Pub Date : 2017-11-01DOI: 10.1109/ICEED.2017.8251194
Adizul Ahmad, M. K. Nordin, M. F. Saaid, J. Johari, R. Kassim, Y. Zakaria
This paper presents on a virtual instrumentation developed in controlling a temperature chamber. Virtual instrumentation is a cross disciplinary area that combines both hardware and software technologies in creating a sophisticated instrument that flexible for control and monitoring. NI LabVIEW is the remote control of the temperature by adjusting the heat emitting light and fan in order to achieve the desire temperature. To have the desire output without the steady state error, the proportional gain (Kc), integral time (Ti) and derivative time (Td) were calculated. This project is to develop a virtual instrumentation using LabVIEW that aim to investigate the performance of the LabVIEW in monitoring and control in a system. By creating this system, the system project become flexible and the measurement for its systems can be monitored using personal computer and internet browser.
{"title":"Remote control temperature chamber for virtual laboratory","authors":"Adizul Ahmad, M. K. Nordin, M. F. Saaid, J. Johari, R. Kassim, Y. Zakaria","doi":"10.1109/ICEED.2017.8251194","DOIUrl":"https://doi.org/10.1109/ICEED.2017.8251194","url":null,"abstract":"This paper presents on a virtual instrumentation developed in controlling a temperature chamber. Virtual instrumentation is a cross disciplinary area that combines both hardware and software technologies in creating a sophisticated instrument that flexible for control and monitoring. NI LabVIEW is the remote control of the temperature by adjusting the heat emitting light and fan in order to achieve the desire temperature. To have the desire output without the steady state error, the proportional gain (Kc), integral time (Ti) and derivative time (Td) were calculated. This project is to develop a virtual instrumentation using LabVIEW that aim to investigate the performance of the LabVIEW in monitoring and control in a system. By creating this system, the system project become flexible and the measurement for its systems can be monitored using personal computer and internet browser.","PeriodicalId":119785,"journal":{"name":"2017 IEEE 9th International Conference on Engineering Education (ICEED)","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2017-11-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"128959325","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2017-11-01DOI: 10.1109/ICEED.2017.8251177
N. S. Khusaini, N. H. Saad, N. Aziz, A. Ismail, S. Kasolang
In Malaysia, the decision to accept a student into a higher learning institution is based on the Malaysia Certificate of Education (MCE / SPM) result. Generally, sound command in Physics, Additional Mathematics and English from the MCE / SPM result is deem necessary for them to be accepted into Engineering field. However, the student's performance in any examination at the higher institution relies heavily on how deep his understanding is for any given course. Therefore, this paper offers an insight on how students' demographic attributes affect the students' performance, in one of the high failure rate subject in Mechanical Engineering Faculty, namely Dynamics. The overall result was analyzed with respect to the Course Outcome (CO) using Rasch Model for a precise overview. The results were then scrutinized with respect to the demographic attributes namely type of student enrollment, pre-requisite subject grade as well as SPM result (English, Additional Mathematics and Physics,). The result from the Scalogram shows that, the students who are enrolled from Matriculation level performs better compared to those enrolled from Diploma level. It is also evident from the trend, that those who obtained good grade in the prerequisite subject, will most probably score better in Dynamics. Interestingly, the student must scored at least a B- in Statics, for them to learn comfortably in Dynamics. The findings will definitely help the management to act necessarily to lower down the failure rate.
