Mobile Educational Games For Learning Sirah Nabi: Development And Usability Evaluation

The pervasive use of the internet and mobile phone among the age group 5 – 17 years old makes learning through these media an attractive proposition. Mobile learning presents a flexible and inventive way of learning as well as the new normal. On the other hand, learning Sirah is an essential part of every Muslim in the world in order to understand what has happened in the past regarding our beloved prophet and to learn from his behaviour and follow his sunnah. However, past studies shown that the traditional learning approach seems dull and not interesting enough. Mobile learning thus offers a new solution in learning the Sirah and similar subjects most students find of low interest and dull. The study used a quantitative approach using survey for data collection; and was divided into two phases: Sirah Game Prototype Design and Usability Evaluation phase. The ADDIE model was adapted as a model to guide instructional design process and development of the Sirah mobile applications with five phases throughout the process. An evaluation model consisted of seven components namely Game Usability, Mobility, Learning Content and Playability, Satisfaction, Efficiency was implemented. The findings suggested that students are highly interested in the use of the games for learning, able to learn Sirah subject in better ways by using the games and learning with games was found as enjoyable way to learn. This study adds more to Islamic digital content and enhances the learning approach for Sirah subject. We hope to contribute more towards Islamic digital content in the future for the benefit of our ummah and community.

The Instructional Design of Chinese Characters’ Stroke Order Motion Graphics Based on Cognitive Load Theory

This research aims to develop stroke order motion graphics for Chinese characters to solve the problem of memorising Chinese characters’ stroke order in the learning process. This research adopted cognitive load theory and the ADDIE model as an instructional design process guide. Herbart’s four-stage teaching method is used as a guide for the motion graphics presentation module. Based on the characteristics of Malaysian students who learn Chinese as their second language, motion graphics for Chinese characters’ stroke order learning were developed. The expert evaluation was conducted to identify problems, and modifications were done to improve the created prototype. A total of six Chinese characters’ stroke order motion graphics have been successfully developed. The result shows that cognitive load theory provides an effective solution for developing Chinese characters’ stroke order motion graphics. The ADDIE model also offered a significant direction for the instructional design process. In addition, to be more effective in Chinese character stroke order teaching, interface design must consider the relevant teaching effects of cognitive load theory. However, making the prototype in advance can avoid large-scale modifications in the later process. The successful development of the Chinese characters’ stroke order motion graphics allows teaching Chinese character stroke order in Malaysia to be carried out more effectively.

Writing to Learn: A Framework for Structuring Writing Assignments to Support Analytics Course Learning Goals

Drawing on the scholarship of writing and learning, this article motivates the use of writing assignments in analytics courses and develops a framework for instructional design that advances both writing skills and discipline-specific learning. We translate a best practices set of foundational writing concepts into a matrix of design levers for analytics instructors and propose an instructional design process that balances discipline-specific learning goals with foundational writing concepts through specific writing activities. We summarize our experience applying the framework to a particular data science course and present some early evidence for favorable outcomes. The positive effect we observe extends beyond learning course concepts and includes increased student engagement and contributions to group work.

Design, Development, Implementation, and Support (DDIS): A Curriculum Supporting Online Doctoral Candidates

Objectives: The purpose of this paper is to comprehensively describe and justify the case design of an approach for the integration of synchronous virtual meetings to support nontraditional online doctoral candidates. As more nontraditional doctoral students are completing their degree programs virtually through online universities, the nature of their degree progression and the development of critical knowledge and skills differ from traditional on-campus programs. Method: The case design of an approach to integrating synchronous online interactive meetings to support these learners is identified and justified through references to research in the learning sciences including sociocultural learning, heutagogy, and constructivist instructional design methods. The instructional design process resulted in a scaled schedule of interactions linked to the development of specific cognitive processes, academic skills, and expert knowledge required by doctoral candidates for successful completion of their degree programs. Results: This case design study resulted in identification of developmentally phased synchronous interactions designed to support online nontraditional doctoral candidates. The interactions identified were linked to the development of critical processes, skills, and knowledge to increase the effectiveness and efficiency of the candidate’s progress. Conclusions: The results identified how the integration of synchronous virtual meetings to support online nontraditional doctoral candidates throughout their programs can both increase the development of the advanced knowledge required by these learners and the collaboration needed between mentor and mentee for the online learners to be successful.

