Pub Date : 2023-01-01DOI: 10.18178/ijiet.2023.13.5.1871
J. Lin, Fang-Yi Su, Chieh-Ya Lin, K. Hsiao
The teaching of innovative technology in primary education in Taiwan is not enough at present. The National Science and Technology Museum cooperated with the university and the vocational high school to deliver the smart industry knowledge to senior high school students. Here, this research presented a 5-step design procedure to systematically develop an integrated teaching module for various issues. It is a demonstration example that the research generated an integrated teaching module for the smart industry’s issues by the design procedure. The knowledge database of module content was built and applied multiple teaching ways to enhance students’ attention. The module developed an e-book, one augmented reality (AR) game, one board game, and one package of teaching aids for maker education to introduce the historical developments of industrial revolutions, the internet of things, the smart vehicles, and the industrial robots. Furthermore, the learning outcome and the generic learning outcomes (GLOs) are the evaluation index and the evaluation method, respectively. By the framework of the GLOs, the questionnaire with a 5-level Likert scaling was designed for evaluating the module. By the experiment of demonstration teaching, the statistical analysis revealed that either students from the engineering or non-engineering departments have positive learning outcomes. A slight difference is in the category of “Activity, Behavior, and Progression”. The research inferred that the culture of the tested school and the students’ background could affect the learning outcomes. The result indicated that the integrated module is useful to science popularization learning of technological issues.
{"title":"Developing an Integrated Teaching Module for the Topic of Smart Industry in the Museum","authors":"J. Lin, Fang-Yi Su, Chieh-Ya Lin, K. Hsiao","doi":"10.18178/ijiet.2023.13.5.1871","DOIUrl":"https://doi.org/10.18178/ijiet.2023.13.5.1871","url":null,"abstract":"The teaching of innovative technology in primary education in Taiwan is not enough at present. The National Science and Technology Museum cooperated with the university and the vocational high school to deliver the smart industry knowledge to senior high school students. Here, this research presented a 5-step design procedure to systematically develop an integrated teaching module for various issues. It is a demonstration example that the research generated an integrated teaching module for the smart industry’s issues by the design procedure. The knowledge database of module content was built and applied multiple teaching ways to enhance students’ attention. The module developed an e-book, one augmented reality (AR) game, one board game, and one package of teaching aids for maker education to introduce the historical developments of industrial revolutions, the internet of things, the smart vehicles, and the industrial robots. Furthermore, the learning outcome and the generic learning outcomes (GLOs) are the evaluation index and the evaluation method, respectively. By the framework of the GLOs, the questionnaire with a 5-level Likert scaling was designed for evaluating the module. By the experiment of demonstration teaching, the statistical analysis revealed that either students from the engineering or non-engineering departments have positive learning outcomes. A slight difference is in the category of “Activity, Behavior, and Progression”. The research inferred that the culture of the tested school and the students’ background could affect the learning outcomes. The result indicated that the integrated module is useful to science popularization learning of technological issues.","PeriodicalId":36846,"journal":{"name":"International Journal of Information and Education Technology","volume":"1 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"67494400","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 : 2023-01-01DOI: 10.18178/ijiet.2023.13.5.1873
Rini Setyowati, S. Rochmat, Aman
Comics provide a visual, inventive, and sequential reading experience for students learning on their own. Both comics and history present narratives in chronological order. Students pay less attention to reading historical literature, requiring them to put more emphasis on their thinking skills. The author intends to determine how historical comic learning affects students’ critical thinking skills. This quasi-experimental mixed-method design included pre- and post-tests and interview group. A total of 184 students were divided evenly between two groups, each consisting of N=92 members: a control group and an experimental group. While members of the control group were taught to read textbooks through online instruction, members of the experimental group read historical comics learning media. The N-Gain test showed the treatment group’s critical thinking skills was 61.8% (Moderate) and the control group’s was 38.2% (Low). The ANOVA findings demonstrated a statistically significant relationship between historical comics learning media and critical thinking skills (F = 49.749; p = 0.000). The results indicate that using historical comics makes reading material more enjoyable, adds intrigue to stories, and improves students’ attention. In order to maximize critical thinking students’ skills, it is important to pay greater attention to the provision of engaging, interactive, and appropriate learning media.
