Pusat Teknologi Pengajaran dan Multimedia - Tesis

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The Effects Of Collaborative Knowledge Building And Analytics-Supported Reflective Assessment On Learners’ Interaction, Collaboration, Conceptual Understanding And Learning Approach
(2024-01)
Ghazal, Samar Mohammed Abdullah
Premised on socio-constructivism, knowledge building and assessment theories, this study attempts to: (1) design a knowledge building environment, informed by knowledge building principles and analytics-supported reflective assessments, and evaluates its effects on learners’ conceptual understanding, approaches to learning, and conceptions of collaboration; (2) investigate the patterns of interaction in Knowledge Forum; (3) examine the role and process of reflective assessment in improving knowledge building; (4) characterize the dynamics of collaborative knowledge building, and (5) examine the role of interaction in Knowledge Forum (KF) on learners’ conceptual understanding. A mixed method (QUAN + QUAL) approach was adopted in this study involving 24 postgraduate students.
The Effects Of Augmented Reality Application On Learners’ Perception And Technology Acceptance In Physical Exercise
(2024-01)
Ariffin, Ummie Haniffah
Augmented reality is an emerging technology that has rapidly evolved and developed. It was widely used in educational sectors as additional materials for school curricula. It also had been recently used in the health and sports fields. In this study, a marker-based AR application for physical exercise was developed. Its content was focused on four muscle-strengthening activities: push-ups, abdominal crunches, side planks, and step onto chair. This study intended to study the learners’ perception toward physical exercise application and their acceptance towards the AR apps for physical exercise.
The Gamification Effect On Student Achievement, Intrinsic Motivation, Engagement, And Their Relations With Computational Thinking In A Scratch Programming Environment
(2023-11)
Rakyan H, Alharbi Khalid
The current study investigated the effects of gamification elements such as badges, points, and leaderboards on student achievement, intrinsic motivation, and engagement in a scratch programming environment and its relationship with computational thinking.
Exploring The Use Of Augmented Reality Module As An Assistive Learning Tool For Dyslexic Students In Physical Education Subject
(2024-09)
Pasca, Rassy Regania
Dyslexia students are those primarily facing difficulty in reading, distinguishing letters and others. In practice, students with dyslexia still use or depend on textbooks in Physical Education (PE) classes, which raises critical questions about this condition. Based on this gap, this research aims to explore the use of augmented modules as assistive tools for dyslexic children in PE classes and give them visual demonstrations of the pictures in textbooks so that they would not be too burdened to read much text and process it. Currently, the information they receive comes from a variety of different sources. This research is a qualitative case study involving two classes at one of the special education schools in Penang, Malaysia. The total of participants included two physical education teachers and 20 dyslexia students. The sampling method used is purposive sampling, as it follows the stated purpose, which is for dyslexic students. The instruments used in this study involved interviews, reflective journals, observations and movement ability rubrics for students, while the interview was also used for teachers. After data collection, thematic analysis was used to analyze the data, along with data triangulation to strengthen the existing findings. This research developed an augmented module, a module integrated with AR maker-based technology, which allows students to scan the images in the module and produce 3D animations that will help them demonstrate the movements in the images. In designing the module, Cognitive Load Theory (CLT) and Mayer's principles of multimedia learning were also implemented to produce effective learning activities and tools for students. Apart from that, the ADDIE model was employed as a guideline for the stages of designing the module. Findings revealed that the use of augmented modules as assisting tools in PE classes really helped dyslexic students visualize images in the module. Students were greatly helped by the 3D animation feature, which allowed them to gain live demonstrations easily and quickly. The students were very interested in using this assisting tool, and it also really attracted their attention. In addition, the teachers also felt that it was very helpful since this tool facilitated students to carry out independent learning so that teachers do not need to repeatedly explain to students about the movements being taught. The implementation of CLT and principles of multimedia learning is also very helpful in creating learning activities with modules that are very easy to use and understand by students. Furthermore, it has been proven to help prevent students from becoming overwhelmed when learning to use new technology and tools. Suggestions for further research are to carry out longer interventions to see whether students' interest in learning and motivation will be as stable as the first time they use new technology or learning tools. The second is to develop the application to be even better so that there is no lag when used by students. Developers are also advised to build similar applications that can be applied to other subjects at school.
Effects Of Machine-learning Programming Simulator On Performance, Engagement And Perceived Motivation Of University Students In Learning Programming
(2024-08)
Astono, Putri Tansa Trisna
Since information systems are used to support people in many aspects of their life, programming is essential. But compared to other nations, Indonesia has a very low graduation rate for science, technology, engineering, and mathematics (STEM). The modern environment is making programming abilities more and more necessary for students. Programming skills are highly valued in many areas, including software development, banking, healthcare, and even entertainment. Using a quasiexperimental design, the study set out to design, develop, and examine the effects of the persuasive multimedia learning application programming simulator on university students' performance, engagement, and perceived motivation towards the learning material. The two technologies—Machine Learning Programming Simulator (MLProgramming Simulator) and Non Machine Learning Programming Simulator (NoML-Programming Simulator)—were the independent variable in this study. Students' performance, engagement, and perceived motivation with regard to the course material were the dependent variables. Students' study streams, which are divided by students anxiety, served as the moderator variable. In all, the study involved one university students from the public university in Indonesia. The ANOVA test, a descriptive and inferential statistical technique, was employed to analyze the study's data. The study's findings indicate that, in terms of engagement, performance, and perceived motivation for the subject matter, students who utilized the ML Programming Simulator outperformed those who used the NoML Programming Simulator. According to this study, university students' performance, engagement, and perceived motivation toward the course material have all increased as a result of the programming simulator application in the classroom environment. In addition, the creation of the ML Programming Simulator for this research helped to expand the pool of mobile and web applications that enhance the effectiveness of the programming course classroom.

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