PENERAPAN PENDEKATAN PEMBELAJARAN KOMUNIKATIF DALAM KONTEN MEDIA SOSIAL TIKTOK PADA AKUN @MARHABAN.ACADEMY

This study explores the content and implementation of the communicative approach on the TikTok account @marhaban.academy. Using a qualitative approach, it focuses on the quality of the research object through semiotic hermeneutic phenomenology. The goal is to understand how this account successfully applies the communicative approach to Arabic language learning. The results show that @marhaban.academy effectively implements this approach, significantly contributing to digital Arabic language education. By incorporating contemporary elements, diversity, and active user engagement, the account offers an innovative alternative for understanding Arabic in the digital age. This study supports the development of more effective Arabic language learning methods and enhances the understanding of the communicative approach in online learning contexts

VLEngagement: A Dataset of Scientific Video Lectures for Evaluating Population-based Engagement

With the emergence of e-learning and personalised education, the production and distribution of digital educational resources have boomed. Video lectures have now become one of the primary modalities to impart knowledge to masses in the current digital age. The rapid creation of video lecture content challenges the currently established human-centred moderation and quality assurance pipeline, demanding for more efficient, scalable and automatic solutions for managing learning resources. Although a few datasets related to engagement with educational videos exist, there is still an important need for data and research aimed at understanding learner engagement with scientific video lectures. This paper introduces VLEngagement, a novel dataset that consists of content-based and video-specific features extracted from publicly available scientific video lectures and several metrics related to user engagement. We introduce several novel tasks related to predicting and understanding context-agnostic engagement in video lectures, providing preliminary baselines. This is the largest and most diverse publicly available dataset to our knowledge that deals with such tasks. The extraction of Wikipedia topic-based features also allows associating more sophisticated Wikipedia based features to the dataset to improve the performance in these tasks. The dataset, helper tools and example code snippets are available publicly at https://github.com/sahanbull/context-agnostic-engagemen

Gamification of Education and Learning: Heuristic Elements, Player Types, and Learning Outcomes for Art History Games

The technology of virtual reality (VR) and the gamification of education and learning has had proven educational benefits, especially in secondary education. However, there remains little to no research on the heuristic elements and mechanics that contribute to learning at the postsecondary level of education. Most research conducted has been refined to science programs, but even in these instances, a study of the effects and interests of different demographics has yet to be considered. Given the visual nature of how the discipline of art history has traditionally been taught, there are a number of virtual reality (VR) applications to assist instructors in the field better engage students in immersive environments to provide a more accurate understanding of subjects covered. In order to capitalize on the strengths of the new digital medium, including immersion, engagement, and presence, the end user needs to be considered. This heuristic study investigates the different experiences, preferences, learning styles, and expectations relating to educational gaming of art history students at a private, Midwestern college. Results demonstrate that effective game design and development need consider the target audience to optimize user experience and learning outcomes

Analisis Implementasi Strategi Pemasaran Digital dengan Pendekatan Model SOSTAC di Universitas Putera Batam

Digital marketing has become a crucial element in the marketing strategy of higher education institutions. This research, adopting a qualitative descriptive research approach and conducted on September 2-3, 2023, aims to provide an in-depth understanding of the practical application of the SOSTAC Model within the framework of Universitas Putera Batam. The research results indicate that the social media performance of Universitas Putera Batam is excellent. On YouTube, there are 428 videos ranking first in terms of video content quantity, along with 1,970 subscribers ranking third among private universities in the Riau Islands. On Instagram, there are 2,887 posts and 11,400 followers, while the Facebook account has 7,500 likes and 7,900 followers, demonstrating excellent performance across all platforms. To enhance engagement, Universitas Putera Batam can take several strategic steps. On the YouTube channel, they can create more informative content that piques the interest of prospective students, such as admission announcement videos. On Instagram, the focus can be directed towards increasing the number of likes by organizing contests or campaigns involving followers to boost engagement. Meanwhile, on Facebook, it is crucial to respond promptly to comments and follower messages and consider sharing more diversified content to improve user interaction. By leveraging the SOSTAC Model and continuously monitoring digital media performance, Universitas Putera Batam can maximize the impact of digital marketing strategies in achieving marketing goals and maintaining attractiveness in the competitive higher education market

Project:Filter - using applied games to engage secondary schoolchildren with public policy

Applied games present a twenty-first-century method of consuming information for a specific purpose beyond pure entertainment. Objectives such as awareness and engagement are often used as intended outcomes of applied games in alignment with strategic, organizational, or commercial purposes. Applied games were highlighted as an engagement-based outcome to explore noPILLS, a pan-European policy research project which presented policy pointers and suggested methods of interventions for reducing micropollution within the wastewater treatment process. This paper provides an assessment of a video game which was developed for the purpose of public engagement with policy-based research. The video game, Project:Filter, was developed as a means of communicating noPILLS to secondary school children in Scotland as part of a classroom-based activity. Knowledge development and engagement were identified using Interpretative Phenomenological Analysis to evidence topical awareness, depth of understanding, and suggested methods of intervention. Analysis of observations also provided insights into challenges surrounding logistics, pedagogy, social interactions, learning, and gender as contributing factors to the schoolchildren’s experiences of Project:Filter. The intention of this paper is two-fold: firstly, to provide an example of developing video games from policy-based research; and secondly, to suggest methods of phenomenological assessment for identifying play-based engagement

