This document describes a proposed robot-based interactive game to teach Arabic spelling to children. The game consists of two main parts: a robot connected to a desktop application. The interaction is implemented through an interaction model between the user and robot, where the robot responds to user input with facial expressions and vocal statements. The game is designed to be adaptive by proposing questions related to specific spelling rules based on a child's weaknesses. The game aims to motivate students and allow them to interact and learn Arabic spelling in a fun environment.
THE DEVELOPMENT OF A DIGITAL STORYBOOK AND AN AUGMENTED REALITY (AR)-BASED PR...ijma
This document discusses the development of a digital storybook and augmented reality (AR)-based application to help students learn Malay proverbs. The application was developed in two parts: 1) an AR-based application to present individual proverbs through 3D graphics and audio, and 2) a digital storybook containing a story that incorporates and explains several proverbs. The goal was to make the proverbs more engaging and easier to understand for students compared to traditional textbook methods. The development process followed guidelines for AR applications and digital storytelling to create an interactive learning tool that leverages the benefits of AR technology.
The document summarizes a research study that assessed the effect of computer games on the proficiency of teacher trainees in using conventional expressions in conversations. The study exposed 104 teacher trainees (70 female, 34 male) to computer games involving conversations for a week. They were then tested on their proficiency using a 30-item achievement test with dialogues requiring conventional expressions. The female trainees scored significantly higher than the male trainees on average. The study found that computer games have potential to improve student-teachers' cognitive, affective and psychomotor skills when used for language learning.
The purpose of the study is to assess the effect of computer games on the proficiency of the B.Ed teacher trainees in using the conventional expressions in conversations. The role of technology in language learning has made outdated, drills, grammatical explanations and translation of texts, and the focus is shifted to communication based contexts. Recreational Computer Games make a positive impact on children’s subsequent performance after instructional tasks. Playing the games, children live in both physical and virtual spaces such as chat rooms, email, and communication. The tool to test their proficiency has thirty items. The achievement test has ten dialogues with three blanks in each for the students to fill them up. This is an experimental study with a single group design. After a stratified sample of 70 female and 34 male teacher trainees were exposed to some computer games involving fun and conversations for a week, they were tested for their proficiency. The tool was a standardized one. The levels of proficiency of the male and female teacher trainees were found to be average and above average. The‘t’test was applied. The proficiency of the female teacher trainees was found to be significantly higher than that of the male teacher trainees. The computer games have the potential to improve the cognitive, affective and psychomotor skills of the student-teachers.
The document provides a sample grant proposal for a "Read to Succeed!" program at Orchard Middle School. The proposal requests $16,504 to purchase assistive reading software and hardware to help 59 at-risk students, who are at least two grade levels behind in reading, improve their reading skills. The proposal includes a cover letter, cover page, project description, goals and timeline, budget, and evaluation plan. If funded, the program aims to double students' reading speed and increase comprehension by one to two grade levels through use of Kurzweil 3000 assistive reading software.
The document summarizes a learning support assistant's use of iPads in a language lesson with 12 reception students. Key points:
- The assistant used the Puppet Pals app on 4 iPads to help students retell parts of the Cinderella story in pairs.
- Students selected characters and recorded conversations, applying story elements like dialect.
- While iPad access was limited, students collaborated well in pairs. The activity engaged students and supported language outcomes.
- Prior training helped the assistant integrate the iPads effectively despite some classroom noise during playback.
THE EVALUATION OF USER ACCEPTANCE OF AN IBAN DIGITAL STORY TELLING (IDST) APP...ijma
The subject of Iban language for Year One’s students is taught with elements of children's story. However,a preliminary investigation found that the current approach in teaching this subject using a textbook and audio narration is not efficacious. Thus, an Iban Digital Story Telling (IDST) application was developed to assist teachers in teaching Iban language. The aim of this study is to examine the acceptance of DST application in terms of ease of use and usefulness among teachers who teach Iban language in several primary schools. The study used a qualitative approach based on interviews involving 10 teachers, who were recruited from several primary schools in Sarawak, Malaysia. The analysis of qualitative data showed that all teachers rated the usefulness and ease of use of the IDST application to be high, which together helped them to teach the subject matter with more efficacy. Given these promising results, such a novel learning application can be used as an alternative teaching tool to further improve the current practice of teaching Iban language to primary school children.
DEVELOPING AN INTERACTIVE STORYBOOK APPLICATION ‘JACK AND THE DIRTY SMELLY BE...ijma
The high percentage of students who are still struggling with the English language is worrisome, even
though there are many well-planned strategies and education policies that are developed to resolve this
problem. It is a universal belief that learning a foreign language at a young age through reading plays an
important role. Accordingly, the aim of this research is to design, develop and evaluate an interactive
storybook application combined with suitable multimedia elements and features to encourage children to
read. The interactive storybook entitled 'Jack and the Dirty Smelly Beast' was developed using
Instructional System Design (ISD) and Rapid Prototyping model. An experimental study was conducted
with 17 respondents between the ages of 6 – 8 years to test the effects of the multimedia elements and
features in improving children’s learning. Their responses were recorded and analysed using descriptive
analysis. The findings showed that respondents agreed that learning experience improved significantly and
attracted children to read when using this application. In conclusion, by using correct multimedia elements
and suitable features in the interactive storybook application, it is envisaged that the children’s
comprehension in learning a foreign language can be expanded. This research foresees there is enormous
opportunity for literacy development in foreign language learning in the early ages through the creation of
an interactive storybook application with suitable multimedia elements and features for children.
The document discusses the use of the SMART Brailler, an electronic braille writer, at the Florida School for the Deaf and Blind. Interviews with teachers, students, and parents found that the SMART Brailler improved braille learning capabilities. It provided audio and visual feedback that allowed independent learning. Students were highly motivated to use the SMART Brailler and saw it as "cool". The SMART Brailler also enabled parents and sighted friends to participate in the learning process. Overall, the interviews indicated that the SMART Brailler significantly enhanced braille instruction and the learning experience compared to traditional methods.
THE DEVELOPMENT OF A DIGITAL STORYBOOK AND AN AUGMENTED REALITY (AR)-BASED PR...ijma
This document discusses the development of a digital storybook and augmented reality (AR)-based application to help students learn Malay proverbs. The application was developed in two parts: 1) an AR-based application to present individual proverbs through 3D graphics and audio, and 2) a digital storybook containing a story that incorporates and explains several proverbs. The goal was to make the proverbs more engaging and easier to understand for students compared to traditional textbook methods. The development process followed guidelines for AR applications and digital storytelling to create an interactive learning tool that leverages the benefits of AR technology.
The document summarizes a research study that assessed the effect of computer games on the proficiency of teacher trainees in using conventional expressions in conversations. The study exposed 104 teacher trainees (70 female, 34 male) to computer games involving conversations for a week. They were then tested on their proficiency using a 30-item achievement test with dialogues requiring conventional expressions. The female trainees scored significantly higher than the male trainees on average. The study found that computer games have potential to improve student-teachers' cognitive, affective and psychomotor skills when used for language learning.
The purpose of the study is to assess the effect of computer games on the proficiency of the B.Ed teacher trainees in using the conventional expressions in conversations. The role of technology in language learning has made outdated, drills, grammatical explanations and translation of texts, and the focus is shifted to communication based contexts. Recreational Computer Games make a positive impact on children’s subsequent performance after instructional tasks. Playing the games, children live in both physical and virtual spaces such as chat rooms, email, and communication. The tool to test their proficiency has thirty items. The achievement test has ten dialogues with three blanks in each for the students to fill them up. This is an experimental study with a single group design. After a stratified sample of 70 female and 34 male teacher trainees were exposed to some computer games involving fun and conversations for a week, they were tested for their proficiency. The tool was a standardized one. The levels of proficiency of the male and female teacher trainees were found to be average and above average. The‘t’test was applied. The proficiency of the female teacher trainees was found to be significantly higher than that of the male teacher trainees. The computer games have the potential to improve the cognitive, affective and psychomotor skills of the student-teachers.
The document provides a sample grant proposal for a "Read to Succeed!" program at Orchard Middle School. The proposal requests $16,504 to purchase assistive reading software and hardware to help 59 at-risk students, who are at least two grade levels behind in reading, improve their reading skills. The proposal includes a cover letter, cover page, project description, goals and timeline, budget, and evaluation plan. If funded, the program aims to double students' reading speed and increase comprehension by one to two grade levels through use of Kurzweil 3000 assistive reading software.
The document summarizes a learning support assistant's use of iPads in a language lesson with 12 reception students. Key points:
- The assistant used the Puppet Pals app on 4 iPads to help students retell parts of the Cinderella story in pairs.
- Students selected characters and recorded conversations, applying story elements like dialect.
- While iPad access was limited, students collaborated well in pairs. The activity engaged students and supported language outcomes.
- Prior training helped the assistant integrate the iPads effectively despite some classroom noise during playback.
THE EVALUATION OF USER ACCEPTANCE OF AN IBAN DIGITAL STORY TELLING (IDST) APP...ijma
The subject of Iban language for Year One’s students is taught with elements of children's story. However,a preliminary investigation found that the current approach in teaching this subject using a textbook and audio narration is not efficacious. Thus, an Iban Digital Story Telling (IDST) application was developed to assist teachers in teaching Iban language. The aim of this study is to examine the acceptance of DST application in terms of ease of use and usefulness among teachers who teach Iban language in several primary schools. The study used a qualitative approach based on interviews involving 10 teachers, who were recruited from several primary schools in Sarawak, Malaysia. The analysis of qualitative data showed that all teachers rated the usefulness and ease of use of the IDST application to be high, which together helped them to teach the subject matter with more efficacy. Given these promising results, such a novel learning application can be used as an alternative teaching tool to further improve the current practice of teaching Iban language to primary school children.
DEVELOPING AN INTERACTIVE STORYBOOK APPLICATION ‘JACK AND THE DIRTY SMELLY BE...ijma
The high percentage of students who are still struggling with the English language is worrisome, even
though there are many well-planned strategies and education policies that are developed to resolve this
problem. It is a universal belief that learning a foreign language at a young age through reading plays an
important role. Accordingly, the aim of this research is to design, develop and evaluate an interactive
storybook application combined with suitable multimedia elements and features to encourage children to
read. The interactive storybook entitled 'Jack and the Dirty Smelly Beast' was developed using
Instructional System Design (ISD) and Rapid Prototyping model. An experimental study was conducted
with 17 respondents between the ages of 6 – 8 years to test the effects of the multimedia elements and
features in improving children’s learning. Their responses were recorded and analysed using descriptive
analysis. The findings showed that respondents agreed that learning experience improved significantly and
attracted children to read when using this application. In conclusion, by using correct multimedia elements
and suitable features in the interactive storybook application, it is envisaged that the children’s
comprehension in learning a foreign language can be expanded. This research foresees there is enormous
opportunity for literacy development in foreign language learning in the early ages through the creation of
an interactive storybook application with suitable multimedia elements and features for children.