{"title":"Relationship between demographic attributes and final examination performance using Rasch model","authors":"N. S. Khusaini, N. H. Saad, N. Aziz, A. Ismail, S. Kasolang","doi":"10.1109/ICEED.2017.8251177","DOIUrl":"https://doi.org/10.1109/ICEED.2017.8251177","url":null,"abstract":"In Malaysia, the decision to accept a student into a higher learning institution is based on the Malaysia Certificate of Education (MCE / SPM) result. Generally, sound command in Physics, Additional Mathematics and English from the MCE / SPM result is deem necessary for them to be accepted into Engineering field. However, the student's performance in any examination at the higher institution relies heavily on how deep his understanding is for any given course. Therefore, this paper offers an insight on how students' demographic attributes affect the students' performance, in one of the high failure rate subject in Mechanical Engineering Faculty, namely Dynamics. The overall result was analyzed with respect to the Course Outcome (CO) using Rasch Model for a precise overview. The results were then scrutinized with respect to the demographic attributes namely type of student enrollment, pre-requisite subject grade as well as SPM result (English, Additional Mathematics and Physics,). The result from the Scalogram shows that, the students who are enrolled from Matriculation level performs better compared to those enrolled from Diploma level. It is also evident from the trend, that those who obtained good grade in the prerequisite subject, will most probably score better in Dynamics. Interestingly, the student must scored at least a B- in Statics, for them to learn comfortably in Dynamics. The findings will definitely help the management to act necessarily to lower down the failure rate.","PeriodicalId":119785,"journal":{"name":"2017 IEEE 9th International Conference on Engineering Education (ICEED)","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2017-11-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"123982103","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2017-11-01DOI: 10.1109/ICEED.2017.8251161
Mazratul Firdaus Mohd Zin, Rosheila Darus, Norizan Ahmed, H. Shariff, Muhd Azri Abdul Razak
Power Electronic coursework has been labeled as one of the hardest course amongst the Diploma program offered in UiTM. Therefore a development of engineering education method is crucial in enhancing the student ability to adapt and follow the syllabus clearly. One major problem that has been faced amongst the student is to differentiate the output waveform of a converter. A simple software simulation module is adapted in each of the chapter. This paper reports and discusses an education method implemented in UiTM Cawangan Dungun Kampus Dungun for Power Electronic Subject (EPO359).
{"title":"Computer aided learning in power electronics coursework","authors":"Mazratul Firdaus Mohd Zin, Rosheila Darus, Norizan Ahmed, H. Shariff, Muhd Azri Abdul Razak","doi":"10.1109/ICEED.2017.8251161","DOIUrl":"https://doi.org/10.1109/ICEED.2017.8251161","url":null,"abstract":"Power Electronic coursework has been labeled as one of the hardest course amongst the Diploma program offered in UiTM. Therefore a development of engineering education method is crucial in enhancing the student ability to adapt and follow the syllabus clearly. One major problem that has been faced amongst the student is to differentiate the output waveform of a converter. A simple software simulation module is adapted in each of the chapter. This paper reports and discusses an education method implemented in UiTM Cawangan Dungun Kampus Dungun for Power Electronic Subject (EPO359).","PeriodicalId":119785,"journal":{"name":"2017 IEEE 9th International Conference on Engineering Education (ICEED)","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2017-11-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"130477546","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2017-11-01DOI: 10.1109/ICEED.2017.8251167
Chee Sern Lai, M. Alias, D. I. Rosli, L. M. Foong
The effects of problem-based learning (PBL) and example-based learning (EBL) techniques have been extensively studied. However, the combination of both teaching techniques has not yet been fully researched. Therefore, this quasiexperimental study was conducted to investigate the effects of using integrated teaching method (EBL+PBL) on academic achievement and cognitive load in Engineering Mathematics. A total of 38 students were assigned to the experimental group (n=18) and control group (n=20). A specifically developed post test was used to measure academic achievement, while NASA-TLX questionnaire was used to gauge cognitive load. The present findings revealed that the combination of EBL+PBL produces positive impact on academic achievement as compared to PBL. However, EBL+PBL induced higher cognitive load especially during assessment. The present research has supported the conclusion that integrating EBL+PBL is effective for teaching Engineering Mathematics. The finding has also provided some insights into how to effectively deliver learning contents that involves mathematical elements such physics, electrical circuit analysis, and solid mechanics.
