The creation of learning activities responsive to learners with different basic skills has been limited due to a classroom environment and applied technologies. The goals of this research were to develop Tang-MI, a game with a tangible user interface supporting primary school learners’ analytical skills based on the theory of multiple intelligences (MI), and to present design guidelines for a tangible user interface suitable for learners in different MI groups. In this research, the Tangible user interface for multiple intelligence (Tang-MI) was tested with thirty students initially evaluated for their multiple intelligences. The learners’ usage behavior was observed and recorded while the students performed the assigned tasks. The behavioral data were analyzed and grouped into behaviors occurring before performing the tasks, during the tasks, and after completing the tasks. Based on the learners’ usage behavior, the tangible user interface design guidelines for learners in different MI groups were proposed concerning physical equipment design, question design, interactive program design, audio design, and animated visual feedback design. These guidelines would help educators build learning games that respond to the learners’ intelligence styles and enhance students’ motivation to learn.
Development of interactive instructional model using augmented reality based ...IJITE
The research aims to develop an interactive instructional model usingaugmented reality based on
edutainment to enhance emotional quotientand evaluate the model. Two phases of the research will be
carried out: a development and an evaluation of the model. Samples are experts in the field of IT, child
psychology, and 7th grade curriculum management. Ten experts are selected by purposive sampling
method. The obtained data are analyzed using mean and standard deviation.
The research result demonstrates the following findings:
1) The results of this research show that Model consists of 3 elements: IIAR, EduLA, and EQ. EQ is a
means to assess EQ based on Time Series Experimental Design using 2 kinds of tools; i.e. EQ Assessment
by programs in tablet computers, and EQ Assessment by behavioral observation.
(2The ten experts have evaluated the model and commented that the developed model showed high
suitability.
This document discusses classifying user preferences of web learning systems using a neural network with genetic algorithm optimization. It begins with an abstract describing using cognitive attributes from user questionnaires to train classifiers to identify areas for improving a web learning system's layout. A multilayer perceptron neural network was proposed to classify user preferences, and genetic algorithm was used to optimize the neural network parameters to improve performance. 182 students were given questionnaires assessing their cognitive responses to known and unknown subjects on a learning website to collect training data for the proposed genetically optimized neural network classifier.
11.developing teaching material for e learning environmentAlexander Decker
This document summarizes key elements in developing effective teaching materials for e-learning environments. It discusses activity, scenario, feedback, delivery context, influence, content design and writing, and materials development. Effective e-learning relies on engaging tasks and interesting scenarios to provide meaningful learning experiences. Feedback is also important to amplify learning. The content, delivery, and broader context must be designed appropriately. Developing e-learning materials requires considering pedagogical principles, instructional design strategies, and technical standards to create quality online learning content and experiences.
2.[8 12]developing teaching material for e-learning environmentAlexander Decker
1) The document discusses key elements to consider when developing effective teaching materials for e-learning environments, including activity, scenario, feedback, delivery, context, content design and writing, and materials development.
2) It emphasizes the importance of engaging activities that actively involve learners, as well as interesting scenarios that provide context and stimulate learning.
3) Effective feedback is also highlighted as an important element to amplify learning and allow students to improve their skills and knowledge. The various feedback strategies that can be used are discussed.
Article review : Does Game-Based Learning Work? Results from Three Recent Stu...Nurnabihah Mohamad Nizar
1. The document summarizes three recent studies on the effectiveness of game-based learning. The studies found that students who used video games as a learning aid performed better on tests compared to students who did not use games.
2. The studies involved over 2,000 students across business, economics, and management courses. Students who used games scored higher and had higher rates of A's compared to students who did not use games.
3. The researcher employed different statistical tests for each study - t-tests for business students and ANOVA tests for management students - and appropriately tailored the research methods to each course. The findings provide evidence that game-based learning can improve academic achievement.
Individual Differences in Multimedia Learning: An Application in a Computer S...idescitation
This study looked at the effects that individual
differences in prior knowledge have on student understanding
in learning with multimedia in a computer science subject.
Students were identified as either low or high prior knowledge
from a series of questions asked in a survey conducted at the
Faculty of Computer and Mathematical Sciences at University
Technology MARA, Malaysia. The subject domain chosen for
this study is a topic taught to undergraduates in the field of
Computer Sciences, in the subject of Operating Systems, i.e.,
Memory Management Concepts. This study utilizes a
multimedia application which is shown to a total of 257
students. Early results from the recall and transfer tests
indicate that students’ individual differences play a vital role
in learning outcome. As expected, the low prior knowledge
group scored significantly well in the recall tests as compared
to the transfer test, and the high prior knowledge group
performed comparatively better in the transfer test. This
suggests that educational designers who see to foster learning
and understanding should adopt the incorporation of learners’
prior knowledge as a design principle.
This document summarizes research on students' perceptions of using an electronic module in physics practicum at Universitas Jambi in Indonesia. The study involved 117 students majoring in mathematics education and science. Based on questionnaire and interview results:
1) Most students (64.4% of physics education students and 55.2% of mathematics education students) had positive perceptions of the electronic module, finding it in the "good" category.
2) The module was validated by experts and found to be well-organized and clearly presented, with a good design and appropriate language for students.
3) The electronic module provided new learning experiences for students and opportunities to develop their science process skills.
The document summarizes a book review of "Integrating Technology for Meaningful Learning" by Mark Grabe and Cindy Grabe. The book aims to help teachers integrate educational technology into their classrooms. It presents different roles technology can play, provides examples, and suggests applications. The book is divided into three parts that cover introducing technology, specific software and tools, and responsible use of technology. While some information may be outdated, the book remains a valuable resource for educators on using technology and designing meaningful learning experiences.
Development of interactive instructional model using augmented reality based ...IJITE
The research aims to develop an interactive instructional model usingaugmented reality based on
edutainment to enhance emotional quotientand evaluate the model. Two phases of the research will be
carried out: a development and an evaluation of the model. Samples are experts in the field of IT, child
psychology, and 7th grade curriculum management. Ten experts are selected by purposive sampling
method. The obtained data are analyzed using mean and standard deviation.
The research result demonstrates the following findings:
1) The results of this research show that Model consists of 3 elements: IIAR, EduLA, and EQ. EQ is a
means to assess EQ based on Time Series Experimental Design using 2 kinds of tools; i.e. EQ Assessment
by programs in tablet computers, and EQ Assessment by behavioral observation.
(2The ten experts have evaluated the model and commented that the developed model showed high
suitability.
This document discusses classifying user preferences of web learning systems using a neural network with genetic algorithm optimization. It begins with an abstract describing using cognitive attributes from user questionnaires to train classifiers to identify areas for improving a web learning system's layout. A multilayer perceptron neural network was proposed to classify user preferences, and genetic algorithm was used to optimize the neural network parameters to improve performance. 182 students were given questionnaires assessing their cognitive responses to known and unknown subjects on a learning website to collect training data for the proposed genetically optimized neural network classifier.
11.developing teaching material for e learning environmentAlexander Decker
This document summarizes key elements in developing effective teaching materials for e-learning environments. It discusses activity, scenario, feedback, delivery context, influence, content design and writing, and materials development. Effective e-learning relies on engaging tasks and interesting scenarios to provide meaningful learning experiences. Feedback is also important to amplify learning. The content, delivery, and broader context must be designed appropriately. Developing e-learning materials requires considering pedagogical principles, instructional design strategies, and technical standards to create quality online learning content and experiences.
2.[8 12]developing teaching material for e-learning environmentAlexander Decker
1) The document discusses key elements to consider when developing effective teaching materials for e-learning environments, including activity, scenario, feedback, delivery, context, content design and writing, and materials development.
2) It emphasizes the importance of engaging activities that actively involve learners, as well as interesting scenarios that provide context and stimulate learning.
3) Effective feedback is also highlighted as an important element to amplify learning and allow students to improve their skills and knowledge. The various feedback strategies that can be used are discussed.
Article review : Does Game-Based Learning Work? Results from Three Recent Stu...Nurnabihah Mohamad Nizar
1. The document summarizes three recent studies on the effectiveness of game-based learning. The studies found that students who used video games as a learning aid performed better on tests compared to students who did not use games.
2. The studies involved over 2,000 students across business, economics, and management courses. Students who used games scored higher and had higher rates of A's compared to students who did not use games.
3. The researcher employed different statistical tests for each study - t-tests for business students and ANOVA tests for management students - and appropriately tailored the research methods to each course. The findings provide evidence that game-based learning can improve academic achievement.
Individual Differences in Multimedia Learning: An Application in a Computer S...idescitation
This study looked at the effects that individual
differences in prior knowledge have on student understanding
in learning with multimedia in a computer science subject.
Students were identified as either low or high prior knowledge
from a series of questions asked in a survey conducted at the
Faculty of Computer and Mathematical Sciences at University
Technology MARA, Malaysia. The subject domain chosen for
this study is a topic taught to undergraduates in the field of
Computer Sciences, in the subject of Operating Systems, i.e.,
Memory Management Concepts. This study utilizes a
multimedia application which is shown to a total of 257
students. Early results from the recall and transfer tests
indicate that students’ individual differences play a vital role
in learning outcome. As expected, the low prior knowledge
group scored significantly well in the recall tests as compared
to the transfer test, and the high prior knowledge group
performed comparatively better in the transfer test. This
suggests that educational designers who see to foster learning
and understanding should adopt the incorporation of learners’
prior knowledge as a design principle.
This document summarizes research on students' perceptions of using an electronic module in physics practicum at Universitas Jambi in Indonesia. The study involved 117 students majoring in mathematics education and science. Based on questionnaire and interview results:
1) Most students (64.4% of physics education students and 55.2% of mathematics education students) had positive perceptions of the electronic module, finding it in the "good" category.
2) The module was validated by experts and found to be well-organized and clearly presented, with a good design and appropriate language for students.
3) The electronic module provided new learning experiences for students and opportunities to develop their science process skills.
The document summarizes a book review of "Integrating Technology for Meaningful Learning" by Mark Grabe and Cindy Grabe. The book aims to help teachers integrate educational technology into their classrooms. It presents different roles technology can play, provides examples, and suggests applications. The book is divided into three parts that cover introducing technology, specific software and tools, and responsible use of technology. While some information may be outdated, the book remains a valuable resource for educators on using technology and designing meaningful learning experiences.
This document discusses a study on using educational games involving art to teach mathematics to secondary school students in Malaysia. It aims to improve students' academic achievement in mathematics. The study examines how incorporating art through games can enhance the learning of mathematics concepts. It reviews relevant learning theories and the benefits of games for learning. The study collected data through questionnaires and tests students' mathematics knowledge before and after playing the games. It analyzed the data to determine if games improved students' mathematics performance and engagement. The findings could provide insights into effective teaching methods integrating art and games.
Predicting depression using deep learning and ensemble algorithms on raw twit...IJECEIAES
Social network and microblogging sites such as Twitter are widespread amongst all generations nowadays where people connect and share their feelings, emotions, pursuits etc. Depression, one of the most common mental disorder, is an acute state of sadness where person loses interest in all activities. If not treated immediately this can result in dire consequences such as death. In this era of virtual world, people are more comfortable in expressing their emotions in such sites as they have become a part and parcel of everyday lives. The research put forth thus, employs machine learning classifiers on the twitter data set to detect if a person’s tweet indicates any sign of depression or not.
