The model of persuasive Hajj learning environment

Hajj is one of five pillars of Islam.Every capable and able-bodied Muslim is obliged to make the pilgrimage to Mecca at least once in their lifetime.Even though comprehensive courses were provided before the pilgrimage particularly in Malaysia, additional learning material is still needed.This is due to the complexity of Hajj procedures comprehension including the practical parts. Multimedia (MM) and virtual environment (VE) technology adaptation seems appropriate to be used for Hajj learning.Nevertheless, to design and develop a Hajj learning procedure application needs thorough preparation to achieve the objectives of use, particularly when it deals with elderly peoples who are not really interested in the technological approach learning.Thus, this paper proposed a model of persuasive Hajj learning environment and the theories usage; covering constructivist, MM principles, persuasive design principle and CTML use.This prototype was developed based on the model, and a heuristic evaluation also has been discussed in the end of topic.The methodology used in this study is an adaptation of the research design used by Vaishnavi and Kuechler in 2008.This paper is hoped to bring ideas and help designers and developers in the future

Virtual Hajj (V-Hajj): A Persuasive Hajj Learning Procedures Courseware

This study focuses on an attempt to develop a supplementary learning material for the procedures to perform the Hajj. From the preliminary studies, the existing supplementary materials and learning methods were found to be less effective in giving a clear understanding to the users, whether they are youngsters or elders. Moreover, most of the current supplementary materials are based on passive learning mode. To provide a better supplementary learning material which supports active learning and self-directed learning, this study incorporates virtual environments (VE) and Multimedia (MM) technologies to develop Virtual Hajj (V-Hajj) prototype. Certain persuasive design guidelines were also adapted to persuade users particularly the elders to change their view in using computer-based material. By employing certain important elements, a conceptual model of persuasive Hajj learning environment was constructed. It consists of MM learning principle, Cognitive Theory of MM Learning, VE constructivist theory, persuasive technology principles, MM authoring processes, VE authoring processes and persuasive design guidelines. The model and its courseware prototype are the major contributions of this study. The methodology used in this study is an adaptation of the research design used by Vaishnavi and Kuechler in 2008. It combines the processes and methods used for VE authoring and MM authoring to produce V-Hajj prototype. The expert evaluation revealed some limitations of the prototype and the limitations have been fixed. Meanwhile, the user evaluation results revealed that the V-Hajj prototype provided good indication of the applicability and usability as well as the persuasive effect of the V-Hajj prototype as a supplementary Hajj learning material to the users. In conclusion, an integration of multimedia, virtual environment and persuasive technology in designing and developing a supplementary Hajj learning material has helped users to learn better. However, certain limitations do remain, such as the number of respondents involved in this study. This will be rectified in the future

INFLUENCE OF PERSUASIVE REMINDERS AND VIRTUAL REHEARSAL ON INFORMATION SYSTEMS FOR SLEEP DEPRIVATION

Appropriate amount and good quality of sleep are essential for mental and general well-being. Sleep deprivation and other chronic sleep disorders could lead to negative consequences for health, poor quality of life and reduced competence. An individual’s quality of life could be unsettled because of several reasons, sleep deprivation is one of them. Information systems (IS) and human-computer interaction (HCI) researchers have paid considerable attention to promote healthy behaviors however sleep deprivation as a problem domain has received relatively little attention. In this paper, we present qualitative findings from a field study that examined potential influence of persuasive reminders and virtual rehearsal on the effectiveness of a Behavior Change Support System (BCSS). Tyyne is a BCSS developed for people suffering from sleep deprivation. The content of virtual rehearsal modules were drawn from Acceptance and Commitment Therapy. Participants were recruited through newspaper advertisements. After screening at the university clinic, eligible participants (n = 86) were randomized into an Intervention group and a Control (wait-list) group. For data collection, we employed pre and post study structured questionnaires. Upon completion of the study, 41 participants volunteered to complete post study questionnaires. The findings reveal that a moderate number of participants (60.5%) improved their sleeping habits, a significantly high number of participants (79.1%) approved the BCSS, a staggering high number (93.0%) of the participants agreed that learning new skills through web-based BCSS is a good idea, and a substantial number of participants (72.1%) believed that persuasive reminders help people in task completion and compliance. Even though only about one third of participants (37.2%) reported that after using the BCSS they could better manage their sleep disorders, we suggest that the findings are encouraging. Given that treating sleep deprivation requires much longer periods of time than the intervention’s duration (in our case it was 6 weeks), improvement with one third of the participants is nevertheless a promising result. On the whole, persuasive reminders and virtual rehearsal as software features have a significant potential to enhance overall effectiveness of information systems for chronic sleep disorders

ViSTREET: An Educational Virtual Environment for the Teaching of Road Safety Skills to School Students

Virtual reality (VR) has been prevalently used as a tool to help students learn and to simulate situations that are too hazardous to practice in real life. The present study aims to explore the capability of VR to achieve these two purposes and demonstrate a novel application of the result, using VR to help school students learn about road safety skills, which are impractical to be carried out in real-life situations. This paper describes the system design of the VR-based learning environment known as Virtual Simulated Traffics for Road Safety Education (ViSTREET) and its various features. An overview of the technical procedures for its development is also included. Ultimately, this paper highlights the potential use of VR in addressing the learning problem concerning road safety education programme in Malaysia

