Wearable Technology in Education to Enhance Technical MOOCs

The low completion rate issue in MOOCs has become one of the main highlights by researchers. It is reported that only 10 to 15 percent of the students were able to complete the MOOCs. This low completion rate is due to the students are less engaged with the MOOCs content causing them to become demotivated to complete the whole MOOCs. Engaging students in MOOCs environment, especially for non-technical subjects, suited very well. However, for technical MOOCs, it involves significant challenges because technical MOOCs must be able to offer the students with practice-oriented learning outcome in-order for the MOOCs to be effective and engaging. Due to the above issue, this paper discussed an improvised MOOCs model for teaching technical subjects with the intervention in the use of wearable technology. A discussion on the e-content and e-activity of the technical MOOC learning design was presented. This study implemented the proposed technical MOOC model through the MOOC development. The students’ perception of the technical MOOC was then evaluated, and all the results were explained in the discussion part. Results of the correlation test revealed that all of the technical MOOC variables correlated substantially and held a positive relationship with students’ perception variable with r=.3 to 1.0, p < .0005. In addition, this result also suggests that the learning materials produced by wearable technology do contribute towards the positive effect of students’ perception when learning technical MOOC

A gamification framework to enhance students’ intrinsic motivation on MOOC

Technological development supports the distribution of education to various parts of the world through online education. One of the learning media that supports the distribution of learning is the Massive Open Online Course (MOOC). However, MOOC has a low number of students who complete the course. Therefore, this research proposes a "gamification framework" through studies and various approaches in the field of games, intrinsic motivation elements, social learning, and interactive learning environments to overcome the low motivation of students. The proposed framework has been evaluated through validation by experts. The results found that the framework fulfilled the rules and suitability of the instruments and game elements used to increase the intrinsic motivation of students in online learning. Although there are some changes in the function and type of game elements used. For further research, the framework will be used as a guideline to build the Gamified MOOC Platform

Serious Game Development Model Based on the Game-Based Learning Foundation

Serious games or applied games are digital games applied in serious fields such as education, advertising, health, business, and the military. Currently, serious game development is mostly based on the Game Development Life Cycle (GDLC) approach. A serious game is a game product with unique characteristics that require a particular approach to its development. This paper proposes a serious game development model adapted from the Game-Based Learning Foundation. This paper’s main contribution is to enhance knowledge in the game development field and game-related application research. The proposed model was validated using the relativism approach and it was used to develop several game prototypes for universities, national companies, and the military

MULTIMEDIA MOBILE CONTENT DEVELOPMENT FRAMEWORK AND METHODOLOGY FOR DEVELOPING M-LEARNING APPLICATIONS

Mobile devices limitations such as small screen resolution, limited data space and slow processing speed pose challenges to the developers in developing good m-learning applications. Therefore, aspects such as content design, navigation design and mobile HCI are critical and need greater attention during the development phase. The purpose of this paper is to discuss a Multimedia Mobile Content Development (MMCD) Framework and Methodology for developing an effective m-Learning application that focuses on user needs. MMCD is based on the characteristic of an agile development model and by using a Flash Light (FL) technology which is widely supported by today’s mobile devices, the final output is compatible with the majorities of available mobile devices which would encourage mobile-learning activities. Focus on the object or content design and the navigation control are two development aspects that help the development of learning application via mobile device optimized

An analysis of gamification elements in online learning to enhance learning engagement

Evolutions in technology have changed the day-to-day especially in education.The ways of teaching and learning have begun the same process.Only the methods can be varieties depends on the instructors.Nowadays, the interest-growing topic in education is about gamification.Various approach has been introduced through gamification to engage student learning but there is still criticism of gamification.Thus, this paper will present an analysis of the existing gamification elements applied in teaching and learning to enhance learning engagement.A survey of the literature was conducted to analyze the existing gamification elements applied in teaching and learning.A deep search of academic literature was undertaken includes books, journals, conference paper, articles, dissertations and theses. Suggestions on how to integrate gamification environment are also included in order to propose new model of engaging online student using gamification elements

An Analysis Of Gamification Elements In Online Learning To Enhance Learning Engagement

Evolutions in technology have changed the day-to-day especially in education. The ways of teaching and learning have begun the same process. Only the methods can be varieties depends on the instructors. Nowadays, the interest-growing topic in education is about gamification. Various approach has been introduced through gamification to engage student learning but there is still criticism of gamification. Thus, this paper will present an analysis of the existing gamification elements applied in teaching and learning to enhance learning engagement. A survey of the literature was conducted to analyze the existing gamification elements applied in teaching and learning. A deep search of academic literature was under-taken includes books, journals, conference paper, articles, dissertations and theses. Suggestions on how to integrate gamification environment are also included in order to propose new model of engaging online student using gamification elements

The Existing Of Supportive Technology Tools For Hand Motor-Impaired User: A Systematic Literature Review

Diabetes Users who encounter physical and motor impairment persist in struggle to archive the target of performance in the form of hand gesture improvement. Hand gestures are allowed people to give a sign as a communicate medium and to hold, grip and pinch the object. The low ability of hands makes the movement or gesture limited and difficult for them to do the routine activity. This review aim to evaluate the effect of whether the existing supportive technology can assist the hand motor-impairment user. A total of 31 papers were identified and only 10 papers were selected in this review. In this paper, the existing supportive technology tools in the field of motor rehabilitation which is focused on hand motor-impaired users are reviewed. The existing of supportive technology for hand motor-impaired user is not a new field as the paper reviewed from 2014 until 2019. There are few innovations or initiatives from the previous research and study that give a positive effect on the users were identified. Future research is needed to further appreciate and improved the desired role of people with hands motor-impaired in meaningful technology development

A study of verbal-visual learning preferences and multimedia learning in higher learning institutions

This paper describes how visual and verbal learning styles can be accommodated in multimedia learning environment. We investigated the effects and possible aptitude treatment interactions between verbal-visual learning styles and multimedia presentation strategy in higher learning institution. A multimedia courseware on C Programming was designed to allow two modes of presentation based on verbal-visual learning preferences – verbal presentation consists of text and audio while the visual presentation consists of text and animation. Students of Diploma in Business and Diploma in Business Information Systems at Multimedia University were randomly assigned to visual and verbal presentation mode and given a learning test to measure their learning achievement.Participants also took the Index of Learning Style Questionnaire to determine their visual/verbal scores. A one-way ANOVA was administered to investigate potential aptitude treatment interaction (ATI) between verbal-visual learning preferences, multimedia presentations and learning scores.Results from the experiment provided no support for significant ATI. Further exploratory analysis however, showed significant relationship between academic major differences (Business and Business Information Systems) and verbal-visual learning preferences. Results also suggested that scaffolding effects improve learners’ performance within the multimedia learning environment