{"title":"The Effect of Digital Learning of Historical Comics on Students‘ Critical Thinking Skills","authors":"Rini Setyowati, S. Rochmat, Aman","doi":"10.18178/ijiet.2023.13.5.1873","DOIUrl":"https://doi.org/10.18178/ijiet.2023.13.5.1873","url":null,"abstract":"Comics provide a visual, inventive, and sequential reading experience for students learning on their own. Both comics and history present narratives in chronological order. Students pay less attention to reading historical literature, requiring them to put more emphasis on their thinking skills. The author intends to determine how historical comic learning affects students’ critical thinking skills. This quasi-experimental mixed-method design included pre- and post-tests and interview group. A total of 184 students were divided evenly between two groups, each consisting of N=92 members: a control group and an experimental group. While members of the control group were taught to read textbooks through online instruction, members of the experimental group read historical comics learning media. The N-Gain test showed the treatment group’s critical thinking skills was 61.8% (Moderate) and the control group’s was 38.2% (Low). The ANOVA findings demonstrated a statistically significant relationship between historical comics learning media and critical thinking skills (F = 49.749; p = 0.000). The results indicate that using historical comics makes reading material more enjoyable, adds intrigue to stories, and improves students’ attention. In order to maximize critical thinking students’ skills, it is important to pay greater attention to the provision of engaging, interactive, and appropriate learning media.","PeriodicalId":36846,"journal":{"name":"International Journal of Information and Education Technology","volume":"1 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"67494480","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 : 2023-01-01DOI: 10.18178/ijiet.2023.13.5.1876
Changyu Liu, James L. Patnao, Jr.
During the epidemic period, colleges and universities in China have launched online teaching practices. Online teaching can break through geographical restrictions, with flexible class times and locations, and students can watch it repeatedly after class, which is an important advantage compared with traditional classroom teaching. However, in teaching practice, the teaching effect of online teaching is not very good. Through literature research and interviews with teachers and students, it is found that the inconsistent and imperfect functions of online teaching platforms, the poor autonomy and self-discipline of students’ online learning, and the low online teaching ability of teachers are important factors that affect the effect of online teaching. Based on this, corresponding countermeasures from the perspectives of colleges, students and teachers are proposed to help the development of online teaching in the future and improve the effect of online teaching: First, to strengthen the support of colleges and universities for teaching platforms and course resources, and accelerate the construction of a stable and efficient unified online teaching platform. The second is to strengthen the guidance of students to enhance their autonomy and self-discipline in online learning. The third is to improve teachers’ online teaching level and information technology literacy to ensure the quality of online teaching.
{"title":"Countermeasures for Improving Online Teaching Effect in Chinese Colleges and Universities during the Epidemic Period","authors":"Changyu Liu, James L. Patnao, Jr.","doi":"10.18178/ijiet.2023.13.5.1876","DOIUrl":"https://doi.org/10.18178/ijiet.2023.13.5.1876","url":null,"abstract":"During the epidemic period, colleges and universities in China have launched online teaching practices. Online teaching can break through geographical restrictions, with flexible class times and locations, and students can watch it repeatedly after class, which is an important advantage compared with traditional classroom teaching. However, in teaching practice, the teaching effect of online teaching is not very good. Through literature research and interviews with teachers and students, it is found that the inconsistent and imperfect functions of online teaching platforms, the poor autonomy and self-discipline of students’ online learning, and the low online teaching ability of teachers are important factors that affect the effect of online teaching. Based on this, corresponding countermeasures from the perspectives of colleges, students and teachers are proposed to help the development of online teaching in the future and improve the effect of online teaching: First, to strengthen the support of colleges and universities for teaching platforms and course resources, and accelerate the construction of a stable and efficient unified online teaching platform. The second is to strengthen the guidance of students to enhance their autonomy and self-discipline in online learning. The third is to improve teachers’ online teaching level and information technology literacy to ensure the quality of online teaching.","PeriodicalId":36846,"journal":{"name":"International Journal of Information and Education Technology","volume":"1 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"67494675","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 : 2023-01-01DOI: 10.18178/ijiet.2023.13.5.1879
Suroto, Sunyono, Een Yayah Haenilah, H. Hariri, Pargito, Nanang Trenggono
Presentation skills are considered as important skills in the workplace, in which the ability to give impressive presentations is needed. Therefore, it is necessary to evaluate how the presentations are performed in order to develop and improve presentation skills. This article aims to determine what evaluations can be used to evaluate student presentations in the online context learning. This research was conducted using a Systematic Literature Review (SLR) and a mapping approach, a process of identifying, categorizing, analyzing, evaluating, and interpreting articles that have been indexed in a well-known databases within a timeframe of 2012-2022. The literature review in this study was reviewed based on the Scopus databases as the primary source. The results indicate that teacher evaluation, peer evaluation, self assessment, team assessment, and formative tests can be used effectively for evaluating online presentations using video, live online meetings, online platforms, social media, and game-based applications. The findings are expected to be useful in developing students’ oral presentation skills and transferable skills. In light of these findings, this article also offers a number of implications and recommendations for further research.
