Pub Date : 2024-01-25DOI: 10.3991/ijim.v18i02.45961
Heni Masruroh, A. Sahrina, Diky Al Khalidy, Edy Trihatmoko
Nowadays, the limitations of media in geo-environmental learning present a significant challenge, as media plays an indispensable role in fostering students’ comprehensive understanding. Employing technology capable of delivering comprehensive landscape information is crucial for effective environmental education. Utilizing Unmanned Aerial Vehicles (UAVs) and 360-degree panoramic cameras represents a judicious technological choice, which can be seamlessly integrated into virtual tours. This research aims to develop a Mobile Virtual Tour (Movie-Tour) as a medium to support learning, especially for materials regarding environmental geography. The research and development (RnD) method is used in research with the ADDIE model (Analysis, Design, Development, Implementation and Evaluation). Data collection for the development of the product involved conducting a need assessment, performing validation tests and conducting trials with students. To gather field data for creating environmental geography materials for the Movie-Tour product, we utilized an Unmanned Aerial Vehicle (UAV) and a 360-degree stereoscopic camera. The results demonstrate that Movie- Tour is an educational medium capable of delivering an immersive learning experience and comprehensive materials, allowing for the virtual visualization of real-world conditions in the field. This capability enhances students’ engagement in exploring physical geography conditions, fosters independent knowledge acquisition, and nurtures their innate curiosity. Movie-Tour stands as a potent and practical educational tool, offering an effective and secure learning experience for students, eliminating the need for direct field visits.
{"title":"Generating Mobile Virtual Tour Using UAV and 360 Degree Panorama for Geography-Environmental Learning in Higher Educationw","authors":"Heni Masruroh, A. Sahrina, Diky Al Khalidy, Edy Trihatmoko","doi":"10.3991/ijim.v18i02.45961","DOIUrl":"https://doi.org/10.3991/ijim.v18i02.45961","url":null,"abstract":"Nowadays, the limitations of media in geo-environmental learning present a significant challenge, as media plays an indispensable role in fostering students’ comprehensive understanding. Employing technology capable of delivering comprehensive landscape information is crucial for effective environmental education. Utilizing Unmanned Aerial Vehicles (UAVs) and 360-degree panoramic cameras represents a judicious technological choice, which can be seamlessly integrated into virtual tours. This research aims to develop a Mobile Virtual Tour (Movie-Tour) as a medium to support learning, especially for materials regarding environmental geography. The research and development (RnD) method is used in research with the ADDIE model (Analysis, Design, Development, Implementation and Evaluation). Data collection for the development of the product involved conducting a need assessment, performing validation tests and conducting trials with students. To gather field data for creating environmental geography materials for the Movie-Tour product, we utilized an Unmanned Aerial Vehicle (UAV) and a 360-degree stereoscopic camera. The results demonstrate that Movie- Tour is an educational medium capable of delivering an immersive learning experience and comprehensive materials, allowing for the virtual visualization of real-world conditions in the field. This capability enhances students’ engagement in exploring physical geography conditions, fosters independent knowledge acquisition, and nurtures their innate curiosity. Movie-Tour stands as a potent and practical educational tool, offering an effective and secure learning experience for students, eliminating the need for direct field visits.","PeriodicalId":507995,"journal":{"name":"International Journal of Interactive Mobile Technologies (iJIM)","volume":"51 9","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-01-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139598799","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 : 2024-01-25DOI: 10.3991/ijim.v18i02.46613
Pornchai Kitcharoen, S. Howimanporn, S. Chookaew
The rapid increase in new challenges of the combination of the Internet of Things (IoT) and artificial intelligence (AI), which are emerging technologies, can play a compelling role in prompting the development of artificial intelligence Internet of Things (AIoT). Therefore, the demand for AI competencies for everyone will increase. Educational institutes focus on encouraging AI education because the demand for AI-literate workers will increase in the industrial sector. However, teachers’ lack of AI knowledge is a significant barrier to AI education. Thus, developing the teacher’s AI competencies and educating them about how to use and teach students is critical. In this study, we proposed artificial intelligence of things professional development (AIoT-PD) training to prepare the AI competencies of teachers ready to teach. A quasi-experimental design with a two-day training workshop was conducted among 13 teachers to examine its impact on AI competencies, including AI knowledge, AI skill, and AI attitude. The quantitative data were collected via a pretest and posttest after the training activity, while qualitative data were collected via interviews. This study showed that teachers’ AI knowledge significantly improved. These findings revealed the AIoT training workshop’s effectiveness in enhancing teachers’ AI competencies, which can help them effectively teach students in AI education.
