Extended Abstract book CIIDT2021 EISBN

CIIDT 2021
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EXTENDED ABSTRACT E-BOOK
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CIIDT 2021
NEW NORMAL IN INSTRUCTION AND
LEARNING IN DIGITAL AGE
VIRTUAL CONFERENCE |Extended
Abstract Book
DATE | 13 OCTOBER 2021
TIME | 9:00 AM TO 5:30 PM
(LOCAL TIME)

CIIDT 2021
CONFERENCE ORGANISER
Pusat Teknologi Pengajaran dan Multimedia
(PTPM)
Universiti Sains Malaysia,
11800 USM Penang,
Malaysia
Website: www.ptpm.usm.my

CIIDT 2021
STRATEGIC PARTNERS
Kagawa College
www.kagawa-nct.ac.jp/
Silpakorn University
Department of Curriculum and Instruction
www.su.ac.th/th/index.php
Multimedia University
https://www.mmu.edu.my/
Prince Songkla Universiti
https://en.psu.ac.th/
TECH CAPACITY SDN BHD
https://tech-capacity.com/
VIRTAREAL
https://virtareal.asia/

CIIDT 2021
Editors
Ts. Dr. Jeya Amantha Kumar
Ts. Dr. Nur Azlina Mohamed Mokmin
Prof. Dr. Mona Masood
Publisher
Pusat Teknologi Pengajaran dan Multimedia (PTPM), Universiti Sains Malaysia, 11800
Gelugor, Pulau Pinang, Malaysia
Tel: +604-653 3222 / 3224 / 3226
Fax: +604-653 2375
©Copyright PTPM 2021.
All right reserved. No part of this publication may be stored in a retrieval system, or
transmitted in any form or by means, electronic, mechanical, photocopy, recording, or
otherwise, without the prior permission in writing from the Director of Pusat Teknologi
Pengajaran dan Multimedia (PTPM), Universiti Sains Malaysia, 11800 Gelugor, Pulau
Pinang, Malaysia. The individual work remains the intellectual properties of the
contributors
Perpustakaan Negara Malaysia e ISBN 978-967-2619-70-3

CIIDT 2021
CONFERENCE CHAIR WELCOME
Dear Colleagues and Friends,
Assalamualaikum and greetings from the Centre for Instructional Technology and
Multimedia, Universiti Sains Malaysia. It is with great pleasure that we welcome you to
the 2nd International Conference on Creativity and Innovation in Instructional Digital
Technology (CIIDT 2021). The aim of CIIDT2021 is to promote research and facilitate
the exchange of new ideas in Instructional Digital Technology through oral presentations
and distinguished keynote speeches by experts in the field such as Prof. Ts. Dr. Neo Mai
(Multimedia University) and Prof. Dr. Wan Mohd Fauzy Wan Ismail (Sultan Qaboos
University, Oman).
This year, we have participants from local and international researchers, experts, and
practitioners to share their ideas, findings, and research outcomes in various aspects
related to Instructional Digital Technology. We are also hosting an avenue for
postgraduate students from Prince of Songkla University, Thailand, and our own
postgraduate students to share their research work as a postgraduate colloquium. Such
opportunity is imperative in articulating their research topic while practicing their
presentation skills, and this has been possible due to the virtual nature of CIIDT 2021 due
to the pandemic. While the COVID-19 pandemic is, first and foremost, a health crisis
impacting higher education, we must use this experience to become better educational
providers. To support this aim, CIIDT offers the opportunity for us to discuss and share
our practice and strategies in this new normal. Therefore, this year, the theme “New
Normal in Instruction and Learning in Digital Age” was chosen, and we would like to
thank all participants at this conference for sharing your research that has made the goal
of this conference achievable.
Following, this conference would not have taken place without the support of Professor
Dato’ Dr. Faisal Rafiq Mahamd Adikan (Vice-Chancellor of USM) and Professor Wan
Ahmad Jaafar Wan Yahaya (Director of PTPM). I would also like to take this opportunity
to thank all committee members of CIIDT 2021 for their commitments and dedication.
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CIIDT 2021
Without the endless effort and hard work of the conference secretary, publication team,
promotion and publicity team, website, technical and digital documentation team,
reviewers, treasurer, and secretariat CIIDT 2021 could not be a reality. Therefore, my
sincere thanks to each and every one of you who have helped throughout the preparation
of this conference and making it a success.
Please have a fruitful and valuable experience and enjoy the presentations.
Thank you.
Prof. Dr. Mona Masood
CIIDT 2021 Conference Chair
Deputy Director (Academic, Career &
International),
Centre for Instructional Technology and
Multimedia
ii

