Nagro, S. and Campion, R. (2015) Research and Development of Methodology, Tools, Techniques and Methods to Analyze and Design Interface, Media, Pedagogy for Educational Topics to be Delivered via Mobile Technology, ICMBE 2015, 17th International Conference on Medical and Biomedical Engineering, Istanbul, July 18-19.

Mobile devices are becoming ever more widely available, with growing functionality, and they are increasingly used as enabling technology to give students access to educational material anytime and anywhere. However, the design of educational material's user interfaces for mobile devices is beset by many unresolved research problems such as those arising from constraints associated with mobile devices or from issues linked to effective learning. The proposed research aims to produce: (i) a method framework for the design and evaluation of educational material’s interfaces to be delivered on mobile devices, in multimedia form based on Human Computer Interaction strategies; and (ii) a software tool implemented as a fast-track alternative to use the method framework in full. The investigation will combine qualitative and quantitative methods, including interviews and questionnaires for data collection and three case studies for validating the method framework. The method framework is a framework to enable an educational designer to effectively and efficiently create educational multimedia interfaces to be used on mobile devices by following a particular methodology that contains practical and usable tools and techniques. It is a method framework that accepts any educational material in its final lesson plan and deals with this plan as a static element, it will not suggest any changes in any information given in the lesson plan but it will help the instructor to design his final lesson plan in a multimedia format to be presented in mobile devices

A FRAMEWORK FOR MAPPING MULTIMEDIA TO EDUCATIONAL CONCEPTS

Multimedia provides exciting opportunities to education as it allows educational material to be delivered in a multitude of ways, fine-tuned to enhance the learning experience. By using multimedia in e-learning systems, educational material can be presented in ways that both simplify and enhance learning. Increasingly, educational material developers are taking advantage of multimedia technology to deliver education but use multimedia in a variety of ways that are more based on intuition and personal experience and this often leads to the development of an ineffective learning material. Although there are not many main media prototypes (animation, images, video, text, audio), when examined at sub-prototype level, we find that there are many media types that can be used to present educational information. Given the number of available media sub-prototypes, the choice and mode of delivery of multimedia presents a problem in designing educational material. What media type or combination of types do we use for a given educational concept? What media combinations will improve learning for a particular educational concept? This paper presents a method for the selection of appropriate media for educational material and demonstrates how the method could be effectively used in the design of educational material, suitable for e-learning applications

Performance Improvement in Hospital Management using RFID and ZigBee Technologies for Tracking and Monitoring Patients and Assets in Saudi Arabia

Abstract— This paper outlines a developed framework for presenting and visualising data from RFID and ZigBee technologies. The data is gathered from sensors that track and monitor the location and statuses of patients, medical staff and medical equipment by using visualisation concepts to assist in creating, transforming and sharing knowledge to improve hospital management performance and help and to support decision making in the Saudi Arabian healthcare sector

TRACKING AND MONITORING PATIENTS AND ASSETS IN SAUDI ARABIA’ HEALTHCARE ENVIRONMENT

The Saudi healthcare system still faces a number of challenges despite numerous initiatives that have been taken by the Ministry of Health and relevant healthcare authorities. Most of these challenges relate to the underutilisation of electronic health (e-Health) strategies, and the development of a national system for health information. This paper looks into current issues and barriers in Saudi Arabia healthcare environment. The paper descries the collections and analysis of quantifiable data to support tracking and monitoring of patients and assets in Saudi Arabia’s healthcare environment. The paper also compares current practises with a proposed system for an e-Health framework using Radio Frequency Identification (RFID) and ZigBee technologies. A survey was conducted on respondents from Saudi Arabia to ascertain the need of tracking and monitoring in a hospital environment. The survey results indicated that implementing tracking system will help in tracking patients as they move about the facility, enabling them to be quickly located for scheduled treatments or procedures

VALIDATION OF A MEDIA SELECTION FRAMEWORK THROUGH PRACTICAL USE

Appropriate use of multimedia brings potential education and learning benefits to students. It is widely accepted that people learn better when the full potentials of multimedia are put to correct use, during the design of educational / learning material. In a previous paper by the authors, we presented an initial media selection framework, used for mapping multimedia to educational concepts. In this paper, we present results of experiments carried out using the framework practically for educational design. Specifically, the paper focuses on validating the framework, in essence, assessing the extent to which it improves learning. The validation experiment compared the performance of students that learned from material designed using the framework, with the performance of students that learned from existing learning materials, both sets of material contained similar educational concepts. We also performed reliability tests (assessing whether the framework produces the same media output for the same educational concept) and usability tests (assessing whether users found the framework easy to use). This paper presents and discusses the results of these tests