{"title":"Enhancing Teachers’ AI Competencies through Artificial Intelligence of Things Professional Development Training","authors":"Pornchai Kitcharoen, S. Howimanporn, S. Chookaew","doi":"10.3991/ijim.v18i02.46613","DOIUrl":"https://doi.org/10.3991/ijim.v18i02.46613","url":null,"abstract":"The rapid increase in new challenges of the combination of the Internet of Things (IoT) and artificial intelligence (AI), which are emerging technologies, can play a compelling role in prompting the development of artificial intelligence Internet of Things (AIoT). Therefore, the demand for AI competencies for everyone will increase. Educational institutes focus on encouraging AI education because the demand for AI-literate workers will increase in the industrial sector. However, teachers’ lack of AI knowledge is a significant barrier to AI education. Thus, developing the teacher’s AI competencies and educating them about how to use and teach students is critical. In this study, we proposed artificial intelligence of things professional development (AIoT-PD) training to prepare the AI competencies of teachers ready to teach. A quasi-experimental design with a two-day training workshop was conducted among 13 teachers to examine its impact on AI competencies, including AI knowledge, AI skill, and AI attitude. The quantitative data were collected via a pretest and posttest after the training activity, while qualitative data were collected via interviews. This study showed that teachers’ AI knowledge significantly improved. These findings revealed the AIoT training workshop’s effectiveness in enhancing teachers’ AI competencies, which can help them effectively teach students in AI education.","PeriodicalId":507995,"journal":{"name":"International Journal of Interactive Mobile Technologies (iJIM)","volume":"99 12","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-01-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139596770","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 : 2024-01-25DOI: 10.3991/ijim.v18i02.46623
I. Kostikova, Liudmyla Holubnycha, T. Besarab, Olena Moshynska, Tetiana Moroz, Iuliia Shamaieva
Digitalization of all life spheres is the reality of modern world development. The global digitization creates a powerful information environment. Its navigation requires serious tools for structuring, systematizing and processing information. Digital processes, as the most progressive, are in constant development. Artificial Intelligence (AI) is gaining popularity. The latest product that has created a lot of discussion is СhatGPT (Generative Pre-trained Transformer) from OpenAI, which is an artificial intelligence chatbot that demonstrates the ability of digital devices to perform the tasks inherent to intelligent beings. The paper shows some issues of using ChatGPT for making a new course of Law English, a curriculum, a syllabus at the tertiary level removing concerns related to its application and utilization. The purpose of the manuscript is to describe a real case of working out a professional English course for university students applying ChatGPT. The methods of analysis, synthesis, case study, expert assessment were used. The results are as follows: a new course for Law English training, a curriculum, a syllabus and a textbook using content created by ChatGPT were readied. The conclusion is that, nowadays, everything can be taught by a teacher partly with an AI. ChatGPT can be used for a wide variety of educational purposes, including providing information, generating necessary texts, tasks, tests, and answering many questions. Most of the mentioned ChatGPT services are important educational elements in language teaching and learning, they can be used for professional English course development.
