<p>Mobile technology with Augmented Reality has become popular worldwide with a broad range of users, including students from all levels of education and the impact of mobile technology in classrooms has been extensively studied. This technology can be the source of motivation for LINUS students especially students with disabilities. The word usability also refers to the methods to improve the ease of use during a design process. Among the difficulties in teaching a LINUS student is the lack of visual media for understanding the subject especially in basic mathematics such as evaluating a number and calculating the number. The objective of the study was to evaluate the usability of using Augmented Reality in a mobile application among LINUS students in primary schools. This study used survey data gathered from 32 LINUS students of 3 different primary schools in Marang and Kuala Terengganu Districts. The questionnaire collected data on five construct of usability test to the LINUS students. The students used the mobile application while being guide by their teacher. They navigated all the buttons provided and answered the quiz too. The criteria of usability test consist of five constructs. The students showed a significant interest in learning numbers by actively participating in the LINUS sessions. The usability level was measured based on the five constructs. In summary, the augmented reality mobile application has a great potential to be used in teaching and learning, as in the Malaysia Education Development Plan 2013-2025 especially on the LINUS students.<em></em></p>

Advances in technology have allowed mobile devices to be used for learning purpose. The use of tablets in mobile learning has the potential to enhance learning, contributing to increased motivation and knowledge acquisition. However, without careful planning and support for learning content, students may not have the behavioural intention to use tablets in their learning. Previous studies have focused on the use of learning applications installed in the tablets. There is a lack of research on students' behavioural intentions to use tablets in learning. The partial least squares regression approach and the Unified Theory of Acceptance and Use of Technology (UTAUT) were used in this study to explore students’ behavioural intention to use the tablet in learning. This study was conducted in a private school in Malaysia. A total of 170 participants were enrolled in this study. The results showed that most of the hypotheses of the study were not supported and further revealed that the construct of performance expectancy was the only determinant of students’ behavioural intentions to use the tablet in learning.

<p>Gamification is a term that refers to the use of game elements in non-game contexts. Gamification in education is emerging as an effective tool to motivate and engage learners in a variety of tasks. LINUS program is intended to ensure that all students from standard one are able to master the basics of reading, writing and counting at the end of standard three. Gamification will help as a learning tool to assist with the learning process for those who have difficulty in learning, unlike normal students. Therefore, the aim of this paper is to propose a framework of Gamified Learning Management System for Linus students. This framework consists of mechanisms of gamification elements, multimedia elements and learning theory that construct gamified learning management system.</p>

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Abstract. Extreme precipitation is thought to increase proportionally to the rise in the water vapor holding capacity of the air at roughly 7% °C−1, the so called Clausius–Clapeyron (CC) rate. We present an empirical study of the variability in the rates of increase in precipitation intensity with air temperature using 30 yr of hourly data from 50 stations in an Alpine environment. The analysis is conducted on storm events rather than fixed time resolutions, and divided into event subsets based on concurrent lightning strikes indicating the presence of convection. The average rates of increase in mean event intensity (7.4% °C−1) and peak hourly intensity (5.1% °C−1) for 90th percentiles are close to the CC rate expected under fully saturated conditions. Super-CC rates reported by other studies are an exception in our dataset. Events accompanied by lightning (convective events) exhibit significantly higher rates of increase than stratiform rain. Mixing of the two storm types exaggerates the relations to air temperature. The large spatial variability in scaling rates across Switzerland suggests that both local (orographic) and regional effects limit moisture availability and supply in Alpine environments especially in mountain valleys. A trend analysis shows that our estimate of the number of convective events across Switzerland has steadily increased in the last 30 yr. This significant shift towards more convective storms in a warming climate may as a consequence lead to stronger storm intensities and therefore higher risk connected with those events.