ID 6649524, 10 pages, 2021. https://doi.org/10.1155/2021/6649524
Gikas, J., & Grant, M. M. (2013). Mobile computing devices in higher education: Student
perspectives on learning with cellphones, smartphones & social media. The Internet and
Higher Education, 19, 18-26.
Ifenthaler, D., & Schweinbenz, V. (2013). The acceptance of tablet-PCs in classroom instruction:
The teachers’ perspectives. Computers in Human Behavior, 29(3), 525-534.
Innovating With Technologies - Creating The Borderless Classroom MOE Press Releases
25 April 2002. (n.d.). Retrieved from
https://www.moe.gov.sg/media/press/2002/pr25042002_print.htm
Koile, K., & Singer, D. (2008). Assessing the impact of a tablet-pc-based classroom interaction
system. Monograph of the 3rd Workshop on the impact of tablet PCs and pen-based
technology on education (pp. 73-80). West Lafayette, IN: Purdue University Press.
Loveless, A. (2002). Literature review in creativity, new technologies and learning. Bristol, UK:
NESTA Futurelab.
Skype Connects Teachers and Classrooms across the Globe | Business Wire. (n.d.).
Retrieved from http://www.businesswire.com/news/home/20110330005721/en/Skype-
Connects-Teachers-Classrooms-Globe Viewing the World As a Classroom. (n.d.).
Retrieved from http://www.cael.org/talent-crunch-blog/viewing-the-world-as-a-classroom
WeSt, C. (n.d.). Borderless via Technology. Retrieved from
https://www.nafsa.org/_/File/_/marapr10_feature_technology.pdf
Tim Burnett and Stefania Paredes Fuentes, University of Warwick, March 2020 – retrieved from
https://www.economicsnetwork.ac.uk/showcase/fuentes_assessment#Abstract dated 20,
April 2021.)
Meghan Webster, Patricia Nobre, Mark Thaler, Nathan Kim (2021): How Education Can Build
an Optimistic, Equitable Future June 17, 2020 | (Editor's note: This post is part of our
ongoing exploration of how design is responding to the COVID-19 pandemic, retrieved
from https://www.gensler.com/blog/how-education-can-build-an-optimistic-equitable-
future dated on 20th April, 2021.
537
‘NOT JUST WATCH’ INNOVATIVE VIDEO-BASED LEARNING FOR TODAY’S
DIGITALIZED COMMUNITY
Haniffa Beevi Binti Abdul Jaleel
Taylor’s University Lakeside Campus , Subang, Malaysia
haniffabeevi.abduljaleel@taylors.edu.my
Elangkovan Narayan Alagas
Taylor’s University Lakeside Campus , Subang, Malaysia
Elangkovan.Narayan@taylors.edu.my
Mohd Radzy Omar
Taylor’s University Lakeside Campus , Subang, Malaysia
mohdradzy.omar@taylors.edu.my
Highlights: Video-based learning is one of the highly utilised e-Learning tools for the Online
Learning Environment (OLE). Besides promoting student-centred learning video base learning
also aid slow learners to repeatedly view the content to clearly understand and achieve the learning
outcome. Having mentioned that, video learning can be a challenge to promote active learning.
The objective to improve and achieve pedagogical effectiveness, this project aims to redesign and
reimagine video-based learning to promote active learning for today’s digitalized community with
a focus on pedagogy.
Keywords: Video-based learning, Active learning, Student-centered learning, Online
Learning
Introduction
Video-based learning has become popular and known to the global education community which
is now focusing on technology-based learning in many institutions. They not only promote
flexibility but also aiding slow learners to repeatedly view difficult content as many times as they
want. With the surge in demand for online learning, the need for redesigning and innovate
traditional video-based learning is now prominent and become essential for students not just to
watch but absorb an active role by involving in the learning process.
Taylors University (TU) has incorporated the video into their Video Management System which
has been branded as ReWIND. The development of a video management system equips the video
learning to support active learning; various pedagogical strategies with attractive content design
have been applied to develop the impactful learning video. Moreover, each video-based learning
has been innovatively designed by incorporating the science of learning or how learning takes
place.
The Development of Innovative Video-Based Learning
The innovative ideas for video-based learning derived from the Science of Learning and
implementation of cognitive science in the teaching and learning field. The learning model has
been created based on the cognitive principles that answer all the key questions together with
implementing instructional learning theories to achieve those principles.
538
Following are the key questions that have been applied to build a framework for the innovative
ideas to developed Interactive Video-Based Learning.
Figure 1.0: Diagram on key questions that reflecting on cognitive principles.
(Deans for Impact, 2015)
The new Learning Model generated by answering the above questions.
Figure 2.0: Conceptual Learning Model on innovative video-based learning
Followed by the innovative methodology, the creative use of technologies also added value to this
product. Creativity is an integral element to make the video we produced relevant to these new
breeds of teachers and learners.
539
ADVANTAGE
The aim of this project is to create a new paradigm in video-based learning. Video Management
System Panopto integrated at Taylor’s Learning Management (TIMeS) was used as a platform to
develop to support active learning via activities. The creative implementation of cognitive
principles, learning theories, and a combination of technologies is expected to shift the traditional
video-based learning into innovative learning towards the digitalized community.
COMMERCIAL VALUE
The video is the method to deliver educational content through technology in education for higher
educational institutions. However, the traditional video-based learning does not meet the current
millennial expectation. Therefore, the innovative concept applied to create interactive video-based
learning that aligns with 21st-century teaching and learning methods. The video can bring the
content ‘alive’ thus increasing the student’s engagement in the learning process.
Moving forward, the innovative strategies on creating an instructional video will bring the
education industry a step above for the online learning field and life-long learning.
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E-LEARNING MODEL 3.0 IN THE ERA OF INTERNET OF EVERYTHING
Tee Wee Jing
Taylor’s University, Subang Jaya, Malaysia
WeeJing.Tee@taylors.edu.my
Goh Wei Wei
Taylor’s University, Subang Jaya, Malaysia
WeiWei.Goh@taylors.edu.my
Sukhminder Kaur
Taylor’s University, Subang Jaya, Malaysia
Sukhminder.Kaur@taylors.edu.my
Highlights: “e-learning model 3.0 in the era of Internet of Everything” focuses on the
implementation of e-learning in a hybrid learning environment using emerging technology with
seven key learning designs. Our case study shows that e-learning model 3.0 has effectively helped
students to find their purpose in life, become more self-aware and self-directed in their learning,
and develop leadership skills and to apply problem solving, creative and critical thinking skills to
design, develop a holistic solutions relevant to the society and real world needs.
Key words: e-learning, Internet of Everything
Introduction
In the coming of Alpha generation and emergence of exponential technology, we need to
reshape the education philosophy. Future is Schrodinger Cat and whether human civilization will
achieve Kardashev Type 1 civilization in the next 100 years, the key is education, as shared by
Nelson Mandela, “Education is the most powerful weapon which you can use to change the
world.” As Aristotle says, “Educating the mind without educating the heart is no education at all.”
Hence, we need a paradigm shift of education philosophy from focusing on productivity and skills
towards cultivating wisdom, love and being human. We need a collective shift from individualism
to collective survival, and the world need to shift from materialism to spiritualism. There is a
missing apex in Maslow Theory, i.e. Transcendence.
Content
The Internet of Everything (IoE) (Bandara and Ioraș, 2016) (Cisco, 2013) has four pillars: people,
process, data, and things with the aim of advancing the society toward IR 4.0 and the Society 5.0.
By integrating PBL with IoE and with emerging technology as a catalyst, higher education system
is making a quantum leap from traditional teaching and learning model towards a highly
collaborative, interactive and self-directed model for students in universities.
The Purpose Learning Framework (PLF)
e-learning model 3.0 in the era of IoE comprise the following three elements:
• Project-based Learning (PBL)
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• Purpose Learning (PL), and
• Taylor’s Graduate Capabilities (TGC)
Project-Based Learning (PBL) (Markham, Larmer, & Ravitz, 2003) is an effective means to
bridge the knowledge gap between theory and the real-world industry knowledge and skills. By
integrating industry competitions in PBL assignments, this hybrid approach is able to optimize
the learning outcomes of the students.
In Purpose Learning (PL) (Stanford2025, 2016), students declare missions and pursuit with the
purpose that fueled it in order to achieve the missions. By integrating the concept of Purpose
Learning into PBL, PBL can be reinvented to embed vision and mission in real industry
competition projects with the support from industry experts. Students use the project as a mean to
learn new knowledge and skills about the subject and achieve the mission. The idea is that students
learn best not during they attend lecture, but when they have their learning objective and work
towards the learning objectives.
The Taylor’s Graduate Capabilities (TGC) (Taylor's University, 2021) enhance university-level
education to meet the ever- changing demands of industry, community and globalisation. TGC
outlines the core knowledge, skills, abilities and qualities that students will develop at Taylor’s
University in order to equip the graduates to be industry-ready.
In this project “e-learning model 3.0 in the era of Internet of Everything”, we implemented and
redesign PBL assignments by integrating PL and TGS, and have implemented the following seven
key e-learning designs by utilizing and integrating the emergence technology and components of
IoE:
1. Purpose Learning is achieved via mentorship, continuous virtual coaching, sharing of
success stories, case
studies of successful projects, and inspirational talks and videos.
2. TGCs are developed via PBL embedded with various industry events, i.e. guest lectures,
expert forums, webinars, workshops, e-learning forums, industry competitions, etc.
3. Knowledge and resources are shared via various e-learning activities designed on TIMeS
(Taylor’s Integrated
Moodle e-Learning System), e.g. online quizzes, e-forums, videos, news, recorded lectures
and tutorials, etc.
4. Motivation and interaction is strengthened via online games and real-time gamification
assessment, e.g. digital badges, Hour of Code activities, Kahoot, etc.
5. Synchronous and asynchronous interactive e-learning and m-learning activities (polls,
video, quiz, drawing,
online reading and research, feedback, and notes) are implemented via Nearpod with
automated reporting.
6. Social learning and real time communication between learners and facilitators are
implemented via social
media such as Facebook (group, page and messenger), WhatsApp, Skype, Zoom,
Microsoft TEAMS and emails.
7. Lifelong learning is achieved via MOOC and industry certifications, e.g. Udacity
nanodegrees, MITx, edX, Coursera, Khan Academy, TEDx, etc.
Impact
At the School of Computer Science and Engineering (SCE), Faculty of Innovation and
Technology (FIT), Taylor’s University, we examined student learning experiences and learning
542
outcomes through real industry competition in a case study that embedded into modules
assignments. Some key achievements from 2017 to 2021 are as below:
1. 2021, a team won First Runner-Up in Hilti Global IT Competition 2021 with innovative
ideas, design and solutions for remote work and collaboration in the construction industry.
2. 2021, a team won Top 10 Finalists in Hilti Global IT Competition 2021 with innovative
ideas, design and solutions for remote work and collaboration in the construction industry
3. 2021, a team won 3rd place for the Alibaba Cloud Developer Initiative 2021 competition.
4. 2021, a team won top 10 finalists in the MCM Unipreneurship Development Grant 2021.
5. 2020, two girls’ team won Champion in Code4Life Inter-University IT Virtual Hackathon
2020 by Roche.
6. 2020, the Movement team comprised of 3 students from SCE won 1st Runner-up in
Alibaba Global Challenge.
7. 2020, the team Fitee won 4th Runner-up in Alibaba Global Challenge 2020.
8. 2019, three degree students won 3rd runner up at Huawei ICT Competition Malaysia 2019.
9. 2019, five students from Foundation In Computing won 1st runner up in International Hilti
IT Competition 2019.
10. 2018, four degree students won 1st runner up in IDEATHON category at NASA Space
Apps Challenge Kuala Lumpur 2018.
11. 2018, four degree students won 1st runner up at NEM Merdeka Hackathon 2018.
12. 2017, five degree students won Champions in NASA Space Apps Challenge 2017
(Ideathon – 10 Categories).
13. 2017, four students from Foundation in Computing won Champions in NASA Space Apps
Challenge 2017 (Ideathon – Social Networking Services).
Conclusion
In a nutshell, with the emergence of IoE, educators at universities are facing further challenges on
how to integrate emerging technology into the area of learning, teaching, and facilitating with the
aim to optimize learning outcomes. In this project, results have shown that this e-learning model
3.0 can enable students to learn effectively and ultimately find their purpose in learning and life,
as said by Allan Bloom, “Education is the movement from darkness to light”.
References
Bandara, I., & Ioraș, F. (2016). “THE EVOLVING CHALLENGES OF INTERNET OF
EVERYTHING: ENHANCING STUDENT PERFORMANCE AND EMPLOYABILITY IN
HIGHER EDUCATION”. INTED2016 Proceedings.
Cisco (2013). “Education and the Internet of Everything”. Education IoE Whitepaper.
Markham, T., Larmer, J., & Ravitz, J. (2003). Project based learning handbook: A guide to
standards-focused project based learning (2nd Ed.). Novato, CA: Buck Institute for
Education.
Rubens, N., Kaplan, D., & Okamoto, T. (2011). E-Learning 3.0: anyone, anywhere, anytime,
and AI. International Workshop on Social and Personal Computing for Web-Supported
Learning Communities (SPeL, Dec 2011)
Stanford2025. (2016). Purpose Learning. Retrieved from
http://www.stanford2025.com/purpose-learning/
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Taylor's University. (2021). Taylor’s Graduate Capabilities. Retrieved from
https://university.taylors.edu.my/en/teaching-learning/taylors-graduate-capabilities.html
TeachThought, (2013, March 23), 8 Characteristics Of Education 3.0. Retrieved from
http://www.teachthought.com/pedagogy/8-characteristics-of-education30/
Tee, W. J. (2018). Project-Based Learning for Building Work and Life Skills in Line With TGC
and Purpose Learning. In Tang, S. F., & Lim, C. L. (Eds.), Preparing the Next Generation
of Teachers for 21st Century Education (pp. 109-125). IGI Global. http://doi:10.4018/978-
1-5225-4080-9.ch007
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APPLICATION OF LEARNING ANALYTICS IN BIOTECHNOLOGY VIRTUAL
WORKSHOP SERIES: DEVELOPMENT AND VALIDATION OF A PREDICTION
MODEL FOR TARGETED OUTREACH AND ENGAGEMENT
Yap Wei Hsum
School of Biosciences, Taylor’s University, Subang Jaya, Selangor, Malaysia
weihsum.yap@taylors.edu.my
Wong Chee Sien, Lai Zee Wei, Lee Khai Wooi, Nallammai Singaram, Mah Siau Hui, Ng
Jeck Fei
School of Biosciences, Taylor’s University, Subang Jaya, Selangor, Malaysia
khaiwooi.lee@taylors.edu.my; zeewei.lai@taylors.edu.my;
nallammai.singaram@taylors.edu.my; siauhui.mah@taylors.edu.my;
cheesien.wong@taylors.edu.my; jeckfei.ng@taylors.edu.my
Highlights: Although Biotechnology has been regarded as the driver of the nation’s economy,
awareness in this field among the public remains low. Dissemination of effective and engaging
content to key stakeholders would be essential to drive interest in Biotechnology. This study
aimed to develop and validate a prediction model to evaluate targeted outreach and engagement
of a series of Biotechnology virtual workshops in COVID-19 pandemic research using learning
analytics. The analysis can be used to target wider dissemination on the renewed focus of
Biotechnology in research and education, thereby increasing the STEM population in Malaysia.
Key words: Biotechnology; COVID-19; Virtual workshops; Analytics; Predictive model;
The country has seen significant progress since the inception of biotechnology policies and
initiatives (Arujanana and Singaramb, 2018). Nevertheless, the awareness for Biotechnology
among the public and stakeholders is still low. Recently, there is an increasing shift of the efforts
in promoting science and Biotechnology education through virtual workshop series to disseminate
essential information and engage key stakeholders’ interest in the field. Nevertheless, it is difficult
to measure participants’ engagement in the web-based learning systems. A predictive model can
help guide the understanding on topics that are able to drive interest and create more engagement.
This innovation described the development of prediction model which encompasses 3 stages (Data
Collection, Model Creation and Validation) (Figure 1) for evaluation on the Biotechnology
Virtual Workshop Series organized by academics from Taylor’s University School of
Biosciences. The Virtual Workshop Series featured video recordings ranging from the detection
of SARS-CoV-2 with CRISPR diagnostics, development of nanoparticles as potential antiviral
agents, to plant-based vaccines and industrial manufacturing processes.
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Figure 1: Predictive modeling for targeted workshop engagement in Science and Biotechnology
education
The study engaged separate groups of high school students who have or have not participated in
the virtual Biotechnology workshop series and their understanding level on different
Biotechnology topics was collected. Data was stored as training dataset and it was used for
creation of prediction model using K Means Clustering and Decision Tree algorithms (Shaymaa
et al., 2015). The accuracy of each algorithm was determined to choose the best algorithm for the
prediction model. Then, the prediction model was validated by predicting the understanding and
interest of another group of high school students who were or were not engaged in the workshop
series. Data was collected and used as test dataset. This test dataset was used to predict the
understanding and interest level by using the existing prediction model. The predicted and true
understanding were then compared by using Confusion Matrix algorithm to prove the validity of
prediction model (Thaddeus et al., 2015).
Our data showed that the predictive model can be used to inform significant level of targeted
engagement in the workshop series. In addition, it was shown that the workshop topics associated
with disease diagnosis and treatment have gained the most significant interest in terms of audience
retention and watch time. The findings from this study could potentially be used to model the
level of knowledge and interest in specific topics, which serve to drive wider publicity on its role
in advancing Biotechnology education and awareness. Although this project only focused on
Biotechnology, this model can be replicated and transferable to other disciplines.
References
Arujanana, M, Singaram, M (2018). The biotechnology and bioeconomy landscape in Malaysia.
New Biotechnology 40 (2018) 52–59.
Shaymaa, S, Tsunenori, M, Kazumasa, G, Sachio, H 2015, ‘A Predictive Model to Evaluate
Student Performance’, Journal of Information Processing, vol 23, no. 2, pp. 192-201.
Thaddeus, O, Wilson, C, George, O 2015 ‘A Model for Predicting Students’ Academic
Performance using a Hybrid of K-means and Decision Tree Algorithms’, International
Journal of Computer Applications Technology and Research, vol. 4, no. 9, pp: 693-697.
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PROGRAMING LEARNING VIA GAMING EDUCATION: ROBLOX GAME FOR
ELEMENTARY SCHOOL STUDENTS
Izatul Husna Zakaria1
Universiti Utara Malaysia, Kedah, Malaysia
izatul.husna.zakaria@uum.edu.my
Muhammad Fauzan Zainuldin2, Golam Md Mohiuddin3
Albukhary International University, Kedah, Malaysia
fauzan.zainuldin@student.aiu.edu.my2
golam.mohiuddin@student.aiu.edu.my3
Highlights: It is difficult for students to understand the concept of programming, and other
requirements to produce a program such as programming environment, language syntax
knowledge, problem understanding debugging, variables, algorithms and mathematical language.
Kids love video games that involve friends. ROBLOK-games are a free online game platform
where kids can create games and play with friends. This develop module is suitable for primary
school students to understand the basic concepts of producing programming when they need to
choose several icons and steps to create an online game.
Key words: Programming, game-learning, elementary school student, Malaysia, E-learning.
Introduction
Educators are increasingly realizing that teaching coding to children will not only help them
understand how information technology works, but will also provide them with an ability for
potential opportunities and careers. Different thinking skills and fields of knowledge are needed
for programming processes. There is a research void in the effort to discover the direct or indirect
efficacy of learning–teaching processes in elementary programming education.
Content
Roblox is a global platform that brings people together through play. Roblox is an online
game platform and game creation system developed by Roblox Corporation. It allows users to
program games and play games created by other users. The COVID-19 pandemic has affected
Roblox in numerous ways. Due to quarantines imposed by the pandemic limiting social
interaction, Roblox is being used as a way for children to communicate with each other.
One of the most noted ways that this method of communication is being carried out is the
phenomenon of birthday parties being held on the platform. COVID-19 has caused a substantial
increase in both the platform's revenue and the number of players on it, in line with similar effects
experienced by the majority of the gaming industry, as players forced to remain indoors due to
COVID-19 lockdowns spent more time playing video games.
Description of process
The aim of using games in this context is to teach students something serious and
complicated, such as programming, while having fun creating and playing games. Apply Roblox
game will give student understanding on variables, algorithm, programming language and
software.
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Context or background of the process
Figure 1: Creating map game in Roblox, Grand Theft Auto V online and Hobbo Hotel.
Figure 1 show example of game create in Roblox that can be used to instruct students on
programming learning. It a comparison 1: 1 between in game module setup and life learning based.
In this chapter, student will be expose to several basic term in programming that are variable,
algorithms, programming languages and software.
Variable: A piece of information in a program that we want to store and can be change by time.
Algorithms: Instructions designed to simply process whether that be writing a word document or
connecting to a website.
Programming Language: A computer program is written using a programming language which
allows a computer scientist to teach a computer how to achieve a result.
Software: Software is created using a programming language and non-physical part of a computer.
Important to education
Building an interactive and up -to -date learning syllabus appropriate to the age group is
important to ensure that students can understand why a subject is run and not just get output. The
information learned must be knowledge that is in line with the talents of students to cultivate
interest in a field. Game based programming with storytelling increased motivation for
programming for students in school.
Advantages of process towards education and community
Apply Roblox game has impacted tons of students positively. A large number of students
want take part in game-based programmes and activities. We can encourage student’s community
activities such as science fairs, student project exhibitions and open workshops. Students can
participate in student competitions and events. We want to redefine and reimagine education by
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changing the child’s mind not to see learning as a hurdle, but a vehicle that one takes to fulfil their
dreams. When students produce a simple game, they have actually built a software which causes
them to unknowingly know some steps to build software. So it is easier for the instructors to
explain the terms used based on the practice they have done.
The relentless outbreak of Covid 19 in Malaysia has raised concerns among parents about
their children's education. The use of Roblox games in the world is also increasing when people
are forced to confine themselves at home. This situation can be used by parents to teach their
children about coding and creating software. Furthermore, Roblox is a free online game, we are
sure every parent can afford to use to their child as a teaching material.
Commercial value in terms of marketability or profitability of process
The relentless outbreak of Covid-19 in Malaysia has raised concerns among parents about
their children's education. The use of Roblox games in the world is also increasing when people
are forced to confine themselves at home. This module can be used by parents to teach their
children about coding and creating software. Furthermore, Roblox is a free online game, we are
sure every parents can afford to use to their child as a teaching material.
References
Ugur Tevfik Kaplancali, Zafer Demirkol, Teaching Coding to Children: A Methodology for
Kids 5+, International Journal of Elementary Education. Vol. 6, No. 4, 2017, pp. 32-37. doi:
10.11648/j.ijeedu.20170604.11
Taylor MS, Vasquez E, Donehower C. Computer Programming with Early Elementary Students
with Down Syndrome. Journal of Special Education Technology. 2017;32(3):149-159.
doi:10.1177/0162643417704439
Durak HY, Guyer T. Programming with Scratch in primary school, indicators related to
effectiveness of education process and analysis of these indicators in terms of various variables.
Gifted Education International. 2019;35(3):237-258. doi:10.1177/0261429419854223
C. Kelleher, R. Pausch and S. Kiesler, Storytelling Alice. Motivates Middle School Girls to
Learn Computer Programming, Proceedings of the SIGCHI Conference on Human Factors in
Computing Systems, 2007, pp. 1455–1464.
Roblox Online Game setup, https://education.roblox.com/en-us/resources/battle-royale/project-
setup
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LOST BOY CALCULIC ADVENTURE (LBCA): A GAME BASED LEARNING APP
FOR YEAR 1 DYSCALCULIC CHILDREN
Subashini Annamalai
Universiti Utara Malaysia, Kedah, Malaysia
subashini@uum.edu.my
Dhesini Peraba Anand, Irma Ramli
Universiti Utara Malaysia, Kedah, Malaysia dhesiniperabaanad@gmail.com,
irmaramliii@gmail.com
Highlights: Lost Boy Calculic Adventure (LBCA) is an educational mobile game that was
developed to help the Year 1 dyscalculic children to learn Mathematical skills in a fun and
engaging way. It was developed based on the topics covered by the Year 1 Mathematics
syllabus. Its purpose is to help the Year 1 dyscalculic children to identify basic math numbers
and symbols, to improve their Mathematical arithmetic skills especially in addition and
subtraction, and to expose them with counting money and reading time.
Key words: Dyscalculia, Mathematics, Year 1, arithmetic skills, mobile game, LBCA
Introduction
Dyscalculia is a disorder that causes difficulties in learning mathematical concepts, performing
arithmetic operations, memorizing mathematical terms, and understanding how mathematical
formulas and arguments are formulated (Jerin, Zaki, Mahmood, Rochee & Islam, 2020).
Common effects of dyscalculia include difficulty with number sense, fact and calculation, and
mathematical reasoning (Doyle, 2010). This may present as difficulty linking numbers and
symbols to amounts and directions, making sense of money, or telling time on an analogue clock.
Researches claims that Mobile applications support children with dyscalculia to complete a
bigger number of activities and enhance their mind mapping capacities (Skiada, Soroniati,
Gardeli, & Zissis, 2014). It has been discovered that Dyscalculic children learn better through
instructive amusements and fun learning tools (Juliet & Nagavalli, 2015) and mobile games
could be used as an informal teaching method for the dyscalculic children (Ariffin, Halim,
Arshad, Mehat, & Hashim, 2019).
Lost Boy Calculic Adventure (LBCA) is an educational mobile game that was developed
to improve Mathematics skills of Year 1 dyscalculic students. LBCA was developed based on
the Year 1 Mathematics syllabus and is expected to help reinforce skills and topics as well as to
motivate students to do more Mathematical skills at anytime and anywhere. The purpose of this
mobile game-based learning application is to help dyscalculic children to identify basic math
numbers and symbols, to improve their Mathematical arithmetic skills especially in addition
and subtraction, and to expose them with counting money and reading time. LBCA was
developed with multimedia elements such as animation, sound and narration, text, video, and
graphic.
Content
LBCA was designed and developed using ADDIE (Analysis, Design, Develop,
Implement and Evaluate) Model. It's developed using UNITY software and is very consistent
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in term of all the game elements such as buttons, labels, wording and the interface format. It
has 16 levels which 16 different themes. Each level represented each chapter that based on the
Year 1 Special Education Mathematics syllabus. In order to install this mobile game, it required
Android version 6.0 and above. This mobile game was developed in English language and it can
be used without internet connection. LBCA is an effective pedagogical tool for dyscalculic
children to learn Mathematic. It does not only emphasize on the assessment but also has tutorial
videos to guide the children in learning process. Not only that, feedbacks can be seen in many
places such as starting instruction, correct and incorrect feedback, level completion and rewards.
By adopting LBCA on teaching Mathematics lesson to the dyscalculic children, it brings
the benefit to students and leads them to have a positive attitude towards Mathematics. It helps
the Year 1 dyscalculic children to identify basic math numbers and symbols, to improve their
Mathematical arithmetic skills especially in addition and subtraction, and to expose them with
counting money and reading time. It also increases the students’ motivation and active
participation. It can assist the teachers and parents on the teaching and learning process of the
dyscalculic children. Therefore, LBCA give a new and desirable kind of experience for the
special need student in learning Mathematics and provide an opportunity to improve on the
traditional classroom teaching using game-based learning.
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The following figures are the interfaces of Lost Boy Calculic Adventure mobile game.
Figure 1. Main Menu
Figure 2. Levels
Figure 3. Game Interface
Figure 4. Question Interface
Figure 5. Feedback Interface
References
Ariffin, M.M., Halim, F.A.A., Arshad, N.I., Mehat, M., & Hashim, A.S. (2019). Calculic
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Kids© Mobile App: The Impact on Educational Effectiveness of Dyscalculia Children.
International Journal of Innovative Technology and Exploring Engineering, 8 (8S), 701-
705.
Doyle, A. (2010). Dyscalculia and mathematical difficulties: implications for transition to
higher education in the Republic of Ireland.
University of Dublin Trinity College.
Jerin, J.Q., Zaki, T., Mahmood, M., Rochee, S.K., & Islam, M.N. (2020). Exploring Design
Issues in Developing Usable Mobile Application for Dyscalculia People, Emerging
Technology in Computing, Communication and Electronics (ETCCE), 1-6.
Nagavalli, T., & Juliet, P. (2015). Technology For Dyscalculic Children. SALEM, 16, 1-10.
Skiada, R., Soroniati, E., Gardeli, A., & Zissis, D. (2014). EasyLexia: A Mobile Application
for Children with Learning Difficulties, Procedia Computer Science, 27, 218-228.
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DEVELOPING GRAPHS AND CHARTS INSTRUCTIONAL VIDEO IN TEACHING
AND LEARNING DUE50032: COMMUNICATIVE ENGLISH 3 AT UNGKU OMAR
POLYTECHNIC, 2021
Nuraisha Hajar binti Nadzri
Ungku Omar Polytechnic, Ipoh, Malaysia
nuraisha@puo.edu.my
Nur Diyana binti Mohd Raya, Syafawati Noorhafizah binti Adnan Adil
Ungku Omar Polytechnic, Ipoh, Malaysia
nur_diyana@puo.edu.my, syafawati@puo.edu.my
Highlights: The accelerated use of video in higher educational settings has resulted in video-
sharing sites to be filled with both amateur and professional videos covering a wide selection of
topics. The existence of abundant videos however, serves as a challenge for polytechnic lecturers
to identify video resources and instructional strategies that can be effectively used in covering all
of the intended lesson outcomes of a subject. On this basis, the innovation is designed in a form
of a video that captures lecture content specifically for topic on Graphs and Charts in DUE50032:
Communicative English 3 by developing the appropriate instructional strategy and pairing it with
comprehensive media format to boost students’ engagement and give directions in completing
their tasks.
Key words: video resources, instructional strategies, effective media format
Introduction
Since years ago, video-based learning has been used as an educational tool in assisting
classroom teaching. Likewise, the current pandemic faced by the whole world has forced both
students and lecturers to accommodate teaching and learning online. This has most notably created
a rapid growth in changing the learning environment and increasing video use in education.
Researchers have also noted a burst in online courses and a swiftly changing understanding of
how video can be used effectively to enhance learning (Schneps et al. 2010).
After one full semester of teaching online, polytechnic lecturers have had some reflections
on the vital and key questions that explore numerous undertakings to improve and develop
materials that could better help students to understand their lessons. This leads to video being one
of the most impactful media tools to create a tangible difference in the polytechnic education. An
effective and comprehensive video could possibly have a great impact on students’ engagement
with the course itself and indirectly assist their learning process. However, most crucially, it is
aimed to help students at all levels to grasp the lesson at their own pace.
Description of the Innovation
The video depicts the important elements of graph and chart and methods to create a good
graph and chart by including all of the essential elements. Students are initially briefed on the
types of graph and chart, the appropriate types to be used in representing certain data and followed
by the important elements that should be included to make them complete. The video focuses on
three types of graph and chart which are pie chart, bar graph and line graph. It further discusses
five important elements a graph should have, which are Title, Label for axes (X and Y), Legend
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and Data as well as three important elements a chart should have, which are Title, Legend and the
Percentage. The video then demonstrates the step by step progress on creating a graph and a chart
that include all of the important elements discussed in an easy, comprehensive and interactive
way. The duration of the full video is 10 minutes, but it can be divided into three sections which
lasted around three to four minutes each. Below is the chronological arrangement of the video
content:
Figure 1: Video Timeline
Background of the Innovation
In DUE50032: Communicative English 3 course, students are required to prepare raw data
from various sources of information and display the prepared data in suitable graphic forms. This
task is usually done in a face to face classroom setting, where the students are guided step by step
by the lecturers in creating the graphs and charts by including all of the important elements. Instant
feedbacks are then given by the lecturers by looking at the students’ work. Going online due to
the pandemic, the lesson is taught by showing the steps in PowerPoint slides to the students. It is
remarkably apparent in their presentation that this is not an effective way of teaching this
particular unit after noting that their graphs or charts are not appropriately chosen and missing
some of the important elements.
It is the lecturer’s task ‘to create a coherent narrative path through the mediated instruction
and activity set such that students are aware of the explicit and implicit learning goals and
activities in which they participate’ (Anderson et al., 2001). Students should be given the
opportunity to learn better via multiple sources, and in regards to the current situation, the online
class where they could listen to the lecturer’s oral explanations, can now be paired by viewing the
developed visual media. The usual manual of step by step ways on how to create a graph or chart
is now aided with a video that shows them how to do it visually, where they can also pause and
digest at their own pace.
Advantages of the Innovation
The use of video allows more efficient processing and memory recall. This fulfils the aim of
this innovation, which is to produce supportive material in relation to students’ learning task to
ensure that they are able to fulfil all of the criteria needed in their presentation. There is no
commercial value in terms of marketability or profitability of this innovation, however, it could
be used by all 36 Malaysia Polytechnics offering the subject.
Acknowledgement
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We are grateful for the opportunity to work with the Instructional Development and Multimedia
Unit (UIDM), Ungku Omar Polytechnic in developing and creating the video.
References
Anderson, L.W. (Ed.), Krathwohl, D.R. (Ed.), Airasian, P.W., Cruikshank, K.A., Mayer, R.E.,
Pintrich, P.R., Raths, J., & Wittrock, M.C. (2001). A taxonomy for learning, teaching, and
assessing: A revision of Bloom's Taxonomy of Educational Objectives (Complete edition).
New York: Longman.
Schneps, M. H., Griswold, A., Finkelstein, N., McLeod, M. and Schrag, D. P. (2010), Using
video to build learning contexts online, Science.
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E-SULAM INNOVATIVE: MUALIM2021
Mardzelah binti Makhsin
Pusat Pengajian Pendidikan
Universiti Utara Malaysia
mazfaniy@uum.edu.my
Mohd Fadhil bin Aziz, Muhammad Ikram Bin Che Mee, Mohamad Fadhli bin Ilias
Abdul Rahman Bin Hamzah, Suhaila bt Bahadon, Hariza Izuany bt Hashim
Pusat Pengajian Pendidikan
Universiti Utara Malaysia
E-SULAM INNOVATIVE: MUALIM2021 mengaplikasikan Pedagogi Service-Learning yang
mana pelajar bertindak sebagai pemberi perkhidmatan yang menggunakan ilmu dan kemahiran
yang dipelajari di dalam kursus akademik untuk memberi perkhidmatan berdasarkan kehendak
komuniti iaitu Guru-Guru KAFA negeri Kedah yang diadakan secara dalam talian.
MUALIM2021 melibatkan kursus SGDI5053 dan VKMB2041. Projek ini dianjurkan UUM
dengan kerjasama UHAMKA, Universiti Malaysia Perlis, Kolej Komuniti Langkawi, Jabatan
Agama Islam Negeri Kedah, PERKIM Langkawi, AKSARA Perlis dan JINGGA13. Antara
pengisian dalam program ialah sesi perkongsian ilmu melalui 10 slot ucaptama dan turut
mendapat publisiti dan liputan media di UUM, UNIMAP, Radio Kedah dan akhbar Utusan.
Kata Kunci:E-SULAM INNOVATIVE, Pendidikan Islam, Service Learning, Komuniti, Kreativiti,
Inovasi
Pengenalan:
Service-Learning menggunakan pembelajaran yang berpusatkan pelajar, dibentuk melalui
pengalaman pelajar menjalani aktiviti di lapangan. Pembelajaran melalui pengalaman ini
bertujuan melibatkan individu secara aktif (Andrew Furco & Shelley H.Billig 2002) dan merujuk
kepada pengalaman pendidikan yang disusun secara berstruktur (Pamela Steinke & Peggy Fitchy
2007; Seifer SD & Connors K. 2007). Manifestasi falsafah pendidikan menyenaraikan Service-
Learning sebagai satu kaedah juga amalan pengajaran dan pembelajaran (Kamisah Osman 2011)
yang berimpak tinggi (HIEP–High Impact Educational Practice) di universiti-universiti
terkemuka dunia (Najah Nadiah Amran & Hamdi bin Ishak 2017). Ini kerana kaedah ini
menyediakan peluang yang berharga kepada pelajar untuk melalui pembelajaran berdasarkan
pengalaman di dunia nyata. HIEPs adalah amalan pendidikan berimpak tinggi yang berupaya
meningkatkan penglibatan pelajar dari segi tingkah laku, emosi dan kognitif, bersifat integratif
dan connected. Namun dalam era pandemik Covid-19, pembelajaran Service Learning dijalankan
secara dalam talian dengan diperkenalkan E-SULAM INNOVATIVE yang mengaplikasikan
Pedagogi Service-Learning, yang mana pelajar bertindak sebagai pemberi perkhidmatan yang
menggunakan ilmu dan kemahiran yang dipelajari di dalam kursus akademik untuk memberi
perkhidmatan kepada komuniti yang telah dikenalpasti. Perkhidmatan yang diberikan perlu
melibatkan penggunaan teknologi ICT sebagai medium penyampaian perkhidmatan kepada
komuniti.
E-SULAM INNOVATIVE: MUALIM2021 (Membangun Ummah Aktif Lestari Inovasi
Pendidikan Islam Masa Kini) dirangka berdasarkan kehendak komuniti iaitu Guru Kelas Al-
Quran dan Fardhu Ain (KAFA) negeri Kedah yang diadakan secara dalam talian selama 5 siri
pertemuan bermula 5 Mac 2021 hingga 2 April 2021. Seramai 60 orang guru-guru KAFA Negeri
Kedah dalam projek ini. MUALIM2021 melibatkan kursus SGDI5053 dan VKMB2041. Pelajar
SGDI5053 berperanan sebagai jurulatih Bengkel Inovasi Pendidikan Islam berasaskan
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pembelajaran teknologi: mentimeter, Google meet, voice thread, kahoot, telegram, youtube,
Socrative, google form, facebook dan quizizz. Manakala pelajar VKMB2041 pula bertindak
sebagai pelaksana program dalam mengendalikan acara majlis, moderator dan pengurus promosi
serta secretariat. Projek ini telah mendapat kelulusan Dekan Pusat Pengajian Pendidikan dan
Pengarah Pusat Pendidikan Profesional dan Lanjutan (PACE) serta kerjasama dengan UHAMKA,
Universiti Malaysia Perlis, Kolej Komuniti Langkawi, Jabatan Agama Islam Negeri Kedah,
PERKIM Langkawi, AKSARA Perlis dan JINGGA13. Antara pengisian dalam program ini juga
ialah sesi perkongsian ilmu melalui 10 slot ucaptama yang disampaikan oleh pakar bidang terdiri
daripada pensyarah UUM, UNIMAP, UHAMKA Indonesia, AKSARA Perlis dan JINGGA13.
Projek E-SULAM INNOVATIVE MUALIM2021 turut mendapat publisiti dan liputan media di
UUM, UNIMAP, Radio Kedah dan akhbar Utusan Malaysia pada Jumaat, 12 Mac 2021. Projek
ini amat penting kepada komuniti Guru-Guru KAFA dalam meningkatkan kemahiran pengajaran
berasaskan teknologi di era norma baharu dalam Pendidikan Islam.