The document discusses the use of the SMART Brailler, an electronic braille writer, at the Florida School for the Deaf and Blind. Interviews with teachers, students, and parents found that the SMART Brailler improved braille learning capabilities. It provided audio and visual feedback that allowed independent learning. Students were highly motivated to use the SMART Brailler and saw it as "cool". The SMART Brailler also enabled parents and sighted friends to participate in the learning process. Overall, the interviews indicated that the SMART Brailler significantly enhanced braille instruction and the learning experience compared to traditional methods.
A Proposed Reading Program for Secondary School StudentsDr. Amarjeet Singh
This proposed program presents a background of
reading competencies, application of consistent
methodological standards and technology-assisted programs.
Several researches have quoted the arising complication in
the education of high school students, especially in the
learning of reading as part of the English subject because of
the advancement of technology. Clearly, well-educated
programs established a decade ago are no longer effective
nowadays.
Moreover, it focuses specifically on teaching reading
to fourth year high school students with the assistance of
multimedia. Some researches on the use of multimedia digital
technologies to enhance reading instruction are in its infancy.
This reflects the fact that the technological capabilities that
appear to have the most potential in aiding children learn
how to read, such as computer speech recognition, have only
recently become sufficiently affordable and available for
widespread use.
In addition, this reading program is intended to
provide background information that will encourage reading
specialists, education technology specialists, classroom
teachers, and special education teachers to work together to
understand, evaluate and implement effective uses of
technology in teaching reading to students. It brings together
the research-based guidelines for teaching students to read
with information about the potential uses of multimedia
digital technology to enhance reading instruction.
Interactive digital learning materials for kindergarten students in banglades...Baharul Islam
Traditional education system for preschool children is not updated in Bangladesh. Generally, parents and teachers are tried to teach children by introducing first alphabet and numbers in the form of text books. Sometimes it is quite difficult for teachers to teach play group about their first learning when they are not interested with it. The pedagogy of teaching and learning is changed with the proliferation of communication technology and it is necessary to develop interactive learning materials for children that may improve their learning, catching, and memorizing capabilities. Perhaps, one of the most important innovations in the age of technology is multimedia and its application. It is imperative to create high quality and realistic leaning environment for children. Interactive learning materials can be easier to understand and deal with their first learning. We developed some interactive learning materials in the form of video for playgroup using multimedia application tools. This study investigated the impact of student’s abilities to acquire new knowledge or skills through interactive learning materials. We visited one kindergartens (Nursery schools), interviewed class teachers about their teaching methods and level of students’ ability of recognizing English alphabets, pictures etc. The course teachers were provided interactive learning materials to show their playgroups for a number of sessions. The video included English alphabets with related words and pictures, and motivational funs. We noticed that almost all children were very interested to interact with their leaning video. The students were assesses individually and asked to recognize the alphabets, and pictures. The students adapted with their first alphabets very quickly. However, there were individual differences in their cognitive development. This interactive multimedia can be an alternative to traditional pedagogy for teaching playgroups.
Games in language learning opportunities and challengesAyuni Abdullah
This document discusses opportunities and challenges around using digital games for language learning. It notes that while games can provide an immersive environment for using a target language in meaningful ways, receiving feedback, and reinforcing structures, there is huge variability in game types and uses. The benefits depend on factors like the game design, classroom integration, and student activities. Overall, well-designed games in optimal contexts can support language exposure, interaction, cultural learning, and student motivation when paired with appropriate classroom activities. However, many open questions remain around selecting games and integrating gameplay effectively into language curricula.
Development of a Mobile Learning Application of Malay Vocabulary for Lower S...ijma
Modern technology has become an integral part of education field. Undeniably, the use of multimedia
technology has a major impact on teaching and learning (T&L) process of the new generation. This article
focuses on designing and developing a mobile learning application of Malay vocabulary for lower
secondary school level. The design and development of the application called “Kuasa Kosa Kata” (3K
henceforth) was based on a novel entitled “Sejambak Bakti”. The context of this study is closely related to
game-based learning (GBL) method in the 3K application that encourages independent learning among the
targeted students. Designing the 3K application was based on a storyboard for the idea and story-making
whilst the development of it was done using Adobe Flash. The data on participants’ comments and
opinions on the learning application were qualitatively gathered from semi-structured interviews. As
conclusion, focus is on the importance of game-based learning implementation in the development of
mobile learning application. It is hoped that use of 3K application as teaching material will boost the
mastery of Malay Language vocabulary among lower secondary school students.
Teaching english to engineering students in indiaAlexander Decker
1. The document discusses the importance of teaching English to engineering students in India. It is the language of advanced knowledge and the internet connects India to the global community. However, many engineering students lack strong English skills.
2. The author outlines problems English teachers face in teaching engineering students like varying English proficiency levels and lack of time. Students also struggle to learn at different paces. Improving English communication skills is important for students' future careers.
3. The English curriculum focuses on listening, speaking, reading and writing but courses are often too theoretical instead of practical. Both students and teachers would benefit from more innovative teaching methods.
Effects of technology and english in the classrooms setting and students exa...omaira40
This document discusses the effects of technology and bilingual education in classroom settings and on students. It finds that technology can increase student motivation and self-esteem by making learning engaging. It also improves design skills as students learn to create for different audiences. The need for bilingual education is growing as the number of English language learners rises. Research shows that developing students' first language supports learning a second language. Effective bilingual programs recognize and build on students' existing skills and are culturally appropriate.
The document discusses the use of games to develop communicative competence in learning a foreign language. It defines games and categorizes them according to purpose and procedure. Games help develop grammar, discourse, sociolinguistic, socio-cultural, and strategic competence. When selecting and playing games, teachers should consider students' level, purpose of the game, and ensuring all students can participate. Games motivate students and make learning enjoyable if properly implemented.
Second draft exploring the effectiveness and perceptions of computer game bas...Ayuni Abdullah
This document discusses the introduction and background of a study exploring the effectiveness and perceptions of using computer game-based vocabulary learning among tertiary students in Malaysia. The study aims to: 1) explore the effectiveness of computer games for vocabulary learning, 2) investigate students' vocabulary learning strategies, and 3) examine students' perceptions of using computer games for vocabulary learning. It defines key terms and outlines limitations and significance of the study, which is to help learners identify effective vocabulary learning strategies using computer games.
Through sharpest and funniest wisdom ever passed through human lips, you have the opportunity to strengthen your communication skills from basic to advanced level.
Kamlesh akash research paper on open educational app development for teching ...Kamlesh Joshi
The document discusses open educational mobile application development and implementation for teaching English courses. It notes that technology can help achieve educational goals and create low-anxiety learning environments. Mobile devices are widely available and can be an alternative to computers for language learning through mobile assisted language learning (MALL) apps. A survey found that many English teachers already use mobile internet and resources for teaching, and have confidence in mobile learning's future role in language education, though more appropriate content is needed.
Smart English through Love & Romance + Spoken English SimulatorSuresh Namboothiri
This document summarizes an English learning program called "Smart English through Love & Romance" that uses content-based instruction and a spoken English simulator. It includes two main sections:
1. The first section discusses content-based instruction, explaining that it uses themes students are passionate about to improve English proficiency. It provides benefits of this approach like increased motivation and exposure to language in context.
2. The second section describes a spoken English simulator that provides practice responding to questions on the spot through 300 conversation simulations. It is presented as an example of experiential learning compared to traditional classroom methods. Experts are quoted emphasizing the importance of speaking practice for language acquisition.
This document summarizes research on using information and communication technologies (ICTs) for English language learning and teaching over the past decade. It reviews studies showing that ICTs can benefit both learners and teachers. For learners, ICTs can improve vocabulary, reading, speaking, listening and writing skills. For teachers, ICTs require taking on facilitator roles in addition to educator roles and coping with challenges like lack of training or equipment. The document then examines specific ways that ICTs have been used to enhance the four language skills (listening, speaking, reading, writing) as well as issues and considerations for effective integration of ICTs in language education.
Edc project 2012 dec tomoko matsukawa_hlHeidi Larson
This document provides resources for English Language Learner (ELL) educators, including:
1. Web2.0 and mobile tools are categorized into areas like reading/vocabulary, creation, collaboration, and course delivery.
2. Under reading/vocabulary, tools like Starfall, News in Levels, and Reading A-Z are introduced to develop fundamental skills.
3. Creation tools include blogs, flashcard makers, and interactive word graphics to engage learners.
4. Collaboration is supported through tools like Kidblog for group blogging.
5. Educators can also find resources on delivering blended learning courses that integrate online and in-class activities.
Cultivating teacher trainees’ experiences of integrating emerging educational...Dr. David Kabugo
Luganda language is one of the indigenous languages spoken by people of Uganda. Out of the 45+ indigenous languages of Uganda, Luganda is the most widely spoken with more than eight million speakers (Namyalo, 2013). Although Luganda is a fairly well documented language, and while it is being taught as a subject of study at some education institutions in Uganda, many young learners of this generation are slowly detaching themselves from its study (LTA, 2014). The need to address this challenge is urgent. Otherwise, many young learners of this generation will continue to detach themselves from the study of Luganda. When this challenge is not addressed, Luganda language will lose its continuity and risk becoming extinct. The larger study from which this paper emerges aimed at cultivating teacher-trainees’ experiences of utilising emerging technologies (ETs) in teaching to revitalise Luganda language.
Supporting children's learning in ICT - Powerpoint ruksana_kadir
The document summarizes an ICT lesson where the teacher used the wordfoto app with a class of 25 year 3 students. The purpose was for the students to use the app to create artwork by describing their friends using words. Students first brainstormed words in groups and then used iPads, laptops and computers to access the app individually. With guidance from the teacher, students were able to insert photos of friends and add descriptive words to create layered artworks. The activity helped students develop ICT, literacy and social skills. The teacher reflected that integrating technology engaged the students and supported learning, especially for lower-ability students.
E learning in bangladesh- the ‘trainer in your pocket’ christopher s. walshchirswalsh2012
This document summarizes a paper about the "trainer in your pocket" program, an e-learning component of the English in Action project in Bangladesh. The project aims to improve English language skills through mobile technologies to help teachers adopt more communicative teaching practices. It provides teachers with hundreds of audio resources on mobile phones and MP3 players aligned with the national curriculum. The program encourages continuous self-learning and supported learning to help teachers rethink their practices and learn English. The paper argues this model of e-learning and mobile technologies can effectively support large-scale teacher professional development in developing countries.
