<p>The increasing number of road accidents and deaths among children in Malaysia is a concern. One of the main causes stems from lack of knowledge and skills in dealing with the complexity and condition of the road system. Recognizing the significance of road safety among students, road safety education has been introduced to primary schoolsby the Ministry of Education in 2008. Initially it was blended into the Malay language subject with the goal to equip the children withthe knowledge and skills about road safety.However, road safety teaching and learning still uses the conventional methods without the use of specialized tools. This paper introduces ROSE courseware, a specialized learning tool developed to meet the needs of the Malaysian primary school curriculum for road safety education. Its learning environment is a blend of virtual reality, augmented reality and interactive multimedia, which enables children to understand and acquire skills related to road safety through interactive, real-time and immersive learning tool. In order to receive the children’s feedbacks pertaining to their experience in interacting with the ROSE courseware, a usability evaluation was conducted. The results show that the children strongly agreed on the usefulness, information quality and interface quality of the ROSE courseware.<strong></strong></p>
Most postgraduate students intend to complete their study successfully. Yet, they might face fear of failure or fear of facing examiners during thevivasession.A viva session has been noted to be mysterious, unpredictable, and potentially frightening to somestudents, particularly to students whose English is their second language.Some of these students might consider themselves to have low ability in expressing their words thus lacking in confidence to facean oral assessment.These students, however, can prepare well for a viva session by rereading their thesis, arranging for a mockviva, and practicing debating their work with a senior student. This paper attempts to present a new way of viva preparation by means of a virtual viva simulator (V2Sim). This V2Sim is based on a virtual reality approach that usesan avatar as an examiner. This study aims to design and developa V2Sim to providearepeatablecoaching for a viva session at no cost. The implementation ofthe V2Sim involved three phases: identification of research problem, design and development, and evaluation. The study aspires to examine the experience of postgraduate students using the new technique. For this purpose, a combination of interviews and an experimental method were adopted to evaluate the V2Sim coachingamong 30 PhD students. Interpretive outcomes from this study suggest that the V2Sim coachingis a novel tool for assessing learning outcomes for a viva voce session and for improving students’ skills. Based on these findings, implications for the adoption of V2Sim coachingas an assessment method are discussed, among which the improvement of the experience of viva-voce session in the future.
The objective of this study is to identify the degree of availability of international quality standards in the books of sports for the sixth grade in the sixth grade. To achieve the objectives of the study, the researcher followed the method of content analysis which is one of descriptive method methods. The descriptive approach is to study the phenomenon and describe it accurately and express it quantitatively or qualitatively. The quantitative expression describes the phenomenon digitally and illustrates the size or size and degrees of correlation with other phenomena, and the conduct of statistical analysis shows the absence of differences between the mathematics books in Iraq and Jordan in terms of the degree of availability of international quality standards in K B Sports sixth grade in the sixth grade
<p class="Default">There is a significant increase in road accident statistics in Malaysia and this reflects the culture formed among users related to road safety. In developing a positive road safety culture, road safety education should be introduced from an early age. The effort by the Ministry of Education Malaysia in implementing road safety education in primary schools since 2007 is a wise move towards the formation of that culture. As the road system becomes busier and more complex, children need to be educated with sufficient knowledge and skills to cope with increasingly challenging road situations. This paper introduced the ROSE courseware which incorporates multimedia, AR and VR technologies for the purpose of assisting teachers and students to understand and acquire skills related to road safety. A study was conducted among 30 primary school students in using the ROSE courseware for road safety education. The study provides an insight into the relationship between perceived ease of use, perceived usefulness, and enjoyment and students’ satisfaction in using the ROSE courseware utilising Pearson correlation and regression analyses. Regression analysis resultsindicate the significant relationships between perceived usefulness and enjoyment and students’ satisfaction in using the ROSE courseware. However, the relationship between perceived ease of use and satisfaction is notsignificant.Using paired sample t-test, this study also looked at the students' learning performance due to the intervention of the ROSE courseware for RSE. The outcomes showed that the mean scoredifference between the pre-test and post-test is significant. By using the ROSE courseware, thestudents gained significantly higher level of road safety knowledge which indicates that the learning performance among the participants has been enhanced through the implementation of the ROSE courseware.</p>
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