Terdapat beberapa isu yang boleh ditangani melalui projek ini. Antara isu-isu tersebut adalah
seperti berikut:
1. Mengatasi masalah kurang kesediaan dalam kalangan guru KAFA untuk mendepani
proses pengajaran dan pembelajaran secara atas talian.
2. Mereka memerlukan sesuatu yang menarik dan terkini untuk memastikan pelajar
mengikuti proses pengajaran dan pembelajaran serta objektif pembeajaran dapat dicapai.
3. Pelajar memerlukan sesuatu yang interaktif berbanding kaedah tradisional yang biasa
digunakan oleh guru didalam kelas.
4. Untuk menjadi guru yang kreatif dan inovatif memerlukan sumber inspirasi atau pencetus
seperti yang akan dilaksanakan dalam projek ini.
Objektif E-SULAM INNOVATIVE: MUALIM2021 adalah:
1. Menghasilkan Modul Pembelajaran Digital menggunakan Web 2.0 bagi
mewujudkan pembelajaran interaktif
2. Meningkatkan ilmu dan kemahiran pelajar dalam melaksanakan program Bersama
komuniti.
3. Melaksanakan aktiviti perkongsian ilmu kepada Guru Kelas Al-Quran dan Fardhu
Ain (KAFA) Daerah Langkawi berkaitan 10 Aktiviti Online Learning yang boleh
digunakan semasa PDPR.
Memandangkan Wabak Covid 19 belum pulih, projek ini akan di adakan secara atas talian iaitu
dengan menggunakan Aplikasi Webex untuk sepanjang proses perkongsian ilmu bagi setiap
ucaptama dan bengkel kepada komuniti guru KAFA. Pendekatan e-SULAM ini akan membuka
minda peserta dalam memahami dengan lebih jelas berkaitan pembelajaran atas talian, cabaran
dan persediaan melalui slot ucaptama yang telah di jadualkan. Selain itu, antara tujuan utama e-
SULAM juga merupakan usaha kementerian pengajian tinggi untuk memastikan pelajar-pelajar
Institut Pendidikan Tinggi turut terlibat dalam memberikan khidmat dalam bidang yang diceburi
kepada komuniti yang memerlukan. Khidmat pelajar dalam projek ini ialah mengadakan bengkel
aktiviti web 2.0 kepada komuniti guru KAFA negeri Kedah yang akan mendatangkan manfaat
kepada mereka untuk menggunakan krativiti dan inovasi dalam menghasilkan modul
pembelajaran yang interaktif. Bengkel berkaitan aktiviti pembelajaran secara atas talian yang
diberikan juga dapat digunakan oleh guru KAFA untuk menyahut seruan kerajaan yang telah
menganjurkan pengajaran dan pembelajaran di rumah (PDPR) sepanjang penularan wabak Covid
19 ini sekaligus dapat membantu guru-guru KAFA yang menghadapi cabaran atau kurang
kemahiran dalam menggunakan aplikasi bagi pembelajaran atas talian. Manfaat projek ini bukan
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sahaja daripada 60 orang peserta yang dipilih, malah mereka merupakan wakil dari pusat-pusat
KAFA yang akan meneruskan perkongsian kemahiran yang diperolehi kepada guru-guru dari
pusat KAFA masing-masing. Untuk maklumat lengkap berkaitan E-SULAM INNOVATIVE:
MUALIM2021 bolehlah dirujuk dalam ruangan padlet berikut:
https://padlet.com/fadhilkklk/az5q4isnn06t7wyg
Penutup
Pembelajaran berasaskan perkhidmatan dalam Program khidmat masyarakat yang mengabungkan
pelajar Sarjana dari Pusat Pendidikan Islam UUM (PPS) dan pelajar Sarjana Muda dari Pusat
Pendididkan Profesional dan Lanjutan (PACE) UUM. Program khidmat masyarakat yang
dimaksudkan adalah satu program yang membangunkan produk inovasi berkaitan pengajaran dan
pembelajaran abad 21. Program ini diadakan secara online yang menggunakan aktiviti web 2.0
yang boleh digunakan di dalam pengajaran dan pembelajaran abad 21 di mana penggunaan aktiviti
web 2.0 ini akan menjadi medium utama di dalam proses Pendidikan di abad 21. Untuk
menjayakan program ini, maka dengan kerjasama pensyarah merangkap penasihat program ini
iaitu PM Dr Mardzelah binti Makhsin, telah membentuk satu pasukan jawatankuasa kerja program
yang terdiri daripada Pengarah Projek, Ketua Projek seterusnya kepada AJK projek yang
memainkan tugas dan peranan yang tersendiri disamping menjalankan kerjasama dengan berbagai
agensi, NGO, pihak industri di dalam mahu pun di luar negara seperti Persatuan Karyawan Indera
(AKSARA) negeri Perlis, Jingga13 Malaysia, Universiti Malaysia Perlis (UniMAP), PERKIM,
Pejabat Agama daerah Langkawi, Kolej Komuniti Langkawi, Pertubuhan Amal dan Kebajikan
Perlis, Universitas Muhammadiyah Prof. Dr. Hamka (UHAMKA) Indonesia dan lain- lain lagi
serta penglibatan secara langsung pihak UUM sendiri. Program khidmat masyarakat ini adalah
bertujuan untuk memberi latihan kepada guru KAFA negeri Kedah terutamanya di daerah
Langkawi berkaitan penggunaan web 2.0 di dalam aktiviti pembelajaran dan pengajaran. Selaras
dengan penganjuran program ini juga, pihak kami memasuki pertandingan e-SULAM
INNOVATIVE 2021 anjuran pihak Kementerian Pengajian Tinggi (KPT). Program ini dijalankan
selama 5 minggu yang diadakan pada setiap minggu iaitu pada hari Jumaat bermula daripada 5
Mac 2021 sehingga 2 April 2021 bermula pada pukul 3 petang dan berakhir pada pukul 7 petang
hari yang sama. Tajuk yang dipilih untuk program ini adalah MUALIM2021 “Membangun
Ummah Aktif Lestari Pendidikan Islam Masa Kini”.
Penghargaan
E-SULAM INNOVATIVE: MUALIM2021 mengucapkan terima kasih dan setinggi-tinggi
penghargaan kepada Pusat Pengajian Pendidikan (SOE), Pusat Pendidikan Profesional dan
Lanjutan (PACE), UHAMKA Indonesia, Universiti Malaysia Perlis, Kolej Komuniti Langkawi,
Jabatan Agama Islam Negeri Kedah, PERKIM Langkawi, AKSARA Perlis dan JINGGA13.
Rujukan
Andrew Furco. (2011). Service-Learning: A Balanced Approach to Experiential Education.
Education Global Research. (0):71–76.
Andrew Furco & Shelley H.Billig. (2002). Service-Learning: The Essence of the Pedagogy.
Greenwich, CT: Information Age Publishing Inc
Hashim, Shahrin and Ali, Dayana Farzeeha and Atan, Noor Azean and Ali,
Marlina (2018) Kajian keberkesanan program international service learning (ISLP)
anjuran Fakulti Pendidikan UTM. In: Proceedings of New Academia Learning Innovation
(NALI) Symposium 2018.
559
Kamisah Osman. (2011). The Inculcation of Generic Skills Through Service Learning Experience
Among Science Student Teachers. Procedia Social and Behavioral Sciences. 18:148–53.
Maznah Ibrahim, Norain Azlan, Nor Afian Yusof, Jamsari Alias & Najah Nadiah Amran. (2018).
Service-learning: mengungkap definisi untuk pembelajaran abad ke 21. MALIM: Jurnal
Pengajian Umum Asia Tenggara 19(2018): 43-55 https://doi.org/10.17576/malim-2018-
1901-04.
Najah Nadiah Amran, Maznah Ibrahim, Rosilah Hassan & Khaidzir Ismail. (2016). Pendekatan
Service-Learning Dalam Kursus Kemahiran Insaniah: Transformasi Positif Dalam
Kalangan Pelajar Perubatan UKM-UNPAD. Jurnal Personalia Pelajar 19 (2016): 17-30.
Najah Nadiah Amran & Hamdi bin Ishak. (2017). Service-Learning Bersama OKU: Pengalaman
Latihan Industri Pelajar FPI, UKM. Jurnal al-Turath. 2 (1):1–9.
Norazila Mat, Jamsari Alias, Nazri Muslim & Nur Atiqah Abdullah. (2015). “Experiential
Learning” Dan “Service Learning”: Ke Arah Meningkatkan Kemahiran Insaniah Pelajar
UKM. Jurnal Personalia Pelajar 18(1)(2015): 55-64.
Pamela Steinke & Peggy Fitchy. (2007). Assessing Service-Learning. Research & Practice in
Assessment. 2:24–29.
Paul Benneworth & David Charles. (2013). University–Community Engagement In The Wider
Policy Environment. Dlm. University Engagement With Socially Excluded Communities,
hlm. 223–41. Dordrecht: Springer
Robert Bringle & Julie Hatcher. (1995). Service-Learning Curriculum for Faculty. Michigan
Journal of Community Service- Learning. 2:112–22.
Seifer SD & Connors K. (2007). Faculty Toolkit for Service-Learning in Higher Education. Scotts
Valley, CA: National Service Learning Clearinghouse.
560
GAMIFIED ONLINE PROFESSIONAL DEVELOPMENT (GOPD) PROGRAM FOR
LECTURERS
Jazihan Mahat
Universiti Malaya, Kuala Lumpur, Malaysia
jazihan@gmail.com
Farrah Dina Yusop
Universiti Malaya, Kuala Lumpur, Malaysia
farah@um.edu.my
Highlights: Previous studies have shown that gamification in learning may foster engagement
and motivation. While prior gamification studies are heavily centred on the students’ population,
this study offers a unique contribution from lecturers’ perspectives. This study investigated the
effective strategy to gamify professional learning for adults, specifically for lecturers. Drawing
on the major motivational theories in the gamification field, the researchers designed and
developed a prototype to assist lecturers in completing professional development. This study
incorporated a systematic gamification design framework in the design and development of
professional learning to make it fun and meaningful. This study found that lecturers perceived that
the gamification approach was enjoyable and motivated them in completing professional learning.
Key words: gamification, professional learning, professional development, online professional
Introduction
Professional development plays a critical role to ensure lecturers remain competent in their
field. Due to the practicality of online professional development (OPD) that could be accessed
anytime and anywhere, it has been implemented widely, especially during the pandemic COVID-
19. Nevertheless, sustaining engagement in OPD is very challenging, and a high level of dropout
in OPD was reported (Luz et al., 2018). The ongoing discussion in the literature has prompted us
to a question: How to design an effective OPD for lecturers?
Previous studies indicate that gamification could be a remedy for maintaining motivation.
Gamification defined as “the use of game design elements in non-game contexts” (Deterding et
al., 2011, p. 10). The latest systematic literature review performed by Hernández and Moreno
(2019) showed positive results on the usage of gamification in professional learning. Without
changing the purpose, gamification can serve as an effective approach in enhancing the existing
professional development.
Drawing upon major theories in the gamification field, we employed a gamification strategy
to design and develop a prototype named SPECTRUMx. SPECTRUMx is an online gamified
professional learning programme available on the Moodle-based learning management system at
a Malaysian public university. It provides hands-on practices and step-by-step guides on how to
design online learning modules. Lecturers can access the gamified programme at their own pace
and convenience. The gamified programme was developed based on a systematic gamification
design framework and integrated the three most crucial gamification categories (achievement,
immersion and social gamification features) to motivate lecturers in self-paced professional
learning
The gamification elements used are not only limited to badges, points and leaderboard, but
also utilised various gamification elements for an immersive experience such as narrative video,
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personalised task, and virtual profile. Figure 4 shows some of the gamification elements available
in the gamified programme. Once lecturers have completed the module, a digital certificate will
be instantly available to be downloaded as a completion reward.
The findings of this research revealed that gamification is enjoyable for lecturers in
completing their professional development. Moreover, the gamification strategy has also
positively encouraging lecturers to complete their professional learning. The findings of this study
could shape the future direction of the organisation that are struggling to motivate their staffs,
especially during the pandemic COVID-19. As gamification was found effective in motivating
adult learners, the organisations may consider deploying the gamification approach as their
strategic plan to boost the motivation of their staff in the workplace. In addition, the systematic
gamification design framework used in the present study could benefit other institutions that are
interested in implementing gamification in professional development.
Figure 4. Sample of gamification elements.
Acknowledgement
This project is funded by Academic Enhancement and Leadership Development Centre (ADeC),
Universiti Malaya.
References
Deterding, S., Dixon, D., Khaled, R., & Nacke, L. (2011). From game design elements to
gamefulness: Defining “gamification.” Proceedings of the 15th International Academic
MindTrek Conference: Envisioning Future Media Environments, MindTrek 2011, March
2014, 9–15. https://doi.org/10.1145/2181037.2181040
Hernández, M., & Moreno, J. (2019). A systematic literature review on organisational training
using game-based learning. In Iberoamerican Workshop on Human-Computer Interaction
(pp. 1–18). Springer, Cham. https://doi.org/10.1007/978-3-030-05270-6_1
Luz, M. R. M. P., Rolando, L. G. R., Salvador, D. F., & Souza, A. H. S. (2018). Characterisation
of the Reasons Why Brazilian Science Teachers Drop Out of Online Professional
Development Courses. International Review of Research in Open and Distributed Learning,
19(5), 145–164. https://doi.org/10.19173/irrodl.v19i5.3642
562
STRANGER DANGER AWARENESS
Vanieswari Gunaseelan
Universiti Malaya, Kuala Lumpur, Malaysia
Poa190010@siswa365.um.edu.my
Nurul Ain bt. Mazwin, Chong Wan Zhen, Yaping Yu
Universiti Malaya, Kuala Lumpur, Malaysia
Assoc. Prof. Dr. Farrah Dina Yusop
Universiti Malaya, Kuala Lumpur, Malaysia
farah@um.edu.my
Highlights: This project aims to create awareness towards kidnapping among young children
between 7 to 10 years old. The project members designed and developed fun learning, dual-
language teaching materials to educate young children on Stranger Danger's awareness.
Therefore, an e-comic consisting of the real-life scenario for the home alone and online stranger
theme was created. Quizzes and a video were embedded on the e-comic to make the reading more
interactive and engaging. A video montage consists of tips for stranger danger awareness was
created as a pre-workshop task. Interactive online workshop via Zoom, online activities and
competition activities were also conducted to help educate young children between the ages of 7
and 10 on the danger they might face with strangers. All the learning material was uploaded in
Padlet, made available to online. Children can read the e-comic and complete the activities
embedded within the e-comic, teachers can use the teaching material during a free period in class,
and parents can also use this teaching material with their young children at home to increase the
awareness of stranger danger.
Key words: stranger, danger, e-comic, awareness.
Introduction
Tragic and frightening kidnappings are often reported in our national news. The 2017 statistics
shows that an average of four children goes missing in Malaysia every day. In the year 2017,
between January to June, there were 723 missing children’s cases in 181 days of the total, 345
have been found, while others are still missing (Indicator, n.d.).
To make it worse, today parents are battling with an online predator as majority of the children
now have access to the internet. Children spend more time online rather than in real-time. A recent
study of nearly 4,000 children found that on social media and gaming sites, 43 percent of those
aged between 8 and 13 years speak to people they have never met in real life on social media and
gaming sites (Ansari, n.d.). Parents are always concerned with the questions: “Is the Internet safe
for my children? How do I protect them?” Another question that always arises among parents.
Among other factors contributed to this situation is the lack of awareness among the children
themselves on how kidnapping can happen naturally when they are less careful and easily share
their personal data to online strangers via social media and online games.
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Concerned with this situation, this project aims to educate young children age 7 to 10 years old
about protecting themselves from bad strangers. There are 2 components involved in this project:
• Design and development of an e-comic to educate young children about bad strangers;
and
• Delivery and implementation of the project via online Zoom workshop to a group of 40
young children age 7 to 10 years old.
Each of this component is explained in the next sections.
Description of innovation, product design and development processes
This project is inspired by the Civic-Minded Instructional Design (CMID) framework (Yusop &
Correia, 2012). The CMID concept believes that a competent civic instructional designer works
at three contexts: micro, macro, and mega. This project operated at the children’s micro context
which is the children’s immediate environments, such as at home, neighborhood, school and play
areas.
As previously mentioned, there are 2 components of this project. All of the materials of this project
is accessible online at the group’s Padlet https://bit.ly/3fnRbN9.
1. Design and development of an e-comic to educate young children about bad strangers
To attract children’s attention to read such a heavy material on the stranger danger topic, an e-
comic was created featuring Eli, a cute elephant, and his buddy Ricky, a 7-year-old boy.
Children’s learning gradually develops as Eli converses with Ricky in various scenarios. Each of
the scenario represents the bit-size learning materials for the children. In this e-comic, Eli
functions as an education agent to prompt children’s thinking about the current situation that
they witness in Ricky’s life, and to encourage children to respond wisely based on the learning
materials given during the online workshop.
The e-comic is divided into 3 topics:
1. Good vs. Bad Stranger – an introduction of the concept and characteristics of good and
bad stranger;
2. Home alone – featuring 5 real-life scenarios related to danger of staying alone at home;
and
3. Online stranger – a special topic on how to recognize and tips to avoid bad strangers when
playing online games.
The e-comic is developed in dual language: Bahasa Melayu (https://bit.ly/2SV6SE5) and
English (https://bit.ly/3bsjpoQ) . It is a self-learn material embedded with links to various
educational videos related to the topics, and interactive quizzes to self-reflect of their
understanding. Problem-based learning (PBL) approach was integrated in the design of the real-
life scenarios to support children’s learning ideas and values, rather than a direct presentation of
facts and concepts.
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The e-comic is accessible online via laptops, smartphones, iPad, or any other devices. The e-
comic can also be saved as a PDF and printable so that any parents and teachers interested in
teaching the topic can easily re-use the learning materials in their own contexts. Figures 1 to 4
presents excerpts of the e-comic content.
Figure 1: Excerpts of the e-comic, Good vs. Bad Stranger topic.
Figure 2: Excerpts of the e-comic, Home Alone topic.
Figure 3: Excerpts of the e-comic, Online
Stranger topic.
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Figure 4: Interactive elements embedded in the e-comic are accessible online too.
2. Delivery and implementation of the project via online Zoom workshop
A synchronous online workshop was conducted via Zoom to a group of 40 children age 7 to 10
years old.
The workshop started with introduction to the instructors and topics that will be covered. The
children were then assigned to 3 break-out rooms accompanied by 3 instructors. All activities
were carried out in the break-out rooms, facilitated by the instructors. The children watched the
pre-created videos, discussed about the content of each videos, took part in the quizzes if they
would like to and drew an individual poster that reflected their understanding of stranger danger
topics. All of these posters were uploaded to the project’s Padlet to be judged later. Winners of
this poster-making competition were announced in the project’s WhatsApp group and gifts were
mailed to their respective addresses. Once the break-out room activities were completed, all 3
groups met again in the main room. In this final phase, the lead instructor briefly summarized the
topics that the children previously learned in break-out session and invited selected children to
share their posters with the whole group. Appendix A (at the end of this paper) presents some
screenshots from the online workshop.
An online survey was sent to the parents of the children, to assess their children’s perceptions of
the effectiveness of the workshop and online learning materials. Only 16 parents participated in
the survey and 91.35% of them agreed that the project was very important and beneficial to their
children. They also requested that the online workshop to be repeated again in future.
Commercial value
All materials developed in this project are made freely available online to encourage other parents
and teachers to spread the initiative. However, the e-comic is currently filed for copyright under
Universiti Malaya with the intention that it can be further be developed, published and shared to
public.
Acknowledgement
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This e-comic is mainly focused on what young children are supposed to do when they are alone
at home and how they should do it. We would like to dedicate this e-comic to our audience who
were willing to participate in our community project, entitled ‘Stranger Danger.’ This project is
aimed at creating awareness of the many possible dangers posed by strangers.
This project is partially supported by UM Research Grant (No. IIRG006B-19SAH).
References and Bibliographies
Ansari, M. (n.d.). Survey reveals more than 40 percent of children are chatting online with
strangers. https://www.wave3.com/2019/09/10/survey-reveals-more-than-percent-
children-are-chatting-online-with-strangers/
Bates, T. (2014). Is the ADDIE model appropriate for teaching in a digital age?
https://www.tonybates.ca/2014/09/09/is-the-addie-model-appropriate-for-teaching-in-a-
digital-age/
Breiling, D. (2020). Captcha Challenge Quizlet. Available at https://quizlet.com/DB349
Bernama. (2017, November 15). Over 1,800 teenagers, children went missing last year. The Star.
Available at https://www.nst.com.my/news/nation/2017/11/303741/over-1800-teenagers-
children-went-missing-last-year
Book Creator. (n.d.). http://bookcreator.com
Daniels, P., & Daniels., P. (2020). Safety 4 Kids - Games, Education, Safety and More. Safety for
Kids. https://www.safety4kids.com.au/
Duch, B. J., Groh, S. E., & Allen, D. E. (2001). The power of problem-based learning. Sterling,
VA: Stylus.
Gary M. Morrison, Steven M. Ross, Howard K. Kalman, & Jerrold E. Kemp. (2012). Designing
Effective Instruction (7th Edition). John Wiley & Sons.
Gramener. (2020). Comicgen: Comic Creator. https://gramener.com/comicgen/
Indicator, M. (n.d.). More than half of the missing children in Malaysia are runaways.
https://kajidata.com/more-than-half-of-the-missing-children-in-malaysia-are-runaways/
International Centre for Missing & Exploited Children. (2021). Missing Children’s Statistics.
https://globalmissingkids.org/awareness/missing-children-statistics/
Perimbanayagam, K. (2017, September 25). A paedophile’s diary: Richard Huckle kept account
of his grotesque acts. New Straits Times.
https://www.nst.com.my/news/nation/2017/09/284002/paedophiles-diary-richard-huckle-
kept-account-his-grotesque-acts
Reuters. (2019, October 15). “Malaysia robbed of justice by Richard Huckle’s death.” New Straits
Times. https://www.nst.com.my/news/nation/2019/10/530217/malaysia-robbed-justice-
richard-huckles-death
Quizlet. (n.d.). http://quizlet.com
Team, T. A. P. (2020, January 26). Malaysia’s unfortunate children.
https://theaseanpost.com/article/malaysias-unfortunate-children-0
Yusop, F. D., & Correia, A. P. (2012). The civic-minded instructional designers framework: An
alternative approach to contemporary instructional designers’ education in higher education.
British Journal of Educational Technology, 43(2), 180-190.
YouTube. (2015, December 8). [Video]. Stranger Danger {Elementary}.
https://www.youtube.com/watch?v=EUZZmZhvvUk&feature=youtu.be
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APPENDIX A
Screenshots from the online workshop
Caption: The team members
Caption: Children listened to the instructor’s presentation
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Caption: Some of the children-participants
Caption: A child shared her poster during the sharing session
569
Caption: A child shared her poster during the sharing session
Caption: A child shared her poster during the sharing session
570
Caption: Some of the posters made by the children to be judged for the poster-making competition.
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PLOPOR3.0
Anuar Md. Zain
Universiti Sultan Zainal Abidin, Kuala Terengganu, MALAYSIA
uniszaicgpa@gmail.com
Highlights: In 2020, PLOPOR© has been used to monitor PLO achievements for Bachelor of
Biomedical Science in UniSZA. With 18 PLOs that are required to be achieve and for the program
to be successfully accredited by MQA in 2020, hence a full report of Area 1: Program Delivery is
produced. The effectiveness of all PLO attainments can now be shown in one full report, thus
reducing the implication of non-compliances during MQA accreditation or internal audit.
Key words: plo, attainments, accreditation, audit, report, cqi
Introduction
Programme monitoring and evaluation (M&E) is a periodic and continuous, conducted after
program initiation and during the duration of that program or intervention. The data acquired is
primarily involved all input and output focused, stakeholders and is generally used as an ongoing
strategy to determine the efficiency of implementation of ay academic programme in different
cohort while providing evidence to facilitate the needs for quality improvement within 3 to 5 years
upon student graduation. The overwhelming number of M&E assessments has been time-
consuming and limited to report any non-compliance activity and providing and overall output
report to the school management.
Hence PLOPOR©, is an integrated data collection prototype system used as programme M&E tool
in which now enter its second phase 2.0 in 2020, the system will be introduced across 32
undergraduate degree programs, 25 diploma, and even Masters and Doctoral programs at UniSZA
or any institutions accredited by MQA.
PLOPOR© aims to provide an integrated computer system model for data filling of CQI reports,
surveys, program mapping and course evaluation by students in every semester, analyze the
attainment of program learning outcomes (PLOs) based on key performance index (KPIs)
provided by the program and provide semiannual learning outcomes (PLO) reports to facilitate
the monitoring progress of the study program.
The system as expected facilitates the study program in monitoring the effectiveness of a course
or teaching and learning (T&L) activity set through the domain of the course learning outcomes
(CLO) as well as program learning outcomes (18 PLOs). Identified any non-compliances of
teaching and learning (T&L) as well as type of assessment implement throughout the course of
the study.
Assessment on academic feasibility aims at making sure that all resources are being used
efficiently and effectively, and that the benefits will be sustained and contributes to better graduate
employability.
Content
572
Please include as many of the following sections as possible in your paper, as relevant.
Description of your innovation / product development / design / process.
PLOPOR (PLO-Portal) is an Excel-integrated computer model that:
*Monitors the effectiveness of PLO attainment by semester/annual.
*Generates CDL2 report (cohort basis) semiannually.
*Requirement for quality assurance in programme development and delivery, accredited by
MQA or any professional bodies.
What is the context or background of the innovation / product development / design /
process?
PLOPOR© involved the analytic compilation of all subjects CQI’s report in one integrated
system that generates CDL2 and CDL3 reports; mainly used for programme monitoring and
accreditation.
Why are they important to education?
PLOPOR© can avoid the unintended variation in processes (CLO/TLAs/ATs/SLT) which lead
to unwanted variation in programme outcomes.
With ONE full generated report from PLOPOR©, it supports other big data such as OBE-SCL
implementation, entrance-exit data survey and other teaching learning data surveys conducted
throughout the semesters.
Please write any advantages of your innovation / product development / design / process
towards education and community.
The effectiveness of a study program in terms of teaching and learning (PnP) and the
assessment method used were constantly updated in line with the development of current
knowledge which leads to the demands of an industrial revolution 4.0 (IR4.0).
Through this report, during the refinement of the curriculum, students in each cohort are
exposed to the variety and latest teaching methods and learning strategies that will enhance
student's cognitive and other soft skill abilities along with the requirements and objectives of
the study program.
UniSZA CDL - CQI monitoring program can NOW be conducted continuously on a cohort
basis and this method is known be more transparent to ensure that the quality of the study
program meets the current global market.
Please add any commercial value in terms of marketability or profitability of your
innovation / product development / design / process if any.
Applicable for all undergraduate and postgraduate programmes in all government and private
universities/colleges and other education institutions accredited by Ministry of Higher
Education (MOHE), whether to be use for semiannual report, preparation for audit process
and even accreditation by MQA/professional bodies.
The system is also flexible to any type of primary and secondary school’s data management
based on Ministry of Education (MOE) policy/guide.
Acknowledgement
573
High appreciation is expressed to UniSZA for the opportunity provided to promote PLOPOR
which is expected to benefit the programme monitoring in all levels of education in Malaysia.
References
Malaysian Qualification Agency (MQA) (2018) Code of Practice: Programme Accreditation
(COPPA), 2nd edition.
Malaysian Qualification Agency (MQA) (2019) Malaysian Qualification Framework (MQF), 2nd
edition.
Ojetunde, S. M. (2020) Programme Monitoring and Evaluation In Educational And Social Cycles.
HIS Lineage Publishing House.
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ENGLISH-MOOC FOR PRE-DIPLOMA STUDENTS
Imelia Laura Daneil
Universiti Teknologi MARA, Mukah Sarawak, Malaysia
imelialaura@uitm.edu.my
Anealka Aziz Hussin
Universiti Teknologi MARA, Shah Alam, Malaysia
anealka@uitm.edu.my
Tang Howe Eng
Universiti Teknologi MARA, Mukah Sarawak, Malaysia
lily@uitm.edu.my
Highlights: English-MOOC is a massive open online course designed by using the theory of
VARK (Visual, Aural, Write/Read, Kinesthetic) to cater the different needs of pre-diploma
students. The novelty of this product lies in the designing features of the MOOC by following the
intrinsically motivating instruction defined by Malone that provides learners with three main
features: challenge, curiosity, and fantasy. The course content is designed by using student-
centred, active and social learning pedagogical principles including active activities for
assessments, curating content for learning engagement, and updated course content. There are 6
main engaged modules with rich media content and constructing activities.
Key words: MOOC, pre-diploma, online learning, jumbled-up lyrics, instructional
technology
Introduction
At present, higher education institutions are progressively developing a positive attitude
towards MOOCs and countless positive experiences have been shared which has added values to
the MOOCs. Most importantly, the number of MOOCs has increased enormously in Malaysia; a
sign indicating the peak of MOOC among higher tertiary education (Collins, 2018).
English MOOC for Pre-Diploma Students is an online course designed to improve the
English proficiency level among pre-diploma students (Daneil, 2019). The course aims to do this
through an integration of reading, listening, writing and speaking skills with appropriate
consideration given to grammar by using a variety of materials. The course is designed by using
the theory of VARK (Visual, Aural, Write/Read, Kinesthetic) and integrating various types of
assessments that fit the required assessments as stated in the syllabus. The novelty of the online
course lies in the integration of different secondary applications in the MOOC platform to create
interesting and challenging exercises and assessments. For instance, the integration of mix and
match quiz method is fully utilized to create a listening assessment namely Jumbled-up Lyrics
(Daneil, 2019). Besides that, the use of Kahoot! to teach grammar is also added for practice
purposes. These exercises help the students to learn grammar and to practice their listening skills
and prepare themselves for the listening test in accordance with the syllabus. This MOOC can be
used for all learners who wish to improve their English proficiency as the content and the
assessments are suitable for all beginners and intermediate level of learners.
This English MOOC course has won the following awards: Best MOOC Award and Most
Active MOOC in UiTM. The overall content of this MOOC has been evaluated by experts with:
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Content Evaluation 86.11%, Language Evaluation 87.5% and Design Evaluation 93.75%. There
is no set time frame; students can do the activities when it suits them best.
Content
This product is registered with MyIPO LY2018000800. This course is designed to improve
the proficiency level of pre-diploma students (Daneil, 2019). The course aims to do this through
an integration of reading, listening, writing and speaking skills with appropriate consideration
given to grammar, using a variety of materials. There are 1020 learners enrolled in this online
course and the course is available online at https://www.openlearning.com/courses/english-for-
pre-diploma-1/?cl=1. The content of the course is based on the lecture materials such as lecture
notes, slides and lecture videos used for the course in the conventional face-to-face class. The
lecture notes in the MOOC course are downloadable to all registered students in the mixed form
of various types of files such as pdf, word documents, PowerPoint slides and jpeg form. Students
are required to leave their opinions in the chat section in order to ensure they have viewed the
lesson in each page. Besides that, opinions left in the discussion section provide room for
collaborative learning to foster more meaningful and attainment among the learners. By using this
platform, instructors can keep track of their learners’ opinions and interact with them to engage
and create a fun teaching and learning process. For example, one of the sections in the navigation
bar of the course is the “Smash-Hits!” section in which students will listen to various types of
English songs and arrange the lyrics according to the right sequence (Daneil, 2018). By utilizing
the mix and match quiz widget provided by Openlearning.com, this activity is a fun and effective
way to help students to improve their listening skills. In addition, the “Smash-Hits!” section was
affiliated with the course assessment outline in the syllabus. Figure below shows the inventiveness
and novelty of this online course.
Figure 1: Inventiveness and Novelty of the Course
References
576
Collins, R. B. (2018). Understanding the Faculty Experience Designing, Developing, and
Delivering Massive Open Online Courses to İnform Academic Leaders Considering MOOC
Initiatives (Order No. 10785521). Available from ProQuest Dissertations & Theses Global.
(2036883944). Retrieved from
http://search.proquest.com.ezaccess.library.uitm.edu.my/docview/2036883944?accountid=
42518
Daneil, I. L., Aziz, A. H. & Tang, H. E. (2018). Improving Listening Skills by Using SMASH-
HITS!: MOOC-based Instructional Materials for Pre-Diploma Students. Proceeding Paper
at the 4th International Conference on Issues in Language Teaching and Learning Amongst
Non-Native Speaker 2018. ISBN 978-967-0171-88-3. Published on 08 August 2018.
Daneil, I. L., Aziz, A. H. & Tang, H. E. (2020) Refining the terminology of pre-higher education
students: A quantitative study of entry qualifications, academic performance and family
background. Borneo Akademika, 4 (1). pp. 25-37. ISSN 2462-1641
Daneil, I. L., Aziz, A. H. & Tang, H. E. (2019). The Design and Implementation of Massive Open
Online Course (MOOC): English for Pre-Diploma Students. Paper presented at the 1st
International Conference on Education in the Digital Ecosystem, 19th August 2019. ISBN
978-1-60595-658-9.
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E-HAJJ
Dr. Khairani Binti Zakariya @ Abd. Hamid
Ipg Kampus Tuanku Bainun, Bukit Mertajam, Pulau Pinang
khairani3@gmail.com.my
En. Md. Saufi Bin Abdul Hamid, Puan Hajah Amanisah Shuib, Puan Hajah
Norarbainah Shafie, Dr. Siti Aishah Ashaari, Dr. Rashidah Md Hasan & Puan
Noraziah Ahmad Nadzim
Ipg Kampus Tuanku Bainun, Bukit Mertajam, Pulau Pinang
saufi3@gmail.com.my
Highlights: E-HAJJ adalah inovasi gabungan apps dan buku digital yang menggarapkan
maklumat yang padat tentang haji dan umrah. Pelaksanaan haji dan umrah terlalu kompleks untuk
difahami bagi orang yang kali pertama mempelajarinya. Malah pembahagian haji kepada tiga
jenis haji juga mengelirukan jika kaedah konvensional digunakan. Jadi E-HAJJ dicipta untuk
memberi kefahaman yang mantap untuk memahami topik Haji dan Umrah dalam bentuk
multimedia dan teknologi melalui apps atau buku. E-HAJJ sangat membantu proses menganalisis
kefahaman dan mengaplikasi ibadat haji dan umrah. Ia mampu memberi gambaran yang jelas
pelaksanaan haji dan umrah dan mampu menyelesaikan masalah yang berkaitan. Infomasi dan
maklumat dalam E-HAJJ digarap dengan gambar, video dan audio yang amat jelas.
Kata kunci: E-Hajj, apps dan buku, QR Code, interaktif, telefon pintar
Introduction
Proses pengajaran yang berkesan dapat dicapai sekiranya bahan bantu mengajar dapat
merangsang hampir kesemua deria murid, contohnya melalui E-Hajj. Ia merupakan suatu media
yang boleh merangsang hampir kesemua deria murid. Menurut Ikhsan dan Norilla (2005), tahap
keberkesananproses pengajaran dan pembelajaran jika menggunakan deria penglihatan 75%,
pendengaran 13%, sentuhan 6%, rasa 3% dan hidu 3%.
Jadi teori yang bersesuaian dengan inovasi ini ialah teori kecerdasan pelbagai oleh
Gardner (2006) yang memberi ruang untuk pelajar mengembangkan potensi yang ada dalam diri
mereka. Ini menjadikan mereka semakin minat dengan pelajaran dan dapat memperkembangkan
potensi yang ada pada diri mereka. Dua kecerdasan telah digabungkan dalam inovasi ini iaitu
verbal/ linguistik dan visual/ spatial. Ini akan menjauhkan perasaan bosan dalam kelas dan
menarik minat para pelajar terhadap pdpc haji dan umrah.
Content
E-HAJJ adalah suatu inovasi pedagogi dan produk yang hebat berkaitan dengan ibadah
haji dan umrah. Ia adalah gabungan apps dan buku digital yang berwarna terang, menarik dan
mempunyai makna tertentu telah diterangkan melalui petunjuk warna. E-HAJJ mesra pengguna
dan amat interaktif kerana boleh dicapai melalui Kod QR di mana-mana dan bila-bila masa sahaja
melalui pelbagai jenis telefon pintar dan komputer. Apps E-HAJJ adalah percuma dan
disebarluaskan melalui whatsapp dan facebook. Buku dipasarkan di Shoppe dengan harga RM28
sahaja. Diwujudkan dalam dwibahasa iaitu Bahasa Melayu dan Bahasa Inggeris supaya sesuai
sehingga peringkat antarabangsa. Impak yang paling hebat ialah boleh digunakan pada semua
peringkat umur, bahasa dan bangsa dan merentas sempadan masa dan tempat.
E-HAJJ berjaya disebarluaskan kepada semua peringkat masyarakat samada murid
sekolah, pelajar IPT, para pendidik, masyarakat awam. Penggunaan apps Eazee Hajj secara
578
percuma boleh didownload daripada Google Playstore pada bila-bila masa dan dimana sahaja.
QR kod juga merupalan akses alternatif yang boleh digunakan. Berdasarkan halaman utama QR
kod didapati pengunjung apps ini tercatat seramai 2351 orang di seluruh dunia.
Tarikh mula dilaksanakan adalah pada 24 Mac 2019 ke atas dua kumpulan guru Dini (40
orang) yang mengikuti Kursus dalam Cuti (KDC) di IPG Kampus Tuanku Bainun (IPGKTB).
Seterusnya dilaksanakan dalam kalangan pelajar IPG PPSMP Sem 1 Amb. Jan 2019 (150 orang)
PISMP Sem 8 (14 orang) Pengajian Agama dan 100 pelajar PPSMP Sem 1 Amb Ogos 2020 di
IPGKTB.
Bukan ini sahaja E-HAJJ turut berkolaborasi dengan Lembaga Tabung Haji untuk
semakan fakta, menjadikan dua orang Pengkuliah Tabung Haji & Mutawwif menjadi pakar
runding untuk inovasi ini dan sedang mencari masa dan ruang untuk membentangkannya di
Jabatan Mufti Kedah dan Pulau Pinang untuk tambah nilai inovasi ini dan beberapa ilmuwan
sarjana Islam di IPT
Pernah juga dilaksanakan kepada murid sekolah Tingkatan 4 dan Tingkatan 5 oleh guru
Pendidikan Islam di beberapa buah sekolah menengah di negeri Kedah, Pulau Pinang, Perak dan
Perlis iaitu di Sekolah Menengah Sukan Bukit Jalil, Selangor, SMK Kota Kuala Muda, Kedah,
SMKA Arau, Perlis, SABK al-Hidayah, Perak dan SABK Maahad Islahiah Addiniah, Perak. E-
HAJJ berevolusi seiring dengan masa, bermula dengan paparan slaid powerpoint yang
diinteraktifkan kemudian ditingkatkan kepada apps yang sangat mudah diakses secara online
atau offline. Yang terkini ialah terhasilnya buku digital Eazee Hajj.
