Learning Analytics for Children's Logic Development (LACLOD) is a web-based and mobile friendly
learning analytic platform for assessing the logic development of children age 3 to 4 years old in TASKA
PERMATA UPSI Malaysia. The platform is developed using Unity and connected through Google Analytics
(GA) plugin where it tracked the user interaction for the application. LACLOD is designed only for mobile
or tablet which is using Android. In this paper, the development of this learning analytic platform is
presented. For evaluation of this system, observation and survey have been used, to get the feedback from 2
teachers (female) and 3 children (2 female and 1 male). Based on the evaluation, it can be seen that there
are still rooms for improvement. Female children found it quit hard to understand the game but the male
children looked satisfy because he knew on how to navigate the app and he actively played the app by himself.
As for teachers, the acceptance to this kind of assessment is moderate, however they agree that this
application can better improve the children’s learning especially in logic development.
Assessing school children’ ICT literacy skill remains a problem. Children are different from adults in the way they use technology. For that reason, commonly used evaluation methods such as questionnaires and observations are not able to potray the competency level acquired by these children. This paper explores the possibility of using suitable tracing tool for capturing computing activities of school children. In this pilot study, nine school children who are e-book users have been selected. The log file produced by the tracing tool was then used to identify the patterns of ICT competency level among these e-book users. The results show the benefit of using the RateSkill as a computerized and automated ICT literacy skill assessment tool.
This document discusses predicting student performance in higher education using video learning analytics and data mining techniques. The study analyzed data from 772 students' interactions in an LMS, student information system, and mobile video application to predict end-of-semester performance. Eight classification algorithms were tested on the data, along with feature selection techniques like genetic search and principle component analysis. The Random Forest algorithm most accurately predicted student performance at 88.3% accuracy using an equal width feature selection method. The results indicate that analyzing interaction data from multiple systems using classification techniques can help predict student outcomes.
This document discusses predicting student performance in higher education using video learning analytics and data mining techniques. The study analyzed data from 772 students' interactions in an LMS, student information system, and mobile video application to predict end-of-semester performance. Eight classification algorithms were tested and random forest accurately predicted successful students 88.3% of the time. Feature selection techniques like genetic search and principle component analysis were also able to further improve performance. The results suggest video learning analytics combined with data mining can help educators identify at-risk students and improve learning outcomes.
This document discusses predicting student performance in higher education using video learning analytics and data mining techniques. The study analyzed data from 772 students' interactions in an LMS, student information system, and mobile video application to predict end-of-semester performance. Eight classification algorithms were tested and random forest accurately predicted successful students 88.3% of the time. Feature selection techniques like genetic search and principle component analysis were also able to further improve performance. The results suggest video learning analytics combined with data mining can help educators identify at-risk students and make decisions to improve student success.
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.
Technology can help teachers track and assess student performance in the classroom. It allows for continual evaluation of lessons and identification of knowledge gaps to support learning. Various edtech tools exist to aid formative and summative assessment, including learning management systems like Schoology and Jupiter iO, and electronic portfolios for long-term tracking of student growth. Formative tools provide real-time feedback, while summative assessment via LMS and e-portfolios allows analysis of overall achievement.
THE RESULTS OF THE BLENDED LEARNING ACTIVITIES COURSE OF INNOVATION AND INFOR...ijma
The objectives of this research were: 1 ) to find the effectiveness of the blended learning management
activity package 2) to compare the learning achievement 3) to study memory retention and 4) to study the
satisfaction with the blended learning activities. The research sample consisted of 3 0 1
st year students
enrolled in the Innovation and Information Technology for Communication and Learning course in the 2
nd
semester of the academic year 2 0 2 0 in the Major of General Science, Faculty of Education, Rajabhat
Nakhon Si Thammarat University. The research tools were: 1) a blended learning management activity
package, and 2 ) an online questionnaire on the satisfaction of the learners with the blended learning
activities. The statistics used in the data analysis were mean, S. D. and hypothesis testing using t-test
Dependent. 1) The developed efficiency was 8 0 .5 8 /8 7 .6 7 , which was the efficiency according to the
specified criteria 8 0 /8 0 . 2 ) The statistically significant comparison of the learning achievement after
receiving the learning management was higher than before the learning management at the .05 level. 3)
The study of memory retention after 2 weeks of learning management was not significantly different at the
.05 level and 4) The overall of the satisfaction blended learning activities were at the highest level.
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.
Assessing school children’ ICT literacy skill remains a problem. Children are different from adults in the way they use technology. For that reason, commonly used evaluation methods such as questionnaires and observations are not able to potray the competency level acquired by these children. This paper explores the possibility of using suitable tracing tool for capturing computing activities of school children. In this pilot study, nine school children who are e-book users have been selected. The log file produced by the tracing tool was then used to identify the patterns of ICT competency level among these e-book users. The results show the benefit of using the RateSkill as a computerized and automated ICT literacy skill assessment tool.
This document discusses predicting student performance in higher education using video learning analytics and data mining techniques. The study analyzed data from 772 students' interactions in an LMS, student information system, and mobile video application to predict end-of-semester performance. Eight classification algorithms were tested on the data, along with feature selection techniques like genetic search and principle component analysis. The Random Forest algorithm most accurately predicted student performance at 88.3% accuracy using an equal width feature selection method. The results indicate that analyzing interaction data from multiple systems using classification techniques can help predict student outcomes.
This document discusses predicting student performance in higher education using video learning analytics and data mining techniques. The study analyzed data from 772 students' interactions in an LMS, student information system, and mobile video application to predict end-of-semester performance. Eight classification algorithms were tested and random forest accurately predicted successful students 88.3% of the time. Feature selection techniques like genetic search and principle component analysis were also able to further improve performance. The results suggest video learning analytics combined with data mining can help educators identify at-risk students and improve learning outcomes.
This document discusses predicting student performance in higher education using video learning analytics and data mining techniques. The study analyzed data from 772 students' interactions in an LMS, student information system, and mobile video application to predict end-of-semester performance. Eight classification algorithms were tested and random forest accurately predicted successful students 88.3% of the time. Feature selection techniques like genetic search and principle component analysis were also able to further improve performance. The results suggest video learning analytics combined with data mining can help educators identify at-risk students and make decisions to improve student success.
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.
Technology can help teachers track and assess student performance in the classroom. It allows for continual evaluation of lessons and identification of knowledge gaps to support learning. Various edtech tools exist to aid formative and summative assessment, including learning management systems like Schoology and Jupiter iO, and electronic portfolios for long-term tracking of student growth. Formative tools provide real-time feedback, while summative assessment via LMS and e-portfolios allows analysis of overall achievement.
THE RESULTS OF THE BLENDED LEARNING ACTIVITIES COURSE OF INNOVATION AND INFOR...ijma
The objectives of this research were: 1 ) to find the effectiveness of the blended learning management
activity package 2) to compare the learning achievement 3) to study memory retention and 4) to study the
satisfaction with the blended learning activities. The research sample consisted of 3 0 1
st year students
enrolled in the Innovation and Information Technology for Communication and Learning course in the 2
nd
semester of the academic year 2 0 2 0 in the Major of General Science, Faculty of Education, Rajabhat
Nakhon Si Thammarat University. The research tools were: 1) a blended learning management activity
package, and 2 ) an online questionnaire on the satisfaction of the learners with the blended learning
activities. The statistics used in the data analysis were mean, S. D. and hypothesis testing using t-test
Dependent. 1) The developed efficiency was 8 0 .5 8 /8 7 .6 7 , which was the efficiency according to the
specified criteria 8 0 /8 0 . 2 ) The statistically significant comparison of the learning achievement after
receiving the learning management was higher than before the learning management at the .05 level. 3)
The study of memory retention after 2 weeks of learning management was not significantly different at the
.05 level and 4) The overall of the satisfaction blended learning activities were at the highest level.