Pengembangan Media Pembelajaran Mobile Learning Berbasis Android Dengan Pendekatan Kontekstual Pada Mata Pelajaran Ekonomi Kelas X IPS

Dilatarbelakangi oleh rendahnya pemahaman peserta didik pada materi Bank sentral dan  sistem pembayaran maka penelitian ini bertujuan untuk merancang media pembelajaran berupa mobile learning berbasis android. Media dibangun dengan pendekatan kontekstual yang dianggap lebih sesuai dengan peserta didik. Research and Development mengadaptasi model pengembangan 4-D (Define, Design, Development, & Dissiminate). Uji coba secara terbatas menggunakan subyek penelitian 20 peserta didik. Hasil uji coba yang diperoleh melalui perbandingan pre-test dan post-test yang dianalisis menggunakan gain score dan uji beda. Uji ini bertujuan untuk mengetahui efektivitas media pembelajaran yang dikembangkan. Hasil uji coba menunjukkan bahwa media pembelajaran mobile learning berbasis android dengan pendekatan kontekstual dapat meningkatkan pemahaman peserta didik. Media yang dikembangkan telah selesai dan siap diujicobakan pada subyek yang lebih luas untuk memperbaiki kelemahan atau menambah fitur yang dibutuhkan

PENGEMBANGAN E-MODUL BERBASIS KONTEKSTUAL SEBAGAI PENDUKUNG PEMBELAJARAN JARAK JAUH KELAS X IPS

Latar belakang penelitian ini adalah kurangnya media pembelajaran yang mendukung pembelajaran jarak jauh yang menyebabkan kurangnya pemahaman peserta didik pada materi bank sentral, sistem pembayaran, dan alat pembayaran. Penelitian ini bertujuan untuk mengembangkan media pembelajaran E-Modul berbasis kontekstual dengan menguji tingkat kelayakan, respon peserta didik, dan pemahaman peserta. Penelitian ini menggunakan jenis penelitian pengembangan R&D dengan model 4D oleh Thiagarajan dengan empat tahap yaitu Pendefinisian, Perancangan, Pengembangan, dan Penyebaran. Desain uji coba yang digunakan ialah One Group Pretest-Posttest Design dengan subjek penelitian 20 peserta didik. E-Modul berbasis kontekstual dinyatakan sangat layak dipergunakan sebagai media pembelajaran dengan rincian hasil validasi ahli materi sebesar 99,44%, validasi ahli bahasa sebesar 78%, validasi ahli media  sebesar 98,3%, dan validasi ahli evaluasi sebesar 94,36%. Hasil respon peserta didik sebesar 94,5% yang dikategorikan sangat layak. Pemahaman peserta didik diukur dengan uji gain score dan memperoleh hasil sebesar 0,375 sehingga dapat dinyatakan terdapat peningkatan pemahaman peserta didik. Hal ini menunjukkan bahwa media pembelajaran E-Modul berbasis kontekstual layak digunakan dalam pembelajaran mata pelajaran ekonomi untuk meningkatkan pemahaman peserta didik.

Studying and Supporting Activity Awareness in Collaborative Learning Groups: Using a Persuasive Social Actor

Collaborative learning is known as an effective learning method and various different kinds of technologies have been developed to support and facilitate collaborative learning. Many of these technologies are used to support the functional activities of a group of learners by enabling students to communicate, share documents and materials, track the work of the group, or distribute and allocate tasks. One factor that influences the success of collaborative groups is the awareness that members have of each others' activities i.e. activity awareness (Gutwin et al., 2004). Limited attention has been paid to promoting activity awareness in the collaborative learning literature. The work that does exist has focused on enhancing activity awareness by capturing and sharing details of the activity (e.g. Ganoe et al., 2003; Carroll et al., 2003). In contrast, there are no technologies that focus on the learners’ attitudes and behaviours with regard to activity awareness without considering the functional aspects of the group's work. This PhD hypothesises that persuasive technologies can offer a novel way of promoting activity awareness by changing learners’ attitudes and behaviours and persuading them to be more aware of fellow group members’ activities. This approach to enhancing activity awareness was investigated by using a persuasive social actor to change the attitudes and behaviours of learners who were working on collaborative learning projects over extended periods of time. Four studies were conducted: a pilot study to explore collaborative learning groups, an exploratory study to understand collaboration and activity awareness, a follow-up study to study activity awareness in depth, and a main study where a persuasive social actor for activity awareness in collaborative learning groups was developed and tested. All of these studies focused on a specific collaborative learning setting, in which small numbers of students (3 to 5) worked together in collaborative groups to complete real learning projects over approximately 6 weeks. This thesis makes four contributions to the fields of HCI and collaborative learning. The main contribution is a novel approach to enhance activity awareness in collaborative learning groups by changing learners’ attitudes and behaviours using a persuasive technology i.e. a persuasive social actor. The second contribution is a new method to evaluate activity awareness in collaborative learning groups. The third contribution is insight into how the Persuasive Systems Design (PSD) model (Oinas-kukkonen & Harjumaa, 2009) can be used in the design and evaluation of a persuasive social actor. The fourth contribution is an analysis of how students collaborate in long-term collaborative learning projects in naturalistic settings