E-HAJJ atau Eazee Hajj direkacipta tanpa sebarang kos supaya semua pelajar mampu
memuat turun aplikasi ini. Ia amat menarik, mesra pengguna, boleh digunakan dan mudah
dibawa ke mana-mana. Merupakan suatu alat pdpc yang menarik dan sangat membantu pelajar
dan guru bermula dari peringkat menengah hingga ke peringkat pengajian tinggi malah
masyarakat awam di luar yang ingin menunaikan haji dan umrah.
Ia turut disebarluaskan dengan memasuki pertandingan Inovasi yang dianjurkan oleh
IPGM, Universiti dan IPTS. Malah turut memberi ceramah dan taklimat tentang inovasi yang
dicipta kepada para pensyarah, pelajar dan orang awam. E-HAJJ sekarang disebarluaskan
melalui penerbitan Buku Eazee Hajj cetakan Sept 2020 dengan harga RM25 sahaja ke sekolah-
sekolah, IPT, pendidik dan orang awam.
Eazee Hajj telah mendapat pengiktirafan daripada MYIPO pada tarikh. pada 25 Jun
2018 dengan nombor aplikasi LY2018002515
Impak
Impak E-HAJJ dapat dilihat dengan jelas pada perbezaan markah Ujian Pra dan Ujian
Pasca seperti berikut Jadual 1: Keputusan Ujian Pra dan Ujian Pasca dan
perbezaan peratusnya
Ternyata terdapat peningkatan markah ujian pasca selepas penggunaan inovasi E-HAJJ.
Peningkatan paling ketara pada soalan 3 dan 2
N
o
S
o
a
l
a
n
Uji
an
Pra
(%)
Ujia
n
Pasc
a(%)
Perbezaan(%)
1
91.
2
98.4
+7.2
2
38,
9
88.7
+49.8
3
40.
7
95.2
+54.5
4
29.
71.o
+42
579
Berdasarkan soal selidik diedarkan maklumbalas daripada pengguna jelas menunjukkan
Rajah 1: Dapatan soal selidik terhadap pengguna E-HAJJ
Impak E-HAJJ sangat jelas apabila 88 responden terdiri dari pelbagai pihak samada
580
pendidik atau pelajar serta orang awam. Dapatan menunjukkan majoriti responden setuju (skala
3) dan sangat setuju (skala 4) pada persoalan yang dikemukakan. Impak yang paling hebat ialah
boleh digunakan pada semua peringkat umur, bahasa dan bangsa dan merentas sempadan masa
dan tempat.
References
Gardner,H. 2006. Mutiple Intelligences: New Horizons. London: Basic Books.
Ikhsan dan Norilla.2005. Kurikulum dan Pengajaran Sekolah Rendah, Tanjung Malim: Quantum
Books
581
GONG APP Version 1.0: A MOBILE LEARNING APPLICATION AS A TOOL FOR
INDIGENOUS LANGUAGE TOWARD PRIMARY SCHOOL AGE CHILDREN
Nor Shafina Loi Abdul Hafiz
Faculty of Cognitive Sciences and Human Development, Universiti Malaysia Sarawak, 94300
Kota Samarahan, Sarawak
norshafinahafiz@gmail.my
Ahmad Sofian Shminan, Nur Zulaikha Mohamed Aziyen, Megan Chaldea David
Faculty of Cognitive Sciences and Human Development,
Universiti Malaysia Sarawak, 94300 Kota Samarahan, Sarawak
sasofian@unimas.my, zulaikhaaziyen@gmail.my, meg.chaldea@gmail.com
Highlights: The popularity of educational application is growing fast. Gong App, a language
learning mobile application aims to make an exposure about indigenous language (Foochow
dialect), for Foochowese primary school age children (7 to 12 years old) as they are unfamiliar
with the language. Gong App helps to prevent the death of indigenous language among young
generations as they are interacting in other languages every day. This app focuses on the process
of self-learning through mobile application with gamification elements including colourful
learning components, animations, rewards, etc., that intends to make the learning process more
interesting and enjoyable for the children, as well as effective learning process. Their cognitive
skills and ability, and pedagogical standards are also considered in term of the topics and quizzes
contents of the app.
Key words: Mobile-based learning app, self-learning, cognitive science, indigenous language,
gamification, children’s UX, Ionic Framework.
Abstract
At present, it is estimated that one indigenous language dies every two weeks as indigenous
people make up less than 6% of the world population, and at the same time they speak more than
4000 of the world’s languages in everyday communications (Othman, 2017). According to Ting
and Sussex (2002), 8 out of 10 Foochow participants from a study ranked English as the most
important language. Nevertheless, in communication with children, English is preferred over
Foochow which results in their children not knowing their indigenous language unless they learn
it from older family members (Ting & Sussex, 2002). The inexistence of technological instrument
to support the learning process of indigenous languages is also one of the general problems for
this issue. So, the central idea of Gong App is to reduce the various gaps regarding the knowledge
of the Foochow culture, especially the Foochow dialect, and to introduce it as an interactive
learning instrument through gamification. Therefore, this project aims at strengthening the
cultural identity and knowledge about indigenous language among primary school age children
and to let them get a hands- on experience in mobile-based learning to motivate and enhance their
learning process.
The methodology utilized for this system is ADDIE, an Instructional System Design (ISD)
that provides useful, clearly defined stages for a productive implementation of instruction
(Shminan et al., 2017). ADDIE framework is a cyclical process consisting of five phases: (1)
Analysis, (2) Design, (3) Development, (4) Implementation, and (5) Evaluation that alters over
582
time and it will continue throughout the instructional planning and implementation process
(Muslimin et al., 2017). During the design phase, ‘ADOBE XD’ is used to create the high-
fidelity prototype and ‘Ionic Framework’ is used to build the design blueprint for the
development phase. For the evaluation, usability testing, questionnaires, and interview session
are made.
At present, online distance learning is affecting both students and the teachers. Gong App,
which the target users are primary school children allows the exposure of modern e-learning
techniques for children users to learn at their own pace, enjoyably and effectively by themselves
without the need of constant instruction or supervision from the adults, as most of parents are
currently struggling to balance their career and children’s education. This helps to create a
convenience, interactivity, and fresh modern e-learning solution, which is also great opportunity
to introduce something revolutionary in everyday life.
References
Muslimin, M. S., Nordin, N. M., Mansor, A. Z., & Yunus, M. M. (2017). The design and
development of MobiEko: A mobile educational app for microeconomics module. Malaysia
Journal of Learning and Instruction, 221–255.
Othman, N. A. (2017). Challenges in Indigenous Language Education: The Brunei Experience
(Vol. 4, pp. 463–476). https://doi.org/10.1007/978-981-10-0672-2_22
Shminan, A. S., Adzani, R. A., Sharif, S., & Lee, N. K. (2017). AutiPECS: Mobile based learning
of picture exchange communication intervention for caregivers of autistic children. 2017
International Conference on Computer and Drone Applications (IConDA), 49–54.
https://doi.org/10.1109/ICONDA.2017.8270398
Ting, S. H., & Sussex, R. (2002). Language choice among the Foochows in Sarawak, Malaysia.
Multilingua - Journal of Cross- Cultural and Interlanguage Communication, 21(1), 1–15.
https://doi.org/10.1515/mult.2002.003
583
CHEMISTREE: AUGMENTED REALITY APPROACH IN TEACHING
AND LEARNING
Noor Syuhadah Subki
Faculty of Earth Science, Universiti Malaysia Kelantan Jeli Campus, 17600 Jeli,
Kelantan, Malaysia. syuhadah@umk.edu.my
Saiful Akramin Mhd Nor
Chemistry Unit, Kelantan Matriculation College, Locked Bag No 3, 16810
Selising, Kelantan, Malaysia. saiful_akramin@yahoo.com
Highlights: This article highlights on the innovative and creative approach for student
engagement in learning chemistry at Matriculation College. Chemistry concepts and theory
were thought either in the classroom (face to face) or online teaching through various platform.
ChemisTree is an innovative approach to enhance students’ engagement with chemistry
subjects by providing virtual notes using Blippar application.
Key words: chemistry, virtual notes, ChemisTree, Blippar, students’ engagement.
Introduction
Chemistry is one of the subjects that seen by many learners as a complex and difficult
subject to learn either in schools or in higher institution. In Matriculation College, chemistry
concept was thought via cotemporary ways via lecture, tutorial and laboratory practice. Students
were given printed notes and manual for the lecture and laboratory. A combination of learning
techniques using online platform and application of augmented reality application is purposed
to enhance student’s engagement with chemistry subjects either inside or outside the classroom.
This is aligned with what Gen Z students do best which is technology reliant, learn by doing,
enjoy interactive classrooms instead of dissemination teaching method and expect that learning
can take place anytime and anywhere (Kozinsky, 2017).
Innovation
Education is a practice of artistic action where learning process of learning is considered
as design and knowledge is consider as a color (Duke, 1990). Education system nowadays have
been influenced by the development of many new technology which is seen from the emergence
of various media-based learning used in teaching and learning processes. The usage of many
free media-based learning system in teaching and learning nowadays is capable to assist student
to explore and have better understanding of the subject matter. The main challenge in teaching
and learning is how to attract student interest to the subject matter in order to gain students
involvement throughout the teaching and learning process.
Based on the conservative methods applied in chemistry lectures, learners had difficulty
in visualizing and applying knowledge practically. Hence, in order to sustain the learning
process of this course some enhancement is required. In this paper, it is proposed to incorporate
virtual objects when blended with real world. It is aimed to amalgamate entertainment and study
584
by providing immersive learning experience to learners. The expectation with this enhancement
is to impart a great deal of knowledge and better learning outcomes for chemistry subjects.
ChemisTree is one of the teaching and learning approach using augmented reality
application to enhance student’s engagement in learning chemistry at anytime and anywhere.
This innovation is using Blippar application in producing virtual notes to the students. Each
ChemisTree will represent one topic or one chapter in chemistry subject. The initial idea of this
innovation is to give students easy access to chemistry notes which contain videos, lecture notes
and many extra notes related to the topic for better understanding. The better visualization of
the content keeps learners active during the learning process as it enhances human ability to
understand and process information (Serio et.al., 2013). Figure 1 shown one of the examples of
ChemisTree.
Figure 1: Example of ChemisTree
ChemisTree is using AR and multimedia element to increase the motivation of student in
order to learn chemistry. These elements may capture learners’ interest and attention to continue
learning. In other words, ChemisTree can be used as a knowledge card. By download Blippar
application in their mobile phone, students just need to scan the topic on the ChemisTree that
they required further information (Figure 2). By using ChemisTree, students do not have to
carry heavy paper notes in campus or even returning to their respective homes. It is hope that
this innovation will enhance students’ understanding to chemistry theories especially during
their self-learning hours that can take place anywhere, anytime and everywhere. Besides that,
ChemisTree will be one of the products that has potential to commercialize in all education
sectors from primary until to the highest-level education and it also can be used for private
tuition or personal teaching by parents at home.
585
Acknowledgement
Figure 2: Application of ChemisTree
586
We would like to thank you to Faculty of Earth Science, Universiti Malaysia Kelantan and
Chemistry Unit, Kolej Matrikulasi Kelantan for supporting our journey in promoting virtual
learning as teaching tool for globally.
References
Duke, D. L. (1990). Teaching: An Introduction. McGraw-Hill, pp. 89 – 106. Kozinsky, A.
(2017). How Generation Z is Shaping the Change in Education.
Serio, D., Angela, B.I, Carlos, D.K. (2013). Impact of an augmented reality system on student’s
motivation for a visual art course.
Computers & Education, Vol 68. pp.586-596.
587
InVesa 1.0: THE CONCEPTUAL FRAMEWORK OF INTERACTIVE VIRTUAL
ACADEMIC ADVISOR SYSTEM PROTOTYPE BASED ON
PSYCHOLOGICAL PROFILES
Ahmad Sofian Shminan
Faculty of Cognitive Sciences and Human Development, Universiti Malaysia Sarawak,
94300 Kota Samarahan, Sarawak
sasofian@unimas.my
Lee Jun Choi, Wan Norizan Wan Hashim and Harrison Andy Leman
Faculty of Cognitive Sciences and Human Development, Universiti Malaysia Sarawak,
94300 Kota Samarahan, Sarawak
cljun@unimas.my, whnoriza@unimas.my, Harrisonandy1494@gmail.com
Highlights: Interactive Virtual Academic System Prototype (InVesa) is a conceptual
automated system dedicated to students where a theory of personality test is integrated to aid
student selects the ideal elective subjects for their Cognitive Science course. With InVesa,
rather than give alerts to academic advisors, students are assigned personalized advice by the
system on the recommended elective subjects based on their psychological result. A student
may choose to accept a list of subjects' recommendations from the system or to retake the
psychological profile test until they are satisfied with the suggested subjects provided by the
system. In addition, students with less time meeting their academic advisors to consult on
their subject enrolment may avoid general issues that are common in the standard appointment
registration system such as multiple registrations and long queues when scheduling an
appointment. It can be concluded that the proposed application, meets the requirements. The
proposed application provides a convenient and efficient solution to gain the required
information and will benefit the targeted user which align to the 4th goal of Sustainable
Development Goals (SDG) of Quality Education for better education quality for all regarding
gender, age and status. A ruled-based expert system approach used in help providing the
recommending courses based on their academic result and also their psychological profiles.
Key words: Academic advisor expert system, Cognitive science, Psychological profile, Ruled-
Based.
Introduction
It is important for students to make the right decision in selecting their courses
especially in deciding upon their major that will affect their results and paths in the future for
the next few years in the university. The choices they make define their future careers and
determine the nature of their specialization in a specific academic domain. Daramola et al.,
(2014), Zhang et al., (2019) and (Shminan & Othman, 2015) stated that preferences and
interest always be the base for students' career decisions, without considering the requirement
of their own abilities and facilities required for a certain major. This might lead to critical
consequences, which also affects the students' performance, psychology and personal life. Not
only that, they also tend to choose the major courses not because they want it nor like it but
merely to follow their friends, as some are quite uncertain of what they want to be in the
future. As a result, they start to regret their choices. Student academic advising is an essential
task in educational institutions, especially at university level. Some students might have a clear
path about their future while some are still in doubt and are still uncertain of what to do. An
academic advisor is assigned to every student during their first year to allow students to seek
588
for advice whenever they have doubts or uncertainty such as about the courses they want to
choose. However, this process is quite time consuming as the academic advisor will need to
understand the students' interest, situation, and current academic results to know what is
suitable for the students. The quality of academic advising received by a student is crucial to
the overall performance of the student. Good advising yields a good outcome while bad
advising will be frustrating and have a damaging effect on students' progress.
To align the 4th goal of Sustainable Development Goals (SDG) which is quality
education (Owens, 2017), the development of INVESA is to ensure that the students are able
to know more about themselves in choosing the subjects to prevent the loss of interest towards
their courses and subjects. This allow the students to be able to graduate on time as they do not
need to hold back a year due to the inability to catch up on the subjects that are beyond their
interest or ability. A number of researchers, for example (Zhang et al., 2019),(Daramola et al.,
2014), and (Loucif et al., 2020) identified the application of academic advising program, huge
benefits for improving the quality of students' learning and development outcomes. Using the
advancement of information communication and technology (ICT) to sustain the advisory
program would allow both students and universities to keep the news of successes of graduates
or the dropout percentage up to date.
This study proposes an expert system, artificial intelligence programs that try to emulate
the judgment of human expertise, as an advisor that is able to provide the procedures of
academic guidance for the students as a first point of call. The advisor proposed utilizes rule-
based expert system that guides the students through planning arrival, registrations, semester's
course schedule issues, as well as other miscellaneous needs. It incorporates program
information, student data and information and faculty handbook and university requirements
to considerably guide the students from committing errors that may be costly in the long run.
The rule-based expert system is then utilized to place the students in the classes appropriate
for their placement scores, major, degree requirements, and academic preparedness, with a
view to alleviating the aforementioned issues.
InVESA have been developed properly with the application of RAD Methodology and
Human-Computer Interaction principles (HCI) model. The content or conceptual framework
and the prototype application have been assessed by experts and the motivation of the target
users using the prototype InVESA application have been analyzed. The usefulness of the
application is amply demonstrated via its many positive effect on target users. Future works
may also be integrated with interesting interface design, multilingual platforms and
combination of other approach in system application as a ruled-based system. This proposed
application system is potentially not only can be used for both single program and faculty
administrative, but also the whole institution, in helping the students to select their desired
course.
Acknowledgement
This research work was funded by Cross Disciplinary Research Scheme, grant no.
F04/CDRG/1836/2019, Universiti Malaysia Sarawak (UNIMAS).
References
Daramola, O., Emebo, O., Afolabi, I. T., & Ayo, C. K. (2014). Implementation of an
Intelligent Course Advisory Expert System. IJARAI) International Journal of
Advanced Research in Artificial Intelligence, 5(4), Article 4.
http://www.ijacsa.thesai.org
589
Loucif, S., Gassoumi, L., & Negreiros, J. (2020). Considering Students’ Abilities in the
Academic Advising Process. Education Sciences, 10(9), 254.
https://doi.org/10.3390/educsci10090254
Owens, T. L. (2017). Higher education in the sustainable development goals framework.
European Journal of Education, 52(4), 414–
420. https://doi.org/10.1111/ejed.12237
Shminan, A. S., & Othman, M. K. (2015). Dynamic student assessment to advocate
personalized learning plan. 2015 International Conference on Information
Technology Systems and Innovation (ICITSI), 1–6.
https://doi.org/10.1109/ICITSI.2015.7437681
Zhang, X., Gossett, C., Simpson, J., & Davis, R. (2019). Advising Students for Success
in Higher Education: An All-Out Effort. Journal of College Student Retention:
Research, Theory & Practice, 21(1), 53–77.
https://doi.org/10.1177/1521025116689097
590
HANDLING BIG GROUPS EFFECTIVELY USING MOODLE AS LEARNING
MANAGEMENT SYSTEM (LMS)
Muhammad Azrin Ahmad, Norhafizah Md Sarif
Universiti Malaysia Pahang, Lebuhraya Tun Razak, 26300 Gambang, Kuantan, Pahang,
Malaysia
azrin@ump.edu.my, norhafizah@ump.edu.my
1. Highlights: In this work, we wish to showcase how features in Moodle application are
useful in helping lecturers to structure their course page effectively especially when it involves
big groups. We strongly believe, wrong ways of organizing materials inside a course page with
big groups can hamper students’ interest and experience in online learning. By further elaborate
the features, it can help the lecturers to design, arrange, plan and conduct their online learning
in the correct way and it will also contribute to students’ achievements in the long run.
2.
Key words: online learning, mathematics, moodle, learning management system
Introduction
The learning management system (LMS) is a software application that is created to carry works
related to reporting, documentation and tracking list of activities of users. Higher education
provider used LMS to share their e-Learning materials with students. This is very useful to
them as this platform serves as one stop center for the students to access e-learning materials.
Through some web searching, it can be seen Moodle is one of the common applications being
used by local universities in Malaysia as their official LMS. Moodle was chosen as a Learning
Management System (LMS) in this study because it presents an excellent platform for
resources and communication tools which has some privilege features, namely: discussion
forum, file exchange, email notification, notification dashboard, progress review, searching
within course, and module page as well as optimized architecture compared with other e-
learning systems (Febliza et. al, 2020), Besides that, Moodle also allows cooperation among
learners, lecturers and students (Chourishi,2012)
Normally, University subjects such as language and mathematics related courses are
subjects that often receive a lot of students register at a semester. The students are grouped into
section that consists of 60 – 70 students subject to availability. This subject normally will be
taught by a group of lecturers usually 4 – 6 of them, depends on the arrangement from the
faculty. The subjects that are offered at that semester will be getting a course page inside the
LMS.
The problems occur when the summative and formative assessment are conducted and
the lecturers of the selected groups would like to create exclusive content for his/her groups
which cannot be accessed by other groups. Before this, the lecturers tend to create the
assessment via Quiz and Assignment modules separately. For instance, if they have 11 groups,
they will duplicate the assessment for 11 times. By using this method, it will burden the
lecturers to repeat the process of duplication. In addition to that, duplicating the assessment for
many times will resulting to the heavy load of course page and consequently affect the students
experience in opening the course page. This would not be the case if best practices are applied
in handling big group using features available in the Moodle. Other than that, best practices
will also help the course page to be able to load faster and it will improve students’ experience
in accessing all the contents available in the course page.
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Content
The contents of this work will be elaborated by answering the following questions
1. Description of your innovation / product development / design / process.
Designing a framework to help the lecturer with big groups to design their course page
using the best practices in Moodle application of their LMS
2. What is the context or background of the innovation / product development / design /
process?
Correct way of structuring contents and materials inside Moodle based LMS especially for
subjects with big groups is important as it will help in improving students’ experience with
the LMS which will help them to understand the subject better. Besides, lecturers will be
able to tailor the contents according to their needs.
3. Why are they important to education?
Nowadays with the pandemic faced by all of us, we have shifted to online learning. With
this sudden shift away from the classroom, lecturers are required to create the effective
online site i.e. Moodle. However, if the numbers of students are enormous, the process of
managing the online site can be quite complex especially when the instructor duplicate too
many materials/assessments. By demonstrating the correct practices to instructor, it will
help the site Moodle to function at its best and also able to help the student learning things
efficiently. User experience are important when it comes to online learning.
4. Please write any advantages of your innovation / product development / design / process
towards education and community.
The advantages are the framework of applying best practices in creating course page with
big groups are easy to follow, it will improve user experience when opening the course
page and course page will be more organize and less clustered
5. Please add any commercial value in terms of marketability or profitability of your
innovation / product development / design / process if any.
Not applicable since this work is to highlight things that are missing when designing a
course page in the Moodle
Acknowledgement
We are grateful to Centre of Instructional Resources and e-Learning (CIReL), Department of
Academic and International Affairs, Universiti Malaysia Pahang for sponsoring our entry to
IUCEL 2021
References
Weaver, D., Spratt, C. and Nair, C. S. (2008). Academic and student use of a learning
management system: Implications for quality. Australasian Journal of Educational
Technology, 24(1), 30 – 41.
Adzharuddin, N. A. and Hwei Ling, L. (2013). Learning Management System (LMS) among
University Students: Does It Work?. International Journal of e-Education, e-Business, e-
Management and e-Learning, 3(3), 248 – 252.
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Febliza, Asyti & Oktariani, Oktariani. (2020). The Development of Online Learning Media by
Using Moodle for General Chemistry Subject. Journal of Educational Science and
Technology (EST). 6. 40. 10.26858/est.v6i1.12339.
Chourishi, Dharmendra & Chanchal, Dr & Buttan, Kumar & Chaurasia, Abhishek. (2012).
Effective E-Learning through Moodle, International Journal of Advance Technology &
Engineering Research, 1, 34 – 38.
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CITRA ANGKASA: USING SPACE INDUSTRY AS A TOOL FOR DEVELOPING
CAREER-PROOF CURRICULUM
Afifuddin Husairi Jusoh@Hussain
Pusat Pengajian Citra Universiti, Universiti Kebangsaan Malaysia, Bangi
afifuddin@ukm.edu.my
Amirul Mukminin Mohamad, Mohd. Hafiszudin Mohd. Amin, Rozmel Abdul Latif,
Sarah Mohamad Yunus
Pusat Pengajian Citra Universiti, Universiti Kebangsaan Malaysia, Bangi
mieroll@ukm.edu.my, hafiszudin@ukm.edu.my, rozmelabdullatiff@ukm.edu.my,
sarahyunus@ukm.edu.my
Highlights: It is widely known that space industries are a niche field requiring niche
knowledge, and by that, it would pigeonhole future students to a niche career. However,
suppose we neglect that paradigm and focus on the modes of thinking associated with the space
industries; the knowledge will be helpful to enhance students’ application of high-level
thinking for their career across disciplines. As a SOLUTION, the design of CITRA
ANGKASA module aimed to incorporate thinking and its philosophy to our Space Technology
curriculum. EXPECTED OUTPUT from this is: to use the fine-tuned coursework for the public
via social media app using space science as a means to learn how to think effectively.
Simultaneously, we can use the module to promote UKM's own brand of space science and
technology that blends with thinking modes. Finally, a spin-off from this includes space science
and technology to promote STEM education at the national level.
Key words: Space Science; Thinking Modes; Industrial Revolution 4.0; Education 4.0 ; STEM
Education.
Introduction
The fourth industrial revolution is almost here, and Science, Technology, Engineering and
Mathematics (STEM) education will be its most significant catalyst that will influence how we
understand the natural world that can transpose to innovate new technology (and vice versa)
(V. Narayanmurti, 2016). This has the potential to mitigate global problems, among others (e.g.
climate change, declining energy and water sources, food security, high population density,
poverty and sustainability) and brings out innovation-driven economies.
Generally, STEM is an approach to learning where students apply science, technology,
engineering, and mathematics in a context that makes connections between various aspects of
their lives. Many benefits can be associated with STEM education, i.e. providing opportunities
for more higher-level thinking and problem-solving skills. Students learning STEM subjects
are thought to think logically and utilize various tools independently to solve problems,
innovate, and invent.
Competence in STEM subjects can impact careers, raise productivity, and competitiveness in
multiple economic sectors and in latent economics sectors. A study by T.J. Moore et. al (2014)
has suggested that STEM education should be contextualized using STEM into one teaching
unit that is integrated between fundamental sciences and real-world problems. Thus, one can
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conceptualize STEM educations as: 1) to stack together many separate disciplines (chemistry,
biology, physics and mathematics) as one, assuming that their shared importance will promote
advances in understanding the natural world and to innovate, and 2) as to emphasize the
connection of logic and conceptual framework across different fields of STEM and to treat
education holistically.
Content
Please include as many of the following sections as possible in your paper, as relevant.
1. Description of your innovation / product development / design / process
To design a curriculum with space-related researchers, industries and educationist to design
a pilot career-proof curriculum involving space science and thinking-based frameworks,
For this, we would create a database listing all UKM and non-UKM space researchers, and
industries and educationist inclined towards space (herein referred as experts). This
database would serve as our go-to people, as we will interview them on what they think
would be the best curriculum, together with their future outlook.
Once we have this information, we shall design our new curriculum with the information
provided and with related literature on modes of thinking. This would include cognitive
biases, lateral thinking, etc. We shall present this CITRA ANGKASA course.
2. What is the context or background of the innovation / product development / design /
process?
The proposed curriculum merges relevant emerging fields namely Astronomy,
Astrophysics and Astrobiology. We want to employ thinking frameworks from space
science into a curriculum. Merging these fields has not been explored and manifested
before. And by that this project, is — original.
3. Why are they important to education?
While astronomy or astrophysics as a field are the most popular space science field, other
emerging field that involves space industries such as Astrobiology, Human spaceflight, and
even astrotourism are not coming to light. All of these require a unique framework of
thinking.
4. Please write any advantages of your innovation / product development / design / process
towards education and community
• to design a curriculum with space-related researchers, industries and educationist
to design a pilot career-proof curriculum involving space science and thinking-
based frameworks,
• to create a new module of space science and its related technology in the form of a
digital platform, open to the public.
• to prepare future-proof workforce
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5. Please add any commercial value in terms of marketability or profitability of your
innovation / product development / design / process if any.
Continues fine-tuning with a novel curriculum suggested thus far, will allow us to come up
with a new module of space science and its related technology. We intend to build this in a
digital platform that is ideally open to public. The reason for this is that: space science
should be open to everyone. We will start this with a simple web-based prototype or wiki-
based for budgetary reason. This would then be expended to other more engageable
platform when new budgetary permits.
Acknowledgement
We are grateful to UKM for awarding the research grant PDI-2021-037 Dana Penyelidikan dan
Pengajaran (DANA PdP) UKM 2021
References
V. Narayanamurti. (2016). Cycles of Invention and Discovery. Harvard University Press.
T. J. Moore, M. S. Stohlmann, H. H. Wang, K. M. Tank, A. W. Glancy, and G. H. Roehrig,
(2014). Implementation and integration of engineering in K-12 STEM education," in
Engineering in Pre-College Settings: Synthesizing Research, Policy, and Practices:
Purdue University Press.
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‘DRONEDUCATION’: PROMOTING EXPERIENTIAL LEARNING WITHIN
CYBERGOGY PARADIGM
Sarah Mohamad Yunus
Pusat Pengajian Citra Universiti, Universiti Kebangsaan Malaysia, Bangi
sarahyunus@ukm.edu.my
Afifuddin Husairi Jusoh@Hussain, Mohd Hafiszudin Mohd. Amin, Amirul Mukminin
Mohamad, Rozmel Abdul Latif
Pusat Pengajian Citra Universiti, Universiti Kebangsaan Malaysia, Bangi
afifuddin@ukm.edu.my, hafiszudin@ukm.edu.my, mieroll@ukm.edu.my,
rozmelabdullatiff@ukm.edu.my,
Highlights: With more jobs being taken over by digital technologies, the major concern of
HEIs today is to find possible means on how to develop future-ready workforce. This study
explores the use of drones to enhance university students' knowledge and its application within
the context of IR 4.0 education. This course promotes meaningful and collaborative learning
through experiential learning approach within cybergogy paradigm. We wish to highlight that
in the effort to maintain the meaningful and collaborative aspect of the course amid the
pandemic, borne opportunities for the students to learn first-hand from the experts and
practitioners in the industry through a series of collaborative drone activities and forums
typically held via the course official social platform, Facebook. This paper shows the
importance of synergy between universities and industries to empower students' learning
experience. Given uncertainties ahead, the findings will contribute to HEIs to prepare
tomorrow's workforce to meet the IR4.0 challenges.
Key words: drone; curriculum 4.0, IR 4.0, cybergogy, 21st education
Introduction
IR 4.0 will change the future of employment with many current jobs no longer existing in the
years to come. The flagship reports of World Economic Forum's Future of Jobs 2018 reported
that “a cluster of emerging roles will gain significantly in importance over the coming years,
while another cluster of job profile is set to become increasingly redundant’’. The rapid
development of IR4.0 has changed the world with various technology-based inventions and
innovations.
To better prepare graduates for these rapidly changing industry needs, the HEIs' role is not only
to produce graduates to fit in the current job markets and empower them to adapt to the future
jobs that have not yet existed. In line with current reforms, most Higher Education Institutes
(HEIs henceforth) in Malaysia have already restructured their curricula by integrating subjects
that are significantly pertinent to the needs of the IR4.0 workplace for their students (Benavides
et al., 2020; Ishak & Mansor, 2020; Karim, Adnan, Salim, Kamarudin, & Zaidi, 2020). This
notion has been communicated through the IR 4.0 Education framework to ensure that
Malaysian universities' programme is in line with the global and local changes that have taken
place in the IR 4.0 era. This accentuates flexible education that incorporates collaboration with
the industry to develop future graduates' 21st-century skills; critical thinking, problem-solving,
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communication, collaboration, creativity, technological literacy, and digital skills which can
also be incorporated within cybergogy paradigm.
Content
Description of your innovation / product development / design / process.
As abovementioned, the Drone for Aerial Photography - an elective curricular course - was
initiated in nurturing, upskilling, and preparing talents and skills for IR 4.0. This initiative helps
students develop their work-based needed skills to warrant them the future's high-paid and
high-skilled jobs. In line with the IR 4.0 educational approach, this drone course is designed
on a multidisciplinary orientation that emphasizes collaborative and hands-on experiences to
prepare students for the workplace.
Drones (or unmanned aerial vehicles) are designed with aerodynamic forces instruments,
including robotic arms or high-definition digital cameras, to improve and optimize industrial
processes. Though they initially seem to be more of a niche hobby; extensive growth in the
applications and technology developments make drones an important emerging technology to
enhance operational efficiencies for many industries.
What is the context or background of the innovation / product development / design / process?
The course, within the cybergogy paradigm, persists toward promoting collaborative and
meaningful learning amid pandemic Covid-19. Such learning experience is enhanced through
blended approach to online learning.
The students were given exposure to the complex and challenging drone industry scenario that
required novel solutions. For that, students were taught six components of drone application in
industry, ranging from:
i. theoretical (such as types of drones, fundamental uses of drones, and drone operation
techniques), to
ii. practical drone applications (such as drone application in the industry, professional
drone-related careers, and drone entrepreneurship).
We wish to highlight that in the effort to maintain the meaningful and collaborative aspect of
the course, opportunities were created for the students to learn first-hand from the experts and
practitioners in the industry through a series of collaborative drone activities and forums
typically held via the course official social platform, Facebook. During the session, the guest
speakers shared their practical knowledge and real industry example on drone application and
implementation. This facilitates the students to integrate theory and current best practices in
the industry. By utilizing experiential learning approaches, nearly all students (96%) were
relatively satisfied with the guest speakers’ forum. This manifests that the students had enjoyed
the real-world knowledge sharing session that enhanced their knowledge and learning
experience.
Why are they important to education?
With the sophisticated design and wide range of drones' application, many educational
practitioners have begun to integrate drone technology to enhance teaching and learning
processes. For example, some educational practitioners have promoted drones as a platform to
enhance teaching and learning processes (Norman, Nordin, Embi, Hafiz, & Ally, 2018). By
using drones, Chou (2018) has established a comprehensive curriculum to investigate the
impacts of using drones on the development of cognitive skills and sequencing skills
(Bermúdez, Casado, Fernández, Guijarro, & Olivas, 2019). The finding revealed a significant
598
relationship between drone application and students' learning improvement (Nordin &
Norman, 2018) in both skills.
In fact, with the growing importance of Science, Technology, Engineering and Mathematics
(STEM) skills for the future, many educational practitioners have started using drones to
engage their students in STEM Education.
Please write any advantages of your innovation / product development / design / process
towards education and community.
Through this course, we instil digital knowledge based on students' interest, equipping them
with the right digital skills, enriching digital experience, and transforming them to strive for
jobs that have not existed. The teaching and learning process were based on the real drone-
related business case studies with the guide from the industrial experts. This is to prepare them
to make significant contributions to the industry immediately upon graduation.
In this course, the industries actively designed the curriculum, such as holding in-class
workshops, participating in professional development activities, hiring interns, sponsoring
capstone projects, and providing job placement.
Most importantly, the design of this course structure is proven to be fluid, flexible, and organic
to cater to the needs of all students regardless of their discipline. This drone course encourages
students from different profile to individually develop both the depth and breadth of skills and
ability as part of academic achievement in the various drone-related knowledge.
Please add any commercial value in terms of marketability or profitability of your innovation
/ product development / design / process if any.
Before enrolment to the course, more than half of the respondents reported that they already
have the literacy of the basic use of drones. Furthermore, more than two-thirds of them have
sound knowledge of basic uses, types, applications, drone entrepreneurship and drone-related
careers. It can be asserted that most of the students who participated in this course due to their
interests, curiosity and career potential. Hence, we believe this course has the value to be
branded and repackaged for an online distance learning module as ‘’droneducation’’ is relevant
to the masses regardless of age, disciplines and career profile.
Acknowledgement
We are grateful for UKM to award the PDI-2021-037 Dana PdP UKM 2021.
References
Benavides, L. M. C., Arias, J. A. T., Serna, M. D. A., Bedoya, J. W. B., & Burgos, D. (2020).
Digital transformation in higher education institutions: A systematic literature review.
Sensors (Switzerland), 20(11), 1–23. https://doi.org/10.3390/s20113291
Chou, P. N. (2018). Smart technology for sustainable curriculum: Using Drone to support
young students' learning. Sustainability (Switzerland), 10(3819), 1–17.
https://doi.org/10.3390/su10103819
Bermúdez, A., Casado, R., Fernández, G., Guijarro, M., & Olivas, P. (2019). Drone challenge:
A platform for promoting programming and robotics skills in K-12 education.
International Journal of Advanced Robotic Systems.
https://doi.org/10.1177/1729881418820425
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Benavides, L. M. C., Arias, J. A. T., Serna, M. D. A., Bedoya, J. W. B., & Burgos, D. (2020).
Digital transformation in higher education institutions: A systematic literature review.
Sensors (Switzerland), 20(11), 1–23. https://doi.org/10.3390/s20113291
Ishak, R., & Mansor, M. (2020). The relationship between knowledge management and
organizational learning with academic staff readiness for education 4.0. Eurasian
Journal of Educational Research, 2020(85), 169–184.
https://doi.org/10.14689/ejer.2020.85.8
Karim, R. A., Adnan, A. H. M., Salim, M. S. A. M., Kamarudin, S., & Zaidi, A. (2020).
Education Innovations through Mobile Learning Technologies for the Industry 4.0
Readiness of Tertiary Students in Malaysia. IOP Conference Series: Materials Science
and Engineering, 917(1), 0–12. https://doi.org/10.1088/1757-899X/917/1/012022
Leopold, T. A., Zahidi, S. & Ratcheva, V. (2018). The Future of Jobs Reports 2018. World
Economic Forum. Retrieved from
http://www3.weforum.org/docs/WEF_Future_of_Jobs_2018.pdf
Nordin, N., & Norman, H. (2018). Mapping the Fourth Industrial Revolution Global
Transformations on 21St Century Education on the Context of Sustainable Development.
Journal of Sustainable Development Education and Research, 2(1), 1.
https://doi.org/10.17509/jsder.v2i1.12265
Norman, H., Nordin, N., Embi, M. A., Hafiz, Z., & Ally, M. (2018). A Framework of Drone-
based Learning (Dronagogy) for Higher Education in the Fourth Industrial Revolution.
International Journal of Engineering & Technology, 7(3.14), 1–6.
https://doi.org/10.14419/ijet.v7i4.21.21605
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PREPARING FUTURE TALENT FOR IR4.0 IN HEIs: REFLECTION FROM THE
FIRST STUDENT COHORT OF DRONE COURSE
Mohd Hafiszudin Mohd Amin
Pusat Pengajian Citra Universiti, Universiti Kebangsaan Malaysia, Bangi
hafiszudin@ukm.edu.my
Afifuddin Husairi Jusoh@Hussain, Rozmel Abd. Latiff, Sarah Mohamad Yunus,
Amirul Mukminin Mohamad
Pusat Pengajian Citra Universiti, Universiti Kebangsaan Malaysia, Bangi
afifuddin@ukm.edu.my, rozmelabdullatiff@ukm.edu.my, sarahyunus@ukm.edu.my,
mieroll@ukm.edu.my
Highlights: This study presents the students' satisfaction, experience and expectation from the
drone course as an exemplar of an IR4.0 related course. We used a structured online
questionnaire, and the first students enroll on this course were the respondents. The findings
showed that prior experiences, curiosity, personal interests, and career potential on the drone
had developed students' motivation for enrolment. Student eagerness spurred for IR-related
technology and futuristic curriculum. Five main challenges (course design, pedagogies,
planning activities, teaching activities and evaluation) in developing the IR4.0-related
curriculum were evaluated. This study provides a baseline for HEIs when designing IR4.0
related co-curricular courses.
Key words: IR 4.0, Education 4.0, Drones, Futuristic Curriculum, Digital Talent
Introduction
Content
1. Description of your innovation / product development / design / process.
The Drone for Industrial Applications course (herein referred to as Drone Course) is
offered to introduce an IR 4.0 future-ready curriculum. To meet IR 4.0 and future proof
talent preparedness, the Drone Course is made up of three components comprise
Theoretical such as types of drones, basic uses of drones, and drone operation
techniques; Practical drone applications such as drone application in the industry,
professional drone-related careers, and drone entrepreneurship; Exposure of drones in
multidisciplinary fields and industrial setting.