This document discusses teaching methods and flexible tools for coding education across EU member states. It contains:
1. An overview of a comparative study conducted in Romania on primary and secondary education systems and their approach to computational thinking and coding.
2. A questionnaire given to teachers on their use of innovative tools for coding education, the level they teach, and student interest.
3. An assessment report on the responses from 25 teachers to the questionnaire, finding that most schools offer coding classes, teachers and stakeholders should be involved in code development, and students are interested in coding lessons.
Jawi using multi-maker augmented realityjournalBEEI
This paper discussed the development of multi-maker augmented reality for learning Jawi in order to complement the formal study in school. We conducted an experiment with N=10 participants from Pusat Minda Lestari, UMS age 5 and 6 years old, to study the effectiveness of learning Jawi using the developed mobile augmented reality application. We prepared a test environment comprising an electroencephalography (EEG) system and mobile augmented reality (AR) application for analysis and testing. Results found that the learn ability of the students was improved after they used the mobile application to learn basic Jawi. The methodology used was ADDIE model, which included the analysis, design, development, implementation, and evaluate phases. This project is an innovation in learning Jawi and hopefully can increase the children’s interest in learning Jawi.
Yükseltürk, E., Altıok, S., & Başer, Z. (2018). Using Game-Bas.docxransayo
Yükseltürk, E., Altıok, S., & Başer, Z. (2018). Using Game-Based Learning with Kinect Technology in Foreign Language
Education Course. Educational Technology & Society, 21 (3), 159–173.
159
ISSN 1436-4522 (online) and 1176-3647 (print). This article of the Journal of Educational Technology & Society is available under Creative Commons CC-BY-ND-NC
3.0 license (https://creativecommons.org/licenses/by-nc-nd/3.0/). For further queries, please contact Journal Editors at [email protected]
Using Game-Based Learning with Kinect Technology in Foreign Language
Education Course
Erman Yükseltürk1*, Serhat Altıok1 and Zeynep Başer2
1Department of Computer Education and Instructional Technologies, Kırıkkale University, Turkey // 2School of
Foreign Languages, Kırıkkale University, Turkey // [email protected] // [email protected] //
[email protected]
*Corresponding author
ABSTRACT
The present study investigates the effects of game-based language learning with Kinect technology on
students’ self-efficacy beliefs and attitudes toward English. The study was conducted at a state university
located in Central Turkey. Foreign language education is promoted in Turkey, yet because of several
factors, among which weekly hours of teaching, and student motivation prevail, and students still cannot
develop their language skills. The literature shows that these problems might be minimized making use of
technological advancements effectively in the classroom. Therefore, game-based language learning,
through which students carry out meaningful tasks based on real-life scenarios to develop their
communication skills, is getting an increasing attention. In this study, a pre-test/post-test quasi-experimental
study was conducted. Participants were the first-year students taking English as a compulsory course. In
total, there were 62 participants. The instruments included two questionnaires measuring self-efficacy
beliefs and attitude toward English. The results revealed that there was a significant positive increase in
some sub-factors of attitude and self-efficacy scores of the students in the experimental group compared to
the average scores of the students in the control group. The study explains why game-based learning
activities with Kinect technology should be integrated into the foreign language courses.
Keywords
Foreign language education, Game-based learning, Kinect, Higher education
Introduction
In today's globalizing world, individuals are encouraged to learn other languages so that they can improve
themselves and keep pace with developments and changes around the world. Especially in Europe, there is an
increasing effort in foreign language learning. However, it still remains a challenge to reach to the native-like
level of proficiency. The literature shows that there are a number of factors playing a role in that, among which
crowded classrooms, employing traditional methods, inappropriate assessmen.
The document is a systematic literature review that examines research on using the visual programming language Scratch in K-12 classrooms for subjects beyond computer science. It summarizes 15 studies that integrated Scratch into subjects like mathematics, science, arts, writing and English language learning. The studies covered topics ranging from using game design to learn mathematical concepts to measuring the impact of programming on storytelling abilities. Several studies found positive impacts on student learning, attitudes, and skills development, though more empirical research with larger student samples was needed to draw clear conclusions about the educational benefits of programming across different subject areas.
A Proposed Reading Program for Secondary School StudentsDr. Amarjeet Singh
This proposed program presents a background of
reading competencies, application of consistent
methodological standards and technology-assisted programs.
Several researches have quoted the arising complication in
the education of high school students, especially in the
learning of reading as part of the English subject because of
the advancement of technology. Clearly, well-educated
programs established a decade ago are no longer effective
nowadays.
Moreover, it focuses specifically on teaching reading
to fourth year high school students with the assistance of
multimedia. Some researches on the use of multimedia digital
technologies to enhance reading instruction are in its infancy.
This reflects the fact that the technological capabilities that
appear to have the most potential in aiding children learn
how to read, such as computer speech recognition, have only
recently become sufficiently affordable and available for
widespread use.
In addition, this reading program is intended to
provide background information that will encourage reading
specialists, education technology specialists, classroom
teachers, and special education teachers to work together to
understand, evaluate and implement effective uses of
technology in teaching reading to students. It brings together
the research-based guidelines for teaching students to read
with information about the potential uses of multimedia
digital technology to enhance reading instruction.
Interactive digital learning materials for kindergarten students in banglades...Baharul Islam
Traditional education system for preschool children is not updated in Bangladesh. Generally, parents and teachers are tried to teach children by introducing first alphabet and numbers in the form of text books. Sometimes it is quite difficult for teachers to teach play group about their first learning when they are not interested with it. The pedagogy of teaching and learning is changed with the proliferation of communication technology and it is necessary to develop interactive learning materials for children that may improve their learning, catching, and memorizing capabilities. Perhaps, one of the most important innovations in the age of technology is multimedia and its application. It is imperative to create high quality and realistic leaning environment for children. Interactive learning materials can be easier to understand and deal with their first learning. We developed some interactive learning materials in the form of video for playgroup using multimedia application tools. This study investigated the impact of student’s abilities to acquire new knowledge or skills through interactive learning materials. We visited one kindergartens (Nursery schools), interviewed class teachers about their teaching methods and level of students’ ability of recognizing English alphabets, pictures etc. The course teachers were provided interactive learning materials to show their playgroups for a number of sessions. The video included English alphabets with related words and pictures, and motivational funs. We noticed that almost all children were very interested to interact with their leaning video. The students were assesses individually and asked to recognize the alphabets, and pictures. The students adapted with their first alphabets very quickly. However, there were individual differences in their cognitive development. This interactive multimedia can be an alternative to traditional pedagogy for teaching playgroups.
Games in language learning opportunities and challengesAyuni Abdullah
This document discusses opportunities and challenges around using digital games for language learning. It notes that while games can provide an immersive environment for using a target language in meaningful ways, receiving feedback, and reinforcing structures, there is huge variability in game types and uses. The benefits depend on factors like the game design, classroom integration, and student activities. Overall, well-designed games in optimal contexts can support language exposure, interaction, cultural learning, and student motivation when paired with appropriate classroom activities. However, many open questions remain around selecting games and integrating gameplay effectively into language curricula.
Development of a Mobile Learning Application of Malay Vocabulary for Lower S...ijma
Modern technology has become an integral part of education field. Undeniably, the use of multimedia
technology has a major impact on teaching and learning (T&L) process of the new generation. This article
focuses on designing and developing a mobile learning application of Malay vocabulary for lower
secondary school level. The design and development of the application called “Kuasa Kosa Kata” (3K
henceforth) was based on a novel entitled “Sejambak Bakti”. The context of this study is closely related to
game-based learning (GBL) method in the 3K application that encourages independent learning among the
targeted students. Designing the 3K application was based on a storyboard for the idea and story-making
whilst the development of it was done using Adobe Flash. The data on participants’ comments and
opinions on the learning application were qualitatively gathered from semi-structured interviews. As
conclusion, focus is on the importance of game-based learning implementation in the development of
mobile learning application. It is hoped that use of 3K application as teaching material will boost the
mastery of Malay Language vocabulary among lower secondary school students.
Teaching english to engineering students in indiaAlexander Decker
1. The document discusses the importance of teaching English to engineering students in India. It is the language of advanced knowledge and the internet connects India to the global community. However, many engineering students lack strong English skills.
2. The author outlines problems English teachers face in teaching engineering students like varying English proficiency levels and lack of time. Students also struggle to learn at different paces. Improving English communication skills is important for students' future careers.
3. The English curriculum focuses on listening, speaking, reading and writing but courses are often too theoretical instead of practical. Both students and teachers would benefit from more innovative teaching methods.
Effects of technology and english in the classrooms setting and students exa...omaira40
This document discusses the effects of technology and bilingual education in classroom settings and on students. It finds that technology can increase student motivation and self-esteem by making learning engaging. It also improves design skills as students learn to create for different audiences. The need for bilingual education is growing as the number of English language learners rises. Research shows that developing students' first language supports learning a second language. Effective bilingual programs recognize and build on students' existing skills and are culturally appropriate.
The document discusses the use of games to develop communicative competence in learning a foreign language. It defines games and categorizes them according to purpose and procedure. Games help develop grammar, discourse, sociolinguistic, socio-cultural, and strategic competence. When selecting and playing games, teachers should consider students' level, purpose of the game, and ensuring all students can participate. Games motivate students and make learning enjoyable if properly implemented.
Second draft exploring the effectiveness and perceptions of computer game bas...Ayuni Abdullah
This document discusses the introduction and background of a study exploring the effectiveness and perceptions of using computer game-based vocabulary learning among tertiary students in Malaysia. The study aims to: 1) explore the effectiveness of computer games for vocabulary learning, 2) investigate students' vocabulary learning strategies, and 3) examine students' perceptions of using computer games for vocabulary learning. It defines key terms and outlines limitations and significance of the study, which is to help learners identify effective vocabulary learning strategies using computer games.
Through sharpest and funniest wisdom ever passed through human lips, you have the opportunity to strengthen your communication skills from basic to advanced level.
Kamlesh akash research paper on open educational app development for teching ...Kamlesh Joshi
The document discusses open educational mobile application development and implementation for teaching English courses. It notes that technology can help achieve educational goals and create low-anxiety learning environments. Mobile devices are widely available and can be an alternative to computers for language learning through mobile assisted language learning (MALL) apps. A survey found that many English teachers already use mobile internet and resources for teaching, and have confidence in mobile learning's future role in language education, though more appropriate content is needed.
Smart English through Love & Romance + Spoken English SimulatorSuresh Namboothiri
This document summarizes an English learning program called "Smart English through Love & Romance" that uses content-based instruction and a spoken English simulator. It includes two main sections:
1. The first section discusses content-based instruction, explaining that it uses themes students are passionate about to improve English proficiency. It provides benefits of this approach like increased motivation and exposure to language in context.
