Abstract-One of the main problem in higher education teaching is low students' levels of engagement leading to poor learning performance. Broad teaching strategies, methods and tools are developed over the years to address this concern. In recent years, with the increasing numbers of students accessing the internet using mobile devices, there has been growing interest in embracing the mobile technology in teaching to improve the student participation in the classroom. This research describes the design and implementation of a mobile-based interactive teaching model with in-class and off-class components aided by Socrative online audience response system to improve students' engagement in a private university in Malaysia. A total of 45 students from undergraduate computing course had participated in this experimental study. The activities such as polls, exercises, quizzes and games was used to stimulate the discussion and encourage two ways communication between instructor and students. Both qualitative and quantitative data comprises of students' feedbacks, academic results, attendance records and instructor's teaching evaluation scores are analyzed. The results show that students were strongly positive with the use of Socrative and felt that they were more engaged. This interactive model has successfully enhanced students' learning experience and improved students' academic performance. The outcome of this study would contributes to current evidence of the efficacy of using mobile technology in higher education teaching.

GPS-based navigation technology has been widelyused in most of the commercial navigation applications nowadays. However, its usage in indoor navigation is not as effective as when it is used at outdoor environment. Much research and developments of indoor navigation technology involve additional hardware installation which usually incur high setup cost. In this paper, research and comparisons were done to determine the appropriate techniques of indoor positioning, pathfinding, and route guidance for an indoor navigation method. The aim of this project is to present a simple and costeffective indoor navigation system. The proposed system uses the existing built-in sensors embedded in most of the mobile devices to detect the user location, integrates with AR technology to provide user an immersive navigation experience. In this project, an indoor navigation mobile application was developed and tested. The development demonstrates the usage of IndoorAtlas which enables indoor positioning through technology fusion to detect user's position and obtain the route to destination, and ARCore to display AR guidance using the computed route. Surveys were carried out to gauge the efficiency of the method and to gather the feedback from the participants. The architecture of the method and the demonstration of the application is presented.

The sense of touch (haptics) has been applied in a few areas such as tele-haptics, tele-medicine, training, education, and entertainment. As of today, haptics is currently used and explored by researchers in more areas. These can span from both multi-disciplinary and even inter-disciplinary areas as well. The utilization of haptics is also enhanced with other forms of media such as audio, video, and smell. For example, haptic use is prevalent in virtual reality environments to increase the immersive experience for users. However, while there is significant progress pertaining to haptic interfaces throughout the years, there are still many challenges that limit this progression. Therefore, this review highlights haptic interfaces for virtual reality ranging from wearables, handhelds, encountered type, props and mid-air. We discuss and summarize these approaches and along with interaction domains such as skin receptors, object properties and force. Furthermore, design challenges for each interface are also highlighted along with existing research gaps.INDEX TERMS haptic interfaces, human-computer interaction, virtual reality.

-The aim of this project is to develop a customized Bingo game based on the user interface guidelines that suit the elderly users. This project targeted to improve the cognitive ability of the elderly with the specifically designed gaming features. In this research, qualitative data will be used to analyze the confidence and acceptance level of the elderly on the mobile digital games, as well as to understand how the elderly interacts with current technologies (mobile devices) and the benefit they can gain from the mobile games. User testing, survey, and result analysis have been done with a group of elderly members from D'Happy club in Petaling Jaya, Malaysia. The results of this project contribute to the development of an elderly friendly mobile game to motivate the elderly's engagement in mobile gaming, with the will that it could help to delay and decrease the risk of the elderly in developing the Alzheimer's disease.

Currently, there are a plethora of solutions developed to help students learn the basics of programming. However, there is a relative paucity of solutions that cater to problems students face when learning programming that is mainly caused by the abstract nature of programming, misconceptions of programming concepts, and lack of motivation. Hence, in this study, a framework to address the abstract nature of programming and common programming misconceptions is developed. The framework consists of three modules that correspond to each issue, powered by a simulation engine. The first module is developed to address the abstract nature of programming by representing programming concepts with concrete objects in the virtual environment. The second module employs simulation techniques such as interactions and player perspectives to address common programming misconceptions. Lastly, the third module employs elements in the virtual environment to engage students when learning through the system. To evaluate the system, 60 participants were randomly divided into the control group (N=30) and the experimental group (N=30). Participants in the control group were taught using a video lecture while participants in the experimental group were taught using the developed intervention. Evaluation results gathered quantitatively indicated that the VR intervention was able to significantly increase programming concepts comprehension and address common programming misconceptions. Participants also rated the developed VR intervention to be significantly more engaging than the video lecture.