Developtment Virtual Laboratory of Digital Electronics Using Mobile Virtual Reality

The virtual laboratory of digital electronics using mobile virtual reality technology to save to cost of making real laboratory. Mobile virtual reality can use by student to practice digital electronics skill in their home. This study to finds the skill improvement of student in competency digital electronics using virtual laboratory with mobile virtual reality based. Virtual laboratory can help student to feel the real practice of laboratory in everywhere and every time. The feature of virtual laboratory is: (1) enable to do practice digital electronics in every time and everywhere, (2) student can do experiment like in laboratory using android phone, (3) support with many of android phone series. This study uses a research and development method using waterfall model that have five stage to develop a software application. The results show that the virtual laboratory can help student to improve their skill of digital electronics because easy feature and real time of virtual laborator

Trend Of Research Design On Teaching English As A Foreign Language

This study aims to describe the results of content analysis on the Trend Of Research Design On Teaching English As A Foreign Language for two years (2020-2022) on the Scopus index. The research design used is quantitative with content analysis of 42 search results manuscripts using publish or perish. The results of this study found that the research design trend of Teaching English As A Foreign Language was dominated by Qualitative n = 8 (19%) and Mix method n = 8 (19%). And the least is Quantitative case study and Qualitative content analysis n= 1 (2%). Thus, the author recommends for future research on Teaching English As A Foreign Language to further explore the design of quantitative case studies and qualitative content analysis. Whether as a research thesis, master thesis, and dissertation

English or Indonesian Language? Parents’ Perception Toward Children's Second Language Learning Context

The phenomenon of teaching English and Indonesian language, especially in North Sulawesi, as a second language overlaps, where some argue that teaching Indonesian language should come first so that children will not forget Indonesian language or, in other words, children will master their national language. In this study, the method used is a descriptive method with a qualitative approach. The sample used as respondents by the researcher is parents in North Sulawesi who have children who can speak English and Indonesian, in addition, to their mother tongue (Manado language/Regional language), and the respondents consisted of 10 parents. The researcher used questionnaires to gather parents' perceptions of whether the children should be taught English or Indonesian Language first. However, some people think teaching English is very important because mastering English as an international language is necessary. English is suitable for children as their second language, but teaching Indonesian language as the national language is also very important. Therefore teaching between these two languages must be balanced so that it does not only English that can be mastered by children or not only Indonesian language

Analysing mobile learning designs: A framework for transforming learning post-COVID

Mobile learning is well established in literature and practice, but under-evolved from a rigorous learning design perspective. Activity theory presents a sophisticated way of mapping and understanding learning design, but for mobile learning this does not always translate into change in practice. The reported research addresses this by coupling a mobile learning specific approach to activity theory with a practice-based framework: the design for transformative mobile learning framework mapped to the pedagogy-andragogy-heutagogy continuum matrix (the DTML-PAH Matrix). Seven case studies are analysed using this approach and presented narratively along with framework informed analysis. Findings include that the DTML-PAH Matrix can be used to provide clearer implications and guidance for mobile learning practice, and that the DTML-PAH Matrix can also be guided by the practice over time. Implications for further research and practice are discussed. Implications for practice or policy: Provide technological and pedagogical scaffolds to students. Learning designs should focus upon enabling elements of learner agency and creativity. To develop learning solutions to real world problems utilise a design-based research approach. Create authentic collaborative learning activities and tasks. Integrate mobile learning affordances in the design of the course and curriculum

Korištenje mobilnih aplikacija za učenje jezika u sklopu nastave jezika: pregled literature o suvremenoj praksi

