The Construction of Isomorphic Physics (FORFIS) as Gamification-Based Application to Support Online Learning

The learning process during the Covid-19 pandemic becomes monotonous and make students tired. Therefore, there is needed for a learning media based on gamification that can support online learning. This research was conducted to develop an android application that can be used in physics learning, especially in momentum and impulse materials. This program is an application based on gamification and more attractive for students. The developed application is called Physics Isomorphic (FORFIS). This research uses the ADDIE model (Analysis, Design, Develop, Implementation, and Evaluation) as development phases. The research data were obtained from a questionnaire containing 27 statements and analyzed using the ideal standard deviation score. The mean score result by expert judgement is 132.29, which is in the "excellent" category. The Application of Isomorphic Physics (FORFIS) is declared feasible to be used as a medium of physics learning

Student acceptance of virtual laboratory and practical work: An extension of the technology acceptance model

The development of Internet technologies and new ways of sharing information has facilitated the emergence of a variety of elearning scenarios. However, in technological areas such as engineering, where students must carry out hands-on exercises and laboratory work essential for their learning, it is not so easy to design online environments for practicals. The aim of this experimental study was to examine students' acceptance of technology and the process of adopting an online learning environment incorporating web-based resources, such as virtual laboratories, interactive activities, and educational videos, and a game-based learning methodology. To this end, their responses to an online questionnaire (n?=?223) were analyzed using structural equation modeling. The study was based on the technology acceptance model (TAM), but included and assessed other factors such as perceived efficiency, playfulness, and satisfaction, which are not explained by the TAM. Our results confirm that this extension of the TAM provides a useful theoretical model to help understand and explain users' acceptance of an online learning environment incorporating virtual laboratory and practical work. Our results also indicate that efficiency, playfulness, and students' degree of satisfaction are factors that positively influence the original TAM variables and students' acceptance of this technology. Here, we also discuss the significant theoretical and spractical implications for educational use of these web-based resources

Revisiting the Definition of a Virtual Manipulative

In 2002, Moyer, Bolyard and Spikell defined a virtual manipulative as an “an interactive, Web-based visual representation of a dynamic object that presents opportunities for constructing mathematical knowledge” (p. 373). The purpose of this chapter is to revisit, clarify and update the definition of a virtual manipulative. After clarifying what a virtual manipulative is and what it is not, we propose an updated definition for virtual manipulative: an interactive, technology-enabled visual representation of a dynamic mathematical object, including all of the programmable features that allow it to be manipulated, that presents opportunities for constructing mathematical knowledge. The chapter describes the characteristics of five of the most common virtual manipulative environments in use in education: single-representation, multi-representation, tutorial, gaming and simulation

13th International Malaysian Educational Technology Convention (IMETC) 2019

For this year, a number of different organisations have come together to plan and execute this auspicious conference, with a hope that the conference will reach out to a greater audience from diverse backgrounds. Teams from Malaysian Educational Technology Association (META), Resource and Educational Technology Division (BSTP), Ministry of Education Malaysia and Centre for Instructional Technology and Multimedia (CITM), USM have banded together and planned this prestigious event, and this year, Universiti Sains Malaysia (USM), Penang, Malaysia agrees to be the host. This year’s theme entitled ‘Inclusivity in the 21st Century’s Technological Teaching and Learning Environment’ is seen as timely, necessary, and consequential, as it envisions educators’ vital role in the future of learning. Technology alone is not enough to enhance students’ learning. This little fact has been largely recognised by educators and in recent times, we have seen an influx of initiatives carried by educators and governments around the world, providing instructive trainings and workshops to foster creativity and innovation in using technology, to not just deliver knowledge, but to also democratise the process of delivering the knowledge to a whole new leve

Active Methodologies for the Promotion of Mathematical Learning

In recent years, the methodologies of teaching have been in a process of transition. Multiple active methodologies have proliferated, with the aim of changing the concept we have had of teaching so far. These advocate for a student who plays a leading role in the process of building learning, while the teacher acts as a figure who facilitates and glimpses the paths to learning. In order to be able to carry out this type of teaching in an optimal way, it is necessary for the teaching and research community to be correctly trained in its pedagogical principles and in the tools that boost its implementation. Among these principles and tools, it is of vital importance that information and communication technologies (ICT) be adequately handled. The use of active methodologies (project-based learning, problem-based learning, service learning, flipped classroom, mobile learning, etc.) or innovative pedagogical approaches (simulation, role-playing, gamification, etc.) promotes an improvement in the motivation of students as well as their skills. This aspect is especially important in the area of mathematics, whose contents are characterized by their abstraction, thus highlighting the need for its dynamization in classrooms of different educational stages

Science communication: a strategic approach to the International Iberian Nanotechnology Laboratory

Relatório de estágio de mestrado em Humanidades DigitaisOs alunos do ensino secundário veem as ciências como um assunto interessante e os cientistas como pessoas inestimáveis e, embora tenham uma perceção da ciência considerável, ainda mostram um entendimento público da ciência redutor. Assim, este projeto pretende promover uma maior familiarização com a ciência junto a esta comunidade de estudantes, através do desenvolvimento de uma visita virtual 360º ao Laboratório Ibérico Internacional de Nanotecnologia, ou INL, e tentar perceber se estes tipos de métodos interativos podem motivar os estudantes a seguir áreas científicas e tecnológicas na sua carreira académica. Para concretizar este propósito, foi realizada pesquisa em Comunicação de Ciência e Comunicação Estratégica de Ciência, aprofundando-se na execução de um Plano Estratégico de Comunicação Científica, plano este que auxiliou na elaboração de um plano de comunicação para este projeto. Para avaliar se a visita virtual é um dispositivo benéfico para a comunicação científica, foi criado um documento em Google Forms, com dois questionários dirigidos a uma amostra do público-alvo, alunos que frequentam do 8º ao 11º ano. Os resultados foram analisados, o que nos permitiu concluir que métodos inovadores e interativos de comunicação científica são atrativos e capazes de motivar os alunos mais jovens para os campos científicos.High school students view science as an interesting subject, and scientists as invaluable people, and although they have a considerable perception of science, they still show a reductive public understanding of science. Thus, this project aims to promote a greater familiarization with science within this community of students, by developing a 360º virtual visit to the International Iberian Nanotechnology Laboratory, or INL, and try to understand if such interactive methods can motivate students into pursuing scientific and technological areas in their academic career. To execute this purpose, research was conducted on Science Communication and Strategic Science Communication, delving deeper in the execution of a Strategic Science Communication plan, and this plan aided in designing a communication plan for this project. To assess if the virtual visit is a beneficial device for science communication, a document on Google Forms was created, with two questionnaires directed to a sample pool of the target audience, which consisted of students attending from the 8th to 11th grades. The results were analysed, which allowed us to conclude that innovative and interactive methods of science communication are attractive and motivate younger students to scientific fields