A Flash-Based Framework for Learning Thai Language as Second Language in Preschool Education

Mahamad, Saipunidzam; Yossawadee, Kaoemanee; Ibrahim, Mohammad Noor; Kasbon, Rozana

doi:10.1007/978-3-642-25349-2_16

Cited by 3 publications

(2 citation statements)

References 4 publications

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“…Learning while playing is the best way to learn because it creates emotional attachments, and emotion is the door to learning. Interactivity via visualization and practicing in learning will help children in learning second language faster [8,9]. Children can easily memorize thing when they learn by doing, talking, playing, connect with numbers and pictures, and through pictures and sounds.…”

Section: Related Workmentioning

confidence: 99%

An Application for Learning Malay Language as a Second Language: A Proposed Design

Mahamad

Mohamaddiah

Ibrahim

et al. 2012

AEF

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Abstract. With the proliferation of wireless and mobile technologies, this paper presents a framework for learning Malay language as a second language for vernacular primary school students through a mobile application. One of the problems faced by this group of students is when they have to further their studies to national secondary school where the medium of communication is no longer in their native language, but Malay.. This application encourages the learners to improve their Malay language skills at their own pace anytime anywhere. It is designed in such a way that the learners can use and explore the modules in the application by themselves. The concept of play and learn is integrated in this application that gives excitement in learning the language.

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Section: Related Workmentioning

confidence: 99%

An Application for Learning Malay Language as a Second Language: A Proposed Design

Mahamad

Mohamaddiah

Ibrahim

et al. 2012

AEF

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“…Educators also be seen as the task of forming the spiritual aspects of learning and teaching starting from childhood. The emergence of education technologies with appropriate learning approach could enhance the learning process that expose the young children to the technology while they learn from the lessons [1]. These children should be exposed to a variety of science in schools to build and generate their minds towards producing perfect human as the will of the state.…”

Section: Introductionmentioning

confidence: 99%

Online Education: the Academic Impact and Learning Effects

Mahamad¹,

Hashim²

2018

IJET

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Online education is a new way of learning which simplified many factors that affect student intake in higher institution. It gives opportunity to increase the level of education with or without going to the institution. Even though, there is an abundance of research pertaining to online education but very few of these research studies focus on the academic impact and learning effects of this modality on students. These paper present a review on academic impact and learning effects of online education. Educators and learners are benefited to explore beyond traditional classroom in many ways including development of technologies, social contribution and pedagogical.

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Exploring Preschool Teachers' Technological Pedagogical Content Knowledge of Educational Games

Hsu

Liang

Chai

et al. 2013

Journal of Educational Computing Research

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Current technological pedagogical content knowledge (TPACK) studies are inclined to treat technology in a general manner, an approach which may not be able to provide adequate guidelines to improve teacher preparation and professional development when teaching with games. This study developed two new questionnaires, namely the Technological Pedagogical Content Knowledge-Games (TPACK-G) survey to investigate 352 preschool teachers' confidence in their TPACK-G, and the Acceptance of Digital Game-Based Learning (ADGBL) survey to assess their acceptance of gamebased learning. The results show that both instruments exhibit satisfactory validity and reliability. Through a path analysis, the framework of the TPACK-G proposed in this study was supported. In addition, preschool teachers' experience with games and their attitudes toward game-based learning contributed positively to their reported game knowledge. Perceived learning opportunities and attitudes toward game-based learning had direct relations with game pedagogical knowledge. Lastly, experience with games contributed to game pedagogical content knowledge.

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A Flash-Based Framework for Learning Thai Language as Second Language in Preschool Education

Cited by 3 publications

References 4 publications

An Application for Learning Malay Language as a Second Language: A Proposed Design

An Application for Learning Malay Language as a Second Language: A Proposed Design

Online Education: the Academic Impact and Learning Effects

Exploring Preschool Teachers' Technological Pedagogical Content Knowledge of Educational Games

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