Lessons Learned About Gamification in Software Engineering Education

Software engineering courses traditionally mix theoretical aspects with practical ones that are later used in the development of projects. Teaching software engineering courses is not easy because in many cases the students lack motivation to exercise the topics prior to project development. This chapter presents the application of gamification on some topics of a software engineering course to engage students and increase their motivation. The authors argue that with the proper motivation, the students can better exercise the topics and obtain stronger knowledge. The authors have created five games to help in the learning process of the software engineering course. The games are related to risk management, BPMN modeling, Scrum process, design and inspection of class diagrams, and COSMIC functional size measurement. Gamification has been applied during four years in the software engineering course, resulting in an improved learning experience for the students. Finally, lessons learned are presented and discussed.

Selection of 3D Printer for Innovation Centre of Academic Institution Based on AHP and TOPSIS Methods

This paper describes a computer-based tool for the selection of 3D printer for educational propose by using Multi Attribute Decision Making (MADM) strategies particularly Analytic Hierarchy Process (AHP) and Technique for Order Preference by Similarity to Ideal Solution (TOPSIS). In education, 3D printing technologies facilitate improved learning, skills development, and increased student and teacher engagement with the subject matter. Furthermore, 3D printing sparks greater creativity and collaboration in solving problems, to settle on a best option for teaching learning process tasks into account. MADM methods are interpretative processes which are well suited in choice of different 3D printers. This work suggests AHP and TOPSIS to judge 3D printer alternatives for choice of method, based on the AHP and TOPSIS methodology, ranks available techniques by a score resulting from the composition of priorities at different levels, each considering homogeneous and independent evaluation criteria. In this work proposes a comprehensive list of key factors that have a significant influence on 3D printer selection. In this work type of material used for printing considered as common for all printers such as ABS (Acrylonitrile Butadiene Styrene), PLA (Polylactic Acid), PET or Polyethylene terephthalate etc. A total of 09 sub-criteria have been identified and grouped under three main criteria, namely, (i) Physical Characteristics (ii) Economic consideration, (iii) Operational Requirements. These entire criteria area unit extracted from on-line literature and skilled opinion. Result of study shows that 3D Printer one (ET4 PRO 3IDEA model) was designated because the best suited for Innovation Centre Academic Institution. Keywords: 3D printer, MADM method, AHP method, TOPSIS method, Innovation Centre, Academic Institution

Exploring the Viability of Online Problem-Based Learning Through the Lens of Students and Teachers

This study aimed at exploring the perceptions of students and teachers regarding the viability of the online problem-based learning (PBL) approach. The study also aimed to report the perceived merits and demerits of online PBL and offer suggestions to improve it further. To achieve these objectives, a qualitative exploratory study was conducted at the College of Medicine, The University of Lahore from July 2020 to November 2020. Employing purposive sampling, 12 students and 11 teachers were recruited, with experience in both online and face-to-face PBL. The perceived merits and demerits of online PBL were inquired in focus group discussions. Moreover, suggestions to improve the online PBL environment were elicited from both stakeholders. The data was recorded, and then inductively coded and thematically analysed using Atlis.ti software. Students displayed active participation, improved learning and self-regulation during online PBL. The participants valued online PBL as a resourceful, convenient and flexible learning strategy. Some demerits of online PBL were also reported, including student passivity, low motivation and poor concentration, which were mainly attributed to the lack of physical presence. Suggestions to improve the online PBL environment included virtual use of simulation patients and infographics, faculty development, student orientation and technical support. We conclude that online PBL can be used as an effective strategic alternative to face-to-face modality. However, certain challenges exist in online PBL that can jeopardise students’ learning processes. Efforts need to be made to fully capture the essence of the online PBL environment.

Implementasi Pembelajaran blended learning di MI

The Covid-19 pandemic is the reason for these two semesters of online learning. Because the progression of cases is slowing, schools have more leeway to hold Limited Face-to-Face Meetings. Learning in a mixed learning environment with only a few face-to-face meetings is possible. The purpose of this study was to determine how blended learning was implemented at the research site. The lack of face-to-face implementation has significant ramifications that various institutions must address, particularly the readiness to provide the infrastructure required for both offline and online learning in the classroom. MI NU 28 Roudlotussibyan Kendal implements learning in two ways: offline and online, or more precisely, blended learning. To collect data, this study employs qualitative research methods such as observation, documentation, and interviews. According to the study's findings, blended learning is implemented with a limited amount of face-to-face interaction and the use of numerous learning platforms as the media, such as Google Classroom, Google Meet, and WhatsApp. Blended learning implementation is hampered by a lack of appropriate infrastructure, internet network limits, and instructor challenges in classroom management. When compared to using only online learning, the benefits of implementing blended learning include increased student engagement, improved learning outcomes, and increased student motivation to learn.Key Words: Blended learning, Madrasah ibtidaiyah, Madrasah ibtidaiyah

On the Use of Large Interactive Displays to Support Collaborative Engagement and Visual Exploratory Tasks

Large interactive displays can provide suitable workspaces for learners to conduct collaborative learning tasks with visual information in co-located settings. In this research, we explored the use of these displays to support collaborative engagement and exploratory tasks with visual representations. Our investigation looked at the effect of four factors (number of virtual workspaces within the display, number of displays, position arrangement of the collaborators, and collaborative modes of interaction) on learners’ knowledge acquisition, engagement level, and task performance. To this end, a user study was conducted with 72 participants divided into 6 groups using an interactive tool developed to support the collaborative exploration of 3D visual structures. The results of this study showed that learners with one shared workspace and one single display can achieve better user performance and engagement levels. In addition, the back-to-back position with learners sharing their view and control of the workspaces was the most favorable. It also led to improved learning outcomes and engagement levels during the collaboration process.