{"title":"Evaluation of Presentation Skills in the Context of Online Learning: A Literature Review","authors":"Suroto, Sunyono, Een Yayah Haenilah, H. Hariri, Pargito, Nanang Trenggono","doi":"10.18178/ijiet.2023.13.5.1879","DOIUrl":"https://doi.org/10.18178/ijiet.2023.13.5.1879","url":null,"abstract":"Presentation skills are considered as important skills in the workplace, in which the ability to give impressive presentations is needed. Therefore, it is necessary to evaluate how the presentations are performed in order to develop and improve presentation skills. This article aims to determine what evaluations can be used to evaluate student presentations in the online context learning. This research was conducted using a Systematic Literature Review (SLR) and a mapping approach, a process of identifying, categorizing, analyzing, evaluating, and interpreting articles that have been indexed in a well-known databases within a timeframe of 2012-2022. The literature review in this study was reviewed based on the Scopus databases as the primary source. The results indicate that teacher evaluation, peer evaluation, self assessment, team assessment, and formative tests can be used effectively for evaluating online presentations using video, live online meetings, online platforms, social media, and game-based applications. The findings are expected to be useful in developing students’ oral presentation skills and transferable skills. In light of these findings, this article also offers a number of implications and recommendations for further research.","PeriodicalId":36846,"journal":{"name":"International Journal of Information and Education Technology","volume":"1 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"67494921","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 : 2023-01-01DOI: 10.18178/ijiet.2023.13.6.1885
M. Samonte, G. E. Acuna, L. A. Alvarez, Jeffrey Miraflores
E-learning has become one of the most extensively used electronic systems in the field of education. Despite its benefits, there are some capabilities and concerns that may have a negative impact on students’ performance. As a result, personalized e-learning systems are being developed, which adapt e-learning systems to the users’ personality, knowledge, behavior, interests, or preferences. This will improve the overall learning experience and performance of the students. This study created and tested an e-learning system, called “Cybele” to help students learn cybersecurity in an online mode of learning. “Cybele” is a personality-based virtual instructor for cybersecurity online learning that includes a chatbot built using Rasa Open Source. The paper used Myers-Briggs Type Indicator (MBTI) personality model for initial learner assessment to address various student learning styles for a better online learning experience. Testing was done for the system functionality and the traditional learning approach was compared to the personalized e-learning system. Results show that students who participated in the developed adaptive e-learning environment performed better than those who pursue the traditional learning method.