Theoretical Basis, Methods and Methods of Formation and Determination of Pote...ijtsrd
Information Technology to adequately study and formulate their thinking skills in this field. Because, as the day goes by, Information Systems, which are fundamental for information technology, are constantly developing and being enriched with various modes, technologies. This requires repeated study and a certain amount of time, if the potential for knowledge and skills learned in the school is not formed. Murodova Zarina Rashidovna "Theoretical Basis, Methods and Methods of Formation and Determination of Potential in the Educational System" Published in International Journal of Trend in Scientific Research and Development (ijtsrd), ISSN: 2456-6470, Special Issue | Modern Trends in Scientific Research and Development, Case of Asia , October 2020, URL: https://www.ijtsrd.com/papers/ijtsrd37928.pdf Paper Url :https://www.ijtsrd.com/engineering/computer-engineering/37928/theoretical-basis-methods-and-methods-of-formation-and-determination-of-potential-in-the-educational-system/murodova-zarina-rashidovna
Didactic Modules to Improve Academic Performance in Programmable Logic ControlQUESTJOURNAL
This document summarizes a research paper that studied the design and implementation of didactic modules to improve student academic performance in programmable logic control. Control and experimental student groups were established to compare the effects of traditional instruction versus instruction using the new modules. The modules were designed for simplicity, versatility, and to optimize time and space during practical exercises. Evaluations before and after the course found that students using the modules showed greater improvements in interpreting truth tables, translating equations to diagrams, logic sequencing, and control system implementation compared to the control group. Use of the modules also reduced material delivery time, connection time, and space needed for practical exercises. The study concluded the modules were effective at improving student academic performance and logistical aspects of practical
User experience improvement of japanese language mobile learning application ...IJECEIAES
Advances in smartphone technology have led to the strong emergence of mobile learning (m-learning) on the market to support foreign language learning purposes, especially for the Japanese language. No matter what kind of m-learning application, their goal should help learners to learn the Japanese language independently. However, popular Japanese m-learning applications only accommodate on enhancing reading, vocabulary and writing ability so that user experience issues are still prevalent and may affect the learning outcome. In the context of user experience, usability is one of the essential factors in mobile application development to determine the level of the application’s user experience. In this paper, we advocate for a user experience improvement by using the mental model and A/B testing. The mental model is used to reflect the user’s inner thinking mode. A comparative approach was used to investigate the performance of 20 highgrade students with homogenous backgrounds and coursework. User experience level was measured based on the usability approach on pragmatic quality and hedonic quality like effectiveness (success rate of task completion), efficiency (task completion time) and satisfaction. The results then compared with an existing Japanese m-learning to gather the insight of improvement of our proposed method. Experimental results show that both m-learning versions proved can enhance learner performance in pragmatic attributes. Nevertheless, the study also reveals that an m-learning that employs the conversational mental model in the learning process is more valued by participants in hedonic qualities. Mean that the proposed m-learning which is developed with the mental model consideration and designed using A/B testing is able to provide conversational learning experience intuitively.
This document provides a theoretical framework for examining how emergent mobile technologies can be used as cognitive tools to facilitate collaborative learning. It discusses key concepts including distributed cognition, which views cognition as distributed among people, artifacts, and symbols. Cognitive tools are any tools that enhance cognitive processes during thinking and learning. The document also discusses constructivism and the idea that learning involves actively constructing knowledge through social interactions. It provides background on three empirical case studies examining how mobile technologies can support collaborative learning in authentic contexts through structured instructional design.
This document discusses the relationship between information and communication technology (ICT) and e-learning, with a focus on how data mining can be used in the context of e-learning. It first provides background on e-learning and how ICT has enhanced e-learning through technologies like web 2.0. It then discusses how educational data mining uses data collected by e-learning systems and tools to gain insights about students, learning, and how to improve practices. Specific techniques like analyzing keystroke data and data at different levels can provide valuable information. The document concludes that data mining techniques applied by education experts can help address open challenges in e-learning systems and help transform education in India.
Effects of computer assisted instructional package on social studies achievem...Gambari Isiaka
This study examined the effects of a self-instructional computer-based package on the social studies achievement of senior primary school pupils in Niger State, Nigeria. The study found that students who used the computer-based package performed significantly better on a social studies achievement test than those in the control group who did not use the package. The study also found no significant difference in achievement between male and female students who used the package. However, students in the 9-10 and 13-14 age groups performed significantly better than those in the 11-12 and 13-14 age groups. The findings suggest that use of the computer-based package can be an effective alternative to conventional teaching methods for social studies.
Gardner's Theory of Multiple Intelligences-Edtech Benefits!Adithya Ligory
This document discusses Howard Gardner's theory of multiple intelligences and its application in education technology (edtech). It provides an overview of Gardner's theory, which identifies several distinct types of intelligence like linguistic, logical-mathematical, spatial, bodily-kinesthetic, musical, interpersonal, intrapersonal, and naturalist intelligences. The document then discusses how edtech can be implemented in the classroom in ways that engage different intelligences, such as through augmented reality, gaming, coding, robotics, and AI assistants. It argues that merging multiple intelligences theory with edtech allows students to learn in ways tailored to their strengths and makes learning more interactive, collaborative, and personalized.
This document summarizes a study on the attitudes of higher education teachers toward e-learning. The study found that teachers with computer knowledge and who have blogs had more positive attitudes toward e-learning compared to teachers without computer knowledge or blogs. Teachers with internet access at home and school, email addresses, and computer knowledge also had higher ICT familiarity. The study recommends developing programs to foster positive attitudes among teachers toward e-learning and ICT. Overall, the findings suggest familiarity with technology is associated with more favorable views of e-learning among higher education teachers.
1) The document presents MyLearnMate, a computer-based education system that uses touch, drag-and-drop, and ink features to interactively teach math and science concepts to primary school students.
2) Key concepts are taught through activities where students can touch, drag, and drop objects to learn things like days of the week, human anatomy, and the concept of force. Microsoft ink is used for writing practice.
3) A study found that using MyLearnMate improved students' test performance on math and science questions compared to traditional classroom learning. Teachers and students also preferred the interactive learning methods over traditional teaching.
This document discusses educational technology. It defines educational technology as using technology to address educational needs and problems, with an emphasis on applying tools like computers. It discusses Edgar Dale's Cone of Experience, which presents different types of instructional materials. It also discusses principles for selecting and using instructional materials effectively, and the role of information technology in educational technology. It presents conceptual models of learning like meaningful learning. Overall, the document provides an overview of key concepts and approaches in educational technology.
This document discusses a study that examined the effect of video-based mobile learning on distance learners' academic performance in mathematics concepts. The study used a quasi-experimental design with two groups - an experimental group that received video-based mobile learning and a control group that received traditional lecture-based learning. Results showed that students in the experimental group performed better than those in the control group. Additionally, there was no significant difference in performance between male and female students in the experimental group. The study recommends wider adoption of video-based mobile learning packages and replicating this approach for other mathematics and distance learning courses.
Design and Implementation Multimedia Learning Success for Vocational Schools IJECEIAES
This research aims to design a web-based multimedia applications, interactive learning, in order to improve the learning outcomes of students, especially students of Vocational High School. Multimedia Learning has been designed with some additional content in the form of applications: decision support system for multimedia usage based on Model of Multimedia Learning Success. The population obtained from respondents vocational school in Central Java, which is already implementing multimedia learning. The method used is qualitative analysis in the form of: the development of multimedia learning integrated with decision support systems. Design and implementation of multimedia learning success system that is abbreviated "Sikemuning". Sikemuning can be used to measure or provide guidance for teachers in the use of multimedia. Interviews with several respondents teachers from vocational schools in Central Java showed that: the system success multimedia learning developed in this study can be used as feedback to assess the success and effectiveness of the implementation of learning activities, multimedia learning can improve the performance and intelligence of vocational school students.
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.
This document provides a review of assistive technologies used in special education. It discusses how assistive technologies can help students with learning disabilities by taking advantage of their strengths and bypassing their weaknesses. Examples of assistive technologies include hardware like computers and software programs. Studies show assistive technology instruction can increase motivation and problem solving abilities for students with dyslexia or dyscalculia. Computer-assisted instruction is also discussed as it allows individualized learning and practice for special needs students.
The Impacts Of Information And Communication Technology (ICT) On The Teaching...IOSR Journals
This document discusses the impacts of information and communication technology (ICT) on teaching and learning science and mathematics. It defines ICT and explains how ICT has transformed education by creating a more interactive learning environment. ICT allows for more effective demonstration of concepts and feedback on student progress. The use of ICT in classrooms enhances teaching and makes lessons more exciting for students. ICT also helps students become independent learners by developing critical thinking and problem-solving skills. For science and mathematics specifically, ICT is increasingly used in laboratories for data acquisition, handling, and analysis.
Library media teachers are key stakeholders in the implementation of information literacy. Findings from a study suggest the library media teacher is energetic and enthusiastic in looking forward to creating a generation of information literate society.
Instructional Message Design: Issues and TrendsEcenaz Alemdağ
1. The document discusses key concepts in instructional message design including issues and trends, cognitive-affective theory of multimedia learning, the effect of modality principle on learning in different media, and message design for mobile learning.
2. It outlines the cognitive-affective theory of multimedia learning proposed by Roxana Moreno, which incorporates cognitive and affective processes in multimedia learning.
3. It examines how the modality principle is strongest in cognitively demanding conditions and when students cannot control the pace of presentation. The modality principle suggests independent sensory channels aid learning.
DEVELOPMENT OF INTERACTIVE INSTRUCTIONAL MODEL USING AUGMENTED REALITY BASED ...IJITE
The research aims to develop an interactive instructional model usingaugmented reality based on
edutainment to enhance emotional quotientand evaluate the model. Two phases of the research will be
carried out: a development and an evaluation of the model. Samples are experts in the field of IT, child
psychology, and 7th grade curriculum management. Ten experts are selected by purposive sampling
method. The obtained data are analyzed using mean and standard deviation.
The research result demonstrates the following findings:
1) The results of this research show that Model consists of 3 elements: IIAR, EduLA, and EQ. EQ is a
means to assess EQ based on Time Series Experimental Design using 2 kinds of tools; i.e. EQ Assessment
by programs in tablet computers, and EQ Assessment by behavioral observation.
2 ( The ten experts have evaluated the model and commented that the developed model showed high
suitability.
DEVELOPMENT OF INTERACTIVE INSTRUCTIONAL MODEL USING AUGMENTED REALITY BASED ...IJITE
The document describes the development of an interactive instructional model using augmented reality and edutainment to enhance emotional quotient. It includes:
1) The development of a model consisting of three elements: interactive instructional augmented reality, edutainment learning activities, and emotional quotient assessment.
2) An evaluation of the model by 10 experts found it to have high suitability, with the interactive instructional augmented reality steps and edutainment learning activity steps rated as having the highest suitability.
