scholarly journals Asmaul Husna Mobile Application (AHMA): Foundation of the Prototype Design and Development

2021 ◽  
Vol 6 (2) ◽  
pp. 142-153
Author(s):  
Arifah Fasha Rosmani ◽  
Ariffin Abdul Mutalib ◽  
Siti Mahfuzah Sarif
Keyword(s):  
Mobile Application ◽  
Learning Experience ◽  
Interaction Model ◽  
User Interaction ◽  
Learning Performance ◽  
Learning Material ◽  
Design Development ◽  
Mobile Learning Environment ◽  
Improved Learning ◽  
Self Learning

Asmaul Husna Mobile Application (AHMA) is a prototype mobile application based on an interaction model intended for use in heutagogy with undergraduates. This app was created and designed to increase students’ knowledge, perceived awareness, and perceived motivation for the learning material. When learners are assisted with signalling or cueing to focus their attention on the most appropriate resources, they demonstrate improved learning performance and significantly reduced cognitive load. The signalling principle’s effectiveness in enhancing learning outcomes by emphasising correspondences between text and images has been increasingly confirmed by empirical research. AHMA’s heutagogic design encourages students to explore, connect, and reflect through their self-learning process. By promoting aspects of the learning experience that are conducive to lecture or self-paced learning. This project involved a four-phase methodology which includes planning, design, development, and evaluation. According to the pre-and post-testing and heuristic evaluation results, AHMA significantly improved the learning experience and user interaction in a mobile learning environment.

scholarly journals INFLUENCE OF VIRTUAL REALITY TOOLS ON HUMAN ANATOMY LEARNING

2020 ◽  
Vol 77 (3) ◽  
pp. 66-75
Author(s):  
Інокентій Олексійович Корнієнко ◽  
Беата Василівна Барчі
Keyword(s):  
Virtual Reality ◽  
Teaching And Learning ◽  
Information Technologies ◽  
Positive Emotions ◽  
Learning Experience ◽  
Human Anatomy ◽  
Learning Performance ◽  
Educational Activity ◽  
Traditional Learning ◽  
Improved Learning

The paper considers virtual reality (VR) as an effective way of teaching and learning. It discusses the possibilities of modern educational information technologies implementation, the educational advantages and drawbacks of 3D technologies and highlights VR features which enable dynamic forms of learning by creating artifacts in virtual environment with activities triggered by learners’ interaction. The effective role of the means of VR in education is determined and theoretically substantiated. Approaches aimed at increasing the theoretical and practical readiness of learners for educational activity using VR tools are considered. The research participants were exposed to two learning modes: traditional (textbook style) and VR. The experiment was based on Human Anatomy VR Complete Edition by Virtual Medicine software which provided interaction with virtual models of human anatomy. Anatomy knowledge test and Students' Engagement in School Four-dimensional Scale were used to compare learning outcomes and the levels of student cognitive engagement between the two groups on the basis of ANOVA test. Participants in the VR mode improved learning performance (i.e. recollecting and reconstituting) and engagement scores (cognitive and agency subscales) compared to those in the traditional learning mode. Emotional self-ratings before and after the learning phase in the VR mode showed an increase in positive emotions and a decrease in negative emotions. Overall, participants in the VR mode displayed an improved learning experience when compared to traditional learning methods. The combination of visualization and interactivity makes VR learning mode advantageous for effective education. The directions of further research such as organizational and psycho-pedagogical conditions of VR implementation in education and teacher training are defined.

scholarly journals Saudi undergraduate students’ perceptions of the use of smartphone clicker apps on learning performance

2019 ◽  
Vol 35 (1) ◽  
Author(s):  
Abdualziz Salamah Aljaloud ◽  
Nicolas Gromik ◽  
Paul Kwan ◽  
William Billingsley
Keyword(s):  
Student Engagement ◽  
Student Performance ◽  
Undergraduate Students ◽  
Online Survey ◽  
Peer Group ◽  
Learning Experience ◽  
Learning Performance ◽  
Student Interactions ◽  
Teacher Student ◽  
Improved Learning

