Pusat Teknologi Pengajaran dan Multimedia - Tesis

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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.
Integration Of The 21st Century Learning Skills (4c’s) Using Google Classroom: Developing Narrative Writing Skills Among Malaysian Upper Secondary School Students
(2024-07)
Ramasamy, Raganeswari
This study discovers how upper secondary students at national secondary schools in Malaysia used the main 4C’s of 21st century learning skills which are communication, collaboration, critical thinking, and creativity thinking in developing narrative writing skills using an online learning platform via mobile learning. Therefore, this study was conducted in two secondary schools from two different states. A narrative writing module which was 4C’s to WRITE module was developed to practise narrative writing elements by using technology platform. It was a study which employed mixed-method data collections in this study. Teachers and parents were involved to examine the students’ activities when applying technology platforms to foster their narrative writing skills. The data were collected by using quantitative and qualitative instruments. For quantitative, the data collection method included pre-test and post-test, while the qualitative method involved participant observation, document analysis, focus group interview with the students, as well as semi-structured interview with the language teachers and parents.
The Effects Of Synchronous And Asynchronous Mathematics Based Robotic Education In Primary Schools: Investigating Computational Thinking, Interest And Self-Efficacy Across Gender
(2024-07)
Varaman, Parameshvaran
This study aimed to investigate the effects of synchronous and asynchronous virtual robotic education on primary school students’ perceived interest, self-efficacy, computational thinking (CT) skills and computational thinking (CT) achievement, while considering the moderating role of gender. As technology continues to advance, there remains a knowledge gap in understanding how synchronous and asynchronous modes of instruction influence computational thinking, interest, and self-efficacy across gender in primary school students. As for the significance, the unique use of educational robotics as a fundamental teaching method in STEM subjects not only brings additional educational benefits but also allows students to engage more with virtual ER, leading to increased interaction and accessibility from anywhere and anytime, ultimately helping to reduce the gender gap by involving and motivating girls to pursue future professions in STEM-related fields. Therefore, a 2x2 factorial design was employed quantitatively using quasi experimental design, with the independent variable (IV) consisting of two levels representing synchronous learning (SVRP) and asynchronous learning (AVRP), and gender serving as the moderator variable.
Design, Development And Validation Of An Enhanced Instructional Design Model For Blended Learnin
(2024-04)
Ong, Wei Siang
Blended learning integrates online learning mode with face-to-face (FTF) learning mode as a whole learning system by providing students more flexibility to customize their learning experience. In Malaysia, many studies related to blended learning were conducted in tertiary education compared to the secondary education. However, none of the research focus on the design and development of an ID model for blended learning. In addition, the Ministry of Education Malaysia has recommended school teachers to employ blended learning as one of the 21st century pedagogical approaches in teaching and learning. A structured and systematic approach based on instructional and theoretical foundations is required for school teachers to design and develop a blended learning lesson. Therefore, this study utilizes Design and Development Research (DDR) approach, in which an initial instructional design (ID) model for blended learning was designed and developed based on theoretical foundations. This is known as model development, one of the projects emphases in the model research. Then, an exploratory multi-sequential mixed method design was employed to validate the initial ID model by subject matter experts, school teachers and students. This is known as model validation, another project emphasis in the model research. Three types of internal validations were used in sequence to validate the ID model by the subject matter experts and school teachers via Delphi technique, in-depth interview, and teacher survey.

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