3) The experts' evaluation demonstrated that the model's components, steps, and activities were highly suitable for effectively using augmented reality and edutainment to enhance students' emotional quotient.
Animation to Develop Mathematical Connections in StudentsMangaiK4
Abstract - The main purpose of this paper is to improve mathematical connection in e-learning using animations that will help the students in learning. Animation content is displayed to students. To know the mathematical evaluation abilities in students, pre-test and post-test were administrated before and after teaching and learning process. At last the result was found to be that animation content had significant effect on mathematical connections between students and it has also been helpful to improve mathematical connection than that of normal approach in teaching and learning
This document discusses a study on using educational games involving art to teach mathematics to secondary school students in Malaysia. It aims to improve students' academic achievement in mathematics. The study examines how incorporating art through games can enhance the learning of mathematics concepts. It reviews relevant learning theories and the benefits of games for learning. The study collected data through questionnaires and tests students' mathematics knowledge before and after playing the games. It analyzed the data to determine if games improved students' mathematics performance and engagement. The findings could provide insights into effective teaching methods integrating art and games.
Predicting depression using deep learning and ensemble algorithms on raw twit...IJECEIAES
Social network and microblogging sites such as Twitter are widespread amongst all generations nowadays where people connect and share their feelings, emotions, pursuits etc. Depression, one of the most common mental disorder, is an acute state of sadness where person loses interest in all activities. If not treated immediately this can result in dire consequences such as death. In this era of virtual world, people are more comfortable in expressing their emotions in such sites as they have become a part and parcel of everyday lives. The research put forth thus, employs machine learning classifiers on the twitter data set to detect if a person’s tweet indicates any sign of depression or not.
Theoretical Basis, Methods and Methods of Formation and Determination of Pote...ijtsrd
Information Technology to adequately study and formulate their thinking skills in this field. Because, as the day goes by, Information Systems, which are fundamental for information technology, are constantly developing and being enriched with various modes, technologies. This requires repeated study and a certain amount of time, if the potential for knowledge and skills learned in the school is not formed. Murodova Zarina Rashidovna "Theoretical Basis, Methods and Methods of Formation and Determination of Potential in the Educational System" Published in International Journal of Trend in Scientific Research and Development (ijtsrd), ISSN: 2456-6470, Special Issue | Modern Trends in Scientific Research and Development, Case of Asia , October 2020, URL: https://www.ijtsrd.com/papers/ijtsrd37928.pdf Paper Url :https://www.ijtsrd.com/engineering/computer-engineering/37928/theoretical-basis-methods-and-methods-of-formation-and-determination-of-potential-in-the-educational-system/murodova-zarina-rashidovna
Didactic Modules to Improve Academic Performance in Programmable Logic ControlQUESTJOURNAL
This document summarizes a research paper that studied the design and implementation of didactic modules to improve student academic performance in programmable logic control. Control and experimental student groups were established to compare the effects of traditional instruction versus instruction using the new modules. The modules were designed for simplicity, versatility, and to optimize time and space during practical exercises. Evaluations before and after the course found that students using the modules showed greater improvements in interpreting truth tables, translating equations to diagrams, logic sequencing, and control system implementation compared to the control group. Use of the modules also reduced material delivery time, connection time, and space needed for practical exercises. The study concluded the modules were effective at improving student academic performance and logistical aspects of practical
User experience improvement of japanese language mobile learning application ...IJECEIAES
Advances in smartphone technology have led to the strong emergence of mobile learning (m-learning) on the market to support foreign language learning purposes, especially for the Japanese language. No matter what kind of m-learning application, their goal should help learners to learn the Japanese language independently. However, popular Japanese m-learning applications only accommodate on enhancing reading, vocabulary and writing ability so that user experience issues are still prevalent and may affect the learning outcome. In the context of user experience, usability is one of the essential factors in mobile application development to determine the level of the application’s user experience. In this paper, we advocate for a user experience improvement by using the mental model and A/B testing. The mental model is used to reflect the user’s inner thinking mode. A comparative approach was used to investigate the performance of 20 highgrade students with homogenous backgrounds and coursework. User experience level was measured based on the usability approach on pragmatic quality and hedonic quality like effectiveness (success rate of task completion), efficiency (task completion time) and satisfaction. The results then compared with an existing Japanese m-learning to gather the insight of improvement of our proposed method. Experimental results show that both m-learning versions proved can enhance learner performance in pragmatic attributes. Nevertheless, the study also reveals that an m-learning that employs the conversational mental model in the learning process is more valued by participants in hedonic qualities. Mean that the proposed m-learning which is developed with the mental model consideration and designed using A/B testing is able to provide conversational learning experience intuitively.
This document provides a theoretical framework for examining how emergent mobile technologies can be used as cognitive tools to facilitate collaborative learning. It discusses key concepts including distributed cognition, which views cognition as distributed among people, artifacts, and symbols. Cognitive tools are any tools that enhance cognitive processes during thinking and learning. The document also discusses constructivism and the idea that learning involves actively constructing knowledge through social interactions. It provides background on three empirical case studies examining how mobile technologies can support collaborative learning in authentic contexts through structured instructional design.
This document discusses the relationship between information and communication technology (ICT) and e-learning, with a focus on how data mining can be used in the context of e-learning. It first provides background on e-learning and how ICT has enhanced e-learning through technologies like web 2.0. It then discusses how educational data mining uses data collected by e-learning systems and tools to gain insights about students, learning, and how to improve practices. Specific techniques like analyzing keystroke data and data at different levels can provide valuable information. The document concludes that data mining techniques applied by education experts can help address open challenges in e-learning systems and help transform education in India.
Effects of computer assisted instructional package on social studies achievem...Gambari Isiaka
This study examined the effects of a self-instructional computer-based package on the social studies achievement of senior primary school pupils in Niger State, Nigeria. The study found that students who used the computer-based package performed significantly better on a social studies achievement test than those in the control group who did not use the package. The study also found no significant difference in achievement between male and female students who used the package. However, students in the 9-10 and 13-14 age groups performed significantly better than those in the 11-12 and 13-14 age groups. The findings suggest that use of the computer-based package can be an effective alternative to conventional teaching methods for social studies.
Gardner's Theory of Multiple Intelligences-Edtech Benefits!Adithya Ligory
This document discusses Howard Gardner's theory of multiple intelligences and its application in education technology (edtech). It provides an overview of Gardner's theory, which identifies several distinct types of intelligence like linguistic, logical-mathematical, spatial, bodily-kinesthetic, musical, interpersonal, intrapersonal, and naturalist intelligences. The document then discusses how edtech can be implemented in the classroom in ways that engage different intelligences, such as through augmented reality, gaming, coding, robotics, and AI assistants. It argues that merging multiple intelligences theory with edtech allows students to learn in ways tailored to their strengths and makes learning more interactive, collaborative, and personalized.
This document summarizes a study on the attitudes of higher education teachers toward e-learning. The study found that teachers with computer knowledge and who have blogs had more positive attitudes toward e-learning compared to teachers without computer knowledge or blogs. Teachers with internet access at home and school, email addresses, and computer knowledge also had higher ICT familiarity. The study recommends developing programs to foster positive attitudes among teachers toward e-learning and ICT. Overall, the findings suggest familiarity with technology is associated with more favorable views of e-learning among higher education teachers.
1) The document presents MyLearnMate, a computer-based education system that uses touch, drag-and-drop, and ink features to interactively teach math and science concepts to primary school students.
2) Key concepts are taught through activities where students can touch, drag, and drop objects to learn things like days of the week, human anatomy, and the concept of force. Microsoft ink is used for writing practice.
3) A study found that using MyLearnMate improved students' test performance on math and science questions compared to traditional classroom learning. Teachers and students also preferred the interactive learning methods over traditional teaching.
This document discusses educational technology. It defines educational technology as using technology to address educational needs and problems, with an emphasis on applying tools like computers. It discusses Edgar Dale's Cone of Experience, which presents different types of instructional materials. It also discusses principles for selecting and using instructional materials effectively, and the role of information technology in educational technology. It presents conceptual models of learning like meaningful learning. Overall, the document provides an overview of key concepts and approaches in educational technology.
This document discusses a study that examined the effect of video-based mobile learning on distance learners' academic performance in mathematics concepts. The study used a quasi-experimental design with two groups - an experimental group that received video-based mobile learning and a control group that received traditional lecture-based learning. Results showed that students in the experimental group performed better than those in the control group. Additionally, there was no significant difference in performance between male and female students in the experimental group. The study recommends wider adoption of video-based mobile learning packages and replicating this approach for other mathematics and distance learning courses.
Design and Implementation Multimedia Learning Success for Vocational Schools IJECEIAES
This research aims to design a web-based multimedia applications, interactive learning, in order to improve the learning outcomes of students, especially students of Vocational High School. Multimedia Learning has been designed with some additional content in the form of applications: decision support system for multimedia usage based on Model of Multimedia Learning Success. The population obtained from respondents vocational school in Central Java, which is already implementing multimedia learning. The method used is qualitative analysis in the form of: the development of multimedia learning integrated with decision support systems. Design and implementation of multimedia learning success system that is abbreviated "Sikemuning". Sikemuning can be used to measure or provide guidance for teachers in the use of multimedia. Interviews with several respondents teachers from vocational schools in Central Java showed that: the system success multimedia learning developed in this study can be used as feedback to assess the success and effectiveness of the implementation of learning activities, multimedia learning can improve the performance and intelligence of vocational school students.
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.
This document provides a review of assistive technologies used in special education. It discusses how assistive technologies can help students with learning disabilities by taking advantage of their strengths and bypassing their weaknesses. Examples of assistive technologies include hardware like computers and software programs. Studies show assistive technology instruction can increase motivation and problem solving abilities for students with dyslexia or dyscalculia. Computer-assisted instruction is also discussed as it allows individualized learning and practice for special needs students.
The Impacts Of Information And Communication Technology (ICT) On The Teaching...IOSR Journals
This document discusses the impacts of information and communication technology (ICT) on teaching and learning science and mathematics. It defines ICT and explains how ICT has transformed education by creating a more interactive learning environment. ICT allows for more effective demonstration of concepts and feedback on student progress. The use of ICT in classrooms enhances teaching and makes lessons more exciting for students. ICT also helps students become independent learners by developing critical thinking and problem-solving skills. For science and mathematics specifically, ICT is increasingly used in laboratories for data acquisition, handling, and analysis.
Library media teachers are key stakeholders in the implementation of information literacy. Findings from a study suggest the library media teacher is energetic and enthusiastic in looking forward to creating a generation of information literate society.
Instructional Message Design: Issues and TrendsEcenaz Alemdağ
1. The document discusses key concepts in instructional message design including issues and trends, cognitive-affective theory of multimedia learning, the effect of modality principle on learning in different media, and message design for mobile learning.
2. It outlines the cognitive-affective theory of multimedia learning proposed by Roxana Moreno, which incorporates cognitive and affective processes in multimedia learning.
3. It examines how the modality principle is strongest in cognitively demanding conditions and when students cannot control the pace of presentation. The modality principle suggests independent sensory channels aid learning.