Evaluating Engagement in Digital Narratives from Facial Data

Engagement researchers indicate that the engagement level of people in a narrative has an influence on people's subsequent story-related attitudes and beliefs, which helps psychologists understand people's social behaviours and personal experience. With the arrival of multimedia, the digital narrative combines multimedia features (e.g. varying images, music and voiceover) with traditional storytelling. Research on digital narratives has been widely used in helping students gain problem-solving and presentation skills as well as supporting child psychologists investigating children's social understanding such as family/peer relationships through completing their digital narratives. However, there is little study on the effect of multimedia features in digital narratives on the engagement level of people. This research focuses on measuring the levels of engagement of people in digital narratives and specifically on understanding the media effect of digital narratives on people's engagement levels. Measurement tools are developed and validated through analyses of facial data from different age groups (children and young adults) in watching stories with different media features of digital narratives. Data sources used in this research include a questionnaire with Smileyometer scale and the observation of each participant's facial behaviours

A participatory approach for digital documentation of Egyptian Bedouins intangible cultural heritage

The Bedouins of Egypt hold a unique intangible cultural heritage (ICH), with distinct cultural values and social practices that are rapidly changing as a consequence of having settled after having been nomadic for centuries. We present our attempt to develop a bottom-up approach to document Bedouin ICH. Grounded in participatory design practices, the project purpose was two-fold: engaging Egyptian Engineering undergraduates with culturally-distant technology users and introducing digital self-documentation of ICH to the Bedouin community. We report the design of a didactic model that deployed the students as research partners to co-design four prototypes of ICH documentation mobile applications with the community. The prototypes reflected an advanced understanding for the values to the Bedouins brought by digital documentation practices. Drawing from our experience, three recommendations were elicited for similar ICH projects. Namely, focusing on the community benefits; promoting motivation ownership, and authenticity; and pursuing a shared identity between designers and community members. These guidelines hold a strong value as they have been tested against local challenges that could have been detrimental to the project

Glitchspace:teaching programming through puzzles in cyberspace

There is an increasing need to address the player experience in games-based learning. Whilst games offer enormous potential as learning experiences, the balance between entertainment and education must be carefully designed and delivered. Successful commercial games tend to focus gameplay above any educational aspects. In contrast, games designed for educational purposes have a habit of sacrificing entertainment for educational value which can result in a decline in player engagement. For both, the player experience is critical as it can have a profound effect on both the commercial success of the game and in delivering the educational engagement. As part of an Interface-funded research project Abertay University worked with the independent games company, Space Budgie, to enhance the user experience of their educational game Glitchspace. The game aimed to teach basic coding principles and terminology in an entertaining way. The game sets the player inside a Mondrian-inspired cyberspace world where to progress the player needs to reprogramme the world around them to solve puzzles. The main objective of the academic-industry collaborative project was to analyse the user experience (UX) of the game to increase its educational value for a standalone educational version. The UX design focused on both pragmatic and hedonic qualities such playability, usability and the psychological impact of the game. The empirical study of the UX design allowed all parties to develop a deeper understanding of how the game was being played and the initial reactions to the game by the player. The core research question that the study sought to answer was whether when designing an educational game, UX design could improve philosophical concepts like motivation and engagement to foster better learning experiences.</p

Patient characteristics associated with objective measures of digital health tool use in the United States: A literature review.

The study sought to determine which patient characteristics are associated with the use of patient-facing digital health tools in the United States.We conducted a literature review of studies of patient-facing digital health tools that objectively evaluated use (eg, system/platform data representing frequency of use) by patient characteristics (eg, age, race or ethnicity, income, digital literacy). We included any type of patient-facing digital health tool except patient portals. We reran results using the subset of studies identified as having robust methodology to detect differences in patient characteristics.We included 29 studies; 13 had robust methodology. Most studies examined smartphone apps and text messaging programs for chronic disease management and evaluated only 1-3 patient characteristics, primarily age and gender. Overall, the majority of studies found no association between patient characteristics and use. Among the subset with robust methodology, white race and poor health status appeared to be associated with higher use.Given the substantial investment in digital health tools, it is surprising how little is known about the types of patients who use them. Strategies that engage diverse populations in digital health tool use appear to be needed.Few studies evaluate objective measures of digital health tool use by patient characteristics, and those that do include a narrow range of characteristics. Evidence suggests that resources and need drive use

Digital or Diligent? Web 2.0's challenge to formal schooling

This paper explores the tensions that arise for young people as both 'digital kids' and 'diligent students'. It does so by drawing on a study conducted in an elite private school, where the tensions between 'going digital' and 'being diligent' are exacerbated by the high value the school places on academic achievement, and on learning through digital innovation. At the school under study, high levels of intellectual and technological resourcing bring with them an equally high level of expectation to excel in traditional academic tasks and high-stakes assessment. The students, under constant pressure to perform well in standardised tests, need to make decisions about the extent to which they take up school-sanctioned digitally enhanced learning opportunities that do not explicitly address academic performance. The paper examines this conundrum by investigating student preparedness to engage with a new learning innovation – a student-led media centre – in the context of the traditional pedagogical culture that is relatively untouched by such digital innovation. The paper presents an analysis of findings from a survey of 481 students in the school. The survey results were subjected to quantitative regression tree modelling to flesh out how different student learning dispositions, social and technological factors influence the extent to which students engage with a specific digital learning opportunity in the form of the Web 2.0 Student Media Centre (SMC) designed to engage the senior school community in flexible digital-networked learning. What emerges from the study is that peer support, perceived ease of use and usefulness, learning goals and cognitive playfulness are significant predictors of the choices that students make to negotiate the fundamental tensions of being digital and/or diligent. In scrutinising the tensions around a digital or a diligent student identity in this way, the paper contributes new empirical evidence to understanding the problematic relationship between student-led learning using new digital media tools and formal schooling