Kesan Tahap Realisme Agen Pedagogi Berbeza Terhadap Pencapaian Dan Motivasi Pelajar Dalam Pembelajaran Atas Talian

This study was conducted to elucidate the effects of different levels of realism of the pedagogical agent on student achievement and motivation in online learning. It involved three different levels of realism of the pedagogical agent, namely, the pedagogical agent with a cartoon character, the pedagogical agent with an illustrative character and the pedagogical agent with a realistic character. The Moodle open source Learning Management System was used as a delivery platform in the online learning and the pedagogical agents were embedded in it

MOOC at Universiti Sains Malaysia: factors impacting the teaching and learning outcomes of TITAS course

A study has been conducted to investigate the factors that impacted the outcomes of teaching and learning of Tamadun Islam dan Tamadun Asia (TITAS) course among first year undergraduate students of Universiti Sains Malaysia (USM). This is part of a larger study that looks at the impact of Massive Open Online Course (MOOC) initiative of Ministry of Education Malaysia of four pilot courses offered during the first semester of 2014/2015 academic session. A total of 158 students enrolled in TITAS course responded to the 37 items-questionnaire. The respondents consist of male (15.1 %) and female (84.8 %) and majority of them (86.7 %) are competent in ICT. A factorial analysis was conducted to give patterns and structures to the data and provide a meaningful interpretation to the variables influencing the outcomes of the teaching and learning. The analysis revealed three components that explained a total of 56.80 % of the variance. The first factor is the design of the learning activities (39.80 % of the variance) followed by the access to the learning materials (11.78 % of the variance) and the third factor can be attributed to curriculum compliance of learning course (5.21 % of the variance). The significant of the study is that it revealed of the importance of the design of learning activities for the successful implementation and delivery of MOOC. Equally important is the seamless access to the learning materials. Detailed discussion on these two factors will be put forward and as well as the appropriate interventions within the whole MOOC implementation framework

The pedagogical agent in online learning: the effect of the degree of realism on achievement in terms of gender.

This paper describes the impact of the degrees of realism (unrealistic, moderately realistic and highly realistic) of the pedagogical agent on student’s achievement during online learning in terms of gender. Three modes of the e-learning portal with appropriate degrees of realism, namely, Online Learning with a Cartoon Pedagogical Agent (OLCPA), Online Learning with a Moderately Realistic Pedagogical Agent (OLMRPA) and Online Learning with a Highly Realistic Pedagogical Agent (OLHRPA) were developed and implemented. A quasi-experimental 3x2 factorial design was employed; independent variables were three degrees of realism, the dependent variable was achievement scores, and the moderator variable was gender of students. The subjects were 130 Form Four students (16 years old) from Malaysian secondary schools who were randomly assigned to groups. Analysis of variance (ANOVA) was employed to analyze data. The findings of the study suggest that there was no significant difference in the students’ achievement among the three degrees of realism in terms of their genders; both genders achieved almost the same across different degrees of realism. The reasons for the observed results are discussed and elaborated