DEVELOPMENT OF INTERACTIVE INSTRUCTIONAL MODEL USING AUGMENTED REALITY BASED ...IJITE
The research aims to develop an interactive instructional model usingaugmented reality based on
edutainment to enhance emotional quotientand evaluate the model. Two phases of the research will be
carried out: a development and an evaluation of the model. Samples are experts in the field of IT, child
psychology, and 7th grade curriculum management. Ten experts are selected by purposive sampling
method. The obtained data are analyzed using mean and standard deviation.
The research result demonstrates the following findings:
1) The results of this research show that Model consists of 3 elements: IIAR, EduLA, and EQ. EQ is a
means to assess EQ based on Time Series Experimental Design using 2 kinds of tools; i.e. EQ Assessment
by programs in tablet computers, and EQ Assessment by behavioral observation.
2 ( The ten experts have evaluated the model and commented that the developed model showed high
suitability.
DEVELOPMENT OF INTERACTIVE INSTRUCTIONAL MODEL USING AUGMENTED REALITY BASED ...IJITE
The document describes the development of an interactive instructional model using augmented reality and edutainment to enhance emotional quotient. It includes:
1) The development of a model consisting of three elements: interactive instructional augmented reality, edutainment learning activities, and emotional quotient assessment.
2) An evaluation of the model by 10 experts found it to have high suitability, with the interactive instructional augmented reality steps and edutainment learning activity steps rated as having the highest suitability.
3) The experts' evaluation demonstrated that the model's components, steps, and activities were highly suitable for effectively using augmented reality and edutainment to enhance students' emotional quotient.
Animation to Develop Mathematical Connections in StudentsMangaiK4
Abstract - The main purpose of this paper is to improve mathematical connection in e-learning using animations that will help the students in learning. Animation content is displayed to students. To know the mathematical evaluation abilities in students, pre-test and post-test were administrated before and after teaching and learning process. At last the result was found to be that animation content had significant effect on mathematical connections between students and it has also been helpful to improve mathematical connection than that of normal approach in teaching and learning
Development of interactive multimedia learning in learning instructional designAlexander Decker
This document summarizes the development of an interactive multimedia learning product for an instructional design course. It discusses:
1) A needs assessment was conducted that found 86% of lecturers and 98% of students desired interactive learning media to make the learning process more effective.
2) The product was developed using the Borg & Gall development model combined with the Dick & Carey instructional design model. It underwent expert review, individual testing, small group testing, and field testing.
3) Evaluation results found the product was rated "good" in terms of learning materials, strategies, and media design. Revisions were made based on expert and tester feedback.
DISCOVERABILITY A NEW LEARNABILITY PRINCIPLE FOR CHILDREN’S APPLICATION SOFTWAREijcsit
For more than two decades children’s use of multimedia was restricted to watching television and listening
to music. Although some parents complained about children being addicted to listening to music the idea
that children could be addicted to television was a real concern to most parents. Nowadays parents not
only need to be concerned about how much television their kids are watching, but also many other forms of
media that are emerging with the fast development in information and technology such as the internet,
video games, tablets and smart phones. From this the researcher came to realize that children are
increasingly becoming the consumers of application software facilitated by these information systems.
Children spend at least three hours according to research on these media which includes the use of
computers, tablets, smartphones and music. The researcher was concerned that system vendors use the
same learnability principles to make applications for all age groups based on learnability principles that
were designed with adult users in mind. Many interface design principles used for adult products cannot be
applied to products meant for children and further yet children at different ages learn differently. The
research looked at the existing learnability principles by trying to evaluate them and come up with new
principle(s) that can be used to further improve the current principles so that they can be used effectively
by information system designers to improve on the learna
This document provides background information on a study being conducted to improve students' cognitive abilities using interactive virtual art. It discusses Malaysia's initiatives to integrate technology into education to prepare students for 21st century skills. Studies have shown benefits of arts education for student achievement and well-being. The study aims to identify students' current art achievement levels, determine the effectiveness of interactive learning for teaching visual art, and identify ways to improve art learning. It puts forth a hypothesis that student achievement will be significantly different after using interactive software and defines key terms like cognitive and interactive.
This document provides background information on a study being conducted to improve students' cognitive abilities using interactive virtual art. It discusses Malaysia's initiatives to integrate technology into education to prepare students for 21st century skills. Studies have shown benefits of arts education for student achievement and skills such as communication. The study aims to identify students' current art achievement levels, determine the effectiveness of interactive learning for teaching visual art, and ways to improve art learning. It puts forth a hypothesis that interactive software will result in a significant difference in student achievement. Key terms related to cognition and interactivity are also operationally defined.
NLP-based personal learning assistant for school education IJECEIAES
Computer-based knowledge and computation systems are becoming major sources of leverage for multiple industry segments. Hence, educational systems and learning processes across the world are on the cusp of a major digital transformation. This paper seeks to explore the concept of an artificial intelligence and natural language processing (NLP) based intelligent tutoring system (ITS) in the context of computer education in primary and secondary schools. One of the components of an ITS is a learning assistant, which can enable students to seek assistance as and when they need, wherever they are. As part of this research, a pilot prototype chatbot was developed, to serve as a learning assistant for the subject Scratch (Scratch is a graphical utility used to teach school children the concepts of programming). By the use of an open source natural language understanding (NLU) or NLP library, and a slackbased UI, student queries were input to the chatbot, to get the sought explanation as the answer. Through a two-stage testing process, the chatbot’s NLP extraction and information retrieval performance were evaluated. The testing results showed that the ontology modelling for such a learning assistant was done relatively accurately, and shows its potential to be pursued as a cloud-based solution in future.
In the face of the COVID-19 pandemic, education in Indonesia has shifted
from face-to-face learning to online learning via the internet and digital
technology. Therefore, digital literacy is a skill needed by vocational
students and teachers today. This study aimed to identify and analyze digital
literacy competency indicators to improve the quality of learning in high
vocational education. This research employed a systematic review method,
especially a qualitative meta-ethnographic approach, by reviewing various
studies related to digital literacy competencies from various journal articles
and conferences to then carry out the synthesis process. Meta-ethnography
as part of the systematic review method integrates data across studies to
obtain new theories and concepts with a deeper and more thorough
understanding. The results showed four competency factors and 28
indicators to improve digital literacy competence. This research can be the
basis of creating a digital literacy assessment model for high vocational
education in Indonesia.
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.
1) The document discusses Jeniffer Nova's portfolio in educational technology. It covers topics like educational technology, learning through Edtech 1 and 2 courses, and Nova's views on technology after taking these courses.
2) Educational technology is defined as the effective use of technological tools in learning. It involves tools like media, hardware, and software as well as theoretical perspectives for application.
3) Nova learned that educational technology helps future educators understand different technology uses in education. Technology integrates into 21st century teaching and learning but should only be used as a tool, not replace the teacher.
Instructional media functioning to deliver the lesson has a very important role. There are a lot of instructional media used in learning process; one of those is interactive multimedia. This study aims to find out students response toward game based interactive media as instructional media in elementary school. The method used in this study was descriptive qualitative. The sample in this study was 10 students 5th grade elementary school. The data collecting methods were interview, observation and questionnaire. The collected data were analyzed by using interactive analysis consist of data collecting, data reduction, data presenting and conclusion. The result of this study shows that the student gave a good response toward game-based interactive multimedia. The students like and support the use of game based interactive multimedia as instructional media. Students felt that it was easier to understand lesson because the lesson was delivered not only through text, but also picture, audio, video and animation. The game in interactive media make the student be entertained and active in learning process. It is suggested that the teacher cooperate with the expert in education technology to improve interactive multimedia as interaction media.
The paradigm shift from traditional learning to digital learning in mathematics Dr. C.V. Suresh Babu
International Conference on Integration of STEAM in School Education organized by NCERT, Regional Institute of Education, Bhopal, MP, India in collaboration with Department of School Education, Government of Madhya Pradesh on February, 25th- 28, 2021
FROM LOGO PROGRAMMING TO FAB LABS: THE LEGACY OF CONSTRUCTIONIST LEARNING IN ...IJITE
This document discusses the evolution of constructionist learning in K-12 education technology from Logo programming to Scratch and Fab Labs. It begins by outlining Seymour Papert's pioneering work developing the Logo programming language and constructionism philosophy in the 1970s. While Logo faced challenges in widespread adoption, it influenced future education technologies. Scratch was developed in the 2000s as a more accessible programming platform, aligning with constructionism. Now, Fab Labs are emerging as a third generation for hands-on, project-based learning using digital fabrication tools. The document contrasts constructionist and traditional STEM teaching approaches.
FROM LOGO PROGRAMMING TO FAB LABS: THE LEGACY OF CONSTRUCTIONIST LEARNING IN ...IJITE
Mens et manus, the motto that is embedded in the MIT official seal, is a simple Latin phrase that translates
to “mind and hand.” As a continuation of MIT’s pioneering education and research, Seymour Papert, a
renowned educator and learning theorist, established the foundation of constructionism, which emphasizes
hands-on/minds-on learning. This article explores the evolution of constructionism in K-12 educational
technology from the Logo computer language to Scratch block-based programming and the introduction of
Fab Labs, which represent the third-generation platform for constructionist teaching and learning. The use
of Fab Labs in K-12 education aligns with the Mens et manus philosophy by providing students with
opportunities to apply theoretical knowledge to real-world applications through hands-on experiences with
digital fabrication technologies. The adoption of the proposed Fab Labs constructionist framework can
help prepare students for the demands of a rapidly changing world and aligns with educational standards
for science and mathematics.
A Collective Case Study Of IT Integration In Singapore Secondary SchoolsLinda Garcia
This document summarizes a research study that aims to identify factors that facilitate the effective use of IT by teachers in Singapore secondary schools to support student learning. The study will use activity theory as a framework and collect data through classroom observations and surveys to analyze the interaction between teachers, students, IT tools, and other socio-cultural elements. The goal is to provide insights into how IT can be successfully used to enhance cognitive skills like critical thinking.
A Study on Impact of Multimedia Approach Teaching –Learning ProcessIRJET Journal
This study examined the impact of using multimedia approaches in teaching and learning biology compared to traditional teaching methods. Students were assigned to either an experimental group that was taught using multimedia technologies or a control group that used traditional teaching only. Both groups took a pre-test and post-test on biology topics. The results found no significant difference between the groups on the pre-test, but the experimental multimedia group performed significantly better on the post-test, indicating that multimedia approaches can improve student academic achievement when learning biology. The study concluded that integrating multimedia elements like audio, video and animations into lessons helps students learn and understand biology concepts better than solely traditional methods.
Mylearnmate: Interaction Techniques As a Support in Teaching and Learning of...IOSR Journals
The document presents a computer-based learning system called MyLearnMate that uses touchscreen interaction techniques to teach science and math concepts to primary school students aged 5-11 years old in India. It describes methods for teaching concepts like addition, subtraction, forces, and more through interactive activities. The system aims to make learning more engaging and improve students' qualitative thinking skills compared to traditional classroom teaching alone. An evaluation found that students were able to better understand key concepts and answer questions more productively after using MyLearnMate.