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.
1. The document discusses strategies for developing skills and self-employment in students, including giving students a greater role in decision making, encouraging curiosity through games, and creating personalized learning guides.
2. It proposes designing an interactive learning environment to support children's understanding of complex environmental and ecological domains. This would integrate constructionism and systems dynamics to simulate real-life phenomena.
3. The project aims to develop tools to facilitate understanding of complex topics among young learners, using cognitive apprenticeship methods. A computer-controlled greenhouse is used as a technological environment for learning about complex systems.
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 document describes the development of an interactive instructional model using augmented reality and edutainment to enhance emotional quotient. It includes:
1) The development of a model consisting of three elements: interactive instructional augmented reality, edutainment learning activities, and emotional quotient assessment.
2) An evaluation of the model by 10 experts found it to have high suitability, with the interactive instructional augmented reality steps and edutainment learning activity steps rated as having the highest suitability.
3) The experts' evaluation demonstrated that the model's components, steps, and activities were highly suitable for effectively using augmented reality and edutainment to enhance students' emotional quotient.
A Collective Case Study Of IT Integration In Singapore Secondary SchoolsLinda Garcia
This document summarizes a research study that aims to identify factors that facilitate the effective use of IT by teachers in Singapore secondary schools to support student learning. The study will use activity theory as a framework and collect data through classroom observations and surveys to analyze the interaction between teachers, students, IT tools, and other socio-cultural elements. The goal is to provide insights into how IT can be successfully used to enhance cognitive skills like critical thinking.
THE CURRENT TRENDS OF AUGMENTED REALITY IN EARLY CHILDHOOD EDUCATIONijma
ABSTRACT
Augmented Reality has been widely used in various level of education such as higher-level education, secondary education (lower/upper secondary level), primary education, and in informal learning. However, the implementation in early childhood education is still limited. By using library research methodology, the objective of this paper is to investigate the existing work of augmented reality in early childhood education between 2009-2018. Based on the results, it shows that the publication of augmented reality in early childhood education increased slowly within these past ten years. It has been found that the main advantage of augmented reality is to enhance motivation. Early literacy has been found to be the most used topic with sampling less than 30 children. Finally, ‘Marker-based’ augmented reality has been widely used with mobile devices and in term of data collection methods, ‘Test’ has been used the most in this field of research.
This study aimed to develop an ICT skills-based training program for high school teachers at Agusan Pequeño National High School. The study found that teachers had low ICT knowledge and skills proficiency. Based on these findings, the researcher created a training program called "Project GRID" to address the needs of teachers. Expert validators found the program to be acceptable. It was recommended that the school adopt Project GRID long-term and level up questions in future assessments to focus more on applying ICT skills in a pedagogical context.
Submission Ide af1fb4fa-0f26-4e87-9aca-72ea1575de9f53 SI.docxdeanmtaylor1545
Submission Ide: af1fb4fa-0f26-4e87-9aca-72ea1575de9f
53% SIMILARITY SCORE 13 CITATION ITEMS 39 GRAMMAR ISSUES 0 FEEDBACK COMMENT
Internet Source 27%
Institution 26%
Kayla Figueroa
Technology PP_GCU.pptx
Summary
1541 Words
TECHNOLOGY IN MATHS
Kayla Figueroa
Grand Canyon University
February 19, 2020
Technology in Teaching Maths
It is important for students & teachers to have frequent contact with technology that
enhance & advance:
Reasoning
Sense making
Problem solving
Communication (Baglama, Yikmis, & Demirok, 2017 )
Good tutors enhance the prospective of technology to establish learners’ knowledge ,
promote interest & improve skill in maths (Baglama, Yikmis, & Demirok, 2017 )
Teachers who employ technology purposefully provide wider access to mathematics for
all learners.
Technological tools include those that are both content specific and content neutral. In
mathematics education, content-specific technologies include computer algebra systems;
dynamic geometry environments; interactive applets; handheld computation, data
collection, and analysis devices; and computer-based applications. These technologies
support students in exploring and identifying mathematical concepts and relationships.
Content-neutral technologies include communication and collaboration tools and Web-
based digital media, and these technologies increase students' access to information,
ideas, and interactions that can support and enhance sense making, which is central to
the process of taking ownership of knowledge. Findings from a number of studies have
shown that the strategic use of technological tools can support both the learning of
mathematical procedures and skills as well as the development of advanced
mathematical proficiencies, such as problem solving, reasoning, and justifying (e.g.,
Gadanidis & Geiger, 2010; Kastberg & Leatham, 2005; Nelson, Christopher, & Mims, 2009;
Pierce & Stacey, 2010; Roschelle, et al., 2009, 2010; Suh & Moyer, 2007).
2
Technology & Engaging Students
Technology enhances the learning process by making math concepts interactive through
media.
Provides alternate methods to instructional strategies such as videos, movies, games,
research etc.
Customized Learning Experiences – Students can view topics and study at their own pace
and assistance is there if needed
Interact with others outside the classroom – video calls with math / industry experts (ex:
talking to a playground designer)
Benefits to Technology
Technology gamifies static lessons
Spelling mistake: Baglama Bahama
Spelling mistake: Yikmis Yikes
Spelling mistake: Demirok Demigod
Use of whitespace before comma and b...: ) )
Use of whitespace before comma and b...: , ,
Spelling mistake: Baglama Bahama
Spelling mistake: Yikmis Yikes
Spelling mistake: Demirok Demigod
Use of whitespace before comma and b...: ) )
Student: Submitted to Grand Canyon Univers.
Submission Ide af1fb4fa-0f26-4e87-9aca-72ea1575de9f53 SI.docxdavid4611
Submission Ide: af1fb4fa-0f26-4e87-9aca-72ea1575de9f
53% SIMILARITY SCORE 13 CITATION ITEMS 39 GRAMMAR ISSUES 0 FEEDBACK COMMENT
Internet Source 27%
Institution 26%
Kayla Figueroa
Technology PP_GCU.pptx
Summary
1541 Words
TECHNOLOGY IN MATHS
Kayla Figueroa
Grand Canyon University
February 19, 2020
Technology in Teaching Maths
It is important for students & teachers to have frequent contact with technology that
enhance & advance:
Reasoning
Sense making
Problem solving
Communication (Baglama, Yikmis, & Demirok, 2017 )
Good tutors enhance the prospective of technology to establish learners’ knowledge ,
promote interest & improve skill in maths (Baglama, Yikmis, & Demirok, 2017 )
Teachers who employ technology purposefully provide wider access to mathematics for
all learners.
Technological tools include those that are both content specific and content neutral. In
mathematics education, content-specific technologies include computer algebra systems;
dynamic geometry environments; interactive applets; handheld computation, data
collection, and analysis devices; and computer-based applications. These technologies
support students in exploring and identifying mathematical concepts and relationships.