2. The second section describes a spoken English simulator that provides practice responding to questions on the spot through 300 conversation simulations. It is presented as an example of experiential learning compared to traditional classroom methods. Experts are quoted emphasizing the importance of speaking practice for language acquisition.
This document summarizes research on using information and communication technologies (ICTs) for English language learning and teaching over the past decade. It reviews studies showing that ICTs can benefit both learners and teachers. For learners, ICTs can improve vocabulary, reading, speaking, listening and writing skills. For teachers, ICTs require taking on facilitator roles in addition to educator roles and coping with challenges like lack of training or equipment. The document then examines specific ways that ICTs have been used to enhance the four language skills (listening, speaking, reading, writing) as well as issues and considerations for effective integration of ICTs in language education.
Edc project 2012 dec tomoko matsukawa_hlHeidi Larson
This document provides resources for English Language Learner (ELL) educators, including:
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2. Under reading/vocabulary, tools like Starfall, News in Levels, and Reading A-Z are introduced to develop fundamental skills.
3. Creation tools include blogs, flashcard makers, and interactive word graphics to engage learners.
4. Collaboration is supported through tools like Kidblog for group blogging.
5. Educators can also find resources on delivering blended learning courses that integrate online and in-class activities.
Cultivating teacher trainees’ experiences of integrating emerging educational...Dr. David Kabugo
Luganda language is one of the indigenous languages spoken by people of Uganda. Out of the 45+ indigenous languages of Uganda, Luganda is the most widely spoken with more than eight million speakers (Namyalo, 2013). Although Luganda is a fairly well documented language, and while it is being taught as a subject of study at some education institutions in Uganda, many young learners of this generation are slowly detaching themselves from its study (LTA, 2014). The need to address this challenge is urgent. Otherwise, many young learners of this generation will continue to detach themselves from the study of Luganda. When this challenge is not addressed, Luganda language will lose its continuity and risk becoming extinct. The larger study from which this paper emerges aimed at cultivating teacher-trainees’ experiences of utilising emerging technologies (ETs) in teaching to revitalise Luganda language.
Supporting children's learning in ICT - Powerpoint ruksana_kadir
The document summarizes an ICT lesson where the teacher used the wordfoto app with a class of 25 year 3 students. The purpose was for the students to use the app to create artwork by describing their friends using words. Students first brainstormed words in groups and then used iPads, laptops and computers to access the app individually. With guidance from the teacher, students were able to insert photos of friends and add descriptive words to create layered artworks. The activity helped students develop ICT, literacy and social skills. The teacher reflected that integrating technology engaged the students and supported learning, especially for lower-ability students.
E learning in bangladesh- the ‘trainer in your pocket’ christopher s. walshchirswalsh2012
This document summarizes a paper about the "trainer in your pocket" program, an e-learning component of the English in Action project in Bangladesh. The project aims to improve English language skills through mobile technologies to help teachers adopt more communicative teaching practices. It provides teachers with hundreds of audio resources on mobile phones and MP3 players aligned with the national curriculum. The program encourages continuous self-learning and supported learning to help teachers rethink their practices and learn English. The paper argues this model of e-learning and mobile technologies can effectively support large-scale teacher professional development in developing countries.
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Jawi using multi-maker augmented realityjournalBEEI
This paper discussed the development of multi-maker augmented reality for learning Jawi in order to complement the formal study in school. We conducted an experiment with N=10 participants from Pusat Minda Lestari, UMS age 5 and 6 years old, to study the effectiveness of learning Jawi using the developed mobile augmented reality application. We prepared a test environment comprising an electroencephalography (EEG) system and mobile augmented reality (AR) application for analysis and testing. Results found that the learn ability of the students was improved after they used the mobile application to learn basic Jawi. The methodology used was ADDIE model, which included the analysis, design, development, implementation, and evaluate phases. This project is an innovation in learning Jawi and hopefully can increase the children’s interest in learning Jawi.
Yükseltürk, E., Altıok, S., & Başer, Z. (2018). Using Game-Bas.docxransayo
Yükseltürk, E., Altıok, S., & Başer, Z. (2018). Using Game-Based Learning with Kinect Technology in Foreign Language
Education Course. Educational Technology & Society, 21 (3), 159–173.
159
ISSN 1436-4522 (online) and 1176-3647 (print). This article of the Journal of Educational Technology & Society is available under Creative Commons CC-BY-ND-NC
3.0 license (https://creativecommons.org/licenses/by-nc-nd/3.0/). For further queries, please contact Journal Editors at [email protected]
Using Game-Based Learning with Kinect Technology in Foreign Language
Education Course
Erman Yükseltürk1*, Serhat Altıok1 and Zeynep Başer2
1Department of Computer Education and Instructional Technologies, Kırıkkale University, Turkey // 2School of
Foreign Languages, Kırıkkale University, Turkey // [email protected] // [email protected] //
[email protected]
*Corresponding author
ABSTRACT
The present study investigates the effects of game-based language learning with Kinect technology on
students’ self-efficacy beliefs and attitudes toward English. The study was conducted at a state university
located in Central Turkey. Foreign language education is promoted in Turkey, yet because of several
factors, among which weekly hours of teaching, and student motivation prevail, and students still cannot
develop their language skills. The literature shows that these problems might be minimized making use of
technological advancements effectively in the classroom. Therefore, game-based language learning,
through which students carry out meaningful tasks based on real-life scenarios to develop their
communication skills, is getting an increasing attention. In this study, a pre-test/post-test quasi-experimental
study was conducted. Participants were the first-year students taking English as a compulsory course. In
total, there were 62 participants. The instruments included two questionnaires measuring self-efficacy
beliefs and attitude toward English. The results revealed that there was a significant positive increase in
some sub-factors of attitude and self-efficacy scores of the students in the experimental group compared to
the average scores of the students in the control group. The study explains why game-based learning
activities with Kinect technology should be integrated into the foreign language courses.
Keywords
Foreign language education, Game-based learning, Kinect, Higher education
Introduction
In today's globalizing world, individuals are encouraged to learn other languages so that they can improve
themselves and keep pace with developments and changes around the world. Especially in Europe, there is an
increasing effort in foreign language learning. However, it still remains a challenge to reach to the native-like
level of proficiency. The literature shows that there are a number of factors playing a role in that, among which
crowded classrooms, employing traditional methods, inappropriate assessmen.
The document is a systematic literature review that examines research on using the visual programming language Scratch in K-12 classrooms for subjects beyond computer science. It summarizes 15 studies that integrated Scratch into subjects like mathematics, science, arts, writing and English language learning. The studies covered topics ranging from using game design to learn mathematical concepts to measuring the impact of programming on storytelling abilities. Several studies found positive impacts on student learning, attitudes, and skills development, though more empirical research with larger student samples was needed to draw clear conclusions about the educational benefits of programming across different subject areas.
This document summarizes the key points of a parent workshop about implementing a laptop scheme at Island School:
1) Extensive research shows that students who have consistent access to laptops score higher on assessments, collaborate more, and have better attendance and retention rates. The school aims to prepare students for an unknown future with ubiquitous technology access.
2) Examples of student work showed how laptops supported collaboration on projects in design, animation, and film editing. Laptops also allowed for personalized and scaffolded learning through online tools and peer support.
3) The school's learning technology plan embeds laptops in the curriculum to support independent learning, conversations about learning, and differentiation. Infrastructure upgrades and ongoing training
This document reviews 10 journal articles on using the game-based learning platform Kahoot to enhance students' motivation to learn English as a second language. The studies generally found that Kahoot increased student engagement, participation, enjoyment and academic performance compared to traditional teaching methods. Most of the studies used quantitative methods like surveys, tests and statistical analysis to investigate the impact of Kahoot on motivation, learning and perceptions of using games in the classroom. The reviewed research concluded that gamified learning through Kahoot is an effective way to motivate English language learners.
This document reviews research on using the game-based learning platform Kahoot to motivate students to learn English as a second language. Several studies have found that Kahoot can increase students' focus, participation, and motivation to learn. One study found students who used Kahoot performed better on reading tests compared to those who did not. Another study found undergraduate students generally had positive perceptions of using game strategies like Kahoot in their courses. The review aims to determine how Kahoot can enhance learners' motivation to learn English as a second language based on previous literature.
Analysis of the learning object-oriented programming factors IJECEIAES
1. The document discusses factors that affect students' ability to learn object-oriented programming. It identifies factors from previous research and validates them through interviews with experts and a survey of students and lecturers.
2. The literature review uncovered factors like easy debugging, simplicity, difficulty level, and collaborative learning. Interviews with five experts teaching programming for over ten years confirmed these factors.
3. A survey using a Likert scale questionnaire distributed to 31 students and 19 lecturers further validated the factors. The responses indicated that the identified factors were acceptable for improving teaching and learning of object-oriented programming.
Speech Input as an Alternative Mode to Perform Multi-touch GesturesTELKOMNIKA JOURNAL
Speech is fundamental and the most dominant form of communication. Speech input may
facilitate natural interaction between humans and computers. For children, this input mode supports their
interaction with application systems. This study addresses speech input as an alternative mode in order to
improve multi-touch gesture interactions. Previous studies show that children difficult to perform multi -
touch gestures successfully. In fact, multi-touch is parts of basic core gestures that have been adapted to
most of the learning applications. This study uses the Wizard-of-Oz method and posts interview, involving
nine preschool children b etween ages of four to six years old. Results of the study show children’s
interactional ability using speech input towards systems and positive feedback received from them
regarding the prototype of the systems. The findings from this study highlight the opportunities and
challenges in using speech input to increase the success of children’s interaction with multi -touch
gestures.
This document reviews 10 journal articles on using the game-based platform Kahoot to motivate students to learn English as a second language. Most studies found that Kahoot enhanced students' motivation and engagement in learning. Quantitative research designs were most common, using methods like pre-tests, post-tests, surveys and statistical analysis. The studies concluded that Kahoot motivates students to participate and learn better than traditional methods by making the learning process more fun and interactive. However, some qualitative research also found Kahoot improved students' intrinsic motivation, confidence and positive attitudes towards English learning. Overall, the literature suggests gamified learning through Kahoot is an effective way to enhance motivation for students studying English as a second language.
THE EFFECT OF E-CONTENT BASED ON EACH DOMAIN OF MULTIPLE INTELLIGENCES ON LEA...IJITE
This study aimed to show the impact of learning strategies based on each multiple intelligences
domain(analytical, introspective and interactive) on learning in blended learning.Thirty third-year
computer science students in vocational high schools in Isfahan were randomly assigned to experimental
and control groups (15 in each). The previous semester Average scores and multiple intelligences profiles
were measured and were similar in both groups. Two groups were trained in 4 sessions (each 70 minutes)
in the way of blended learning. In addition, the experimentalgroup used an electronic content based on
multiple intelligences. The Pre-test and the post-test (before and after training) were the same in both
groups. The Data were analyzed using SPSS-19 software by Chi-square test and independent samples ttest.
