Pub Date : 2023-04-07DOI: 10.1108/ijilt-07-2022-0145
P. Luarn, Chiao-Chieh Chen, Yu-Ping Chiu
PurposeThe use of gamification might offer a partial solution to the decline in students' motivation and engagement the school system is currently facing. However, there has been a lack of empirical evidence on whether and how gamification may be able to improve learning motivation. Specifically, this study aims at exploring the antecedents and consequences of intrinsic learning motivation and its mediating role in gamification context.Design/methodology/approachA survey method was used to gather the information from students, and regression analysis was used to examine the relationship between three categories of gamification features (social, achievement and immersion), and intrinsic learning motivation. Moreover, this study further used self-determination theory to clarify how students' psychological needs (relatedness, competence and autonomy) mediate the effects of gamification and learning motivation.FindingsResults showed that social, achievement and immersion features are key aspects that impact students' intrinsic motivation. The psychological needs of students can further enhance these relationships.Originality/valueOverall, the findings illuminate the unique motivations for learning and reveal design strategies that can be implemented to improve teaching through gamification features.
{"title":"Enhancing intrinsic learning motivation through gamification: a self-determination theory perspective","authors":"P. Luarn, Chiao-Chieh Chen, Yu-Ping Chiu","doi":"10.1108/ijilt-07-2022-0145","DOIUrl":"https://doi.org/10.1108/ijilt-07-2022-0145","url":null,"abstract":"PurposeThe use of gamification might offer a partial solution to the decline in students' motivation and engagement the school system is currently facing. However, there has been a lack of empirical evidence on whether and how gamification may be able to improve learning motivation. Specifically, this study aims at exploring the antecedents and consequences of intrinsic learning motivation and its mediating role in gamification context.Design/methodology/approachA survey method was used to gather the information from students, and regression analysis was used to examine the relationship between three categories of gamification features (social, achievement and immersion), and intrinsic learning motivation. Moreover, this study further used self-determination theory to clarify how students' psychological needs (relatedness, competence and autonomy) mediate the effects of gamification and learning motivation.FindingsResults showed that social, achievement and immersion features are key aspects that impact students' intrinsic motivation. The psychological needs of students can further enhance these relationships.Originality/valueOverall, the findings illuminate the unique motivations for learning and reveal design strategies that can be implemented to improve teaching through gamification features.","PeriodicalId":51872,"journal":{"name":"International Journal of Information and Learning Technology","volume":" ","pages":""},"PeriodicalIF":3.0,"publicationDate":"2023-04-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48023629","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}
Stegonography is the art of hiding messages in other media. Stegonography is widely used to send secret messages without being known by other people by using digital media in the form of image files so that besides the sender and recipient no one knows or is aware that there is a secret message in it. Several researchers have developed these methods such as Difference Expansion, Reduced Difference Expansion, Quad Difference Expansion and Controlling Expansion. These methods have been able to recover and improve data embedding but during the running process there are several problems that often occur, namely overflow and underflow of pixel values. To overcome the above problems, we modify the Controlling Expansion algorithm by minimizing the condition of the pixel difference value and reducing the final pixel difference value after inserting the data bit and using the Location Map on the new pixel value and during secret data extraction. The experimental results show that the proposed method can increase the data storage capacity and the PSNR of stego images is higher than the previous method.