2. What is the context or background of the innovation / product development / design /
process?
IR4.0 challenges Higher Education Institutions (HEIs) by providing a flexible
curriculum, introducing different pedagogies, establishing a fluid and organic curriculum
and employing the latest learning and teaching technologies to support teaching and
learning activities. New modes of delivery for teaching and learning which operationalize
digital solutions are embedded in this future proof curriculum.
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3. Why are they important to education?
There is a huge concern on students' or youths' capabilities and readiness in facing IR 4.0,
particularly the future employability. This concern is not a localized issue but a global
one occurring in both developed and developing nations. A study by Succi and Canovi
(2020) found that students are not well prepared for their employability and suggest that
HEIs and industries need to collaborate to develop these essential skills to continuously
adapt to the changing labour market.
4. Please write any advantages of your innovation / product development / design / process
towards education and community.
At present, Industrial Revolution 4.0 (IR4.0) influences our lifestyle, social, and culture.
There is no denying that IR-based technology has radically changed our lives. In turn,
this will change future jobs and industry globally, calling for a shift in workforce demands
(Bongomin et al., 2020; Hahn, 2020). Therefore, higher education institutions (HEIs)
would require developing readily marketable talent to meet upcoming industry demand.
Given that IR4.0 is revolutionizing traditional ways in the teaching and learning process
(especially in the recent ongoing pandemic), there is an urgency for HEIs to nurture the
right kind of talent, and to some extent, future proofing them. This involves empowering
students with digital know-how and hybrid skills for jobs of the future.
5. Please add any commercial value in terms of marketability or profitability of your
innovation / product development / design / process if any.
Drone technology course can be used as a pilot study to evaluate its effectiveness in
facilitating the link between IR4.0 career-ready students, HEIs and industries. Industries
may need data to strengthen their market values and it offers collaborative opportunities
for these entities.
Acknowledgement
We are grateful to UKM for awarding the research grant PDI-2021-037 (DANA PDP) UKM
2021
References
Bongomin, O., Gilibrays Ocen, G., Oyondi Nganyi, E., Musinguzi, A., & Omara, T. (2020).
Exponential Disruptive Technologies and the Required Skills of Industry 4.0. In Journal
of Engineering (United Kingdom). https://doi.org/10.1155/2020/4280156
Succi, C., & Canovi, M. (2020). Soft skills to enhance graduate employability: comparing
students and employers' perceptions. Studies in Higher Education.
https://doi.org/10.1080/03075079.2019.1585420
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E-PORTFOLIO (CREATIVECAREER.SPACE) AS AN EMPLOYMENT TOOL
FOR STUDIO BASED LEARNERS
Siti Nur Dini Binti Mahazan
Faculty of Education, Universiti Teknologi MARA,
UiTM Puncak Alam Campus, 42300 Puncak Alam, Selangor, Malaysia
nurdinimhzn@gmail.com
Syamsul Nor Azlan Bin Mohamad
Faculty of Education, Universiti Teknologi MARA,
UiTM Puncak Alam Campus, 42300 Puncak Alam, Selangor, Malaysia
syams9211@uitm.edu.my
Highlights
: This project takes an in-depth look at the rationale behind the integration of
studio-based learning e-Portfolio as an employment tool in higher education institution
(HEI) namely as CreativeCareers.space. In order to achieve this project, the researchers
developed an e-Portfolio that employers and academicians can view studio learner’s
assessment regarding the evaluation of their work, performance and progress. Therefore,
this project could help recruiters to have an in-depth look at possible future candidate
qualifications rather than just looking at education and experience. The research approach
of the project is through prototype practice. Various literature reviews have been studied
in order to carry out the goal of this product. From this, the result of studies mostly
showed a positive attitude towards the use of e-Portfolio as an employment tool in the
studio-based field.
Key words:
employment tool, e-Portfolio, studio-based learning (SBL), studio learners
Introduction
According to (Hills & Randle, 2010), e-Portfolio is the best exhibitor of lifelong learning and
professional development in the career journey of any information professional. Previous
research in (Webb, 2011) has shown that e-Portfolio use a collection of electronic evidence
assembled and managed by a user, usually on the web, and such electronic evidence may
include input text, electronic files, images, multimedia, blog entries, and hyperlinks.
In this research, the use of the e-Portfolio offers a new way of recording a graduate’s
achievements, to reflect and learn, to store information, to plan career paths and to build
network as there is a large body of research exists surrounding the importance of maintaining
a positive online presence in an increasingly demanding job market. Based on a study by
(Leahy & Filiatrault, 2017), (Schawbel, 2011) predicted that within 10 years, resumes will be
replaced by various online communication sources, such as the E-Portfolio. Therefore, a
foremost strength of e-Portfolio is that it is a job applicant performance tool which includes
extending one’s curriculum vitae (CV) and provides future employers with a comprehensive
portrait of one’s academic training, achievements, and future career goals.
Besides that, e-Portfolio is not only used for keeping student’s coursework and achievements
but also to keep track of student’s learning growth and to prepare for future career development
(Norazman, 2014). As (Kennelly & Reardon, 2014) stated, an online career portfolio or e-
Portfolios is an online tool which allows students to identify learning experiences leading to
the development of desired skills, a collection point for listing students’ accomplishments
and skills, and a potential marketing tool for students seeking graduate school or
employment. This is supported by (Hills & Randle, 2010) who stated that e-Portfolio not only
603
allows the user to record past experiences but also put them in context with current and planned
requirements. This is agreed by (Gillian Hallam, 2008), who stated that an e-Portfolio creates
a structured environment that supports recording and reporting of professional activities for
individuals, employers and professional associations.
Statement of the Problem
As the employer demand is a competitive field for job applicants, it is a time -consuming
process for recruiters to find the most suitable candidates for the opening position. Therefore,
strong personal branding portfolio is a way to be different in the labour market and creates an
advantage for job applicants as it allows them to stand out among other applicants who are still
using papers in their job application.
Graduates need to create creative strategies that are a vital part of obtaining and holding the
high -quality talent to add to the employer. Currently, the graduates are becoming more
aggressive and aptitude sets keep on growing more diverse. Therefore, an E-Portfolio could
help recruiters to have an in-depth look at possible future candidate qualifications rather than
just looking at education and experience.
E-Portfolio as an Employment Tool
Therefore, the researcher aspires to explore how the development of an e-Portfolio combined
with e-Portfolio pedagogies, impacted the interview performance of undergraduate students
as they prepare to enter the job market in order to support e-Portfolio as a job applicant
performance tool. Thus, to cater for this literature, (Hills & Randle, 2010) mentioned that e-
Portfolio will support learning and career needs of an individual for their entire life, from
preschool to retirement.
Thus, this project outlines the development of an e-Portfolio joined with heutagogy learning
which could impact the performance of studio-based learning undergraduates in job
interviews as they prepare themselves for the demanding job market among studio-based
learners. This project takes an in-depth look at the rationale behind the integration of studio-
based learning e-Portfolio as an employment tool in higher education institution (HEI)
namely as CreativeCareers.space. Therefore, as the researcher has background knowledge and
skills in studio -based learning, the researcher aspires to implement the e-Portfolio system with
primary objectives to identify the studio-based practise learners’ needs of e-Portfolio in the
demand of the workforce. This research will touch on the functionality of e-Portfolio as a
teaching and learning tool for studio -based practice learner from a fresh graduate and a new
user point of view and will discuss how e-Portfolio can be used and adapted in search of
employment especially in job interviews, depending on the individual needs of the user.
Figure 1: Visual layout home page of e-Portfolio (CreativeCareer.space)
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Electronic portfolio or e-Portfolio is a dynamic document that can be viewed from any
Internet-enabled computer or stored on other digital storage devices. An e-Portfolio website
address can easily be sent to multiple prospective audiences, both locally and around the
world.
As a studio-based learner and educator, the researcher develops the idea of graduates
building a professional online reputation by developing an e-Portfolio. If e-Portfolio is to be
introduced to students as a learning tool in their secondary education before continuing to
tertiary education, then it would be safe to say that those students would have had use e-
Portfolio throughout their formal education. However, due to the novelty of e-Portfolio, only a
few researches have been done to understand the level of readiness and awareness of learners
or studio-based practice learners, in particular for this research, of e-Portfolio as an
employment tool.
Graduates who had already use e-Portfolio as a learning tool and establish their own e-
Portfolio during their secondary and tertiary education will benefit the most from this learning
tool for their future employment or for their own personal use as they would not face the
problem of losing records or collection of their previous works and accomplishments. In the
case of a graduate applying for a job, detailed information about the student is not always
easily added to a pen and paper résumé, but may be included effectively in an e-Portfolio. For
example, a student can post actual examples of their papers, artw ork, engineering designs,
budgets, reports, architectural drawings, advertising brochures, and PowerPoint presentations
to demonstrate their skills (Zhang, Olfman, & Rachtham, 2007). This will be a natural
environment for these students and they will be co mfortable in the e-Portfolio environment.
Thus, this is what the researcher aspires to witness as e-Portfolio could be one of the answers
to unemployment around the globe and particularly in Malaysia as graduates could showcase
their skills and qualificati ons through the use of e- Portfolio.
As e-Portfolio becomes a more common teaching and learning tool in Higher Education
Institution assessment and evaluation practices, it is only natural to promote e -Portfolio as an
employment tool for undergraduates transitioning into job seekers. Though the widespread
use of social media has brought jobseekers online, they failed to realise that not only them
who are looking for employment online, employers too are seeking candidates online.
(Werschay, 2012) cited that almost eighty percent of employers look for job candidates online
while only seven percent of jobseekers thinks their online data affects their employment search.
From this, we can conclude that e-Portfolio could be a useful employment tool for graduates
seeking for employment.
Significance of Studio-Based Learning e-Portfolio
The significance of this research contributes to the reasoning of the integration of studio -
based learning e-Portfolio as an employment tool for studio-based learners, educators, and
employers. Therefore, the expected contributions from this research are as follows:
a) E-Portfolio for Employers
One of the focuses of this research is to determine the employers’ view of using e-Portfolio
for hiring purpose. E- Portfolio allows potential employers to view the applicants' skills and
achievements in order to come to a decision making in the hiring process. Employers will be
able to consider an applicant based on the applicant’s skills and achievements rather than
their personal background.
b) E-Portfolio for Graduates
This research intends to improve the assessment criteria for studio design project to
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develop e -Portfolio as a teaching and learning tool in studios. The current teaching
method that is being used in the studio will be enhanced through a new guideline to support
student learning in studio -based practice and to facilitate the continuous assessment
format. The studio-based learners might not fully understand the significance of e-Portfolio
in the beginning of their higher education learning, but they will surely learn the importance
of it as they build their work collection throughout their learning process.
c) E-Portfolio for Educators
For educators, the e-Portfolio promises a new environment with tools to demonstrate and
assess students learning and thus helps to map teaching and learning outcomes that are in line
with each institution’s established principles of learning. It also facilitates educators to help
graduates produce works are in line with the assessment criteria in order to produce a better
outcome of their works.
Acknowledgement
We would like to thank the professional employer that are involved in studio -based learning
(SBL) area who participated as software testers and volunteer participating this innovation.
References
Hills,C., & Randle, R. (2010). ePortfolios a plan for success: Australian new graduate
experiences and Joanne Beazley Logan City Council Libraries
Kennelly, E., & Reardon, R. C. (2014). No Title. The Effect of Career Portfolio Completion
on Student Interviewing Skills, (56), 1–13. Leahy, R. L., & Filiatrault, A. (2017).
Employers’ Perceptions of the Benefits of Employment Electronic Portfolios, 7(2), 217–
223.
Norazman, S. F. (2014). Student Perceptions on the Implementation of E-portfolio System, 18–
24.
Webb, A. J. (2011). Career College Students’ Perceptions of Portfolios and Their Influence in
the Hiring Process
.
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ONLINE TEST PROCTORING AND MONITORING FOR REMOTE ASSESSMENT
Prasanna Ramakrisnan
Institute of Continuing Education & Professional Studies (iCEPS)
Universiti Teknologi MARA (UiTM) 40450 Shah Alam, Selangor, Malaysia
prasanna@uitm.edu.my
Ahmad Aizuddin Bin Saifullah, Siti Sapura Binti Jailani
Institute Of Continuing Education & Professional Studies (iCEPS)
Universiti Teknologi MARA (UiTM) 40450 Shah Alam, Selangor, Malaysia
ahmad_aizuddin@uitm.edu.my, sitisapura@uitm.edu.my
Highlights: The coronavirus disease 2019 (COVID-19) Pandemic had changed the way
teaching and assessment are conducted. This paper introduces a remote proctoring approach
for UiTM online assessment. This remote proctoring enables students to take the test in a
remote location while maintaining the test’s integrity. This approach confirms a student’s
identity and monitors him/her through a series of images taken during the assessment using the
student’s web camera. The images captured during a remote proctored test helps to flag any
suspicious student identity.
Key words: test proctoring, test monitoring, online assessment, online test, remote
assessment.
Introduction
Many universities explored the option of remote assessment. This also has led to an
interest in different approaches to remote assessment and how to enhance student
authentication in the online remote test. During classroom assessment, monitoring students
were easier because the instructor can see their students face-to-face and reduce the potential
for cheating.
However, the remote assessment has placed the instructors and students far apart and
making it difficult for student authentication in the online test. One potential solution proposed
to the university management was the remotely proctored test. Remote proctoring is a process
for authenticating, authorizing, and controlling the online test process. It is a technology that
allows the university to enable remote assessment.
The remote test proctoring can be conduction through the internet via the web camera of
the students. The few types of test proctoring are video proctoring, image proctoring, auto
proctoring, and identity verification. The biggest challenge in remote learning or assessment
was dealing with the student’s internet connectivity. Those students taking the remote test from
villages have average or low internet connectivity.
Thus, for this initiative image-based test proctoring was suitable because some student’s
internet connectivity was not good. This proctoring will verify remote test attempts by student’s
multiple times randomly. The system would capture pictures of the students at specific time
intervals.
Later the instructor will validate those images to ensure that an actual student has
conducted an online exam. The image-based test proctoring is cost-effective and requires lower
bandwidth as compared to video streaming quality. This image-proctored test is targeted to be
used for UiTM remote assessment by close to 170,000 students.
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Problem
The COVID-19 pandemic has necessitated significant changes in higher institutional
education. One of the biggest challenges concerned in student remote learning is their
assessment. Due to the social distancing regulations, the student assessments need to be
conducted remotely. But most of the remote assessments that are conducted are not proctored.
Thus, it is very difficult to prevent cheating and fairness in assessment (Lee et al., 2020).
Solution
The majority of students at UiTM take their remote assessments using Learning
Management System (LMS) named UFUTURE. To minimize the cheating in the online test
during the remote assessment, this study implements before and during strategies in the LMS.
The before strategy was asking the students to submit the Student Pledge of Academic Integrity
in the LMS. While the during strategy was implemented using 3 ways: (1) random image
recording, (2) online test monitoring dashboard, and (3) random question sequencing function
in the online assessment module.
The students will be informed to make sure their face is visible to the webcam using a
short message before starting their online test. The system would capture 4 pictures of the
students at specific time intervals, one when the test starts, and one when ends or submission,
and two randomly during questions attempted. The course instructor can compare the captured
image with the image inside LMS to identify if the student was cheating. Besides that, the
course instructor has also given a live student online test monitoring dashboard to check for
any abnormality in the way students answering the online test questions.
Result
The online proctored test was conducted among 44 students. For 86.4% (n=38), the
captured image and stored image are similar. The remaining 13.6% (n=6) were unable to use
the webcam due to not working or not available. They were monitored using an online test
monitoring board. Thus, these strategies can control cheating during the online test.
Conclusion
The universities need to have secure test proctoring to maintain integrity and fairness in
remote assessment. Generally, student cheating in remote assessment can be overcome by
designing the proctored or non-proctored online test. Although the implementation of
proctoring can control student cheating in online assessment, it is also important to look into
the quality of questions for remote assessment. Remote assessment questions need to measure
high-level skills like creative thinking, critical thinking, problem-solving, etc. (Abdul Rahim,
2020; Senel & Senel, 2021). The questions designed with high-level thinking may not require
proctoring at all. Thus, this can be an alternative method to reduce cheating and maintaining
the integrity of the assessment regardless of proctoring structure. Thus, the future work will
explore the best practices for remote assessment that will describe the structure of online tests
through UFUTURE platform.
References
Abdul Rahim, A. F. (2020). Guidelines for Online Assessment in Emergency Remote
Teaching during the COVID-19 Pandemic. Education in Medicine Journal, 12(2).
https://doi.org/10.21315/eimj2020.12.2.6
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Lee, J., Kim, R. J., Park, S. Y., & Henning, M. A. (2020). Using technologies to prevent
cheating in remote assessments during the COVID-19 pandemic. Journal of Dental
Education. https://doi.org/10.1002/jdd.12350
Senel, S., & Senel, H. C. (2021). Remote Assessment in Higher Education during COVID-19
Pandemic. International Journal of Assessment Tools in Education.
https://doi.org/10.21449/ijate.820140
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ONLINE CLASS SCHEDULING AND ATTENDANCE REPORTING
Prasanna Ramakrisnan
Institute of Continuing Education & Professional Studies (iCEPS)
Universiti Teknologi MARA (UiTM) 40450 Shah Alam, Selangor, Malaysia
prasanna@uitm.edu.my
Noriliatie Binti Mohd Izani, Siti Sapura Binti Jailani
Institute of Continuing Education & Professional Studies (iCEPS)
Universiti Teknologi MARA (UiTM) 40450 Shah Alam, Selangor, Malaysia
noriliatie@uitm.edu.my, sitisapura@uitm.edu.my
Highlights: The purpose of this project is to develop a tool for the instructors to schedule their
online classes and monitor their students' attendance using an analytic report. One challenge
faced by the instructors of an online course is monitoring their students according to their class
schedule. The instructors also use various tools to enable the online class making it difficult
for the students to receive the online class link and the recorded lecture sessions. Thus, this
project provides a module for online class scheduling, student attendance taking, and
monitoring student’s attendance for their online courses.
Keywords: online class schedule, student attendance, attendance report, analytic
report.
Introduction
The outbreak of the Coronavirus disease 2019 (COVID-19) pandemic has greatly
affected the way teaching instructions were delivered. The course instructors had to shift and
convert their face-to-face teaching instructions to fully online. Fully online learning is divided
into two methods, synchronous and asynchronous online learning. Synchronous online
learning happens in real-time and often has a set or confirmed class schedule. This method is
commonly supported by the use of media such as video conferencing tools (Zoom, Webex,
Google Meet, etc) and chat tools (WhatsApp, Telegram, etc). While asynchronous online
learning happens in a non-real-time environment and is facilitated by media such as discussion
boards when the instructors and the students cannot be online at the same time. Thus, the
students can access their learning materials flexibly according to their schedules.
The asynchronous learning method has been used for course learning even before the
pandemic to support classroom learning or as blended learning. But the synchronous learning
happens in the classroom in real-time before a pandemic. During the pandemic, the course
instructor and student have to use a specific virtual platform at a scheduled time for
synchronous online learning. In this session, the instructors take attendance similar to
traditional classroom attendance. The biggest challenge faced by the instructors is managing
the online class schedules and monitoring student online class attendance.
Content
An important aspect of an online class is monitoring student attendance. Research shows
that monitoring student’s monitoring data is an important component for high-quality
education (Mazza et al., 2012). The attendance monitoring data can help to reveal who has
been present in the online course. The student’s attendance rate for daily, monthly, and overall
semester helps in better understanding whether the course provides a good synchronous online
learning environment (live discussion, collaborative online learning activities, etc).
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This project presents online class scheduling and attendance monitoring reporting tool in
Learning Management System named UFUTURE. These reports were aimed to manage online
class schedules and students’ online class attendance monitoring. The student online class
attendance monitoring is based on the schedules created in the system. The attendance
monitoring report generated in the system will provide a better understanding of student’s
participation in the online class and improving synchronous online learning. It was found out
that student’s participation in online courses is influenced by their learning motivation (Kaya,
2021). Thus, it is of utmost importance to stimulate and maintain students’ online learning
motivation. This attendance report generated will provide insight into students' motivation
level to attend online classes. If poor student participation is identified, the instructors can use
their traits and skills to improve their teaching method in synchronous online learning (Qunfei
et al., 2020)
References
Kaya, S. (2021). The factors predicting students’ participation in online english courses.
Eurasian Journal of Educational Research, 2021(91).
https://doi.org/10.14689/ejer.2021.91.14
Mazza, R., Bettoni, M., Faré, M., & Mazzola, L. (2012). MOCLog – Monitoring Online
Courses with log data. 1st Moodle Research Conference.
Qunfei, X., Abdullah, N., & Mustapha, S. M. (2020). The Influencing Factors and Incentive
Measures of College Students’ Online English Learning Motivation. In Journal of
Education and Social Sciences (Vol. 15, Issue 2, pp. 74–81).
611
SENTUHAN DIGITAL DALAM MEMBINA ‘PERSPEKTIF DAKWAH’ MENERUSI
PENGAJIAN ISU-ISU KONTEMPORARI
Dr. Nor Salimah Abu Mansor
UniSZA, Terengganu, Malaysia
norsalimah@unisza.edu.my
Rosyati Abdul Rashid,
UMT, Terengganu, Malaysia
rosyati@umt.edu.my
Humairah Md Saleh
UniSZA, Terengganu, Malaysia
Hmairahsaleh96@gmail.com
Muhammad Afif Rosli
UniSZA, Terengganu, Malaysia
afifrosli95@gmail.com
Highlights: Inovasi ini tercetus daripada rungutan pelajar tentang kesukaran kursus DWI
41903 iaitu Dakwah dan Isu-isu Kontemporari bagi pelajar-pelajar tahun akhir Sarjana Muda
Pengajian Islam (Dakwah). Secara umum, kursus ini bertujuan membantu pelajar mendapat
pengetahuan mengenai isu-isu kontemporari, berfikir secara kritis dalam penyelesaian
bermasalah, dan berkemahiran kolaboratif. Oleh itu, inovasi yang dinamakan “PERSPEKTIF
DAKWAH” bertujuan memberi panduan kepada pelajar agar dapat menjayakan kursus ini
dengan menstrukturkan cara mereka berfikir, memproses pengetahuan dan mencari cadangan
penyelesaian bagi semua isu yang dibahaskan. Inovasi ini terdiri faripada 7 langkah iaitu BINA
MAKNA, BINA ILMU, BINA HUJAH, BINA FAKTA, BINA WACANA, BINA
PERSPEKTIF DAN BINA SOLUSI.
Key words: Perspektif Dakwah, Isu-Isu Kontemporari, 7 Langkah
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ABSTRAK:
613
Content
1. Inovasi ini dinamakan PERSPEKTIF DAKWAH yang terdiri daripada 7 langkah untuk
menghasilkan kejayaan pelajar beroleh pengalaman yang Berjaya melaksanakan semua
tugasan.
2. Inovasi ini dihasilkan oleh menyelesaikan masalah kesukaran kursus ini dalam kalangan
pelajar hingga menjadikan kursus ini paling menarik.
3. Dari sudut kepentingan, inovasi ini penting dalam menghasilkan graduan yang autonomous
learner yang boleh belajar secara independent.
4. Berdasarkan refleksi dan maklum balas pelajar, inovasi ini telah memberi impak dari sudut
kefahaman dan penghayatan, serta memberi kemahiran kepada pelajar untuk mengupas apa
jua isu di hadapan mereka dan mampu mencari cadangan penyelesaian.
5. Inovasi ini dapat mengasilkan laman sesawang yang berkaitan dan dalam proses pembinaan
modul untuk kegunaan UniSZA dan UA yang lain.
Acknowledgement
Kepada pihak COMAEI UniSZA yang banyak memberikan latihan berkaitan OBE dan PBL.
References
Albert Bandura.
Al-Imam al-Ghazali.
Hassan al-Banna.
Sayyid Qutb.
Nik Abdul Aziz Nik Hassan.
Syed Khairudin al-Juneid.
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POTTY TRAINING KIT
Dayana Farzeeha Ali
School of Education, Faculty of Social Sciences and Humanities, Universiti Teknologi
Malaysia
dayanafarzeeha@utm.my
Mohd Nur Khafiz Hussin
DF & K Group Sdn Bhd
khafiz@mindcr.co
Marlissa Omar
School of Education, Faculty of Social Sciences and Humanities, Universiti Teknologi
Malaysia
marlissa.utm@gmail.com
Highlights:
Key words: Potty training, toilet training kit, children, skills.
Introduction
Toilet training is defined as mastering the skills needed for independent urination
and defecation consistent
with social customs. Toilet training is one of the most challenging
developmental stages of early childhood and one
that all children must complete successfully
to comply with the norms of our society and to gain autonomy and self- esteem. Toilet training
a child with special needs can be more challenging and can result in long-term consequences
if inadequately addressed. Even for normal child, parents often have difficulties to toilet train
their child due to lack of
skills and knowledge. According to Van Aggelpoel et al. (2021), in
1940 people began toilet training at a mean age
of 18 months, whereas nowadays the mean
age has increased to 21-36 months. In the 1950s 97% of children had completed toilet
training by the age of 36 months. More recent data show that 40-60% of children are toilet
trained by 36 months. In recent years, the age at which parents start and finish toilet training
their children has increased (van
Nunen et al. 2015). Too many children are toilet trained after
the minimum school age of 30 months. Most parents are
not aware of the possible negative
consequences this can entail. Mothers with a paid occupation think more often
that children
should be toilet trained before the age of 30 months, and the higher the mother’s educational
level, the
more likely she will send her child to school toilet trained. More of single parents
think that children who are not yet
toilet trained should be allowed to go to school and more
often send they’re not fully toilet-trained children to school. One of the causes for the delay in
toilet training among children is the use of disposable absorbent diapers.
Also, today many parents work outside, resulting in less time that can be spent on the
toilet training of their children. Poor toileting skills can cause physical discomfort and
negatively impact personal hygiene, self-confidence, social competence and acceptance,
thereby resulting in a dependence on caregivers for help. A later age for toilet training can also
cause stress, frustration and tension between the parents and the child (van Nunen et al. 2015).
There is still a lack of knowledge about how children really achieve bladder control. In many
non-Western countries and in developing countries, by tradition or when diapers are not
available, children seem to achieve bladder control in early infancy (Duang et al., 2010).
Children are generally considered fully toilet trained when daytime and nighttime bladder and
bowel control are established and the independent task of toileting is achieved (Axelrod &
615
Deegan, 2019).
Despite the difficulties of parents with normal children to toilet train their children,
children with autism spectrum disorder (ASD) are more likely to have higher rates of urinary
incontinence than children without disabilities which leads to difficulties to toilet train them
(Niemczyk et al. 2018; von Gontard 2013). children with ASD may experience barriers to
toilet training, thus long-term incontinence, due to communication, language, motivation, and
rigidity of routines. Parents of children with ASD may be discouraged to begin toilet training
if their child does not demonstrate skills considered readiness indicators such as remaining
dry, completing steps associated with toileting and communicating about toileting.
Additionally, attention that may otherwise be spent on toileting, may be allocated to more
pressing concerns such as communication and challenging behavior (Hayes and Watson
2013). A lack of emphasis on toilet training in the early years may pose challenges for
individuals with ASD and their families later on. Thus, we have designed a potty training kit
complete with books, flash card, and mobile augmented reality (MAR) application to help
equipped the parents with skills needed to start toilet train their children.
Description of the Product
Potty Training kit is a set of training kit to help parents, caregivers and teachers to
potty train children and enable them to be independent from the use of diapers. Potty training
kit consists of several items which is potty training book (Oops Mama Saya Mahu ke Tandas),
Flash Card Potty Training, Analysis Activity Card (2 cards) and Toilet Training schedule card.
Figure 1 shows the full set of Potty Training kit.
Figure 1: Potty Training kit
This Potty Training kit integrates the use of augmented reality technology with the kit
which allows the users to scan the provided illustration and watch the video included on the
training kit. The video can be accessed through the installation of the Potty Training Apps
which can be downloaded from Play Store (for Android users). The video shows steps to teach
the children skills needed before they can start toilet train the children, as well as toilet training
animation as a source of social story approach. Figure 2 shows the interface of the Potty
Training Apps.
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Figure 2: Interface of Potty Training Apps
According to MacLay et al. (2015), the use of video to teach the necessary skills for
toilet training was effective in teaching a sequence of behaviors necessary for successful and
independent toileting (e.g., walking to the toilet, undressing, sitting on the toilet, dressing, and
flushing).
Advantages of the Product
Video modeling is thought to be particularly suited to children with autism (Delano
2007) and to have several advantages over, for example in vivo modeling. Firstly, video
modeling takes advantage of their relative strength in visual processing (see e.g., Bellini and
Akullian 2007) and common interest in watching videos, increasing the likelihood of the child
attending to the modeled behavior. Secondly, the amount of irrelevant stimuli in the
environment can be controlled through the use of video editing thereby compensating for
possible over selectivity. Additionally, video modeling is considered cost effective as videos
can be used repeatedly without requiring the continued physical presence of the person
modeling the behavior. By using video in this product, information can be easily relayed to
the users and it can help users to fully understand the information that they wanted to learn or
master.
With both Potty Training Book and Augmented Reality Mobile Apps that allow
parents to scan and watch the video tutorial on how to conduct activities required for their
child before starting the toilet training practices, it enhances the users understanding and skills
to help their children in a more effective way. Other than that, the use of offline mobile
application allows users to use this everywhere and anytime without having to worry about
internet connection. Each video shows a variety of activities for each skills. Parents can easily
imitate the activities provided in the video to their children.
The use of flash card also help parents in terms of providing materials for visual cue
and social story when training their children. Flashcard learning for children is quite popular
as a playful means to introduce children to new words, images or concepts. The benefits of
flashcards is that they make it easy to maximize the benefits of repetition and to improve kids'
important (if debated) memorization skills. Thus help them to memorize what they need to do
if they need to use the toilet.
617
Commercial Value of the Product
Potty Training kit has been launched into the market on 13 March 2021 through
various platforms such as facebook, shopee and Lazada. Up until today, there are a total of
25 Potty Training kit has been sold to consumer. A total sale of RM 2,203.52 has been
received from the sale of 25 Potty Training kit. Apart from that, the Potty Training book also
has been registered under Intellectual Property Corporation of Malaysia. Figure 3 shows the
Intellectual Property for the book.
Figure 3: Intellectual Property for Potty Training Book
This product focuses on parents with small children at the age appropriate for toilet
training. The marketability of this product depends on the number of small children which is
directly proportional to the rate of birth of children. However, the current birth rate for
Malaysia in 2021 is 16.258 births per 1000 people, which reflects the potential customers for
this product. Figure 4 shows the statistics for live births for year 2020.
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Figure 4: Statistics for live births on 2020
Other than that, Traditional methods of learning as we know it are becoming a thing of
the past. They are becoming increasingly digitized, and being driven by technology innovations.
In fact, the so-called EdTech, the education technology industry, is expected to reach $680.1
billion by 2027, growing at an annual rate of 17.9%. Among the most significant trends in
EdTech, augmented reality rightfully takes a leading position. With the value of AR in
Educational Technology predicted to surpass $5.3 billion by 2023, a pool of opportunities for
learning materials providers is increasingly available thus provides a profitable approach for
them. Figure 5 shows the statistics for the use of augmented reality technology in market.
Figure 5: Statistics for the use of augmented reality in market
According to the statistics, there will be around 810 million mobile augmented reality
users by the year 2021 which increase the marketability of this technology implementation for
products in the market. This means, more people will have access to use augmented reality
technology using their phones and more applications will be available for users to use. Thus
strengthen the facts that it is wise to use of augmented reality technology in this product.
References
Van Aggelpoel, T., De Wachter, S., Van Hal, G., Van der Cruyssen, K., Neels, H., & Vermandel, A.
(2021). Parents’ views on toilet training: a cross-sectional study in Flanders. Nursing
children and young people, 33(2).
1 baby born per
minute
Total = 487,957
56 babies per hour
1,337 babies per day
Female Babies = 235,467
Male Babies = 252,490
619
van Nunen, K., Kaerts, N., Wyndaele, J. J., Vermandel, A., & Hal, G. V. (2015). Parents' views
on toilet training (TT): A quantitative study to identify the beliefs and attitudes of parents
concerning TT. Journal of child health care : for professionals working with children in the
hospital and community, 19(2), 265–274.
Duong, T. H., Jansson, U. B., Holmdahl, G., Sillén, U., & Hellstrom, A. L. (2010). Development
of bladder control in the first year of life in children who are potty trained early. Journal
of pediatric urology, 6(5), 501-505.
McLay, L., Carnett, A., van der Meer, L., & Lang, R. (2015). Using a video modeling-based
intervention package to toilet train two children with autism. Journal of developmental
and physical disabilities, 27(4), 431-451.
620
USING SATELLITE IMAGERY AS NAVIGATION TOOLS IN VIRTUAL
SERIAL VISION (VSV) TO SUPPORT URBAN VISUALISATION AND DESIGN
Nor Hamizah Abdul Hamid
Faculty of Architecture and Ekistics, Universiti Malaysia Kelantan, Malaysia
norhamizah@umk.edu.my
Muhamad Ezran Zainal Abdullah
Faculty of Creative Technology and Heritage, Universiti Malaysia Kelantan, Malaysia
ezran@umk.edu.my
Ramly Hassan
Faculty of Architecture and Ekistics, Universiti Malaysia Kelantan, Malaysia
ramly.h@umk.edu.my
Noorliyana Ramlee
Faculty of Architecture and Ekistics, Universiti Malaysia Kelantan, Malaysia
liyana.r@umk.edu.my
Wan Azlina Wan Ismail
Faculty of Architecture and Ekistics, Universiti Malaysia Kelantan, Malaysia
azlina@umk.edu.my
Khalilah Hassan
Faculty of Architecture and Ekistics, Universiti Malaysia Kelantan, Malaysia
khalilah.h@umk.edu.my
Wan Saiful Nizam Wan Mohamad
Faculty of Architecture and Ekistics, Universiti Malaysia Kelantan, Malaysia
saifulnizam@umk.edu.my
Nurul Izzati Othmani
Faculty of Architecture and Ekistics, Universiti Malaysia Kelantan, Malaysia
izzati.o@umk.edu.my
Nurfadilah Saadul Kurzi
Faculty of Architecture and Ekistics, Universiti Malaysia Kelantan, Malaysia
nurfadilah.sk@umk.edu.my
Syahidah Amni Mohamed
Faculty of Architecture and Ekistics, Universiti Malaysia Kelantan, Malaysia
amni.m@umk.edu.my
Highlights: This study highlighted how the Virtual Serial Vision (VSV) project had been applied
in a pedagogical exercise in the Urban Planning Theory. This paper aims to enhance the student's
learning experience by integrating virtual navigation into serial vision using satellite imagery. The
VSV project has been developed based on the five stages in Design Thinking Theory. Although
the VSV project was developed for the students, the application is also applicable and beneficial
for the professional practitioner to support urban visualisation and design.
621
Key words: Critical Thinking, Virtual Navigation, Virtual Serial Vision, Online Learning,
Satellite Imagery, Design Thinking Theory
Introduction
Recently, the teaching and learning method of the Urban Planning Theory course has changed
from face to face to online learning. Hence, a conventional practice used in this course, especially
for Serial Vision, is inefficient and needs to be upgraded. This paper urges for an integration of
virtual navigation developed from the work of Gordon Cullen. Therefore, this paper aims to
enhance the student's learning experience by integrating virtual navigation into serial vision using
satellite imagery.
Background of the Virtual Serial Vision project
For the past several years, the delivery of serial vision is mainly using traditional methods based
on 'The Concise Townscape' (Cullen, 1971). He presented elements of townscape as an
'Environment Game' through the concerning optic (Serial Vision), concerning place (Here and
There) and concerning content (This and That). This study explores the connection between serial
vision and virtual navigation, leading to better urban visualisation and design. In the Sheffield
Urban Contextual Databank (SUCod) project, Peng, Chang, Blundell and Lawson (2002) and
Peng (2003) developed a Web-based virtual city platform to produce a new kind of virtual city
application that allows end-users to reconstruct urban contexts online. Asanowicz (2011)
integrates digital technology with urban composition teaching in serial vision.
Importance of the Virtual Serial Vision project towards Urban Visualisation and Design
The VSV project was helpful for the student to empower critical thinking and decision making
because it encourages the advancement of self-navigation that gives the autonomy for the students
to construct their serial vision route. Most importantly, the VSV project reveals the prospects of
virtual navigation supported urban analysis and design in urban landscape studio through online
sources. The virtual navigation further emphasizes that the VSV project aims to align with the
global world trend and accommodate the Fourth Industrial Revolution in education. These
fundamental abilities will give students the lift required to succeed in universities and future
professions. The VSV project may benefit the educational community members as well in terms
of teaching methods and approaches.
Advantages of the Virtual Serial Vision project towards education and community
The VSV project allows students to be self-directed and flexible to work within their timeline and
location without the need to travel. Furthermore, the VSV project had improved students'
knowledge, ability to foster spatial thinking and develop critical technology and thinking skills
through Satellite Imagery. Solem and Gersmehl (2005) have demonstrated that online resources
have helped improve student comprehension of significant concepts and skills while helping
students gain confidence in their knowledge of geographical issues. Monet and Greene (2012)
also support the use of Google Earth and Satellite Imagery to foster place-based teaching due to
the students' difficulties in interpreting the geologic processes that shape the local and regional
natural environment characteristics.
The design process of the Virtual Serial Vision project using Design Thinking Theory
The design process of innovation in virtual serial vision encompasses five stages of Design
Thinking Theory: Empathise, Define, Ideate, Prototype and Test. The first stage of the Design
Thinking process was to understand the students' perspective by identifying and addressing the
problem. For example, not all the group members live in the same case study compound. Hence,
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some cannot participate in going to the site and cannot produce manual sketches of serial vision.
The second stage was to define the problem statement clearly. The brainstorming session was
conducted in the meeting of the project brief attended by lecturers in the Landscape Architecture
Department. Brainstorming members brought different approaches to comprehend problems and
yet provide various ideas of consideration. Next, the ideation stage was composed of two steps
which were idea generation and concept development. Researchers used the KJ method for idea
generation. The output from the KJ method was used as a starting point for the concept
development step involved the clustering, combining, and selecting of the ideas generated and
then further developed the selected ones. During the prototype phase, 51 students from 10 groups
were engaged in the VSV project using the Satellite Imagery as a navigation tool. The
implementation of the VSV project will be upgraded based on the current advancement of
technology and the users' feedback throughout the testing phase. In the testing phase, the VSV
project was built based on three pillars: assumptions using a storyboard as a planning tool,
prototyping where the critique session happens with the lecturer to control the potential impact of
the experiment, and running the experiments through recorded video.
Commercial value of the Virtual Serial Vision project
The VSV project provides lecturers, students, and professional practitioners with access to
technologies and opportunities to reflect on their practice. The virtual navigation can be used as
an enhancement tool in the site visit, survey, inventory, and analysis.
Acknowledgement
We are grateful to all students who registered in Urban Planning Theory Course whose names are
not mentioned here for their voluntarism and willingness to contribute valuable input and precious
time to the VSV project. Without their support, this teaching innovation would not be successful.
