Design and Development of a Self-Diagnostic Mobile Application for Learning Progress in Non-Face-to-Face Practice Learning

Abstract

Due to COVID-19, non-F2F (non-face-to-face) learning is being conducted in educational sites around the world. Unlike theoretical subjects, which have a variety of applicable non-F2F learning content, in practical subjects, learners may undergo many difficulties due to many learning activities. Therefore, this research tries to design and develop a mobile application that allows learners to perform a self-diagnostic on their learning progress. In this research, we conducted a mobile application usability evaluation for 36 students who participated in non-F2F Arduino practice learning. To this end, we applied the ADDIE (Analysis, Design, Development, Implement, and Evaluation) model to develop a self-diagnostic mobile application for students’ learning progress according to the learning content. The research tool modified and distributed the question item appropriate for this subject’s study for the mobile usability evaluation that was used in the previous study. This research applied the ADDIE model to analyze the characteristics of students and learning contents, including designed learning contents, database, menu structure, developed learning contents, and mobile application. After using this in non-F2F practice learning for 15 weeks, a mobile application usability evaluation was conducted. As a result of the study, due to receiving usability scores between 3.53 and 4.42, it was found that the learning progress self-diagnostic in non-F2F practice learning was essential and that mobile applications were useful in non-F2F practice learning. Additionally, 33 out of 36 students responded that it would be useful for their learning if they actively used it in other subjects as well. We have found that leveraging self-diagnostic mobile applications through the mobile application usability evaluation tool can be useful for non-F2F practice learning. Additionally, it is expected to be useful for non-F2F practice learning if additional research is conducted on other factors as well such as teaching presence, online learning engagement, and learning flow in the future.

A Review of Learner’s Model for Programming in Teaching and Learning

“…Learning computer programming courses online can be difficult and stressful for many students, which has been made worse by the COVID-19 pandemic. There are certain socio-cognitive challenges associated with learning programming online that may be distinguishable from those related to conventional learning [12]. To ensure academic success, it is essential to have learning materials that are systematically organized and easily accessible for learners to self-assess their progress [13].…”