A Conceptual Model of Interactive Persuasive Learning System for Elderly to Encourage Computer-Based Learning Process

Abstract

Over the past few years, new and improved learning techniques and technologies have been introduced. Among them, interactive media holds a lot of potential in learning. This technology highly promotes self-directed and active learning approaches and has capabilities to foster the learning process. Furthermore, the emergence of persuasive technology increased the capability of the media features to be used in learning field within variety of ways. Persuasive technology is the attempts of several researchers and its founder to proof the power of persuasion through the computer technology in changing peoples' behavior and attitude. Even though previous studies have highlighted the various features of interactive media contribute to learning, our preliminary study indicated that most of elderly prefers conventional learning approach over computer approach. It is evident that elderly choose the use of computer applications as their last resort in learning. In order to highlight an interactive media system with persuasion elements, this study attempt to propose a conceptual model of interactive persuasive learning system for elderly that can be used in encouraging them to learn using computer-based learning tools. Thus this paper reviews the introduction of persuasive technology and interactive media. Then, we propose the conceptual model of interactive persuasive learning system for elderly that can be used in encouraging them to learn using computer-based learning tools. The proposed model will be helpful in designing and developing interactive media systems that can encourage and engage a learning process among elderly.

Elements of Technology Enabled/Enhanced Active Learning (TEAL) to Enhance Quality and Employability of Bachelor’s Students

“…Students must be more creative and have high imagination in illustrating so that they can understand what is being learned by visualizing them in their mind [59,60]. This learning area is based on the level of student's thinking on how they can become with high productivity in their work, with a high level of cognitive thinking for increasing their learning environment.…”

A Study of Students’ Motivation Based on Ease of Use, Engaging, Enjoyment and Fun Using the Augmented Reality Science Textbook

“…It supports the researcher to decide the relationship among those components in enhancing the understanding of the research problem and solution (Zulkifli et al, 2013). The conceptual model is a huge asset in a research study because through the use of the model, researcher, designer and developer are able to visualize a project from their perspective (Zulkifli et al, 2013).…”

“…It supports the researcher to decide the relationship among those components in enhancing the understanding of the research problem and solution (Zulkifli et al, 2013). The conceptual model is a huge asset in a research study because through the use of the model, researcher, designer and developer are able to visualize a project from their perspective (Zulkifli et al, 2013). Several important models, theories and principles have been employed namely; the ARCS (Attention, Relevance, Confident and Satisfaction), the Cognitive Theory of Multimedia Learning (CTML), the Intrinsic Motivation Theory and Multimedia Learning Principles.…”

Gamification design in computer-supported collaborative learning: towards an approach for tailoring influence principles to player roles

“…However, 1.3. Motivation, Objective and Rationale the design and implementation of persuasive (learning) technology are complex tasks since it is hard to estimate the effectiveness of those strategies regarding each learner (GRAM-HANSEN;SCHÄRFE;DINESEN, 2012;ZULKIFLI et al, 2013). For instance, many efforts of the research community have shown the weakness of one-size-fits-all approach to tackle motivation in persuasive technology.…”

“…Yet, trying to figure out what is the right message for a student and how to deliver it at the right time are still difficult tasks. As shown in (GRAM-HANSEN; SCHÄRFE; DINESEN, 2012) and (ZULKIFLI et al, 2013), the design and implementation of persuasive systems (e.g., persuasive learning systems) are complex tasks since it is hard to estimate the effectiveness of those strategies regarding each learner. One promising way to improve the effectiveness of technology-based persuasive interventions relies on the design of personalized persuasive principles (i.e., backed up by social psychology theory) and tailored to fit user's personality traits.…”