References
Asanowicz, A. (2011). Digital "serial vision"-new approach in urban composition teaching.
Proceedings of the 29th eCAADe. University of Ljubljana (Slovenia), 21-24 September
2011, pp. 716-724.
Cullen, G. (1971). The Concise Townscape. London: The Architectural Press
Monet, J., & Greene, T. (2012). Using Google Earth and satellite imagery to foster place-based
teaching in an introductory physical geology course. Journal of Geoscience Education,
60(1), 10-20.
Peng, C. (2003). Serial vision revisited: Prospects of virtual city supported urban analysis and
design. Proceedings of the 10th International Conference on Computer Aided Architectural
Design Futures. Tainan (Taiwan), 13–15 October 2003, pp. 259-270
Peng, C., Chang, D. C., Jones, P. B., & Lawson, B. (2002). Exploring urban history and space
online: design of the virtual Sheffield application. Design Studies, 23(5), 437-453.
Solem, M., & Gersmehl, P. (2005). Online global geography modules enhance undergraduate
learning. AAG Newsletter, 40(8), 11
623
ENGAGING CHILDREN WITH EDUCATIONAL CONTENT VIA GAMIFICATION
Mohamad Firdaus Che Abdul Rani
Asia Pacific University of Technology and Innovation,
Kuala Lumpur, Malaysia firdaus@apu.edu.my
Raja Nurul Nasuha Raja Azman Shah
Asia Pacific University of Technology and Innovation,
Kuala Lumpur, Malaysia TP043721@mail.apu.edu.my
Highlights: The COVI D-19 has resulted in schools shut all across the world. Globally, over 1.2
billion children are out of the classroom. As a result, education has changed dramatically, w ith
the distinctiv e rise of e- learning, whereby teaching is undertaken remotely and on digital
platforms. Educators now have access to a w ide variety of tools to boost student engagement and
help children learn. In recent years, numerous studies have shown that direct instruction, such as
through the use of lecture and notetaking, is not effectiv e, especially when compared to newer
methods and strategies. Gamification concepts incorporate design elements of games to boost
student engagement. In this project, an e-learning game based on the classic board game, “Snakes
and Ladders Interactive Quiz” has been developed w ith the aim to engage children w ith
educational content v ia gamification. The game known originally as Moksha Patam, an ancient
Indian board game, is a popular board game played by children worldw ide.
Key words: Gamification, Interactive Learning, Snakes and Ladders
Introduction
Any learning experience, whether instructor-led or digital, cannot be completed without a
quiz. While all educators and course creators know and agree about the importance of good
quizzes, the variety of the interactive quiz platform is quite limited. In the race for more
interactive tool, the software community has come up with a class of platform that help
educators and course creator to author and compile questions into interactive learning
quizzes, and share them easily with global audience. “Snakes and Ladders Interactive Quiz”,
an interactive web based quizzing platform allows educators and course creators to quickly
create learning quizzes for any learning module and level of students. To create an
interactive and engaging quizzing session, Snakes and Ladders game concept has been used
as part of the answering method in “Snakes and Ladders Interactive Quiz”.
Description
One of the challenge in developing digital learning quiz platform is to verify the answer
given by the students, especially if the question is an open ended question. There are four
types of quiz questions that are suitable for digital quiz platform and able to measure whether
the students are actually learning. The types of learning quiz question describes in Table 1.
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Table 1: Types of learning quiz questions that are suitable
for digital quiz platform
Question Type
Description
Multiple
Choice
Multiple choice questions are among the most effective
ways to test learners on the content of online quizzes.
They present several possible answers to a question, only
one of which is right and the others being “distractors”
meant to draw attention away from the real answer.
True or False
One of the easiest ways to frame questions is in true or false
format. This type of question measures only low level of
learning - remembering and understanding.
Fill in the
Blank
Also called completion questions, no-hint fill-in-the-
blank questions require that learners actually know the
correct answer. This provides an excellent means for
measuring specific knowledge, as it can reduce guessing
by the students, and force them to supply the answer.
Matching
Matching, like fill-in-the-blank questions with hints, gives
learners a little more to go on, and is therefore a good
approach if more time given to students to absorb material.
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To add interactivity element in answering the quizzes, traditional Snakes and Ladders
games concept is adapted in “Snakes and Ladders Interactive Quiz”. There are six level
of question based on six Bloom's Taxonomy level. The 6 levels of Bloom’s Taxonomy
are Knowledge, Comprehension, Application, Analysis, Synthesis and Evaluation.
Before starting the game, the question level need to be chosen first . Once selected, each
student starts with a token on the starting grid. Students take turns rolling a single die to
move their token by the number of grids indicated by the dice roll. Tokens follow a fixed
route marked on the game board which usually follows a track from the bottom to the top
of the playing area, passing once through every grid. If on completion of a move, a
student’s token lands on the lower-numbered end of a "ladder" and higher-numbered
square of a "snake, they need to answer a quiz question. If the answer is correct, the player
moves the token up to the ladder's higher-numbered grid. If the answer is wrong, the
token must be moved down to the snake's lower-numbered grid. Figure 1 describes
overall work flow of the specific activities for each user role of Snakes and Ladders
Interactive Quiz.
Figure 1: Workflow Diagram for Snakes and Ladders
Interactive Quiz
Conclusion
There are a lot of online quizzing platform available on the Internet, but not many
applying interactivity elements during the quizzing session. Snakes and Ladders Quiz
imitating the traditional Snakes and Ladders concept, where the student need to toss the
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dice virtually, follow the original rules of the game and answer the random quiz
question appeared on the screen based Bloom's Taxonomy level. While the current
platform is more focusing on the interactivity to support active learning, the future
works of this project will include students’ learning log to support performance
prediction.
Acknowledgement
This project is fully supported by Asia Pacific University of Technology and
Innovation.
References
Khanna, M. M., & Cortese, M. J. (2016). The benefits of quizzing in content -focused
versus skills-focused courses. Scholarship of Teaching and Learning in Psychology,
2(1), 87-97.
Nguyen, K., & McDaniel, M. A. (2015). Using Quizzing to Assist Student Learning in
the Classroom: The Good, the Bad, and the Ugly.
Teaching of Psychology, 42(1), 87–92.
Robinson, P. (2015). Snakes & Ladders History. The Museum of Gaming Newsletter,
2(2), 1-2.
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ACAPRO: ACADEMICIAN PROFILE AND TALENT MANAGEMENT SYSTEM
Izwan Nizal Mohd Shaharanee, Jastini Mohd Jamil, Muhamad Shahbani Abu Bakar,
Hasniza Nordin
Universiti Utara Malaysia, UUM Sintok, Kedah, Malaysia
nizal@uum.edu.my, jastini@uum.edu.my, shahbani@uum.edu.my, nizadin@uum.edu.my
Highlights: Pengurusan bakat dan laluan kerjaya staf akademik merupakan agenda utama
dalam menyediakan bakat kepimpinan di Universiti Awam (UA). Justeru itu, dalam usaha
mengenalpasti dan menguruskan potensi bakat kepimpinan, rangka kerja berasaskan analitik
data raya perlu dibangunkan. UA sebagai sebuah organisasi yang memiliki sejumlah data yang
sangat besar dan menyeluruh perlu mengupayakan data ini sebagai satu sumber yang
memberikan pengetahuan dan dapat membantu dalam proses pembuatan keputusan.
Pengurusan bakat secara analitik dapat membantu organisasi meramal dan mengkelaskan bakat
ahli akademik dengan lebih tersusun. Pengkelasan ini memudahkan pengurusan UA untuk
merekabentuk latihan/bengkel yang lebih berfokus dan bersesuaian mengikut keperluan.
Key words: Pengurusan Bakat, Analitik Data Raya, Model Peramalan, Latihan Berasaskan
Kecekapan
Pengenalan
Pengurusan bakat merupakan antara keperluan penting sesebuah organisasi dalam usaha
memastikan kelangsungan kepimpinan di dalam organisasi. Bakat kepimpinan di kalangan ahli
akademik merupakan antara perkara penting yang di nyatakan pada Pelan Pembangunan
Pendidikan Malaysia (2013-2025). Antara inisiatif yang diberikan perhatian adalah menambah
baik pengurusan bakat dan laluan kerjaya. Justeru itu, dalam usaha mengenalpasti dan
menguruskan potensi bakat kepimpinan di kalangan ahli akademik satu rangka kerja
berasaskan analitik data raya perlu dibangunkan. Universiti Awam (UA) sebagai sebuah
organisasi yang memiliki sejumlah data yang sangat besar dan menyeluruh perlu
mengupayakan data ini sebagai satu sumber yang memberikan pengetahuan dan dapat
membantu dalam proses pembuatan keputusan. Pengurusan bakat secara analitik dapat
membantu organisasi meramal dan mengkelaskan bakat ahli akademik dengan lebih tersusun
dan objektif. Pengkelasan ini memudahkan pengurusan UA untuk merekabentuk latihan dan
bengkel yang lebih berfokus dan bersesuaian mengikut keperluan ahli akademik. Ini dapat
membantu ahli akademik memahami potensi diri berdasarkan data dan maklumat yang
diperolehi manakala pihak pengurusan UA pula akan dapat mengenalpasti bakat kepimpinan
di kalangan ahli akademik.
Penerangan Produk Inovasi
Rajah 1 merupakan rangka kerja pengurusan bakat kepimpinan ahli akademik yang telah
dibangunkan. Model bakat kepimpinan ahli akademik telah dibangunkan berpandukan dua
kategori utama iaitu data prestasi (yang diperolehi dari pangkalan data berkaitan pengajaran
dan pembelajaran) dan data kecekapan (yang diperolehi dari borang soalselidik kecekapan ahli
akademik).
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Rajah 2 memaparkan antaramuka bagi sistem pengkelasan dan peramalan bakat kepimpinan
ahli akademik. Sistem ini dapat membantu ahli akademik dalam mengenalpasti kelompok
bakat kepimpinan masing-masing samada berada pada kelompok Educator, Trainer, Master
Trainer dan Mentor.
Kombinasi kelompok bagi data prestasi dan data kecekapan dari soalselidik akan menghasilkan
graf bakat kepimpinan ahli akademik seperti di Rajah 3. Merujuk kepada Graf Bakat
Kepimpinan Ahli Akademik seperti di Rajah 5, paksi – x ialah data prestasi yang berfungsi
untuk mengkelaskan mengikut kelompok, manakala paksi – y ialah data kecekapan yang
berfungsi untuk menentukan tahap kecekapan ahli akademik berdasarkan markah soalselidik
yang diperolehi dari diri sendiri, rakan sekerja dan pegawai atasan.
Rajah 1: Rangka Kerja Pengurusan Bakat Kepimpinan Ahli Akademik
Rajah 2. Sistem AcaProf bagi Modul Pengkelasan dan Peramalan Bakat Ahli Akademik bagi
Data Prestasi
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Rajah 3. Graf Bakat Kepimpinan Ahli Akademik
-
Berpandukan Graf Bakat Kepimpinan Ahli Akademik setiap ahli akademik akan memperolehi
nilai yang akan dapat menentukan kedudukan bakat kepimpinan berdasarkan nilai pada paksi
- x (prestasi) dan nilai pada paksi – y (kecekapan).
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Rajah 4. Contoh nilai pada paksi – x dan paksi – y untuk seorang ahli akademik
Merujuk kepada Rajah 4, ahli akademik ini akan berada pada paksi – x (Mentor) untuk Prestasi
dan pada paksi –y (Expert (Advanced)) untuk Kecekapan.
Jenis latihan yang telah dikenalpasti berdasarkan 4 kelas utama iaitu Readiness, Practicing,
Engaging dan Coaching. Pemilihan calon secara data analitik ini akan dapat membantu
organisasi merancang latihan dan bengkel yang bersesuaian dengan bakat ahli akademik.
Sekaligus ini dapat meningkatkan kehadiran latihan dan bengkel berdasarkan ciri unik dan
keperluan setiap ahli akademik. Sistem AcaProf ini dapat capai di alamat seperti berikut
https://acaprof.tlgateway.edu.my/
Penghargaan
Projek ini mendapat sokongan dari Pusat Pengajaran dan Pembelajaran Universiti, Universiti
Utara Malaysia dan Akademi Kepimpinan Pengajian Tinggi, Malaysia
Rujukan
I. H. Witten and E, Frank, Data mining Practical machine Learning Tools and Techniques
(Elsevier, 2011).
2. J. Han and M. Kamber, Data mining: concepts and techniques (Elsevier, 2006).
3. Kantardzic, M. Data Mining: Concepts, Models, Methods, and Algorithms, 2nd ed.,
Hoboken, NJ: John Wiley (2011).
4. Quinlan, J. R. (1986). Induction of decision trees. Machine Learning, 1, 81-106.
631
3DIG FRAMEWORK: DESIGN AND DEVELOPMENT OF DIGITAL
INSTRUCTIONAL GAME FRAMEWORK
Tuan Sarifah Aini Syed Ahmad
Universiti Teknologi MARA Cawangan Negeri Sembilan, Kampus Seremban,
70300 Seremban, Negeri Sembilan, Malaysia
tsyaini@uitm.edu.my
Anealka Aziz
Universiti Teknologi MARA, 40500 Shah Alam, Selangor, Malaysia
anealka@uitm.edu.my
Ghazali Yusri
Universiti Teknologi MARA, 40500 Shah Alam, Selangor, Malaysia
ghazaliy@uitm.edu.my
Highlights: Designing and developing instructional games encompasses a challenging process
that is time-consuming and costly. Therefore, it is crucial to introduce Design and Development
of Digital Instructional Game Framework (3DIG Framework) for facilitating the design and
development of instructional games especially for learning grammar. It is hoped that 3DIG
Framework can reduce time and cost in designing and developing instructional games.
Key words: framework, design and development, digital games, game elements
Introduction
Digital instructional games are engaging thus they can increase students’ participation in
learning. Instructional games designed and developed by instructors are essential to support
learning since the games can be designed using a specific content that is aligned with the
syllabus. Moreover, the game elements selected in the game design are exclusively selected to
meet specific learning needs of students, However, instructors have limited time to design and
develop instructional games as the process is time consuming and costly. Therefore, Design
and Development of Digital Instructional Game (3DIG) Framework is introduced to facilitate
the process of rapid development of instructional games.
Content
3DIG Framework is a comprehensive framework for facilitating the design and development
of digital instructional games. It has three stages as follows:
Selection of Game Elements
Appropriate game elements are selected based on their purposes provided in the
framework in order to achieve the intended outcomes of the learning activities which are
transformed into instructional games. Four learning theories are applied: (1) Cognitive
Theory of Multimedia Learning (Clark & Mayer, 2011), (2) Behaviourism (Ertmer &
Newby, 2013; Zhou & Brown, 2014), (3) Cognitivism (Ertmer & Newby, 2013; Zhou &
Brown, 2014), and (4) Constructivism (Ertmer & Newby, 2013; Zhou & Brown, 2014).
Game Design and Development
Storyboards are developed before the development instructional games. In the Storyboard
Development, two frameworks are applied: (1) the Gagne’s Nine Events of Instruction
(Gagne et al., 1992) and (2) the revised Bloom’s Taxonomy (Krathwohl, 2002). In the
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Game Development, a suitable application is selected to develop instructional games
based on the developed storyboards. Content and design validations are conducted in the
Storyboard and Game Development respectively.
Game Testing
Instructional games are tested by conducting research to collect qualitative and/ or
quantitative data for determining the target group’s attitudes by using Attitude Motivation
Test Battery (Gardner, 2005), acceptance, by using Technological Acceptance Model
(Davis, 1993) and/ or engagement by using ARCS Motivation Model (Keller, 2010)
towards instructional games. Research on the effectiveness of instructional games can
also be conducted by employing a quasi-experiment and analysing the data using the T-
test (Pallant, 2016).
3DIG Framework is useful for instructors who want to design and develop instructional
games, but they have limited time and financial support to be invested in designing and
developing instructional games. They do not have to invest a lot of time and money for
reviewing literature in order to determine effective game elements and their purposes, and
selecting learning theories, frameworks and models to support their game design and
development, and game testing. Other users who can use it are instructors and administrators
who do not develop instructional games, but they can use the list of game elements for
evaluating and selecting instructional games for their students.
Instructional games developed by using 3DIG Framework can be easily shared as Windows
games or phone applications on android or IOS systems. The instructional games can be
commercialized by monetizing them according to the platform chosen for sharing the
instructional games.
Figure 1: 3DIG: Design and Development of Digital Instructional Grammar Game
Framework
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References
Clark, R. C., & Mayer, R. E. (2011). e-Learning and the Science of Instruction. Learning
(3rd ed.). San Francisco: John Wiley & Sons.
Davis, D. F. (1993). User acceptance of information systems : the technology acceptance
model ( TAM ). International Journal of Man-Machine Studies, 38, 475–487.
Ertmer, P. A., & Newby, T. J. (2013). Behaviorism, Cognitivism, Constructivism: Comparing
Critical Features From an Instructional Design Perspective. Performance Improvement
Quarterly, 26(2), 43–60. https://doi.org/10.1002/piq
Gagne, R., Briggs, L., & Wager, W. (1992). Principles of Instructional Design. Principles of
Instructional Design (4th ed.). Fort Worth: TX: HBJ College Publishers.
Gardner, R. C. (2005). Attitude / Motivation Test Battery : International AMTB Research
Project. The University of Western Ontario,
http://publish.uwo.ca/~gardner/docs/englishamtb.pd.
Keller, J. . (2010). Motivational Design for Learning and Performance: The ARCS Model
Approach. Springer (Vol. 1). New York: Springer. https://doi.org/10.1007/978-1-4419-
1250-3
Krathwohl, D. R. (2002). A Revision of Bloom ’ s Taxonomy : An Overview. Theory Into
Practice, 41(4), 212–218. https://doi.org/10.1207/s15430421tip4104
Pallant, J. (2016). For the SPSS Survival Manual (Sixth Edit). Open University Press.
Tuan Sarifah Aini, S. A., & Anealka, A. H. (2017). Application of the Bloom ’ s Taxonomy
in Online Instructional Games. Nternational Journal of Academic Research in Business
and Social Sciences 2017, 7(4), 1009–1020. https://doi.org/10.6007/IJARBSS/v7-
i4/2910
Tuan Sarifah Aini, S. A., Anealka, A. H., & Ghazali, Y. (2018). B1 Single Sentence
Descriptors. International Journal of Modern Languages and Applied Linguistics, 2(1).
Zhou, M., & Brown, D. (2014). Educational Learning Theories. GALILEO Open Learning
Materials. Retrieved from
https://oer.galileo.usg.edu/cgi/viewcontent.cgi?article=1000&context=education-
textbooks
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ARABIC VOCABULARY GAMES ON WORDWALL
Norshida Hashim
Universiti Teknologi MARA, Cawangan Negeri Sembilan, Kampus Kuala Pilah,
72000 Kuala Pilah, Negeri Sembilan, Malaysia
norshida5880@uitm.edu.my
Tuan Sarifah Aini Syed Ahmad,
Universiti Teknologi MARA, Cawangan Negeri Sembilan, Kampus Seremban,
70300 Seremban, Negeri Sembilan, Malaysia
tsyaini@uitm.edu.my
Syahirah Almuddin
Universiti Teknologi MARA, Cawangan Negeri Sembilan, Kampus Kuala Pilah,
72000 Kuala Pilah, Negeri Sembilan, Malaysia
syahirah12@uitm.edu.my
Highlights: Learning vocabulary is tedious and time consuming. Moreover, it is difficult to
engage students in participating in vocabulary learning activities. Engaging learning activities
need to be designed and developed according to the specific content in order to increase their
engagement and support learning the courses enrolled. Therefore, Wordwall was selected to
design an activity for learning the Arabic vocabulary for a course offered in Universiti
Teknologi MARA.
Key words: Arabic vocabulary, online game, engagement, gamification elements
Introduction
Building up vocabulary is crucial in learning the Arabic language. It may help to enhance
students’ fluency in using the language. Traditionally, learning vocabulary requires repetitive
drills and practice. The learning activities are compiled in the workbook or worksheets. The
activities are not interactive and feedback from the instructor is usually not immediate. As a
results, students may find vocabulary learning activities as tedious and time consuming.
Therefore, this may lead to poor engagement in participating in the activities.
It is crucial to provide Arabic vocabulary learning activities that contain engaging
features. Online instructional games are known to have features that promote fun and learning.
The features that promote fun are contributed by the selection of appropriate gamification
elements (Zou, 2020; Koivisto & Hamari, 2019). The content and the gamification elements
selected to design the instructional games promote learning to take place. Therefore, Wordwall
was chosen to design the online Arabic vocabulary game for learning 20 Arabic words at the
intermediate level.
Content
The innovation is transforming the traditional exercises for learning the Arabic vocabulary into
digital online quiz games. Previously, students practiced vocabulary exercises in their textbook,
and discussions were carried out in class. It was easy to monitor their learning progress as there
were face-to-face classes. During the COVID-19 pandemic, students still use the textbook.
However, their engagement and learning progress by using the textbook are difficult to be
monitored. Therefore, it was decided to design and develop vocabulary learning activities that
are engaging, promote learning and their learning progress can be tracked easily.
635
The instructor decided to design and develop digital online quiz games that contain several
gamification elements such as score, timer, verification feedback and leaderboard. The
multimedia elements required for designing the game are onscreen text to display instructions,
questions, questions, score and leaderboard information, sounds static graphics for verification
feedback of response provided by students. Static graphics is also needed to design the
questions. Therefore, Wordwall was chosen for the purpose as it provides the gamification
elements and support multimedia elements required. Another advantage of using Wordwall is
that students can accessed the quiz games via the Wordwall phone app.
Many studies demonstrated that gamification elements enable to increase students’
engagement (Reynolds & Taylor, 2020; Ma et al., 2019; Subhash & Cudney, 2018; Turan,
2018). The Arabic quiz games designed and developed on Wordwall apply the following
gamification elements for several reasons. Verification feedback, score and leaderboard are
provided to promote positive consequences which may make students feel satisfied as to
sustain their motivation (Keller, 2010), and provide positive reinforcement
(Behaviourism)(Zhou & Brown, 2014). The application of leaderboard and score can also
increase extrinsic motivation that may result in promoting the performance quality (Mekler et
al., 2017). As for the timer, it can promote intrinsic motivation (Kwak et al. 2018) and challenge
(Browne et al., 2014).
The following are the screenshots of the Arabic quiz games designed and developed by using
Wordwall.
Figure 1 Screenshots of the Arabic Quiz games on Wordwall
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References
Browne, K., Anand, C., & Gosse, E. (2014). Gamification and serious game approaches for
adult literacy tablet software. Entertainment Computing, 5(3), 135–146.
https://doi.org/10.1016/j.entcom.2014.04.003
Keller, J. . (2010). Motivational Design for Learning and Performance: The ARCS Model
Approach. Springer (Vol. 1). New York: Springer. https://doi.org/10.1007/978-1-4419-
1250-3
Koivisto, J., & Hamari, J. (2019). The rise of motivational information systems: A review of
gamification research. International Journal of Information Management, 45(December
2018), 191–210. https://doi.org/10.1016/j.ijinfomgt.2018.10.013
Kwak, M., Casper, D., & Talmage, C. (2018). An Educational Game for Information Literacy
and Student Engagement. In Proceedings of the 51st Hawaii International Conference on
System Sciences (pp. 3616–3625). Retrieved from
http://digitalcommons.georgiasouthern.edu/gaintlit/2015/2015/18/
Ma, Y., Vallet, F., Cluzel, F., & Yannou, B. (2019). Analysing the Relevance of Serious Game
Elements for Effectively Teaching Innovation Processes. Proceedings of the Design
Society: International Conference on Engineering Design, 1(1), 439–448.
https://doi.org/10.1017/dsi.2019.47
Mekler, E. D., Brühlmann, F., Tuch, A. N., & Opwis, K. (2017). Towards understanding the
effects of individual gamification elements on intrinsic motivation and performance.
Computers in Human Behavior, 71, 525–534. https://doi.org/10.1016/j.chb.2015.08.048
Reynolds, E. D., & Taylor, B. (2020). Kahoot!: EFL instructors’ implementation experiences
and impacts on students’ vocabulary knowledge. Call-Ej, 21(2), 70–92.
Subhash, S., & Cudney, E. A. (2018). Gamified learning in higher education: A systematic
review of the literature. Computers in Human Behavior.
https://doi.org/10.1016/j.chb.2018.05.028
Turan, Z. (2018). Gamifiying English Language Learning : A Quasi-Experimental Study
Examining Middle School Efl Learners ’ Vocabulary Learning Motivation. In 7th
International Conference on “Innovations in Learning for the Future”: Digital
Transformation in Education (pp. 40–42).
Zhou, M., & Brown, D. (2014). Educational Learning Theories. GALILEO Open Learning
Materials. Retrieved from
https://oer.galileo.usg.edu/cgi/viewcontent.cgi?article=1000&context=education-
textbooks
Zou, D. (2020). Gamified flipped EFL classroom for primary education: student and teacher
perceptions. Journal of Computers in Education, 7(2), 213–228.
https://doi.org/10.1007/s40692-020-00153-w
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ASYNCHRONOUS SESSIONS (OFFLINE)
Nor Omaima binti Harun, Mohd Hafriz bin Nural Azhan, Muhammad Ismail Afandi
bin Muda, Abdul Hadi bin Ismail, Khairul Bukhairi bin Abd Hamid, Muhamad Nizar
bin Mohamat Salleh
Centre for Digital Ecosystem
Universiti Malaysia Terengganu
Malaysia
Highlights: With the rapid change in all types of environment, there is a need to implement
electronic learning (e-Learning) systems to expose people in new technologies, products, and
services. For e-Learning in technology implementation and effectiveness, we propose a new
method called Asynchronous Session (offline). Asynchronous Sessions (offline) is a student-
centred teaching and learning method that can be carried out online and offline, there is no set
time for the learning to be occurring. Learners can learn anywhere and anytime to gain new
knowledge. It involves a coursework that are delivered via web, email and message boards that
are posted on an online forums and allows student to complete the work at their own pace.
Key words: e-Learning, asynchronous, offline, student-centered, coursework
INTRODUCTION
Today's workforce is expected to be highly educated and to continually improve skills
and acquire new ones by engaging in lifelong learning. E-Learning is defined as learning and
teaching online through network technologies, is arguably one of the most powerful responses
to the growing need for education (Dongsong et al., 2004). Although there are not any accurate
statistics to demonstrate the current levels of online learning, in 2020, the COVID-19 pandemic
has shifted the vast majority of educational services to an online platform. Online education is
significantly more accessible than traditional classroom-based education to many students.
Online education is not constrained by location for the teacher or the students, which means
that students (and teachers) can participate from all over the world (Bartley and Golek 2004;
Ragusa and Crampton 2017) as learners can learn anywhere and can consume their time to gain
knowledge of what they want to know and when they need to know.
Online learning environments can be divided into a triad of synchronous, asynchronous
and hybrid learning environments. Synchronous learning environments are occur when a real
time interaction is presence, which can be link with a nature incorporating activities (Salmon,
2013) such as an instructor’s lecture with a facility of questions-answer session. However, a
synchronous session requires simultaneous student-teacher presence. On the other hand,
asynchronous environments are not bound to time and students can work on their activities at
their own pace. A hybrid online environment are a mixed of synchronous sessions and
asynchronous set of activities. It is called a hybrid as if it combines with simultaneity and non-
simultaneity as an instructional design for both synchronous and asynchronous teaching.
A large part of the current academic research has been identified that web learning
situations inside the instructional innovation engage students essentially through specific
correspondence. The adequacy of video-conferencing contrasted with close up, personal
interaction and capability of video-conferencing in training for geographically remote learners,
who don't have access to traditional educational setup, has been proved with incredible benefit.
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As a result, these results have built up a discourse on video-conferencing apparatuses that how
may be a true media could be used for instruction. However they do not give information on
the most effective method that may be utilize to connect the learners with dynamic learning
(Bonk and Zhang, 2006).
Motteram and Forrester (2005) determine online learning as specific individualized
process but in order to become an active and effective online learner, learners need to have
some pre-requisite skills. For example, learners need to know what technologies are being used
for the course, ability to search the course material, understanding how to communicate with
other learners. Eventually, in order to be successful in online learning, learners need time to
learn how to formulate online activities related to their course and adjust their routine while
performing with other family members and work responsibilities (Muilenburg & Berge, 2005).
An asynchronous mode of learning/teaching has been the most prevalent form of online
teaching so far because of its flexible modus operandi (Hrastinski, 2008). Asynchronous
environments provide students with materials in the form of audio/video lectures, handouts,
articles and power point presentations. This material is accessible anytime and anywhere via
Learning Management System (LMS) or other channels of the sort. Asynchronous e-learning
is the most acquire method for online education (Parsad & Lewis, 2008) because learners are
not bound to time respond at their own leisure. The opportunity of delayed response allows
them to use their higher order learning skills as they can keep thinking about a problem for an
extended time period and may develop divergent thinking.
Asynchronous e-learning, commonly facilitated by media such as e-mail and discussion
boards, supports work relations among learners and with teachers, even when learners cannot
be online at the same time. It is thus a key component of flexibility to e-Learning. In fact, many
people take online courses because of their asynchronous nature by combining education with
work, family, and other commitments. Asynchronous e-learning makes it possible for learners
to log on to an e-Learning environment at any time and download documents or send messages
to teachers or peers. Learners may spend more time refining their contributions, which are
generally considered more thoughtful compared to synchronous communication (Stefan,
2007).
Asynchronous e-Learning can be challenging to learners as only a carefully devised set
of strategies that can keep learners to be engaged and interested in this sort of learning
environment to encourage motivation, confidence, participation, problem solving, analytical
and higher order thinking skills. Moreover, it is a self-paced system in which the learners have
to be self-disciplined to keep themselves active as well as interactive to keep track with
activities. Whereas discussions on forums and blogs can keep them active, while going off
topics can also distract them. Delayed feedback can be another frustrating factor (Huang &
Hsiao, 2012). Moreover, there are insufficient opportunities for socializing and learners have
to look for ways of networking with themselves.
ASYNCHRONOUS SESSIONS (OFFLINE) FOR e-LEARNING
Asynchronous Sessions (offline) is a student-centered teaching and learning method
that can be carried out online and offline. It involves coursework delivered by web, email and
message boards that are posted on online forums and allows learner to complete the work at
their own pace. The main objective of developing this innovation is to allow the process of
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teaching and learning that can be implemented in a variety of ways, remote learning can be
conducted anytime and anywhere and also to develop lifelong learning opportunities.
Besides, asynchronous learning can also determine by learner’s schedule. Materials are
provided for learners and instructor for reading, viewing, completing assignments, and
evaluating exams as they can access and satisfy these requirements with their suitable schedule,
as long as they meet the expected deadlines. Common methods of asynchronous online learning
include self-guided lesson modules, pre-recorded video content, virtual libraries, lecture notes,
and online discussion boards or social media platforms.
Moreover by asynchronous, learner are able to schedule very demanding. With these
type of learning, materials provided are available freely but usually available for learners within
a set of time. Therefore, learners can access these materials with the learner’s tight schedule.
These materials are included with text-based lecture notes, self-guided, interactive learning
modules or pre-recorded lectures and podcasts. Asynchronous learning also are not limited to
specific time period but also can be access anywhere within the learner's grasp.
ASYNCHRONOUS SESSIONS (OFFLINE) INNOVATION
Asynchronous Sessions (offline) will encourage and helps students learning process by
allowing student to complete their task at the time and pace of their choosing and exposing
student of technology in learning. Therefore, Asynchronous Sessions (offline) is a method to
enhance in teaching and learning process by including multiples of e-Learning tools, such as
recorded lecture, audio recording, interactive contents, collaborative group work, formative
assessment, content curation, research and problem-based, scenario-based, challenged-based
learning activities in order to make the learning process more interesting, flexible and useful
in order to satisfy the research needs.
By using this method, students can ask question on their own time and student can
respond own time, using e-Learning tools such as web, email or an online discussion board.
It’s also can increase the probability that information and knowledge will be anchored in
students long-term and help lectures improve the activity quality learning and teaching with
interesting and enjoyable with interesting and enjoyable e-Learning tools and activity. Figure
1, show the method of implementation asynchronous session (offline) e-Learning.
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Figure 1: Method of Implementation
BENEFITS OF ASYNCHRONOUS ACTIVITIES
Communication can take place according to the suitability of the instructor and student time
Asynchronous learning can supports individual pacing, allowing learner to spend
longer on activities they have identified as areas to work on, and less time on areas they feel
more confident in, supporting their development as self-regulated learners as the learners can
complete activities within a flexible timeframe, when and where suits them.
Low internet data usage compared to synchronous session and easier for student in remote
area to continue their learning activities. Can be access anytime, anywhere by viewing
recorded version provided
Learners have more time to reflect because the sender does not expect an immediately
answered. In real-time discussions, the ‘window’ to reply to someone’s point of view, or
formulate a response to a question, can be quickly missed. However, working asynchronously
allows learners time to refine their responses without being pressured to respond quickly,
reflecting on complex issues as asynchronous meetings can be scheduled because of work,
family, and other commitment.
Flexibility learning process
Learners can complete the activities within a flexible timeframe, whenever suits for
them. Learners can develop their higher order thinking skills during asynchronous tasks by
integrating and synthesising information from a wide variety of sources in order to connecting
ideas (Garrison et al, 2001) that are delivered via e-mail, discussion boards, and blogs. It is a
self-paced system in which the allows learner have to be self-disciplined to keep themselves
641
active as well as interactive to keep track of the activities. Whereas discussions on forums and
blogs can keep them active, going off topics can also distract them.
Within learner's set of pace is one of the strongest features of asynchronous learning.
These type of learning, learners can access the materials multiple times until they understand
with the specific subject. Asynchronous learning also are good to empower learner's
understanding of the materials given to them as they can access the materials anytime they
wanted.
REFERENCES
Bartley, S. J., & Golek, J. H. (2004). Evaluating the cost effectiveness of online and face-to-
face instruction. Educational Technology and Society, 7(4), 167–175.
Bonk, C., & Zhang, K. (2006). Introducing the R2D2 model: Online learning for the diverse
learners of this world. Distance Education, 27(2), pp. 249-264.
doi:10.1080/01587910600789670.
Dongsong Zhang, J. Leon Zhao, Lina Zhou, and Jay F. Nunamaker Jr., "Can E-Learning
Replace Classroom Learning?" Communications of the ACM, vol. 47, no. 5 (May 2004),
pp. 75–79.
Garrison, D. R., Anderson, T., & Archer, W. (2001). Critical thinking, cognitive presence, and
computer conferencing in distance education. American Journal of distance education,
15(1), 7-23.
Hrastinski, S. (2008). Asynchronous and synchronous e-learning. Educause quarterly, 31(4),
51–55. Retrieved from https://net.educause.edu/ir/library/pdf/eqm0848.pdf
Huang, X. & Hsiao, E. L. (2012). Synchronous and asynchronous communication in an online
environment: Faculty experiences and perceptions. Quarterly Review of Distance
Education,13(1), 15–30.
Motteram, G., & Forrester, G. (2005). Becoming an online distance learner: What can be
learned from students’ experiences of induction to distance programmes? Distance
Education, 26, 281–298. doi:10.1080/ 01587910500291330.
Muilenburg, L. Y., & Berge, Z. L. (2005). Student barriers to online learning: A factor analytic
study. Distance Education, 26, 29–48. doi:10.1080/01587910500081269.
Parsad, B. & Lewis, L. (2008). Distance Education at Degree-Granting Postsecondary
Institutions: 2006–07 (NCES 2009–044). Washington, DC: National Center for
Education Statistics, Institute of Education Sciences, U.S. Department of Education.
Retrieved from https://nces.ed.gov/pubs2009/2009044.pdf.
Ragusa, A. T., & Crampton, A. (2017). Online learning: Cheap degrees or educational
pluralization? British Journal of Educational Technology, 48(6), 1208–1216.
Salmon, G. (2013). E-tivities: The key to active online learning. Routledge.
Stefan Hrastinski, "The Potential of Synchronous Communication to Enhance Participation in
Online Discussions," paper presented at the 28th International Conference on
Information Systems, Montreal, Canada, December 9–12, 2007.
642
e-LEARNING: LIVEHELPDESK
Nor Omaima binti Harun, Mohd Hafriz bin Nural Azhan, Muhammad Ismail Afandi
bin Muda, Abdul Hadi bin Ismail, Khairul Bukhairi bin Abd Hamid, Muhamad Nizar
bin Mohamat Salleh
Centre for Digital Ecosystem
Universiti Malaysia Terengganu
Malaysia
Highlights: LiveHelpDesk is a suite of tightly integrated online customer service tools for
users that known as public help centre. The purpose of a help desk is usually to troubleshoot
problems or provide guidance about products such as computers, electronic equipment,
courses, apparel, or software. Corporations usually provide help desk support to their
customers through various channels as LiveHelpDesk features a Live Chat System, Email-
Ticketing Management (e-Ticket), Call Management and a Knowledge Base. It provides a
single (or multiple) point of contact for users to gain assistance in troubleshooting, get answers
to questions, and solve known problems.
Key words: LiveHelpDesk, Live Chat System, e-Ticket, Call Management, Knowledge
Base
Introduction
Modern IT help desks and service desks need to be quick and accurate with respond to
a seemingly constant stream of end-user and business-process-affecting IT issues. Keeping
track of all the outstanding issues and referencing those that have been solved before, is an
important aspect of achieving that speed and accuracy (Serbest et al., 2015). The complexity
of modern organizations, and the need to make continual cost savings, also means that help
desk effectiveness and efficiency rests heavily on using fit-for-purpose help desk software to
support help desk staff and their IT service management (ITSM) processes. It is help desk
software that supports incident management and request management with workflow and
automation, along with other efficiency and customer-experience-improving capabilities, such
as self-service portals, knowledge bases, remote control, self-service password reset, and email
integration.
A typical helpdesk can perform several functions that help customer service
representatives assist customers. Every helpdesk is different but, at their core, helpdesks are
ticketing systems. They connect with communication channels (such as email, social media,
live chat, etc.) and push all incoming messages into a single inbox. From there, customer
support agents can view and respond to tickets. They can also take advantage of other features
to improve their service. Other helpdesk features include automation, data analysis, and
reporting. Most helpdesks also have built-in Customer Relationship Management (CRM)
systems, tags, and departments. Some helpdesks also provide advanced features like
knowledge bases, live chat, or a virtual call centre (Beisse, 2014).
Helpdesk use improves customer engagement because it make it easier for engaging
with the users. Social media integrations enable operator to interact with users from their
helpdesk dashboards. They can create social media posts, respond to customer comments, and
private messages. Operator can also track specific keywords to see what’s being said and
643
allows them to reach out to users when needed. And also allow users to share files, screenshots,
and other relevant resources as attachments within the conversation (Shae et al., 2007)
LiveHelpDesk is simple yet powerful online ticketing software forming part of
Universiti Malaysia Terengganu (UMT) product Suite. Staffs can use it to manage
asynchronous and synchronous user’s communication. LiveHelpDesk productivity tools and
automation will help user solve problems in a shorter time. The LiveHelpChat integration
allows moving cases from chat to your help desk. It enables user to create tickets from ongoing
and archived chats as well as assign them to staff that acts like an operator. The staff that
involve can also easily monitor the whole ticket history right from the HelpLiveDesk window.