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Redefining brain tumor segmentation: a cutting-edge convolutional neural netw...IJECEIAES
Medical image analysis has witnessed significant advancements with deep learning techniques. In the domain of brain tumor segmentation, the ability to
precisely delineate tumor boundaries from magnetic resonance imaging (MRI)
scans holds profound implications for diagnosis. This study presents an ensemble convolutional neural network (CNN) with transfer learning, integrating
the state-of-the-art Deeplabv3+ architecture with the ResNet18 backbone. The
model is rigorously trained and evaluated, exhibiting remarkable performance
metrics, including an impressive global accuracy of 99.286%, a high-class accuracy of 82.191%, a mean intersection over union (IoU) of 79.900%, a weighted
IoU of 98.620%, and a Boundary F1 (BF) score of 83.303%. Notably, a detailed comparative analysis with existing methods showcases the superiority of
our proposed model. These findings underscore the model’s competence in precise brain tumor localization, underscoring its potential to revolutionize medical
image analysis and enhance healthcare outcomes. This research paves the way
for future exploration and optimization of advanced CNN models in medical
imaging, emphasizing addressing false positives and resource efficiency.
Embedded machine learning-based road conditions and driving behavior monitoringIJECEIAES
Car accident rates have increased in recent years, resulting in losses in human lives, properties, and other financial costs. An embedded machine learning-based system is developed to address this critical issue. The system can monitor road conditions, detect driving patterns, and identify aggressive driving behaviors. The system is based on neural networks trained on a comprehensive dataset of driving events, driving styles, and road conditions. The system effectively detects potential risks and helps mitigate the frequency and impact of accidents. The primary goal is to ensure the safety of drivers and vehicles. Collecting data involved gathering information on three key road events: normal street and normal drive, speed bumps, circular yellow speed bumps, and three aggressive driving actions: sudden start, sudden stop, and sudden entry. The gathered data is processed and analyzed using a machine learning system designed for limited power and memory devices. The developed system resulted in 91.9% accuracy, 93.6% precision, and 92% recall. The achieved inference time on an Arduino Nano 33 BLE Sense with a 32-bit CPU running at 64 MHz is 34 ms and requires 2.6 kB peak RAM and 139.9 kB program flash memory, making it suitable for resource-constrained embedded systems.
Advanced control scheme of doubly fed induction generator for wind turbine us...IJECEIAES
This paper describes a speed control device for generating electrical energy on an electricity network based on the doubly fed induction generator (DFIG) used for wind power conversion systems. At first, a double-fed induction generator model was constructed. A control law is formulated to govern the flow of energy between the stator of a DFIG and the energy network using three types of controllers: proportional integral (PI), sliding mode controller (SMC) and second order sliding mode controller (SOSMC). Their different results in terms of power reference tracking, reaction to unexpected speed fluctuations, sensitivity to perturbations, and resilience against machine parameter alterations are compared. MATLAB/Simulink was used to conduct the simulations for the preceding study. Multiple simulations have shown very satisfying results, and the investigations demonstrate the efficacy and power-enhancing capabilities of the suggested control system.
Neural network optimizer of proportional-integral-differential controller par...IJECEIAES
Wide application of proportional-integral-differential (PID)-regulator in industry requires constant improvement of methods of its parameters adjustment. The paper deals with the issues of optimization of PID-regulator parameters with the use of neural network technology methods. A methodology for choosing the architecture (structure) of neural network optimizer is proposed, which consists in determining the number of layers, the number of neurons in each layer, as well as the form and type of activation function. Algorithms of neural network training based on the application of the method of minimizing the mismatch between the regulated value and the target value are developed. The method of back propagation of gradients is proposed to select the optimal training rate of neurons of the neural network. The neural network optimizer, which is a superstructure of the linear PID controller, allows increasing the regulation accuracy from 0.23 to 0.09, thus reducing the power consumption from 65% to 53%. The results of the conducted experiments allow us to conclude that the created neural superstructure may well become a prototype of an automatic voltage regulator (AVR)-type industrial controller for tuning the parameters of the PID controller.
An improved modulation technique suitable for a three level flying capacitor ...IJECEIAES
This research paper introduces an innovative modulation technique for controlling a 3-level flying capacitor multilevel inverter (FCMLI), aiming to streamline the modulation process in contrast to conventional methods. The proposed
simplified modulation technique paves the way for more straightforward and
efficient control of multilevel inverters, enabling their widespread adoption and
integration into modern power electronic systems. Through the amalgamation of
sinusoidal pulse width modulation (SPWM) with a high-frequency square wave
pulse, this controlling technique attains energy equilibrium across the coupling
capacitor. The modulation scheme incorporates a simplified switching pattern
and a decreased count of voltage references, thereby simplifying the control
algorithm.
A review on features and methods of potential fishing zoneIJECEIAES
This review focuses on the importance of identifying potential fishing zones in seawater for sustainable fishing practices. It explores features like sea surface temperature (SST) and sea surface height (SSH), along with classification methods such as classifiers. The features like SST, SSH, and different classifiers used to classify the data, have been figured out in this review study. This study underscores the importance of examining potential fishing zones using advanced analytical techniques. It thoroughly explores the methodologies employed by researchers, covering both past and current approaches. The examination centers on data characteristics and the application of classification algorithms for classification of potential fishing zones. Furthermore, the prediction of potential fishing zones relies significantly on the effectiveness of classification algorithms. Previous research has assessed the performance of models like support vector machines, naïve Bayes, and artificial neural networks (ANN). In the previous result, the results of support vector machine (SVM) were 97.6% more accurate than naive Bayes's 94.2% to classify test data for fisheries classification. By considering the recent works in this area, several recommendations for future works are presented to further improve the performance of the potential fishing zone models, which is important to the fisheries community.
Electrical signal interference minimization using appropriate core material f...IJECEIAES
As demand for smaller, quicker, and more powerful devices rises, Moore's law is strictly followed. The industry has worked hard to make little devices that boost productivity. The goal is to optimize device density. Scientists are reducing connection delays to improve circuit performance. This helped them understand three-dimensional integrated circuit (3D IC) concepts, which stack active devices and create vertical connections to diminish latency and lower interconnects. Electrical involvement is a big worry with 3D integrates circuits. Researchers have developed and tested through silicon via (TSV) and substrates to decrease electrical wave involvement. This study illustrates a novel noise coupling reduction method using several electrical involvement models. A 22% drop in electrical involvement from wave-carrying to victim TSVs introduces this new paradigm and improves system performance even at higher THz frequencies.
Electric vehicle and photovoltaic advanced roles in enhancing the financial p...IJECEIAES
Climate change's impact on the planet forced the United Nations and governments to promote green energies and electric transportation. The deployments of photovoltaic (PV) and electric vehicle (EV) systems gained stronger momentum due to their numerous advantages over fossil fuel types. The advantages go beyond sustainability to reach financial support and stability. The work in this paper introduces the hybrid system between PV and EV to support industrial and commercial plants. This paper covers the theoretical framework of the proposed hybrid system including the required equation to complete the cost analysis when PV and EV are present. In addition, the proposed design diagram which sets the priorities and requirements of the system is presented. The proposed approach allows setup to advance their power stability, especially during power outages. The presented information supports researchers and plant owners to complete the necessary analysis while promoting the deployment of clean energy. The result of a case study that represents a dairy milk farmer supports the theoretical works and highlights its advanced benefits to existing plants. The short return on investment of the proposed approach supports the paper's novelty approach for the sustainable electrical system. In addition, the proposed system allows for an isolated power setup without the need for a transmission line which enhances the safety of the electrical network
Bibliometric analysis highlighting the role of women in addressing climate ch...IJECEIAES
Fossil fuel consumption increased quickly, contributing to climate change
that is evident in unusual flooding and draughts, and global warming. Over
the past ten years, women's involvement in society has grown dramatically,
and they succeeded in playing a noticeable role in reducing climate change.
A bibliometric analysis of data from the last ten years has been carried out to
examine the role of women in addressing the climate change. The analysis's
findings discussed the relevant to the sustainable development goals (SDGs),
particularly SDG 7 and SDG 13. The results considered contributions made
by women in the various sectors while taking geographic dispersion into
account. The bibliometric analysis delves into topics including women's
leadership in environmental groups, their involvement in policymaking, their
contributions to sustainable development projects, and the influence of
gender diversity on attempts to mitigate climate change. This study's results
highlight how women have influenced policies and actions related to climate
change, point out areas of research deficiency and recommendations on how
to increase role of the women in addressing the climate change and
achieving sustainability. To achieve more successful results, this initiative
aims to highlight the significance of gender equality and encourage
inclusivity in climate change decision-making processes.
Voltage and frequency control of microgrid in presence of micro-turbine inter...IJECEIAES
The active and reactive load changes have a significant impact on voltage
and frequency. In this paper, in order to stabilize the microgrid (MG) against
load variations in islanding mode, the active and reactive power of all
distributed generators (DGs), including energy storage (battery), diesel
generator, and micro-turbine, are controlled. The micro-turbine generator is
connected to MG through a three-phase to three-phase matrix converter, and
the droop control method is applied for controlling the voltage and
frequency of MG. In addition, a method is introduced for voltage and
frequency control of micro-turbines in the transition state from gridconnected mode to islanding mode. A novel switching strategy of the matrix
converter is used for converting the high-frequency output voltage of the
micro-turbine to the grid-side frequency of the utility system. Moreover,
using the switching strategy, the low-order harmonics in the output current
and voltage are not produced, and consequently, the size of the output filter
would be reduced. In fact, the suggested control strategy is load-independent
and has no frequency conversion restrictions. The proposed approach for
voltage and frequency regulation demonstrates exceptional performance and
favorable response across various load alteration scenarios. The suggested
strategy is examined in several scenarios in the MG test systems, and the
simulation results are addressed.
Enhancing battery system identification: nonlinear autoregressive modeling fo...IJECEIAES
Precisely characterizing Li-ion batteries is essential for optimizing their
performance, enhancing safety, and prolonging their lifespan across various
applications, such as electric vehicles and renewable energy systems. This
article introduces an innovative nonlinear methodology for system
identification of a Li-ion battery, employing a nonlinear autoregressive with
exogenous inputs (NARX) model. The proposed approach integrates the
benefits of nonlinear modeling with the adaptability of the NARX structure,
facilitating a more comprehensive representation of the intricate
electrochemical processes within the battery. Experimental data collected
from a Li-ion battery operating under diverse scenarios are employed to
validate the effectiveness of the proposed methodology. The identified
NARX model exhibits superior accuracy in predicting the battery's behavior
compared to traditional linear models. This study underscores the
importance of accounting for nonlinearities in battery modeling, providing
insights into the intricate relationships between state-of-charge, voltage, and
current under dynamic conditions.
Smart grid deployment: from a bibliometric analysis to a surveyIJECEIAES
Smart grids are one of the last decades' innovations in electrical energy.
