No abstract

Conventional technique of design in computer games normally use programming as the ultimate task for developing computer games. In this framework, the development of edutainment for developing computer games for kids will be spearhead towards educators. The development of this conceptualized environment will lead the users to build an applicatio n towards a distributed resource available to a group of children. The aim of this paper is to develop an edutainment framework to be used as a tool for nonprogramming users especially educators for preschool children to develop digital games. Furthermore, it will identify the need for the used of diverse media elements and accommodating different skill levels in interface controls.

Abstract-Concept maps are widely used in education and business as a first step in knowledge sharing between the groups of people in communicate their complex idea and creativity. However, the mapping process is quite complex because all of the inherent ambiguity in aid creativity and ideation must be resolved to produce the facilitative tool for knowledge sharing model. This study has intended to show how concept map based knowledge models can be used as facilitator tools in create, locate and disseminate information in a way that makes them easily browsable. Therefore, the use of concept map will be explored in ideation of generating the game genre and extendable to the educational platform in organized their knowledge in an experimented method. This study shows that the fundamental of knowledge is rooted then individuals can readily apply it to multiple contexts. Thus the implementation of visualization tool will be studied using the experimental method which will be leading the development of knowledge sharing model. Index Terms-Concept map, knowledge sharing, knowledge lifecycle, knowledge sharing model, facilitative tool.

This paper wills emphasis the students’ and educators’ perception in learning programming languages between e-learning and ‘chalk & talk’ teaching method (traditional classroom) used for teaching students. The purpose of this study is to determine if students prefer learn programming languages through the use of variety electronic devices or media with multimedia features, by self-study method through text books or by attending traditional classroom lectures. It also will look in what types of multimedia elements do students and computing educators think should be included in e-learning environment for teaching and learning programming languages. This study needs to be carried on the issues and impfe-mentation on educator’s perspective towards the rapid changing in educational technology. This is needed in order to prepare Malaysian educators towards educational technology.

The purpose of this study is to define the iterative participatory design of the development for interface content. This paper will look into the usage of visualization tool that has been adopted in the interactive context. The study will also provide the process of iterative participatory design in the development of interface content using user-centered approach to find the perception of design process in human-computer interaction context. The findings from this study will indicate that the iterative participatory design is suited as experimental method in the development of knowledge life cycle. This study has intended to show how the visualization tool will be studied using the experimental method which will be leading the iterative participatory design in the development of knowledge sharing model.

No abstract

The focus of this research is to determine whether the exposure to e-learning materials enables students to improve their English. Test scores before and after being exposed to e-learning material have been compared to discover whether there is any appreciable improvement in students' English Language proficiency levels. Students' profiles on the computer-assisted learning are studied to determine the effectiveness with some recommendation for developing better elearning material especially in blended technology widely used in Malaysian institutions. The paper shows that students learn by doing, not only by sitting in the classroom or listening to a lecture. Furthermore, students learn from failure, because mistakes stimulate questions, and it is only when students have a question that they are receptive to advice. Students learn from stories if delivered on a 'just-in-time' basis, as the remediation of some failure or in answer to students' question.

No abstract