Kimaragang folklore game app development: ‘e’ gadung’

Digital games have evolved as a crucial interactive media capable of encouraging and fostering cultural heritage through visualisations, with a special emphasis on preserving and maintaining Sabahan folklore for future generations. This paper discusses the development of the E'Gadung app as well as the outcomes of a study on Kimaragang ethic group preservation. A documentary analysis, prototyping, playtesting and semi-structured interview has been carried out. The results indicate that the digital game significantly increased the Kimaragang group's awareness of the importance of protecting local cultural heritage. Additionally, positive youth responses have shown that the game 'E' Gadung' has been successfully presented using a combination of artistic elements to educate younger generations, especially Kimarang ethnic children aware to their own culture and heritage. Thus, it is necessary to address "continuous process" digitalization strategies in order to preserve knowledge of intangible cultural resources, particularly Sabah's ethnic folklore

Mirror..mirror on the Wall Are We Real in Reality? Virtual Reality Learning Application in Malaysian Education

Virtual reality has a lot of promise, and its use in education and industry has recently piqued the interest of many in academia. In Malaysian educational environments, there are presently just a few thorough studies on how academics and educationists use immersive virtual reality. Until far, Virtual Reality-based education in Malaysia has received little attention in the literature. This is a systematic literature review paper that follows closely the methodology of PRISMA that consists of rigid and vigorous literature search. Findings showed in virtual reality's use, including not taking into account the best practices for teaching and lack of evaluations Keywords:: Virtual Reality; Learning Environment; Systematic Literature Review eISSN: 2398-4287 © 2022. The Authors. Published for AMER ABRA cE-Bs by e-International Publishing House, Ltd., UK. This is an open access article under the CC BYNC-ND license (http://creativecommons.org/licenses/by-nc-nd/4.0/). Peer–review under responsibility of AMER (Association of Malaysian Environment-Behaviour Researchers), ABRA (Association of Behavioural Researchers on Asians/Africans/Arabians) and cE-Bs (Centre for Environment-Behaviour Studies), Faculty of Architecture, Planning & Surveying, Universiti Teknologi MARA, Malaysia

Enhancing South Asian Folktales through Mixed Reality: Exploring Accessibility, Contextualization, and Discovery

The rich cultural heritage of South Asian folktales gets shared across generations through various storytelling styles and channels, such as oral traditions, books, cartoons, comics, and blogs. However, with the rapid evolution of new media, there is a growing need to adapt these traditional stories to modern formats to ensure their continued accessibility, contextualization, and discovery. This project aims to explore the potential of Mixed Reality (MR) in enhancing the experience of South Asian folktales by creating immersive and engaging story environments that connect to their geographical roots. Using Research Through Design (RTD) methodology, I iteratively developed and evaluated prototype setups to identify critical design decisions that shape the user experience. The findings from this study will provide insights into the design of MR applications for storytelling and contribute to the preservation and dissemination of South Asian folklore in the digital age

Kwentong Pambata: Interactive Storybook for Filipino Fables, Legends, Parables and Short Stories

This paper focused on the development and evaluation of a mobile application in which children could interact, be entertained, and especially be educated at the same time. It was mainly designed for children, parents/guardians, and teachers as well. The interactive storybook which was created was different from those available in the market.  Kwentong Pambata is a children’s storybook application designed for Android devices that features Filipino legends, fables, parables and short stories designed for Filipino children and children all over the world. It portrays Filipino values, traditions and character which contains moral lesson at the end of each story that would educate children’s view in life, their characters, moral uprightness, and values. It is a storybook which contains fun pictures, texts, and sounds that kids will truly enjoy. The goal of the study is to develop an Android application that children could interact, learn, read, be entertained, improve and develop children’s imagination and comprehension skills at an early age, and to promote Filipino stories and moral values. Kwentong Pambata application was developed using ActionScript 3.0. and Adobe Flash CS5.5. The application has 3 different language translations such as Filipino, English, and Mandarin. The proponents used ADDIE model for the development of the application. After the development, the application was evaluated. The total number of 40 respondents which were selected through probability sampling is used for the evaluation process. The application was evaluated according to its Usability, Reliability, Efficiency and Graphical User Interface (GUI).  The evaluation questionnaire showed that the application was rated as very satisfactory with the help of the respondents and was improved throughout its revisions

Dynamics of learning among pre-primary school learners in Uyo Senatorial District, Nigeria: an exploration of formal and informal education processes.

Doctoral Degree. University of KwaZulu-Natal, Durban.The concept ‘Early Childhood Education’ (ECE) or pre-primary education as it known in Nigeria is referred to as Early Childhood Care and Education (ECCE) in the Republic of China. It is also called Early Childhood Development in Tanzania and South Africa. In the United States of America, this phase of education is known as ECE. In spite of the many different names given to this level of education by different countries, this is the kind of education which children between the ages of three and five receive. Therefore, the focus of this study was to explore the dynamics that surround the way pre-primary school learners learn in formal and informal education settings. In specific terms, the purpose of this study was to provide an in-depth description on the forces that impact learning of young children between the ages of three and five both at school and home. By engaging in research into the learning among pre-primary school learners, I shed some light on the dynamics that impact ways in which children learn both at school and home. In the light of the above this study therefore seeks to achieve the following objectives: to examine the language pre-primary school learners adopt for learning; to examine the impact of language on pre-primary school learners’ learning; and to understand the dynamics that surround the way pre-primary school learners learn in formal and informal education settings. Based on the research objectives stated above, three key research questions were developed to guide the study. The questions are: what language do pre-primary school learners adopt for learning? How does language impact pre-primary school learners’ learning? What are the dynamics that surround the way pre-primary school learners learn in formal and informal education settings? Based on the nature of the study which bordered on the social phenomena, a qualitative approach was adopted. In line with this approach, an interpretive paradigm was adopted in order to make sense of and to have an in-depth understanding of the dynamics that surround ways in which pre-primary school learners learn in formal and informal education settings. Individual and focus group interviews were designed and administered to 15 teachers and 8 parents from three schools. The transcribed data was subjected to an open coding and the emerging themes were subjected to thematic analysis. From the findings, it was discovered that the language of the immediate community, the mother and English language were the languages used in the teaching of the children in formal and informal settings. In line with the second question, it was indicated that identification, presentation, discussion of objects, development of literacy skills, and promoting communication had a possible impact on language in pre-primary school learners’ learning. In addition, the dynamics that influenced ways children learned were through playing, imitation, story-telling and folktales, and drawing enhanced by children’s readiness to learn, children’s willingness to learn, children’s maturity, availability of instructional resources, and parents’/teachers’ attitude towards children . One of the recommendations was that children who come from ethnic group different from where the school is located, and who want to attend pre-primary school in area, should first and foremost, be subjected to six months training in the language of immediate community or mother tongue and that subjecting the children to six months language familiarisation will assist them to adjust immediately in the class as well as ensuring uniformity of language in the classroom

Entire Issue SLIS Connecting Volume 1 Issue 1 February 2012

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