Content-neutral technologies include communication and collaboration tools and Web-
based digital media, and these technologies increase students' access to information,
ideas, and interactions that can support and enhance sense making, which is central to
the process of taking ownership of knowledge. Findings from a number of studies have
shown that the strategic use of technological tools can support both the learning of
mathematical procedures and skills as well as the development of advanced
mathematical proficiencies, such as problem solving, reasoning, and justifying (e.g.,
Gadanidis & Geiger, 2010; Kastberg & Leatham, 2005; Nelson, Christopher, & Mims, 2009;
Pierce & Stacey, 2010; Roschelle, et al., 2009, 2010; Suh & Moyer, 2007).
2
Technology & Engaging Students
Technology enhances the learning process by making math concepts interactive through
media.
Provides alternate methods to instructional strategies such as videos, movies, games,
research etc.
Customized Learning Experiences – Students can view topics and study at their own pace
and assistance is there if needed
Interact with others outside the classroom – video calls with math / industry experts (ex:
talking to a playground designer)
Benefits to Technology
Technology gamifies static lessons
Spelling mistake: Baglama Bahama
Spelling mistake: Yikmis Yikes
Spelling mistake: Demirok Demigod
Use of whitespace before comma and b...: ) )
Use of whitespace before comma and b...: , ,
Spelling mistake: Baglama Bahama
Spelling mistake: Yikmis Yikes
Spelling mistake: Demirok Demigod
Use of whitespace before comma and b...: ) )
Student: Submitted to Grand Canyon Univers.
Gamification for Elementary Mathematics Learning in Indonesia IJECEIAES
The purpose of this research is to combine multimedia elements and mathematics learning material to a mathematic learning interactive application. Research and design methodology that used is Game Development Life Cycle (GDLC) which consist of initiation, pre-production, production, testing and release. Content inside the game is made using gamification and expert system concept. The result of this research is an interactive learning game to support student to understand mathematic materials. The purpose of this application is to help student to learn mathematic in an interactive and interesting way, to deliver mathematic material easily.
This critical journal summarizes the development and teacher review of three mathematics edutainment games for Android. The games were developed using the ADDIE model and focus on different mathematical concepts and theories. Teachers believed the games were well-designed and could positively impact students' interest and learning outcomes. However, they suggested adjusting some contexts to match students' ages and including summaries and rewards within each level. Overall, the teachers felt the games showed promise for engaging students in learning mathematics but recommended further testing the games' effectiveness on student interest, cognitive skills, and achievement.
This document discusses a study on the use of the game-based learning platform Kahoot! in teacher education programs. 44 students and 2 teachers from different programs participated in the study. They provided their perspectives on the advantages and disadvantages of using Kahoot! in the classroom through open-ended questionnaires after experiencing Kahoot! activities. The study found that participants noted increased student involvement, participation, and promotion of learning as main benefits. However, some challenges with technology, teacher experience, and student adaptation were also identified. The document provides background on game-based learning and response systems as well as details on Kahoot! and the methodology used in the study.
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.
Due to the increasing interest in big data especially in the educational field and online education has led to a conflict in terms of performance indicators of the student. In this paper we discuss the methodology of assessing the student performance in terms of the success indicators revealing a number of indicators that is recommended to indicate success of the final academic achievement
A LEARNING ANALYTICS APPROACH FOR STUDENT PERFORMANCE ASSESSMENTTye Rausch
This document discusses learning analytics, academic analytics, and educational data mining. It defines each term and differentiates their processes and purposes. Learning analytics uses predictive models and data analysis to optimize student learning experiences and identify at-risk students. Educational data mining focuses on developing new data analysis methods and algorithms to solve educational issues. Academic analytics applies business intelligence principles to improve decision-making in educational institutions. The document provides examples of universities using learning analytics to track performance, predict outcomes, and improve retention.
Due to the increasing interest in big data especially in the educational field and online education has led to a conflict in terms of performance indicators of the student. In this paper we discuss the methodology of assessing the student performance in terms of the success indicators revealing a number of indicators that is recommended to indicate success of the final academic achievement.
Analysis of the dyscalculia with the implementation of a design workshop in C...IJAEMSJORNAL
This document summarizes a study that implemented a design workshop using CATIA software with primary school students in Mexico. The study aimed to show that students can overcome deficiencies in math skills like dyscalculia. Students between 6-12 years old participated in the workshop. Surveys found parents and students fully accepted the workshop. Students' math skills and school engagement improved after using CATIA to design objects. The workshop was low-cost and could be implemented in other primary schools. The study concluded dyscalculia is a "myth" and CATIA promotes math learning.
The paradigm shift from traditional learning to digital learning in mathematics Dr. C.V. Suresh Babu
International Conference on Integration of STEAM in School Education organized by NCERT, Regional Institute of Education, Bhopal, MP, India in collaboration with Department of School Education, Government of Madhya Pradesh on February, 25th- 28, 2021
This document discusses a study that evaluated the effectiveness of social networking sites on the mathematics performance of grade 8 students at risk of dropping out (SARDOs) in the Philippines. It found that the SARDOs' pre-test performance in mathematics was "did not meet expectations" but their post-test performance after exposure to social networking sites was "fairly satisfactory." There was a significant difference between the pre-test and post-test scores, indicating that social networking sites improved the SARDOs' mathematics performance. The study concluded that social networking sites are an effective interactive learning activity and supplementary material that can help teach mathematics to SARDOs.
E-LEARNING READINESS ASSESSMENT TOOL FOR PHILIPPINE HIGHER EDUCATION INSTITUT...IJITE
The growth of internet technologies changed learning strategies globally. The Philippines is no exemption.
Due to its usefulness and potential, E-learning is becoming popular. But before these benefits would be
enjoyed, it is very important for an institution to be assessed. This is to identify the needs and factors that
directly affect their readiness. This study presents a readiness assessment tool for Philippine Higher
Education Institutions. It also serves as a needs assessment instrument.
E-Learning Readiness Assessment Tool for Philippine Higher Education Institut...IJITE
The growth of internet technologies changed learning strategies globally. The Philippines is no exemption. Due to its usefulness and potential, E-learning is becoming popular. But before these benefits would be enjoyed, it is very important for an institution to be assessed. This is to identify the needs and factors that directly affect their readiness. This study presents a readiness assessment tool for Philippine Higher Education Institutions. It also serves as a needs assessment instrument.
1. The document discusses strategies for developing skills and self-employment in students, including giving students a greater role in decision making, encouraging curiosity through games, and creating personalized learning guides.
2. It proposes designing an interactive learning environment to support children's understanding of complex environmental and ecological domains. This would integrate constructionism and systems dynamics to simulate real-life phenomena.
3. The project aims to develop tools to facilitate understanding of complex topics among young learners, using cognitive apprenticeship methods. A computer-controlled greenhouse is used as a technological environment for learning about complex systems.
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 document describes the development of an interactive instructional model using augmented reality and edutainment to enhance emotional quotient. It includes:
1) The development of a model consisting of three elements: interactive instructional augmented reality, edutainment learning activities, and emotional quotient assessment.
2) An evaluation of the model by 10 experts found it to have high suitability, with the interactive instructional augmented reality steps and edutainment learning activity steps rated as having the highest suitability.
3) The experts' evaluation demonstrated that the model's components, steps, and activities were highly suitable for effectively using augmented reality and edutainment to enhance students' emotional quotient.