{"title":"The effects of integrated teaching method on academic achievement and cognitive load in engineering mathematics","authors":"Chee Sern Lai, M. Alias, D. I. Rosli, L. M. Foong","doi":"10.1109/ICEED.2017.8251167","DOIUrl":"https://doi.org/10.1109/ICEED.2017.8251167","url":null,"abstract":"The effects of problem-based learning (PBL) and example-based learning (EBL) techniques have been extensively studied. However, the combination of both teaching techniques has not yet been fully researched. Therefore, this quasiexperimental study was conducted to investigate the effects of using integrated teaching method (EBL+PBL) on academic achievement and cognitive load in Engineering Mathematics. A total of 38 students were assigned to the experimental group (n=18) and control group (n=20). A specifically developed post test was used to measure academic achievement, while NASA-TLX questionnaire was used to gauge cognitive load. The present findings revealed that the combination of EBL+PBL produces positive impact on academic achievement as compared to PBL. However, EBL+PBL induced higher cognitive load especially during assessment. The present research has supported the conclusion that integrating EBL+PBL is effective for teaching Engineering Mathematics. The finding has also provided some insights into how to effectively deliver learning contents that involves mathematical elements such physics, electrical circuit analysis, and solid mechanics.","PeriodicalId":119785,"journal":{"name":"2017 IEEE 9th International Conference on Engineering Education (ICEED)","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2017-11-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"131797721","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2017-11-01DOI: 10.1109/ICEED.2017.8251182
I. Ismail, Suhaizal Hashim, Siti Khadijah Anis, Afferò Ismail, Mohd Erfy Ismail
Learning through playing in pre-school learning has proven its effectiveness. Game is a learning approach that is ideal for teachers to apply in preschool, to keep this game interesting, all its element need to be applied in every activity carried out during the teaching and learning process. Moreover, the game must also have elements of child development in line with the requirements of the National Preschool Standard Curriculum. Based on given literature review, developmental elements need to be emphasized in the children preschool learning. This study is a case study for document analysis that focus on game, emotional, cognitive and psychomotor element based on standard curriculum blueprint for early childhood education. The findings of this study highlight on the age and learning objectives that will be achieved through the teaching and learning process based on the elements from the development. The result shows that the developmental elements applied in the game were suitable with the preschool students age and it can achieve the objectives that outlined by the National Preschool Curriculum Standard.
{"title":"Implementation of a development in cognitive, psychomotor and socio emotional elements through games to achieve national preschool curriculum standards","authors":"I. Ismail, Suhaizal Hashim, Siti Khadijah Anis, Afferò Ismail, Mohd Erfy Ismail","doi":"10.1109/ICEED.2017.8251182","DOIUrl":"https://doi.org/10.1109/ICEED.2017.8251182","url":null,"abstract":"Learning through playing in pre-school learning has proven its effectiveness. Game is a learning approach that is ideal for teachers to apply in preschool, to keep this game interesting, all its element need to be applied in every activity carried out during the teaching and learning process. Moreover, the game must also have elements of child development in line with the requirements of the National Preschool Standard Curriculum. Based on given literature review, developmental elements need to be emphasized in the children preschool learning. This study is a case study for document analysis that focus on game, emotional, cognitive and psychomotor element based on standard curriculum blueprint for early childhood education. The findings of this study highlight on the age and learning objectives that will be achieved through the teaching and learning process based on the elements from the development. The result shows that the developmental elements applied in the game were suitable with the preschool students age and it can achieve the objectives that outlined by the National Preschool Curriculum Standard.","PeriodicalId":119785,"journal":{"name":"2017 IEEE 9th International Conference on Engineering Education (ICEED)","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2017-11-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"130922116","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2017-11-01DOI: 10.1109/ICEED.2017.8251187
J. Johari, Adizul Ahmad, N. K. Madzhi, N. Buniyamin, R. Kassim
There are different views on Problem-based learning (PBL) especially on its advantages and limitations. However, the benefit of PBL method is recognized and widely accepted. This paper, describes the implementation of PBL in a medical instrumentation course that uses LabVIEW as the tool to carry out the assignment. It is useful to introduce LabVIEW as it is an effective toolthat can support the PBL progression. The participants were students enrolled in the final year of their Electronics (Instrumentation) undergraduate programme. Students were required to present their results upon completion at the end of week eleven of fourteen-week academic calendar. The PBL project example described in this paper is focusing on a team of three students that presented a new approach in filtering Electrocardiogram (ECG) signals and minimize the interferences using LabVIEW. The success of the Problem Based Learning method implemented in the medical instrumentation course is in the involvement of the students and in the quality of the clinical scenario.