They bring relevant advantages compared to the traditional grid and
significant interest from the research community. Assessing the field's
evolution is essential to propose guidelines for facing new and future smart
grid challenges. In addition, knowing the main technologies involved in the
deployment of smart grids (SGs) is important to highlight possible
shortcomings that can be mitigated by developing new tools. This paper
contributes to the research trends mentioned above by focusing on two
objectives. First, a bibliometric analysis is presented to give an overview of
the current research level about smart grid deployment. Second, a survey of
the main technological approaches used for smart grid implementation and
their contributions are highlighted. To that effect, we searched the Web of
Science (WoS), and the Scopus databases. We obtained 5,663 documents
from WoS and 7,215 from Scopus on smart grid implementation or
deployment. With the extraction limitation in the Scopus database, 5,872 of
the 7,215 documents were extracted using a multi-step process. These two
datasets have been analyzed using a bibliometric tool called bibliometrix.
The main outputs are presented with some recommendations for future
research.
Use of analytical hierarchy process for selecting and prioritizing islanding ...IJECEIAES
One of the problems that are associated to power systems is islanding
condition, which must be rapidly and properly detected to prevent any
negative consequences on the system's protection, stability, and security.
This paper offers a thorough overview of several islanding detection
strategies, which are divided into two categories: classic approaches,
including local and remote approaches, and modern techniques, including
techniques based on signal processing and computational intelligence.
Additionally, each approach is compared and assessed based on several
factors, including implementation costs, non-detected zones, declining
power quality, and response times using the analytical hierarchy process
(AHP). The multi-criteria decision-making analysis shows that the overall
weight of passive methods (24.7%), active methods (7.8%), hybrid methods
(5.6%), remote methods (14.5%), signal processing-based methods (26.6%),
and computational intelligent-based methods (20.8%) based on the
comparison of all criteria together. Thus, it can be seen from the total weight
that hybrid approaches are the least suitable to be chosen, while signal
processing-based methods are the most appropriate islanding detection
method to be selected and implemented in power system with respect to the
aforementioned factors. Using Expert Choice software, the proposed
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Tangible user interface design for learners with different multiple intelligence
1. International Journal of Electrical and Computer Engineering (IJECE)
Vol. 11, No. 4, August 2021, pp. 3381~3392
ISSN: 2088-8708, DOI: 10.11591/ijece.v11i4.pp3381-3392 3381
Journal homepage: http://ijece.iaescore.com
Tangible user interface design for learners with different
multiple intelligence
Salintip Sudsanguan1
, Sakchai Tangwannawit2
, Thippaya Chintakovid3
1,2
Faculty of Information Technology and Digital Innovation, King Mongkut’s University of Technology North Bangkok, Thailand
3
Faculty of Arts and Information Landscape Research Unit, Chulalongkorn University, Thailand
Article Info ABSTRACT
Article history:
Received Sep 11, 2020
Revised Dec 18, 2020
Accepted Jan 19, 2021
The creation of learning activities responsive to learners with different basic
skills has been limited due to a classroom environment and applied technologies.
The goals of this research were to develop Tang-MI, a game with a tangible user
interface supporting primary school learners’ analytical skills based on the
theory of multiple intelligences (MI), and to present design guidelines for a
tangible user interface suitable for learners in different MI groups. In this
research, the Tangible user interface for multiple intelligence (Tang-MI) was
tested with thirty students initially evaluated for their multiple intelligences.
The learners’ usage behavior was observed and recorded while the students
performed the assigned tasks. The behavioral data were analyzed and grouped
into behaviors occurring before performing the tasks, during the tasks, and after
completing the tasks. Based on the learners’ usage behavior, the tangible user
interface design guidelines for learners in different MI groups were proposed
concerning physical equipment design, question design, interactive program
design, audio design, and animated visual feedback design. These guidelines
would help educators build learning games that respond to the learners’
intelligence styles and enhance students’ motivation to learn.
Keywords:
Analytical skill
Human computer interaction
Multiple intelligences
Primary school learner
Tangible user interface
This is an open access article under the CC BY-SA license.
Corresponding Author:
Salintip Sudsanguan
Faculty of Information Technology and Digital Innovation
King Mongkut’s University of Technology North Bangkok
1518 Pracharat 1 Road, Wongsawang, Bangsue, Bangkok 10800, Thailand
Email: s5807011910071@email.kmutnb.ac.th
1. INTRODUCTION
Prior research works have shown that the education sector has focused on a development of
learning models responsive to learners’ characteristics. Group activities were developed to increase
learners’ learning achievement [1]. Educational outcomes were studied after improving teaching methods
by taking into account learners' educational background [2]. Learning models were designed to match
learners’aptitude [3]. Technology was used in teaching and learning activities to help cultivate learning
motivation in students. The use of technology also helped strengthen students’ knowledge by engaging in
hands-on practice.
The theory of multiple intelligences (MI) [4] is a well-known theory supporting the notion that
each learner has different learning abilities. MI studies differences in human intellect and classifies them
into nine intelligence groups [5]. It helps learners to understand their learning skills by recognizing their
competencies. The theory has been applied to various aspects of education, especially primary education, for
example, an improvement of learners' deficient skills and a development of learning support for learners
2. ISSN: 2088-8708
Int J Elec & Comp Eng, Vol. 11, No. 4, August 2021 : 3381 - 3392
3382
[1, 6, 7], a development of activities for increasing academic achievement [8, 9], and a development of
teaching and learning activities according to the MI principle [10, 11].
Based on a review of the research concerning MI, limitations to the development of learning models
responsive to different intellectual capabilities were the classroom environment and the use of media and
technologies in teaching and learning. Tangible user interface (TUI) [12], a new technology combining the
physical and digital worlds together, can potentially facilitate the development of learner-centered learning
activities. TUI has contributed to the educational enhancement in terms of hands-on activities. It encourages
interactions between humans and computers by physically handling the devices and digitally getting the
response.
TUI has been researched and developed to support various educational purposes, particularly for
primary school. It was designed as a computer-based teaching system to support low-functioning autism [13]. It
was implemented as a game that developed learners’ analytical skills regarding the climate change. Learners
managed and solved the climate change problem by utilizing devices with sensors attached to them [14]. TUI
was used to promote spatial skills by learning about dimensions through photo taking of Lego village [15].
A commercial TUI-based game [16] on a tablet was also developed for languages, jigsaw puzzles, and
mathematics. Another TUI-based system [17] combined learning media and equipment such as board games,
robots, and computer programming to strengthen learners’ skills in writing computer programs. With these
developments, TUI has helped in building creative learning patterns in several ways and has made it easy for
learners, including those with learning disabilities, to adopt technology for learning. However, the application
of TUI to teaching and learning has not taken the theory of MI into account.
This research, therefore, had two objectives. The first objective was to develop a game that took into
account the fundamental learning capabilities according to the theory of MI. Hereafter, the game will be
referred to as Tangible user interface for multiple intelligence (Tang-MI). Tang-MI was designed not only to
strengthen analytical skills of primary school learners (Grade 1-3) whose outstanding intelligence was
classified as an analytical group, but also to improve analytical skills of other groups having other types of
intelligence. Another objective was to study the usage behavior of learners in order to present tangible user
interface design guidelines for learners in different MI groups. We hope this study would help inform how to
design TUI that would be appropriate for each MI group.
This paper consists of five sections. The second section explains the theoretical background and
related works. The third section describes the research methodology and implementation. The fourth section
presents the results of the design and development, the experiment, and design guidelines. The final section
concludes this paper along with the implications of this research.
2. BACKGROUND AND RELATED WORKS
A study of theories and literature review related to the design and development of tangible user
interface for learners with different groups in MI is presented. In this section, the first part discusses the
theory of multiple intelligence (MI) and related works. The following part provides the details about
definitions and the adoption of tangible user interface (TUI) in different domains.
2.1. Multiple intelligence (MI)
In 1983, Howard Gardner introduced multiple intelligence theory (MI) [4]. He studied human
aptitude by examining both human neurological system and psychological development. Later in 1999,
Gardner divided human characteristics into nine different types of intelligence, namely linguistic intelligence,
logical intelligence, spatial intelligence, musical intelligence, kinesthetic intelligence, intrapersonal
intelligence, interpersonal intelligence, naturalist intelligence, and existentialist intelligence. Initially, learners
used an MI self-assessment scale to evaluate their types of intelligence. The learners selected the answers that
best represented themselves. The scores were then summarized and used to classify the learners based on the
types of intelligence.
Walter McKenzie [5] later grouped the nine MI types into three groups, which are analytical group,
introspective group, and interactive group. Emphasizing on an analytical thinking process, the analytical
group consists of logical intelligence, musical intelligence, and naturalist intelligence. Learners who fall into
this group are good at classifying things. The introspective group focuses on imagination according to human
understanding. The intrapersonal intelligence, existentialist intelligence, and spatial intelligence belong to
this group. The interactive group includes linguistic intelligence, kinesthetic intelligence, and interpersonal
intelligence. This group emphasizes communication and the ability to use body language for communication.
The MI theory has been well-recognized and applied to several aspects of educational systems. Prior
research showed the application of the MI theory in two folds. The first fold was to incorporate the MI theory
into the design and development of teaching and learning activities for primary school learners.
3. Int J Elec & Comp Eng ISSN: 2088-8708
Tangible user interface design for learners with different multiple intelligence (Salintip Sudsanguan)
3383
Research goals were to develop activities suitable for each MI type, to develop learners’ skills, and to
examine learners’ ability to perform learning activities [10, 11, 18-24]. The second fold was to develop
models and procedures for learning activities based on the principle of MI. Several researches focused on
learner-centered learning approaches and hands-on activities so that learners could realize their full potential
[25-27]. In this research, we focused on applying MI in the design and development of teaching and learning
activities. Prior research works can be classified into three approaches of learning activities: scenario and
environment, off-class learning, and media-assisted learning as shown in Table 1.
Table 1. Classification of related works in learning activities
Literature
Scenario and
environment
Off-class
learning
Media-assisted
learning
A. Amporndhol [10]
Z. E. Gunduz and I. D. Unal [18]
N. Akkuzu and H. Akçay [19]
A. Mahmudi et al. [20]
N. K. Maccario [21]
P. Polsombat [11]
S. T. Selvi [22]
T. Jommanop and S. Mekruksavanich [23]
P. Garmen et al. [24]
According to the MI theory and the literature review, the adoption of media and technology in
learning has only received little attention. In this study, we employed media-assisted learning activities with
the TUI technology to develop learning patterns that are responsive to learners’ basic learning skills, as
defined by the MI theory.
2.2. Tangible user interface
Tangible user interface (TUI) is an interface that enables a person to interact with digital
information by manipulating tangible and movable physical objects. Ishii and Ullmer [12] stated that
“TUIs will augment the real physical world by coupling digital information to everyday physical objects
and environments.”
TUI has been widely used to support diverse areas of education. It was used to create hands-on
activities, enabling learners to learn from real experiences. It helped children with or without learning
disabilities to use technology more easily. In addition, it made an interaction between humans and
computers easier. For primary school students, previous research employed TUI for the development of
various skills such as object-oriented programming [28], drawing, science, and language. A TUI-based
game called TanPro story [29] taught the concepts of object-oriented programming to children whose age
were 6 to 9 years old. The children arranged blocks of programming symbols to control movements of
characters in a story. The I/O Brush [30] was a TUI-based tool to enhance children’s drawing skills. A
paintbrush with a built-in camera could capture objects’ patterns and draw the patterns on a screen.