{"title":"A Personality-Based Virtual Tutor for Adaptive Online Learning System","authors":"M. Samonte, G. E. Acuna, L. A. Alvarez, Jeffrey Miraflores","doi":"10.18178/ijiet.2023.13.6.1885","DOIUrl":"https://doi.org/10.18178/ijiet.2023.13.6.1885","url":null,"abstract":"E-learning has become one of the most extensively used electronic systems in the field of education. Despite its benefits, there are some capabilities and concerns that may have a negative impact on students’ performance. As a result, personalized e-learning systems are being developed, which adapt e-learning systems to the users’ personality, knowledge, behavior, interests, or preferences. This will improve the overall learning experience and performance of the students. This study created and tested an e-learning system, called “Cybele” to help students learn cybersecurity in an online mode of learning. “Cybele” is a personality-based virtual instructor for cybersecurity online learning that includes a chatbot built using Rasa Open Source. The paper used Myers-Briggs Type Indicator (MBTI) personality model for initial learner assessment to address various student learning styles for a better online learning experience. Testing was done for the system functionality and the traditional learning approach was compared to the personalized e-learning system. Results show that students who participated in the developed adaptive e-learning environment performed better than those who pursue the traditional learning method.","PeriodicalId":36846,"journal":{"name":"International Journal of Information and Education Technology","volume":"1 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"67495065","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 : 2023-01-01DOI: 10.18178/ijiet.2023.13.7.1901
Muteeb Alahmari, M. Jdaitawi, Mohammad Alzahrani, M. Kholif, R. Ghanem, Nahed Nasr
Augmented reality technology has a significant influence on the teaching approach provided to students with special needs. This type of technology particularly affects students’ level of self-efficacy, and was the premise for conducting the research. In this four-week quasi-experimental study, a pre- and post-test control group design was adopted. 24 students with special needs were randomly assigned to the augmented reality (AR) application group and the control group. Self-efficacy was measured depending on previous studies in a new technological environment. The results showed significant main effects for the AR on students’ self-efficacy, as AR group indicated to have higher total score than control group. The paired sample t-test overall mean scores indicated a significant increase in the self-efficacy of the students. For the experimental group, results showed an increase in the mean score of self-efficacy from pre to post-tests. The paired sample t-test overall mean scores indicated a significant, with the differences in the mean scores being −1.694, indicating a considerable increase. This study concluded that AR has significant effects on students with special needs, and that it can undoubtedly contribute to the teaching-learning process.
{"title":"Promoting Self-efficacy for Students with Special Needs through Augmented Reality","authors":"Muteeb Alahmari, M. Jdaitawi, Mohammad Alzahrani, M. Kholif, R. Ghanem, Nahed Nasr","doi":"10.18178/ijiet.2023.13.7.1901","DOIUrl":"https://doi.org/10.18178/ijiet.2023.13.7.1901","url":null,"abstract":"Augmented reality technology has a significant influence on the teaching approach provided to students with special needs. This type of technology particularly affects students’ level of self-efficacy, and was the premise for conducting the research. In this four-week quasi-experimental study, a pre- and post-test control group design was adopted. 24 students with special needs were randomly assigned to the augmented reality (AR) application group and the control group. Self-efficacy was measured depending on previous studies in a new technological environment. The results showed significant main effects for the AR on students’ self-efficacy, as AR group indicated to have higher total score than control group. The paired sample t-test overall mean scores indicated a significant increase in the self-efficacy of the students. For the experimental group, results showed an increase in the mean score of self-efficacy from pre to post-tests. The paired sample t-test overall mean scores indicated a significant, with the differences in the mean scores being −1.694, indicating a considerable increase. This study concluded that AR has significant effects on students with special needs, and that it can undoubtedly contribute to the teaching-learning process.","PeriodicalId":36846,"journal":{"name":"International Journal of Information and Education Technology","volume":"1 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"67495089","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 : 2023-01-01DOI: 10.18178/ijiet.2023.13.7.1917
T. Rihatno, S. Nuraini
During the COVID-19 pandemic, online learning in physical and health education encountered multiple barriers and resistance. Barriers faced in online learning include inadequate facilities and infrastructure, mastery of technology by teachers, and limited internet networks. So, to measure the achievement of PESH learning objectives, an evaluation process is needed. The Physical Education, Sport, and Health (PESH) quantitative survey research aims to evaluate the success of PESH online learning in elementary schools. It used random sampling technique and obtained a sample of 188 respondents in Yogyakarta. In addition, students, teachers, principals, and vice-principals in five elementary schools participated in the research respondents. The second-order partial least squares structural equation modeling (PLS-SEM) technique was used to test the structural model because of the complexity of the constructs and indicators, which consisting of 5 measurements, 13 aspects, 43 constructs, and 21 hypotheses. The evaluation of the measurement and structural models has met the cut-off values in this literature. Overall, each indicator can explain the variance of the success of online learning evaluation with an average of 88.821%. Each variable has a significant influence on the average success of learning outcomes. The overall recapitulation of the online learning evaluation results obtained >80% with the input variable obtaining an average of 90.359%. Student characteristics and facilities and infrastructure learning are the most dominant in the acquisition of learning evaluation achievements. The recommendation that researchers put forward is that schools should increase the provision of facilities and infrastructure and internet networks so that the implementation of technology and mastery of the material by teachers can be carried out better.