{"title":"LabVIEW as an effective tool for problem-based learning in undergraduate engineering education","authors":"J. Johari, Adizul Ahmad, N. K. Madzhi, N. Buniyamin, R. Kassim","doi":"10.1109/ICEED.2017.8251187","DOIUrl":"https://doi.org/10.1109/ICEED.2017.8251187","url":null,"abstract":"There are different views on Problem-based learning (PBL) especially on its advantages and limitations. However, the benefit of PBL method is recognized and widely accepted. This paper, describes the implementation of PBL in a medical instrumentation course that uses LabVIEW as the tool to carry out the assignment. It is useful to introduce LabVIEW as it is an effective toolthat can support the PBL progression. The participants were students enrolled in the final year of their Electronics (Instrumentation) undergraduate programme. Students were required to present their results upon completion at the end of week eleven of fourteen-week academic calendar. The PBL project example described in this paper is focusing on a team of three students that presented a new approach in filtering Electrocardiogram (ECG) signals and minimize the interferences using LabVIEW. The success of the Problem Based Learning method implemented in the medical instrumentation course is in the involvement of the students and in the quality of the clinical scenario.","PeriodicalId":119785,"journal":{"name":"2017 IEEE 9th International Conference on Engineering Education (ICEED)","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2017-11-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"114904426","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2017-11-01DOI: 10.1109/ICEED.2017.8251172
C. M. M. Isa, H. M. Saman, W. Tahir, J. Jani, Mazidah Mukri
Outcome-based education (OBE) is an approach that focuses on what students should learn (outcomes) and able to apply after the learning process. The Faculty of Civil Engineering, Universiti Teknologi MARA, Shah Alam Campus, Selangor, Malaysia has implemented the OBE approach since 2006. This paper presents the civil engineering students' level of awareness and understanding based on their agreements on the statements related to OBE implementation. Survey questionnaires were distributed to more than 1000 undergraduate students from Year 1 through Year 4. The findings show that majority of the students were aware of the OBE approach and understood its implementation. A good level of understanding on the OBE implementation was observed based on their agreements on the adaptation towards the OBE approach, the independent and lifelong learning, active learning concepts together with the assessment tools/techniques used and advantages gained from the OBE approach. The final students demonstrate a higher level of understanding on OBE implementation compared to the students from the earlier years of study. This indicates that the longer period of study the students were exposed, the better their understanding on the OBE implementation. Even though this study is limited to undergraduate civil engineering students in UiTM Shah Alam, it contributes significantly on the efforts to continually evaluate and monitor OBE implementation to ensure quality and its effectiveness.
基于结果的教育(OBE)是一种关注学生应该学习什么(结果)以及在学习过程后能够应用的方法。马来西亚雪兰莪州玛拉理工大学沙阿南校区土木工程学院自2006年开始实施OBE方法。本文以土木工程专业学生对执行出体勋章相关陈述的共识为基础，介绍他们的认知和理解水平。调查问卷发放给1000多名一年级至四年级的本科生。调查结果表明，大多数学生都知道OBE方法并理解其实施。基于他们对OBE方法的适应、独立和终身学习、主动学习概念以及使用的评估工具/技术和从OBE方法中获得的优势的共识，观察到对OBE实施的良好理解。与前几年的学生相比，最后的学生对OBE实施的理解水平更高。这表明学生接触的学习时间越长，他们对OBE实施的理解就越好。尽管本研究仅限于UiTM Shah Alam的土木工程本科学生，但它对持续评估和监测OBE实施以确保质量和有效性的努力做出了重大贡献。
{"title":"Understanding of outcome-based education (OBE) implementation by civil engineering students in Malaysia","authors":"C. M. M. Isa, H. M. Saman, W. Tahir, J. Jani, Mazidah Mukri","doi":"10.1109/ICEED.2017.8251172","DOIUrl":"https://doi.org/10.1109/ICEED.2017.8251172","url":null,"abstract":"Outcome-based education (OBE) is an approach that focuses on what students should learn (outcomes) and able to apply after the learning process. The Faculty of Civil Engineering, Universiti Teknologi MARA, Shah Alam Campus, Selangor, Malaysia has implemented the OBE approach since 2006. This paper presents the civil engineering students' level of awareness and understanding based on their agreements on the statements related to OBE implementation. Survey questionnaires were distributed to more than 1000 undergraduate students from Year 1 through Year 4. The findings show that majority of the students were aware of the OBE approach and understood its implementation. A good level of understanding on the OBE implementation was observed based on their agreements on the adaptation towards the OBE approach, the independent and lifelong learning, active learning concepts together with the assessment tools/techniques used and advantages gained from the OBE approach. The final students demonstrate a higher level of understanding on OBE implementation compared to the students from the earlier years of study. This indicates that the longer period of study the students were exposed, the better their understanding on the OBE implementation. Even though this study is limited to undergraduate civil engineering students in UiTM Shah Alam, it contributes significantly on the efforts to continually evaluate and monitor OBE implementation to ensure quality and its effectiveness.","PeriodicalId":119785,"journal":{"name":"2017 IEEE 9th International Conference on Engineering Education (ICEED)","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2017-11-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"126820118","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2017-11-01DOI: 10.1109/ICEED.2017.8251157