For language skills, children moved physical objects representing English alphabets and arrange
them to compose a word, which would be shown on a digital screen [31]. Learners also learned creative
storytelling skill by moving square blocks displaying different scenarios, objects, nature elements, and
characters to create a story. Afterwards, the student’s story would be displayed on a screen [32].
Moreover, TUI could be used to observe children in several scenarios [33-35]. It was also used to support
treatment of people with disabilities such as autistic children and people with mental and physical
complications [36-38]. Rabia et al. [39] designed a TUI to teach visually impaired children about
geometry. After the children selected and placed the object on a platform, the system would detect the
three-dimensional printed geometric tangible object and described the details to the students.
Literature related to TUI showed that the design and development of TUI has focused on how to
apply the technology for promoting learning, developing skills, developing learning activities in the
classroom, and even supporting a medical treatment. In terms of designing and developing a TUI-based
system that could adapt to student’s needs, the application of TUI for educational purposes so far still
lacks incorporation of multiple intelligences. By taking the MI theory into account, TUI will be able to
respond to students’different intelligence styles. Our study, thus, developed a game-based system that
combined both the learning activities supporting the students’ multiple intelligences with the TUI
technology. This game-based system presented a novel tangible user interface that could respond to
learning needs of students with different types of intelligence.
4. ISSN: 2088-8708
Int J Elec & Comp Eng, Vol. 11, No. 4, August 2021 : 3381 - 3392
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3. RESEARCH METHOD
The research method could be summed up into two parts as shown in Figure 1. The first part involved
the design and development of Tang-MI, a game with a tangible user interface. Tang-MI was designed
particularly to build up analytical skills of primary school learners. The second part dealt with a system test with
the students in order to examine their usage behavior while they performed the assigned tasks. The learners'
usage behavior provided the key information leading to the development of tangible user interface design
guidelines for learners in different MI groups. The details of the methodology are explained as follows.
Figure 1. Research method
3.1. Design and development
The researchers first reviewed the teaching and learning activities according to the curriculum of
primary education in Grade 1-3 (approximately six to nine years old). The activities were then analyzed in
conjunction with the activities promoting multiple intelligences to obtain the learning activities suitable for
the analytical skill group (i.e., logical intelligence, musical intelligence, and naturalist intelligence).
The obtained activities were used to design a tangible user interface.
The purpose of the development of Tang-MI was to strengthen analytical skills of the learners
who were in Grade 1-3 and belonged to the analytical group. Tang-MI was also designed to improve the
analytical skills of students who belonged to other groups, i.e., the introspective group and the interactive
group. The learning activity implemented in Tang-MI asked the learners to classify musical instruments
based on shapes and types. This activity was selected because it required the students to differentiate
between objects, thus enhancing their analytical skills. The topics about shapes of objects and types of
musical instruments were also suitable for the knowledge of the students in Grade 1-3. The following
sections describe three components of Tang-MI, which are a tangible box, musical instrument tags, and an
interactive program as shown in Figure 2.
3.1.1. Tangible box
The tangible box had the dimensions of 20 centimeters in length, 20 centimeters in width, and 20
centimeters in height, and had a hole on the top for dropping objects into the box. Tang-MI used three
tangible boxes in three colors for accepting different shapes and types of musical instruments. Inside each
box, RFID readers were installed beneath a sheet of plastic, which was called a slider, to detect musical
instrument tags that were dropped into the box, as illustrated in the Tangible Box of Figure 2. The RFID
readers would then transfer data to the interactive program, which would display visual and audio feedback
to the students.
3.1.2. Musical instrument tags
Each tag was a model of musical instruments such as drums, guitars, pianos, violins, along with a
few pieces of Thai musical instruments as shown in Figure 2. The size of each musical instrument tag was
approximately 7.5 to 13 centimeters, allowing the students to hold each piece single-handedly. The
5. Int J Elec & Comp Eng ISSN: 2088-8708
Tangible user interface design for learners with different multiple intelligence (Salintip Sudsanguan)
3385
musical instrument tags were produced by a three-dimensional printer using polylactic acid plastic
filament. All models were colored with paint that was safe for children. The RFID tags containing specific
codes were installed inside each of these models. Once a model was dropped into the box, the RFID tag
would be detected by the RFID reader in the tangible box. The RFID reader then transferred the code of
each musical instrument model to the interactive program for data processing.
Figure 2. Tang-MI system design
3.1.3. Interactive program
The interactive program mediated an interaction between the students, the tangible box and the musical
instrument tags. The functions of the interactive program are described below.
Level of games: The game was divided into three levels pertaining to Grade 1, 2, and 3. Each level consisted
of three tasks with increasing order of difficulty. In general, the tasks required the students to differentiate
musical instruments based on shapes of objects and types of musical instruments.
Registration of players: Each student was required to record his/her name and grade level into the program.
Scores and times to complete the game would be recorded and associated with each student’s account.
Interaction: As a student dropped a musical instrument tag into the tangible box, the RFID reader in the box
received the code specifically associated with each tag. The program then performed a check whether the
student chose correct or incorrect objects and displayed a corresponding visual and audio feedback (which is
explained in section 3.4).
Scores: Scores for each game level were calculated differently. The total scores of Grade 1, Grade 2, and
Grade 3 were 15 points, 18 points, and 20 points, respectively. The scores were calculated and presented
with star symbols instead of numbers on the digital screen. The score calculation is shown in Table 2.
Table 2. Score calculation and presentation of star symbols
Grade 1
(total of 15 points)
Grade 2
(total of 18 points)
Grade 3
(total of 20 points)
Number of
star symbols
1-5 points 1-6 points 1-7 points
6-10 points 7-12 points 8-14 points
11-15 points 13-18 points 15-20 points
Time: On the digital screen, the program displayed the duration of time the student spent playing the game
since the start until the student completed the last task. A pause function was also available to allow the
student to resume his/her game play if he/she was interrupted while playing.
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Data recording: The program recorded the data of each student such as name, grade level, scores, time spent
and start time in a text file.
3.1.4. Gameplay of Tang-MI
The program displayed a task and boxes on the screen. A task consists of one or more instructions. The
student had to analyze and choose the musical instrument tags to drop into the box as specified in the
instructions. An example of task and answer are illustrated below.
a) Task: Pick two musical instruments with the square shape and drop them into the pink box. Pick two
musical instruments with the cylindrical shape and drop them into the green box.
b) Answer: Square shape = a piano and a keyboard
Cylindical shape = a Thai fiddle and a drum
Once the student dropped the musical instrument tags into the boxes, if the answers were correct, the
program would present animated fireworks around the correct tangible box in the screen. The tangible box
was also programmed to be displayed larger than normal. In addition, the program would display the sound
of the musical instrument. In the case that the student responded with an incorrect answer, a different sound
would be produced so that the student could learn that their response was inaccurate.
The program displayed star symbols to represent scores for each completed task. It also presented a total
score the student earned during the game play.
3.2. Implementation of Tang-MI
After the development phase, the Tangible user interface for multiple intelligences (Tang-MI) was
tested with the sample groups to study the usage behavior of learners. The evaluation results would be a key
input information to derive tangible user interface design guidelines for learners from different MI groups.
The details of the implementation phase are explained as follows.
3.2.1. Participants
Thirty primary school students in Grade 1-3 from Watjana Wittayanukul School, Saraburi, Thailand
took part in the experiment. Their ages were between 6 to 9 years old. Each participant’s intellectual ability
was initially evaluated by two-way multiple intelligences ability assessment [40] to determine the MI group
the student belonged to. According to the assessment results and the method proposed by Walter McKenzie
[5], the participants were then split into three groups consisting of analytical (16 students), introspective
(7 students), and interactive (7 students) groups.
3.2.2. Experimental procedure
Before commencing experimental tasks, the participants received a lesson of 10-15 minutes about
the content of the learning activities. This introduction provided basic knowledge about types and shapes of
musical instruments. Each learner then used Tang-MI to perform the activity on his/her own. The activity
was assigned according to the learner’s grade level. While playing the game, the learner was free to use the
devices without any help. However, the researcher would aid the learner verbally when he/she faced a
difficulty or required support. During the experiment, the student’s behavioral data was collected through the
researcher’s observation, video recording, and eye tracking. After finishing the tasks, a semi-structured
interview was conducted to find out the participant’s opinions towards the Tang-MI.
3.2.3. Data analysis
Based on the data gathered from all channels mentioned earlier, the researchers examined the
learner’s behavior before performing the tasks, during the tasks, and after completing the tasks. Behavioral
issues of interest included first-time interaction with the system, approach to perform the tasks (i.e.,
reading all the instructions of a task before performing the task or reading and performing one instruction
at a time), object-dropping methods (i.e., dropping one object into the box at a time or gathering all objects
and drop them all at once), reaction after dropping objects, attention to visual feedback, and reaction to
incorrect responses.
4. RESULTS AND DISCUSSION
In the previous section, the design, the development, and the implementation of Tang-MI were
described. The results are explained in the following section. Figure 3 shows the complete setup of Tang-MI
whereas Figures 4 and 5 depict a close-up of musical instrument tags and the interactive program,
respectively.
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Figure 3. Tang-MI equipment set
Figure 4. Musical instrument tags
Figure 5. Interactive program
4.1. Learners’ usage behavior of Tang-MI
The test results of the Tang-MI showed that all participants from every MI group could use Tang-MI
very well and felt engaged with the system. The interviews after the experiment revealed that 98% of all the
participants enjoyed using Tang-MI and would like to play the game again. Seventy-two percent of the
learners stated that the tasks were not difficult. When the scores of each grade level were converted to a total
score of 100 points, the average score achieved by all students was 92 points. The details of the students’
behaviors demonstrated while using Tang-MI are summarized in Table 3.
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4.1.1. First-time interaction
The study revealed that 87.5% of the learners in the analytical group and 85.71% of the introspective
group dropped the musical instrument tags into the boxes without asking for any support. On the other hand,
71.43% of the learners in the interactive group tended to ask for instructions before performing the task. The
behavior of the learners in the interactive group corresponded to the outstanding characteristics of this
intelligence group. Learners in the interactive group were good at employing languages for communication and
using communication to build relationships with others. These characteristics helped them to generate
understanding and reflect their thoughts and actions [41]. That is why the interactive group behaved differently
from other intelligence groups.