The Online Course as Initial Stage of a Course in Higher Education: Implementation and Evaluation of the Pre-MOOC Concept in a Technical Degree Course

In university teaching, a MOOC is often regarded as an isolated online course and thus underestimated in its didactic application possibilities within traditional teaching and learning environments. In this study, the "Pre-MOOC" design is presented as an example, in which the didactic em-bedding of an online course is the first phase of a lecture in higher educa-tion. After a brief overview of the current state of research on Pre-MOOCs, the article describes the instructional design process of the lecture in which we used the instructional design model ADDIE. Furthermore, the study de-scribes the implementation and evaluation in a master program of electrical engineering. We will analyze the results of the evaluation with regard to the concept of a Pre-MOOC. Based on feedback from students and teachers, rec-ommendations for designing a course with the Pre-MOOC design will be provided.

An Instructional Design Process for Developing Students Higher Order Thinking Skills in Number Patterns

Higher order thinking skills in learning are the application of thinking processes for complex situations and of course have many variables. Every student can think, but most students need encouragement and guidance for higher order thinking processes. The research used a qualitative approach, namely literature review. This study aims to explain the outline of activities planned for designing learning on number pattern class VIII material, the development of learning objectives, expected results, and practice questions that require the use of high order skills. Several efforts must be made to improve students' higher order thinking skills in mathematics, namely: (1) involving students in non-routine problem solving activities; (2) facilitating students to develop their ability to analyze and evaluate (critical thinking) and creative ability (creative thinking); and (3) encourage students to construct their own knowledge, so that learning becomes meaningful for students.

Pengembangan Bahan Ajar Berbasis Blended Learning Pada Mata Kuliah Dasar-Dasar Matematika

Penelitian ini bertujuan untuk mengembangkan bahan ajar pada mata kuliah Dasar-Dasar Matematika di Program Studi Matematika, Universitas Negeri Surabaya.Model yang digunakan untuk pengembangan bahan ajar pada penelitian ini adalah model pengembangan ADDIE yang terdiri 5 tahap, yaitu tahap Analisis (Analysis), Perancangan (Design), Pengembangan (Development), Implementasi (Implementation), dan Evaluasi (Evaluation). Sementara, metode yang digunakan untuk menganalisis data adalah metode ceklist pada setiap langkah pada Instructional Design Process Step/Action Checklist, jika tidak maka harus ada langkah alternatif yang dilakukan atau ada alasan yang relevan yang tidak mempengaruhi proses pengembangan. Perkuliahan Dasar-Dasar Matematika menggunakan bahan ajar blended learning telah disusun berdasarkan model pengembangan ADDIE. Setiap langkah pada Instructional Design Process Step/Action Checklist telah dilaksanakan dan telah menghasilkan bahan ajar berbasis blended learning. Penelitian ini diawali dengan pembuatan story line yang merupakan panduan dalam pengembangan bahan ajar. Dari hasil analisis angket respon mahasiswa, diperoleh lebih dari 75% mahasiswa memberikan respon positif tidak hanya pada bentuk perkuliahan yang menggabungkan antara perkuliahan online dan offline melalui blended learning tetapi juga tentang ketergunaan materi yang disampaikan secaran online melalui Vi-learn Unesa.Kata kunci: bahan ajar, blended learning, ADDIEThis study aims to develop teaching materials in the Basic Mathematics course in the Mathematics Study Program, Surabaya State University. The model used for the development of teaching materials in this study is the ADDIE development model consisting of 5 stages, namely the Analysis, Design (Design), Development (Development), Implementation (Implementation), and Evaluation (Evaluation). Meanwhile, the method used to analyze data is the checklist method at each step in the Instructional Design Process Step / Action Checklist, if not then there must be an alternative step taken or there is a relevant reason that does not affect the development process. Lectures on Basic Mathematics using blended learning teaching materials have been prepared based on the ADDIE development model. Every step in the Instructional Design Process Step / Action Checklist has beencarried out and has produced teaching materials based on blended learning. This research begins with the creation of a story line which is a guide in the development of teaching materials. From the analysis of student questionnaire responses, it was obtained that more than 75% of students gave positive responses not only to the form of lectures that combined online and offline lectures through blended learning but also about the use of material delivered online through Vi-learn Unesa.Keywords: ADDIE, blended learning, teaching materials

Involving Students in the Instructional Design Process to Improve Their Satisfaction with Their Learning in the COVID-19 Era

Like most university students worldwide, the engineering students at the School of Information Sciences (ESI) have to deal with their school closure and the new paradigm of distance learning. Despite efforts made by the administration and the teachers to accompany students, an internal survey conducted by the end of October 2021 revealed that almost all students, especially first-year ones, did not accept distance learning. This paper describes our experience to improve students’ satisfaction with distance learning by involving them in their courses’ design process. Four courses were concerned by the experience and were designed following the ADDIE method. Last-year students participated in the ADDIE analysis step, while the first-year students participated in the last step by evaluating the co-created courses. Courses were co-created with students as most of them got involved in the ADDIE development step and enriched courses by realizing extras activities. Results showed that students were highly satisfied with courses taught in the context of this study.