Sharipah Ruzaina Syed Aris, W. Isa, W. Yahaya, Syamsul Nor Azlan Mohamad
A multidisciplinary approach is important to encourage collaboration inter-faculties and universities. This initiative would inculcate mutual intellectual collaboration among and beyond faculty members. For example, students from Bachelor of Civil Engineering program from the Faculty of Civil Engineering can enroll in the identified elective courses from the Faculty of Music. The main objective of this research is to provide a research framework (at university level) for assimilating multidisciplinary courses in the curriculum structure. The multidisciplinary approach may be further enhanced with the mapping of Harvard Outcome Domains (HOD), 21st Century Skills, Sustainable Development Goals (SDG) and elements of Fourth Industrial Revolution. This study adopted action research method to identify (to explore) to what extend the outcomes and elements of HOD are embedded in proposed multidisciplinary elective courses. The proposed research framework of this study (at university level) comprises four phases (i) Phase 1: Identification of Elective Courses and Mapping of Elective Courses to Harvard Outcomes Domain (HOD), (ii) Phase 2: Discussions with Faculties and Branch Campuses, (iii) Phase 3: Marketing and Promotions and (iv) Phase 4: Assimilation in Curriculum Review and Development of New Programme. The preliminary studies were conducted from October 2016 to June 2017. The preliminary results for Phase 1 were reported in this paper. Future work may include further elaboration of the framework, specifically at a programme level.
{"title":"Multidisciplinary curriculum design approaches towards balanced and holistic graduates","authors":"Sharipah Ruzaina Syed Aris, W. Isa, W. Yahaya, Syamsul Nor Azlan Mohamad","doi":"10.1109/ICEED.2017.8251157","DOIUrl":"https://doi.org/10.1109/ICEED.2017.8251157","url":null,"abstract":"A multidisciplinary approach is important to encourage collaboration inter-faculties and universities. This initiative would inculcate mutual intellectual collaboration among and beyond faculty members. For example, students from Bachelor of Civil Engineering program from the Faculty of Civil Engineering can enroll in the identified elective courses from the Faculty of Music. The main objective of this research is to provide a research framework (at university level) for assimilating multidisciplinary courses in the curriculum structure. The multidisciplinary approach may be further enhanced with the mapping of Harvard Outcome Domains (HOD), 21st Century Skills, Sustainable Development Goals (SDG) and elements of Fourth Industrial Revolution. This study adopted action research method to identify (to explore) to what extend the outcomes and elements of HOD are embedded in proposed multidisciplinary elective courses. The proposed research framework of this study (at university level) comprises four phases (i) Phase 1: Identification of Elective Courses and Mapping of Elective Courses to Harvard Outcomes Domain (HOD), (ii) Phase 2: Discussions with Faculties and Branch Campuses, (iii) Phase 3: Marketing and Promotions and (iv) Phase 4: Assimilation in Curriculum Review and Development of New Programme. The preliminary studies were conducted from October 2016 to June 2017. The preliminary results for Phase 1 were reported in this paper. Future work may include further elaboration of the framework, specifically at a programme level.","PeriodicalId":119785,"journal":{"name":"2017 IEEE 9th International Conference on Engineering Education (ICEED)","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2017-11-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"122076411","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2017-11-01DOI: 10.1109/ICEED.2017.8251203
H. Z. Abidin, F. Zaman
The use of game-based learning in the classroom has turned out to be a trend nowadays. Most game-based learning tools and platforms are based on a quiz concept where the students can score points if they can choose the correct answer among multiple answers. Based on our experience in Faculty of Electrical Engineering, Universiti Teknologi MARA, most undergraduate students have difficulty to appreciate the Computer Programming course thus demotivating them in learning any programming related courses. Game-based learning approach using a Game-based Classroom Response System (GCRS) tool known as Kahoot is used to address this issue. This paper presents students' perceptions on Kahoot activity that they experienced in the classroom. The study was carried out by distributing a survey form to 120 students. Based on the feedback, majority of students enjoyed the activity and able to attract their interest in computer programming.