The independent samples t-test on addend scores meaningfully shows more learning achievements
for students who used E-Content based on multiple intelligences in introspective domain (P=0.014).
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.
Child Education Through Animation: An Experimental Study ijcga
Teachers have tried to teach their students by introducing text books along with verbal instructions in
traditional education system. However, teaching and learning methods could be changed for developing
Information and Communication Technology (ICT). It's time to adapt students with interactive learning
system so that they can improve their learning, catching, and memorizing capabilities. It is indispensable to
create high quality and realistic leaning environment for students. Visual learning can be easier to
understand and deal with their learning. We developed visual learning materials (an overview of solar
system) in the form of video for students of primary level using different multimedia application tools. The
objective of this paper is to examine the impact of student’s abilities to acquire new knowledge or skills
through visual learning materials and blended leaning that is integration of visual learning materials with
teacher’s instructions. We visited a primary school in Dhaka city for this study and conducted teaching
with three different groups of students (i) teacher taught students by traditional system on same materials
and marked level of student’s ability to adapt by a set of questions (ii) another group was taught with only
visual learning material and assessment was done with 15 questionnaires, (iii) the third group was taught
with the video of solar system combined with teacher’s instructions and assessed with the same
questionnaires. This integration of visual materials (solar system) with verbal instructions is a blended
approach of learning. The interactive blended approach greatly promoted students ability of acquisition of
knowledge and skills. Students response and perception were very positive towards the blended technique
than the other two methods. This interactive blending leaning system may be an appropriate method
especially for school children.
The document discusses developing a mobile application called "Lengguwahe App for Primary Learners" to help students learn mother tongue languages. It will include features like translating words to English, interactive games to improve vocabulary, and evaluating the system using ISO 25010 standards. The application will be developed using the Agile methodology, with phases for planning, designing, developing, testing, releasing, and gathering feedback. It aims to make mother tongue learning more accessible through a mobile app.
The document discusses game-based learning and how incorporating games and ICT resources can make learning fun. It outlines several benefits of game-based learning such as defined learning outcomes, real-world application of skills, feedback, and an immersive environment. It also discusses considerations for teachers in implementing game-based learning such as matching games to curriculum, time availability, and associated activities. The document provides examples of games that can be used and the roles of teachers and students. Challenges of game-based learning including curriculum integration and assessing learning are also presented.
This document discusses the impact of artificial intelligence (AI) on English as a foreign language (EFL) education, specifically at Saudi universities. It explores how familiarizing EFL instructors and students with AI technology can play an important role, and how implementing AI in English language teaching can be significant. The results of the study showed that AI has a positive impact on EFL learning when integrated properly into educational settings, as it can enhance learning outcomes for both teachers and students by improving access to resources and experiences.
The document discusses research on computer-assisted language learning (CALL) and parental involvement in education. It provides an overview of previous studies that have found benefits of CALL and parental involvement on students' language achievement. The current study examined the effects of CALL combined with parental participation via email correspondence of classroom observations on the English language achievement of Saudi students. It used a teaching software, pre-posttests, observation checklists, and interviews. The study found that parental involvement had a positive impact on students' overall English language performance.
This Children are future of a society within a country. They should be provided with all round educational development since educating children has many advantages. If they are educated, they can face any problem and this makes them strong and happy. In other words the growth of a country is dependent on its learned population. Children with special education needs have problems to develop cognitive abilities like thinking, learning and obtain new knowledge and concept. It may also be required to improve their conduct, communication skills and interactions with their environment. It is required to develop customizable and compliant applications designed to support them in adapting with respect to the current situations they face and thus take actions appropriately. Such applications would provide them the assistance to allow them frame their learning essentials and help to process to the diverse sensory and cognitive impairments including the mobility issues. This research will be based on artificial intelligence concept and will be self-adaptable. Besides, in many cases they have the opportunity to perform activities that previously were not accessible to them, because of the interface and contents of the activities have been adapted specifically to them. The study also suggests that the repertoire of types of activities provided is suitable for learning purposes with students with impairments. Finally, the use of electronic devices and multimedia contents increases their interest in learning and attention.
AN INTELLIGENT SELF-ADAPTABLE APPLICATION TO SUPPORT CHILDREN EDUCATION AND L...ijcsit
ABSTRACT
This Children are future of a society within a country. They should be provided with all round educational development since educating children has many advantages. If they are educated, they can face any problem and this makes them strong and happy. In other words the growth of a country is dependent on its learned population. Children with special education needs have problems to develop cognitive abilities like thinking, learning and obtain new knowledge and concept. It may also be required to improve their conduct, communication skills and interactions with their environment. It is required to develop customizable and compliant applications designed to support them in adapting with respect to the current situations they face and thus take actions appropriately. Such applications would provide them the assistance to allow them frame their learning essentials and help to process to the diverse sensory and cognitive impairments including the mobility issues. This research will be based on artificial intelligence concept and will be self-adaptable. Besides, in many cases they have the opportunity to perform activities that previously were not accessible to them, because of the interface and contents of the activities have been adapted specifically to them. The study also suggests that the repertoire of types of activities provided is suitable for learning purposes with students with impairments. Finally, the use of electronic devices and multimedia contents increases their interest in learning and attention.
Vocabulary and grammar gain through computerAyuni Abdullah
This study investigated the effects of computer educational games on Iranian elementary students' grammar and vocabulary gain. 58 female students ages 13-15 were randomly assigned to experimental and control groups. Both groups received the same classroom instruction, but the experimental group also played grammar and vocabulary games on the computer. Pre- and post-tests were administered and an independent samples t-test found no significant differences between the groups' test scores. However, the experimental group displayed much higher motivation and enthusiasm for learning with the computer games. This implies that computers can significantly increase learner motivation, even if they do not significantly improve test scores.
This document summarizes a research article that proposes a multi-agent educational model to help learners accurately learn Arabic pronunciation using audio-visual aids. The model uses four agents - a learner agent, tutor agent, graphical user interface agent, and domain knowledge agent. It is supported by multimedia like audio and images to explain Arabic characters, words, and sentences. An evaluation with learners found the model was useful, interesting and helped improve their Arabic pronunciation skills.
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Applications of artificial Intelligence in Mechanical Engineering.pdfAtif Razi
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ROBOT BASED INTERACTIVE GAME FOR TEACHING ARABIC SPELLING
1. International Journal of Artificial Intelligence & Applications (IJAIA) Vol.10, No.6, November 2019
DOI: 10.5121/ijaia.2019.10602 15
ROBOT BASED INTERACTIVE GAME FOR
TEACHING ARABIC SPELLING
Ghada Alsebayel and Jawad Berri
Department of Information Systems, College of Computer and Information Sciences
King Saud University, Riyadh, Saudi Arabia
ABSTRACT
Game based learning is becoming a widespread technique used to enhance motivation, involvement and
educational experience of learners. Games have the potential to support educational curricula when
designed effectively. In this work, an educational game to teach Arabic spelling to children is proposed.
The game consists of two main parts; a robot and a desktop application. The robot is connected to the
desktop application to form the complete game. Our mere focus is to develop an interactive, adaptive game
to motivate students and let them interact joyfully in their environment while learning simple Arabic
spelling rules. The interaction was implemented through designing an interaction model between the user
and the robot, where the robot responds to user input with appropriate facial expressions and vocal
statements. On the other hand, adaption and intelligence of the game is done through utilizing the nutshell
of expert systems’ framework with some alterations. Our proposed game is based on the curriculum of
Saudi Arabia in elementary schools. It is anticipated that the deployment of robot-based games in the
classroom will advance students’ engagement and enthusiasm about learning Arabic spelling.
KEYWORDS
Game based learning, Arabic spelling, Arduino.
1. INTRODUCTION
Technology aided education means the application of technology to boost up knowledge
acquisition and retention among students. Nowadays, we need technology presence in each
classroom because it is the pen and paper of our time. Before exploring how to utilize such
techniques, it is worthy to mention that the development of any language skills is composed of
four gears; reading, writing, listening and speaking. The motivation of this research is to develop
a system that focuses on enhancing writing language skills for Arab children, specifically
spelling.
Arabic is a Semitic language that has many unique properties; it is very rich in vocabulary and
has a rich phonology system. The morphological pattern system is unique where words are
derived from triliteral roots. Words can always be traced back to their roots, which is then
transferred into all different patterns (awzaan) to give different shades of meanings from the
original meaning. Many words are syntactic. The diacritic marks in some cases control the
syntactic position of the word.[1]
In recent years, some studies noted that Arabic writing skills of students in different educational
levels are degrading. According to a field study with a sample of 300 students in Riyadh by
AlShaalan [2] designed to measure the level of linguistic achievements of students in the sixth
grade and the first year of intermediate school, it was found that there is an undeniable weakness
2. International Journal of Artificial Intelligence & Applications (IJAIA) Vol.10, No.6, November 2019
16
in spelling skills among students. Furthermore, based on personal observations, many users of
social media are making spelling and grammar mistakes when they express their thoughts through
writing in Arabic. Another image of abusing the language, is when college level students make
spelling or grammar mistakes in their written exams. Educators and language specialists are
worried about this noticeable phenomenon that requires some corrective measures to be
undertaken.
This research is a contribution to such corrective measures to enhance Arabic writing skills
among Arab children speakers with the assistance of technology. As technology is being
integrated more and more with every aspect of our lives, many technological tools and techniques
are employed in the educational process to make learning more efficient. One particularly
interesting method of teaching that could benefit from technology is; learning by playing. Playing
is often defined as an activity done for one’s own sake, characterized by means rather than ends.
As children invest time and energy in play, there are opportunities for learning when they do play
[3]. By assimilating the concept of ‘learn by play’ with technology, we aim to develop a fun,
interactive, adaptive game for teaching Arabic spelling. The nature of this research paradigm is
multidisciplinary, investigating many research areas such as; human computer interaction, user
experience, persuasion, gaming, artificial intelligence, robotics and education. The basic concept
is to build a robot based, interactive, adaptive game for teaching Arabic spelling. Robots have an
amazing ability to create instructional method motivating students, encouraging innovation,
creating more powerful interaction models, adding a joyful experience in a classroom, inspiring
students to think outside the box, and finally preparing students for future trends in IT.
The contribution of this research is to design and implement an interactive and adaptive
educational game to teach Arabic spelling. By designing the system to be adaptive, it will propose
questions relating to specific Arabic spelling rules based on the detected weakness a child might
have. The scope of this is based on the curriculum of Saudi Arabia for primary grades.