CIIDT 2021
COMMITTEE MEMBERS
ADVISOR
Prof. Dr. Wan Ahmad Jaafar Wan Yahaya
Conference Chair
Prof. Dr. Mona Masood
Secretary
Dr. Nurullizam Jamiat
Assistant Secretary
Mdm. Nur Haziqah Zulkipli
Treasurer
Dr. Siti Nazleen Abdul Rabu
Mdm. Awalia Hanif Burhanuddin
Publication
Prof. Dr. Mona Masood (Head)
Prof. Dr. Irfan Naufal Umar
Dr. Reem Baragash
Ts. Dr. Jeya Amantha Kumar
Ts. Dr. Nur Azlina Mohamed Mokmin
iii

CIIDT 2021
Promotion and Publicity
Dr. Mariam Mohamad
Ts. Dr. Irwan Mahazir Ismail
Mr. Abd Haris Harun
Website, Technical and Digital Documentation
Mdm. Zunairah Mokhtar
Ms. Ayda Fatahiyah Abd Malek
Mr. Ridzawan Abdullah
Mr. Mohammad Faiz Isahak
Mr. Mohd Faizal Ishak
Mdm. Faizah Atan
Creative Media Production
AV Technical
Secretariat
Mdm. Mu’azzah Ismail
Master of ceremonies
Mr. Afiq Fahim Md Yusof
iv