{"title":"Modifikasi Algoritma Controlling Expansion Dalam Meningkatan Kapasitas Penyisipan Data Hiding","authors":"Kristoforus Fallo","doi":"10.32938/jitu.v2i2.4191","DOIUrl":"https://doi.org/10.32938/jitu.v2i2.4191","url":null,"abstract":"Stegonography is the art of hiding messages in other media. Stegonography is widely used to send secret messages without being known by other people by using digital media in the form of image files so that besides the sender and recipient no one knows or is aware that there is a secret message in it. Several researchers have developed these methods such as Difference Expansion, Reduced Difference Expansion, Quad Difference Expansion and Controlling Expansion. These methods have been able to recover and improve data embedding but during the running process there are several problems that often occur, namely overflow and underflow of pixel values. To overcome the above problems, we modify the Controlling Expansion algorithm by minimizing the condition of the pixel difference value and reducing the final pixel difference value after inserting the data bit and using the Location Map on the new pixel value and during secret data extraction. The experimental results show that the proposed method can increase the data storage capacity and the PSNR of stego images is higher than the previous method.","PeriodicalId":51872,"journal":{"name":"International Journal of Information and Learning Technology","volume":"5 1","pages":""},"PeriodicalIF":3.0,"publicationDate":"2023-04-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"87083870","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}
This research builds a system for identifying the maturity level of areca fruit based on digital image processing using texture and color features through the Gray Level Co-Occurrence Matrix (GLCM) and Color moments. The initial stage of the research is image pre-processing so that it can be processed to the next stage, namely feature extraction. Texture feature extraction was performed using the Gray Level Co-Occurrence Matrix (GLCM), namely the correlation value and color feature extraction using Color moments, the mean value used in this study. Classification is done based on the features that have been extracted before. This study uses the K-Nearest Neighbor (KNN) classification method. Tests were carried out to determine the parameters that cause changes in the classification results with scenarios including determining the number of Neighbors in KNN. By using 1 Neighbors in the KNN classifier, the best accuracy is 86.36% in the process of identifying the maturity level of areca fruit.
{"title":"Identifikasi Tingkat Kematangan Buah Pinang Menggunakan K-Nearest Neighbor Berdasarkan Fitur Tekstur dan Warna","authors":"P. G. Manek, Budiman Baso, Biandina Meidyani","doi":"10.32938/jitu.v2i2.4205","DOIUrl":"https://doi.org/10.32938/jitu.v2i2.4205","url":null,"abstract":"This research builds a system for identifying the maturity level of areca fruit based on digital image processing using texture and color features through the Gray Level Co-Occurrence Matrix (GLCM) and Color moments. The initial stage of the research is image pre-processing so that it can be processed to the next stage, namely feature extraction. Texture feature extraction was performed using the Gray Level Co-Occurrence Matrix (GLCM), namely the correlation value and color feature extraction using Color moments, the mean value used in this study. Classification is done based on the features that have been extracted before. This study uses the K-Nearest Neighbor (KNN) classification method. Tests were carried out to determine the parameters that cause changes in the classification results with scenarios including determining the number of Neighbors in KNN. By using 1 Neighbors in the KNN classifier, the best accuracy is 86.36% in the process of identifying the maturity level of areca fruit.","PeriodicalId":51872,"journal":{"name":"International Journal of Information and Learning Technology","volume":"67 1","pages":""},"PeriodicalIF":3.0,"publicationDate":"2023-04-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"79342801","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 : 2023-03-21DOI: 10.1108/ijilt-12-2022-0228
Anne Reed
PurposeThis paper examines the innovative potential of micro-credentials which, arguably, is compromised if not for a particular attribute of the digital format: evidence. Evidence allows for an artifact of learning (e.g. project, writing sample) to be included in a digital micro-credential. Micro-credentials that include evidence can support individualized learning; elucidate learners' qualifications; and make assessment and credentialing processes more inclusive.Design/methodology/approachThis conceptual paper explores the subject of higher education micro-credentials which are increasingly being offered as formal (albeit smaller and digital), credit-bearing credentials, far removed from the Open Digital Badge movement from which they originated. This paper presents a case for safeguarding the qualities of micro-credentials that allow for innovative practice, before micro-credentials become entirely subsumed into conventional assessment and credentialing practices.FindingsA review of the literature indicates that evidence, when used effectively, can support the innovative potential of micro-credentials. This subject is examined from the perspective of three categories of evidence, which are identified and illustrated through specific examples from the literature.Originality/valueThis paper fulfills a need to address the features of micro-credentials that, if used effectively, can challenge traditional assessment and credentialing paradigms. Evidence is rarely discussed in the literature and has not been thoroughly examined from this perspective. Additionally, faculty who develop and implement micro-credentials face numerous challenges when attempting to include evidence in micro-credentials. This paper explores those challenges and offers several recommendations for practice.