This will simplify support activities and let keep communication with users in one place.
Besides, LiveHelpdesk is developed to support online teaching and learning items
(PdP) where users can call or make any complaints 24/7 and previously developed users are
only given the option to make a complaint by phone call to the office that is only during
working hours. With this livechat system, users can make a complaint directly and the response
is received by the staff directly wherever they are. LiveHelpDesk features a Live Chat System,
Email-Ticketing Management (e-Ticket) and Office Telephone.
3.
e-LEARNING: LIVEHELPDESK
A helpdesk is a tool that organizes a communication to help operator respond to users
more quickly and effectively. Using a helpdesk allows your support team to offer the best
possible experience to users. Helpdesks offer features to provide context and insight into user
experiences and also provides internal features to benchmark the performance of support team
and ensure that team is truly the cream of the crop. Helpdesk tools are one of the most integral
tools when it comes to supporting a user’s base successfully.
Help desk software facilitates this through prioritization, categorization, automated
routing, service level management, and escalation capabilities. It also supports modern help
desks across the whole range of their responsibilities. Helpdesk systems bring everyone’s
interactions into one interface and allow different conversations to be cross-referenced and
used for more context in the user experience. It also allows for use of features such as
categorization and automation as a means to keep track of what kinds of issues users are
experiencing.
With the constantly increasing expectations of users, providing 24/7 support is no more
a choice. LiveHelpdesk is developed to support online teaching and learning items (PdP) where
users can call or make any complaints 24/7 and previously developed users are only given the
option to make a complaint by phone call to the office that is only during working hours. With
this livechat system, users can make a complaint directly and the response is received by the
staff directly wherever they are. LiveHelpDesk features a Live Chat System, Email-Ticketing
Management (e-Ticket) and Office Telephone.
OBJECTIVES OF INNOVATION
LiveHelpDesk allows you to facilitate access whenever you are. Users can access anywhere
and anytime to make a complaint by phone call to the office that is only during working hours.
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Users can make a complaint directly and the response is received by the staff directly wherever
they are. With LiveHelpDesk, users can get help whether they email, chat and call, or message
you on social media. And no matter which path users choose, the staff can view and respond
to tickets as LiveHelpDesk features a Live Chat System, Email-Ticketing Management (e-
Ticket) and Office Telephone.
LiveHelpDesk provide user-friendly as the chatbots, in the LiveChat sidebar will generate
leads, create help tickets, and chat across channels. It also greet users and quickly route chats
with the help of AI and provides quick access to all user help problem. The staff will have all
this knowledge at their fingertips, any time users need it as staff can give feedback directly in
return. The staff will solving problems for users based on their knowledge. LiveHelpDesk also
makes it easy for them to focus on solving problems without getting bogged down with
administrative or technical work and distribute information quickly and more effectively to the
users.
Besides, LiveHelpDesk bring everyone’s interactions into one interface and allow different
conversations to be cross-referenced and used for more context in the customer experience. It
also allows for use of features such as categorization and automation as a means to keep track
of what kinds of issues the users are experiencing and also record all conversations to prevent
it from being left out. All ticket of complaint information and conversations that have been
created will restore in ‘chats list’ for future need according to time and date.
e-Learning platforms integrated with virtual communication features where connecting
users in real-time is the ultimate objective of any e-learning platforms such as Live Chat
System, Email-Ticketing Management (e-Ticket) and Office Telephone. It also function as a
learning management system that allows creating questions for the users who wants to share
and deliver their question as LiveHelpDesk offer a comprehensive eLearning solution for all
categories and it also allows an enhanced user management experience in order to maximize
the use of the e-Learning platform.
METHOD OF IMPLEMENTATION
There are three method for LiveHelpDesk to implement. First is e-Ticketing. Each e-
Learning staff can view the complaint and each e-Ticket sent by the staff will receive the notice
in the telegram. In e-Ticketing, each complaint received is only related to e-Learning while
those that are not related will continue to be sent to the Technical Support Unit at PPPTK and
this can be achieved with the determination of keywords that have been developed in the e-
Ticket.
Next is Live Chat. Live chat support allows users to have text-based conversations with
support teams via the web. Using live chat software embedded on the company’s website, users
can send their questions to a staff that in charge who can quickly reply to them in the same
small window. Each chat conversation will be direct straight to the staff and every staff can
control staff computers remotely and they are responsible for answering queries and addressing
system and user issues in a timely and professional manner.
Figure 1 show the conversation that take place between staff that in charge and the learner.
645
Figure 1: The conversation in the Live Chat
The last method is office telephone. An office telephone refers to a place or area where
telephone calls are handled, and is often used to describe an organization’s department of
support that will support the operators. This method will directly connect to EXT and staffs
will help lecturers and student until the problem is resolved.
IMPACT FOR UNIT / DEPARTMENT / ORGANISATION
Various medium are provided in supporting services and assistance in the implementation of
online teaching and learning
LiveHelpDesk bring user’s interactions into one interface and allow different
conversations to be cross-referenced and used for more context in the user experience. It also
allows for use of features such as categorization and automation as a means to keep track of
what kinds of issues the users are experiencing. For example, Live Chat System, Email-
Ticketing Management (e-Ticket) and Office Telephone.
Complaints can be made anytime anywhere as long as the internet access is accessible
By using LiveHelpDesk, it can reduce walk-ins and duplicate tickets by making user-
specific announcements of outages and planned maintenance. The user support can be
anywhere, no matter where the users are. It also can keeps track of requests coming from
everywhere and transforms them into tickets. With LiveHelpDesk, user can access your tickets
anytime, on any device, using any operating system.
Responses and feedback are available quickly
Besides LiveHelpDesk offering the end users a faster and more immediate way of
getting their answers and with the help of AI (chatbots) will greet the user. LiveHelpDesk can
handle and manage requests with same issues. If staff spot that an issue is reported frequently,
they can prepare better for answering the customer and in order fixing the problem. And if the
staffs is not available or offline, LiveHelpDesk will let the staffs know when a new ticket
arrives by getting an email notifications about tickets.
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Complaints ticket will be turn in according to time and date of the complaint made
Furthermore, LiveHelpDesk will gather all user complaints into one common help desk
system that restore in ‘chat list’. Here where the staff can keep track of what kinds of issues
the users are experiencing. All the complaint ticket information and conversations that have
been created will restore in ‘chats list’ for future need according to time and date.
REFERENCES
Beisse, F. (2014). A guide to computer user support for help desk and support specialists.
Cengage Learning.
Serbest, S., Goksen, Y., Dogan, O., & Tokdemir, A. (2015). Design and implementation of
help desk system on the effective focus of information system. Procedia Economics and
Finance, 33, 461-467.
Shae, Z. Y., Garg, D., Bhose, R., Mukherjee, R., Guven, S., & Pingali, G. (2007). Efficient
internet chat services for help desk agents. In IEEE International Conference on Services
Computing (SCC 2007) (pp. 589-596). IEEE.
647
PROSEDUR E-PEMBELAJARAN UMT: PEPERIKSAAN DALAM TALIAN
Nor Omaima binti Harun, Mohd Hafriz bin Nural Azhan, Muhammad Ismail Afandi
bin Muda, Abdul Hadi bin Ismail, Khairul Bukhairi bin Abd Hamid, Muhamad Nizar
bin Mohamat Salleh
Centre for Digital Ecosystem
Universiti Malaysia Terengganu
Malaysia
Highlights: The recent outbreak of Corona Virus Disease 2019 (Covid-19) has affected society
on a global scale, particularly in the areas of social sciences and behavioural aspects. Despite
the alarming rate at which the virus is spreading, potential vaccines and treatments remain
under clinical trial. Therefore, the most effective strategy to manage this situation would be
through social distancing. In the context of the Malaysian education system for teaching and
learning items (PdP), government to come up with an alternative academic assessment to
secure learner future, and the concerning virtual education.
Key words: Covid-19, Malaysia education system, teaching, learning, academic assessment,
virtual education
INTRODUCTION
The initial outbreak of novel coronavirus disease 2019 (COVID-19) began in December
2019 from the Wuhan city of China, while in early 2020 it appeared in other parts of the world
(Sahu, 2020). Due to the human-to-human transmission capability of the disease, the World
Health Organization (WHO) declared the COVID-19 plague a public health emergency of
international concern (Spina et al., 2020). In the same vein, 107 countries had implemented
national school closures in response to the COVID-19 pandemic (Viner, et al., 2020).
Globally, universities have either cancelled all campus events including conferences,
workshops, sports and other programmes and have rapidly moved to change many courses and
programmes from physical to online delivery mode (Gewin, 2020). Remaining review of
literature shows that the closure of schools due to COVID-19 has impacted 1,198,530,172
learners in 186 countries (UNESCO, 2020). To slow the transmission and ease the burden of
the health system, the Malaysian Government included school closure as part of the physical
distancing policy. Some higher education institutions (HEIs) are cut unprepared, while other
universities that are proactive have their contingency online learning tools at hand.
Nevertheless, the online teaching mode is new and requires an upskill and, in some cases,
reskill by the academic sector.
In Malaysia, the disease appeared at the end of February 2020. On 11 March, 2020, an
alarming number of cases were reported after the religious gathering in Seri Petaling (Reuters,
2020). In congruent with the WHO guideline, the country implemented a movement control
order (MCO) on 18 March 2020. With the implementation of the MCO, all classes were moved
to e-learning (Menon, 2020). The MCO has been extended over a few phases (See et al., 2020):
the second phase of the MCO (1–14 April 2020), the third phase of the MCO (15–28 April
2020), the fourth phase of the MCO (29 April 2020–3 May 2020), the fifth phase of the
conditional movement control order (CMCO) (4–11 May 2020), the sixth phase of the CMCO
(12 May 2020–9 June 2020), the seventh phase of the recovery movement control order
648
(RMCO) (10 June 2020–31 August 2020) and the eighth phase of the RMCO (1 September
2020–31 December 2020).
During this COVID-19 outbreak, the government has decided that all educational
institutions are closed and not allowed to operate. For courses of study that have a final
examination assessment component, it is highly recommended to replace the final examination
with non -face -to -face and summative assessment. This alternative assessment is not tied to
the final examination date stated in the University’s academic calendar. Alternative
assessments can be done at any time at the end of the semester. As a result, teaching and
assessment activities have been conducted from a distance, generally online.
Because of the COVID-19 outbreak, most higher education institutions decided to close
their campuses. Prior to the pandemic, Universiti Malaysia Terengganu (UMT) offered the
online examination. The recent shift to online course delivery in higher education requires
additional solutions to be developed to measure and certify students’ acquisition of knowledge
and skills from a distance. Several practical solutions can be considered to adaption-site
examinations to remote online settings. Beyond these adaptations, this crisis allows for deeper
reflection on how examinations could be conducted in the future.
The online examination system has ushered a revolution in how examinations are being
conducted traditionally. The online exam advantages are multi-fold, especially with the
ongoing pandemic impacting the global education landscape. Online exams have ensured
educational continuity, providing the option of taking an exam remotely in a secure virtual
environment using the latest technology. There are several benefits of an online examination
system as it is conducted digitally to evaluate students’ academic knowledge and understanding
of the curriculum. It also offers creativity to devise new ideas and solutions. Typically,
evaluations continue to be based on the pen-and-paper approach, wherein students are gathered
and handed the question paper to be completed within the allotted time. Students submit their
answer sheets, and examiners disclose their scores after the evaluation.
EXAM IN THE NEW NORM
Due to the Covid-19 pandemic that nearly crippled the world and the country’s
movement control order (MCO) that resulted in strict social distancing measures, varsities had
to find alternative ways to conduct their exams. Digital Ecosystem Centre (PED), the PED
responsible for administering the online examination in UMT. Prior to COVID-19, the
examination was administered in person. However, the pandemic compelled us to rapidly
change our approach to supporting our students and avoid interrupting the flow of new entrants
to the profession. Figure 1 shows the procedures of e-Learning: Online Examination that will
conducted in UMT.
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Figure 1: e-Learning Procedure, UMT
The COVID-19 pandemic and its far-reaching implications will continue to unfold in
many sectors globally. Education has changed dramatically with distinctive rise of online
learning, where teachings are done remotely on digital platforms. In Malaysia, the
implementation of the MCO in the middle of March 2020 resulted in education sector to fully
switch to online learning and the government has decided that all educational institutions are
closed and not allowed to operate. For courses of study that have a final examination
assessment component, it is highly recommended to replace the final examination with non -
face -to -face and summative assessment. This alternative assessment is not tied to the final
examination date stated in the University’s academic calendar. Alternative assessments can be
done at any time at the end of the semester.
PREPARING FOR AND TESTING ONLINE EXAMINATION
There are three stages in method of implementation for the online final examination. Each
stages contain its own method. The first stage is before the exam. During this stage, the
examination question must be check during its entry. Next, the examination paper settings must
be reviewed in LMS and the system must be ensured to be accessible and uninterrupted.
CONDUCTING ONLINE EXAMINATION
The second stage is during the examination. During this stage, the system must be monitored
at all time and make sure everything is stable. Next, attendance reviews must be check
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periodically and the course of the examination must be monitored or a set of courses at each
sessions.
POST ONLINE EXAMINATION
The last stage is after the examination. The first thing to do is to review all the submission of
the final examination answer papers by using the LMS Platform. Next is backup all the exam
answers by archive it using Quiz Administration or download all the submissions using
Assignment Administration.
SOME LEARNINGS
Making the final examination management more orderly and smooth
The enormity of the task is known to everyone involved in designing, managing and
evaluating assessments, from students to teachers. One of the essential benefits of an online
examination system is that it reduces the time invested in overseeing the entire examination
process. The exam platform saves precious time for both students and teachers, which would
otherwise be wasted on repetitive tasks. The exam software features the option of adding and
importing questions, enabling students to access the exam and facilitating batch-wise
examinations.
Traditionally, exam distribution demands adequate time for end-to-end management.
On the contrary, the benefits of an online examination system have expedited the process.
Examiners can merely upload the email ids of the participants and invite them for the
assessment; the most notable aspect is the instant generation of the results.
The process of obtaining data collection for the examination without face to face is feasible
The all-pervasive nature of technology and its impact on the way of life is blurring the
difference between real and virtual. There is a considerably lower use of pen and paper in the
digital age. A vast majority of professionals rely on computers for emails, presentations, digital
designing and various other tasks. Human preference has altered considerably with the infusion
of technology.
One of the main advantages of an online examination system is the ease-of-use for the
administration and the students and make the process of obtaining data collection without face
to face is feasible. The examiners can easily set up the questionnaire, determine the grading
and send invites to students. Meanwhile, students can take exams remotely. Even participants
from remote areas can attend the exam. Moreover, there is no scope of question paper leaks as
every student gets a randomly selected set of questions as per the arrangement determined by
the examiner.
Able to facilitate the interaction of various examination management according to the level
and turn by referring to the procedures designed
Exams can be conducted anywhere. All that a student needs is a personal computer with
internet connection. A student does not need a long commute to exam venue as long as these
requirements are met. This also means that thousands of students can take the same exams over
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a wide spread of locations. Examiners do not have to bother with the laborious task of marking
exams as this is well taken care of by the system. The system actually marks each exam and
presents the result to the student at the end of the exam. Examiners are also afforded the
opportunity to create exam online through an online examination system that can present
examinations in multiple languages. Multiple exams on multiple subjects for multiple courses
can also be set. Exams can also be configured for 24/7 availability. This allows candidates to
take exams at their own convenience.
REFERENCES
Gewin, V. (2020), “Five tips for moving teaching online as COVID-19 takes hold”, Nature,
Vol. 580 No. 7802, pp. 295-296.
Menon, S. (2020), “E-learning to continue for higher education institutions”, available at:
https://www.thestar.com.my/news/nation/2020/03/20/e-learning-to-continue-for-
higher-education-institutions
Reuters (2020), “How Sri Petaling tabligh became Southeast Asia’s Covid-19 hotspot”, New
Straits Times, available at: https://www.nst.com.my/news/nation/2020/03/575560/how-
sri-petalingtablighbecame-southeast-asias-covid-19-hotspot
Sahu, P. (2020), “Closure of universities due to Coronavirus Disease 2019 (COVID-19):
impact on education and mental health of students and academic staff”, Cureus, Vol. 12
No. 4, pp. 1-6.
Spina, S., Marrazzo, F., Migliari, M., Stucchi, R., Sforza, A. and Fumagalli, R. (2020), “The
response of Milan’s emergency Medical system to the COVID-19 outbreak in Italy”, The
Lancet, Vol. 395 No. 10227, pp. e49-e50.
UNESCO (2020) UNESCO IESALC: COVID-19 and higher education: today and tomorrow.
Impact analysis, policy responses and recommendations. Available at:
http://www.iesalc.unesco.org/en/wp-content/uploads/2020/04/COVID-19-EN-090420-
2.pdf
Viner, R.M., Russell, S.J., Croker, H., Packer, J., Ward, J., Stansfield, C., Mytton, O., Bonnel,
C. and Booy, R. (2020), “School closure and management practices during coronavirus
outbreaks including COVID-19: a rapid systematic review”, The Lancet Child and
Adolescent Health, Vol. 4 No. 5, pp. 397-404.
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REMOTE TRAINING FOR EDUCATORS DURING COVID-19
Nor Omaima binti Harun, Mohd Hafriz bin Nural Azhan, Muhammad Ismail Afandi
bin Muda, Abdul Hadi bin Ismail, Khairul Bukhairi bin Abd Hamid, Muhamad Nizar
bin Mohamat Salleh
Centre for Digital Ecosystem
Universiti Malaysia Terengganu
Malaysia
Highlights: In March of 2020, tertiary education institutions in Malaysia across the globe
closed their doors to decrease the spread of the viral outbreak during the COVID -19 pandemic.
This physical closure led to a rapid shift to remote learning which placed major impact on
education and on educators. Large-scale, national efforts to utilize technology in support of
remote learning, distance education and online learning during the COVID-19 pandemic are
emerging and evolving quickly and has been the largest disruption to education systems in
history. There are a discovery that unveil university worldwide are moving towards online
learning or e-Learning and remote learning as an essential in times of lock downs and social
distancing due to the pandemic.
Key words: tertiaty education institutions, COVID-19, remote learning, distance
education, online learning, e-Learning.
INTRODUCTION
An overwhelming majority of the world’s enrolled students have experienced the
temporary closing of school during the COVID-19 pandemic in an attempt to encourage social
distancing and therefore decelerate the transmission of the virus (Viner et al., 2020) and also
turning educators' lives upside down. The Corona virus also has revealed emerging
vulnerabilities in education systems around the world. It is now clear that society needs flexible
and resilient education systems. Against the backdrop of the COVID-19 outbreak various
policy initiatives are being launched by governments and tertiary institutions across the world
to continue teaching activities so as to contain the virus. However, there is ambiguity and
disagreement about what to teach, how to teach, the workload of teachers and students, the
teaching environment, and the implications for education equity (Zhang, Wang, Yang, &
Wang, 2020).
The Covid-19 has certainly impacted the tertiary education industry. Tertiary education
institutions in Malaysia faced financial losses, disruptions in schedules and ongoing classes
while staff and students face additional stress. In the medium term, rising unemployment
among contractual staff is to be expected as tertiary education institutions find ways to cut
costs. The quality of teaching will definitely be impacted as well. By and large, most private
and public tertiary education institutions in Malaysia have relied on face to face lectures and
tutorials. Tutorials are especially important for students as this is the time for smaller groups
of students to discuss their lecture, to debate ideas and to present their work. It is also the time
when lecturers can properly evaluate the students’ performance. Besides the content of the
courses, tutorials are also meant to let students practice presentation skills. Although this can
be done via online teaching, the quality of interaction will be compromised.
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Therefore, many universities and colleges were forced to make swift changes to move
to online teaching when MCO was imposed. But this comes with several challenges. First, even
if students and lecturers can get pass the technical difficulties, one cannot assume that all
tertiary students enjoy unlimited internet access or possess laptops or desktops that allow them
to attend online classes freely. The Internet Users Survey 2018 conducted by the Malaysian
Communications and Multimedia Commission, for example, found that there is a sizeable
disparity between urban and rural internet users. Urban users make up for 70.0 % Internet users
(Malaysian Communications and Multimedia Commission, 2018) and forcing school systems
and students to quickly attempt remote learning.
Challenges that may impact parental involvement in remote learning settings include
economic resources (Hohlfeld et al., 2010), lack of internet access (Hollingworth et al., 2011),
lack of interest of in using technology (Beckman et al., 2019) and having low digital self-
efficacy (Povey et al., 2016). From research done on virtual school learning environments, pre-
pandemic, we learn that parents become a learning coach for students who spend a significant
amount of their day in an online setting (Hasler Waters & Leong, 2014).
The infection control and physical distancing measures are crucial to prevent the virus
from further spreading and to help control the pandemic situation (World Health Organization,
2020). The policy of compulsory physical distancing has been implemented in many countries
(Quinn et. al., 2020; Bennardo et. al., 2020), resulting in nationwide school and university
closures. In accordance with this policy, dental academic institutions are compelled to make
appropriate and timely modification in order to continue to deliver education and to sustain the
continuation of student academic progress. The teaching and learning activities were
immediately shifted to a full e-learning. E-learning is defined as learning that makes use of
Information and Communication Technologies (ICTs). The incorporation of technological
resources and innovative education strategies has transformed the teaching and learning
processes.
Online teaching has to be continued as long as the risk of Covid-19 exists. However,
some degree of flexibility should be allowed. For instance, universities and colleges can allow
staff to go to campus on staggered schedules to record their lectures and to settle their
administrative work. Certainly, clear SOPs such as temperature checking, social distancing
should be followed. Despite the temporary closure of UMT’s physical operations, learning and
teaching continue through UMT remote learning approaches. Technology facilitated seamless
migration of face-to-face learning to virtual platform accessibility during the control order.
To ensure learning continues during this unprecedented time with the situation, UMT
is adopting various educational technologies to mitigate the risk of interruptions to daily
teaching and learning. The e-Learning Unit and Talent Development Center, UMT had taken
the initiative to conduct training to strengthen the skills of lecturers using the e-Learning
platform. Therefore there is structural block of training by aiding and facilitating staffs are to
ensure the teaching and learning processes take place and running.
OBJECTIVES OF INNOVATION
The Remote Training for Educators was initiated by faculty and staff leads who
expressed interest in providing support during emergency remote teaching and provide support
but needed a community to learn with and from during the pandemic. Although most of the
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resources and technologies are not new and were used at various institutions before this
pandemic, social distancing has necessitated rapid innovation and exploitation of these
resources to maintain clinical care and education while ensuring personal safety.
The focus of higher education's COVID-19 adaptations is on remote learning and
working. As for the Remote Training for Educator, its allow educators to improve their
knowledge and skill by learning new things to support student success will be equally critical
to help students complete courses and attain credentials. As education has changed
dramatically, with the distinctive rise of e-learning, whereby teaching is undertaken remotely
and on digital platforms. With Remote Training for Educators, the quality of education and
their assessment of educators competence and the level of government readiness to support
learning at home during lockdown will be increase.
Besides, digital technology played a significant role in enabling educator to teach
learners at a distance using tools that enabled both synchronous and asynchronous
communication with whole class and group. This allow educators to make a preparation for
learning and examination because it will allow educators access to learning materials and
interactive and collaborative activities. It emerge an opportunities and considerations for
educators to moving forward for the contemporary role of technology in education and forming
a positive characters as their knowledge and experience with remote learning programs.
METHODS OF IMPLEMENTATION
Working remotely is on the rise and slowly becoming the new normal, which means
the need for organizations to provide remote training is also growing. Remote training is a type
of employee training that takes place at a distance, and is a part of learning and development
process as aimed at person who work from home or remotely rather than at an office. Remote
learning, also referred to as distance learning, gives learners who are not in a physical location
for in-person education, access to online training materials. Remote training is usually
delivered through virtual classes, online courses, podcasts, webinars, and other e-learning tools.
As nowadays because of the pandemic Covid-19, live online learning takes
communication and collaboration to another level. Deliver engaging courses where people
learn from one another, and where the technology facilitates and enhances the learning
experience. For example, online webinars. With using online webinars, it will allow on-site
training sessions and on-demand training. As it more affordable option since it eliminates or
significantly minimizes all of these costs, which is why more organizations are moving toward
this training approach.
Besides in order to help educators maximize the potential of online learning, the
Remote Training for Educators will provide remote Teaching and Learning Series. These series
will equip educators with effective strategies and best practices for designing and delivering
online instruction to all learners. The wide variety of series will teach participants about
managing the day-to-day responsibilities of remote teaching and learning, collaborating and
keeping learners safe and engaged online. Educators also will discover teaching strategies and
skills that engage technology for the remote classroom in order bring ease and joy to the
teaching environment.
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Furthermore by attending an online training to get the knowledge, the Remote Training
for Educators will provide Q&A (Questions-and-Answers) sessions. Q&A sessions are formats
that allow audiences to ask questions to the speakers. In order to know their knowledge and
understanding of a topic, a Q&A sessions will provide to give a chance for them to ask
questions to leadership, or raise any concerns and get immediate feedback.
IMPACT FOR UNIT/DEPARTMENT/ORGANISATION
Try to minimize confusion, disruption and uncertainty for educator
The Remote Training for Educators will improved knowledge retention for the
educator. Remote training prevents educator from being left behind by ensuring continuous
learning and development, which is beneficial for both educator and the organization. By using
Q&A session approach, educators can asking question in order to increase their understanding,
skills and knowledge.
Expanding the scope of work and assignments
The Remote Training for Educators has much more flexibility and accessibility
compared to more traditional methods. Like remote working, digital learning modules can be
completed across multiple devices, such as laptops and mobiles. So despite the fact that a large
number of employees may be away from the office for a period of time, they will still be able
to log on and complete their training. Having a training schedule offers greater flexibility also
improves employee motivation and engagement, as they are free to complete it at a time most
suitable for them. It is the accessibility, flexibility and personalisation to each learner that
ultimately improves team performance and increases knowledge retention.
Increase competence for staff and organization
A knowledgeable, skilled and well-trained workforce is critical to an institution's
success. Improving competencies allows an organization to remain adaptable and competitive,
ultimately contributing to increased productivity and greater revenue. The Remote Training for
Educators, essential to provide staff with opportunities to apply their newly acquired
knowledge and skills. Moreover, it creates a more personal experience and helps with
knowledge retention.
REFERENCES
Bennardo F, Buffone C, Fortunato L, Giudice A. COVID-19 is a challenge for dental
education—A commentary. Eur J Dent Educ. 2020;00:1–3.
https://doi.org/10.1111/eje.12555.
Hohlfeld, T. N., Ritzhaupt, A. D., & Barron, A. E. (2010). Connecting schools, community,
and family with ICT: Four-year trends related to school level and SES of public schools
in Florida. Computers & Education, 55, 391–405.
https://doi.org/10.1016/j.compedu.2010.02.004
Hollingworth, S., Mansaray, A., Allen, K., & Rose, A. (2011). Parents’ perspectives on
technology and children’s learning in the home: Social class and the role of the habitus.
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Journal of Computer Assisted Learning, 27, 347–360.
https://doi.org/10.1111/j.13652729.2011.00431.x
Malaysian Communications and Multimedia Commission. 2018. Internet Users Survey 2018:
Statistical Brief Number Twenty Three. Cyberjaya: Selangor Darul Ehsan.
Povey, D., Peddinti, V., Galvez, D., Ghahremani, P., Manohar, V., Na, X., .. & Khudanpur, S.
(2016, September). Purely sequence-trained neural networks for ASR based on lattice-
free MMI. In Interspeech (pp. 2751-2755).
Quinn B, Field J, Gorter R, et al. COVID-19: The immediate response of european academic
dental institutions and future implications for dental education. Eur J Dent Educ.
2020;00:1–4. https://doi.org/10.1111/eje.12542.
Viner, R. M., Russell, S. J., Croker, H., Packer, J., Ward, J., Stansfield, C., Mytton, O., Bonell,
C. & Booy, R. (2020). School closure and management practices during Coronavirus
outbreaks including COVID-19: A rapid systematic review. The Lancet Child &
Adolescent Health, 4(3), 397-404. https://doi.org/10.1016/S2352-4642(20)30095-X
Waters, L. H., & Leong, P. (2014). Who is teaching? New roles for teachers and parents in
cyber charter schools. Journal of Technology and Teacher Education, 22(1), 33-56.
World Health Organization 2020.https://www.who.int/dg/speeches/detail/who-director-
general-s-opening-remarks-at-the-media-briefing-on-covid-19%2D%2D-11-march-
2020.
Zhang, W., Wang, Y., Yang, L., & Wang, C. (2020). Suspending ClassesWithout Stopping
Learning: China‟s Education Emergency Management Policy in the COVID-19
Outbreak. Journal of Risk and Financial Management, 13(55), 1-6.
https://doi.org/10.3390/jrfm13030055
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SYNCHRONOUS SESSIONS (ONLINE)
Nor Omaima binti Harun, Mohd Hafriz bin Nural Azhan, Muhammad Ismail Afandi
bin Muda, Abdul Hadi bin Ismail, Khairul Bukhairi bin Abd Hamid, Muhamad Nizar
bin Mohamat Salleh
Centre for Digital Ecosystem
Universiti Malaysia Terengganu
Malaysia
Highlights: The coronavirus pandemic (COVID-19) has generated changes in the teaching-
learning process in higher education institutions and has influenced the interaction between
instructors and learners. As a consequence of the pandemic, universities were constrained to
carrying out their activity with learners exclusively online. For e-Learning in technology
implementation and effectiveness, we propose a new method called Synchronous Session
(online) in order to ensure the continuity of the educational process. Synchronous Sessions
(online) is a kind of e-Learning session that involves online studies that conducted in real time
and allow instant feedback.
Key words: COVID-19, synchronous, online, e-Learning, educational process, real time
Introduction
The educational system across the world has immensely been affected due to outbreak
of COVID-19, the contribution of information technology has gained momentum due to
closure of educational institutions that raises challenges for learners’ learning. COVID-19 also
demanded containment and enforced isolation that tremendously affected personal interaction
between instructors and students. In the absence of traditional classroom teaching and one-to-
one interaction, computer-based learning has emerged as closest substitute for off-line
teaching.
Educational institutions and students across the world have accepted and appreciated the
online platform of learning. The reasons of this acceptability are easy to use, learning flexibility
and controllable environment (Dhawan, 2020). Thus, information technologies and E-learning
systems are seen as essential factors in carrying out the activity of universities, these institution
are investing more and more in online systems and devices (Popovici and Mironov, 2015). It
can also improve interaction with students by providing asynchronous and synchronous tools
such as e-mail, forums, chats, videoconferences (Abou et al, 2014).
In online learning environments, it can be divided into a triad of synchronous,
asynchronous and hybrid learning environments. Synchronous learning environments are
occur when a real time interaction is presence, which can be link with a nature incorporating
activities (Salmon, 2013) such as an instructor’s lecture with a facility of questions-answer
session. However, a synchronous session requires simultaneous student-teacher presence. On
the other hand, asynchronous environments are not bound to time and students can work on
their activities at their own pace. A hybrid online environment are a mixed of synchronous
sessions and asynchronous set of activities. It is called a hybrid as if it combines with
simultaneity and non-simultaneity as an instructional design for both synchronous and
asynchronous teaching.
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A large part of the current academic research has been identified that web learning
situations inside the instructional innovation engage students essentially through specific
correspondence. The adequacy of video-conferencing contrasted with close up, personal
interaction and capability of video-conferencing in training for geographically remote learners,
who don't have access to traditional educational setup, has been proved with incredible benefit.
As a result, these results have built up a discourse on video-conferencing apparatuses that how
may be a true media could be used for instruction. However they do not give information on
the most effective method that may be utilize to connect the learners with dynamic learning
(Bonk and Zhang, 2006).
Motteram and Forrester (2005) determine online learning as specific individualized
process but in order to become an active and effective online learner, learners need to have
some pre-requisite skills. For example, learners need to know what technologies are being used
for the course, ability to search the course material, understanding how to communicate with
other learners. Eventually, in order to be successful in online learning, learners need time to
learn how to formulate online activities related to their course and adjust their routine while
performing with other family members and work responsibilities (Muilenburg & Berge, 2005).
As for synchronous e-learning is refers to learning or teaching that taken place
simultaneously via an electronic mode. Learners and instructors experience synchronous e-
learning as more social and avoid frustration by asking and answering questions in real time.
Synchronous voice or text chat rooms provide an opportunity of teacher-learners and learner-
learner interaction. Apart from chat, video-conferencing facilitates face-to-face
communication. Web conferences through surveys, polls and question-answer sessions can
turn out to be more interactive than video conferencing. A synchronous virtual classroom is a
place for instructors and learners to interact and collaborate in real time. Using webcams and
class discussion features, it resembles the traditional classroom, except that all participants
access it remotely via the Internet. Lessons can be recorded and added to an e-library (Huang
& Hsiao, 2012).
One benefit of synchronous sessions is that all participants are online together at the same
time, which may increase a feeling of presence, immediacy, and community in their online
classroom. Many learners take online courses because of the flexibility and convenience, and
we should alert them early if the course requires them to meet at a predetermined time.
However, some of the challenges of synchronous education can be the need of the availability
of learners at a given time and the necessary availability of a good bandwidth Internet. Learners
can feel frustrated and thwarted due to technical problems. In addition, a carefully devised
instructional design is required as pedagogy is more important than technologically facilitated
media (Murphy et al., 2011).
Synchronous Sessions (Online) For e-Learning
Synchronous sessions are real-time educational activities which allow instructors and
course lessons occur live through video conferencing software (Salmon, 2013). Specified times
when learners and instructors “meet” online to discuss course content, answer questions. This
are most closely mimics the in-classroom environment, because it creates a sense of speed and
intimacy that helps build a classroom community. This includes in-person classes, live online
meetings when the whole class or smaller groups get together. In synchronous learning,
students usually go through the learning path together, accompanied by instructors who is able
to provide support while learners are completing tasks and activities. Synchronous interaction
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also eliminates the isolation that asynchronous online training involves, as it promotes
collaboration and fosters a sense of community.
Synchronous learning enables learners to ask questions and receive answers on-the-
spot, while also collaborating freely with their co-learners. This session can be helpful toward
learners to improve learner outcomes is to have a professional facilitator available to teach and
answer questions along the way. The instructor can offer real-time insights to students to help
them understand while gaining the ability to receive instant feedback on the quality of their
instruction to improve upon themselves. Synchronous e-learning provides a space for
instructors to interact with students to improve the class’s success rate.
For some learning styles, a synchronous online format is actually an improvement over
classroom learning because it allows for more a dynamic exploration of topics, ideas, and
concepts. However, synchronous online learning have a feels of speed and immediacy.
Synchronous online learning can make it possible to ask between teacher and peers questions
and receive answers mid-lesson, by not being in a lecture hall meaning that learners can do
their own research on the side without disrupting the class (Salmon, 2013).
Synchronous online learning can be access online from any location with an internet or
Wi-Fi connection. By using an online synchronous delivery model, institutions and
corporations can save money and make learning cost effective for learners. Synchronous
instruction is in real time and includes much of the benefits of face-to-face learning but
mitigates the cost involved because it can be scaled up and down with minimal infrastructure
cost (Salmon, 2013). Also, learners and instructors save money and time spent on traveling to
physical locations and more people can be taught more frequently with no additional cost.
With synchronous online learning, learners can interact regularly and frequently with
their instructors and can also strengthen their relationship. This regular opportunities provide
face-to-face discussion, individual guidance, and mentorship without having to schedule an
appointment.
Synchronous Sessions (Online) Innovation
Synchronous teaching allows online students to interact with instructors and peers in
real time (McBrien et al., 2009). Therefore, Synchronous Sessions (online) is a method to
enhance teaching and learning process by including multiples of e-Learning tools, such as live
sessions, student presentation, discussion or forum, collaborative group work, interactive
learning activities, coaching and consultation in order to make the learning process more
interesting, flexible and useful in order to improve learner's sense of community and social
presence.
By using this method, students can ask question directly and can be responded
immediately by instructors, using e-Learning tools such as web, email or an online discussion
board. It can also can help instructors improve the activity quality learning and teaching with
interesting and enjoyable e-Learning tools and activity. Figure 1, show the method of
implementation synchronous session (online) e-Learning.
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Figure 1: Method of Implementation
Benefits of Synchronous Activities
Knowledge transfer can be carried out in various way
Synchronous learning environments provide real time interaction, which can be
collaborative in nature incorporating activities (Salmon, 2013) such as a teacher's lecture with
a facility of questions-answer session. It will takes place simultaneously via an electronic
mode, allow learners experience to an online synchronous delivery format such as
videoconferencing, IM and chat, and complement with face-to-face meetings. Synchronous
voice or text chat rooms provide an opportunity of teacher-learners and learner-learner
interaction. Apart from chat, video-conferencing facilitates face-to-face communication. Web
conferences through surveys, polls and question-answer sessions can turn out to be more
interactive than video conferencing.
Bilateral Learning Communication takes place directly and all question can be answered
spontaneously and not delayed
Synchronous learning refers to all types of learning in which learners and instructors
are in the same place, at the same time, in order for learning to take place. This includes in-
person classes, live online meetings when the whole class or smaller groups get together. In
synchronous learning, learners usually go through the learning path together, accompanied by
their instructor who is able to provide support while learners are completing tasks and
activities. The instructors can present their course content and have a dialogue with their
learners in real-time. If someone has a question, then it can be answered in a timely fashion,
immediate feedback.
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Provide opportunities for the development of social networks between students from various
backgrounds.
Learners become more committed and motivated because a quick response is expected
as discussion and collaboration in real time. Virtual classroom is not only can replicate the real
classroom experience, but they can improve by offering a suite of collaborative tools to
encourage active learning. Tools like Breakout Rooms encourage practice and discussion,
digital whiteboards for interactivity, and screen sharing for teaching others, all work together
to bring life to the classroom experience. This method can give learners the ability to engage
with the content, the instructor and each other in ways that asynchronous e-learning cannot
match. By looking at the highest retention categories, i.e. discussion, practice, teach others,
learners and instructor and also other learner piece together the value of collaboration and
engagement through group learning and work.
Lectures and students are in the same virtual space in real time. However, they do not have
to be in the same place.
Synchronous online learning happens in real time. This actually means that learners
and instructor can interact with each other in a specific virtual place at a set of time. In these
courses, instructor commonly take attendance, as the same they would in a lecture hall.
Common method of synchronous online learning are include with video conferencing,
teleconferencing, live chatting, and live-streamed lectures that must be viewed in real time.
Online Synchronous learning also can be accessed online from any location with an
internet or Wi-Fi connection and give all participants, learners and instructors, the opportunity
to engage, collaborate, and interact with one another. Also, learners and instructors save money
and time spent on traveling to physical locations and more people can be taught more frequently
with no additional cost.