This study aimed to investigate how the use of a smartphone clicker app by a group of 390 Saudi Arabian male undergraduate students would impact their learning performance while participating in a computer science class. The smartphone clicker app was used by the students during peer group discussions and to respond to teacher questions. A conceptual framework identified teacher-student and student-student interactions, collaborative learning, and student engagement as three primary practices that could improve student performance when a smartphone clicker app was used. The relationships between these factors were tested empirically by participant completion of a self-administered online survey. This study found the use of a smartphone clicker app promoted increased teacher-student and student-student interactivity, leading to active collaboration learning by students and improved learning performance. No positive relationship was found between the smartphone clicker app use and increased student engagement. These results demonstrated the role of the smartphone clicker app in enhancing the learning experience of the Saudi undergraduate students included in this study, but not the overall student engagement. Further research into how use of a smartphone clicker app in classroom settings might promote student engagement to improve the overall learning performance is needed.

ORAL HISTORY SOURCES AS LEARNING MATERIALS: A CASE STUDY OF THE NATIONAL UNIVERSITY OF SCIENCE AND TECHNOLOGY

2016 ◽  
Vol 3 (2) ◽  
pp. 82-93
Author(s):  
Gugulethu Shamaine Nkala ◽  
Rodreck David
Keyword(s):  
Oral History ◽  
Learning Experience ◽  
Science And Technology ◽  
Group Discussion ◽  
Human Interaction ◽  
Learning Material ◽  
Wide Range ◽  
National Archives ◽  
National University ◽  
Set Up

Knowledge presented by Oral History (OH) is unique in that it shares the tacit perspective, thoughts, opinions and understanding of the interviewee in its primary form. While teachers, lecturers and other education specialists have at their disposal a wide range of primary, secondary and tertiary sources upon which to relate and share or impart knowledge, OH presents a rich source of information that can improve the learning and knowledge impartation experience. The uniqueness of OH is presented in the following advantages of its use: it allows one to learn about the perspectives of individuals who might not otherwise appear in the historical record; it allows one to compensate for the digital age; one can learn different kinds of information; it provides historical actors with an opportunity to tell their own stories in their own words; and it offers a rich opportunity for human interaction. This article discusses the placement of oral history in the classroom set-up by investigating its use as a source of learning material presented by the National Archives of Zimbabwe to students in the Department of Records and Archives Management at the National University of Science and Technology (NUST). Interviews and a group discussion were used to gather data from an archivist at the National Archives of Zimbabwe, lecturers and students in the Department of Records and Archives Management at NUST, respectively. These groups were approached on the usability, uniqueness and other characteristics that support this type of knowledge about OH in a tertiary learning experience. The findings indicate several qualities that reflect the richness of OH as a teaching source material in a classroom set-up. It further points to weak areas that may be addressed where the source is considered a viable strategy for knowledge sharing and learning. The researchers present a possible model that can be used to champion the use of this rich knowledge source in classroom education at this university and in similar set-ups. 

scholarly journals Improving Learner-Computer Interaction through Intelligent Learning Material Delivery Using Instructional Design Modeling

Entropy ◽  
2021 ◽  
Vol 23 (6) ◽  
pp. 668
Author(s):  
Christos Troussas ◽  
Akrivi Krouska ◽  
Cleo Sgouropoulou
Keyword(s):  
Instructional Design ◽  
Adaptive Learning ◽  
Educational Software ◽  
Learning Experience ◽  
Learning Material ◽  
Java Programming ◽  
Undergraduate University Students ◽  
Intelligent Tools ◽  
Content Based Filtering ◽  
Computer Interaction

