This document summarizes a research study that aimed to develop and evaluate an edutainment instructional model using learning objects in an electronic book on a tablet computer to develop students' emotional quotient. The study was conducted in two phases: model development and expert evaluation. Five experts evaluated the model and found it to have high suitability, with mean scores above 4 out of 5 for all model components, steps, and activities. The results demonstrate that the developed edutainment instructional model is valid for effective use in developing students' emotional intelligence.
Design and develop of en e learning content based on multimedia gameijseajournal
This paper aims to develop e
-
learn
ing contents for multimedia technology lesson with the purpose to assist
students in learning the subject. The multimedia game was used to make the lesson more interesting and at
the same time to provide students with real example of how multimedia works.
The effectiveness of the
developed contents was studied by comparing results of the same test from students taking conventional
class
-
room lectures and those using the developed e
-
learning contents. We found that the latter performed
better at the statisti
cal significance level of 0.05.
Problem-based learning is generally done with face-to-face interaction. This learning process, however, has not provided a lot of time for learners to find limitless and timeless information and learning resources. It still depends on the teacher as a source of information. Students are very dependent on the presence of lecturers during face-to-face interaction. This research aims to develop a Problem-based Blended Learning (PB2L) model to support student to improve their creative thinking skills. The method used in this research was R&D with ASSURE development model. Product validation was done through an expert’s assessment by using the expert’s validation sheet. The practicality of the product is tested with limited trials with college lecturers and some students with questionnaires and interviews. Product effectiveness was seen by implementing limited development testing to a particular class with a one group pretest-posttest design and the result was analyzed by using a Paired-Samples T-Test. The result of this research is a Problem-based Blended Learning (PB2L) valid, practical and effectively improves students' creative thinking abilities. The effectiveness of the learning model was also proven on the basis of Paired-Samples T-Test of students’ pretest and posttest with sig. (2-tailed) 0.000. This learning gives students the opportunity to think systematically by beginning by criticizing the interesting contextual problems and ending with meaningful reflection with adequate learning resources both in face-to-face and online interaction.
This study proposes to present a sample design of a flipped learning instructional model for teaching Islamic Studies course at an Indonesian higher education institution. A bottom-up flipped learning model was developed in this study, based on Bloom’s taxonomy of educational objectives. A Learning Management System (LMS), Schoology, was employed as a platform to share pre-class video lectures for student learning activities outside-of-class. Three main activities proposed by the researchers outside of the class activities, namely, Watching, Summarizing, and Notetaking (WSN), whereas give and take conversation is the main class activity. This study implies that the bottom-up flipped learning model could potentially be implemented for teaching Islamic studies course in Indonesian higher education institutions, with the aim of fostering students' highest level of cognitive domains and independent learning skills. This study has implications for the Ministry of Research, Technology, and Higher Education and the Ministry of Religious Affairs of the Republic of Indonesia or policymakers to consider the flipped classroom as a contemporary teaching model for teaching Islamic studies course and other subjects at any in Indonesian higher education institutions.
Design and develop of en e learning content based on multimedia gameijseajournal
This paper aims to develop e
-
learn
ing contents for multimedia technology lesson with the purpose to assist
students in learning the subject. The multimedia game was used to make the lesson more interesting and at
the same time to provide students with real example of how multimedia works.
The effectiveness of the
developed contents was studied by comparing results of the same test from students taking conventional
class
-
room lectures and those using the developed e
-
learning contents. We found that the latter performed
better at the statisti
cal significance level of 0.05.
Problem-based learning is generally done with face-to-face interaction. This learning process, however, has not provided a lot of time for learners to find limitless and timeless information and learning resources. It still depends on the teacher as a source of information. Students are very dependent on the presence of lecturers during face-to-face interaction. This research aims to develop a Problem-based Blended Learning (PB2L) model to support student to improve their creative thinking skills. The method used in this research was R&D with ASSURE development model. Product validation was done through an expert’s assessment by using the expert’s validation sheet. The practicality of the product is tested with limited trials with college lecturers and some students with questionnaires and interviews. Product effectiveness was seen by implementing limited development testing to a particular class with a one group pretest-posttest design and the result was analyzed by using a Paired-Samples T-Test. The result of this research is a Problem-based Blended Learning (PB2L) valid, practical and effectively improves students' creative thinking abilities. The effectiveness of the learning model was also proven on the basis of Paired-Samples T-Test of students’ pretest and posttest with sig. (2-tailed) 0.000. This learning gives students the opportunity to think systematically by beginning by criticizing the interesting contextual problems and ending with meaningful reflection with adequate learning resources both in face-to-face and online interaction.
This study proposes to present a sample design of a flipped learning instructional model for teaching Islamic Studies course at an Indonesian higher education institution. A bottom-up flipped learning model was developed in this study, based on Bloom’s taxonomy of educational objectives. A Learning Management System (LMS), Schoology, was employed as a platform to share pre-class video lectures for student learning activities outside-of-class. Three main activities proposed by the researchers outside of the class activities, namely, Watching, Summarizing, and Notetaking (WSN), whereas give and take conversation is the main class activity. This study implies that the bottom-up flipped learning model could potentially be implemented for teaching Islamic studies course in Indonesian higher education institutions, with the aim of fostering students' highest level of cognitive domains and independent learning skills. This study has implications for the Ministry of Research, Technology, and Higher Education and the Ministry of Religious Affairs of the Republic of Indonesia or policymakers to consider the flipped classroom as a contemporary teaching model for teaching Islamic studies course and other subjects at any in Indonesian higher education institutions.
Are emotions driving better university courses?Bart Rienties
Wednesday 13 April, 18:30 - 19:30 (BST)
Do happier students make better learners? How much do our emotions dictate how we learn? And can we use this information to make university courses better?
These are just some of the questions we’ll be exploring as part of a special talk by some of the UK's leading academics in this area.
OU Technology Enhanced Learning experts are researching a concept called ‘analytics of emotions’ which means that in the future, devices like eye trackers and facial recognition software will analyse students’ emotional states when they are learning. These devices can gauge whether students are bored or frustrated by their online materials by the amount they sigh or frown.