{"title":"Students' perceptions on game-based classroom response system in a computer programming course","authors":"H. Z. Abidin, F. Zaman","doi":"10.1109/ICEED.2017.8251203","DOIUrl":"https://doi.org/10.1109/ICEED.2017.8251203","url":null,"abstract":"The use of game-based learning in the classroom has turned out to be a trend nowadays. Most game-based learning tools and platforms are based on a quiz concept where the students can score points if they can choose the correct answer among multiple answers. Based on our experience in Faculty of Electrical Engineering, Universiti Teknologi MARA, most undergraduate students have difficulty to appreciate the Computer Programming course thus demotivating them in learning any programming related courses. Game-based learning approach using a Game-based Classroom Response System (GCRS) tool known as Kahoot is used to address this issue. This paper presents students' perceptions on Kahoot activity that they experienced in the classroom. The study was carried out by distributing a survey form to 120 students. Based on the feedback, majority of students enjoyed the activity and able to attract their interest in computer programming.","PeriodicalId":119785,"journal":{"name":"2017 IEEE 9th International Conference on Engineering Education (ICEED)","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2017-11-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"128393169","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2017-11-01DOI: 10.1109/ICEED.2017.8251176
J. Dargham, A. Chekima, Renee Chin Ka Yin, R. A. Lee
Planning is the first activity in the continuous improvement cycle. Thus, in this paper, a plan for producing graduates with higher ethical standard is presented. It is believed that a carrot and a stick system could change human behaviors. Thus, the presented framework uses rewards (carrots) and counseling (sticks) to enforce ethical behaviors among students during their first two years of study. Three ethical behaviors namely, regular attendance of learning activities, submitting of tasks on time, and not plagiarizing will be monitored. Merit or demerit points will be given for observing or not observing these behaviors. At the end of the training period, four types of merit certificates will be given to students with a specific amount of merit points. Those students who accumulate demerit points will be given counseling. The same merit/demerit point collected during the last two years will be used to assess the ethical behavior of students.
{"title":"Using merit/demerit for developing and assessing the affective domain","authors":"J. Dargham, A. Chekima, Renee Chin Ka Yin, R. A. Lee","doi":"10.1109/ICEED.2017.8251176","DOIUrl":"https://doi.org/10.1109/ICEED.2017.8251176","url":null,"abstract":"Planning is the first activity in the continuous improvement cycle. Thus, in this paper, a plan for producing graduates with higher ethical standard is presented. It is believed that a carrot and a stick system could change human behaviors. Thus, the presented framework uses rewards (carrots) and counseling (sticks) to enforce ethical behaviors among students during their first two years of study. Three ethical behaviors namely, regular attendance of learning activities, submitting of tasks on time, and not plagiarizing will be monitored. Merit or demerit points will be given for observing or not observing these behaviors. At the end of the training period, four types of merit certificates will be given to students with a specific amount of merit points. Those students who accumulate demerit points will be given counseling. The same merit/demerit point collected during the last two years will be used to assess the ethical behavior of students.","PeriodicalId":119785,"journal":{"name":"2017 IEEE 9th International Conference on Engineering Education (ICEED)","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2017-11-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"121823690","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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