A Collective Case Study Of IT Integration In Singapore Secondary SchoolsLinda Garcia
This document summarizes a research study that aims to identify factors that facilitate the effective use of IT by teachers in Singapore secondary schools to support student learning. The study will use activity theory as a framework and collect data through classroom observations and surveys to analyze the interaction between teachers, students, IT tools, and other socio-cultural elements. The goal is to provide insights into how IT can be successfully used to enhance cognitive skills like critical thinking.
THE CURRENT TRENDS OF AUGMENTED REALITY IN EARLY CHILDHOOD EDUCATIONijma
ABSTRACT
Augmented Reality has been widely used in various level of education such as higher-level education, secondary education (lower/upper secondary level), primary education, and in informal learning. However, the implementation in early childhood education is still limited. By using library research methodology, the objective of this paper is to investigate the existing work of augmented reality in early childhood education between 2009-2018. Based on the results, it shows that the publication of augmented reality in early childhood education increased slowly within these past ten years. It has been found that the main advantage of augmented reality is to enhance motivation. Early literacy has been found to be the most used topic with sampling less than 30 children. Finally, ‘Marker-based’ augmented reality has been widely used with mobile devices and in term of data collection methods, ‘Test’ has been used the most in this field of research.
This study aimed to develop an ICT skills-based training program for high school teachers at Agusan Pequeño National High School. The study found that teachers had low ICT knowledge and skills proficiency. Based on these findings, the researcher created a training program called "Project GRID" to address the needs of teachers. Expert validators found the program to be acceptable. It was recommended that the school adopt Project GRID long-term and level up questions in future assessments to focus more on applying ICT skills in a pedagogical context.
Submission Ide af1fb4fa-0f26-4e87-9aca-72ea1575de9f53 SI.docxdeanmtaylor1545
Submission Ide: af1fb4fa-0f26-4e87-9aca-72ea1575de9f
53% SIMILARITY SCORE 13 CITATION ITEMS 39 GRAMMAR ISSUES 0 FEEDBACK COMMENT
Internet Source 27%
Institution 26%
Kayla Figueroa
Technology PP_GCU.pptx
Summary
1541 Words
TECHNOLOGY IN MATHS
Kayla Figueroa
Grand Canyon University
February 19, 2020
Technology in Teaching Maths
It is important for students & teachers to have frequent contact with technology that
enhance & advance:
Reasoning
Sense making
Problem solving
Communication (Baglama, Yikmis, & Demirok, 2017 )
Good tutors enhance the prospective of technology to establish learners’ knowledge ,
promote interest & improve skill in maths (Baglama, Yikmis, & Demirok, 2017 )
Teachers who employ technology purposefully provide wider access to mathematics for
all learners.
Technological tools include those that are both content specific and content neutral. In
mathematics education, content-specific technologies include computer algebra systems;
dynamic geometry environments; interactive applets; handheld computation, data
collection, and analysis devices; and computer-based applications. These technologies
support students in exploring and identifying mathematical concepts and relationships.
Content-neutral technologies include communication and collaboration tools and Web-
based digital media, and these technologies increase students' access to information,
ideas, and interactions that can support and enhance sense making, which is central to
the process of taking ownership of knowledge. Findings from a number of studies have
shown that the strategic use of technological tools can support both the learning of
mathematical procedures and skills as well as the development of advanced
mathematical proficiencies, such as problem solving, reasoning, and justifying (e.g.,
Gadanidis & Geiger, 2010; Kastberg & Leatham, 2005; Nelson, Christopher, & Mims, 2009;
Pierce & Stacey, 2010; Roschelle, et al., 2009, 2010; Suh & Moyer, 2007).
2
Technology & Engaging Students
Technology enhances the learning process by making math concepts interactive through
media.
Provides alternate methods to instructional strategies such as videos, movies, games,
research etc.
Customized Learning Experiences – Students can view topics and study at their own pace
and assistance is there if needed
Interact with others outside the classroom – video calls with math / industry experts (ex:
talking to a playground designer)
Benefits to Technology
Technology gamifies static lessons
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Summary
1541 Words
TECHNOLOGY IN MATHS
Kayla Figueroa
Grand Canyon University
February 19, 2020
Technology in Teaching Maths
It is important for students & teachers to have frequent contact with technology that
enhance & advance:
Reasoning
Sense making
Problem solving
Communication (Baglama, Yikmis, & Demirok, 2017 )
Good tutors enhance the prospective of technology to establish learners’ knowledge ,
promote interest & improve skill in maths (Baglama, Yikmis, & Demirok, 2017 )
Teachers who employ technology purposefully provide wider access to mathematics for
all learners.
Technological tools include those that are both content specific and content neutral. In
mathematics education, content-specific technologies include computer algebra systems;
dynamic geometry environments; interactive applets; handheld computation, data
collection, and analysis devices; and computer-based applications. These technologies
support students in exploring and identifying mathematical concepts and relationships.
Content-neutral technologies include communication and collaboration tools and Web-
based digital media, and these technologies increase students' access to information,
ideas, and interactions that can support and enhance sense making, which is central to
the process of taking ownership of knowledge. Findings from a number of studies have
shown that the strategic use of technological tools can support both the learning of
mathematical procedures and skills as well as the development of advanced
mathematical proficiencies, such as problem solving, reasoning, and justifying (e.g.,
Gadanidis & Geiger, 2010; Kastberg & Leatham, 2005; Nelson, Christopher, & Mims, 2009;
Pierce & Stacey, 2010; Roschelle, et al., 2009, 2010; Suh & Moyer, 2007).
2
Technology & Engaging Students
Technology enhances the learning process by making math concepts interactive through
media.
Provides alternate methods to instructional strategies such as videos, movies, games,
research etc.
Customized Learning Experiences – Students can view topics and study at their own pace
and assistance is there if needed
Interact with others outside the classroom – video calls with math / industry experts (ex:
talking to a playground designer)
Benefits to Technology
Technology gamifies static lessons
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Gamification for Elementary Mathematics Learning in Indonesia IJECEIAES
The purpose of this research is to combine multimedia elements and mathematics learning material to a mathematic learning interactive application. Research and design methodology that used is Game Development Life Cycle (GDLC) which consist of initiation, pre-production, production, testing and release. Content inside the game is made using gamification and expert system concept. The result of this research is an interactive learning game to support student to understand mathematic materials. The purpose of this application is to help student to learn mathematic in an interactive and interesting way, to deliver mathematic material easily.
This critical journal summarizes the development and teacher review of three mathematics edutainment games for Android. The games were developed using the ADDIE model and focus on different mathematical concepts and theories. Teachers believed the games were well-designed and could positively impact students' interest and learning outcomes. However, they suggested adjusting some contexts to match students' ages and including summaries and rewards within each level. Overall, the teachers felt the games showed promise for engaging students in learning mathematics but recommended further testing the games' effectiveness on student interest, cognitive skills, and achievement.
This document discusses a study on the use of the game-based learning platform Kahoot! in teacher education programs. 44 students and 2 teachers from different programs participated in the study. They provided their perspectives on the advantages and disadvantages of using Kahoot! in the classroom through open-ended questionnaires after experiencing Kahoot! activities. The study found that participants noted increased student involvement, participation, and promotion of learning as main benefits. However, some challenges with technology, teacher experience, and student adaptation were also identified. The document provides background on game-based learning and response systems as well as details on Kahoot! and the methodology used in the study.
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
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suitability.