The researchers predict in their annual Innovating Pedagogy report that that within the next 10 years, the design of university courses will be driven by how students interact socially and emotionally with their materials, peers, parents and teachers.
They will elaborate on what this means for higher education in their talk.
In the OpenMinds talk: Are emotions driving better university courses? the following topics will be investigated:
Dr Bart Rienties, Reader in Learning Analytics at the OU, will highlight the role of emotions in learning and question why they are often ignored.
Dr Ana Aznar, Postdoctoral Research Fellow, School of Psychology, University of Surrey, will explore how emotions develop in children and how they influence their learning.
Garron Hillaire, OU PhD student, Institute of Educational Technology will describe how his research categorises over 200 emotions related to learning. He will reveal how traces of student data are being used for emotional measurement. With these measures he will be leveraging the OU learning laboratories to validate the approach by examining physiological responses including facial muscle movement, heart rates, and galvanic skin sensors. Most importantly in the coming year these studies will expand to a University context to explore the role of emotion in Higher Education.
“The concept, “analytics of emotions” means that in the future, devices like eye trackers and facial recognition software will analyse students’ emotional states when they are learning,” said Dr Rienties. “These devices will track whether students find their content boring and frustrating, all of which can be fed back into course design. Emotions play a critical role in the learning and teaching process because they impact on learners’ motivation, self-regulation and academic achievement, so it is surprising that up to now, they have been mostly ignored in learning.”
LEARNING OBJECT-ORIENTED PROGRAMMING PARADIGM VIA GAME-BASED LEARNING GAME – ...ijma
ABSTRACT
Traditional classroom-based learning and teaching methods though established are not effective and insufficient to deliver the object-oriented programming (OOP) to computer science undergraduates. Thus, to resolve this issue, a game-based learning approach to enhance the student’s understanding and improve their learning curves was adopted. Based on the three-layered game-based learning design model, the proposed role-playing game called Odyssey of Phoenix (OoP) was resulted. To test the performance of the OoP, a group of 20 students from the bachelor degree background of computer science who are in their second year were offered to participate a pilot testing to evaluate the game. The outcome of the pilot testing showed satisfactory and positive results whereby most players agreed that OoP was efficient and effective as a learning tool for them to understand and learn about the OOP paradigm
A gamification framework to enhance students’ intrinsic motivation on MOOCTELKOMNIKA JOURNAL
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.
Instructional media functioning to deliver the lesson has a very important role. There are a lot of instructional media used in learning process; one of those is interactive multimedia. This study aims to find out students response toward game based interactive media as instructional media in elementary school. The method used in this study was descriptive qualitative. The sample in this study was 10 students 5th grade elementary school. The data collecting methods were interview, observation and questionnaire. The collected data were analyzed by using interactive analysis consist of data collecting, data reduction, data presenting and conclusion. The result of this study shows that the student gave a good response toward game-based interactive multimedia. The students like and support the use of game based interactive multimedia as instructional media. Students felt that it was easier to understand lesson because the lesson was delivered not only through text, but also picture, audio, video and animation. The game in interactive media make the student be entertained and active in learning process. It is suggested that the teacher cooperate with the expert in education technology to improve interactive multimedia as interaction media.
Ubiquitous scaffold learning environment using problem based learning to enha...IJITE
The purpose of this research is to 1) design of an Ubiquitous Scaffold Learning Environment Using
Problem-based Learning model to enhance problem-solving skills and context awareness, and 2) evaluate
the developed model. The research procedures divide into two phases. The first phase is to design of
Ubiquitous Scaffold Learning Environment Using Problem-based Learning model, and the second phase is
to evaluate the developed model. The sample group in this study consists of five experts selected by
purposive sampling method. Data were analyzed by arithmetic mean and standard deviation. The research
findings are as follows: 1. The developed model consist of three components is 1) principles of ubiquitous
learning environment (ULE), problem-based learning with scaffolding in ULE, problem solving skill and
context awareness 2) objectives of the model are to enhance problem solving skill and context awareness
and 3) Process of the instructional model 2. The experts agree Ubiquitous Scaffold Learning Environment
Using Problem-based Learning model model is high level of appropriateness.
Blended e-Learning Activities for the Information and Innovation Management C...Panita Wannapiroon Kmutnb
Nilsook, P., and Wannapiroon, P. (2012). Blended e-Learning Activities for the Information and Innovation Management Course: Its Outcomes of Graduate Students’Bangkok-Thonburi University. The Proceeding of the Fourth TCU International e-Learning Conference 2012 (IEC2012): "Smart Innovations in Education and Lifelong Learning". June 14-15, 2012. Nonthaburi, Thailand. pp. 221-227.
Development of interactive instructional model using augmented reality based ...IJITE
The research aims to develop an interactive instructional model usingaugmented reality based on
edutainment to enhance emotional quotientand evaluate the model. Two phases of the research will be
carried out: a development and an evaluation of the model. Samples are experts in the field of IT, child
psychology, and 7th grade curriculum management. Ten experts are selected by purposive sampling
method. The obtained data are analyzed using mean and standard deviation.
The research result demonstrates the following findings:
1) The results of this research show that Model consists of 3 elements: IIAR, EduLA, and EQ. EQ is a
means to assess EQ based on Time Series Experimental Design using 2 kinds of tools; i.e. EQ Assessment
by programs in tablet computers, and EQ Assessment by behavioral observation.
(2The ten experts have evaluated the model and commented that the developed model showed high
suitability.
DEVELOPMENT OF INTERACTIVE INSTRUCTIONAL MODEL USING AUGMENTED REALITY BASED ...IJITE
The research aims to develop an interactive instructional model usingaugmented reality based on
edutainment to enhance emotional quotientand evaluate the model. Two phases of the research will be
carried out: a development and an evaluation of the model. Samples are experts in the field of IT, child
psychology, and 7th grade curriculum management. Ten experts are selected by purposive sampling
method. The obtained data are analyzed using mean and standard deviation.
The research result demonstrates the following findings:
1) The results of this research show that Model consists of 3 elements: IIAR, EduLA, and EQ. EQ is a
means to assess EQ based on Time Series Experimental Design using 2 kinds of tools; i.e. EQ Assessment
by programs in tablet computers, and EQ Assessment by behavioral observation.