{"title":"Micro-credentials and the role of evidence: increasing the potential for learner-centeredness, inclusivity and an expansive model of assessment and credentialing","authors":"Anne Reed","doi":"10.1108/ijilt-12-2022-0228","DOIUrl":"https://doi.org/10.1108/ijilt-12-2022-0228","url":null,"abstract":"PurposeThis paper examines the innovative potential of micro-credentials which, arguably, is compromised if not for a particular attribute of the digital format: evidence. Evidence allows for an artifact of learning (e.g. project, writing sample) to be included in a digital micro-credential. Micro-credentials that include evidence can support individualized learning; elucidate learners' qualifications; and make assessment and credentialing processes more inclusive.Design/methodology/approachThis conceptual paper explores the subject of higher education micro-credentials which are increasingly being offered as formal (albeit smaller and digital), credit-bearing credentials, far removed from the Open Digital Badge movement from which they originated. This paper presents a case for safeguarding the qualities of micro-credentials that allow for innovative practice, before micro-credentials become entirely subsumed into conventional assessment and credentialing practices.FindingsA review of the literature indicates that evidence, when used effectively, can support the innovative potential of micro-credentials. This subject is examined from the perspective of three categories of evidence, which are identified and illustrated through specific examples from the literature.Originality/valueThis paper fulfills a need to address the features of micro-credentials that, if used effectively, can challenge traditional assessment and credentialing paradigms. Evidence is rarely discussed in the literature and has not been thoroughly examined from this perspective. Additionally, faculty who develop and implement micro-credentials face numerous challenges when attempting to include evidence in micro-credentials. This paper explores those challenges and offers several recommendations for practice.","PeriodicalId":51872,"journal":{"name":"International Journal of Information and Learning Technology","volume":" ","pages":""},"PeriodicalIF":3.0,"publicationDate":"2023-03-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47758132","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 : 2023-03-14DOI: 10.1108/ijilt-05-2022-0122
V. I. Pardim, Luis Hernan Contreras Pinochet, A. Viana, C. Souza
PurposeEducation is undergoing digital transformation intensified by COVID-19. In this context, gamification is an attractive alternative based on the use of elements of the games with educational purposes. However, it keeps the educational content to be learned as a central element without neglecting the “fun,” which contributing to engaging students. Therefore, this study aims to analyze the factors that affect students' engagement in an undergraduate course of Business Administration with gamified activities in remote education.Design/methodology/approachThe authors collected data through a survey available to students of the administration course at a private university in São Paulo (n = 671). This study used a quantitative approach, using SEM with PLS estimation and with the support of other analytical techniques.FindingsThe results support all the hypotheses formulated. Those with the associated construct “competition” obtained the most robust relationships, which denotes that competition is an essential element in gamification. Despite being supported by the results, “network exposure” influencing engagement is one point of attention to improving teaching strategies.Research limitations/implicationsGraduate schools could implement this type of gamified activity, evaluating whether students enrolled in higher degrees would willingly engage in a learning activity considered “less serious.”Practical implicationsHigher education institutions can benefit from this study by understanding that gamification is presented as an active methodology that increases students' engagement in teaching.Originality/valueThis research addressed gaps in the factors that affect students' engagement with gamified activities, proposing an alternative theoretical model to those present in the literature.