{"title":"Chat GPT for Professional English Course Development","authors":"I. Kostikova, Liudmyla Holubnycha, T. Besarab, Olena Moshynska, Tetiana Moroz, Iuliia Shamaieva","doi":"10.3991/ijim.v18i02.46623","DOIUrl":"https://doi.org/10.3991/ijim.v18i02.46623","url":null,"abstract":"Digitalization of all life spheres is the reality of modern world development. The global digitization creates a powerful information environment. Its navigation requires serious tools for structuring, systematizing and processing information. Digital processes, as the most progressive, are in constant development. Artificial Intelligence (AI) is gaining popularity. The latest product that has created a lot of discussion is СhatGPT (Generative Pre-trained Transformer) from OpenAI, which is an artificial intelligence chatbot that demonstrates the ability of digital devices to perform the tasks inherent to intelligent beings. The paper shows some issues of using ChatGPT for making a new course of Law English, a curriculum, a syllabus at the tertiary level removing concerns related to its application and utilization. The purpose of the manuscript is to describe a real case of working out a professional English course for university students applying ChatGPT. The methods of analysis, synthesis, case study, expert assessment were used. The results are as follows: a new course for Law English training, a curriculum, a syllabus and a textbook using content created by ChatGPT were readied. The conclusion is that, nowadays, everything can be taught by a teacher partly with an AI. ChatGPT can be used for a wide variety of educational purposes, including providing information, generating necessary texts, tasks, tests, and answering many questions. Most of the mentioned ChatGPT services are important educational elements in language teaching and learning, they can be used for professional English course development.","PeriodicalId":507995,"journal":{"name":"International Journal of Interactive Mobile Technologies (iJIM)","volume":"25 18","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-01-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139597216","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 : 2024-01-25DOI: 10.3991/ijim.v18i02.42985
Nabila Azdad, Mohamed Elboukhari
Recently, Wireless Body Area Networks (WBANs) have emerged as a significant breakthrough in the healthcare sector due to their immense potential to revolutionize health outcomes. This type of network is able to support a diverse range of applications with traffic rates ranging from several bits per hour up to 10 megabits per second. The challenge lies in accommodating this wide range of applications and meeting their distinct requirements using a single suitably flexible medium access control protocol. In response to this challenge, our paper proposes a novel Traffic Adaptive MAC protocol designed specifically for the regular traffic of WBANs. This innovative protocol dynamically adapts its operation based on the observed traffic, leading to significant efficiency gains compared to the standardized MAC protocols IEEE 802.15.4 and IEEE 802.15.6. Our contribution aims to address the critical need for a tailored and adaptive MAC protocol that can seamlessly handle varying traffic loads within WBANs. By incorporating our protocol, we envision enhanced communication efficiency and improved performance, unlocking new possibilities for healthcare applications and ultimately revolutionizing the healthcare industry.
最近，无线体域网（WBAN）在医疗保健领域取得了重大突破，因为它具有彻底改变健康状况的巨大潜力。这类网络能够支持各种不同的应用，流量速率从每小时几比特到每秒 10 兆比特不等。我们面临的挑战是，如何使用一个灵活的介质访问控制协议来适应如此广泛的应用并满足其不同的要求。为了应对这一挑战，我们的论文提出了一种新颖的流量自适应 MAC 协议，专门针对 WBAN 的常规流量而设计。与标准化的 MAC 协议 IEEE 802.15.4 和 IEEE 802.15.6 相比，这一创新协议可根据观察到的流量动态调整其操作，从而显著提高效率。我们的贡献旨在满足对定制化自适应 MAC 协议的迫切需求，该协议可无缝处理 WBAN 内的不同流量负载。通过采用我们的协议，我们设想提高通信效率和性能，为医疗保健应用带来新的可能性，并最终彻底改变医疗保健行业。
{"title":"FOTA-MAC: A Novel Traffic Adaptive MAC Protocol for Wireless Body Area Networks","authors":"Nabila Azdad, Mohamed Elboukhari","doi":"10.3991/ijim.v18i02.42985","DOIUrl":"https://doi.org/10.3991/ijim.v18i02.42985","url":null,"abstract":"Recently, Wireless Body Area Networks (WBANs) have emerged as a significant breakthrough in the healthcare sector due to their immense potential to revolutionize health outcomes. This type of network is able to support a diverse range of applications with traffic rates ranging from several bits per hour up to 10 megabits per second. The challenge lies in accommodating this wide range of applications and meeting their distinct requirements using a single suitably flexible medium access control protocol. In response to this challenge, our paper proposes a novel Traffic Adaptive MAC protocol designed specifically for the regular traffic of WBANs. This innovative protocol dynamically adapts its operation based on the observed traffic, leading to significant efficiency gains compared to the standardized MAC protocols IEEE 802.15.4 and IEEE 802.15.6. Our contribution aims to address the critical need for a tailored and adaptive MAC protocol that can seamlessly handle varying traffic loads within WBANs. By incorporating our protocol, we envision enhanced communication efficiency and improved performance, unlocking new possibilities for healthcare applications and ultimately revolutionizing the healthcare industry.","PeriodicalId":507995,"journal":{"name":"International Journal of Interactive Mobile Technologies (iJIM)","volume":"14 17","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-01-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139595615","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 : 2024-01-25DOI: 10.3991/ijim.v18i02.44623
Nila Navarro, Denis Cedeño-Moreno, Victor Lopez, Ericka Matus, Ivonne Núñez, Dimas H. Concepción
Aging brings with it physical and cognitive changes that can lead to health problems such as chronic disease and cognitive impairment. Technology is a fundamental ally in improving the quality of life of older adults by enabling accurate and early diagnosis. In this context, we present a mobile application designed to provide emotional support and guidance, thus contributing to the well-being of this demographic group. Our study was based on quantitative research methods, using an experimental approach on a sample of users aged between 60 and 80 years. The results showed that 93.3% of users found the app to be a useful resource for adopting a healthier lifestyle. The app provides specific recommendations, such as breathing exercises to reduce anxiety, recreational activities, exercises tailored to physical ability, and meditation practices. These specific features have been shown to improve the well-being of older adults by providing a personalized approach to the challenges of aging.