2 ( The ten experts have evaluated the model and commented that the developed model showed high
suitability.
DEVELOPMENT OF INTERACTIVE INSTRUCTIONAL MODEL USING AUGMENTED REALITY BASED ...IJITE
The research aims to develop an interactive instructional model usingaugmented reality based on
edutainment to enhance emotional quotientand evaluate the model. Two phases of the research will be
carried out: a development and an evaluation of the model. Samples are experts in the field of IT, child
psychology, and 7th grade curriculum management. Ten experts are selected by purposive sampling
method. The obtained data are analyzed using mean and standard deviation.
The research result demonstrates the following findings:
1) The results of this research show that Model consists of 3 elements: IIAR, EduLA, and EQ. EQ is a
means to assess EQ based on Time Series Experimental Design using 2 kinds of tools; i.e. EQ Assessment
by programs in tablet computers, and EQ Assessment by behavioral observation.
2 ( The ten experts have evaluated the model and commented that the developed model showed high
suitability
The Development of a Blended Learning Management Model with Synectics Teachin...ijma
The objectives of this research are: 1 ) to develop and determine the quality of a blended learning management model using synectics teaching and out-of-the-box thinking techniques; 2 ) to compare creativity thinking score after receiving the blended learning management by teaching synectics and outof-the-box thinking techniques to foster creativity and 3) to study the satisfaction of students learning with the blended learning management model. The sample group used in this research was the 1 st year Bachelor of Education students, Faculty of Education, Rajabhat Nakhon Si Thammarat University including 60 students enrolled in the course of innovation and information technology for communication and learning in semester 2, academic year 2020. They were divided into experimental groups and control groups. The research tools included web-based lessons, lesson plans and satisfaction assessments including mean, S.D. and hypothesis testing with independent t-test. The results showed that:1) the results of the development and quality assessment of the blended learning model by using synectic teaching and out-of-the-box thinking techniques to promote creativity were at a very good level; 2) comparison of creativity scores of the experimental group students after receiving the learning management with the developed instructional model were higher than the control group, indicating that the mean scores have statistically significantly different at . 05 and 3) the overall student satisfaction assessment in all aspects was high level. It was concluded that the research results were in accordance with the hypothesis testing.
Development of a collaborative learning with creative problem solving process...Panita Wannapiroon Kmutnb
Sitthichai Laisema and Panita Wannapiroon, " Development of a Collaborative Learning with Creative Problem-Solving Process Model in Ubiquitous Learning Environment," International Journal of e-Education, e-Business, e-Management and e-Learning vo. 3, no. 2, pp. 102-106, 2013.
Are emotions driving better university courses?Bart Rienties
Wednesday 13 April, 18:30 - 19:30 (BST)
Do happier students make better learners? How much do our emotions dictate how we learn? And can we use this information to make university courses better?
These are just some of the questions we’ll be exploring as part of a special talk by some of the UK's leading academics in this area.
OU Technology Enhanced Learning experts are researching a concept called ‘analytics of emotions’ which means that in the future, devices like eye trackers and facial recognition software will analyse students’ emotional states when they are learning. These devices can gauge whether students are bored or frustrated by their online materials by the amount they sigh or frown.
The researchers predict in their annual Innovating Pedagogy report that that within the next 10 years, the design of university courses will be driven by how students interact socially and emotionally with their materials, peers, parents and teachers.
They will elaborate on what this means for higher education in their talk.
In the OpenMinds talk: Are emotions driving better university courses? the following topics will be investigated:
Dr Bart Rienties, Reader in Learning Analytics at the OU, will highlight the role of emotions in learning and question why they are often ignored.
Dr Ana Aznar, Postdoctoral Research Fellow, School of Psychology, University of Surrey, will explore how emotions develop in children and how they influence their learning.
Garron Hillaire, OU PhD student, Institute of Educational Technology will describe how his research categorises over 200 emotions related to learning. He will reveal how traces of student data are being used for emotional measurement. With these measures he will be leveraging the OU learning laboratories to validate the approach by examining physiological responses including facial muscle movement, heart rates, and galvanic skin sensors. Most importantly in the coming year these studies will expand to a University context to explore the role of emotion in Higher Education.
“The concept, “analytics of emotions” means that in the future, devices like eye trackers and facial recognition software will analyse students’ emotional states when they are learning,” said Dr Rienties. “These devices will track whether students find their content boring and frustrating, all of which can be fed back into course design. Emotions play a critical role in the learning and teaching process because they impact on learners’ motivation, self-regulation and academic achievement, so it is surprising that up to now, they have been mostly ignored in learning.”
LEARNING OBJECT-ORIENTED PROGRAMMING PARADIGM VIA GAME-BASED LEARNING GAME – ...ijma
ABSTRACT
Traditional classroom-based learning and teaching methods though established are not effective and insufficient to deliver the object-oriented programming (OOP) to computer science undergraduates. Thus, to resolve this issue, a game-based learning approach to enhance the student’s understanding and improve their learning curves was adopted. Based on the three-layered game-based learning design model, the proposed role-playing game called Odyssey of Phoenix (OoP) was resulted. To test the performance of the OoP, a group of 20 students from the bachelor degree background of computer science who are in their second year were offered to participate a pilot testing to evaluate the game. The outcome of the pilot testing showed satisfactory and positive results whereby most players agreed that OoP was efficient and effective as a learning tool for them to understand and learn about the OOP paradigm
A gamification framework to enhance students’ intrinsic motivation on MOOCTELKOMNIKA JOURNAL
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.
Instructional media functioning to deliver the lesson has a very important role. There are a lot of instructional media used in learning process; one of those is interactive multimedia. This study aims to find out students response toward game based interactive media as instructional media in elementary school. The method used in this study was descriptive qualitative. The sample in this study was 10 students 5th grade elementary school. The data collecting methods were interview, observation and questionnaire. The collected data were analyzed by using interactive analysis consist of data collecting, data reduction, data presenting and conclusion. The result of this study shows that the student gave a good response toward game-based interactive multimedia. The students like and support the use of game based interactive multimedia as instructional media. Students felt that it was easier to understand lesson because the lesson was delivered not only through text, but also picture, audio, video and animation. The game in interactive media make the student be entertained and active in learning process. It is suggested that the teacher cooperate with the expert in education technology to improve interactive multimedia as interaction media.