Endogenous Syngap1 Alpha Splice Forms Promote Cognitive Function and Seizure Protection

Loss-of-function variants in SYNAGP1 cause a developmental encephalopathy defined by cognitive impairment, autistic features, and epilepsy. SYNAGP1 splicing leads to expression of distinct functional protein isoforms. Splicing imparts pleiotropic cellular functions of SynGAP proteins through coding of distinct C-terminal motifs. However, it remains unknown how these different splice sequences function in vivo to regulate neuronal function and behavior. Reduced expression of SynGAP-α1/2 C-terminal splice variants in mice caused severe phenotypes, including reduced survival, impaired learning, and reduced seizure latency. In contrast, upregulation of α1/2 expression improved learning and increased seizure latency. Mice expressing α1-specific mutations, which disrupted SynGAP cellular functions without altering protein expression, promoted seizure, disrupted synapse plasticity, and impaired learning. These findings demonstrate that endogenous SynGAP isoforms with α1/2 spliced sequences promote cognitive function and impart seizure protection. Regulation of SynGAP-α expression or function may be a viable therapeutic strategy to broadly improve cognitive function and mitigate seizure.

Student-Centered Group-Based Learning System

This study developed a student-centered group-based learning system. The system requirements were gathered from relevant literature on pedagogy and WebRTC. The study identified social loafing as a major drawback of most student-centered learning groups. The system was designed using block, architectural pattern, flow-chart, use-case, sequence, class and architectural-context diagrams and the system’s application logic was implemented using ASP.NET C#; HTML, JAVASCRIPT and BOOTSTRAP for the front-end and SQL for the database, HangFire and SignalR for the reminder and texting system. SendGrid API for reminders and OpenVidu Media server for video and audio-calling. The system has been tested and proven to be effective in providing different forms of communication and structure to group-learning that reduces social loafing, and can be recommended for tertiary institutions who want to promote a better student-student relationship for improved learning.

Ameliorating Alzheimer’s-like pathology by Minocycline via inhibiting Cdk5/p25 signaling

Background: Minocycline has multiple neuroprotective roles in abundant brain diseases, including the prevention and treatment of Alzheimer’s disease (AD). Cdk5/p25 signaling plays an important role in the onset and development of Alzheimer’s-like pathology. The aim of the present work was to further explore the underlying mechanism which minocycline effects on Cdk5/p25 signaling related to the Alzheimer’s-like pathology. Methods: The cognitive function of animals was measured by the Morris water maze test. The levels of Aβ were determined by enzyme-linked immunosorbent assay. The levels of APP, β- and γ-secretases; and the biomarkers of tau (total tau and hyperphosphorylated tau), inflammatory cytokine and matrix metalloproteinases (MMP-2 and MMP-9), biomarkers of synapse and Cdk5/p25 signaling were detected by Western blotting. The biomarkers of synapse, inflammatory cytokine and matrix metalloproteinases (MMP-2 and MMP-9) were also determined by immunofluorescence. Results: Minocycline improved learning and memory in APP/PS1 mice. Minocycline limits the production of Aβ and hyperphosphorylation of tau in the hippocampus, and ameliorates synaptic deficit while minocycline inhibits the activation of Cdk5/p25 signaling, inflammation and activation of matrix metalloproteinases. Conclusion: Minocycline mitigates Alzheimer’s-like pathology via limiting the activation of Cdk5/p25 signaling pathway and improves cognitive deficits.

The application of discord as an effort to increase students’ wellbeing in physical education learning during the COVID-19 emergency

Physical education learning in high school during the current Covid-19 emergency, teachers have difficulty delivering material, controlling, evaluating, and providing learning feedback, especially on basic competencies that contain motion. The research objective was to improve students’ wellbeing in high school physical education learning during the Covid-19 emergency by implementing the disdcord application. Students’ wellbeing in this study, the researcher described three indicators of achievement, that is: 1) appropriateness of learning, 2) student satisfaction in learning, and 3) improved learning outcomes. The research method used was a pre-experimental one group pre-test post-test design. The population was the students of SMAN I Kota Banjarbaru class X totaling 8 classes. Two classes of samples were selected by random technique. The learning implementation instrument and student satisfaction with learning used a questionnaire with a likert scale, while for learning outcomes using a push-up test and sit-up test. The data analysis technique used the t-test sample paired test. The results of the study showed an increase in students’ wellbeing in terms of; 1) a significant increase in the implementation of learning seen from the value of the two-tailed difference test (2-tailed) = 0.000 < 0.05, 2) a significant increase in student satisfaction in learning seen from the two-way difference test value (2-tailed) = 0.000 < 0.05, and 3) a significant increase in student learning outcomes seen from the two-way difference test value (2-tailed) = 0.000 < 0.05. The conclusion of the research is that the application of the discord application in learning physical education in high schools during the Covid-19 emergency improves students’ wellbeing.