CIIDT 2021
Scientific Committee
Prof. Dr. Wan Ahmad Jaafar Wan Yahaya
Prof. Dr. Mona Masood
Dr. Chau Kien Tsong
Prof. Dr. Irfan Naufal Umar
Dr. Mariam Mohamad
Dr. Siti Nazleen Abdul Rabu
Dr. Tan Yun Yi
Dr. Nurullizam Jamiat
Ts. Dr. Jeya Amantha A/P David P. Kumar
Ts. Dr. Nur Azlina Mohamed Mokmin
Ts. Dr. Mageswaran A/L Sanmugam
Ts. Dr. Irwan Mahazir Ismail
Dr. Reem Sulaiman Baragash
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CIIDT 2021
Table of Contents
Page
Conference Chair Welcome
Committee Members
Scientific Committee
i
ii
iv
Extended Abstracts
KEMAHIRAN DAN KESEDIAAN TERHADAP TOPIK E-KEUSAHAWANAN 1
DALAM KALANGAN PELAJAR SARJANA MUDA
Norazlinda Saad dan Surendran Sankaran
ISI KANDUNGAN LMS DENGAN PENGURUSAN PEMBELAJARAN 4
BERASASKAN BLENDED LEARNING DALAM KALANGAN PELAJAR
SARJANA
Surendran Sankaran dan Norazlinda Saad
PEMBELAJARAN BERPUSATKAN PELAJAR BERASASKAN PENGGUNAAN 7
FILEM SERTA KESAN TERHADAP SAHSIAH PELAJAR
Siti Sarah Ismail dan Muhammad Helmi Norman
INVESTIGATING STUDENTS’ PERFORMANCE FROM THEIR 10
BEHAVIOUR ON LEARNING MANAGEMENT SYSTEMS USING
LEARNING ANALYTICS
Nurullizam Jamiat, Norazila Azmi and Chau Kien Tsong
LEARNING MATHEMATICS: ONLINE OR FACE-TO-FACE? 12
J-Ho Siew Ching, Goh Eg Su and Wong Seng Yue
PODCAST PIRACY: A CRITICAL DISCOURSE FROM THE HUMAN 15
AND MEDIA PERSPECTIVES
Azidah Abu Ziden, Adu Emmanuel Ifedayo and Aziah Binti Ismail
A VALIDITY AND RELIABILITY STUDY OF ALGORITHMIC THINKING 17
SELF-EFFICACY FOR PROGRESSIVE LEARNING IN MALAYSIA
TECHNICAL UNIVERSITY NETWORK (MTUN) CONTEXT
Wan Nor Ashiqin Wan Ali and Wan Ahmad Jaafar Wan Yahaya
THE EFFECT OF USING ELECTRONIC ERROR LOGS TO REDUCE THE 20
WRITING ANXIETY OF EFL YEMENI STUDENTS
Omar Abdullah Omar Altamimi, Mona Masood and Chau Kein Tsong
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THE USE OF ROBOTICS FOR LEARNING MATHEMATICS AMONG 23
PRIMARY SCHOOL STUDENTS IN MALAYSIA: INVESTIGATING
ACHIEVEMENT AND INTEREST
Parameshvaran Varaman, Jeya Amantha Kumar and Siti Nazleen Abdul Rabu
THE DEVELOPMENT OF INTEGRATED MOBILE GAME BASED LEARNING 25
IN PSYCHO-B’GREAT MODULE: A NEED ANALYSIS
Saidatul Ainoor Shaharim, Nor Asniza Ishak, Rozniza Zaharudin
and Wan Nasriha Wan Mohamed Salleh
A REVIEW ON THE APPLICATION OF VR TECHNOLOGY IN BASIC 27
EDUCATION
Ling Wu, Kien Tsong Chau and Wan Ahmad Jaafar Wan Yahaya
MOBILE GAME-BASED LEARNING FOR ESL LEARNERS IN 30
HIGHER INSTITUTION
Nur Yasmin Khairani Zakaria, Siti Nazleen Abdul Rabu and Amelia Abdullah
THE EFFECT OF USING FLUENT USER INTERFACE DESIGN SYSTEM 33
ON VIRTUAL REALITY APPLICATIONS
Chun Cao, Chau Kien Tsong and Mona Masood
EXPLORING E-TEACHING AND E-LEARNING TO DEVELOP STUDENTS’ 35
DIGITAL LITERACY DURING COVID-19 IN HIGHER EDUCATION OF
MALAYSIA: A SYSTEMIC REVIEW
Liang Hong and Siti Rohaida Mohamed Zainal
IMPACT OF COVID-19 ON CLINICAL TEACHING AND LEARNING: 37
CHALLENGES, SOLUTIONS AND OPPORTUNITIES
Fakhitah Ridzuan and Norehan Mokhtar
OPPORTUNITIES AND CHALLENGES OF RESPONSIVE BLENDED 39
LEARNING IN HERIOT-WATT UNIVERSITY MALAYSIA: THE
PERSPECTIVES OF ACADEMICIANS
Siok Inn Tan and Kok Chian Tam
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CIIDT 2021
Extended Abstract
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CIIDT 2021
KEMAHIRAN DAN KESEDIAAN TERHADAP TOPIK E-KEUSAHAWANAN
DALAM KALANGAN PELAJAR SARJANA MUDA
Norazlinda Saad 1 dan Surendran Sankaran 1
1Universiti Utara Malaysia
PENGENALAN
Kajian ini bertujuan untuk mengenal pasti Kemahiran dan Kesediaan terhadap Topik e-
Keusahawanan dalam kalangan pelajar Sarjana Muda. Graduan yang dilahirkan di institusi
pendidikan tinggi perlu dibentuk dan dididik sebagai job creator serta bertindak lebih
entrepreneurial terhadap sumber pendanaan pendidikan tinggi untuk mengurangkan
kebergantungan kepada sumber kerajaan. Tujuan utama seseorang pelajar mendapat
pendidikan tinggi adalah untuk melayakkan mereka mendapat pekerjaan yang menjanjikan
masa hadapan yang baik sama ada sebagai seorang pekerja atau usahawan. Universiti sebagai
pusat keusahawanan perlu memainkan peranan yang besar dalam memupuk persekitaran e-
Keusahawanan. Kesediaan pelajar universiti terhadap e-Keusahawanan memainkan peranan
penting bagi seseorang pelajar untuk melibatkan diri dalam bidang e-keusahawanan. Kesediaan
pelajar terhadap topik e-Keusahawanan adalah orientasi mental seperti keinginan, hasrat dan
harapan pelajar yang dapat mempengaruhi pilihan bidang e-Keusahawanan. Kemahiran e-
Keusahawanan membantu pelajar untuk berusaha mempelajari sesuatu, sama ada melalui
