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Learning computer programming is a good way to develop Computational Thinking, but many students assumed that computer programming is a complicated subject, which leads toward their disinterest in computer science. We believe that this assumption can be overcome if the students were introduced to the concept of programming earlier during preschool years. The best programming method for children to learn programming is the tangible programming method but current Malaysian preschool syllabus does not contain a framework for preschoolers to learn tangible programming. This paper introduces the developmentally-appropriate Learn Programming Framework (LPF) for preschoolers to learn programming concepts. The structured syllabus in LPF involves a series of controlled-play activities to be used with the novel tangible board game. Once the framework has been successfully implemented, extensive evaluation of LPF will be done to test its effectiveness in teaching children about programming.

The Player and Avatar attachment help to motivate a student to strengthen their engagement in gameplay. The different types of avatar designs deployed in a game have an impact on students' engagements. The avatars are designed with different roles, wherein each role offers varying motivational effects on students' engagement. Several research in human and computer interaction have assessed user engagement and user attention in a computer or system application as well as in gameplay.Among the usual approaches to assess user engagement are using questionnaire and eye-tracking. Investigating the possible use of these approaches in determining the player and avatar attachment, particularly the attachment that associated with the various avatar designs and their effect on students' engagement are inconclusive and remains untapped. Essentially, studying students' engagement and attention perception while learning enriches one's comprehension about engagement in the education segment. As such, this study proposes a new model of player and avatar attachment based on the students' engagement and focus attention on the gameplay of digital educational games (DEGs). The model is developed follows a stepwise approach consisting component identification, relationship of the components, model development, and model validation. Several components were scrutinized, summarized, and developed into the model proposed in this study. A significant attachment can determine the avatar design that may influence a student's engagement in gameplay. Hence, this study offers several constructive recommendations for future avatars in game design for education purpose, which may validate the user's engagement based on his or her focus attention.

Cognitive impairment includes the lacking ability to remember things, disorientation in remembering the current location, and the struggle to find the correct word. People with dementia (PwD) are often involved in this impairment. With that being said, this project proposes the use of a mobile application to help in improving their cognitive issues. To tackle this problem, features and functionality of a mobile application specifically for dementia users are identified which contributes to the development of a diary application. Identifying and gathering features from previous studies was the initial method. Development of the diary application followed the software development life cycle (SDLC) waterfall method and evaluation of the application was experimented with identified dementia users. The findings of this project are the application set of guidelines gathered from literature into the diary application. Four verified dementia people were involved in the evaluation of the effectiveness of the application. The evaluation of the application includes some good points. Some parts of the application are pointed out for their unsuitable design and suggestions are given to improve the application in the later future.