Ubiquitous scaffold learning environment using problem based learning to enha...IJITE
The purpose of this research is to 1) design of an Ubiquitous Scaffold Learning Environment Using
Problem-based Learning model to enhance problem-solving skills and context awareness, and 2) evaluate
the developed model. The research procedures divide into two phases. The first phase is to design of
Ubiquitous Scaffold Learning Environment Using Problem-based Learning model, and the second phase is
to evaluate the developed model. The sample group in this study consists of five experts selected by
purposive sampling method. Data were analyzed by arithmetic mean and standard deviation. The research
findings are as follows: 1. The developed model consist of three components is 1) principles of ubiquitous
learning environment (ULE), problem-based learning with scaffolding in ULE, problem solving skill and
context awareness 2) objectives of the model are to enhance problem solving skill and context awareness
and 3) Process of the instructional model 2. The experts agree Ubiquitous Scaffold Learning Environment
Using Problem-based Learning model model is high level of appropriateness.
Blended e-Learning Activities for the Information and Innovation Management C...Panita Wannapiroon Kmutnb
Nilsook, P., and Wannapiroon, P. (2012). Blended e-Learning Activities for the Information and Innovation Management Course: Its Outcomes of Graduate Students’Bangkok-Thonburi University. The Proceeding of the Fourth TCU International e-Learning Conference 2012 (IEC2012): "Smart Innovations in Education and Lifelong Learning". June 14-15, 2012. Nonthaburi, Thailand. pp. 221-227.
Development of interactive instructional model using augmented reality based ...IJITE
The research aims to develop an interactive instructional model usingaugmented reality based on
edutainment to enhance emotional quotientand evaluate the model. Two phases of the research will be
carried out: a development and an evaluation of the model. Samples are experts in the field of IT, child
psychology, and 7th grade curriculum management. Ten experts are selected by purposive sampling
method. The obtained data are analyzed using mean and standard deviation.
The research result demonstrates the following findings:
1) The results of this research show that Model consists of 3 elements: IIAR, EduLA, and EQ. EQ is a
means to assess EQ based on Time Series Experimental Design using 2 kinds of tools; i.e. EQ Assessment
by programs in tablet computers, and EQ Assessment by behavioral observation.
(2The ten experts have evaluated the model and commented that the developed model showed high
suitability.
DEVELOPMENT OF INTERACTIVE INSTRUCTIONAL MODEL USING AUGMENTED REALITY BASED ...IJITE
The research aims to develop an interactive instructional model usingaugmented reality based on
edutainment to enhance emotional quotientand evaluate the model. Two phases of the research will be
carried out: a development and an evaluation of the model. Samples are experts in the field of IT, child
psychology, and 7th grade curriculum management. Ten experts are selected by purposive sampling
method. The obtained data are analyzed using mean and standard deviation.
The research result demonstrates the following findings:
1) The results of this research show that Model consists of 3 elements: IIAR, EduLA, and EQ. EQ is a
means to assess EQ based on Time Series Experimental Design using 2 kinds of tools; i.e. EQ Assessment
by programs in tablet computers, and EQ Assessment by behavioral observation.
2 ( The ten experts have evaluated the model and commented that the developed model showed high
suitability.
DEVELOPMENT OF INTERACTIVE INSTRUCTIONAL MODEL USING AUGMENTED REALITY BASED ...IJITE
The research aims to develop an interactive instructional model usingaugmented reality based on
edutainment to enhance emotional quotientand evaluate the model. Two phases of the research will be
carried out: a development and an evaluation of the model. Samples are experts in the field of IT, child
psychology, and 7th grade curriculum management. Ten experts are selected by purposive sampling
method. The obtained data are analyzed using mean and standard deviation.
The research result demonstrates the following findings:
1) The results of this research show that Model consists of 3 elements: IIAR, EduLA, and EQ. EQ is a
means to assess EQ based on Time Series Experimental Design using 2 kinds of tools; i.e. EQ Assessment
by programs in tablet computers, and EQ Assessment by behavioral observation.
2 ( The ten experts have evaluated the model and commented that the developed model showed high
suitability
The Development of a Blended Learning Management Model with Synectics Teachin...ijma
The objectives of this research are: 1 ) to develop and determine the quality of a blended learning management model using synectics teaching and out-of-the-box thinking techniques; 2 ) to compare creativity thinking score after receiving the blended learning management by teaching synectics and outof-the-box thinking techniques to foster creativity and 3) to study the satisfaction of students learning with the blended learning management model. The sample group used in this research was the 1 st year Bachelor of Education students, Faculty of Education, Rajabhat Nakhon Si Thammarat University including 60 students enrolled in the course of innovation and information technology for communication and learning in semester 2, academic year 2020. They were divided into experimental groups and control groups. The research tools included web-based lessons, lesson plans and satisfaction assessments including mean, S.D. and hypothesis testing with independent t-test. The results showed that:1) the results of the development and quality assessment of the blended learning model by using synectic teaching and out-of-the-box thinking techniques to promote creativity were at a very good level; 2) comparison of creativity scores of the experimental group students after receiving the learning management with the developed instructional model were higher than the control group, indicating that the mean scores have statistically significantly different at . 05 and 3) the overall student satisfaction assessment in all aspects was high level. It was concluded that the research results were in accordance with the hypothesis testing.
Development of a collaborative learning with creative problem solving process...Panita Wannapiroon Kmutnb
Sitthichai Laisema and Panita Wannapiroon, " Development of a Collaborative Learning with Creative Problem-Solving Process Model in Ubiquitous Learning Environment," International Journal of e-Education, e-Business, e-Management and e-Learning vo. 3, no. 2, pp. 102-106, 2013.
Development of Pedagogical Blended E-Learning Model Using Cognitive Tools Bas...Jintavee Khlaisang
Khlaisang, J. (2012). Development of Pedagogical Blended E-Learning Model Using Cognitive Tools Based Upon Constructivist Approach for Knowledge Construction in Higher Education. Proceedings of the Fourth International e-Learning Conference 2012, organized by the Thailand Cyber University Project, Office of the Higher Education Commission, Bangkok, Thailand, June 14, 2012.