{"title":"Mobile Recommendation System to Provide Emotional Support and Promote Active Aging for Older Adults in the Republic of Panama","authors":"Nila Navarro, Denis Cedeño-Moreno, Victor Lopez, Ericka Matus, Ivonne Núñez, Dimas H. Concepción","doi":"10.3991/ijim.v18i02.44623","DOIUrl":"https://doi.org/10.3991/ijim.v18i02.44623","url":null,"abstract":"Aging brings with it physical and cognitive changes that can lead to health problems such as chronic disease and cognitive impairment. Technology is a fundamental ally in improving the quality of life of older adults by enabling accurate and early diagnosis. In this context, we present a mobile application designed to provide emotional support and guidance, thus contributing to the well-being of this demographic group. Our study was based on quantitative research methods, using an experimental approach on a sample of users aged between 60 and 80 years. The results showed that 93.3% of users found the app to be a useful resource for adopting a healthier lifestyle. The app provides specific recommendations, such as breathing exercises to reduce anxiety, recreational activities, exercises tailored to physical ability, and meditation practices. These specific features have been shown to improve the well-being of older adults by providing a personalized approach to the challenges of aging.","PeriodicalId":507995,"journal":{"name":"International Journal of Interactive Mobile Technologies (iJIM)","volume":"7 6","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-01-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139595860","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}
As technology progresses, there has been an increasing interest in using Chatbot GPT (Generative Pre-trained Transformer) in education. Chatbot GPT, or ChatGPT, gained one million users within the first week of launching in November 2022 and had amassed over 100 million active users by February 2023. This type of artificial intelligence uses natural language processing to convert it into a user. This paper presents a comprehensive analysis and review of 34 articles published on ChatGPT and its potential impact on education by utilizing the PRISMA (Preferred Reporting Items for Systematic Reviews and Meta-Analyses) methodology. This review analyzed various studies and articles to examine the strengths and limitations of GPT language models in education from 2018 to the present. The advantages of ChatGPT include its capacity to provide personalized and adaptive learning, instant feedback, and improved accessibility. However, there are potential drawbacks, such as the lack of emotional intelligence, the risk of overreliance on technology, and privacy concerns. This review suggests that ChatGPT has significant promise for education yet reinforces the necessity for further research and careful consideration of possible risks and limitations. Specifically, it pointed out potential invisible manipulations by instructing ChatGPT to answer educationrelated topics. The paper concludes by discussing the implications of ChatGPT for the future of education and emphasizing the need for further research in this field.
{"title":"An In-Depth Review of ChatGPT’s Pros and Cons for Learning and Teaching in Education","authors":"Agariadne Dwinggo Samala, Xiaoming Zhai, Kumiko Aoki, Ljubiša Bojić, Simona Žikić","doi":"10.3991/ijim.v18i02.46509","DOIUrl":"https://doi.org/10.3991/ijim.v18i02.46509","url":null,"abstract":"As technology progresses, there has been an increasing interest in using Chatbot GPT (Generative Pre-trained Transformer) in education. Chatbot GPT, or ChatGPT, gained one million users within the first week of launching in November 2022 and had amassed over 100 million active users by February 2023. This type of artificial intelligence uses natural language processing to convert it into a user. This paper presents a comprehensive analysis and review of 34 articles published on ChatGPT and its potential impact on education by utilizing the PRISMA (Preferred Reporting Items for Systematic Reviews and Meta-Analyses) methodology. This review analyzed various studies and articles to examine the strengths and limitations of GPT language models in education from 2018 to the present. The advantages of ChatGPT include its capacity to provide personalized and adaptive learning, instant feedback, and improved accessibility. However, there are potential drawbacks, such as the lack of emotional intelligence, the risk of overreliance on technology, and privacy concerns. This review suggests that ChatGPT has significant promise for education yet reinforces the necessity for further research and careful consideration of possible risks and limitations. Specifically, it pointed out potential invisible manipulations by instructing ChatGPT to answer educationrelated topics. The paper concludes by discussing the implications of ChatGPT for the future of education and emphasizing the need for further research in this field.","PeriodicalId":507995,"journal":{"name":"International Journal of Interactive Mobile Technologies (iJIM)","volume":"1 3","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-01-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139595923","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 : 2024-01-25DOI: 10.3991/ijim.v18i02.44749
Kateřina Berková, Katarína Krpálková Krelová, P. Krpálek, Tereza Vacínová, Andrea Kubisová