Due to the increasing interest in big data especially in the educational field and online education has led to a conflict in terms of performance indicators of the student. In this paper we discuss the methodology of assessing the student performance in terms of the success indicators revealing a number of indicators that is recommended to indicate success of the final academic achievement
A LEARNING ANALYTICS APPROACH FOR STUDENT PERFORMANCE ASSESSMENTTye Rausch
This document discusses learning analytics, academic analytics, and educational data mining. It defines each term and differentiates their processes and purposes. Learning analytics uses predictive models and data analysis to optimize student learning experiences and identify at-risk students. Educational data mining focuses on developing new data analysis methods and algorithms to solve educational issues. Academic analytics applies business intelligence principles to improve decision-making in educational institutions. The document provides examples of universities using learning analytics to track performance, predict outcomes, and improve retention.
Due to the increasing interest in big data especially in the educational field and online education has led to a conflict in terms of performance indicators of the student. In this paper we discuss the methodology of assessing the student performance in terms of the success indicators revealing a number of indicators that is recommended to indicate success of the final academic achievement.
Analysis of the dyscalculia with the implementation of a design workshop in C...IJAEMSJORNAL
This document summarizes a study that implemented a design workshop using CATIA software with primary school students in Mexico. The study aimed to show that students can overcome deficiencies in math skills like dyscalculia. Students between 6-12 years old participated in the workshop. Surveys found parents and students fully accepted the workshop. Students' math skills and school engagement improved after using CATIA to design objects. The workshop was low-cost and could be implemented in other primary schools. The study concluded dyscalculia is a "myth" and CATIA promotes math learning.
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LACLOD: LEARNING ANALYTICS FOR CHILDREN’S LOGIC DEVELOPMENT
1. The International Journal of Multimedia & Its Applications (IJMA) Vol.13, No. 1/2, April 2021
DOI:10.5121/ijma.2021.13201 1
LACLOD: LEARNING ANALYTICS FOR CHILDREN’S
LOGIC DEVELOPMENT
Suzani Mohamad Samuri1,2
, Dorroity Anak Emang1
, Rahmadi Agus3
, Bahbibi
Rahmatullah1,2
, Nurul Salini Mohamed Salleh1
and Mazlina Che Mustafa4
1
Department of Computing, Faculty of Arts, Computing and Creative Industry, Sultan
Idris Education University, Perak, Malaysia
2
Data Intelligent and Knowledge Management (DILIGENT) Special Interest Group,
Sultan Idris Education University, Perak, Malaysia
3
Islamic University of Muhammad Arsyad Al Banjari Kalimantan, Indonesia
4
National Child Development Research Centre, Sultan Idris Education University,
Perak, Malaysia
ABSTRACT
Learning Analytics for Children's Logic Development (LACLOD) is a web-based and mobile friendly
learning analytic platform for assessing the logic development of children age 3 to 4 years old in TASKA
PERMATA UPSI Malaysia. The platform is developed using Unity and connected through Google Analytics
(GA) plugin where it tracked the user interaction for the application. LACLOD is designed only for mobile
or tablet which is using Android. In this paper, the development of this learning analytic platform is
presented. For evaluation of this system, observation and survey have been used, to get the feedback from 2
teachers (female) and 3 children (2 female and 1 male). Based on the evaluation, it can be seen that there
are still rooms for improvement. Female children found it quit hard to understand the game but the male
children looked satisfy because he knew on how to navigate the app and he actively played the app by himself.
As for teachers, the acceptance to this kind of assessment is moderate, however they agree that this
application can better improve the children’s learning especially in logic development.
KEYWORDS
Learning analytics, Game-based learning, Unity software, Google analytics, and Assessment technology.
1. INTRODUCTION
Gaining student attention and an insight into the level of students’ understanding during a lesson is
an area that can be challenging for teachers. The assessment on the children progress will give
teachers the insight they need as to how much the whole class and individual students have
comprehended a topic. However, by the time the activity and assessment have been completed, the
class will most likely have moved on to a new area of study. This means that students who have
not quite grasped the concepts involved may be left behind. Use of technology such as digital
games, for real time assessment has been the topic of interest for researchers in educational field.
A report by Aladé et al., [1], shows that learning basic mathematical concepts in early childhood
education can be made easier using interactive tablet-based games. Apart from that, integrating the
element of Information and Communication Technology (ICT) in conventional teaching and
learning allows for collaborative projects in primary education [2-4]. It can also increase the interest
of students’ learning in the introduction of colors, numbers and shapes [5]. In line with Education
4.0, it is foreseen that technology (game-based) can be the basis for learning analytics to explore
the use of digital games in gaining insights of students' learning as well as exploring possibilities
2. The International Journal of Multimedia & Its Applications (IJMA) Vol.13, No. 1/2, April 2021
2
for real time assessment of students' performance [6-7]. According to de Freitas, et al., [8], there
are numerous learning analytic applications, mostly provide learning through games to attract
students’ attention and give the results immediately where it will be saved into the databases or in
the cloud. However, most literatures on this learning analytics are based on assessing the
performance of students from secondary schools to higher education [8-13]. There are still few
research on game-based learning analytics that involved early year’s children.
Early years or early childhood is defined by UNESCO to be the period from birth to eight years
old, whereby during this time children are highly influenced by the environment and people
surrounded them. For early years education in Malaysia, this category are further refined. Children
age four years and below received education that are designed under a standard national curriculum
called Kurikulum PERMATA Negara [14], and all centres that are giving services to children under
four years old are referred to as TASKA (Taman Asuhan Kanak-Kanak). While curriculum that
looked into the development of children age five and six years old is called the Kurikulum Standard
Pra Sekolah Kebangsaan (KSPK). While the development of children age seven and eight years
old, is monitored based on another curriculum called the Kurikulum Standard Sekolah Rendah
(KSSR). So, even though that UNESCO has defined children of early years to be from birth to
eight years old, but the development of these children in Malaysia are monitored and assessed
based on different curriculum as stated above [15].
In this paper, the development of a web-based learning analytic platform to assess the logic
development of children age 3 and 4 years old in TASKA PERMATA UPSI, NCDRC, Malaysia
is presented. This study is focusing only on logic development since activities related to logic is
somehow can be quite challenging to some of the children at this age. Apart from that, activities
related to logic is found to be easy to emulate in the form of digital games. The paper is organized
as follows; Section I is an introduction and background. Section II provides the detail proposed
methodology for development of the logic game and web platform. Section III discusses the
experiment results. Finally, Section IV presents the concluding remarks.
2. METHOD
ADDIE model [16] is a systematic instructional design model consisting of five phases which are
including analysis, design, development, implementation and evaluation. Each phase has an
outcome that feeds into the next phase in the sequence.
2.1. Analysis Phase
In this phase, there are several things that need to take care of which includes the instructional
goals, learner analysis, instructional analysis and objective analysis. Firstly, the instructional goals
are the desired goals of what the children should be able to do in the system. The instructional goal
is the children should be able to solve the activity in the system which in this case, related to
children’s logic development. Secondly, the learner analysis means to analyse who are the target
audience, their prior knowledge and their experiences. The main focus in this phase is the target
audience that is children of three and four years old. Their prior knowledge and experiences will
be analyse by interviewing the class teachers. Objective analysis and instructional analysis and on
the other hand are mainly defining clearly the objectives of the system which are to develop a
system that can suggest a way on how to solve an activity in children’s logic development, provide
teachers a quick overview about the current learning process of the children and to evaluate the
usability of the system. As for the instructional analysis, it is to determine on how to achieve the
learning goals and how to present the content of learning in the system and what type of game used
to present the learning activities. The learning content in this system has been constructed based
3. The International Journal of Multimedia & Its Applications (IJMA) Vol.13, No. 1/2, April 2021
3
on Bloom’s Taxonomy level which includes remember, understand, apply, analyse, evaluate and
create [17].