RESEARCH ON VIRTUAL REALITY MEDIA
Research to develop the character of elementary school students through the use of interactive multimedia virtual reality in Bandung Indonesia
Development of a ubiquitous learning system with scaffolding and problem base...Panita Wannapiroon Kmutnb
Noppadon Phumeechanya and Panita Wannapiroon, " Development of a Ubiquitous Learning System with Scaffolding and Problem-Based Learning Model to Enhance Problem-Solving Skills and ICT Literacy," International Journal of e-Education, e-Business, e-Management and e-Learning vo. 3, no. 2, pp. 197-201, 2013.
tudies related to the development of instruments to measure the use of
online comics as an educational media in tertiary institutions are still limited.
A survey study was carried out on 60 students from various study programs
at open university. The data collection was done using an online
questionnaire. The data were analyzed using quantitative data analysis
assisted by SPSS version 23.00 for Windows. The results of this study
showed that: 1) the preparation and development of an evaluation instrument
for the use of online comics for students was carried out using a theoretical
development model to test seven research constructs; 2) the results of the
construct validity and reliability testing indicated that the validity of the
evaluation instrument for the use of online comics for students met the valid
criteria because the value of r-count >r-table (r-count >0.254); and 3) the
reliability of the online comic use evaluation instrument for students that had
been compiled and developed in this study also fulfilled the high category as
indicated by the alpha Cronbach reliability coefficient of 0.980. This
indicates that the instrument developed meets the requirements to be used in
measuring the use of online comics for students.
The quality improvement of human resources in the society 5.0 era in the 21st century is closely related to technology, and one of the ways this can be achieved is by using YouTube. Therefore, this research determined the differences in student cognitive learning outcomes and critical thinking before and after applying the YouTube-assisted discovery model in German Language Education Study Program at Pattimura University, Indonesia. A pseudo-experiment a pretest and posttest unequal control group design was used to obtain 20 2nd semester students who took the course Strukturen und Wortschatz zur Aufbaustufe A2.1. Furthermore, the sample determination used a proportional sampling technique. Data collection was done using the instrument in the form of essays tests to determine the cognitive learning and critical thinking outcomes, questionnaire sheets, and interviews. The paired T-test showed a value of p=0.000<α=0.05, indicating significant differences in cognitive learning outcomes and critical thinking skills before and after applying the YouTube-assisted discovery learning model. This was confirmed by an increase in the cognitive test scores and critical thinking of students after applying the learning model. Therefore, the results can be applied to other concepts in German language learning.
This qualitative research explains the rationale behind the utilisation of mobile learning technologies. It involves a qualitative study among children to better understand their opinions and perceptions toward the use of educational applications (apps) that are available on their mobile devices, including smartphones and tablets. The researchers organised semi-structured, face-to-face interview sessions with primary school students who were using mobile technologies at their institution. The students reported that their engagement with the educational apps has improved their competencies. They acquired relational and communicative skills as they collaborated together in teams. On the other hand, there were a few students who were not perceiving the usefulness and the ease of use of the educational apps on their mobile device. This study indicates that the research participants had different skill-sets as they exhibited different learning abilities. In conclusion, this contribution opens-up avenues for future research in this promising field of study.
Similar to Development of an edutainment instructional model using learning object for electronic book on tablet computer to develop emotional quotien (20)
Emerging Trends and Technologies in Education
: Ubiquitous learning environments, Mobile Apps and Applications
4 May 2015
TOURISM-HOTEL AND HOSPITALITY INCUBATION CNETER, Ubon Ratchathani
Assistant Professor Panita Wannapiroon, Ph.D
Director of Innovation and Technology Management Research Center
STRI, King Mongkut's University of Technology North Bangkok
ตามโครงการความร่วมมือทางวิชาการระหว่าง
ศูนย์วิจัยการจัดการนวัตกรรมและเทคโนโลยี มหาวิทยาลัยเทคโนโลยีพระจอมเกล้าพระนครเหนือ
กับ
ชมรมครูเทคโนโลยีการศึกษา สำนักงานคณะกรรมการการอาชีวศึกษา กระทรวงศึกษาธิการ
CTU 2/2013
Week 1:
Analyze the issue of information management in organization
- Review basic concepts of information management,
- ICT for Competitiveness
Christian University of Thailand
Ph.D. in Management : Seminar in advanced Knowledge, Information Technological Management
SEPTEMBER 14, 2013
Educational innovation for enhancing student in the 21st century to the asean...Panita Wannapiroon Kmutnb
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Over several decades, Tom Selleck, a name synonymous with charisma. From his iconic role as Thomas Magnum in the television series "Magnum, P.I." to his enduring presence in "Blue Bloods," Selleck has captivated audiences with his versatility and charm. As a result, "Tom Selleck net worth" has become a topic of great interest among fans. and financial enthusiasts alike. This article delves deep into Tom Selleck's wealth, exploring his career, assets, endorsements. and business ventures that contribute to his impressive economic standing.
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Early Life and Career Beginnings
The Foundation of Tom Selleck's Wealth
Born on January 29, 1945, in Detroit, Michigan, Tom Selleck grew up in Sherman Oaks, California. His journey towards building a large net worth began with humble origins. , Selleck pursued a business administration degree at the University of Southern California (USC) on a basketball scholarship. But, his interest shifted towards acting. leading him to study at the Hills Playhouse under Milton Katselas.
Minor roles in television and films marked Selleck's early career. He appeared in commercials and took on small parts in T.V. series such as "The Dating Game" and "Lancer." These initial steps, although modest. laid the groundwork for his future success and the growth of Tom Selleck net worth. Breakthrough with "Magnum, P.I."
The Role that Defined Tom Selleck's Career
Tom Selleck's breakthrough came with the role of Thomas Magnum in the CBS television series "Magnum, P.I." (1980-1988). This role made him a household name and boosted his net worth. The series' popularity resulted in Selleck earning large salaries. leading to financial stability and increased recognition in Hollywood.