2. BACKGROUND AND LITERATURE REVIEW
Educational games are designed to help people understand concepts, learn domain knowledge,
and develop problem solving skills as they play games [4]. While educational games can be
designed to aid users in different age groups learn any field, this work is mainly focused on
educational games for young children. It is a noticeable phenomenon that children spend a lot of
time playing, especially computer-based games. If that time can be exploited for teaching them
some concepts, it is anticipated that their learning outcomes will increase drastically. However,
there is limited direct evidence of the effect of computer-based games on classroom learning [5].
In an attempt to bridge that gap, a randomized controlled trial by David J Miller and Derek P
Robertson, was conducted on a population of 634 primary school students ages between 10-11
from thirty-two schools across Scotland [5]. The sample was divided into two sub-groups;
controlled and experimental. Students in experimental schools were permitted to use game
console for 20 minutes each day running a brain training game while the controlled sample
continued their normal routine. The trail lasted 9 weeks. By the end of the trial, the following
benefits were found: i) Both groups have improved in terms of computational speed and accuracy,
however, the rate of improvement in the controlled group was significantly faster, and ii) There
was a minor but statistically substantial improvement in the attitude towards school among
students in the controlled group. Meaning that students in the controlled group were more
enthusiastic about attending school [5].These two findings shape the motivation of this research.
Even though, the previously mentioned study was directed to evaluate the computation skills of
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students after using computer-based gaming, other evidence was found in the literature supporting
the same outcomes when examining language skills. A study by Emilija Stojmenova Duh and
Natasa Koceska proposed an application (Azbuka) developed to teach children how to write
Cyrillic letters. The research investigated many design challenges as well as an evaluation of the
impact of the newly developed tool on acquiring the skill of writing Cyrillic letters among the
sample understudy. It was found that the average time required to write a Cyrillic letter after
using the application was decreased when compared to the average time required to write a
Cyrillic letter using classical method [6].
2.1. Educational Games Design and Development Methodologies
Game design and game development are two terms that might be used interchangeably. However,
if we want to differentiate them, we would say that game design encompasses all the activities of
concept creation, storylines, mechanics…etc. While game development involves the steps of
making the game, animation, sounds, code…etc. When designing a game many challenges arise.
In addition to intense coding required for game engine, middleware, interface, sounds, animation
and game production, designers must also think about how to make the game engaging and
amusing. Such challenges are magnified when we talk about educational games since more
advanced design considerations are required as we try to combine both the educational factor and
the entertainment factor.
Despite the difficulties, many frameworks in the context of designing educational games were
proposed. According to Embi et al. [7], who proposed a theoretical Edutainment Environment
Framework, the difficulty for a child to learn a certain concept is composed of two elements;
motivation and psychological need. The motivation necessitates catching the child’s attention and
attracting him/her to spend time on some activity. While psychological need means triggering the
child’s cognitive ability to build the knowledge. Practices for game design includes utilization of
storytelling, animation, feedback and other game design methods when creating the educational
game by game designers. The educational game can then be used by educators to assist the
learning process either in collaborative or individual manner. Consequently, the “edutainment”
environment is created.
Another model for educational games development is the game object model GOM. GOM was
originally proposed by Amory et al. and Amory [8]. The model is loosely based on the object-
oriented concepts such as; polymorphism, encapsulation, inheritance, abstraction…etc.
Components of an educational game are usually related and dependent on each other, yelling
some complexity in the game design and development. As a solution, using the metaphor of
object orientation permits viewing the components of an educational game as correlated objects,
making the analysis and design easier.
Another contribution by Said [9] proposed the Engaging Multimedia Design Model for Children,
where he presented five design factors contributing to creating an engaging model for a child.
These factors include: i) Simulation interaction: permitting the child to react on behalf of
someone else like role playing, ii) Construction interaction: permitting a child to construct or
build something, iii) Immediacy: where every action by the child has an effect, and can be
reflected on the system, iv) Feedback: every action by the child has a reaction by the system, and
v) Goals: are obvious and are either set for the child or set by him/her when no external
motivation is present. In our implementation, we utilized immediacy and feedback in our design.
The following sections will elaborate on the proposed game design. The fact that educational
games have the potential to enhance learning outcomes, intrigues us to further explore the effect
of leveraging advanced technologies, such as; robotics as a part of the educational game
framework.
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2.2. Robots in Classrooms
For fairly a long time now, robots have been known to serve in many domains such as the
industry, engineering, and rescue. However, the usage of robots has been extended to include
wider domains in recent years, including the education sector. The integration of robotics in the
educational system has opened-up many research areas as well as practical potentials. According
to Beran et al., children are now spending more time playing with advanced technological devices
during their free time [10]. As a result, studies were conducted to examine the influence of using
robotics in the development of cognition, language, interaction, social and moral skills of
children. In our review, we will be focusing on the literature addressing language skills
development using robots.
Based on Chang et al., robots can be used to create a fun, interactive, engaging experience for
children developing language skills [11]. This finding lines-up with the quantitative study
completed by Young et al. A sample of 68 young children in elementary school (Grade 3-4) were
under study; among them 6 students (2 boys and 4 girls) were selected as a focus group to
evaluate their attitude towards integrating tangible learning companions in learning English
conversation. The findings indicates that 95% of students had positive attitude towards tangible
learning technologies, which includes robots. It contributed positively to making students more
active and welling to engage in learning activities [12]. Another study by Sugimoto was applied
on 25 children in elementary school aging 11-12 years old, participants experimented story
creation with GENTORO robot and handheld projector. Result showed that children were highly
engaged and acted in a coordinated manner [13]. Additionally, Chen, Quadir and Teng conducted
anecdotal case studies on 5 elementary school students where they tested the impact of using a
robot, a computer and a book for teaching English language. They concluded that robots can
enhance the concentration in learning the language [14].
Commercially, Kubo is an application of educational robots for children. Kubo is a robot by
Tom’s Hardware Inc. aiming to teach young children basics of spelling and logic. Kubo is puzzle-
based teaching toy for children aged 3 years old and above. The packaging consists of a small
robot and card tags. The robot has two wheels to roll over the cards and read their content. The
idea behind Kubo is to utilize radio frequency identification RFID in the cards permitting the
child to assemble words then checking his/her spelling. Kubo has other features teaching logic
and programming, however, for the purpose of our research only its teaching capabilities for
languages were studied. Even though Kubo has potentials to accelerate language learning, its
interaction model remains limited. It does not incorporate speakers or headphones for vocal
communication. It does not provide extensive feedback to user input indicating whether user
input is correct or not due to the fact its targeted user group is too young.
2.2.1. Arduino for Robotics
Arduino is an open source platform that can be used for developing electronic projects. It consists
of physical circuit board that can be programmed and a software integrated development
environment IDE. The initial idea of this work was inspired by woodyrobo [15]. Woodyrobo is an
interactive game to teach spelling of simple English words. In the implementation, Arduino was
used with a mobile application. Even though the interactive aspect of the game can be enjoyable
and attracting to children, the system still lacks some key functionalities such as being expandable
and adaptive. Moreover, the intelligence aspect is completely neglected, it only supports 7 words.
We aimed to overcome these limitations in our implementation.
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Next part of the literature review will be explicitly focusing on applications of different
technologies to implement educational games for teaching Arabic language and spelling
checking.
2.3. Educational Games for Teaching Arabic
Although the literature is very rich when it comes to game-based learning for teaching different
languages leveraging technology, there aren't many such learning tools for Arabic [16] specially
designated for young children.
Erradi et al. have published their experience designing a mobile multimedia supported platform to
teach Arabic spelling and vocabulary in an intuitive fun manner. The system was not designated
for young children. They took advantage of the touch capabilities in mobile and handheld devices
to make the game interactive [16]. Another paper was published by Belkhouche et al. [17],
addressing the design and implementation of an HTML5 based game to teach Arabic language
skills to young children. Firstly, they surveyed 100 university students about their outlook on
educational games, results showed that overall perception on educational games was positive;
educational games were found to be an important pillar of the educational curricula. In advanced
stages of their search, four major components contributing to game-based learning were
identified; content (curriculum), knowledge structure (concept mapping), learning stagey
(gameplay), and learning process (assessment). They analyzed primary school Arabic language
textbooks in UAE to generate the learning content. Conceptual mapping was then used to model
students’ cognitive structure, which Consists of the following levels: i) Level one: students are
taught the concept of alphabet, once they have mastered it they can move to level two, ii) Level
two: students are taught the concept of words, spelling and pronunciation, once they have
mastered it they move to level three, Level three: students are taught the concept of a simple
sentence. Our work extends their efforts to applying these principles to robot-based gaming.
2.4. Spelling Checkers as Knowledge Based Expert Systems
Expert systems are an application of artificial intelligence, the basic concept behind expert
systems is to mimic the abilities of a human expert in a specific field. Expert systems are
designed to have decision making abilities when fed by the required knowledge. Formally an
expert system is an intelligent computer program that uses knowledge and inference to solve
problems that are difficult enough to require significant human expertise to solve them. There are
three main components of an expert system; knowledge base, inference engine and user interface.
The knowledge base is a repository of specific knowledge and rules about a certain subject; it
holds objects associated with rules. Next component is the inference engine, which is the
processors of the system, leveraging knowledge of the knowledgebase to draw conclusion. There
are two types of inference engines: i) Deterministic inference engines: decisions by such
inference engines are finite, ii) Probabilistic inference engines: decisions by such inference
engines have uncertainty element associated with them [18]. One example found in the literature
for utilizing expert systems as spelling checkers is Hascheck. It was built on a dictionary of the
Croatian language. The initial dictionary counted less than 100,000 frequently used words.
Classification and tagging algorithms were then used on the words of the dictionary. The final
product was a spell checker open for all word processors and can analyze a passage of 100,000
words and response within one minute [19].
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3. DESIGN METHODOLOGY
The utilization of technology and robotics has the potential to enhance the learning experience of
students. This research aims to leverage the advancement of technology to contribute to solve
weakness in Arabic spelling skills among Arab speaking youth. By integrating artificial expert
systems and robotics we aim to develop an interactive adaptive educational game. Throughout
this chapter, the implementation methodology of the proposed system will be presented.
The literature suggests that game-based learning is efficient in guiding young children to acquire
language skills. Furthermore, it advocated the integration of robotics applications in the
educational system. There exist in the literature some applications for using robotics as tools for
teaching language skills. However, they were not exploited to their full potentials in our the
Arabic context for the following reasons: i) Robotic tools presented in the literature were
experimental and mostly supporting English, ii) The adoption of technologically advanced tools
in classrooms can be costly, robots presented in the literature were relatively advanced, iii)
Robotics presented in the literature were not designated to teach Arabic spelling. Our proposed
model and system aim to produce an affordable robot-based game for teaching Arabic spelling to
bridge that gap.
