Pusat Teknologi Pengajaran dan Multimedia - Tesis

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    The Effects Of Formative Gamified Feedback Integrated In Learnenglish Application On Students' Academic Performance, Online Engagement And Self-Regulated Learning For Grade 10 Students In Oman
    (2025-09)
    Musabah, Al Breiki Musabah Said
    Due to weaknesses in students' academic performance, low online engagement, and self-regulated learning among secondary students, the current study was conducted. Hence, this study aims to design and develop a gamified formative feedback application by integrating gamification elements, formative assessment principles and the feedback principle to enhance students' academic performance, online engagement, and online self-regulated learning for students with two cognitive styles. Besides, the study aims to propose a predictive model that can be used to promote students' academic performance using a data decision tree.
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    The Effect Of Adaptive Microlearning System On Achievement, Cognitive Load, Self-Regulation, And Learning Adaptability Of In-Service Personnel
    (2025-03)
    Zhu Bo, Zhu Bo
    This research addresses the significant learning challenges faced by in-service personnel, who often have extremely limited and fragmented time for learning. Conventional microlearning methods frequently fall short in providing the depth and coherence necessary for substantial knowledge acquisition and impose high cognitive load, self-regulation, and learning adaptability demands. To overcome these challenges, this research developed an adaptive microlearning (aml) system tailored to the unique needs of in-service personnel. The purpose of this research was to determine whether the aml system could enhance learning achievement, selfregulation, and learning adaptability while reducing cognitive load for in-service personnel. The aml system includes features such as adaptive learning paths, multiformat content delivery, real-time feedback, and micro-segmentation. Learning content is divided into bite-sized segments, with text content limited to 50 characters and video content limited to 45 seconds. Additionally, the system generates quizzes based on the learner’s progress, offering tailored assessments that align with their learning trajectory.
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    The Effectiveness Of Virtual Reality Classroom With Different Immersive Levels On Learning Achievement, Cognitive Load, And Self-Efficacy Among Students With Different Spatial Ability
    (2025-03)
    Wang, Jiawei
    In chinese higher education, packaging design is one of the few courses involving two-dimensional and three-dimensional objects, and most design colleges have listed it as a compulsory subject for students of visual communication design. The purpose of this study was to design and develop an virtual reality classroom (vrc) application to explore the effects of two virtual reality environments with different immersive levels on learning achievement, cognitive load, and self-efficacy of students with different spatial abilities (hsa and lsa). A 2 x 2 quasi-experimental factorial design was adopted in this study. The independent variables involved in learning the packaging design course were the two immersive levels of vrc, namely high immersion level (hil) and low immersion level (lil). The students' spatial ability was used as a moderator variable in the study, while the dependent variables were their learning achievement, cognitive load, and self-efficacy. The sample of this study was 124 students from four classes in a certain university in southern china, and all participants were divided into either an experimental group (hil) or a control group (lil). Using the pre-test scores of these students as parameters, analysis of covariance (ancova) was used to determine whether there were significant differences in the learning achievement, cognitive load, and self-efficacy between the two groups of students.
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    The Effects Of Mobile Augmented Reality On College Students’ Performance, Motivation And Technology Acceptance Of Learning Intangible Cultural Heritage
    (2025-03)
    Du, Shaoxu
    The integration of digital technologies into intangible cultural heritage (ich) education has been increasing rapidly. However, effective strategies for learning and preserving ich remain insufficiently explored. This study aims to develop and examine the effects of mobile augmented reality-based applications (mar-mtjs) and mobile web-based applications (web-mtjs) on college students’ performance, motivation, and technology acceptance in learning traditional mortise tenon joints (tmtj). The applications were designed following the cognitive theory of multimedia learning (ctml) and usability design principles. A 2x2 quasi experimental factorial design was adopted in this research. The independent variable comprised the two types of learning applications (mar-mtjs and web-mtjs), while the dependent variables included (i) performance scores, (ii) perceived motivation, and (iii) technology acceptance. Additionally, students’ streams of study served as a moderating variable. The study sample consisted of 140 college students, who were assigned to either the experimental group (using mar-mtjs) or the control group (using web-mtjs).
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    The Effect Of Ai-Assisted Learning Approaches On Academic Performance, Artistic Creations, And Motivation In Art Education Among Primary School Students Of Different Genders In An Institution In China
    (2025-02)
    Su, Hanjun
    The aim of this study was to explore the impact of ai-assisted learning approaches on primary school students' academic performance, artistic creations, and learning motivation across different genders. A 2x2 quasi-experimental factorial design was employed. The independent variables were the two ai-assisted learning approaches: ai-assisted student-centred learning (aiscl) and ai-assisted teachercentred learning (aitcl). Gender served as the moderator variable, while the dependent variables were academic performance, artistic creations, and motivation. The study involved a sample of 256 primary school students from china, who were randomly assigned to two groups, each learning under one of the ai-assisted approaches. Both descriptive and inferential statistics were applied to analyse the data. T-tests, anova, and ancova were used to assess the significant differences in academic performance, artistic creations, and learning motivation between the groups, as well as to evaluate the interaction effects between the independent variables on the dependent variables.