2.2. Design Phase
The learning strategies is the main focused in this phase, which the concern is on how to apply the
learning content in the system. Once the learning strategies are gathered, a design for the system is
created, which includes the user interface of the system, the number of links contained in a single
page, the position of navigation bar, the position of the system icon and the position where the
information is being displayed. Then, the prototype has been refined for several time, based on the
feedback given by the teachers. Apart from that, other requirements are also identified in this phase,
such as the use case, hardware and software requirements and functional requirements.
In this study, there will be eight (8) main use cases that have been designed, which includes children
will have to choose for logic-based game and solve the logic-based game. Then, they can view
their result after they solved the game. Besides, the children also can view the application’s
information or just quit. Since this application is integrated with Google Analytics (GA), the
teachers are the only person who can login into the GA and they can view and save analytics report
in it.
The functions designed in LACLOD will allow children to choose the game, solve it, view the
results, and information on the applications and quit the game. As for the teachers, they can login
to the Google Analytics (GA) via web browser using their laptop, desktop or tab where they enter
by using their registered e-mail and password. Teachers also can view and save the analytics reports
on the children’s performance. Figures
As said, to insert images in Word, position the cursor at the insertion point and either use Insert |
Picture | From File or copy the image to the Windows clipboard and then Edit | Paste Special |
Picture (with “Float over text” unchecked).
The authors of the accepted manuscripts will be given a copyright form and the form should
accompany your final submission.
2.3. Development Phase
As shown in the Table 1, there are 4 main softwares needed to develop this system. Wireframe
Sketcher is used to sketch the user interface diagram, while UNITY is used to develop the game
platform. The scripting used in this software is uncluttered and straightforward that brings fast
iteration and execution of the programming environment. It is easy to use, debug and design simple
co-routines which are the main reason for it to be used in this work. To support the Unity coding
for editing, Microsoft Visual Studio 2017 is used. Lastly, to track all the users’ performance and
display all the analytics report, Google Analytics is utilized. Table 2 shows the hardware
specifications needed for this system.
Table 1. The software needed to develop this system
Software Description
Wireframe Sketcher User interface diagram
UNITY To develop LACLOD App
Microsoft Visual Studio 2017 To edit coding for Unity
Google Analytics To track application and create analytics report
4. The International Journal of Multimedia & Its Applications (IJMA) Vol.13, No. 1/2, April 2021
4
Table 2. The hardware specifications to develop this system
Hardware Specifications
Processor Intel® Core™ i5-7200U CPU @ 2.50 GHz 2.70 GHz
RAM 4 GB
Graphic card NVIDIA GeForce 920MX
Operating system Windows 10 Home Sign Language
2.4. Implementation and Evaluation Phase
As In this phase, a procedure for guiding teachers and children is developed as the system will be
delivered to the user. This is also the phase where the developer ensures that the system functions
are in place, and all are fully functional. The evaluation phase is divided into two main parts, which
is evaluation while developing the prototype and evaluation after the final prototype is developed.
The first part involves two (2) teachers from TASKA PERMATA UPSI to refine requirements for
the system to be developed. Teachers provide feedback to modify subsequent learning activities
and experiences. The feedback gathered during this part measures reaction as well as identifies the
functional of the system.
When the final prototype is developed, two (2) teachers and three (3) children (2 female and 1
male) were involved to evaluate the system. The children were selected by their teachers and all of
them are four years old from TASKA PERMATA UPSI. This time, the objective of the evaluation
is to determine the usability of the system. It also validates whether the learning went as planned,
and it may also uncover any obstacles that may have emerged. Children are observed while they
are using the system to assess for its usability. The observation checklist has been created based on
Nielsen’s usability framework [18] which look into the ease of learning by the children, ease of use
and the effectiveness of the system. In order to have a basis to compare between the usability of
the system, the following set of measures were adopted, which include the efficiency (time to
accomplish tasks or throughput), learnability (time to learn and ease of learning) and satisfaction
(comfort and acceptability of use).
The usability evaluation is conducted to some common functions in all the systems and conducted
a rudimentary experiment where specific tasks are attempted on the systems and a quantitative
index is given to each, per every measure above. At this stage, the children are required to test all
the functions in the platform. First, they were observed while using this platform to evaluate its
ease of use. After the children had learnt how to accomplish the task, then the teachers were asked
to use the platform to see the children’s performance. At this point, teachers gave their feedback
on the ease of use and how well they understand the function of Google Analytics to help them
understand their students’ performance. Finally, children’s experience, as well as their impression
while engaging with the application have been included as the satisfaction factor. Apart from that,
while executing this evaluation process, a black box testing with eight test cases shown in Table 3
were also conducted concurrently, to check for the full functioning of the application.
Table 3. The test cases for the functional testing of the application
LACLOD App Google Analytics
TUC01 Choose game TUC07.1 To view the total number of numbers of users in real time
TUC04 Quit game TUC07.2 To view which application’s screen viewed the most
TUC05 View app info TUC07.3 To view the average time on one screen per one user
TUC07.4 To view the user’s score
TUC07.5 To view which button the user interact the most
5. The International Journal of Multimedia & Its Applications (IJMA) Vol.13, No. 1/2, April 2021
5
3. FINDINGS
3.1. System Architecture
Figure 1 shows the entire architecture of the platform developed to give an overview of the two
main platform; the game platform and learning analytic platform. LACLOD system is designed to
have two main users, which is children and teachers. In this platform, children will be allowed to
choose for logic-based game and solve the game, they can also view their result and they can also
view the application’s information or just quit. As for the teachers, they can login into the Google
Analytic and then view or save the analytics report of each children. The designed use case is as
shown in Figure 2.
Figure 1. The system architecture of LACLOD system
Figure 2. The designed use case for LACLOD system
6. The International Journal of Multimedia & Its Applications (IJMA) Vol.13, No. 1/2, April 2021
6
LACLOD will be used by children at TASKA PERMATA UPSI. This application is integrated
with Google Analytics (GA), which user can use this application if they have mobile or tablet that
running on Android operating system or computer with Windows for Google Analytics (GA).
LACLOD allows children to choose the game to play. There are 3 games that the children can
choose; Game 1: Count 1 until 10, Game 2: Match to the right number, and Game 3: Match to the
same image. The function to play the game is compulsory after the children had chosen the game.
For game 1, children have to click the correct answer. As for Game 2 and 3, children need to drag
the object to the appropriate number or image. The function of LACLOD will provide the children
to view the result after completing the game. The function of LACLOD will provide the children
to quit the game if they does not want to play.
Meanwhile, for GA function, it is for the teachers to explore. The login function allows teachers to
login into the GA via web browser through computer where they enter by using e-mail and
password. Teachers also can track children’s performance via reports provided in the GA
embedded in LACLOD. Figure 3(a) until 3(e) show the example of developed interface for
LACLOD.