There are many software development methodologies. The two most widely known are predictive
and adaptive. The following figure illustrates suitable software development life cycle based on
project characteristics. Most projects fall in a range between adaptive and productive SDLC [20].
In our implementation we followed an adaptive incremental approach. Hence, the game was be
developed in releases, where each release incorporates new functionalities added to the pervious
release. Each iteration was like a mini project. Within each iteration, several activities took place.
Including; planning, analysis, design, implementation, and deployment.
The reasons for this selection is because the technology that will be used is new and unfamiliar.
Moreover, incremental development methodology introduces many advantages including: i)
Generating working software as early as possible during software development life cycle SDLC,
ii) Being able to adopt to changes, change is not as costly as using predictive approach, iii)
Receiving feedback rapidly, which allows further enhancements to be made to each release, iv)
Prompting simplicity; simple solutions for complex situations. The game has been developed in
releases where the first release included a single lesson of Arabic spelling rules based on the
curricula of Saudi Arabia. Additional functionalities were added within each further system
releases.
4. SYSTEM DESIGN
Our proposed system includes two components: software and hardware. In the following section,
system analysis and design of both components is presented. Hardware design explains the
needed parts to build up the robot. While analyzing and designing the software aims to structure
the functional requirements that will be covered by the system, software design principles, and
use cases.
4.1. Game Scenario
The system’s hardware design was concerned with connecting the electrical parts then building a
shield to produce a functioning robot that could present encouraging gestures for the child based
on to his/her performance. On the other side, the system’s software component was mainly
focusing on developing the backend code to trace users’ spelling weakness and suggest words
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accordingly. In the last stage of the implementation, these two major components were integrated
to produce the final product.
The robot/child interaction scenario is as follows: the robot pronounces a word for the child to
spell it. The child should spell the word using a keyboard. Once the child finishes inputting the
letters, he/she should press the enter key button to indicate the end of input. The robot responds to
user’s input with a facial and vocal expressions. The robot will utilize the servos to frown if the
answer is wrong and nod if the answer is correct. A suitable message will be spoken to the child
in both cases.
4.2. Robot Design
In designing the robot, we used affordable material to produce a prototype as a proof of concept.
The following hardware components were used: i) Arduino Uno, ii) 1 Standard Servo, iii) LED
Matrix (16x2), iv) Breadboard, wires, power supply.
Arduino Uno is a microcontroller board for building digital devices and interactive objects that
are used to form the basis of the robot. In addition, servos are used to create movements of the
robot’s head to encourage the child when he/she make correct answer. The interaction between
the child and the robot is done through keyboard and a screen. In the initial release we built a
desktop application to serve as means of communication between the robot and the user. The
same concept applies for a mobile application. The sequence of interaction is shown in the
following figure.
Figure 1: Interaction Model
The prime users of the software are Arab speaking children aiming to enhance their spelling
skills. Additionally, a knowledge acquisition subsystem can be developed in later releases to
obtain knowledge from teachers and extend the content of the game.
In our implementation we integrated the following design features to enhance the child
experience when learning:
Interactivity: an educational game should be highly interactive. The reason is that the
higher the interactivity of the game is, the higher engagement of the user will be
accomplished, thus more enjoyment, more time spent on the game and ultimately, more
knowledge is gained.
Adaptivity: and educational should attain high adaptivity. Adaptive teaching is a way of
informing users’ learning by personalizing and facilitating it in ways that meets every
individual’s needs.
Guidance by goals and rules: educational games are always guided by goals and rules
complying with the subject understudy.
Continuance feedback: the educational game should give instant feedback to the actions
of the user.
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Sensory stimuli: In physiology, a stimulus (plural stimuli) is a noticeable alteration in the
internal or external surroundings. The ability of an organism or organ to respond to
external stimuli is called sensitivity. [21]
When designing video game, we aim to trigger stimulus and imagination by adding voices,
animations and movements to make the game entertaining. The same is applicable for educational
games. Table 1 summarizes how these game design elements are integrated in the implemented
system.
Table 1: Game Design Elements
Game Design
Element
Ways Design Elements are Integrated in The Game
Interactivity 1- Robot Facial expressions corresponding to user input.
2- Robot encouraging messages in case of correctly spelled word.
3- Robot instructing messages in case of misspelled word
Adaptivity 1- System proposing words based of the performance of the child.
2- System advancing child to next levels when he/she meets some
criteria set by teacher.
Guidance by goals 1- The short-term goal is to spell the word correctly.
2- The long-term goal is to advance to the next level.
Continuance feedback 1- Robot facial expressions.
2- Verbal messages.
3- Reflecting child’s input on LED screen.
Sensory stimuli 1- Triggering both visual and verbal stimulus by voice and facial
expressions.
4.3. Framework
The framework used to develop the system includes the following components:
Knowledge base: the knowledge base serves as the dictionary of the game containing all the
words encountered in the game.
Inference engine: the inference engine is the component of our system that applies the spelling
rules on the knowledge base. In this release, we tackled one of the most basic and important
spelling rules in Arabic, the rule of sun and moon letters “ القمرية و الشمسية الحروف قاعدة ”. The
Arabic alphabet consists of 28 letters, which are classified into 14 sun letters and 14 moon letters.
The classification of the letters is based on how these letters influence the pronunciation of the
definite article at the beginning of the word.
In our implementation, a binary classifier was built to classify any word based on the following
classification rule:
Given the following two classes of Arabic letter:
SL = { ت-ث-د-ذ-ر-ز-س-ش-ص-ض-ط-ظ-ل-ن }
ML = { أ-ب-ج-ح-خ-ع-غ-ف-ق-ك-م-هـ-و-ي }
RULE Word-Classification
IF a word W begins with (ال) THEN // ""ال is the article in Arabic
IF the third letter of W SL THEN W is in class 1 // sun letters
ELSE W is in class 2; // in this case the third letter ML and is a
(moon letters)
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Binary Classification would generally fall into the domain of supervised learning since the
training dataset is labelled. Moreover, as the name suggests it is a special case where there are
only two classes. In Our implementation, the binary classifier is rule based.
User interface: in our system the user interface will be presented via a robot and a smart
application. The robot was integrated to maximize both amusement and interaction elements of
the game.
Question Generator: is an additional component which is responsible for producing questions to
the user in the form of “can you spell the word x?”. An important feature of the question
generator is its adaptivity. In other words, it proposes questions to the user based on his/her
former performance. For instance, if it was detected that the user had a weakness in a specific
spelling rule, he/she will be presented with a suitable explanation. Then other questions related to
the rule in question will be presented. A user will be able to progress to the next level only if a
user has met some specific criteria set by the teacher (for example 5 correct answers on the same
rule).
The user can respond to the question “Can you spell the word x?” with a query “Is my spelling of
x correct?”. The system responds to the query with an advice; either:
1- Your spelling is correct advance to the next level.
2- Your spelling could be improved you have to try again. The system keeps proposing
questions on the same spelling rule until some criteria is met.
Knowledge acquisition subsystem: this subsystem is intended to be used by the teacher to
extend the levels of the game by adding new spelling rules and lessons. It was not included in the
initial release. However, we intend to develop a knowledge acquisition subsystem in the
upcoming releases. The following figure conceptualizes system components.
Figure 8: Proposed Framework
Table 2 shows a sample system user based on a testing session.
Question
generated by
the system
User
response
System
interaction
advice
System action
كتابة تستطيع هل
" الشمس " كلمة؟
Can you spell
the word “the
Sun”?
اشمس
Wrong
spelling of
the word
“the sun”
because it is
missing the
second letter
أخرى مرة حاول
Try again
The system detects that the child
is having difficulty with the sun
letters (الشمسية )الالم therefore
proposes more questions on that
rule
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كتابة تستطيع هل
" الشمس " كلمة
Can you spell
the word “the
sun”?
الشمس
Correct
spelling of
the word
“the sun”
، أحسنت ، ممتاز
صحيحة إجابة
Excellent,
Good job.
Correct
answer
The system detects that the child
has written the word correctly.
كتابة تستطيع هل
" التاج " كلمة
Can you spell
the word “the
crown”
التاج
Correct
spelling of
the word
“the crown”
أ ، ممتاز، حسنت
صحيحة إجابة
Excellent,
Good job.
Correct
answer
After the user completes a set of
words correctly, he/she can be
transformed to next level where
he/she is taught another rule.
The passing criteria (i.e. how
many words of a certain rule
should a child spell correctly
before moving to the next level)
is set by the teacher.
كتابة تستطيع هل
" القمر " كلمة
Can you spell
the word “the
moon”
القمر
Correct
spelling of
the word
“the moon”
، أحسنت ، ممتاز
صحيحة إجابة
Excellent,
Good job.
Correct
answer
The loop is repeated for the
moon letters ( القمرية )الالم
The selected architecture of the system is layered. The following diagram shows the architectural
design of system components in the first release. The system is composite of 4 layers; the
presentation layer is represented by the robot and its facial expressions and vocal interactions.
The business layer consists of generators of these vocal and facial responses based on user input.
The persistence layer holds key modules; question generator which is responsible for proposing
spelling questions based on the child performance and the spelling rule he/she is currently
learning, spelling corrector which is responsible for determining whether user input is correct or
wrong, and deficiency detector which is responsible for determining the weakness a child might
have. This information is useful for the next iteration of questions, to address the issues he/she
might have. Lastly the knowledge base and inference engine containing dictionary and spelling
rules.
Figure 10: System Architecture
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5. SYSTEM IMPLEMENTATION
This section presents in detail how the implementation of the system was carried on. Following
the iterative and incremental development methodology, our system was implemented in releases,
where each release focuses on building certain set of functionalities. After each component was
built and tested, integration of all components was done.
The following sections show the implementation of the presentation layer, where user interfaces
were executed. Furthermore, the implementation of the business layer is examined to show how
facial expressions of the robot were implemented. Additionally, and most importantly, the
persistence layer is introduced showing how each of the subcomponents, namely; question
generator, spelling corrector and deficiency detector are implemented and integrated. Lastly, the
dataset of the application is illustrated.
5.1. Graphical User Interface
In the initial release, we developed a desktop application as means for interaction between the
user and the robot. The software was implemented using Visual Studio as an integrated
development environment and C# as a programming language. Firstly, the interfaces were
designed stressing on simplicity and clarity since the system is meant to be used by kids. The
navigation has been designed to be clear and easy. Friendly icons and visual descriptors were
used. The following figures illustrates some of the application’s interfaces.