{"title":"Where is the student who was here? Gamification as a strategy to engage students","authors":"V. I. Pardim, Luis Hernan Contreras Pinochet, A. Viana, C. Souza","doi":"10.1108/ijilt-05-2022-0122","DOIUrl":"https://doi.org/10.1108/ijilt-05-2022-0122","url":null,"abstract":"PurposeEducation is undergoing digital transformation intensified by COVID-19. In this context, gamification is an attractive alternative based on the use of elements of the games with educational purposes. However, it keeps the educational content to be learned as a central element without neglecting the “fun,” which contributing to engaging students. Therefore, this study aims to analyze the factors that affect students' engagement in an undergraduate course of Business Administration with gamified activities in remote education.Design/methodology/approachThe authors collected data through a survey available to students of the administration course at a private university in São Paulo (n = 671). This study used a quantitative approach, using SEM with PLS estimation and with the support of other analytical techniques.FindingsThe results support all the hypotheses formulated. Those with the associated construct “competition” obtained the most robust relationships, which denotes that competition is an essential element in gamification. Despite being supported by the results, “network exposure” influencing engagement is one point of attention to improving teaching strategies.Research limitations/implicationsGraduate schools could implement this type of gamified activity, evaluating whether students enrolled in higher degrees would willingly engage in a learning activity considered “less serious.”Practical implicationsHigher education institutions can benefit from this study by understanding that gamification is presented as an active methodology that increases students' engagement in teaching.Originality/valueThis research addressed gaps in the factors that affect students' engagement with gamified activities, proposing an alternative theoretical model to those present in the literature.","PeriodicalId":51872,"journal":{"name":"International Journal of Information and Learning Technology","volume":" ","pages":""},"PeriodicalIF":3.0,"publicationDate":"2023-03-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44642612","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 : 2023-03-09DOI: 10.1108/ijilt-04-2022-0087
Omkar Dastane, H. Haba
PurposeThe purpose of the study is to identify drivers of mobile massive open online course (MOOC) continuous intention (CI) through the lenses of customer perceived value (CPV) theory. Consumer choice is successfully explained by CPV, but lesser attention is given to linking the theory to the mobile MOOC context whereby the majority of theories have adopted approaches like technology acceptance model (TAM), unified theory of acceptance and use of technology (UTAUT), etc.Design/methodology/approachA mix-method approach was employed. Study A (qualitative), explores context-specific perceived value (PV) dimensions using nethnographic analysis of 627 learner reviews on Corsera app. Study B (quantitative), collects primary data by administering a questionnaire based on dimensions, and 231 responses were then analysed using structural equation modelling.FindingsThe results revealed that three context-specific PVs (i.e. pedagogy, interface and content) have a positive and significant impact on CI. Pedagogy value is a chief driving force of mobile MOOC CI followed by content value. Ubiquity value demonstrated insignificant impact.Practical implicationsThe findings provide insights for MOOC apps and their developers for formulating better value propositions for ensuring sustainable business which may result in gaining a higher share in the growing mobile learning market.Originality/valueThis study bridges an important gap in mobile MOOC literature by providing a novel approach to investigating what drives mobile MOOC CI through the lenses of CPV theory. It is the first study investigating mobile MOOC CI through the specific CPV dimensions identified by employing a mixed-method approach. The study formulates a conceptual framework that may serve as a foundation for future research on mobile MOOCs for which literature is relatively scant.