3.2. Evaluation Results
3.2.1. The test cases for the functional testing of the LACLOD application and Google
Analytics
The evaluation was done at TASKA PERMATA UPSI, NCDRC, involving 1 male and 2 female
children of age three years old. The children were observed while using the application. The
evaluation of this system is on the ease of use of the application by the children. Only three children
were selected to test this application at TASKA PERMATA UPSI because Google Analytics can
detect in real time only one user per one device. Since there are only three devices used, hence, the
three children was selected.
a. Main menu’s interface b. Menu for Game 1
c. Interface for Game 1 d. Menu for Game 2
7. The International Journal of Multimedia & Its Applications (IJMA) Vol.13, No. 1/2, April 2021
7
e. The Google Analytics home dashboard
Figure 3. LACLOD’s interfaces
3.2.2. The ease of use of LACLOD application for children
To measure the ease of use of the application, observation is conducted while children are engaging
with the application and by having a checklist. This checklist acts as a guidance for the observation
experiments. The guidance is important to make sure the observation result satisfy the objective
for this study. Figure 4 shows the results of this evaluation.
3.2.3. The ease of use of LACLOD application and Google Analytics (GA) dashboard for
teachers
Apart from that, the evaluation also involved two teachers. They were asked regarding the ease of
use of the application as well as the ease of use of Google Analytics (GA) as the teacher need to
use the Google Analytics’ dashboard to track their students’ performance. This evaluation is done
by asking directly to the teachers. Figure 5 and 6 show the feedback with regards to the ease of use
of the application the ease of use of the GA respectively.
Figure 4. The ease of use of LACLOD application for children
8. The International Journal of Multimedia & Its Applications (IJMA) Vol.13, No. 1/2, April 2021
8
Figure 5. The ease of use of LACLOD application for the teachers
Figure 6. The ease of use of Google Analytics for the teachers
4. DISCUSSION
The results in Figure 4 shows that two children who were both female found a little hard while the
male found it was not hard to navigate the application. Same goes to the second finding on the
audio. Both female children found it little hard to hear the audio in the application but not the male
children. The next observation on the use of buttons in the application, the results show that again,
both female children have difficulties in using the buttons but as for the male, he has no problem
as all. Another interesting finding is that, both female children do not know how to get started or
play the game by themselves. They need assistance from their teachers but as for the male, he has
no problem playing the game all by himself. An these observations bring us to the overall finding,
that both female children are not happy while playing the game because they look struggling to
find ways how to play and navigate through the games, but as for the male child, he looks satisfied
and happy, as he know how to play the games and actively navigate through the application by
himself. Even though the number of children involved in this study is not many, but based on the
observation done, we could see that the male child is more attracted to the LACLOD application,
9. The International Journal of Multimedia & Its Applications (IJMA) Vol.13, No. 1/2, April 2021
9
as compared to the female. On this basis, future research can be done on the features that can be
used to attract both male and female in the early years to play the educational game.
From bar chart shown in Figure 5, result from one of the teachers shows that it was quite hard to
navigate the application while the other one said that it was much hard because the button are not
labelled with text and it take much time to go to the next page in the application. Apart from that,
both teachers agree that the audio is clear and understandable for adults but not for children, while
the graphics used are suitable for children. For example, even though the game application has
audio to read the text but it is not clear, which make users difficult to use the application. The
background music should be made slower so that the audio can be heard more clearly. As for the
Google Analytics (GA), both teachers are very new to it, as shown in Figure 6. They have no
experience using GA and therefore they find it hard to understand how to use it. It took sometimes
for them to familiarise with the GA interface and exploring the functions embedded in it. However,
both of them agree that they can understand the usage of this GA in the application. Finally, both
of them felt a little and rather to use the GA to track their students’ performance because they have
to open the GA via personal computer to view the analytics reports during the evaluation. Hence,
from these observation and findings, we could suggest that, the usage of GA in games is beneficial
for the teachers, provided that training is given to them beforehand. Teachers do appreciate the use
of such technology in their daily teaching and learning activities, but the shift from conventional
method to technology based, does take time and the application developed, must be made easier
for children to use and teachers to track children’s performance more efficiently.
5. CONCLUSION
In this study, an application called LACLOD has been developed with the objective to assess the
logic development of children age 3 and 4 years old in TASKA PERMATA UPSI, NCDRC,
Malaysia. This application is focusing only on logic development since activities related to logic is
somehow can be quite challenging to some of the children at this range of age. The platform can
be installed on mobile or tablet which are using Android platform. It is also integrated with Google
Analytics (GA) plugin where it can track the children’s performance in real time. The use of GA
in this platform is foreseen as an added advantage since it allows teachers to track their students’
performance at any time, as opposed to other game applications available in the market for early
year’s children. Besides that, this application is providing an audio to read each word for the text
in the user interface. This is an advantage to children who are unable to read yet, they can hear the
audio in order to use the application.
From the evaluation conducted, there are still rooms for improvement. Female children found it
quit hard to understand the game but the male children looked satisfy because he knew on how to
navigate the app and he actively played the app by himself. As for teachers, the acceptance to this
kind of assessment is moderate, however they agree that this application can better improve the
children’s learning especially in logic development. For future work, this study can be further
improved by including other developments of the children such as, creativity, language, etc. The
focus group can also be widen to children of age five and above. Apart from that, this platform also
can be improve in such a way that teachers will have an application to control the game played by
the children as client and server. When the teachers can control the game, therefore it can avoid the
children from skipping the games that they should play in the application. After the children are
done solving the games, the analytics result can directly be viewed by the teacher without having
them to login into GA via web. All in all, this learning analytic platform has the potential to be
used in assessing early year children’s logic development in future.
10. The International Journal of Multimedia & Its Applications (IJMA) Vol.13, No. 1/2, April 2021
10
ACKNOWLEDGEMENT
Special thanks to the National Child Development Research Centre (NCDRC), Data Intelligence
and Knowledge Management (DILIGENT) SIG, Department of Computing, Faculty of Arts,
Computing and Creative Industry, Sultan Idris Education University, for continuous support
throughout this research.
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AUTHORS
Suzani Mohamad Samuri is an Associate Professor in the Department of Computing, at
Sultan Idris Education University, (UPSI) Malaysia. She is now the Head of Data
Intelligent and Knowledge Management (DILIGENT) Special Interest Group in UPSI.
Her current responsibility allows her to explore new research area related to big data, data
visualization and learning analytic powered by various computational intelligence tools.
Her research interests include data-driven modeling, intelligent-systems-based modeling
and control, big data, data mining, data visualization and learning analytics.
Dorroity Anak Emang graduated from the Sultan Idris Educational University in 2019
with a bachelor’s degree in Software Engineering (Education Software) with honours,
where she learnt the programming language and solutions that she still implementing to
this day. Currently she works as an associate application engineer for E2Open Malaysia
Sdn Bhd. She is an accomplished engineer where she enjoys using her skills to contribute
to the exciting technological advances that happen every day at E2Open.
Rahmadi Agus is a lecturer at the Islamic University of Kalimantan Muhammad Arsyad
al-banjary, Banjarmasin. He gained his degree in the Informatics Engineering program,
Faculty of Engineering, Kalimantan Islamic University, Banjarmasin in 2012. Graduated
from the Master program in the Postgraduate program at Dian Nusawantoro University,
Semaranga in 2014, and currently continuing his doctoral studies at Sultan Idris
Education University, Malaysia. His research interest is in the fields of Learning
Analytics and Game Education.
