<p class="BodyA">This study attempts to illustrate the phases of designing a flipped learning mobile application. It is worth noting that changes in students’ learning behavior should be met by changes in the classroom – particularly on the way a course should be delivered. Studies have shown that students who learn using the flipped learning method are less likely to fail as opposed to their counterparts in the traditional classroom setting. The rising importance and popularity of flipped learning necessitates the development of a mobile application that assists both students to learn and allow instructors to manage their course via their mobile devices, almost anywhere and anytime. The software development life cycle (SDLC) is divided into four distinct phases: 1) Preliminary study, 2) content design, 3) System design and development, and 4) System evaluation. The effectiveness of the application is tested using electroencephalography (EEG). The findings suggest effectiveness of the mobile application falls within the acceptable range. Improvements for the flipped learning mobile application is also presented.</p>
Emotions play a crucial role in human-computer interaction. Emotion research in the field of human-computer interaction has only started recently and continuously evolving through the investigation and understanding of emotional effects. Thus, it forms an intelligent interaction between human and computer by responding effectively to the humans’ feelings. Emotional design generates remarkable user experiences for websites as the emotional experiences create an intense impression on our long-term memory. Recent scientific findings recommend emotional elements to be considered in designing websites as emotions influences one’s perception, conception and decision-making throughout the interaction with a website. A poorly designed user interface leads to bad user interaction while rising the users’ arousal and a displeasing user experience with a website elicits dissatisfaction emotion where consecutively results in avoidance and prevents revisit to the website. This proves the importance of emotional engagement in a website design. This research evaluated users’ emotions toward a Malaysian higher learning institution website which was designed in accordance with the standard Kansei-based web design guideline. The result justified the standard Kansei-based web design guideline for website of higher learning institutions in Malaysia.
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Augmented reality (AR) technology offers many benefits for language teaching and learning. Using the AR technique in pedagogy attracts and engages children to learn and memorize easily, even in a short time. Visual representation learning method like a pictorial dictionary is one of the beginnings of learning for children. It helps children to visualize the object and memorize it in effective ways. Based on the survey conducted in one of the primary schools at Merlimau, Melaka, it was found that the children have difficulties in learning English. The development of pictorial dictionaries with the combination of AR technology in 3D that are presented in the form of mobile applications can be used to improve existing learning methods in English. The method used during the development of this application is the ADDIE model, which comes with five phases: analysis, design, development, implementation, and evaluation. The development of the ‘smart pictorial dictionary via mobile AR application has been done successfully and has received positive results. Based on the evaluation using the attention relevance confidence satisfaction (ARCS) model, the output has an overall mean of 4.58, which shows that using AR technology in early childhood learning makes children learn more.
Background The success rate of tuberculosis (TB) treatment in Malaysia remains below the recommended World Health Organization target of 90% despite the implementation of directly observed therapy, short-course, a physical drug monitoring system, since 1994. With increasing numbers of patients with TB in Malaysia defaulting on treatment, exploring another method to improve TB treatment adherence is vital. The use of gamification and real-time elements via video-observed therapies in mobile apps is one such method expected to induce motivation toward TB treatment adherence. Objective This study aimed to document the process of designing, developing, and validating the gamification, motivation, and real-time elements in the Gamified Real-time Video Observed Therapies (GRVOTS) mobile app. Methods The modified nominal group technique via a panel of 11 experts was used to validate the presence of the gamification and motivation elements inside the app, which were assessed based on the percentage of agreement among the experts. Results The GRVOTS mobile app, which can be used by patients, supervisors, and administrators, was successfully developed. For validation purposes, the gamification and motivation features of the app were validated as they achieved a total mean percentage of agreement of 97.95% (SD 2.51%), which was significantly higher than the minimum agreement score of 70% (P<.001). Further, each component of gamification, motivation, and technology was also rated at 70% or more. Among the gamification elements, fun received the lowest scores, possibly because the nature of serious games does not prioritize the fun element and because the perception of fun varies by personality. The least popular element in motivation was relatedness, as stigma and discrimination hinder interaction features, such as leaderboards and chats, in the mobile app. Conclusions It has been validated that the GRVOTS mobile app contains gamification and motivation elements, which are intended to encourage medication adherence to TB treatment.
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