{"title":"What drives mobile MOOC's continuous intention? A theory of perceived value perspective","authors":"Omkar Dastane, H. Haba","doi":"10.1108/ijilt-04-2022-0087","DOIUrl":"https://doi.org/10.1108/ijilt-04-2022-0087","url":null,"abstract":"PurposeThe purpose of the study is to identify drivers of mobile massive open online course (MOOC) continuous intention (CI) through the lenses of customer perceived value (CPV) theory. Consumer choice is successfully explained by CPV, but lesser attention is given to linking the theory to the mobile MOOC context whereby the majority of theories have adopted approaches like technology acceptance model (TAM), unified theory of acceptance and use of technology (UTAUT), etc.Design/methodology/approachA mix-method approach was employed. Study A (qualitative), explores context-specific perceived value (PV) dimensions using nethnographic analysis of 627 learner reviews on Corsera app. Study B (quantitative), collects primary data by administering a questionnaire based on dimensions, and 231 responses were then analysed using structural equation modelling.FindingsThe results revealed that three context-specific PVs (i.e. pedagogy, interface and content) have a positive and significant impact on CI. Pedagogy value is a chief driving force of mobile MOOC CI followed by content value. Ubiquity value demonstrated insignificant impact.Practical implicationsThe findings provide insights for MOOC apps and their developers for formulating better value propositions for ensuring sustainable business which may result in gaining a higher share in the growing mobile learning market.Originality/valueThis study bridges an important gap in mobile MOOC literature by providing a novel approach to investigating what drives mobile MOOC CI through the lenses of CPV theory. It is the first study investigating mobile MOOC CI through the specific CPV dimensions identified by employing a mixed-method approach. The study formulates a conceptual framework that may serve as a foundation for future research on mobile MOOCs for which literature is relatively scant.","PeriodicalId":51872,"journal":{"name":"International Journal of Information and Learning Technology","volume":" ","pages":""},"PeriodicalIF":3.0,"publicationDate":"2023-03-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48844736","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}
Abstrak - Selama semester pertama setiap mahasiswa Bagian akademik Fakultas Sains dan Teknologi Universitas Timor harus bekerja keras untuk mempelajari bagaimana melakukan penjadwalan dan penentuan mata kuliah. Namun, proses itu sendiri ditandai dengan permasalahan, dengan pengecualian fakta bahwa kelas bawaan dapat mengakibatkan pembubaran satu atau beberapa siswa. Alhasil, dikembangkanlah sebuah sistem yang dapat mengendalikan mata kuliah. Salah satu solusi tersebut menggunakan klasifikasi penambangan data. Data atribut mahasiswa seperti Nilai, IP, IPK, SKS, SKSK, dan Semester digunakan dalam proses klasifikasi, yang memungkinkan untuk prediksi tentang bagaimana mahasiswa tersebut akan mmengambil mata kuliah yang dimaksud. Indikator klasifiabilitas terdiri dari dua kelas yaitu “Ya” untuk mahasiswa yang meramal sukses dan “Tidak” untuk mahasiswa yang memprediksi gagal. Algoritma Naive Bayes Classification (NBC) digunakan untuk melakukan klasifikasi. Dataset training terdiri dari data semester ganjil tahun 2020 dan semester genap tahun 2021. Untuk pengujian, data dari semester 2022 tersedia. Tingkat akurasi prediksi mata kuliah Keamanan Sistem dan Data sebesar 21,21%, sedangkan akurasi prediksi mata kuliah Audit Sistem Informasisebesar 78,26%. Kedua mata kuliah ini terpilih sebagai bagian dari seleksi. Luaran artikel ini adalah dashboard yang menampilkan grafik hasil aktual dan prediksi untuk sejumlah kelas selama semester dan tahun berjalan.