Secondary school teachers’ attitudes towards online learning tools have been modified by systemic measures adopted in the school network as a result of COVID-19. This unexpected crisis situation forced schools to quickly implement digital infrastructure and look for optimal methods of online education. The aim of this study is to investigate on which factors (gender, age and subject area taught) the use of online tools for teaching activities depends. The aim is also to explore the subjective emotional experience of teachers when using online tools and the reasons of their perceived stress in distance education in the Covid era. The factors influencing the use of online tools for teaching, teachers’ subjective emotional experiences of using online tools, and the reasons for teachers’ perceived burden in distance education in the COVID era are analyzed using Welch’s ANOVA test and Games-Howell’s Post-Hoc test. The correlation values focused on teachers’ perceived feelings using online teaching tools are calculated by Pearson’s correlation coefficient. The results are directed towards the level of teachers’ emotional experience in the context of using online tools for the respective activity. Satisfaction and well-being are experienced by teachers when explaining, activating students, assigning written work, and providing information resources. The study identified a major problem in education, which is the use of online tools for oral examinations. Another problem is the integration of homework into online education. The study has practical impact on the integration of teachers’ digital competences. A holistic approach should be developed in teacher training, seeking to fully integrate digital competences, and social and health aspects should also be taken into account.
{"title":"Secondary School Teachers’ Attitudes Towards Online Learning Tools: Teachers’ Behaviour in Distance Education","authors":"Kateřina Berková, Katarína Krpálková Krelová, P. Krpálek, Tereza Vacínová, Andrea Kubisová","doi":"10.3991/ijim.v18i02.44749","DOIUrl":"https://doi.org/10.3991/ijim.v18i02.44749","url":null,"abstract":"Secondary school teachers’ attitudes towards online learning tools have been modified by systemic measures adopted in the school network as a result of COVID-19. This unexpected crisis situation forced schools to quickly implement digital infrastructure and look for optimal methods of online education. The aim of this study is to investigate on which factors (gender, age and subject area taught) the use of online tools for teaching activities depends. The aim is also to explore the subjective emotional experience of teachers when using online tools and the reasons of their perceived stress in distance education in the Covid era. The factors influencing the use of online tools for teaching, teachers’ subjective emotional experiences of using online tools, and the reasons for teachers’ perceived burden in distance education in the COVID era are analyzed using Welch’s ANOVA test and Games-Howell’s Post-Hoc test. The correlation values focused on teachers’ perceived feelings using online teaching tools are calculated by Pearson’s correlation coefficient. The results are directed towards the level of teachers’ emotional experience in the context of using online tools for the respective activity. Satisfaction and well-being are experienced by teachers when explaining, activating students, assigning written work, and providing information resources. The study identified a major problem in education, which is the use of online tools for oral examinations. Another problem is the integration of homework into online education. The study has practical impact on the integration of teachers’ digital competences. A holistic approach should be developed in teacher training, seeking to fully integrate digital competences, and social and health aspects should also be taken into account.","PeriodicalId":507995,"journal":{"name":"International Journal of Interactive Mobile Technologies (iJIM)","volume":"7 6","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-01-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139596200","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}
The evaluation and analysis of the practicality of Android-based courseware in enhancing vocational students’ understanding of electrical circuits (EC) is the primary focus of this research. A quantitative survey-based research approach was employed, utilizing the Practicality Assessment Instrument to evaluate the practicality level of the Android-based courseware among students. The collected data will undergo statistical analysis using descriptive analysis techniques. The practicality assessment results for each aspect will be calculated as a percentage and grouped into various categories. The findings reveal a high practicality level across different aspects, namely 90.19% for Availability and Accessibility, 89.88% for Performance and Responsiveness, 86.96% for Content Compatibility and Completeness, and 90.06% for Functionality and Resource Utilization. These outcomes demonstrate that the Android-based courseware serves as a highly practical learning medium for enhancing the understanding of electrical circuits. The integration of Android-based technology in the educational environment has proven to be effective and beneficial. These findings offer valuable insights for educators, instructional designers, and stakeholders to enhance modern learning environments. Future research can further investigate the impact of Android-based courseware on learning outcomes and explore additional practical dimensions to comprehensively evaluate its effectiveness.