Figure 2: Main Interface Figure 3: Level one Spell a
Word
Figure 4: Positive
Feedback Interface
The main interface of the application (Fig. 11) displays a button to start the game as well as
playing voice in the background to welcome the player. The second interface (Fig. 12) displays
the player’s level. Additionally, a word will be pronounced for the player to spell. If the player
wants to listen to the word again, he/she can press the speaker’s icon. Using a keyboard, a player
can input the word then press check button. The third interface (Fig. 13) represents a positive
feedback to player’s input. In case the entered word is spelled correctly this interface will be
displayed as well as a positive response of the robot. The robot will node and show a smelly face,
this will be illustrated in the hardware implementation section.
5.2. Hardware Components
For the purpose of completing the implementation phase, a proof of concept prototype was
developed to represent the robot. Arduino Uno, which is a microcontroller board, was the center
of our prototype. It has 14 digital input/output pins (of which 6 can be used as PWM outputs), 6
analog inputs, a 16 MHz quartz crystal, a USB connection, a power jack, an ICSP header and a
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reset button. Arduino was connected to two 8X8 LED matrix components to represent the eyes of
the robot. A standard servo was used to model neck movement of the robot.
Figure 5: Used Material
The following table illustrates how the assembly of the hardware was done:
Table 2: Arduino Assembly
Arduino LED Servo
Ground Ground Ground
V5 V5 V5
Pin 6 - Servo
Pin 11 CS -
Pin 12 CLK -
Pin 13 SDI -
Where SDI is the serial data input pin, CS is the chip select that turns on tristate outputs on data
pins, or signifies that inputs are valid and can be latched, stored or processed. CLK is a
connection for a square wave signal that synchronizes systems.
After connecting the hardware, Arduino 1.8.5. The open-source Arduino Software (IDE) was
used to develop a code to control the robot’s expression. A total of three facial expressions were
developed; happy expression, resting face and a sad expression. Furthermore, to make the robot
more realistic a blinking method was also implemented. Figure 15 shows the system components
and the graphical user interface.
Figure15: System User Interface.
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5.3. Persistence Layer
5.3.1. Questions generator
This component is the first of the components in the persistence layer. The purpose of this
component is to propose a question for the player, word to spell. Table 4 shows the pseudo code
of the function.
Table 3: Questions Generator Pseudo Code
Questions Generator
Pre-condition None
Post- condition A word will be selected from the knowledge base and
pronounced for the player.
Pseudo code Begin
Index = Generate a random number;
Retrieve word [Index];
Retrieve Sound [Index];
Pass Sound [Index] to Speaker;
End
5.3.2. Spelling corrector
This is the second component in the persistence layer. The purpose of this component is to check
whether the entered word is correct. Table 5 shows the pseudo code of the function.
Table 4: Spelling Corrector Pseudo Code
Spelling Corrector
Pre-condition Player has entered a word in the textbox.
Post- condition The robot will show either positive or negative feedback
depending on player’s input.
Pseudo code Begin
Answer = Read player’s input;
If (Answer == word [Index])
{
Show positive feedback;
Move to next level;
}
Else
Detect deficiency;
End
5.3.3. Deficiency detector
This component is the third component in the persistence layer. It is a very essential component
which aims to detect what exactly is the deficiency the player is having. For this release of the
application the rule of sun and moon letters in Arabic “ القمرية و الشمسية الحروف قاعدة ” was
implemented. The following illustrates pseudo code for the function.
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Table 5: Deficiency Detector Pseudo Code
Deficiency Detector
Pre-condition Entered word was spelled incorrectly by the player.
Post- condition The correct spelling will be presented to the player.
A new word will be generated for the player within the same
spelling rule detected.
Pseudo code Begin
Check if the word starts with ()ال
Check if the spelling error was in the third letter
{
Check if the third letter is one of the sun letters
Return 0;
Else
Return 1;
}
Else
Show correctly spelled word;
End
Each time a player makes a spelling error in one spelling rule, his/her error will be corrected and
for the next three iterations, new words of the same rule will be proposed. The reason for
selecting three trials was based on experts’ judgment of teachers in elementary schools.
5.4. Data Layer
In the first release of the game, the lexicon was built based on Saudi Arabia’s curriculum the first
lesson of 2nd
grader’s Arabic book)الخالدة (لغتي Page#30, 28 words were selected and categorized
into two classes each of 14 words. The first class represents sun letters and the second class
represents moon letters.
The following table summarizes words currently available in the lexicon.
Figure 6: Game's Lexicon
# Class 1 (Sun letters) Class 2 (Sun moon)
1 األمر (the command) الشمس (the sun)
2 البرتقال ( the orange) التفاح (the apple)
3 الجنة (the heaven) الثمرات (the fruits)
4 الحياة (the life) الدين (the religion)
5 الخس (the lettuce) الرمان(the pomegranate)
6 العيون (the eyes) الزهور (the flowers)
7 الغيوم (the clouds) السماء (the sky)
8 الفارس (the knight) الصباح (the morning)
9 القائد (the leader) الضحى (the morn)
10 الكريم (the generous) الطين (the mud)
11 الموز (the banana) الظالم (the dark)
12 الهدهد (the hoopoe) الليل (the night)
13 الوعد (the vow) النهار (the day)
14 اليمين (the right) الذئب (the wolf)
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6. SYSTEM EVALUATION
In order to check whether the actual results meets the expected results many tests were conducted
to validate and verify the game. Unit testing was firstly conducted; the following section shows
test cases for each part of the system. Then, after integrating all components, integration testing
was performed. For the purpose of evaluating the game, the accuracy of the classifier was
measured.
6.1. Unit Testing
In this section the test cases examined during unit testing is presented. The testing process was
conducted in two phases; testing the software side and testing the hardware side. Tables 7 and 8
present some of the tests done.
Table 6: Unit Testing for the Software
I
D
Name of
the
function
Objectiv
e of the
function
Test
data
Test case
complexit
y
Expected
results
Actual result Pass
?
Cycle#1 Cycle#
2
Cycle#
3
1 Generate
Question
To
pronounc
e a
random
word for
the
player
Non
e
Simple A word is
pronounce
d for the
player
الليل
(the
night)
الشمس
(the
sun)
الهدهد
(the
hoopoe
)
Pass
2 Correct
Spelling
To
validate
player’s
input for
الشمس
الشم
س
Simple The word
should be
corrected,
screen
should
show
encouragin
g message
Positive
feedbac
k
interfac
e is
presente
d
Pass
3 Correct
Spelling
To
validate
player’s
input for
الشمس
الشم Simple The word
should be
corrected,
screen
should
show
الشمس
الشمس
(the
sun)
Pass
4 Detect
Deficienc
y
To detect
what is
the
spelling
rule that
the
player is
having
difficulty
with
القر Difficult Only show
the correct
spelling of
the word
since the
mistake is
not in a
spelling
rule
القمر
(the
moon)
الطين
(the
mud)
Pass
16. International Journal of Artificial Intelligence & Applications (IJAIA) Vol.10, No.6, November 2019
30
Additionally, unit testing was also conducted on the hardware side of the application. Test cases
were driven to check the responses of the robot. The table below shows some of the test cases.
Table 7: Unit Testing for the Hardware
ID Name of
the
function
Objective
of the
function
Test
data
Test case
complexity
Expected
results
Actual result Pass?
1 Generate
happy
face
To show
happy
facial
expression
and node.
None Medium Robot
nodding
and
showing
smiley face
Pass
2 Generate
natural
face
To show
natural
face
None Medium Robot
showing
natural face
Pass
6.2. Integration Testing
After all the components have passed unit testing, integration between hardware and software was
performed. The integration was done via connecting through serial port COM3. Table 9 shows
part of the code used to check the integration on both the software and hardware sides.
Table 9: Integration testing
Integration Code C# side Integration Code Arduino Side
serialPort1.Write(1); // for smiling
serialPort1.Write(0); // for frowning
if (Serial.available()){
int data = Serial.read();
if (data==1) HappyFace();
else SadFace();}
In addition, we intend to conduct observational studies to evaluate the player’s engagement,
enjoyment and enthusiasm about the game. Furthermore, test will be driven to evaluate
knowledge acquisition and retention for players. This is planned to be done in near future.
7. CONCLUSION
Integration of game-based learning and robotics into educational systems have the potential to
enhance knowledge acquisition and retention especially for young children. Throughout this
paper the analysis, design, implementation and testing of an educational game to teach Arabic
spelling was proposed. The proposed game has two main characteristics; adaptation and
interaction. By developing an adaptive game, the system shall be able to detect the weaknesses of
each individual child and propose questions accordingly. On the other hand, by adding the
interaction element, the game shall be fun and engaging for the child to keep playing, hence,
advance his/her knowledge.
17. International Journal of Artificial Intelligence & Applications (IJAIA) Vol.10, No.6, November 2019
31
For future work, we aim to design and execute users’ acceptance testing. Observation studies will
be performed to evaluate how children interact with the game in a classroom setting. Observation
of children behavior and interaction with the system will be recorded for future improvements.
Furthermore, more Arabic spelling rules are planned to be implemented and integrated into the
game’s engine. Also, as we implemented the first release of the system, we aim to gradually build
up to full release that include additional functionalities such as a dedicated module for teachers
allowing them to add words to the lexicon and set flexible evaluation criteria for the players.
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Authors
Ghada Alsebayel Ghada Alsebayel is a teaching assistant at King Saud University, Saudi Arabia. She
received both her B.Sc. and M.Sc. from College of Computer and Information Sciences CCIS at King Saud
University KSU. Ghada’s research interests include data mining, data management, knowledge
representation and reasoning, and their applications in health informatics. Ghada spent a year at National
Guard Health Affairs, where she worked as a system analyst for the clinical information management
department. In 2016, she co-founded the first summer training program at CCIS KSU, to enable young
Saudi women to be better represented in STEM. The program introduces areas like coding, data science,
artificial intelligence, and robotics.
Jawad Berri is an associate professor at King Saud University, Saudi Arabia. He
received his Ph.D. in Computer Science from Paris-Sorbonne University in France in
1996. Jawad’s research interests focus on context-aware web systems, learning
technologies and natural language processing. He has been involved in many projects
related to mobile learning, semantic web, automatic summarization, web information
filtering and mobile agents for web information discovery. He worked as a researcher
at the CNRS – the French National Research Center, the Computer Science Institute
at the University of Zurich – Switzerland and Sonatrach – the Algerian Petroleum
and Gas Corporation. Jawad taught in many universities around the world: The
United Arab Emirates University, Khalifa University of Science Technology and
Research and King Saud University. His contributions in research projects in the industry and academia led
to the publication of papers in numerous journals and conferences. Jawad is a senior member of the IEEE.