This paper describes an innovative and sophisticated approach for improving learner-computer interaction in the tutoring of Java programming through the delivery of adequate learning material to learners. To achieve this, an instructional theory and intelligent techniques are combined, namely the Component Display Theory along with content-based filtering and multiple-criteria decision analysis, with the intention of providing personalized learning material and thus, improving student interaction. Until now, the majority of the research efforts mainly focus on adapting the presentation of learning material based on students’ characteristics. As such, there is free space for researching issues like delivering the appropriate type of learning material, in order to maintain the pedagogical affordance of the educational software. The blending of instructional design theories and sophisticated techniques can offer a more personalized and adaptive learning experience to learners of computer programming. The paper presents a fully operating intelligent educational software. It merges pedagogical and technological approaches for sophisticated learning material delivery to students. Moreover, it was used by undergraduate university students to learn Java programming for a semester during the COVID-19 lockdown. The findings of the evaluation showed that the presented way for delivering the Java learning material surpassed other approaches incorporating merely instructional models or intelligent tools, in terms of satisfaction and knowledge acquisition.

scholarly journals Critically Reflective Pedagogical Model: a Pragmatic Blueprint for Enhancing Learning and Teaching in Construction Disciplines

2015 ◽  
Vol 15 (4) ◽  
pp. 63-75
Author(s):  
Imriyas Kamardeen
Keyword(s):  
Reflective Practice ◽  
Effective Teachers ◽  
Teaching Practice ◽  
Learning Experience ◽  
Research Strategy ◽  
Second Phase ◽  
Pedagogical Model ◽  
Learning And Teaching ◽  
Improved Learning ◽  
Critically Reflective Practice

University lecturers who aspire to provide an improved learning experience for their students continually, and be recognised for high quality teaching should embrace a critically reflective practice. Nonetheless, developing as a reflective lecturer is challenging, although there are pedagogical literatures as general guidelines. This study introduces a new pedagogical model of critically reflective practice to simplify the efforts for lecturers and to shorten their journey to becoming effective teachers. A two-phased action research strategy was adopted for the development and validation of the new model. The first phase operationalised the Brookfield’s four-lens framework to create a reflective teaching practice model, which was then validated with a case study in the second phase. The model offers a pragmatic blueprint for lecturers to build a career with sustained quality of teaching, which in turn translates into improved learning experiences for students.

scholarly journals Perancangan E-Modul “ALKI” Pada Mata Pelajaran Kimia Bagi Siswa Kelas X Berbasis Mobile di SMAN 1 Mapat Tunggul

2021 ◽  
Vol 6 (2) ◽  
pp. 93-104
Author(s):  
Aisyah Amini ◽  
Riri Okra
Keyword(s):  
Mobile Application ◽  
Development Stage ◽  
Test Results ◽  
Research Model ◽  
Design Development ◽  
Process Testing ◽  
Development Life Cycle ◽  
Multimedia Development ◽  
The Media ◽  
Chemical Materials

ALKI is an e-module that serves as a learning medium for grade X students majoring in MIA at SMAN 1 MAPAT TUNGGUL. E-module ALKI was created with the aim of assisting teachers in delivering materials and helping students understand more about chemical materials by repeating lessons, working on exercises, and strengthening memory by playing flashcards. The thing behind the design of alki e-module is the lack of motivation to learn students, difficulty and the absence of internet network in Mapat Tunggul area, students should not take home the package book, the smartphone owned by students is not used to study, and when doing homework with the help of the internet most students just copy the answer without understanding the origin of the answer. This research method is Research and Development (R&D) with a 4-D research model (four-D) that is with define, Design, Development, and Disseminate stages. In the Development stage, the development stage of ALKI e-module media is carried out. The media development model used in this study is MDLC(Multimedia Development Life Cycle) luther-sutopo version which consists of 6 stages, namely conception, design, material collection, manufacturing process, testing and distribution. The result of the research is a mobile-based ALKI e-module product. With 0.81 validity test results declared valid,0.93 Practicality test results are practiced very practically,and 0.80 effectiveness test results are declared very effective. So, it can be concluded that alki e-module based on mobile application as a learning medium has been valid, practical and effective.

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