{"title":"Evaluation of Physical and Health Education Online Learning in Elementary Schools: PLS-SEM Approach","authors":"T. Rihatno, S. Nuraini","doi":"10.18178/ijiet.2023.13.7.1917","DOIUrl":"https://doi.org/10.18178/ijiet.2023.13.7.1917","url":null,"abstract":"During the COVID-19 pandemic, online learning in physical and health education encountered multiple barriers and resistance. Barriers faced in online learning include inadequate facilities and infrastructure, mastery of technology by teachers, and limited internet networks. So, to measure the achievement of PESH learning objectives, an evaluation process is needed. The Physical Education, Sport, and Health (PESH) quantitative survey research aims to evaluate the success of PESH online learning in elementary schools. It used random sampling technique and obtained a sample of 188 respondents in Yogyakarta. In addition, students, teachers, principals, and vice-principals in five elementary schools participated in the research respondents. The second-order partial least squares structural equation modeling (PLS-SEM) technique was used to test the structural model because of the complexity of the constructs and indicators, which consisting of 5 measurements, 13 aspects, 43 constructs, and 21 hypotheses. The evaluation of the measurement and structural models has met the cut-off values in this literature. Overall, each indicator can explain the variance of the success of online learning evaluation with an average of 88.821%. Each variable has a significant influence on the average success of learning outcomes. The overall recapitulation of the online learning evaluation results obtained >80% with the input variable obtaining an average of 90.359%. Student characteristics and facilities and infrastructure learning are the most dominant in the acquisition of learning evaluation achievements. The recommendation that researchers put forward is that schools should increase the provision of facilities and infrastructure and internet networks so that the implementation of technology and mastery of the material by teachers can be carried out better.","PeriodicalId":36846,"journal":{"name":"International Journal of Information and Education Technology","volume":"1 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"67495293","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 : 2023-01-01DOI: 10.18178/ijiet.2023.13.6.1895
Mohd Khairulnizam Ramlie, A. Ali, Mohd Nasiruddin Abd Aziz, Nur Hisham Ibrahim
In a previous study, we made some new discoveries regarding the use of holograms, particularly as a substitute for classroom instructors. The appropriate hologram tutor character is an important topic to study, considering that the character design as a hologram can significantly influence student learning emotions. In addition, the character design of the hologram tutor is believed to influence the student’s learning experience (LX). Since hologram tutors can have a positive impact on learning sessions, their use should be maintained. However, one of the issues that will hamper the use of hologram tutors in the future is the size of the platform, which is big and challenging to handle. In fact, hologram technology can also utilize the Talking-Head application. This 3D Hologram Talking-head is more manageable due to its smaller size. However, since the 3D Hologram Talking-head only displays the character’s head, the effect of using it on students’ learning emotions remained unclear. Therefore, in the context of this study, we will determine the emotional responses of students to the use of 3D Hologram Talking-Heads with different levels of realism of various characters.
{"title":"A Conceptual Framework for 3D Hologram Talking-Head Character Design","authors":"Mohd Khairulnizam Ramlie, A. Ali, Mohd Nasiruddin Abd Aziz, Nur Hisham Ibrahim","doi":"10.18178/ijiet.2023.13.6.1895","DOIUrl":"https://doi.org/10.18178/ijiet.2023.13.6.1895","url":null,"abstract":"In a previous study, we made some new discoveries regarding the use of holograms, particularly as a substitute for classroom instructors. The appropriate hologram tutor character is an important topic to study, considering that the character design as a hologram can significantly influence student learning emotions. In addition, the character design of the hologram tutor is believed to influence the student’s learning experience (LX). Since hologram tutors can have a positive impact on learning sessions, their use should be maintained. However, one of the issues that will hamper the use of hologram tutors in the future is the size of the platform, which is big and challenging to handle. In fact, hologram technology can also utilize the Talking-Head application. This 3D Hologram Talking-head is more manageable due to its smaller size. However, since the 3D Hologram Talking-head only displays the character’s head, the effect of using it on students’ learning emotions remained unclear. Therefore, in the context of this study, we will determine the emotional responses of students to the use of 3D Hologram Talking-Heads with different levels of realism of various characters.","PeriodicalId":36846,"journal":{"name":"International Journal of Information and Education Technology","volume":"1 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"67495518","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 : 2023-01-01DOI: 10.18178/ijiet.2023.13.7.1900