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Film Career and Diversification
Expanding Tom Selleck's Financial Portfolio
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Television Resurgence with "Blue Bloods"
Sustaining Wealth through Consistent Success
In 2010, Tom Selleck began starring as Frank Reagan i
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Orpah Winfrey: From Humble Beginnings to Media Mogul
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In the early 20
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Development of an edutainment instructional model using learning object for electronic book on tablet computer to develop emotional quotien
1.
Abstract—The research aims to (1) develop and (2) evaluate
the edutainment instructional model using learning object for
electronic book on tablet computer to develop emotional
quotient. Two phases of the research will be carried out: 1) a
development, and 2) an evaluation of the edutainment
instructional model. Samples are experts in the field of ICT,
child psychology, and 7th grade curriculum management. Five
experts are selected by purposive sampling method. The
obtained data are analyzed using mean and standard deviation.
The research result demonstrates the following findings:
1. The edutainment instructional model using learning
object for electronic book on tablet computer to develop
emotional quotient is composed of four key elements: 1)
Principles of the instructional model, 2) Objective of the model,
3) Learning process, and 4) Measurement and evaluation; the
objective is to develop the emotional quotient; the learning
process and activities have five steps: 1) Orientation, 2)
Elicitation, 3) Turning, 4) Application, and 5) Review; the
measurement and evaluation will be performed using a Time
Series Experimental Design survey form for emotional
quotient.
2. The five experts have evaluated the instructional model
and commented that the developed edutainment instructional
model showed high suitability.
Index Terms—Edutainment, learning object, electronic book,
tablet computer, emotional quotient.
I. INTRODUCTION
Education is a vital foundation for human resources
management. Application of technology to support education
is therefore very critical to the national development. Above
all, young generation’s academic knowledge, skills, and
intelligence must be developed to foster their learning
capacity, knowledge expansion, as well as adaptiveness to
become news literate in the context of fast evolving
technological change. The technology-supported education,
moreover, promotes the development of a lifelong learning
approach, and moves towards the international education
system in an entertaining learning setting. Sustainable and
effective learning consequently happens and results in
satisfactory with the study. The above statements are in line
with the principles of edutainment.
The principles of edutainment focus on the utilization of
entertainment as a learning booster. Media and activities are
hence supporting tools. According to the study of Harnani
Manuscript received March 10, 2013; revised April 30, 2013.
The authors are with Department of Information and Communication
Technology for education, Faculty of Technical Education, King Mongkut’s
(e-mail: p_nut8888@
hotmail.com, panitaw@kmutnb.ac.th).
and Nor [1], Markus and Nor [2], Tiamyod [3] children
naturally learn well through games which contribute to a
more effective learning of children.
Moreover, Harnani and Nor [1] suggested about the reason
why edutainment was not popular. It requires instructors with
better knowledge and more skills than the narrative teaching,
and incurs higher costs. Anyway, learning object can be a
solution. Corresponding with the findings from a study of
Brooks, Kettel and Hansen [4], Mahadevan [5] learning
object with perfect composition can vastly benefit the
learning.
Presentation of the learning object can be found in various
forms. It stimulates attention, enhances experience, and
explains the content better than conventional books. As a
result, learners enjoy the study. The finding from a study of
Chau [6], Korat and Shamir [7] supports the statement by
suggesting that learners feel happy when reading electronic
books because they have better presentation compared to the
conventional ones. Besides, learners could easily exchange
views with their peers.
Electronic books can be presented on many types of
electronic devices, particularly tablet computer. It is a
technology sponsored by the government to provide equal
opportunity to students under the One Tablet per Child
project. The use of tablet computer in the education field
motivates attention and enhances learning capacity of
students very well. The statement is supported by the study of
Couse and Chen [8], Bienkowski, and other [9] revealing that
tablet computer boosts learning, creates enjoyment, and
promotes self-reliance.
The use of learning object in electronic books facilitates
the management of learning activity in the scope of
Edutainment Instructional Model. The learning object is a
supplementary media with features to increase understanding
of the content, knowledge, and experience of learners. The
Office of the Basic Education Commission (OBEC) has
indicated that tablet computer is a learning device full of
content in form of electronic books and learning objects.
Consequently, more learning objects are being created for
installation in tablet computers. The education is therefore
upgraded. In this context, instructors must prepare the
knowledge management specifically for tablet computer by
building an environment that encourages an appropriate use,
on top of the existing knowledge management plan.
Pertaining to the outstanding feature of the edutainment
learning, learning object, electronic books and tablet
computer can contribute to the development of learners’
emotional quotient. It is an ability to live ingeniously and
happily with other people. Correspondingly, the study of
Development of an Edutainment Instructional Model
Using Learning Object for Electronic Book on Tablet
Computer to Develop Emotional Quotient
Nuttakan Pakprod and Panita Wannapiroon
International Journal of e-Education, e-Business, e-Management and e-Learning, Vol. 3, No. 2, April 2013
131DOI: 10.7763/IJEEEE.2013.V3.207
University of Technology North Bangkok
2. Yusoff, and other [10], Mahyuddin, and other [11] found that
emotional quotient could help developing basic skills of
learners.
The above paragraphs manifest the necessity of a
development of an edutainment instructional model using
learning object for electronic book on tablet computer to
develop emotional quotient. It involves instructional model
research and development including conceptualization,
model formulation, and presentation of the model testing
result to ensure that the developed model is valid for effective
use.
II. OBJECTIVES
1) To develop an edutainment instructional model using
learning object for electronic book on tablet computer to
develop emotional quotient.
2) To evaluate the developed edutainment instructional
model using learning object for electronic book on tablet
computer to develop emotional quotient.
III. RESEARCH SCOPE
1) Population is experts in the field of information
technology, edutainment, learning object, child
psychology, and 7th grade curriculum management.
2) Samples are five experts in the field of information
technology, edutainment, learning object, child
psychology, and 7th grade curriculum management,
selected by Purposive Sampling method. The selection
criteria are 1) at least Ph.D. degree holder, and 2) at least
three years of relevant experience.
3) Variables:
Independent variable is the edutainment instructional
model using learning object for electronic book on
tablet computer to develop emotional quotient.