Over the last decade, language learning with digital technology in general, and mobile technology in particular, has received significant attention in both research and practice. This is mostly attributed to the learning-enabling aspects of mobile-assisted language learning (MALL) on the one hand, and the rapid development of hardware (mobile devices) and software (mobile applications) on the other. MALL offers the opportunity to use mobile devices for learning not only within the confines of the language classroom, but also outside it, making it particularly relevant for the implementation of distance learning. This paper examines latest practices concerning the implementation of MALL into the teaching and learning process by reviewing relevant literature from the field, with particular focus on designated mobile applications for language learning. The literature review, which identified 17 relevant publications over the period of roughly two and a half years (between January 2020 and April 2022), codes educational interventions described therein in terms of the context of language learning and the effects of introducing mobile technology into language classes. The results of the review reveal significant diversity in mobile applications employed for language learning, pedagogical approaches that underlie educational interventions, teacher roles, and positive effects for language learners, which may prove useful to language practitioners when organising language classes that include mobile technology.Tijekom posljednjeg desetljeća, učenje jezika pomoću digitalne tehnologije općenito, ali i pomoću mobilnih tehnologija posebno, dobilo je značajnu pozornost u istraživanjima i praksi. S jedne strane za to su zaslužni pozitivni aspekti koji se pripisuju učenju jezika pomoću mobilne tehnologije, dok su s druge strane tome uzrok brz razvoj računalne opreme (mobilnih uređaja) te računalnih programa (mobilnih aplikacija). Mobilno učenje jezika nudi priliku za korištenje mobilnih uređaja ne samo unutar fizičkog okruženja učionice, već i izvan nje, što ga čini vrlo pogodnim za uspostavu učenja na daljinu. U ovome radu istražuje se suvremena praksa povezana s implementacijom mobilnog učenja jezika u proces učenja i poučavanja kroz pregled relevantne literature područja, s posebnim naglaskom na mobilne aplikacije za učenje jezika. Pregled literature, u kojem je identificirano 17 relevantnih radova objavljenih tijekom perioda od dvije i pol godine (od siječnja 2020. do travnja 2022. godine), sistematizira opisanu primjenu mobilnog učenja prema značajkama konteksta u kojem se primjenjuje te prema učincima mobilnog učenja u sklopu nastave. Rezultati pregleda ukazuju na značajnu raznolikost u smislu mobilnih aplikacija koje se koriste, pedagoških pristupa na kojima počiva njihova praktična primjena, uloga nastavnika jezika, te pozitivnih učinaka na učenike, a koji se mogu pokazati korisnima praktičarima pri organizaciji jezične nastave uz primjenu mobilne tehnologije

Serious game-based word-to-text integration intervention effects in English as a second language

Word-to-text integration (WTI) is the ability to integrate words into a mental representation of the text and is important for reading comprehension, but challenging in English as a second language (ESL). However, it remains unclear whether WTI can be trained in seventh grade ESL learners, who often struggle with reading comprehension and display large individual differences. To pay attention to individual differences, the present study examined an adaptive computer game-based WTI-intervention. The intervention, replacing 50 min of ESL classroom instruction, comprized a 12-week program in which students had to complete WTI-based assignments within four serious games, targeting morphosyntactic awareness, translation of words within sentences, recognizing idioms from words in contexts, and a filler game targeting dictation. The intervention group (n = 164) was compared to a control group (n = 166), who only received regular ESL classroom instruction. Both groups completed the following reading measures: decoding, morphological, and syntactic awareness, WTI (argument and anomaly reading speed and processing), and reading comprehension tasks at the beginning (T1) of the school year and at the end (T2) of the school year. Results demonstrated an intervention effect on decoding and anomaly processing as reflected by an interaction between time (T1 vs. T2) and group (intervention vs. control) in a repeated measures MANOVA. Follow-up mediation analyses for the intervention group only - with game performance as mediators between reading measures at T1 and T2 - indicated that students with better T1 scores on reading measures showed more growth in performance within games. More performance growth within the translation game and the idiom recognition game was related to better reading scores at T2. Both high-achieving and low-achieving students displayed performance growth within games, indicating that a WTI intervention yields promising results for a broad variety of ESL readers

A Hybrid Methodology to Improve Speaking Skills in English Language Learning Using Mobile Applications

The main objective of this research is a working example of how a hybrid methodology combining traditional methodologies and mobile devices can be used to contribute to the literature on mobile learning in teaching English as a second language. This work was carried out because, in many Latin American countries, students are taught English as a second language throughout their primary and secondary education. However, at the end of their studies, most students are unable to communicate with other people in English, let alone with native speakers. Moreover, it must be taken into account that nowadays English is the most widely used language in international communications, business transactions, finance and science. The professional who knows how to communicate in English has a positive differentiator in his or her professional profile and can easily access more relevant positions in any institution. For this purpose, a review of different methodologies for teaching oral expression in English has been carried out. Metrics have also been used to choose an effective mobile application to reinforce English speaking. These analyzed methodologies have been combined with the use of a mobile application to propose a hybrid methodology that contemplates an eight-week class guide. Due to the characteristics of mobile learning, this work can help to motivate students in their learning and in improving their communicative skills in the English language. High school teachers can use this methodology as an innovation in their educational programs.This work was financed by the Universidad de Las Américas through project code: TIC.LCC22.01

Students Impression About Using Mobile Phones in Classroom

Mobile phones are widely used by university students and there is a controversial topic whether students should be able to use them freely during lectures. A survey was distributed seeking student opinions on using mobile phones in classroom. We used two-phase sampling method to reduce the nonre-sponse bias. There were 392 valid responses. To test the effect of different factors on students' opinions a number of statistical techniques were utilized. The results showed Qatar University students marginally favored using mobile in classroom, but using mobile phone distracted some students who are less in favor of using phone during lectures. The proportion of students who believe that student should decide to use or not use mobile in the classes is 0.635. Apparently, students expected implementation of a policy that controls the use of mobile phones in class. Recommendations include a blanket policy for the University on the use of mobile phones during class, mobile phone breaks given by lecturers during class, utilizing mobile phone as an educational tool, with social media distractions blocked through the university system.Scopu