Bahbibi Rahmatullah is currently an Associate Professor in the Department of
Computing, Faculty of Arts, Computing and Creative Industry, Sultan Idris Education
University, Malaysia. She has authored a wide range of publications and had been invited
to review articles for high impact journals and conferences. Current research interest
includes Image and Signal Processing, Pattern Recognition, Machine Learning, Learning
Analytics, Child Development, ICT and Education.
Nurul Salini is a PhD student at the Sultan Idris Education University. She’s most
passionate about project management especially in the area of Information Technology,
and just recently successfully completed managing projects related to the development of
a system for early childhood database. Her venture in early childhood field opens new
opportunity in exploring learning analytics as one of the methods to measure children
development throughout their early years.
Mazlina Che Mustafa is an Associate Professor at Department of Early Childhood
Education, Faculty of Human Development, Sultan Idris Education University, Malaysia.
She is also the Director of National Child Development Research Centre (NCDRC),
Universiti Pendidikan Sultan Idris. She obtained her PhD in Education (Early Childhood)
from University of Canterbury, New Zealand. Her research interests focus on quality in
early childhood education and care, English for young learners, project approach in early
childhood and teacher development.
12. The International Journal of Multimedia & Its Applications (IJMA) Vol.13, No. 1/2, April 2021
12
APPENDIX
Table 4. The test cases results for the functional testing of the application
Test
Case ID
Objective Step Expected Result Actual Result Pass/
Fail
TUC01 Children can
choose the games
in the application
Children open
LACLOD
application in the
mobile
The application
display main
menu
The application
display main
menu
Pass
Children click
button for game 1
The application
display game 1
play button
The application
display game 1
play button
Pass
Children play game
1
The application
respond to the
user’s interaction
The application
respond to the
user’s interaction
Pass
Children view
result for game
1
The application
display user’s
score
The application
display user’s
score
Pass
TUC04 Children can quit
the game by
clicking quit
button
Children open
LACLOD App in
the mobile
The application
display main
menu
The application
display main
menu
Pass
Children click
button for quit
button
The application
quit
The application
quit
Pass
TUC05 Children can
view the
information of
the application
Children open
LACLOD App in
the mobile
The application
display main
menu
The application
display main
menu
Pass
Children click
button for info
button
The application
display app info
The application
display app info
Pass
Children click back
button
The application
back to main
menu
The application
back to main
menu
Pass
Table 5. The test cases results for the functional testing of the Google Analytics (GA)
Test
Case ID
Objective Step Expected Result Actual Result Pass/
Fail
TUC07.1 To view the total
number of
numbers of users
in real time
Teacher open
browser in computer
Browser open in
the computer
Browser open
in the computer
Pass
Teacher go to
GA website
GA page displayed GA page
displayed
Pass
Teacher login into
GA
Teacher log into
GA with correct
email and
password
Teacher log
into GA with
correct email
and password
Pass
Teacher go to
“REAL-TIME”
option
GA display “real
time” interface
GA display
“real time”
interface
Pass
Teacher view total
number users in real
time
GA display total
number of users in
real time
GA display
total number of
users in real
time
Pass
13. The International Journal of Multimedia & Its Applications (IJMA) Vol.13, No. 1/2, April 2021
13
Test
Case ID
Objective Step Expected Result Actual Result Pass/
Fail
TUC07.2 To view which
application’s
screen viewed
the most
Teacher still login
into GA
Teacher still log
into GA with
correct e-mail and
password
Teacher still
log into GA
with correct e-
mail and
password
Pass
Teacher go to
“REAL-TIME”
option then click
“Screens”
GA display
“Screens”
interface
GA display
“Screen”
interface
Pass
Teacher view
application’s screen
viewed the most
GA display the
most viewed screen
GA display the
most viewed
screen
Pass
TUC07.3 To view the
average time on
one screen per
one user
Teacher still login
into GA
Teacher still log
into GA with
correct e-mail and
password
Teacher still
log into GA
with correct e-
mail and
password
Pass
Teacher go to
“BEHAVIOR”
option then click
“App Speed”
GA display “App
Speed User
Timings” interface
GA display
“App Speed
User Timings”
interface
Pass
Teacher view the
average time on one
screen per one user
result
GA display
average time used
by one user
GA display
average time
used by one
user
Pass
TUC07.4 To view the
user’s score
Teacher still log on
GA
Teacher still log
into GA with
correct e-mail and
password
Teacher still
log into GA
with correct e-
mail and
password
Pass
Teacher go to
“BEHAVIOR”
option then click
“Top
Events” under
“Events” option
GA displays “Top
Events” interface
GA displays
“Top
Events”
interface
Pass
Teacher view user’s
score
GA displays score
per one user
GA did not
display score
per one user
Fail
Teacher still log on
to GA
Teacher still log
into GA with
correct e-mail and
password
Teacher still
log into GA
with correct e-
mail and
password
Pass
TUC07.5 To view which
button the user
interact the most
Teacher still log on
Google Analytics
Teacher still log
into GA with
correct e-mail and
password
Teacher still
log into GA
with correct e-
mail and
password
Pass
Teacher go to
“BEHAVIOR”
option then click
“Top
Events” under
GA display “Top
Events” interface
GA display
“Top
Events”
interface
Pass
14. The International Journal of Multimedia & Its Applications (IJMA) Vol.13, No. 1/2, April 2021
14
Test
Case ID
Objective Step Expected Result Actual Result Pass/
Fail
“Events” option
Teacher view which
button that the one
user interact the
most
GA display the top
button clicked by
the users
GA display the
top button
clicked by the
users
Fail
Table 6. The checklist used for the evaluation during observation of the children
No. Details
S1 Does the students find it is hard to navigate the application?
To determine the user interfaces of the application whether it is a user-friendly mobile application.
S2 Does the students able to understand the audio in the application?
To determine if the content of the application is being understandable by the children as they
cannot read yet.
S3 Does the students know how to use the buttons in the application?
To determine the graphic element of the application is being understandable by the children as the
buttons do not have text to explain each function of it
S4 Does the students know how to play the game?
To determine the learnability of the application.
S5 Does the students look happy when they play the application?
To determine the satisfaction factor for the application when the children are played with it.
Table 7. The questions asked to the teachers to evaluate the ease of use of the application
No. Details
U1 Is it hard to navigate the application?
To determine the user interfaces of the application whether it is a user-friendly mobile
application.
U2 Is the audio in the application is clear and understandable?
To find out if the content of the application is being understandable by the children as they
cannot read yet
U3 Is the objectives for each game is suitable for learning?
To analyse whether the games play is suitable with the objectives.
U4 Is the graphics design in the application is suitable for the children?
To determine if the content of the images in the application is suitable for children.
U5 Do you want to use this application for your students in the class?
To determine whether the application give impact to the children from the teachers’ perspective.
Table 8. The questions asked to the teachers to evaluate the ease of use of the Google Analytics (GA)
No. Details
V1 Have you ever use Google Analytics before?
To determine the first time user.
V2 Is Google Analytics is easy for you to use?
To find out if the content of the application is being understandable by the children as they cannot
read yet
V3 Do you take time to explore on how to use Google Analytics?
To determine the ease of learnability for Google Analytics.
V4 Do you understand what Google Analytics is used for?
To get to know on the teachers’ perspective on Google Analytics
V5 Do you want to use Google Analytics to track your students’ performance in the future?
To determine whether the Google Analytics give benefits to the teachers from their perspective.