{"title":"Penerapan Aloritma Naive Bayes Untuk Membantu Mahasiswa Dalam Memprediksi Pengambilan Mata Kuliah (Studi Kasus: Prodi Teknologi Informasi Unimor Angkatan Tahun 2020)","authors":"Ramaulvi Muhammad Akhyar","doi":"10.32938/jitu.v3i1.3953","DOIUrl":"https://doi.org/10.32938/jitu.v3i1.3953","url":null,"abstract":"\u0000 \u0000 \u0000 \u0000 \u0000 \u0000 \u0000 \u0000 \u0000 \u0000 \u0000 Abstrak - Selama semester pertama setiap mahasiswa Bagian akademik Fakultas Sains dan Teknologi Universitas Timor harus bekerja keras untuk mempelajari bagaimana melakukan penjadwalan dan penentuan mata kuliah. Namun, proses itu sendiri ditandai dengan permasalahan, dengan pengecualian fakta bahwa kelas bawaan dapat mengakibatkan pembubaran satu atau beberapa siswa. Alhasil, dikembangkanlah sebuah sistem yang dapat mengendalikan mata kuliah. Salah satu solusi tersebut menggunakan klasifikasi penambangan data. Data atribut mahasiswa seperti Nilai, IP, IPK, SKS, SKSK, dan Semester digunakan dalam proses klasifikasi, yang memungkinkan untuk prediksi tentang bagaimana mahasiswa tersebut akan mmengambil mata kuliah yang dimaksud. Indikator klasifiabilitas terdiri dari dua kelas yaitu “Ya” untuk mahasiswa yang meramal sukses dan “Tidak” untuk mahasiswa yang memprediksi gagal. Algoritma Naive Bayes Classification (NBC) digunakan untuk melakukan klasifikasi. Dataset training terdiri dari data semester ganjil tahun 2020 dan semester genap tahun 2021. Untuk pengujian, data dari semester 2022 tersedia. Tingkat akurasi prediksi mata kuliah Keamanan Sistem dan Data sebesar 21,21%, sedangkan akurasi prediksi mata kuliah Audit Sistem Informasisebesar 78,26%. Kedua mata kuliah ini terpilih sebagai bagian dari seleksi. Luaran artikel ini adalah dashboard yang menampilkan grafik hasil aktual dan prediksi untuk sejumlah kelas selama semester dan tahun berjalan.","PeriodicalId":51872,"journal":{"name":"International Journal of Information and Learning Technology","volume":"39 1","pages":""},"PeriodicalIF":3.0,"publicationDate":"2023-02-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"77664654","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 : 2023-02-28DOI: 10.1108/ijilt-01-2023-0001
Josephine Lang
PurposeSince new digital micro-credential technologies emerged a decade ago, there has been a rapid rise in micro-credentials in the education landscape. Much has been promised about these educational technologies, yet there is much confusion by key stakeholders in the digital micro-credential ecosystem. This confusion has led to significant efforts globally to define micro-credentials to ensure quality learning and generate beneficial impacts to learners, employers, education providers and edtech organisations.Design/methodology/approachThis commentary reviews relevant literature on digital micro-credentials and other alternative credentials to determine how these educational technologies can meet the demands of the Fourth Industrial Revolution to nurture lifelong learning for working learners.FindingsUniversities are being challenged to address the changing needs and uncertainty being introduced by the Fourth and Fifth Industrial Revolutions, particularly with implications for workforce upskilling and lifelong learning. To adapt, universities will need to rethink their roles and shift their institutional mindsets in how they may approach the challenges through mechanisms such as digital micro-credntials.Research limitations/implicationsThis paper focuses on the analysis of five policy statements about micro-credentials. While these policy statements represent a sample, there is a representation of Western education-related systems. Thus, they skew the findings towards Western education systems thinking.Practical implicationsUnderstanding how micro-credentials are being positioned within education-related systems is useful for applying the educational technologies by, for example, universities, learners and employers.Social implicationsProvides an overview of how these educational technologies may provide beneficial impacts for society as it plans to adapt to economic uncertainty and change.Originality/valueThe commentary provides a policy context for the emerging use of micro-credential technologies to examine demands for workforce upskilling.