Table 3. Behaviors of learners in each MI group
Details of Behavior
Analytical group
(%)
Introspective
group (%)
Interactive
group (%)
First-time
Interaction
Perform the task (dropping objects) independently 87.5 85.71 28.57
Ask the researcher before performing the tasks 12.5 14.29 71.43
Approach to
perform the tasks
Read all instructions before performing a task 75 28.57 71.43
Reading and performing one instruction at a time 25 71.43 28.57
Object-dropping
methods
Drop one object at a time 75 100 100
Gather all objects and drop them all at once 25 0 0
Reaction after
dropping objects
No interest in musical sound 18.75 28.57 0
Respond to musical sound 81.25 71.43 100
Stop and listen to the sound 68.75 28.58 71.43
Turn around to find a source of the sound 12.5 42.85 0
Stop andturn around tofind a source ofthesound 0 0 28.57
Attention to
visual feedback
Look at visual feedback 68.75 28.57 71.43
Do not look at visual feedback 5 71.43 28.57
Reaction to
incorrect
responses
Continue dropping 23.08 0 14.29
Stop and look 46.15 80 28.57
Turn to activity supervisor 7.69 0 57.14
Stop, look, and turn to activity supervisor 23.08 20 0
4.1.2. Approach to perform the tasks
Seventy-five percent of the learners in the analytical group and 71.43% of the interactive group read
all the instructions before they started performing a task. On the contrary, 71.43% of the introspective group
read and perform each instruction in a task at a time. These results could be explained by the fundamental
capabilities of each MI group. The analytical learners are normally good at analyzing and identifying
problems. They can solve complex problems in a systematic manner. Similarly, the interactive learners are
competent at contemplating, understanding, and distinguishing things around themselves. With these key
competencies, the learners in both groups began the task by first understanding all the instructions, followed
by analyzing each instruction, and finally giving answers to each instruction.
4.1.3. Object-dropping methods
Regardless of MI groups, most learners dropped one piece of musical instrument tag into the box at
a time. However, some learners in the analytical group (25%) gathered all pieces of musical instrument tags
and then dropped them all at once into the box. This kind of behavior corresponded to the logical basis of
learning of the analytical learners. They could successfully analyze and solve complicated problems, as well
as understand how to sort out the instructions [41].
4.1.4. Reaction after dropping objects
Most learners in every MI group were interested in the musical sound, which was played after the
learners dropped objects. The behavior was expressed in three different ways: stop and listen to the sound;
turn around to find a source of the sound; and stop and turn around to find a source of the sound. Most of the
analytical learners and the interactive learners, 68.75% and 71.43%, respectively, tended to stop and listen to
the musical sound before continuing the task. For the introspective group, as they dropped the musical
instrument tag and heard the musical sound, 42.85% of them immediately turned around to find where the
musical sound came from. The behavior of the introspective learners corresponded to their fundamental
behavior, which is sensitivity to the surroundings and ability to distinguish situations around them [41].
Therefore, as they heard the sound, which signified a change in the surroundings, they automatically reacted
by turning around to find out the origin of the sound.
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4.1.5. Attention to visual feedback
After the learners dropped an object, the interactive program of Tang-MI played the musical
sound and displayed the animation at the same time. Most of the analytical learners (68.75%) and the
interactive learners (71.43%) paid attention to the animated visual feedback that appeared on the screen.
On the contrary, in the introspective group, most of the learners (71.43%) did not look at the animation.
They turned their attention to the sound more than to the animation on the screen.
4.1.6. Reaction to incorrect responses
When a sound was played to indicate incorrect answers, 46.15% of the analytical learners and 80%
of the introspective learners stopped for a moment before continuing the task. The analytical group is
composed of learners who have musical intelligence and logical intelligence. For the musical intelligence, the
learners would be sensitive to a change of sound. Therefore, the sound signifying incorrect responses drew
their attention. For the logical intelligence, the learners were determined to solve the problem. Once they
realized they responded incorrectly, they would show a slight sign of suspicious and concern before resuming
the task. For the introspective group, their reaction to the sound was associated with the sensitivity to the
environment, which is one of fundamental characteristics of this group.
The interactive learners, however, behaved differently from the other two groups. Most of the
interactive learners (57.14%) turned to speak with the activity supervisor when they learned that they gave
wrong answers. This observed behavior was due to the basic characteristics of this intelligence group, i.e.,
language communication. The interactive learners gained more understanding and could reflect their feelings
and actions by using language for communication [41]. Interestingly, some analytical learners and interactive
learners did not pay attention to the sound and continued to grab a musical instrument tag for the next
instruction. It was possible that they did not understand the meaning of the sound indicating the incorrect
responses.
4.2. Tangible user interface design guidelines
The experimental results revealed that students from different MI groups behaved differently while
interacting with Tang-MI to perform the tasks. The guidelines cover several aspects of design, i.e., physical
equipment, question, interactive program, audio, and animated visual feedback.
4.2.1. Guidelines for analytical learners
The learners in the analytical group were competent at identifying and solving problems and
enjoyed thinking analytically. They were likely to finish reading all content of a task before giving an
answer. Thus, all instructions of each task should be displayed at the same time. The analytical learners are
likely to consider a question with complicated conditions as a fun and challenging task. A complex
question would also enhance their analytical thinking skill and ability to solve problems according to given
conditions. Since the analytical learners already read and understood all instructions within a task, they grabbed
multiple objects relevant to the task and dropped them all at once. Based on this behavior, the design of physical
equipment should enable learners to take actions, e.g., dropping, with multiple items at the same time.
For the approaches to give feedback, a sound can be used to indicate correct or incorrect actions.
It should be designed to give a clear message to the analytical learners, for instance, an audio pronunciation
saying the word ‘wrong.’ In the case of correct actions, an audio could be played in correspondence with the
sound of that object, e.g., the sound of a musical instrument. The audio imitating the actual sound of an
object might also cultivate learners’ motivation. Animation could also be used to provide visual feedback.
The design of interactive animation, shown after the learners taking actions, should be noticeable. For
example, the animation may display the word ‘correct’ or ‘incorrect’ in the middle of the screen or display a
graphical animation resembling the object. Moreover, game scores should be displayed in a numerical format
rather than a symbol or a sign; presenting numerical scores will not confuse the analytical learners.
4.2.2. Guidelines for introspective learners
In terms of solving a problem, they read each instruction and completed each instruction at a time.
According to their behavior, if a task contains several instructions, each of them should be presented
individually to the introspective learners. Furthermore, a key competency of the introspective learners is
communication skill. They are good at perceiving visuals, colors, and sound. It would be better to present
each task and scores by using images, colors, symbols, and sounds rather than texts and numbers. In addition,
before commencing, information about the activity, for example, the number of tasks, the goal of the game,
and the scoring scheme, should be explained to the introspective learners. The information would help the
learners to evaluate themselves and set their own goal to perform this activity.
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Regarding the audio and visual feedback, the introspective learners paid more attention to the sound
than the animated visual feedback during the experiment. When the learners heard a sound, they turned
around immediately to find out its source. A sound equipment, i.e., speakers, should be placed in the same
direction with the screen so the learners would be able to figure out the source of the audio while looking at
the screen.
For the audio design, like the analytical group, the audio should be designed to imitate the real
sound produced by the objects. The sound of different objects would make the learners feel excited. The
design of animated visual feedback should also be highly discernible so that the learners could effortlessly
notice the movement.
4.2.3. Guidelines for interactive learners
A tendency to communicate is an outstanding characteristic of the interactive learners. At the start of
the activity and during the experiment, they were likely to communicate with the activity supervisor and
make gestures. It is important that the design of physical devices and interactive programs encourages
interactions between the interactive learners and other subjects. The physical equipment can be designed to
accommodate more than one player. It can also support a competition between the learners and other players,
either human or automated ones.
Like the analytical group, the interactive learners solved each task by reading all the instructions
before dropping objects relevant to each instruction. Thus, every instruction within each task can be
presented all at once to the learners. The scores earned by the learners should be presented in number instead
of symbol. It would be easier for the learners to know the scores they have already achieved.
The interactive learners also paid attention to the sound after they dropped the musical instrument
tags. Like other MI groups, the audio imitating the sound of objects could stimulate the learners’ interest. An
animated character might be employed to help guide the interactive learners during the game play. It can
provide information about how to play the game. A communication between the learners and the animated
character could be a verbal conversation or vocal narration. In addition, the animated actor can give positive
feedback to the learners when they answer correctly, for instance, ‘well done’ and ‘good job’. If the
responses are wrong, the animated character can say encouraging words like ‘try again.’
5. CONCLUSION
This research presented a novel game with a tangible user interface for primary school learners.
The game was built by considering the concept of multiple intelligences. Known as Tang-MI, a goal of the
game was to enhance analytical skills of learners in the analytical group, the introspective group, and the
interactive group. The learners practiced the analytical skills by classifying shapes and types of musical
instruments into boxes. The usage behavior of different learners was also collected and analyzed to propose
design guidelines suitable for each learners’ group.
The results revealed that learners of different groups could learn to use Tang-MI. The learners also
enjoyed using the system and would like to continue playing the game. However, the analytical learners, the
introspective learners, and the interactive learners behaved differently to some extent while using the system.
At the start of the activity, the analytical group and the introspective group could independently use the
system whereas the interactive group tended to ask the activity supervisor. The analytical group and the
interactive group completely read all instruction of a task before performing them. The introspective group
performed differently. They read and completed each instruction one by one. Most of the learners clearly
showed an interest in interactive sound and animation.
Based on the research’s findings, the design of tangible user interface should support the learners
who have different learning skills. Designers and researchers can apply recommendations of the design
guidelines to analyze and develop tangible user interfaces appropriate for the learners’ behavior of each MI
group. Furthermore, Tang-MI can support the learning process and helps practicing analytical skills of
learners with different multiple intelligences skills. Tang-MI provides the opportunity to learn through hands-
on activities with physical equipment. With all these aspects, the system responds to the learners’ needs and
enhances learners' motivation to learn.
Nevertheless, to better improve the learners’ experience while playing the game, RFID technology
with a high-frequency range should be used rather than the low-frequency ones. The RFID used in this study
had a low-frequency range of 125 kHz. It could detect RFID tags at a close range. When an object was
dropped on the slider in a position that did not align with the RFID reader, the reader could not detect the
RFID tag. In the future work, using high-frequency RFID devices should improve the detection.
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BIOGRAPHIES OF AUTHORS
Salintip Sudsanguan received a Bachelor of Infomation Technology from King Mongkut' s
University of Technology North Bangkok (KMUTNB). She worked on projects about multimedia
for learning. She received a Master of Information Technology Management from KMUTNB
where she conducted research about an information system for monitoring and evaluation. At
present, She is a Ph.D. Candidate of the Department of Information Technology at KMUTNB. Her
current research interests are human computer interaction, user interface design, and user
experience.
Sakchai Tangwannawit received the professional education with B.S. (Computer Science), M.S.
(Information Technology), and Ph.D. (Computer Education) from King Mongkut’s University of
Technology North Bangkok ( KMUTNB) , Bangkok, Thailand. He has been working as a
university lecturer for more than 10 years in the field of Information Technology at the Faculty of
Information Technology, KMUTNB.
Thippaya Chintakovid is an assistant professor at Department of Library Science, Faculty of
Arts, Chulalongkorn University, Bangkok, Thailand. She earned her Ph.D. in Information Science
& Technology from College of Information Science & Technology, Drexel University, USA. Her
research interest is in the area of Human-Computer Interaction, Computer-Supported Cooperative
Work, and User Experience Design. She specializes in designing experimental research to study
user behavior, user experience, and user motivation.