References
Abou El-Seoud, S.; Seddiek, N.; Taj-Eddin, I.; Ghenghesh, P.; Nosseir, A.; El-Khouly, M. E-
Learning andStudents’ Motivation: A Research Study on the Eect of E-Learning on
Higher Education. Int. J. Emerg. Technol. Learn. 2014, 9, 689–695.
Bonk, C., & Zhang, K. (2006). Introducing the R2D2 model: Online learning for the diverse
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SETTING UP ONLINE TAECHING AND LEARNING SESSIONS DURING COVID-
19 PANDEMIC
Nor Omaima binti Harun, Mohd Hafriz bin Nural Azhan, Muhammad Ismail Afandi
bin Muda, Abdul Hadi bin Ismail, Khairul Bukhairi bin Abd Hamid, Muhamad Nizar
bin Mohamat Salleh
Centre for Digital Ecosystem
Universiti Malaysia Terengganu
Malaysia
Highlights: Online learning is an educational process which takes place over the Internet as a
form of distance education. Distance education became ubiquitous as a result of the COVID-
19 pandemic during 2020. In order to minimize the impact of the pandemic on education and
control the spread of the pandemic, online teaching has become a necessary strategy to restore
the normal teaching order in this special period. To face these difficulties in teaching, Ministry
of Health are encouraging blended learning a blended learning strategy in the context of
teaching and learning as the standard practice as long as Covid-19 remained a threat.
Key words: Online learning, distance education, Covid-19 pandemic, blended
learning, teaching and learning
Introduction
The deadly and infectious disease Corona Virus also known as Covid-19 has deeply
affected the global economy. This tragedy has also shaken up the education sector, and this
fear is likely to resonate across the education sector globally. The Covid-19 pandemic outbreak
forced many schools and colleges to remain closed temporarily. Several areas are affected
worldwide and there is a fear of losing this whole ongoing semester or even more in the coming
future. Various schools, colleges, and universities have discontinued in-person teaching. As
per the assessment of the researchers, it is uncertain to get back to normal teaching anytime
soon. As social distancing is preeminent at this stage, this will have negative effects on learning
opportunities. Educational units are struggling to find options to deal with this challenging
situation. These circumstances make us realize that scenario planning is an urgent need for
academic institutions (Rieley, 2020). This is a situation that demands humanity and unity.
There is an urgent need to protect and save our learners, faculty, academic staff, communities,
societies, and the nation as a whole.
Several arguments are associated with e-learning. Accessibility, affordability,
flexibility, learning pedagogy, life-long learning, and policy are some of the arguments related
to online pedagogy. It is said that online mode of learning is easily accessible and can even
reach to rural and remote areas. It is considered to be a relatively cheaper mode of education
in terms of the lower cost of transportation, accommodation, and the overall cost of institution-
based learning. Flexibility is another interesting aspect of online learning; a learner can
schedule or plan their time for completion of courses available online. Combining face-to-face
lectures with technology gives rise to blended learning and flipped classrooms; this type of
learning environment can increase the learning potential of the learners. Learners can learn
anytime and anywhere, thereby developing new skills in the process leading to life-long
learning. The government also recognizes the increasing importance of online learning in this
dynamic world.
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With the rapid developments in technology have made distance education easy
(McBrien et al., 2009). “Most of the terms (online learning, open learning, web-based learning,
computer-mediated learning, blended learning, m-learning, for ex.) have in common the ability
to use a computer connected to a network, that offers the possibility to learn from anywhere,
anytime, in any rhythm, with any means” (Cojocariu et al., 2014).Online learning can be
termed as a tool that can make the teaching–learning process more learner-centered, more
innovative, and even more flexible. Online learning is defined as “learning experiences in
synchronous or asynchronous environments using different devices (e.g., mobile phones,
laptops, etc.) with internet access.
The COVID-19 pandemic undeniably accelerated the process of transition to full online
instruction and provided opportunities to carry out effective online teaching and learning.
Online teaching and learning is an educational process which takes place over the Internet. It
is a form of distance education to provide learning experiences for learners, both children and
adults, to access education from remote locations or who, for various reasons, cannot attend a
school, vocational college, or university. Distance education addresses issues related to
geographical distance but also for many other reasons which prevent in-person attendance at
classes (Hrastinski 2008; Moore et al. 2011; Singh and Thurman 2019; Watts 2016; Yilmaz
2019).
As the immediate future is uncertain with new outbreaks and looming lockdowns, many
Lectures had to consider online instruction, which can be given in one of three pedagogical
approaches which are synchronous, asynchronous and blended learning strategy. In
synchronous online lectures (real-time), lectures and learners meet online using a video
conferencing software during the designated class hours and lectures give lectures on the
course. Learners participate in the lectures and are able to ask questions vocally or via live text
chat. In asynchronous lectures, lectures record lecture videos and upload them in Blackboard
learning management system (LMS) or YouTube, so that learners can access them in their most
convenient time.
The blended online learning strategy is deemed to be the most practical method to adapt
as this combines the advantages of synchronous and asynchronous strategies. The main
motivation in choosing the blended strategy is to increase the learner’s participation in their
own learning process rather than quietly sitting during a synchronous discussion (Darabi and
Jin, 2013; Seery and Donnelly, 2012; Seery, 2013).
Due this lockdown, a portion of the syllabus could be completed by conducting online
classes. This will help teachers cover the syllabus after the educational institutions reopen.
Consequently, conducting exams on time will help maintain the flow of study for learners. In
addition, learners will be engaged in studies during this lockdown. By conducting teaching and
learning sessions with the help of ICT. Nowadays, we have a lot of open-source LMS solutions
like Moodle, Edmodo, Google Classroom, Chamilo, and Canvas.
Setting Up Online Taeching and Learning Sessions during Covid-19 Pandemic @UMT
The Covid-19 epidemic has forced the learning and teaching process to be conducted
online, where leaners and lecturers have been instructed to comply with the Movement Control
Order (PKP) which began on 18 March. Until June 29, 2020, the government still set the
Rehabilitation Movement Control Order, PKPP is continued and the University must comply
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with the guidelines that have been set where the teaching and learning items (PnP) process
must be conducted online.
From time immemorial, faculty lecturing in a classroom setting, learners listening,
taking notes, asking questions, and getting those questions answered have been the backbone
of traditional academic education (O'Malley and McCraw, 1999). With advancements in
communication technology such as the telephone, radio, television and most recently the
internet, new methods of learning, including distance learning, have emerged (shah, 2016).
Through the internet, learners can now obtain instruction and learn with ease at home by simply
clicking a few buttons on the computer to listen live or asynchronously to a professor thousands
of miles away, interact with the professor, and solve problems without having to physically be
in a classroom (O'Malley and McCraw, 1999).
As the secretariat for e-Learning at the University level of Universiti Malaysia
Terengganu (UMT), Digital Ecosystem Centered has been directed for the learning process
conducted by the lecturers for online teaching and learning items (PnP) process. There are
several method that can be conducting for online teaching and learning sessions such as
asynchronous session and synchronous session with learning applications are existing and can
be used according to current suitability and needs.
Objectives of Innovation
Educational institutions had to adopt a digital approach for instruction and learners
learning, dramatically transitioning traditional in-person classroom instruction to
predominantly distance learning where teaching is provided remotely on digital platforms of
online teaching and learning process. There are several step for implementation of online
teaching and learning. First, setup all the resource. This first step is crucial because educator
need to figure out on what to teach to the learners. Next is setup all the activities. This step is
to make the learners not bored during the learning sessions. The more fun the activities for the
learner, the more successful the teaching and learning session. The third step is setup the
assessment. After the learning session, the educator need to know how well the learners take
on learning the courses. This assessment are great indicator for how well the teaching and
learning session is. The last step is by communicate with the learners. This step is also crucial
topic. This is because the educator are going to know how well the session is going for the
learners. The smoother the communication with the learners, the more it easier for the educator
to know how the session going.
Online learning systems are web-based software for distributing, tracking, and
managing courses over the Internet. It involves the implementation of advancements in
technology to direct, design and deliver the learning content, and to facilitate two-way
communication between learners and faculty (Thanji and Vasantha, 2016). They contain
features such as whiteboards, chat rooms, polls, quizzes, discussion forums and surveys that
allow lectures and learners to communicate online and share course content side by side. These
can offer productive and convenient ways to achieve learning goals. With the help of advanced
technology including variety of online teaching and learning delivery techniques, these are a
convenient ways to achieve learning goals.
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Figure 1: Infographics of learning applications are available and can be used according to
current suitability and needs.
Online learning can be termed as a tool that can make the teaching–learning process
more learners-centered, more innovative, and even more flexible. The online learning
environment also allows educators and learners to work and exchange ideas and information
together on projects, around the clock and from anywhere in the world, using multiple
communication modes and a variety of activities for learners assessment. For example,
institutions can use Microsoft Teams, Google meet, Edmodo and Moodle as learning
management systems along with their applications for video conferencing. Other commonly
used video conferencing solutions include Zoom, Skype for business, WebEx and Adobe
connect etc.
Nowadays, there a lot of open-source LMS solutions like Moodle, Edmodo, Google
Classroom, Chamilo, and Canvas that educators can inform learners through email or
WhatsApp about the time and topic of the online class. Learners can also stream educator video
tutorials live on YouTube. After a tutorial, educators can answer learners’ questions on
WhatsApp by using a group chat. Following this by sharing the related assignments on Google
Classroom.
Impact for Unit / Department / Organisation
Lectures have a variety of options to practice with their respective student and however it is
up to the lectures to use techniques that are comfortable with them
Online learning and teaching involve a diverse array of tools, resources, pedagogical
approaches, roles, organizational arrangements and forms of interaction, monitoring and
support (Bates and Poole, 2003; Bullen and Janes 2007; Bach, Haynes and Smith 2007). Within
this cornucopia of options, ‘the capacity for shifting the time and place of the educational
interaction’ (Anderson et al. 2001) stands out as a valued source of flexibility. From a post
digital point of view, online education has blurred boundaries between material, digital and
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human experience (Fawns 2019). In making the most of the opportunities afforded by online
learning environments, instructional design and organization play an essential role (Anderson
et al. 2001)
With learning-centered instruction, lectures take on the role of facilitating and sharing
information while guiding learners toward solutions. Lectures as well as learners must take on
new roles in the teaching-learning relationship, and faculty must be willing to release control
of learning to the learners. Online learning environments also require a range of interactive
methodologies. Lectures find that when adapting courses to online models, they pay more
attention to the instructional design of their courses. As a result, the quality, quantity, and
patterns of communication learners practice during learning improve. Therefore, more
consideration should be given to the technical and interactive features of online education when
evaluating these platforms and courses.
The changing from face-to-face lectures to online classes is the only possible solution.
Indeed, academic institutions would not be able to transform all of their college curricula into
and online resource overnight. Distance, scale, and personalized teaching and learning are the
three biggest challenges for online teaching. Innovative solutions by institutions can only help
us deal with this pandemic (Liguori & Winkler, 2020). There is a requirement of a quick shift
to online learning mode such as Gmail, Google Forms, Calendars, G-Drive, Google Hangouts,
Google Jam board and Drawings, Google Classroom and Open Board Software. These tools
can successfully be used as an alternative for face-to-face classes (Basilaia et al., 2020).
Besides, institutions can use Microsoft Teams, Google meet, Edmodo and Moodle as
learning management systems along with their applications for video conferencing. Other
commonly used video conferencing solutions include Zoom, Skype for business, WebEx and
Adobe connect etc. and nowadays, there a lot of open-source LMS solutions like Moodle,
Edmodo, Google Classroom, Chamilo, and Canvas that educators can inform learners through
email or WhatsApp about the time and topic of the online class that lectures can choose to use
based on their teaching and learning method process suitability.
References
Anderson, T., Rourke, L., Garrison, D. R., & Archer, W. (2001). Assessing teaching presence
in a computer conferencing context. Journal of Asynchronous Learning Networks, 5(2),
1–17. https://doi.org/10.24059/olj.v5i2.1875.
Bach, S., Haynes, P., & Smith, J. L. (2007). Online learning and teaching in higher education.
Maidenhead: Open University Press.
Basilaia, G. (2020). Transition to online education in schools during a SARS-CoV-2
coronavirus (COVID-19) pandemic in Georgia. Pedagogical Research, 5(4).
Bates, A. W., & Poole, G. (2003). Effective teaching with technology in higher education. San
Francisco: Jossey-Bass.
Bullen, M., & Janes, D. P. (2007). Making the transition to E-learning: strategies and issues.
Hershey: Information Science Publishing.
Cojocariu, V.-M., Lazar, I., Nedeff, V., Lazar, G. (2014). SWOT analysis of e-learning
educational services from the perspective of their beneficiaries. Procedia-Social and
Behavioral Sciences, 116, 1999–2003.
Darabi A., Jin L. Improving the quality of online discussion: the effects of strategies designed
based on cognitive load theory principles. Distance Educ. 2013;34(1):21–36.
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Fawns, T. (2019). Postdigital education in design and practice. Postdigital Science and
Education, 1(1), 132–145. https://doi.org/10.1007/s42438-018-0021-8.
Hrastinski, S. (2008). Asynchronous and synchronous e-learning. EDUCAUSE Quarterly, 4.
https://er.educause.edu/articles/2008/11/asynchronous-and-synchronouselearning.
Liguori, E. W., Winkler, C. (2020). From offline to online: Challenges and opportunities for
entrepreneurship education following the COVID-19 pandemic. Entrepreneurship
Education and Pedagogy. https://doi.org/10.1177/2515127420916738
McBrien, J. L., Cheng, R., Jones, P. (2009). Virtual spaces: Employing a synchronous online
classroom to facilitate student engagement in online learning. The International Review
of Research in Open and Distributed Learning, 10(3), 1–17.
Moore, J. L., Dickson-Deane, C., & Galyen, K. (2011). E-Learning, online learning, and
distance learning environments: Are they the same? The Internet and Higher Education,
14(2), 129–135.
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traditional classroom. Online J Dist Learn Admin. (1999) 2:1–10.
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cognitive load: a case study for higher education chemistry. Br. J. Educ. Technol.
2012;43(4):667–677
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systematic literature review of definitions of online learning (1988–2018). American
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review of the literature. Quarterly Review of Distance Education, 17(1), 23–32.
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education: A comparative metaphorical study. Turkish Online Journal of Distance
Education-TOJDE, 20(1), 1302–6488. https://files.eric.ed.gov/fulltext/EJ1201959.pdf.
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UMTMOOC©: ESTUARINE AND MANGROVE ECOLOGY
Nor Omaima binti Harun, Mohd Hafriz bin Nural Azhan, Muhammad Ismail Afandi
bin Muda, Abdul Hadi bin Ismail, Khairul Bukhairi bin Abd Hamid, Muhamad Nizar
bin Mohamat Salleh
Centre for Digital Ecosystem
Universiti Malaysia Terengganu
Malaysia
Highlights: Massive open online courses (MOOCs) in Malaysia are a very recent development.
Malaysia embrace the concept of ‘Free for education, pay for certify’. In order to fulfil the
aspirations of the Ministry of Higher Education (MOHE) in realizing the 9th Leap which is
Global Online Learning as a new leap in higher education, UMTMOOC© has developed 25
courses from 2015 until 2021, i.e. Estuarine and Mangrove Ecology. This is one of the 10
leaps proposed in the Malaysian Education Development Plan (Higher Education) 2015-2025.
All UMTMOOC© courses have been uploaded on the official UMTMOOC© platform which is
https://umtmooc.umt.edu.my/.
Key words: Massive open online courses, Ministry of Higher Education (MOHE),
Global Online Learning, UMTMOOC©, higher education, platform
Introduction
Over the past few years, the rapid growth of information and communications
technology has provided many new delivery methods for learning (Ertmer and Newby 2013;
Thomas and Brown 2011). Among these methods include online learning, blended learning,
MOOCs, podcasting, OER, OCW, and flipped classrooms. MOOCs provide on-demand access
to free higher educational courses for people around the world. Therefore, higher education
have speculated about dramatic changes that must occur to accommodate more learners at
lower costs and to make easier changing from gathering knowledge by acquiring a variety of
cognitive and non-cognitive skills (Griffiths, 2013). All scenarios feature a major role for
technology and online learning. Massive open online courses (MOOCs) are the most recent
platform being pushed forward to fulfil these ambitious goals. To date, there has been little
evidence collected that would allow an assessment of whether MOOCs do indeed provide a
cost-effective mechanism for producing desirable educational outcomes at scale as online
education at the college level has been expanding rapidly over the last decade with students
participating in single courses.
The first MOOC in Malaysia, for instance, was introduced in 2014 (Fadzil et al., 2015;
Ghazali and Nordin, 2017). Not too surprisingly, the growth of MOOCs in Malaysia has led to
the increasing research attention related to Malaysian MOOCs (Al-Atabi and DeBoer, 2014;
Ayub and Leong, 2017; Dahlan et al., 2015; Nordin et al. 2016) as MOOCs provide on-demand
access to free higher educational courses for people around the world. The factors
underpinning these shifts in learning are due to various reasons, including the rapid
development of the Internet and learning technology, the birth of a new generation of learners,
and the shifting of teaching methods toward more learner-centred approaches (Ertmer and
Newby, 2013; Thomas and Brow,n 2011). Considering the potential benefit of MOOCs within
education, the Malaysian government made national plans related to MOOCs in order to
670
support their use in higher education (Fadzil et al., 2015). Examples of existing MOOCs
platforms are Coursera, edX, Udacity and OpenLearning.
MOOC designs are challenging due to their massiveness as well as the open nature of
MOOCs which consider MOOCs to be very suitable for teaching and learning of concepts,
methods and theories, for obtaining practical skills and competences and last but not least, for
boosting the sense of innovation and the creativity of the educational process participants
(Bersin, J., 2013). Nevertheless, how a MOOC is designed will have a significant impact on
students’ learning and outcomes (Drake et al. 2015). Attraction to the course will affect
students’ decision to enrol in the course as well as their ultimate retention rates. In order to
increase student participation and motivate them to complete the course, the instructors stated
that their courses offered certificate, badge, points, or transfer credit is one strategy to increase
student enrolment in MOOCs (Drake et al. 2015).
Based on Daradoumis et al. (2013), the top design challenges for MOOC instructors
include encouraging collaboration, participant engagement, video development, and various
time constraints. Naturally, high levels of collaboration might be difficult due to time
differences. As noted by Guàrdia et al. (2013), collaboration problems and issues may also
result from low encouragement from the instructors or due to unclear statements of the overall
course expectations A couple of other issues and challenges that these MOOC instructors
mentioned are worth noting. For instance, a major challenge with video development is the
ability to shrink lengthy course materials into short video segments or just one shorter segment,
while also designing these to be attractive, clear, and highly functional. Thus, it is important
for the institution to provide guidance and training to MOOC instructors, or assign a video
maker professional to support such MOOC instructors in designing their courses (Richter and
Krishnamurthi 2014).
Malaysia Education Development Plan 2015-2025 (Higher Education) has outlines
MOOC as one of the initiatives key to achieving Leap 9 - Global Online Learning (GOL). The
MOOC initiative offers an advantage in terms of access extensive and inclusive as well as
enabling flexible learning in terms of time and place. Higher Education Institutions (IPT) are
advised to take advantage of MOOC capable of building a global brand and featuring deep
expertise in essence of the university. Empowerment of MOOCs will contribute to the
transformation of the country's higher education. To meet the needs of wider access to
education, Malaysia adopts the concept of "Free for Education, Pay for Certify". In 2015, the
Malaysian Ministry of Education collaborated with four public universities, National
University of Malaysia, University Putra Malaysia, MARA University of Technology, and
University of Malaysia Sarawak, to launch Malaysia MOOCs (Nordin et al., 2016).
The MOOC initiative at UMT has started since 2015 under the UMTMOOC© platform.
The UMTMOOC© course developed is based on UMT's thrust areas by using the specific
expertise of UMT lecturers. The development of UMTMOOC© aims to strengthen the national
education agenda and demand hybrid learning, which is a combination of face-to-face learning
and online learning with the use of information and communication technology for the
development of student human capital. Since 2015 until 2021, 25 courses of UMTMOOC© has
been developed and uploaded on the official UMTMOOC© platform,
https://umtmooc.umt.edu.my/. UMTMOOC© courses are targeted at unlimited participation
and open access via the web as it globally accessible, free of charge. It includes course
planning, lecture notes, instructional videos, learning activities and interactions with students
as well as online learning assessments.
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Mooc as Education Development Plan
According to the Ministry of Higher Education’s (MOHE) blueprint on higher education,
MOOCs will be developed to support higher education as part of a globalized online earning
shift (Ismail and Seng 2016). Furthermore, Ismail and Seng (2016) stated that MOOCs are used
to increase the market value of Malaysian universities’ graduates. Aligned to the previous
statement which can be found on the MOHE’s blueprint (Chapter 10: Globalized Online
Learning), MOOCs are believed to offer many benefits including: interactive and engaging
delivery that promotes high-quality collaboration and international interactions, global
visibility and access to Malaysian expertise areas, and the opportunity to showcase outstanding
educational programs and research(Fadzil et al. 2015). In 2014, the Higher Education Ministry
of Malaysia selected OpenLearning as the national MOOC platform for Malaysian public
universities (Chonghui, 2016; Sahyoun, 2014). By late 2017, OpenLearning already consisted
of around 257 courses from 20 Malaysian public universities. At the present time, roughly 328
Malaysian MOOC courses are offered in OpenLearning.
Each UMTMOOC© course is developed by a group of developers with led by a coordinator
appointed by the Responsibility Center (PTj). Member the group consists of a combination of
field experts, experienced lecturers and will teach the course, students, industry/community
experts and designers course content. UMTMOOC© course content must emphasize on usage
teaching and learning items (PdP) that ensure students achieve outcomes learning. The
selection of appropriate PdP elements includes materials, activities and assessment appropriate
to the discipline of knowledge and the target student is necessary developed based on each
predefined development component. Developed PdP items must be in digital form and use
functionality appropriate within the selected platform.
Estuarine and Mangrove Ecology
A vital course community that enables social learning is a key for MOOCs on creativity
and innovation. Successful MOOCS in this field have engaged and socially active communities
of students/learners that pose problems, solve questions, add additional material to the class,
and support other students’ learning. MOOCs are designed to allow users to learn by
themselves. A focus is put on interactive assignments. Scalability and the creation of an
engaging and interesting learning experience is also key. An engaged community with a pool
of creative minds can stimulate learners and high-quality peer-to-peer feedback can motivate
them to contribute creative assignments themselves.
For UMTMOOC© course Estuarine and Mangrove Ecology, this course explains the
ecology, importance and expanse of estuaries and mangrove areas in the world, particularly in
Malaysia. Specifically, the topics that will be discussed in this course cover the characteristics
and types of estuaries and mangroves, as well as their adaptation, distribution, biological
diversity, food network and nutrient cycle. Apart from that, the economic importance of, threats
to, management of and scientific studies at estuaries and mangrove areas will also be discussed.
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Figure 1: Estuarine and Mangrove Ecology Interface
This course allow learners to be expose from fundamental and key characteristics covering
the biology, chemistry and physics of the estuarine and mangrove ecosystems. Furthermore,
this course also teaches techniques for using instruments and practical and fieldwork methods.
While explaining the importance and functions of the estuarine and mangrove ecosystems.
Table 1: Details and Brief Description of Estuarine and Mangrove
1
Course Name
Estuarine and Mangrove Ecology
This course explains the ecology, importance
and expanse of estuaries and mangrove areas
in the world, particularly in Malaysia.
Specifically, the topics that will be discussed
in this course cover the characteristics and
types of estuaries and mangroves, as well as
their adaptation, distribution, biological
diversity, food network and nutrient cycle.
Apart from that, the economic importance of,
threats to, management of and scientific
studies at estuaries and mangrove areas will
also be discussed.
Institution
Universiti Malaysia Terengganu (UMT),
Malaysia
Platform
UMTMOOC©
Web link
https://umtmooc.umt.edu.my/?redirect=0
&categoryid=1#courseid=3517
LECTURES/
INSTRUCTO
RS
• Dr. Maizah Mohd Abdullah
• Assoc. Prof. Dr. Behara Satyanarayana
• Dr. Siti Mariam Muhammad Nor
• Assoc. Prof. Dr. Siti Aishah Abdullah
• Dr. Yusof Shuaib Ibrahim
Malaysia MOOCs courses offered by public universities are free of charge. Fees may
apply if students wish to obtain a credit award for the MOOCs course. Malaysian MOOC
courses can be given credit and the Malaysian Qualifications Agency (MQA) has issued
MOOC Credit Transfer Guidelines.
The Potential of Moocs for Innovation Centred Education
Malaysia MOOCs is the first initiative in the world that brings together all first year
students from 20 Malaysian public universities using one platform. It marks the first
involvement by Malaysian public universities in MOOCs. Currently, all Public Universities,
Community Colleges and some IPTS have offered MOOCs courses through the OpenLearning
platform that can be followed by anyone regardless of age, educational background, gender,
673
type of institution and so on. MOOCs benefit the Malaysian higher education system as
MOOCs can increase student enrollment, improve the quality of teaching, internationalize
Higher Education Institutions (IPT) and reduce the cost of delivering course content.
According to Norvig (2012), MOOCs have had a remarkable ability to attract large
numbers of learners to a vigorous online learning community as it can increase and improve
quality of the learner experience. The constant availability makes MOOCs an excellent
resource not only for students, but also for all life-long learners and modern professionals
striving for on-going career development and personal improvement. MOOCs have always
been a great format to exchange ideas among participants, to study and develop creative
processes and foster innovation. This is due to several factors, including the fact that
participants in Massive Open Online Courses are usually very diverse.
Determinants of Successful UMTMOOC© Course
MOOCs course helps by explaining the biological, chemical and physical characteristics of
the estuarine and mangrove ecosystems
Based on MOOCs courses, this course help learners by explaining the biological, chemical and
physical characteristics of the estuarine and mangrove ecosystems. This gives learns the ability
to receive input from the lectures in the course and interact with the course subsequently. This
course also increase learners’ innovation and creative outputs by simply enabling them to
unleash their creative potential.
Have knowledge of the research techniques employed in scientific studies involving estuarine
and mangrove ecosystems
The course are capable to help learners to have the knowledge on researching techniques when
employing in some scientific studies as learner able to improve their sense of earning of
concepts, methods and theories, for obtaining practical skills and competences .
Correlate the ecological functions of estuarine and mangrove areas with the effects of human
activities upon them.
Furthermore, learners are able learn to match between the ecological functions of estuarine and
mangrove areas and the effects of human activities upon them as boosting the sense
of innovation and the creativity of the learners. The online platform also allows learners to
explore dozens, which often leads to further inspiration for their own work in creative
assignments.
References
Al-Atabi, M., & DeBoer, J. (2014). Teaching entrepreneurship using massive open online
course (MOOC). Technovation, 34(4), 261–264.
https://doi.org/10.1016/j.technovation.2014.01.006.
Ayub, E., & Leong, L. C. (2017). Developing a pedagogy framework for institution-wide
implementation of MOOC: A case study from a Malaysian private university. Advanced
Science Letters, 23(2), 809–813. https://doi.org/10.1166/asl.2017.7464.
674
Bersin Josh (2013) The MOOC Marketplace Takes Off, Available
on: http://www.forbes.com/sites/joshbersin/2013/11/30/the-mooc-marketplace-takes-
off/
Chonghui, L. (2016, August 7). Revolutionising online education. The Star. Retrieved from
https://www.thestar.com.my/news/education/2016/08/07/revolutionising-online-
education/.
Dahlan, A. R. B. A., Juhari, S. S. B., & Shafee, A. S. B. A. (2015). MOOCs at International
Islamic University Malaysia. International Journal of Computer Science and Information
Technology Research, 3(2), 140–149.
Daradoumis, T., Bassi, R., Xhafa, F., & Caballé, S. (2013). A review on massive e-learning
(MOOC) design, delivery and assessment. In F. Xhafa, L. Barolli, D. Nace, S.
Vinticinque, & A. Bui (Eds.), Proceedings of the 2013 eighth international conference
on P2P, parallel, grid, cloud and Internet computing (pp. 208–213).Compiegne: CPS.
Drake, J. R., O’Hara, M., & Seeman, E. (2015). Five principles for MOOC design: With a case
study. Journal of Information Technology Education: Innovations in Practice, 14, 125–
143. https://doi.org/10.28945/2250.
Ertmer, P. A., & Newby, T. J. (2013). Article update: Behaviorism, cognitivism,
constructivism: Connecting “Yesterday’s” theories to today’s contexts. Performance
Improvement Quarterly, 26(2), 65–71.
Fadzil, M., Latif, L. A., & Munira, T. A. M. (2015). MOOCs in Malaysia: A preliminary case
study. MOOCs in Malaysia: A 164 A. R. Sari et al. 1 3 preliminary case study. Retrieved
from http://library.oum.edu.my/repository/1022/1/library-document-1022.pdf
Ghazali, N. B., & Nordin, M. S. (2017). The perception of university lecturers of teaching and
learning in massive open online courses (MOOCs). Journal of Personalized Learning,
2(1), 52–57.
Guàrdia, L., Maina, M., & Sangrà, A. (2013). MOOC design principles: A pedagogical
approach from the learner’s perspective. eLearning Papers, 33(4), 1–6.
Griffiths, R. (2013). MOOCs in the classroom? Ithaka S+R. Retrieved from
http://www.sr.ithaka.org/sites/default/files/files/S-
R_BriefingPaper_Moocs_20131028.pdf
Ismail, N. H., & Seng, L. C. (2016). The bold initiatives of the Ministry of Higher Education
Malaysia in preparing Millennial learners to enter the workforce. International Journal of
Advanced Engineering and Management Research, 1(3), 241–255.
Nordin, N., Norman, H., Embi, M. A., Mansor, A. Z., & Idris, F. (2016). Factors for
development of learning content and task for MOOCs in an Asian context. International
Education Studies, 9(5), 48–61. https://doi.org/10.5539/ies.v9n5p48.
Norvig, P. (2012) Helping the world to teach, Available on:
http://googleresearch.blogspot.com/2012/09/helpingworld-to-teach.html
Richter, S. L., & Krishnamurthi, M. (2014). Preparing faculty for teaching a MOOC:
Recommendations from research and experience. International Journal of Information
and Education Technology,4(5), 411–415. https://doi.org/10.7763/ijiet.2014.v4.440.
Sahyoun, S. (2014, September 26). OpenLearning selected as Malaysia’s national MOOC
platform. Retrieved from
https://www.openlearning.com/blog/OpenlearningComSelectedAsMalaysiaSNationalM
oocPlatform
Thomas, D., & Brown, J. S. (2011). A new culture of learning: Cultivating the imagination for
a world of constant change (Vol. 219). Lexington, KY: CreateSpace.
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UMTMOOC©: VIRTUAL LEARNING METHOD
Nor Omaima binti Harun, Mohd Hafriz bin Nural Azhan, Muhammad Ismail Afandi
bin Muda, Abdul Hadi bin Ismail, Khairul Bukhairi bin Abd Hamid, Muhamad Nizar
bin Mohamat Salleh
Centre for Digital Ecosystem
Universiti Malaysia Terengganu
Malaysia
Highlights: Massive open online courses (MOOC) are considered a modern e-learning
technology that was initiated by the Malaysian higher education in 2015 offer the possibility
of entirely virtual learning environments, with lectures, discussions, and assignments all
distributed via the internet. The virtual nature of MOOCs presents considerable advantages to
students in terms of flexibility to learn what they want, when they want. In order to fulfil the
aspirations of the Ministry of Higher Education (MOHE) in realizing the 9th Leap which is
Global Online Learning as a new leap in higher education, UMTMOOC© has developed 25
courses from 2015 until 2020. This is one of the 10 leaps proposed in the Malaysian Education
Development Plan (Higher Education) 2015-2025. All UMTMOOC© courses have been
uploaded on the official UMTMOOC© platform which is https://umtmooc.umt.edu.my/.
Key words: Massive open online courses (MOOC), Ministry of Higher Education
(MOHE), Global Online Learning, UMTMOOC©, higher education, platform
Introduction
The effect of information technology on human life is immense and its role in education
cannot be subsided. In the current scenario of COVID 19 pandemic, the contribution of
information technology has gained momentum due to closure of educational institutions that
raises challenges for students’ learning. During this quarantine time, information technology is
serving the solution for the ongoing learning process through innovative and learning
management systems (Zayabalaradjane, 2020; Muzaffar et al., 2020). It has provide
opportunity for educators to implement IT solutions for teaching as well as evaluation for the
completion of course work of students. The efforts of stakeholders namely teachers, students
and institutional administrators are on for the optimal use of the technology and efficient
learning process (Henderson, 2020). The ultimate goal is to minimize the learning gap that
arouse due to lockdown and the Malaysian Government Movement Control Order, commonly
referred to as the MCO or PKP.
Educational institutions and students across the world have accepted and appreciated
the online platform of learning. The reasons of this acceptability are ease of use, learning
flexibility and controllable environment. However, despite its multiple advantages there are
quite a few limitations of e-learning such as social isolation, face to face interaction between
teacher and student, connectivity and issues (Sá and Serpa, 2020). E-learning has never been
adopted and accepted as real learning or the formal mode of education before this ongoing
pandemic that compelled to resort to electronic learning solution by world over (Mahajan,
2018). Now at the hour of pandemic crisis, most of the educational institutions are exploring
and approaching towards e-learning to make it easy for students to work out at new normal.
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Also, various e-teaching software are being explored by teachers or educators to bring
maximum possible ease for their students (Nassoura, 2020).
Massive Open Online Courses (MOOC) are large-scale e-Learning online classes that
are developed by higher educational institutions as a platform for learners and instructors to
engage in active learning (McGovern & Baruca, 2013). The idea of integrating MOOCs into
the higher education system is to ensure that university courses are accessible globally to a
diverse number of learners and give opportunities for learners to participate in a shared and
collaborative learning experience (Hew & Cheung, 2014). MOOC also targets lifelong learning
that is open (Hood, Littlejohn, & Milligan, 2015) which indicates that the participation in a
course is not determined by prior academic skills. The contents of a course are mainly delivered
through videos and forums, and are evaluated through online assessment which can
simultaneously encourage peer-to-peer teaching (Shapiro et al., 2017). Therefore, the idea of
using MOOC in higher education is also to establish necessary online social and academic
support which is usually prevalent in a traditional classroom setting (Mendoza, Jung, &
Kobayashi, 2017).
MOOC designs are challenging due to their massiveness as well as the open nature of
MOOCs which consider MOOCs to be very suitable for teaching and learning of concepts,
methods and theories, for obtaining practical skills and competences and last but not least, for
boosting the sense of innovation and the creativity of the educational process participants
(Bersin, J., 2013). Nevertheless, how a MOOC is designed will have a significant impact on
learners’ learning and outcomes (Drake et al. 2015). Attraction to the course will affect
students’ decision to enroll in the course as well as their ultimate retention rates. In order to
increase student participation and motivate them to complete the course, the instructors stated
that their courses offered certificate, badge, points, or transfer credit is one strategy to increase
student enrollment in MOOCs (Drake et al. 2015).
In Malaysia, MOOC is considered a new initiative by the government to boost the
technological level of public and private universities (Norazah, Helmi, & Mohamad Amin,
2016) as it is open and massive courses provided in virtual learning environments that allow
participants to share experiences, knowledge, and information. The Malaysian government is
very supportive of the use of MOOC and sees it as a platform to integrate learning technology,
lifelong learning and concurrently lead the way towards a new direction in teaching
methodologies for undergraduate programmes (Ministry of Education of Malaysia, 2012). The
Malaysian MOOC was firstly launched in 2015 through an official MOOC platform for public
higher learning institutions called OpenLearning.com. These MOOCs are developed by
instructors or lecturers based on the needs set by their institution. Malaysia Education
Development Plan 2015-2025 (Higher Education) has outlines MOOC as one of the initiatives
key to achieving Leap 9 - Global Online Learning (GOL). The MOOC initiative offers an
advantage in terms of access extensive and inclusive as well as enabling flexible learning in
terms of time and place (Azizi, 2017). In 2015, the Malaysian Ministry of Education
collaborated with four public universities, National University of Malaysia, University Putra
Malaysia, MARA University of Technology, and University of Malaysia Sarawak, to launch
Malaysia MOOCs (Nordin et al., 2016).
The MOOC initiative at UMT has started since 2015 under the UMTMOOC© platform.
The UMTMOOC© course developed is based on UMT's thrust areas by using the specific
expertise of UMT lecturers. The development of UMTMOOC© aims to strengthen the national
education agenda and demand hybrid learning, which is a combination of face-to-face learning
and online learning with the use of information and communication technology for the
development of student human capital. Since 2015 until 2021, 25 courses of UMTMOOC© has
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been developed and uploaded on the official UMTMOOC© platform,
https://umtmooc.umt.edu.my/. UMTMOOC© courses are targeted at unlimited participation
and open access via the web as it globally accessible, free of charge. It includes course
planning, lecture notes, instructional videos, learning activities and interactions with students
as well as online learning assessments.
UMTMOOC© as Virtual Learning Method
Massive Open Online Course (MOOC) is an innovative approach to teaching and learning.
MOOC offers 100% teaching and learning items (PdP) through online with free or paid
registration. The development of MOOCs combined with the digital revolution has shown new
trends and opportunities for today’s education and the development of digital media
technology. Now, Higher Education is undergoing a paradigm shift in how video -based
learning resources are delivered. Internet technology has enabled interactive video -based
delivery along with technologies such as mobile phones have enabled the flexibility of learning
and depending on the time of the student. The main concept of UMTMOOC© delivery is real
learning based on video Learning. All materials including instructional videos are compiled
with specific regularity and quality. It is combined with the use of real video, graphics and
animation.
According to the Ministry of Higher Education’s (MOHE) blueprint on higher education,
MOOCs will be developed to support higher education as part of a globalized online earning
shift (Ismail and Seng 2016). Furthermore, Ismail and Seng (2016) stated that MOOCs are used
to increase the market value of Malaysian universities’ graduates. Aligned to the previous
statement which can be found on the MOHE’s blueprint (Chapter 10: Globalized Online
Learning), MOOCs are believed to offer many benefits including: interactive and engaging
delivery that promotes high-quality collaboration and international interactions, global
visibility and access to Malaysian expertise areas, and the opportunity to showcase outstanding
educational programs and research(Fadzil et al. 2015). In 2014, the Higher Education Ministry
of Malaysia select OpenLearning as the national MOOC platform for Malaysian public
universities (Chonghui, 2016; Sahyoun, 2014).
Figure 1: The UMTMOOC© Dashboard
https://umtmooc.umt.edu.my/
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All UMTMOOC© courses are set to provide original content. Video recordings for each
course were creatively recorded by the UMTMOOC Team and assisted by Subject Matter
Experts (SMEs) at various locations such as fish farms, Chagar Hutang, mangrove swamps and
Pulau Bidong (Marine Nature Station) UMT as well as many other locations. The video
development process includes recording and editing using internal resources and expertise
available at UMT. In addition, to ensure that the course is interactive and in a social learning
environment, it is equipped with videos, notes, assessments and relevant teaching and learning
activities. UMTMOOC© course content must emphasize the usage on teaching and learning
items (PdP) that ensure students achieve outcomes learning. The selection of appropriate PdP
elements includes materials, activities and assessment appropriate to the discipline of
knowledge and the target student is necessary developed based on each predefined
development component. Developed PdP items must be in digital form and use functionality
appropriate within the selected platform. UMTMOOC© has developed 25 courses starting in
2015 until 2020 as shown in table 1 that have been built and started providing online.