{"title":"Workforce upskilling: can universities meet the challenges of lifelong learning?","authors":"Josephine Lang","doi":"10.1108/ijilt-01-2023-0001","DOIUrl":"https://doi.org/10.1108/ijilt-01-2023-0001","url":null,"abstract":"PurposeSince new digital micro-credential technologies emerged a decade ago, there has been a rapid rise in micro-credentials in the education landscape. Much has been promised about these educational technologies, yet there is much confusion by key stakeholders in the digital micro-credential ecosystem. This confusion has led to significant efforts globally to define micro-credentials to ensure quality learning and generate beneficial impacts to learners, employers, education providers and edtech organisations.Design/methodology/approachThis commentary reviews relevant literature on digital micro-credentials and other alternative credentials to determine how these educational technologies can meet the demands of the Fourth Industrial Revolution to nurture lifelong learning for working learners.FindingsUniversities are being challenged to address the changing needs and uncertainty being introduced by the Fourth and Fifth Industrial Revolutions, particularly with implications for workforce upskilling and lifelong learning. To adapt, universities will need to rethink their roles and shift their institutional mindsets in how they may approach the challenges through mechanisms such as digital micro-credntials.Research limitations/implicationsThis paper focuses on the analysis of five policy statements about micro-credentials. While these policy statements represent a sample, there is a representation of Western education-related systems. Thus, they skew the findings towards Western education systems thinking.Practical implicationsUnderstanding how micro-credentials are being positioned within education-related systems is useful for applying the educational technologies by, for example, universities, learners and employers.Social implicationsProvides an overview of how these educational technologies may provide beneficial impacts for society as it plans to adapt to economic uncertainty and change.Originality/valueThe commentary provides a policy context for the emerging use of micro-credential technologies to examine demands for workforce upskilling.","PeriodicalId":51872,"journal":{"name":"International Journal of Information and Learning Technology","volume":" ","pages":""},"PeriodicalIF":3.0,"publicationDate":"2023-02-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48021084","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 development of technology and information is increasingly rapid, it also has an impact on promotional media which increasingly have many ways of promoting goods or services. One of them is making a company profile video for the Faculty of Engineering and Computers Harapan Medan University, which does not yet have a company profile video as a promotional medium. Making a company profile video using the croma key method aims to introduce the institution to the wider community, convey what is on campus 3, Harapan Medan University and explain what rooms and facilities are on campus 3, Harapan Medan University. Therefore, in this study, a company profile video of the Faculty of Engineering and Computers Harapan Medan University will be made using a green screen effect using adobe illustrator, adobe after effects, and adobe premiere based on multimedia in the form of animated characters as the main characters. The method used in this study is the chroma key method because it combines animation with the original video. The results of this study will make it easier to introduce the Faculty of Engineering and Computers Harapan Medan University. By conducting a study using a questionnaire, researchers can get results from a company profile video that has been made for the Faculty of Engineering and Computers.
技术和信息的发展越来越迅速，这也对促销媒体产生了影响，促销媒体越来越多地有许多方式来宣传商品或服务。其中之一是为希望日本棉兰大学工程与计算机学院制作公司简介视频，该学院目前还没有公司简介视频作为宣传媒介。使用croma key方法制作公司简介视频的目的是向更广泛的社区介绍该机构，传达Harapan棉兰大学3号校区的内容，并解释Harapan棉兰大学3号校区的房间和设施。因此，本研究将以动画人物为主要人物的形式，利用adobe illustrator、adobe after effects和基于多媒体的adobe premiere，使用绿屏效果制作希望棉兰大学工程与计算机学院的公司简介视频。本研究使用的方法是色度键法，因为它将动画与原始视频相结合。这项研究的结果将使介绍Harapan棉兰大学工程与计算机学院变得更加容易。通过使用问卷进行研究，研究人员可以从为工程与计算机学院制作的公司简介视频中获得结果。