Dependent variable is the evaluation of the model.
IV. RESEARCH METHODOLOGY
The instructional model development is carried out in two
phases.
Phase 1: The development of an edutainment instructional
model using learning object for electronic book on tablet
computer to develop emotional quotient.
1) Relevant papers and research works are studied,
analyzed, and synthesized to formulate a concept of the
model development.
2) A model is developed based on the data obtained from
the research study used in the formulation of the model
development concept.
3) The model is presented to thesis advisor for
consideration and modified it as guided.
4) A tool is built to evaluate the model’s suitability.
Phase 2: Evaluation and certification of the developed
edutainment instructional model using learning object for
electronic book on tablet computer to improve emotional
quotient.
1) The model is submitted to the experts for review and
evaluates the suitability.
2) The model is modified according to the experts’
suggestions.
3) After modification, the model is presented in form of
narrative diagram.
4) Evaluation result on suitability is analyzed using mean
( ) and standard deviation (S.D.). Five Likert-type
levels of measurement are identified to assess the
model’s suitability, namely strongly agree, Agree,
Neither agree nor disagree, disagree, and strongly
disagree.
V. RESEARCH CONCLUSION
The research results are presented in two parts.
Part 1: the edutainment instructional model using learning
object for electronic book on tablet computer to develop
emotional quotient.
The edutainment instructional model using learning object
for electronic book on tablet computer to develop emotional
quotient consisted of fourcomponents as followed:
Principles of the model
Objective
Learning process
Testing and evaluation
The edutainment instructional model was shown in Fig. 1:
Fig. 1. The edutainment instructional model using learning object for
electronic book on tablet computer to develop emotional quotient.
1) Principles of the instructional model are 1) edutainment,
2) learning object, 3) electronic books, and 4) tablet
computer.
Edutainment was developed based on the
constructivism theory of Rosalind and Beverley [12]
and the entertaining education. It has four main
characteristics namely: 1 )Knowledge must be
suitable and meet objectives and obtained by learners
through entertaining activities, 2) Enjoy with
Environment creates entertainment and collaboration
among learners in order to link and create knowledge
International Journal of e-Education, e-Business, e-Management and e-Learning, Vol. 3, No. 2, April 2013
132
3. by themselves, 3) Entertainment is a relaxing activity
focusing on what learners will get than its
instructional outcome, 4) Learners have liberty to
choose activities and perform in a way they deem
suitable for themselves.
Learning object is a small learning unit with an
independent content. It covers a specific idea and has
the following attributes: 1) Chunks – one object
represents one key subject, 2) Reusability – it can be
reused repeatedly without damaging the quality of the
object, 3) Interoperability – it is applicable for
various kind of media, 4) Durability – it does not
wear over usage time, and 5) Accessibility – it can be
used in many ways.
Electronic books are similar to conventional books
but present the content differently in digital format
that offers more diverse functions i.e. 1) Page number
that helps identifying the location being used in an
e-book, 2) Text that presents basic content, 3)
Graphics that gives further explanation and
communication about the content, 4) Sounds that
capture attention and clarify the content, 5) Link that
ties one point in a page to other pages of the book or
even outside the book, and 6) Animation that
stimulates interest and foster experience.
Tablet computers have similar functionality like
personal computers but smaller in dimension. The
key characters of tablet computer are 1) Advanced
attribute both in its external appearance and internal
content, 2) Mobility facilitating the usage anytime
and anywhere, 3) e-Note aiding the digital
information filing, 4) Personalization enabling
customized recording of users’ personal information,
5) Less time consumption resulting in more
productivity using less time, 6) Protect giving safety
for operation and data mining, and 7) Easily when
used with no complication.
2) The model’s objectives are as follows:
To develop an edutainment instructional model using
learning object for electronic book on tablet computer
to develop emotional quotient.
To evaluate the developed edutainment instructional
model using learning object for electronic book on
tablet computer to develop emotional quotient.
3) Learning process consists of two parts:
Pre EDU go to EQ has three steps, namely 1)
Analysis Environment, 2) Preparation, and 3) Pre-test
using EQ evaluation form set 1.
Learn with EDU has five steps as follows:
Orientation: Instructors explain the objectives or learning
concept. It enhances self-perception skills.
Elicitation of the prior knowledge: Instructors and
learners take turns to tell personal experience.
Self-perception skill is improved.
Turning restructuring of ideas: It has three sub activities
i.e. 1) Clarification and exchange of ideas-learners and peers
study together via tablet computer, 2) Construction of new
ideas-learners and peers take part in activities through
learning object, 3) Evaluation of the new ideas-instructors
and learners jointly test ideas. If learners fail the evaluation
activity, they have to repeat the prior activities (the
clarification and exchange of ideas and the construction of
new ideas). When they pass the evaluation, the learning can
continue. In this step of learning, the skills for decision
making, self-expression, interpersonal and
stress-management are developed.
Application of ideas: Learners carry out activities on
tablet computer. Decision making and self-expression skills
are improved.
Review: Learners carry out activities and complete
exercises on tablet computer. It enhances self-perception,
self-expression and stress-management skills.
Evaluation EQ can be divided in three parts: 1)
Development 1 using EQ evaluation form set 2, 2)
Development 2 using EQ evaluation form set 3, and 3)
Post-test using EQ evaluation form set 4.
4) Measurement and evaluation assess five aspects of
the emotional quotient, namely 1) Self-Perception, 2)
Decision Making, 3) Self-Expression, 4) Inter-personal,
and 5) Stress-Management. The measurement is
performed using Time Series Experimental Design.
Part 2: Evaluation result of the developed edutainment
instructional model using learning object for electronic book
on tablet computer to develop emotional quotient.
The evaluation is carried out by submitting the developed
model to the five experts for a certification on the suitability
of its components, methodology, steps, activities, and for a
test. The evaluation result by the expert has shows that the
components have high suitability ( = 4.20, S.D. = 0.52) see
Table I, the pre-learning steps have the high suitability ( =
4.13, S.D. = 0.89) see Table II, same as the learning steps (
= 4.05, S.D. = 0.74) see Table III, the evaluation ( = 4.20,
S.D. = 0.84) see Table IV, and the overall appropriateness for
a test ( = 4.00, S.D. = 0.90) see Table V.