Table 1 : UMTMOOC© Courses
2015
2016
2017
2018
2019
2020
1)
Sustainabl
e
Developm
ent
(PPAL)
Sea Turtle
Biology &
Conservation
(SEATRU)
Agropreneur
ial
Accounting
(FPEPS)
Open Water
Scuba Diver
(Makmal
Berpusat)
Coastal
Sciences and
Engineering
(FSSM)
Philosophy of
Management
(FPEPS)
2)
Principles
of
Ecology
(FSSM)
Environment
al
Management
and Policy
(FPEPS)
Wildlife
Management
(FSSM)
Estuarine
and
Mangrove
Ecology
(FSSM)
Occupational
Health and
Workplace
Safety
Program
(FTKKI)
Olericulture
(FPSM)
3)
Software
Engineerin
g
(FTKKI)
Fish
Parasitology
(FPSM)
Dengue and
Zika a
Global
Health
Threat
(FSSM)
Seed
Production
and
Techniques
(FPSM)
The
Geography of
Seaport
System
(FPM)
Biological
Classification
of Marine
Organisms
(FSSM)
4)
Naval
Architecht
ure and
Shipbuildi
ng
(FTKKI)
Ornamental
Fish Culture
(FPSM)
Komunikasi
Abad Ke-
21
(PPAL)
Pastry and
Bakery
(FPSM)
Malaysia
Tourism
Industry
(FPEPS)
Fundamental
of Our Blue
Planet
(FSSM)
5)
Chemical
Safety and
Management
(FSSM)
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Objectives of Innovation
Malaysia MOOCs is the first initiative in the world that brings together all first year
students from 20 Malaysian public universities using one platform. It marks the first
involvement by Malaysian public universities in MOOCs. Currently, all Public Universities,
Community Colleges and some IPTS have offered MOOCs courses through the OpenLearning
platform that can be followed by anyone regardless of age, educational background, gender,
type of institution and so on. MOOCs benefit the Malaysian higher education system as
MOOCs can increase student enrollment, improve the quality of teaching, internationalize
Higher Education Institutions (IPT) and reduce the cost of delivering course content.
Instructors claimed that MOOC is a good learning tool for supporting distance learning and
knowledge acquisition practices. The most frequent benefit mentioned by the instructors was
the accessibility where MOOC is an online learning tool that facilitates flexible, self-paced,
borderless and independent learning. Learners can be a lifelong learners and not bound to an
institute for knowledge. This also helps in knowledge sharing between institutions as they can
meet various and differently learning styles especially by learners who are “visual learners”.
According to Norvig (2012), MOOCs had a remarkable ability to attract large numbers of
learners to a vigorous online learning community as it can increase and improve quality of the
learner experience by attract the attention of students. The constant availability makes
MOOCs an excellent resource not only for students, but also for all life-long learners and
modern professionals striving for on-going career development and personal improvement and
enhance the overall learning experience. MOOCs always have been a great format to exchange
ideas among participants, to study and develop creative processes and foster innovation. This
is due to several factors, including the fact that participants in Massive Open Online Courses
are usually very diverse.
The MOOC has exerted a significant influence on adult learning especially on higher
education systems. The MOOCs has a direct impact on developing students’ learning skills by
giving a concrete example of real life, showing the relation of the subject to the real world.
Thus, it can be concluded that with the help of e-learning system students can get easily the
various study resources. The online nature of MOOC creates interest and motivation among
the students. MOOC also seems to accommodate to the millennials’ learning preference where
accessibility of contents (notes, videos and forum), interactivity (formative assessment) and
also the option to submit assignments online seem to satisfy their learning needs.
MOOCs providing open studies to everyone as MOOC is an online learning that is
accessible to everyone all over the world. MOOCs give students the option of studying a
subject in depth without the constraints of a traditional university course. They can be
anywhere in the world as the resources are all online and they do not require previous
qualifications. They are open to anyone, regardless of whether or not they have studied before.
Flexible-learning can be understood as learning mode where teaching-learning are independent
of any geographical location, time or pace.
Determinants of Successful UMTMOOC© COURSE
Increased student enrollment from within and outside the country
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Education, previously thought to be a bastion of tradition, has lately experienced dramatic
changes through the incorporation of digital technology. And introduces the use of eLearning
and online courses to the traditional teaching and learning practice in the universities. In 2011,
MOOCs reflected significant developing trends in education were introduced by several
organizations such as Coursera, Udacity, and EDX. It sought to accomplish that goal by
studying and building upon the previous experiences of others in this field, exchanging
experiences with specialists and interested parties, and encouraging partnership and
cooperation between the public and private sectors in the areas of e-learning and distance
learning. Thus, it also provide an educational opportunity for anyone interested in studying any
subject that they offering and “broadcasting” to global learners.
Introducing the “Niche” organization
Malaysia’s initial approach to MOOCs does not entail similar goals as the aforementioned
global examples. This has been emphasized in the proposed Malaysian Education Blueprint on
Higher Education, which declares Malaysia’s intent to leverage on MOOCs to highlight local
expertise in niche areas and to use online learning to create a blended pedagogy at higher
education institutions, rather than focusing on widespread global reach. As the introduction of
MOOCs is a positive disruption towards modernizing higher education and encourage learners
on how to learn with various tools and ICT and also increasing access to instructors skilled in
specialized domains and niche subjects.
Collaboration with industry such as UMT’s collaboration with DOSH for the “Occupational
Health and Safety Workplace Program” course
The development of MOOCs is made possible by the online exchange of information by
experts through social networking platforms. But the learner’s collaboration in such courses is
quite limited. It's just limited to consulting each other to ask questions and provide help. MOOC
is available for learners when they are undecided on which course to commit for studying in
college. This is because MOOC can give the student first-hand knowledge about the subject
and increase new knowledge from different courses.
Knowledge transfer to the organization involved
Instructors claimed that MOOC is a good learning tool for supporting distance learning and
knowledge acquisition practices. The most frequent benefit mentioned by the instructors was
the accessibility where MOOC is an online learning tool that facilitates flexible, self-paced,
borderless and independent learning. Learners can be lifelong learners and not bound to an
institute for knowledge. This also helps in knowledge sharing between institutions as learners
can learn from others through a social networking site.
References
Bersin Josh (2013) The MOOC Marketplace Takes Off, Available on:
http://www.forbes.com/sites/joshbersin/2013/11/30/the-mooc-marketplace-takes-off/
Chonghui, L. (2016, August 7). Revolutionising online education. The Star. Retrieved from
https://www.thestar.com.my/news/education/2016/08/07/revolutionising-online-
education/.
681
Drake, J. R., O’Hara, M., & Seeman, E. (2015). Five principles for MOOC design: With a case
study. Journal of Information Technology Education: Innovations in Practice, 14, 125–
143. https://doi.org/10.28945/2250.
Fadzil, M., Latif, L. A., & Munira, T. A. M. (2015). MOOCs in Malaysia: A preliminary case
study. MOOCs in Malaysia: A 164 A. R. Sari et al. 1 3 preliminary case study. Retrieved
from http://library.oum.edu.my/repository/1022/1/library-document-1022.pdf
Hew, K. F., & Cheung, W. S. (2014). Students’ and instructors’ use of massive open online
courses (MOOCs): Motivations and challenges. Educational Research Review, 12, 45–
58. doi:10.1016/j.edurev.2014.05.001
Henderson, D.; Woodcock, H.; Mehta, J.; Khan, N.; Shivji, V.; Richardson, C.; Aya, H.; Ziser,
S.; Pollara, G.; Burns, A. Keep calm and carry on learning: using Microsoft teams to
deliver a medical education programme during the COVID-19 pandemic. Future Healthc.
J. 2020, 7, e67.
Hood, N., Littlejohn, A., & Milligan, C. (2015). Context counts: How learners’ contexts
influence learning in a MOOC. Computers and Education, 91, 83–91.
doi:10.1016/j.compedu.2015.10.019.
Ismail, N. H., & Seng, L. C. (2016). The bold initiatives of the Ministry of Higher Education
Malaysia in preparing Millennial learners to enter the workforce. International Journal of
Advanced Engineering and Management Research, 1(3), 241–255.
Mahajan, M.V. A study of studentsâ ™ perception about e-learning. Indian J. Clin. Anat.
Physiol. 2018, 5.
McGovern, E., & Baruca, A. (2013). Want to enroll in a mooc? no thanks, my professors have
their own videos. Journal for Advancement of Marketing Education, 21(2), 64–74.
Mendoza, G. A. G., Jung, I., & Kobayashi, S. (2017). A review of empirical studies on MOOC
adoption: Applying the unified theory of acceptance and use of technology. International
Journal for Educational Media and Technology, 11(1), 15–24.
Ministry of Education of Malaysia. (2012). Malaysia Education blueprint 2013-2025.
Putrajaya, Malaysia: Ministry of Education.
Muzaffar, A.W.; Tahir, M.; Anwar, M.W.; Chaudry, Q.; Mir, S.R.; Rasheed, Y. A Systematic
Review of Online Exams Solutions in E-learning: Techniques, Tools, and Global
Adoption. arXiv 2020, arXiv:2010.07086.
Nassoura, A.B. Measuring Students’ Perceptions of Online Learning in Higher Education. Int.
J. Sci. Technol. Res. 2020. 9, 1965–1970.
Norazah, N., Helmi, N., & Mohamad Amin, E. (2016). Technology acceptance of massive
open online courses in Malaysia. Malaysian Journal of Distance Education, 17(2), 1–16.
doi:10.21315/mjde2015.17.2.1
Nordin, N., Norman, H., Embi, M. A., Mansor, A. Z., & Idris, F. (2016). Factors for
development of learning content and task for MOOCs in an Asian context. International
Education Studies, 9(5), 48–61. https://doi.org/10.5539/ies.v9n5p48.
Norvig, P. (2012) Helping the world to teach, Available on:
http://googleresearch.blogspot.com/2012/09/helpingworld-to-teach.html
Sá, M.J.; Serpa, S. The COVID-19 Pandemic as an Opportunity to Foster the Sustainable
Development of Teaching in Higher Education. Sustainability 2020, 12, 8525.
Shapiro, H. B., Lee, C. H., Wyman Roth, N. E., Li, K., Çetinkaya-Rundel, M., & Canelas, D.
A. (2017). Understanding the massive open online course (MOOC) student experience:
An examination of attitudes, motivations, and barriers. Computers and Education, 110,
35–50. doi:10.1016/j.compedu.2017.03.003.
Sahyoun, S. (2014, September 26). OpenLearning selected as Malaysia’s national MOOC
platform. Retrieved from
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A-MOOC: AUGMENTING YOUR MOOC EXPERIENCE
Erny Arniza binti Ahmad
Universiti Teknologi MARA, Shah Alam, Selangor Malaysia
ernie579@uitm.edu.my
Highlights: Augmented Massive Open Online Course (A-MOOC) is an innovation in Massive
Open Online Course (MOOC). A-MOOC augmenting the existing MOOC with three different
learning techniques, which are Active Learning, Gamification and Augmented Reality. It also
introduces the new concept of MOOC. In A-MOOC, learner can select their preferable learning
environment, whether it is in an online or offline mode. The main challenge in MOOC is the
low rate of course completion and high rate of curse dropout. This is due to poor content
engagement that cause low level of motivation and accessibility issues to the course itself.
Therefore, the main objective of A-MOOC is to improve MOOC content engagement order to
increase learning motivation, which is hoped to reduce the number of learners dropout and
increase the rate of MOOC completion. A-MOOC intent to increase the number of MOOC
registration, support learner’s retention and escalate MOOC completion. A-MOOC is
empowering MOOC for the future of academic and society.
Key words: MOOC, Active Learning, Augmented Reality, Gamification, Learning
Techniques, Learning Environment
Introduction
The use of Active Learning, Augmented Reality, and Gamification provides favorable
environment for the learners that enhances learning outcomes by engaging them during the
learning process. Stimulating the interaction among the learners, enabling interaction between
real and virtual objects to provide better content visualization, and applying fun elements and
aesthetics to learning environment are some of the key factors of these techniques.
This innovation project blends the three techniques together with MOOC content to
provide an enriched environment. This enriched MOOC learning environment is knowns as
Augmented MOOC (A-MOOC). A-MOOC demonstrate how these techniques were blend in
an online and offline mode. The expectation with this amalgamation is to improve learner
engagement that eventually motivate them to complete their learning in MOOC.
Motivation
There are still unsolved issues relating to MOOC and their effectiveness. Out of all the
challenges, the incredibly low rate of course completion is one of the most troubling aspects.
On average, only less than 10% of the learners complete the MOOCs they signed up for.
One of the identified reasons behind the scenario is due to low motivation. Therefore,
better engagement techniques are required for motivating a learner to retain from sign up to
course completion. This is for when learners are more motivated to learn, they are likely to
better engage in learning and have a higher likelihood to complete a MOOC.
The main goal of A-MOOC is to improve student’s engagement in MOOC. Therefore, three
objectives have been set up to support the goal. The objectives are i) to enhancing MOOC by
improving its content presentation techniques; ii) to examining Active Learning, Gamification
and Augmented Reality techniques in MOOC; and iii) to demonstrate Self-Instructional
Material (SIM) concept in MOOC to support ongoing learning process.
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Augmented MOOC (A-MOOC)
The innovation focuses on the enhancement of MOOC by improving its content
presentation techniques. Three techniques examined are Active Learning, Augmented Reality,
and Gamification. These techniques have been adopted in various learning model and shown a
remarkable impact on learners learning experience.
Active Learning promote idea of stimulating the interaction among the participants and
promote their engagement. The Augmented Reality enables interaction with real and virtual
objects. The better visualization of the content keeps learners active during the learning process
as it enhances human ability to understand and process information. Gamification makes sure
the learners are motivated to complete the task by applying fun game elements and aesthetics
to learning environment. Augmented MOOC (A-MOOC) also demonstrate how MOOC can
be implemented in an offline learning environment by embedding the Self-Instructional
Material (SIM) concept as part of the main component in MOOC.
Figure 1: A-MOOC Structure
A-MOOC Novelty
The main strategy in A-MOOC is to incorporate different learning technologies and
techniques which include QR3D-Code, Augmented Reality, Active Learning and Gamification
techniques in MOOC. A-MOOC offers MOOC that can be used in online and offline mode.
In an online MOOC mode, A-MOOC provide more engaging activities with better
visualization, support of individualism and improve learning interest factor, while in an offline
mode, A-MOOC provide a downloadable and printable MOOC content and activities which
turn into a Self-Instructional Materials in an offline mode to support an ongoing learning
process.
A-MOOC Benefits
A-MOOC will be of great benefits to the following categories which include the MOOC
instructors, developers, students, institutions, and community.
For MOOC instructors, A-MOOC provides a MOOC with rich content and activities
that motivates learning. The MOOC developers will have a systematic guideline to design and
develop a MOOC that can improve learner interactions and engagement. Students will enjoy
the flexibility in learning at anytime, anywhere, and anyway. This will improve the number of
MOOC enrolment and completion of an institution. Ultimately, there are more opportunities
and options can be offered to community for their career and personal growth.
A-MOOC Commercial Value
Service Subsidization Model of Social Enterprise adapted by A-MOOC as the
commercialization strategy. The proposed business canvas allows collaboration project with
the respected teaching and learning unit. This will promote the role of the unit as the sole A-
MOOC concept training and educational services provider to the external marketplace such as
other Higher Educational Institution and generate supplemental income to support the
university academic and social programs
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Table 1: Service Subsidization Model of Social Enterprise in A-MOOC
Steps
Stage
Deliverables
1
Idea
MOOC & Self-Instructional Materials (SIMs) development
guidelines and policies.
2
Project
Self-instructional materials (SIM) template for HEIs.
3
Start-ups
Paid MOOC with certification (USD150 per course).
4
Business
Official MOOC and SIMs publication with authors and publishers.
5
Success
World leading MOOC developers and providers.
Conclusion
A-MOOC blends Active Learning, Augmented Reality, and Gamification techniques
together with MOOC content to provide an enriched environment. It also demonstrates how
MOOC can be accessible in an online and offline mode. The expectation with this
amalgamation is to improve learner engagement that eventually motivate them to complete the
course.
References
Ahmad, E. A. (2020). Augmenting Learning Experience in Massive Open Online Learning
(MOOC). International Journal of Academic Research in Business and Social Sciences,
10(10), 1201-1209.
Alter, K. (2007). Social Enterprise Typology. Virtue ventures LLC, 12(1), 1-124.
Feng, W., Tang, J., & Liu, T. X. (2019, July). Understanding dropouts in MOOCs. In
Proceedings of the AAAI Conference on Artificial Intelligence (Vol. 33, pp. 517-524)
Tang, C. M., & Chaw, L. (2019). Driving high inclination to complete massive open online
courses (MOOCs): motivation and engagement factors for learners. Electronic Journal
of e-Learning, 17, 118-130.
686
ONE HEALTH
Suhaila Sanip
Universiti Sains Islam Malaysia, Nilai, Malaysia
suhaila.s@usim.edu.my
Nurul Azmawati Mohamed, Mohd Dzulkhairi Mohd Rani,
Hana Maizuliana Solehan, Nadeeya ‘Ayn Umaisara Mohamad Nor, Zatul-’Iffah Abu
Hasan, Mohd Fariz Zawawi, Wan Nur Ira Izyan Wan Izani
Universiti Sains Islam Malaysia, Nilai, Malaysia
drnurul@usim.edu.my, drdzulkhairi@usim.edu.my, drhana@usim.edu.my,
nadeeyamnor@usim.edu.my, zatuliffah@usim.edu.my, farizmdzawawi17@gmail.com,
iraizyanizani@gmail.com
Highlights: One Health is a massive open online course which introduces the participants to
the concept of One Health in managing zoonotic diseases. One Health focuses on the
interaction between human, animal and the environment in the management of diseases. The
contents have been carefully selected and arranged in the order in which it will build on
participants’ understanding about One Health.
Key words: One Health, Zoonosis, Massive Open Online Course, Pandemic, Prevention,
COVID19
Introduction
One Health is a collaborative, multisectoral, and trans-disciplinary approach - working
at local, regional, national, and global levels - to achieve optimal health and well-being
outcomes, recognizing the interconnections between people, animals, plants and their shared
environment. The foundations of One Health are communication, coordination and
collaboration among agencies involved in human, animal, environmental health and their other
relevant partners. This massive open online course (MOOC) is created to disseminate the
concept of One Health to the public and how they can contribute to the management and
prevention of zoonotic diseases.
Content
MOOC is considered as a suitable resource for health education in developing countries for the
general public (Liyanagunawardena & Aboshady, 2018). This MOOC is therefore created to
educate the public about: i) the concept of One Health; ii) the One Health approach in managing
common and emerging zoonotic diseases; iii) the measures to prevent zoonotic disease
transmission; iv) the public health impacts of zoonotic diseases; and iv) the environmental
aspects for control of zoonotic diseases.
In the designing of the MOOC, we have decided to utilise multiple educational technology
application to ensure that the contents are engaging and applicable to different age groups. The
topics selected have therefore, been carefully created and arranged in increasing order of
complexity to allow participants from nonmedical background to understand the concept with
ease. The topics were presented in a short, concise and colourful manner to grab participants
attention (Guàrdia, Maina & Sangrà, 2013).
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There are many benefits that the community can gain from this MOOC. The content of this
MOOC is appropriate in educating the public about the current COVID19 pandemic as an
example of zoonosis. It is relevant and timely and is applicable to other form of zoonosis too.
The creation of educational videos was made to ease the participants understanding of the topic
especially for visual learners. It is suitable for many age groups as the language use is easy to
understand. The activities in the MOOC are suitable for individual or group activity. Children
can challenge their parents on their understanding of the topic by taking the quizzes or playing
with jigsaw puzzle.
We have used multiple apps and educational technology applications in creating this MOOC
to make it more interactive and engaging. As participants go through this MOOC, they would
have been introduced to and learned how to use these apps and technology applications for
their own learning.
In terms of commercial values, the content of this MOOC can be repackaged as a learning
module to educate students and the public about One Health and Zoonosis. The educational
videos can be downloaded and used offline to teach communities with limited access to internet
on the concept of One Health.
An example of the educational video is available on YouTube at
https://youtu.be/0QObVr9uF3k
Figure 1: Example of the educational video
Acknowledgement
We wish to acknowledge the support we received from USIM’s MOOC technical support team
and the funding we received from Malaysia One Health University Network (MyOHUN) for
the production of the educational videos. MyOHUN is part of Southeast Asia One Health
University Network (SEAOHUN) who received support from the United States Agency for
International Development (USAID.
References
Guàrdia, L., Maina, M., & Sangrà, A. (2013). MOOC design principles: A pedagogical
approach from the learner’s perspective. elearning papers, (33).
Liyanagunawardena, T. R., & Aboshady, O. A. (2018). Massive open online courses: a
resource for health education in developing countries. Global Health Promotion, 25(3),
74–76. https://doi.org/10.1177/1757975916680970
688
BLENDED LEARNING TO REMOTE LEARNING: INSTRUCTIONAL DESIGN
PERTINENT FOR EFFECTIVE ELEARNING
Ashley Edward Roy A/L Soosay
Universiti Malaysia Sarawak, 94300 Kota Samarahan, Sarawak, Malaysia
sashley@unimas.my
Highlights: In its infancy stage, e-Learning was used widely in Distance Learning (DL). To
overcome the pitfalls in this electronic dissemination of knowledge to Learners, the
introduction of Blended Learning (BL) came into existence. BL has been advocated in
Institution of Higher learning from 2004. Currently, the COVID-19 pandemic has transformed
BL into Remote Learning (RL). Although the evolution of these e-Learning methods are in
great pace, one thing that is pertinent is the Instructional Design (ID). The ID used in Face to
Face (F2F) classroom setting has become very essential in RL. This paper highlights the
importance of online ID in RL.
Key words: Online Instructional Design, Blended Learning, Remote Learning, e-Learning
Introduction
The amalgamation of Information and Communication Technology (ICT) with the
Teaching and Learning (TnL) discipline gave birth to electronic Learning (e-Learning). The e-
Learning mode is the rendition of TnL via digital resources. Traditional classroom TnL can be
with or without a classroom but the embracing of electronic gadgets with network/internet
connectivity forms an integral part of e-Learning. E-Learning enables the integration of
technology in education. Figure 1 shows the evolution of course-delivery modalities using e-
Learning in higher education. The integration of technology encouraged the promotion of
diverse learning environment. This nurtures Learners engagement and interaction to learn new
skills with comprehensive understanding of the subject matter in a new way, the millennials
way of learning.
Figure 1: The evolution of course-delivery modalities in higher education.
E-Learning offers many advantages when properly executed. The e-Learning mode is
synonymous with ubiquitous learning. The access to knowledge is at ease and self-paced in an
e-Learning environment. E-Learning requires less manpower to run. On the other hand, there
are pitfalls of e-Learning. Firstly, the lack of social interaction among learners and with
instructors. The requirement of a learner with strong will, skillful plus the ability to manage
time efficiently is required in e-Learning. Learners’ communication skills is also impeded in
e-Learning. Assessment via e-Learning requires many resources to enforce proctored versions.
The implementation of e-Learning will be difficult in courses that requires hands-on activity.
E-Learners will also be burdened with the cost of time and money. Although some of the
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pitfalls can be overcome such as discussion forum for interaction and the cost effectiveness
due to reduction in travelling, some disadvantages can only be minimized.
With the knowledge of the advantages of e-Learning and minimizing the effect of
disadvantages, e-Learning gradually evolved to BL. Bunyarit (2006), reported that Institute of
Higher Learning started to implement BL instead of solely being on traditional e-Learning. BL
is a combination of traditional teacher-led classroom teaching and learning with the added
elements of e-Learning (Haron, Abbas, & Abd Rahman, 2012). Concisely as defined by
Graham & Harrison (2013), a learning system that combines face-to-face instruction with
computer mediated instruction. It was known that BL offers more advantages compared to
traditional e-Learning but academicians were apprehensive in adopting BL. The practice of BL
in Institute of Higher Learning was progressing slowly but surely.
The COVID-19 pandemic has been the impetus for the sudden metamorphosis of BL into
RL. The declaration of Novel Coronavirus (COVID-19) as a worldwide pandemic (Bahaeldin,
2020) has led to the Movement Control Order (MCO) in Malaysia (Bunyan, 2020; Jun, 2020;
Sukumaran, 2020; Tang, 2020). The MCO forced TnL service providers to adopt and adapt
new norm in TnL process. The learners together with the TnL service providers were
challenged to accept the drastic change from face-to-face (F2F) classroom settings to RL
(Ahmed, Allaf, & Elghazaly, 2020; Alsafi, Abbas, Hassan, & Ali, 2020). The switch has thus
created an unparalleled instructional environment.
The F2F pedagogy requires Instructional design (ID) and today with the extensive use of
RL (Ghazi-Saidi et al., 2020) in our daily TnL activity, ID has become pertinent. Is the widely
used web based instruction of good quality? This evolution of modes of e-Learning has given
birth to instructional technology. Today instructional technology is taking shape in the form of
online ID. This paper will suggest the role of online ID in RL.
Content
The innovation highlighted in this work is regarding the importance of ID in ensuring a
meaningful learning to happen when learners come online. The dissemination of knowledge
started with Instructor-led learning and today we have moved on to RL where self-directed
learning plays an essential role. Although this transition is a forced move due to COVID-19,
we as TnL service providers need to adopt and adapt the important instructional factors like
pedagogy and course design in our online ID. For this purpose, this paper suggests the use of
carefully constructed online ID. The design includes and focuses on three pertinent area of
online learning, they are micro-learning, personalized e-learning and accessible assessments
(Table 1).
Table 1: Key elements of Online Instructional Design (online ID)
Elements
Functionality
Micro
Learning
Creation of learning content in a byte-size
learning manner.
Personalised
Learning
Ubiquitous leaning opportunity endowed to
learners enabling absorption, recalling and
retention of knowledge effectively.
Accessible
Assessment
Self-directed assessment and practise ensuring
learner’s power of knowledge retention.
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The current online instruction observed in many online courses have some flaws that may
have been overlooked due to some reasons. The creators of online courses are producing a
simple conversion of their equivalent F2F class. We must realize that the primary goal of online
learning is not only to disseminate knowledge from instructor to students but to create most
effective and innovative instructional strategies to engage learners in a meaningful way.
Due to the current COVID-19 pandemic, the goal of education is to keep providing
learning opportunities to learners by restricting the social contact among instructors-students
and student-student F2F interactions. The learning opportunities provided are in the form of
varied digital learning resources. Upon acquiring these resources learners are expected to
demonstrate their learning in various assessment modalities. This current education model in
the institution of higher learning is important to be scrutinize because the future workforce will
be trained in this fashion. This paper advocates the way how to dissemination the digital
learning resources to the learners in an effective and innovative way using the online ID
suggested.
The online ID suggested in this work is simple yet it encompasses key elements that are
integral for online learning to happen. The other advantages of this approach is that it can be
adopted in all disciplines and any cohort of learners. As reiterated earlier one of the flaws of
many current online courses is reproducing F2F approach. In an example, a one-hour lecture
in a traditional TnL doesn’t equate to an hour video recording in an online course setting.
Instead, key points of the lecture need to be addressed in a byte-size manner using micro
learning approaches. Followed by making it available in learning management system for 24/7
accessibility. Finally allowing the students to be able to do self-directed assessment for
learning.
The design of the online courses based on this online ID can be applied to all disciplines,
this ensures the marketability of this product. The content expert in the particular discipline
needs to understand the pedagogy and course design in order to appreciate the online ID.
In conclusion the COVID-19 pandemic has brought about a significant alteration in our
current education landscape and the TnL fraternity has accepted the challenge by going remote
learning. We have implemented full online learning methodology and due to this we have to
ensure the quality of knowledge dissemination in this mode. This paper proposes a simple yet
comprehensive online instructional design to make remote learning more meaningful to
learners.
Acknowledgement
We are grateful for the support from the Faculty of Medicine & Health Science and the Centre
for Applied Learning & Multimedia, Universiti Malaysia Sarawak, during the implementation
of remote learning due to COVID-19 pandemic. Last but not least a note of thank you for the
kind contribution by the students that were involved in the author’s courses during this
pandemic.
References
Ahmed, H., Allaf, M., & Elghazaly, H. (2020). COVID-19 and medical education. The Lancet.
Infectious diseases, 20(7), 777-778. doi:10.1016/S1473-3099(20)30226-7
Alsafi, Z., Abbas, A. R., Hassan, A., & Ali, M. A. (2020). The coronavirus (COVID-19)
pandemic: Adaptations in medical education. Int J Surg, 78, 64-65.
doi:10.1016/j.ijsu.2020.03.083
Bahaeldin, H., Ayed A. Shati, Abdulaziz Alamri, Ayyub Patel, Ali Alsuheel Asseri,
Muhammed Abid, Saleh M. Al-Qahatani and Ismaeel Satti. (2020). Online assessment
691
for the final year medical students during COVID-19 pandemics; the exam quality and
students' performance. Oncology and Radiotherapy, 14(6), 1-6.
Bunyan, J. (2020). PM: Malaysia under movement control order from Wed until March 31, all
shops closed except for essential services. Retrieved from
https://www.malaymail.com/news/malaysia/2020/03/16/pm-malaysia-in-lockdown-
from-wed-until-march-31-all-shops-closed-except-for/1847204. from Malay Mail.
Bunyarit, F. S. M. (2006). E-learning systems: an evaluation of its effectiveness in selected
higher learning institutions in Malaysia (Master's thesis, Gombak: International Islamic
University Malaysia 2006).
Ghazi-Saidi, L., Criffield, A., Kracl, C. L., McKelvey, M., Obasi, S. N., & Vu, P. (2020).
Moving from face-to-face to remote instruction in a higher education institution during
a pandemic: Multiple case studies. International Journal of Technology in Education
and Science, 4(4), 370-383.
Graham, C. R., Woodfield, W., & Harrison, J. B. (2013). A framework for institutional
adoption and implementation of blended learning in higher education. The internet and
higher education, 18, 4-14.
Haron, H., Abbas, W. F., & Abd Rahman, N. A. (2012). The adoption of blended learning
among Malaysian academicians. Procedia-Social and Behavioral Sciences, 67, 175-
181.
Jun, S. W. (2020). Movement control order not a lockdown, says former health minister. .
Retrieved from Www.Malaymail.com., from Malay Mail Www.Malaymail.com.
Sukumaran, T. (2020). Malaysia in partial lockdown to limit coronavirus spread. Retrieved
from https://www.scmp.com/week-asia/health-
environment/article/3075456/coronavirus-malaysias-prime-minister-muhyiddin-
yassin. from South China Morning Post. https://www.scmp.com/week-asia/health-
environment/article/3075456/coronavirus-malaysias-prime-minister-muhyiddin-
yassin
Tang, K. H. D. (2020). Movement control as an effective measure against Covid-19 spread in
Malaysia: an overview. Zeitschrift fur Gesundheitswissenschaften = Journal of public
health, 1-4. doi:10.1007/s10389-020-01316-w
692
HATI BUDDY LAND: MAZE RUNNER + MICROLEARNING.
ENHANCING KNOWLEDGE AND AWARENESS OF BULLYING AMONGST
STUDENTS
Jamalsafri Saibon
School of Education, Universiti Sains Malaysia, 11800 USM, Penang, Malaysia.
jamalsafri@usm.my
Syamsol Azhar Zulkafli
Centre of Instructional Technology & Multimedia, Universiti Sains Malaysia, 11800 USM,
Pulau Pinang, Malaysia.
azharzulkafli93@yahoo.com
Highlights: Abstract: Hati Buddy Land is a maze runner board game + microlearning that aims
to address school bullying. Students' knowledge and awareness of bullying are enhanced by
combining this game-based learning and micro-learning videos on a website. This approach is
implemented using QR code technology. In this game, students who successfully overcome the
challenge (questions via QR code) to reach the destination will be the winner. The QR code
contains microlearning videos on bullying knowledge and awareness. Rewards and penalties
are used for fun learning purposes. Indirectly this game is able to address the issue of bullying
in schools.
Keywords: Hati Buddy Land, Maze Runner, Game-Based Learning, Microlearning, Bullying
behavior.
Introduction
Bullying among school children is a global phenomenon that is increasingly serious, especially
when it involves student death cases. Among the factors of bullying in school is the low level
of bullying knowledge among students. This is due to there is no syllabus-related bullying in
school to learn formally. This leads to poses of misconceptions about bullying. Low levels of
knowledge about bullying behavior are significantly associated with levels of bullying
behavior (Jamalsafri, 2017).
Hati Buddy Land: Maze runner + Microlearning is one of the game modules of 2B's Program:
I'm a buddy, not a bully. This game is an original idea developed to address the issue of
bullying, which is one of the issues of national education nowadays. This is done by increasing
the knowledge and awareness of bullying among school children. This game has been
developed based on learning theories and applying game-based learning methods because of
its suitability with the target group of primary school children.
Content
The 'Heart Buddy Land' game: Maze runner + Microlearning aims to increase knowledge and
awareness about bullying among students in school. For this purpose, knowledge, and
awareness of bullying are disseminated to students through a combination of game-based
learning approach with microlearning. A combination of these approaches is implemented
using QR code technology. Maze runner board game is used as a game while video description
of bullying awareness and knowledge is used in microlearning. On the other hand, an avatar is
used as narrator characters and convey knowledge and awareness of bullying.
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The 'Heart Buddy Land' game: Maze runner + Microlearning was developed due to a
combination of several learning theories, namely Constructivist Social Theory (Vygotsky,
1962) and Multiple Intelligences Theory (Gardner 1983). The three assumptions of
Constructivist Social Theory are:
i) Knowledge is the result of human interaction.
ii) Knowledge is socially and culturally constructed and influenced by the group and its
environment.
iii) Learning is a social activity.
Based on those assumptions, this game design applies these theoretical features to the game.
The Theory of Multiple Intelligences (Gardner, 1983) explains that intelligence is the ability
to solve problems or even create products that are valued by a culture. Every child has a
different intelligence. Each intelligence needs to be assessed equally and equally weighted.
Children's intelligence can be enhanced through educational opportunities such as providing
an environment rich in fun materials and activities.
This game developed using the ASSURE Model (Gagne, 1985). The ASSURE model is a
classroom-based lesson plan model. By emphasizing student-centered strategies, elements of
cooperative and collaborative learning have been used. This learning also has a problem-
solving element in the form of a game narrative. Meanwhile, video microlearning has been
applied to strengthen students' knowledge and awareness of bullying. While there's no official
microlearning definition, all microlearning shares one key characteristic: brevity. This could
either be small learning units or short-term learning activities related knowledge and awareness
about bullying. Microlearning puts knowledge in small and understandable fractions.
Therefore, microlearning methods can provide the students with the required knowledge and
skills they need as they discover a path in their individual life especially how to deal with the
bully at school. [30].
Mastery of 21st-century skills is an essential element in developing this game as these skills
are the basic skills of the 4.0 industrial revolution. Thus, the game has applied aspects such as
problem-solving skills, communication skills, critical and creative thinking skills, and
emphasizing digital age literacy skills through a combination of microlearning methods,
inventive thinking, effective communication, and spiritual norms and values that need to master
by students.
This game-based learning has clearly had an impact on the achievement of planned learning
outcomes. To identify the effect of this game (game-based learning) versus the talk method, a
quasi-experiment was conducted. ANCOVA analysis found that there was a significant effect
of the study group on post-test scores. After differences in pre-controlled tests, the treatment
group (GBL) showed a higher mean score than the control group (talk). This indicates that The
Hati Buddy Land: Maze runner + Microlearning has positively impacted students' knowledge
and awareness.
This game has a lot of usefulness. It can increase knowledge about bullying to students and can
be used as a guide for counselors, teachers, and wardens to deal with bullying in schools. In
addition, it can be used as a training module for future teachers and the ministry to develop a
comprehensive program to address bullying. This project is indeed very scalable against the
application to different fields. If developing modules for other fields is implemented correctly,
no issues will arise, even for other fields. The only difference is the teaching content, but the
teaching design can adapt according to the demographics of the students.
694
The Heart Buddy Land: Maze runner + Microlearning can benefit from cost savings because it
can be implemented in various packages such as TOT for trained coaches/teachers/counselors.
This game-based learning + microlearning is easy for teachers to develop if proper training is
done. The game used can be developed using waste materials such as boxes, bottles of mineral
water, and others according to the teacher's creativity. If the material is designed with good
quality, it can be reused as it is not disposable and disposable. With a good package, this game
can also be upgraded online (mobile app) by using gamification learning that is suitable for
mobile learning.
The Ministry of Education should also take this opportunity to apply this game in primary and
secondary schools. With the theme 'Buddy's Heart,' this transformation can address bullying,
which is one of the national issues today. Teaching about bullying behavior is focused in
schools and needs to be developed specially by parents and the community to educate the
nation's children to be a 'Buddy's Heart.'
Acknowledgment
We are grateful to thank every primary school and Universiti Sains Malaysia for making this
research possible. Fundamental Research Grant Scheme (FRGS) grant number
(203PGURU.6711552).
Achievement and award
'2B's Program: I'm a buddy, not a bully' has received several international and local awards
based on the modules and games that have been developed, including the game 'The Heart
Buddy Land: Maze runner + Microlearning.'
1. EIU Best Practices Award 2013, -Asia Pacific Centre of Education International
Understanding (APCEIU) under UNESCO, Republic of Korea.
2. Anugerah Sanggar Sangjung, USM 2013, kategori kualiti.
3. Publication - Scopus Index - Malaysian Journal of Learning and Instruction (MJLI),
4. Trademark in Malaysia. registration: 2014001647
5. Copyright: AR2019004284 (Hati Buddy Land Maze Runner) 2019
6. Bullying Knowledge Development Module- 2Bs Program: I'm A Buddy Not A Bully,
International Inversity Carnival On E-Learning IUCEL 2018, (Gold Medal) Invention,
Innovation And Desgin On E-Learning (IIEDEL), 2018 (International)
7. Hati Buddy: Micro+puzzle Learning. IUCEL 2019 - Gold Medal, MEIPTA 2019,
International University Carnival On E-Learning, 2019 (International)
8. 'The Enhancement of Knowledge on Bully - 2BS Program: I'm A Buddy Not A Bully –
(Silver medal), International Federation Of Inventor Associations, International Invention
, Innovation & Technology Exhibition, Malaysia- ITEX, (2019) (International)
References
Jamalsafri Saibon., Abdullah, S. M. S., & Har, A. L. C. (2018, February). Effectiveness of
creative pedagogy in enhancing the knowledge and awareness on bullying amongst
secondary school students. In 3rd ASEAN Conference on Psychology, Counselling, and
Humanities (ACPCH 2017). Atlantis Press.
Shail, M. S. (2019). Using micro-learning on mobile applications to increase knowledge
retention and work performance: a review of the literature. Cureus, 11(8).