{"title":"Pembuatan Video Company Profile Fakultas Teknik Dan Komputer Universitas Harapan Medan Menggunakan Metode Chroma Key","authors":"Anisa Nabila Putri, Dodi Siregar, Mufidah Khairani","doi":"10.32938/jitu.v3i1.3984","DOIUrl":"https://doi.org/10.32938/jitu.v3i1.3984","url":null,"abstract":"The development of technology and information is increasingly rapid, it also has an impact on promotional media which increasingly have many ways of promoting goods or services. One of them is making a company profile video for the Faculty of Engineering and Computers Harapan Medan University, which does not yet have a company profile video as a promotional medium. Making a company profile video using the croma key method aims to introduce the institution to the wider community, convey what is on campus 3, Harapan Medan University and explain what rooms and facilities are on campus 3, Harapan Medan University. Therefore, in this study, a company profile video of the Faculty of Engineering and Computers Harapan Medan University will be made using a green screen effect using adobe illustrator, adobe after effects, and adobe premiere based on multimedia in the form of animated characters as the main characters. The method used in this study is the chroma key method because it combines animation with the original video. The results of this study will make it easier to introduce the Faculty of Engineering and Computers Harapan Medan University. By conducting a study using a questionnaire, researchers can get results from a company profile video that has been made for the Faculty of Engineering and Computers. \u0000 \u0000 ","PeriodicalId":51872,"journal":{"name":"International Journal of Information and Learning Technology","volume":"27 1","pages":""},"PeriodicalIF":3.0,"publicationDate":"2023-02-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"73401153","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}
Dress is one thing that is very important as self-expression and the interaction of the wearer influences how people communicate status, personality, identity, and feelings to others. Dressing also has rules according to Islamic law, namely dressing not transparently, not tight, not the color of the skin and not resembling the opposite sex. Due to the increasing era of globalization, Indonesian people, especially children of the next generation, actually imitate or participate in globalization by dressing that is not appropriate according to Islamic law. Besides that, the era of globalization greatly affects the development of technology. An example of a highly developed technology is Smartphones based on Android. One way to attract people's interest to know how to dress properly in Islam is with animated videos. The Android-Based Dressing Guide Application for Muslim Women and Men was created with two programs, namely Adobe Animate and Herman. The Adobe Animate application is used because it has more complete and up-to-date features and fulfills the need to create Android-based applications. Animated videos are made using Adobe Animate, for audio and backsound using stock background music from the Yottube platform and other supporting websites. The result of this application is an .apk file that is compatible with Android mobile devices. The results of testing this application are expected to provide understanding to children aged 6 years and over about the benefits of dressing according to Islamic law in an attractive and fun format.
{"title":"Pembuatan Aplikasi Animasi Tuntunan Berpakaian Bagi Wanita dan Pria Muslim Berbasis Android","authors":"Rahmi Aryan, Nenna Irsa Syahputri, Sarudin Sarudin","doi":"10.32938/jitu.v3i1.3971","DOIUrl":"https://doi.org/10.32938/jitu.v3i1.3971","url":null,"abstract":"Dress is one thing that is very important as self-expression and the interaction of the wearer influences how people communicate status, personality, identity, and feelings to others. Dressing also has rules according to Islamic law, namely dressing not transparently, not tight, not the color of the skin and not resembling the opposite sex. Due to the increasing era of globalization, Indonesian people, especially children of the next generation, actually imitate or participate in globalization by dressing that is not appropriate according to Islamic law. Besides that, the era of globalization greatly affects the development of technology. An example of a highly developed technology is Smartphones based on Android. One way to attract people's interest to know how to dress properly in Islam is with animated videos. The Android-Based Dressing Guide Application for Muslim Women and Men was created with two programs, namely Adobe Animate and Herman. The Adobe Animate application is used because it has more complete and up-to-date features and fulfills the need to create Android-based applications. Animated videos are made using Adobe Animate, for audio and backsound using stock background music from the Yottube platform and other supporting websites. The result of this application is an .apk file that is compatible with Android mobile devices. The results of testing this application are expected to provide understanding to children aged 6 years and over about the benefits of dressing according to Islamic law in an attractive and fun format.","PeriodicalId":51872,"journal":{"name":"International Journal of Information and Learning Technology","volume":"130 1","pages":""},"PeriodicalIF":3.0,"publicationDate":"2023-02-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"73836195","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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