Towards cloud driven semantic annotation

Semantic Web Technologies have been an active research area for some time and they are concerned with the development of technological concepts and artefacts that can drive the much elusive semantic web. The idea of a semantic web is a web which comprises of data with well-defined meaning. It is also a web that is context-aware in nature, whereby web documents are easily understandable and able to be processed by machines based on the underlying meaning provided for the documents by making use of annotation data (i.e. metadata). While several concepts have been proposed to drive the semantic web, none has so far demonstrated potentials to transform the current Web 2.0 to a truly semantic Web 3.0. With the advent of diverse technological innovations such as internet of things, cloud computing, big data analytics, etc. it is pertinent to review the state-of-the-art for semantic annotation and how it can be impacted by any of these technologies. This paper provides a review of semantic annotation state-of-the-art and how cloud computing as a paradigm can impact on it. © 2017 IEEE

A Method for Multimedia User Interface Design for Mobile Learning

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A Repository Collaboration Model to Gamify Education Using Synergistic Digital Hub

This paper discusses the benefits of applying gamification elements to enhance pupils’ motivation and engagement towards learning. During the COVID-19 lockdown there has been a drastic change in school learning paths which have led to home schooling practice. While there have been some attempts to overcome the challenges of changed learning methods, there are some opportunities for further innovation. The aim of the proposed Synergistic Digital Hub (SDH) is to connect all stakeholders and bring like-minded people to build a repository that represents the best practice to deliver learning objectives in a distance learning environment

AN INVESTIGATION OF THE ROLE OF THE TEACHER IN GAMIFIED LEARNING IN PRIMARY SCHOOLS

Gamification is becoming part of daily life with growing use in the learning context. The research literature shows that gamified learning can have a positive impact on student motivation, and hence there is a need to reflect upon the pedagogic requirements of gamified learning. Furthermore, existing literature acknowledges the value of teachers’ input in game design processes; however, evidence also seems to suggest that the teacher’s role in gamification design remains undefined and underexplored. For this reason, an investigation was designed to examine primary school teachers' engagement in gamified learning design and categorize the gamification aspects in a learning context from the teacher’s perspective. A survey involving sixty-four Saudi Arabian primary school teachers identified gamification aspects which were perceived as teacher-driven tasks in the gamified learning design process. Building on the results of the survey, six in-depth interviews explored how teachers interacted with the gamified learning design process. The results of the investigation showed that teachers, in general, have a high level grasp of gamification concepts in theory. Teachers positively identified gamification aspects such as the story of the game, rules, timing, and related elements as teacher-driven tasks. However, teachers demonstrated a lack of confidence in applying gamification aspects when asked to complete high level gamification design tasks. For instance, some teachers found the use of gamification input methods and elements such as adding a timing rule for bonus levels as challenging, although they had previously identified these as teacher-driven tasks. In addition, there was a misapplication of concepts, illustrated using in-class rules as gamification rules, i.e., game-specific rules. The research indicated a requirement for a pedagogic gamification framework to support a collaborative strategy between teachers and game developers. A collaborative approach will facilitate teacher involvement in the gamified learning design process, will support better design of the gamification process flow and will enable a better fit to pedagogic requirements. This paper proposes as future work, the development of a pedagogic gamification framework to bridge the gulf between teachers’ theoretical knowledge of gamification in education and the practical application of gamification in a school context. Keywords: Gamification, Gamified learning, Teacher-driven design, Pedagogical gamification, Game-based learning

A Pedagogical Game Design Document (Ped-GDD) to Promote Teachers’ Engagement in the Kingdom of Saudi Arabia

Current research suggests that using gamification in a pedagogical context can provide a positive learning experience to students. Integrating teachers’ pedagogical input into the early stage of game design is an understudied area, and although the teachers’ role is acknowledged, the way of communicating teachers’ input is still undetermined. The current literature suggests the practice of using a Gamification Design Document (GDD) to illustrate a game requirements plan is a useful approach. In this paper, we discuss the development of a Pedagogical Game Design Document (Ped-GDD) using an Agile Holistic Framework to Support Teachers in Pedagogical Gamification Design. The paper also suggests the benefits of extending the research of the Ped-GDD further to be part of an e-Government scheme in the Kingdom of Saudi Arabia (KSA) to promote resources collaboration amongst teachers in educational software tool developments