Hestiasari Rante, M. A. Zainuddin, Cahya Miranto, Felix Pasila, William Irawan, Evianita Dewi Fajrianti
Merdeka Belajar (the freedom to learn) in Indonesia emerged indirectly with the COVID-19 pandemic. Merdeka Belajar is a form of learning that aims to create an innovative, non-restrictive learning culture. With this idea, the development of online education is growing rapidly from online meetings to a virtual format and the development of online resources, rapidly available and broadly accessible. Social virtual reality (SVR) refers to popular 3D virtual spaces in which multiple people can engage with one another. This research aims to develop an SVR application as learning media by implementing Meta Avatar SDK with voice chat and lip sync features to mimic facial expressions. Based on the performance testing results, the application can render at an average of 76 frames per second. Based on the results of trials to 14 respondent, we measure satisfaction and interest level using the PIECES (performance, information and data, economics, control and security, efficiency, and service) Framework. The average value of interest is 4.19 and the average value of satisfaction is 4.13. This proves that the respondents are interested
{"title":"Development of Social Virtual Reality (SVR) as Collaborative Learning Media to Support Merdeka Belajar","authors":"Hestiasari Rante, M. A. Zainuddin, Cahya Miranto, Felix Pasila, William Irawan, Evianita Dewi Fajrianti","doi":"10.18178/ijiet.2023.13.7.1900","DOIUrl":"https://doi.org/10.18178/ijiet.2023.13.7.1900","url":null,"abstract":"Merdeka Belajar (the freedom to learn) in Indonesia emerged indirectly with the COVID-19 pandemic. Merdeka Belajar is a form of learning that aims to create an innovative, non-restrictive learning culture. With this idea, the development of online education is growing rapidly from online meetings to a virtual format and the development of online resources, rapidly available and broadly accessible. Social virtual reality (SVR) refers to popular 3D virtual spaces in which multiple people can engage with one another. This research aims to develop an SVR application as learning media by implementing Meta Avatar SDK with voice chat and lip sync features to mimic facial expressions. Based on the performance testing results, the application can render at an average of 76 frames per second. Based on the results of trials to 14 respondent, we measure satisfaction and interest level using the PIECES (performance, information and data, economics, control and security, efficiency, and service) Framework. The average value of interest is 4.19 and the average value of satisfaction is 4.13. This proves that the respondents are interested","PeriodicalId":36846,"journal":{"name":"International Journal of Information and Education Technology","volume":"1 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"67495536","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 : 2023-01-01DOI: 10.18178/ijiet.2023.13.9.1935
David McIntosh, Waleed Al-Nuaimy, Ali Al Ataby, Ian Sandall, Valerio Selis, Shawnee Allen
Engineering education can be particularly challenging when dealing with abstract or highly technical concepts such as mathematics, signals, digital electronics, electronic systems, and programming. Tutorial sessions are often ineffective as a result of poor attendance and engagement, with these effects exacerbated by large class sizes, non-homogenous student groups, and the pressures of hybrid and remote learning. Gamification of some aspects of formative assessments and tutorials using mobile and app-based quizzes has proved to be successful in improving lecture theatre dynamics, reducing distractions and enhancing student attendance and engagement. Such gamified sessions can be perceived as engaging, competitive, visually appealing, and entertaining, while providing instant feedback and empowering students to navigate their own learning. Careful gamification of problem classes for engineering topics can enable more effective self-regulation of learning through a combination of effort regulation and metacognition. This paper presents both lowand high-threshold gamification strategies adopted in a U.K. higher education setting to enhance student learning in a set of challenging undergraduate engineering courses ranging from less than 30 students to more than 180 students, and qualitatively assesses impact and student reactions. While there is much literature canvassing student opinions on gamification, extensive individual student voice tends to be missing. Therefore, one of our authors, who is a recent graduate, presents a detailed reflection on her experiences of gamification. Finally, we present some conclusions for further exploration and adoption by practitioners, considering the most effective ways to deploy the various types of gamification. These conclusions include recommendations to use app-based quiz games with anonymous participation both within and outside the classroom, gamifying either single sessions or the course as a whole, and the need to continue supplementing quiz-game learning with more traditional problems and worked solutions.
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