TABLE I: THE MODEL COMPONENTS
Variable Mean SD
Level of
suitability
Principles and concepts 4.20 0.84 Good
Objectives 4.60 0.55 Good
Process 4.00 0.71 Good
Evaluation 4.00 0.00 Good
Total 4.20 0.52 Good
The expert has shows high suitability ( = 4.20, S.D. = 0.52).
TABLE II: PRE EDU EQ
Variable Mean SD
Level of
suitability
Analysis Environment 4.20 0.84 Good
Preparation 4.20 0.84 Good
Pre-test 4.00 1.00 Good
Total 4.13 0.89 Good
The expert has shows high suitability ( = 4.13, S.D. = 0.89).
TABLE III: LEARN WITH EDU STEPS
Variable Mean SD
Level of
suitability
Orientation 4.20 0.84 Good
Elicitation of the prior knowledge 4.20 0.84 Good
Turning restructuring of ideas 4.00 0.71 Good
Application of ideas 4.00 0.71 Good
Review 4.00 0.71 Good
Total 4.05 0.74 Good
The expert has shows high suitability ( = 4.05, S.D. = 0.74).
International Journal of e-Education, e-Business, e-Management and e-Learning, Vol. 3, No. 2, April 2013
133
TOOG TEPSS
4. TABLE IV: OVERALL APPROPRIATENESS STEPS
Variable Mean SD
Level of
suitability
Development 1 4.20 0.84 Good
Development 2 4.20 0.84 Good
Post-test 4.20 0.84 Good
Total 4.20 0.84 Good
The expert has shows high suitability ( = 4.20, S.D. = 0.84).
TABLE IV: EVALUATION EQ
Variable Mean SD
Level of
suitability
Instruction Model 4.00 1.00 Good
Process and Activities 4.00 1.00 Good
Actual use 4.00 0.71 Good
Total 4.00 0.90 Good
The expert has shows high suitability ( = 4.00, S.D. = 0.90).
VI. DISCUSSION
The research results in the following points for discussion.
1) The experts’ evaluation demonstrates that the
components, steps, and activities of the model are highly
suitable. The result also aligns with the research finding
of [12] suggesting that the learning management for
self-development and entertaining activities consists of
five key steps: 1) Orientation, 2) Elicitation of the prior
knowledge, 3) Turning restructuring of ideas, 4)
Application of ideas, and 5) Review.
2) The experts’ evaluation also reveals that the model is
highly suitable for the emotional quotient development.
This finding corresponds to the research of [8]
suggesting that the emotional quotient could contribute
to learners’ basic skill enhancement.
REFERENCES
[1] H. M. Zin and N. Z. M. Zain, “The effects of edutainment towards
students’ achievements,” KUIS Proceedings of Regional Conference
on Knowledge Integration in ICT 2010, pp. 64-72, 2010.
[3] T. Pasawano. )October 2012). Development of an Edutainment for
Learning Support of Bachelor Degree. International Journal of
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[Online]. pp. 45-50. Available:
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[4] C. Brooks, L. Kettel and C. Hansen. (2010). Building a Learning
Object Content Management System. [Online]. Available:
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&rep=rep1&type=pdf
[5] S. Mahadevan. )June 2020). A Learning Object Model for Electronic
Learning. Virginia Polytechnic Institute and State University. [Online].
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[7] O. Korat and A. Shamir. (2007). “Electronic books versus adult readers:
effects on children’s emergent literacy as a function of social class,”
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Electronic+books+versus+adult+readers+(wiki+article).pdf
[8] L. J. Couse and D. W. Chen. (2010). A Tablet Computer for Young
Children? Exploring Its Viability for Early Childhood Education. JRTE.
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[9] M. A. Bienkowski et al. (October 2005). Singapore Tablet PC
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[10] M. S. B. Yusoff et al. (December 2011). “The Validity and Reliability
of USM Emotional Quotient Inventory (USMEQ-i): Its Use to Measure
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d_reliability_of_the_USM_Emotional_Quotient_Inventory_(USMEQ
-i)_its_use_to_measure_Emotional_Quotient_(EQ)_of_future_medica
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[11] R. Mahyuddin et al. (2002). The Relationship between Emotional
Quotient and the Acquisition of Basic Skill among Primary School
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[12] D. Rosalind and B. Beverley, “Students thinking and the learning of
science: A Constructivist view,” School Sci Rev., vol. 67, pp. 443-456,
1986.
Nuttakan Pakprod is a Ph.D. candidate, Department of
Information and Communication Technology for
education, Faculty of Technical Education, King
Mongkut’s University of Technology North Bangkok
(KMUTNB), Thailand.
She has experience in many positions such as the
Electronic Book, Computer Graphic Design,
Information and Information and Communication
Technology for Education research.
Panita Wannapiroon
Division of Information and Communication
Technology for Education, Faculty of Technical
Education, King Mongkut's University of Technology
North Bangkok (KMUTNB), Thailand.
She has experience in many positions such as the
Director at Innovation and Technology Management
Research Center, Assistant Director of Online Learning
Research Center, Assistant Director of Vocational Education Technology
Research Center, and Assistant Director of Information and Communication
Technology in Education Research Center. She received Burapha University
Thesis Award 2002. She is a Membership of Professional Societies in
ALCoB (APEC LEARNING COMMUNITY BUILDERS) THAILAND,
and Association for Educational Technology of Thailand (AETT).
International Journal of e-Education, e-Business, e-Management and e-Learning, Vol. 3, No. 2, April 2013
134
[2] M. Santoso, W. F. Yan, and L. B. Gook. (May 2012). Development of
Edutainment Content for Elementary School Using Mobile Augmented
Reality. IPCSIT. Journal of Computer Research and Development.
[Online]. 39(1). Available: http://www.ipcsit.com/vol39/
003-D00016.pdf
M. Chau. (2008). The Effects of Electronic Books Designed for
Children in Education. SCROLL. University of Toronto. [Online]. 1(1).
Available: http://fdt.library.utoronto.ca/index.php/fdt/article/view/
4904/1762
is an assistant professor at