{"title":"Evaluating the Practicality of Android-Based Courseware in Enhancing Electrical Circuit Proficiency among Vocational Students","authors":"D.T.P. Yanto, Ganefri, Sukardi, Hastuti, Habibullah, Maryatun Kabatiah, Juli Sardi, Hermi Zaswita","doi":"10.3991/ijim.v18i02.46341","DOIUrl":"https://doi.org/10.3991/ijim.v18i02.46341","url":null,"abstract":"The evaluation and analysis of the practicality of Android-based courseware in enhancing vocational students’ understanding of electrical circuits (EC) is the primary focus of this research. A quantitative survey-based research approach was employed, utilizing the Practicality Assessment Instrument to evaluate the practicality level of the Android-based courseware among students. The collected data will undergo statistical analysis using descriptive analysis techniques. The practicality assessment results for each aspect will be calculated as a percentage and grouped into various categories. The findings reveal a high practicality level across different aspects, namely 90.19% for Availability and Accessibility, 89.88% for Performance and Responsiveness, 86.96% for Content Compatibility and Completeness, and 90.06% for Functionality and Resource Utilization. These outcomes demonstrate that the Android-based courseware serves as a highly practical learning medium for enhancing the understanding of electrical circuits. The integration of Android-based technology in the educational environment has proven to be effective and beneficial. These findings offer valuable insights for educators, instructional designers, and stakeholders to enhance modern learning environments. Future research can further investigate the impact of Android-based courseware on learning outcomes and explore additional practical dimensions to comprehensively evaluate its effectiveness.","PeriodicalId":507995,"journal":{"name":"International Journal of Interactive Mobile Technologies (iJIM)","volume":"52 4","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-01-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139598955","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 : 2024-01-12DOI: 10.3991/ijim.v18i01.43597
Y. Arouri, Diala A. Hamaidi, Islam T. Aldrou’, Rana K. Noufal
This study aimed to explore the perspectives of public-school students who were hesitant to use the Darsak Educational Platform (DEP) during the COVID-19 pandemic in order to understand their real-life experiences. To achieve the aim of the study, the researchers employed a qualitative approach in its phenomenological form. The study sample consisted of 12 male and female students from various public schools in Jordan. The participants were chosen using an intentional method. Semi-structured interviews were used to collect the data. The study’s findings revealed a variety of causes that contributed to students’ resistance to using DEP. These causes include the students’ lack of readiness to learn through DEP, the DEP’s failure to comply with international design standards, the inadequate physical and technical teaching environment, and the limited digital competencies of teachers needed in the virtual learning environment. Given the findings of this research, the researchers advise that additional consideration should be given to the design of DEP. They also advise providing students with appropriate guidance in the usage of educational platforms.
本研究旨在探讨在 COVID-19 大流行期间对使用 Darsak 教育平台（DEP）犹豫不决的公立学校学生的观点，以了解他们的真实经历。为实现研究目的，研究人员采用了现象学形式的定性研究方法。研究样本包括来自约旦不同公立学校的 12 名男女学生。研究人员采用意向性方法选择参与者。采用半结构式访谈收集数据。研究结果显示，导致学生抵制使用 DEP 的原因多种多样。这些原因包括：学生缺乏通过 DEP 学习的准备、DEP 不符合国际设计标准、物理和技术教学环境不足，以及教师在虚拟学习环境中所需的数字能力有限。鉴于这项研究的结果，研究人员建议在设计 DEP 时应给予更多考虑。他们还建议在使用教育平台方面为学生提供适当的指导。
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Pub Date : 2024-01-12DOI: 10.3991/ijim.v18i01.46309
Aymane Ezzaim, A. Dahbi, A. Haidine, Abdelhak Aqqal
This article presents feedback on the implementation of an Artificial Intelligence-based adaptive learning Moodle plugin aimed at enhancing the engagement levels and academic performance of 102 Moroccan high school students. The primary objective of this study was to assess and compare the performance of students utilizing the adaptive learning system with those employing conventional learning methods. To guarantee the efficacy of this approach, a participant satisfaction survey and a comprehensive summative evaluation were conducted, revealing the positive impact of AI-based adaptive learning on the participants. The results of this study highlight the potential benefits of integrating AI-driven adaptive learning into high school computer science curricula, emphasizing how it may raise student engagement and academic performance. These results strengthen the determination to use this teaching methodology with students in future educational activities.
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