A good educational digital game should be error free and engaging to ensure it can increase students' learning motivation. While there is an abundant of educational digital games available in the market, many seem to not fulfil players' need and some contain technical or content errors, which will defy their purpose as education games. Thus, this study aims to validate e-Mufradat which is an educational digital-game application for learning Arabic vocabulary. This study is a qualitative study and the data were collected through semi-structured interviews with nine experts in instructional design and technology and Arabic as a second language. The subject matter experts were selected purposively from various universities in Malaysia. The finding indicates that e-Mufradat is aligned with multimedia learning theory and embedded digital game-based learning principles.

Teacher beliefs for conceptualisations of feedback should facilitate pupil development. However, to what extent does the conception of feedback in assessment for learning influence pupil aspirations as commanded by the Malaysian Education Development Plan? Thus, this study is conducted to explore the degree of influence of the conceptions of feedback factors on Pupil Aspiration. A survey research design is used in this study using a self-report inventory on feedback conceptions and pupil aspirations. The participants involved are 490 student teachers who have completed their teaching practical in the government schools in their previous semester. The feedback conception inventory adapted from the Teacher Conceptions of Feedback (TCoF) is used to measure the conception of feedback and the instrument for Pupil Aspiration is developed by the researchers. A structural equation modelling software, the Analysis of Moment Structures was used to test the hypothesized relationship. The analysis involves two-stage approach. Results of the study indicated that the proposed model was supported, and thus revealing that feedback conceptions was associated with Pupil Aspirations. Ten inter-correlated constructs had good psychometric properties. All the nine constructs of feedback conceptions loaded positively on pupil aspirations. The findings will give rise to further hypotheses which could close the gap of the research.

The integration of Information and Communications Technology (ICT) in classrooms has been a challenge for the educational systems that aim to cope with the needs and the demands of the 21st century. The TPACK framework represents the knowledge needed by teachers bringing together content knowledge, technological knowledge and pedagogical knowledge with the aim of integrating ICTs into teaching-learning processes. The aim of this study is to determine the primary science teachers' perceptions of technological pedagogical content knowledge (TPACK) addressing teachers' perceptions of the affordances of technology application in instruction. A total of 133 prımary science teachers in Malaysia were surveyed (Female= 67, Male= 66). Data were collected through "Technological Pedagogical and Content Knowledge" (TPACK) scale. The questionnaire consisted of 47 questions about TPACK and is based on the survey instrument developed by Schmidt et al. (2009). TPACK involving the seven factors of technological knowledge (TK), pedagogical knowledge (PK), content knowledge (CK), technological content knowledge (TCK), technological pedagogical knowledge (TPK), pedagogical content knowledge (PCK), as well as synthesized knowledge of technology, pedagogy, and content (TPC). The findings indicate that primary science teachers perceive higher self-confidence in pedagogical knowledge in general. Further, no differences between science teachers' perceptions according to thier gender, while there are diferences between the teachers perceptions of PK, CK, and PCK accordıng to their age.

Creative pedagogy has been explored extensively, and previous research suggests that there is a gap between the level and practice of creativity of science teachers, and that it varies by school location. The aim of this study was to determine the levels of creativity, and creativity practice of primary school science teachers, and differences in the levels of creativity and creativity practice of primary school science teachers based on school location. The Torrance Tests of Creative Thinking (TTCT) were used to acquire qualitative data from 20 participants, and a questionnaire of creativity practice in science teaching was used to collect quantitative data from 409 participants. The qualitative data were analyzed according to the TTCT scoring technique and the quantitative data were analyzed descriptively using Statistical Package for the Social Sciences 26. This study found that, that while overall teacher creativity was low, the teachers perceived that they employed highly creative practices. No difference was found in relation to environment, teaching aids, skills and science process skills of teachers in urban and rural areas. However, teachers in rural areas were more knowledgeable about creativity, while teachers in urban areas were better at practising it. This research provides baseline evidence on current practices in creative pedagogy of science teachers nationwide.

The purpose of this study is to identify the e-courseware effectiveness and Special Education (SpeEdu.) Teacher perception in Spectrum Disorders (ASD) students master in basic living skills. A total of five (5) practising SpeEdu teachers had participated in this study, and there was 4 total number of children involved in the study. The study used a pre-post experimental research design. The participating in-service teachers and ASD students were selected based on the criteria required. Pre-test and Post-test instruments were employed to gather ASD students' achievement scores. Analysis descriptive was carried out to understand and compare the differences between control and treatment group. The result indicated that BLS (Augmented Reality Animation) is more effective to be used rather than BSL (Static graphic) and respondents are more dominant and satisfied with the BLS (Augmented Reality Animation) presentation. The implications of this study are significant contributions to the Ministry of Education Malaysia (MOE), teachers, parents and caregivers.

Mobile devices have been utilized as an emerging learning tool in the 21st century to support the learning of chemistry. This study aimed to identify matriculation students’ learning experience with regards to the use of mobile devices for learning chemistry. The study employed a qualitative case study approach, which was carried out in a matriculation college. Online diaries and interviews were utilized as the instruments of the study. A total of 84 students initially reflected their learning journey using an online diary, whereas 17 students who were active in mobile learning were purposely selected for the interview. The findings revealed that students have positive and negative experiences towards the use of mobile devices for learning chemistry. They positively perceived that using a mobile device for learning chemistry promotes knowledge construction, visualization of abstract concepts, self-control in learning and intellectual discourse. However, the issue of learning resources quality challenged their available cognitive capacity for learning chemistry. This study offered educators with insights about the importance of incorporating mobile devices for learning chemistry. Educators can plan the appropriate instructional strategies for chemistry based on the students’ learning needs.

The purpose of this study is to explore the favored video applications in video use, compatible techniques and technology to accommodate the learning styles of moral education students in Teacher Education Institutes. This study is also to explore the contents of lesson suit to technology preferred by students in learning Moral Education. This is a case study in where data were collected through interviews. Six semester four students were chosen through purposive sampling from two Teacher Education Institutes in Malaysia. The constructs and internal validity were verified by experts while the external validity was verified through support from existing studies and theories. Data of the study were analyzed by using the Nvivo software to identify the features of favored video, compatible techniques and contents of lesson suit to technology that enhance the quality of teaching and learning of Moral Education to students. The Physiological Stimulus of Dunn and Dunn Learning Styles Model was used as guidance in the interviews because this model was the most suitable to be applied to students with Physiological Stimulus. The results of the analysis showed that short videos with suitable musics and short duration are the favored video for moral education students in teacher education institutes that enabled students to memorize the content knowledge. This research could be the learning guidelines on the use of videos and consequences activities of the shown videos that accommodate the learning styles of moral education students in Teacher Education Institutes which could be used by instructors in their professional practice in the lecture room.

Present studies have advocated the role of digital games in significantly enhance students' learning. In this regard, this paper examines the needs of digital mobile games in the development of Arabic language learning application. The data were collected using a need analysis questionnaire administrated to 123 students enrolled in elementary Arabic language courses in three universities,