pengalaman atau pembelajaran formal bagi membantu pelajar membina gelagat
keusahawanan.
Pendidikan Keusahawanan amat penting untuk memberi pendedahan kepada bidang e-
Keusahawanan dan anjakan minda daripada job seeker kepada job creator. Laporan
Pemantauan Keusahawanan Global (GEM, 2013) menunjukkan bahawa 41.8% masyarakat
Malaysia menganggap keusahawanan sebagai pilihan kerjaya yang baik. Menurut Perbadanan
Produktiviti Malaysia (MPC, 2015), majoriti IPT telah menjadikan pembangunan dan
pendidikan keusahawanan sebagai salah satu agenda utama dan petunjuk prestasi institusi
masing-masing. Dasar Keusahawanan Nasional dan Pelan Tindakan Keusahawanan IPT 2021-
2025 memberi impak yang positif terhadap kesediaan pelajar untuk menceburi bidang
keusahawanan. Hal ini dijelaskan lagi dengan kajian oleh Farhana (2013) yang mendapati
bidang keusahawanan dikatakan penting bagi melahirkan lebih ramai usahawan yang
mempunyai pengetahuan dan kemahiran dalam menjalani perniagaan.
Sejak tahun 2010 institusi pengajian tinggi yang menawarkan program pendidikan telah
diminta untuk mula bersedia menawarkan program secara pasaran terbuka (open market).
Maka satu inisiatif untuk melaksanakan program yang dapat mempersiap siagakan pelajar
program pendidikan perlu dilaksanakan bagi memastikan pelajar dapat pendedahan kepada
ilmu, kemahiran dan nilai tambah dalam bidang keusahawanan. Penerapan minda
keusahawanan dalam sistem pendidikan adalah penting untuk menghasilkan graduan menjadi
usahawan (Iklima Husna, Marry, Ahmad Shakani & Sharon, 2020). Dapatan kajian
menunjukkan tahap kesediaan pelajar Ijazah Sarjana Muda Pendidikan (ISMP) terhadap topik
e-Keusahawanan adalah tinggi. Dapatan kajian juga menunjukkan terdapat hubungan yang
signifikan dan positif antara kemahiran dan kesediaan terhadap topik e-Keusahawanan dalam
kalangan pelajar ISMP serta koefisien korelasi adalah tinggi.
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CIIDT 2021
METODOLOGI KAJIAN
Kajian ini menggunakan pendekatan kuantitatif berbentuk korelasi. Populasi kajian ini adalah
pelajar ISMP. Teknik persampelan bertujuan digunakan untuk memilih sampel kajian. Seramai
148 orang pelajar telah terlibat sebagai sampel kajian. Soal selidik digunakan sebagai
instrumen utama dalam kajian ini. Borang soal selidik yang diadaptasi daripada Harris et al.
(2007) dan Mohd Noor et al. (2006) mengandungi 70 item. Instrumen kemahiran dan kesediaan
terhadap topik e-Keusahawanan mempunyai nilai pekali Cronbach alpha yang tinggi iaitu
masing-masing 0.89 dan 0.91. Data yang dikumpul dianalisis dengan menggunakan statistik
deskriptif (peratus & min) dan statistik inferensi (Korelasi).
DAPATAN DAN PERBINCANGAN KAJIAN
Dapatan kajian ini menunjukkan bahawa daripada sejumlah 148 orang responden yang terlibat
dalam kajian ini didapati bahawa majoriti responden adalah terdiri daripada pelajar perempuan.
Taburan menunjukkan bahawa responden perempuan adalah seramai 115 orang (77.7%)
manakala lelaki hanya 33 orang (22.3%). Manakala, analisis deskriptif bagi variabel bersandar
iaitu tahap kesediaan pelajar ISMP terhadap topik e-Keusahawanan. Dapatan menunjukkan
bahawa tahap kesediaan pelajar ISMP terhadap topik e-Keusahawanan adalah tinggi. Min
keseluruhan yang diperolehi adalah 3.45 (sp= 0.83). Nilai minimum min Kesediaan Pelajar
ISMP terhadap toik e-Keusahawanan adalah 1.00, manakala nilai maksimumnya adalah 4.75.
Bagi variabel kemahiran mempunyai hubungan yang signifikan (r=.68, p=0.000) dengan
kesediaan terhadap topik e-Keusahawanan. Koefisien korelasi menunjukkan hubungan yang
tinggi (Hall, 2004) dan positif wujud antara kemahiran dan kesediaan terhadap topik e-
Keusahawanan. Norazlina (2011) menyatakan bahawa tahap kemahiran mempunyai hubungan
yang langsung dengan penglibatan dalam e-Keusahawanan. Hamzah, Mohammad, Narimah,
Norshahrizan dan Ku Amir (2009) dan Nor Aishah (2006) menyatakan bahawa tahap
kemahiran pelajar terhadap bidang e-keusahawanan akan menjadi penentu kepada kesediaan
dan penglibatan pelajar dalam bidang keusahawanan. Hal ini mengukuhkan dapatan bahawa
peningkatan kemahiran turut menyebabkan peningkatan dalam kesediaan terhadap topik e-
Keusahawanan.
KESIMPULAN
Situasi pandemik Covid-19 sebenarnya menjadi pencetus kepada kesediaan para pelajar dalam
menghadapi cabaran melibatkan diri dalam keusahawanan digital. Ledakan perubahan arus
teknologi yang berkaitan dengan Revolusi Industri 4.0 turut memaksa para pelajar
melengkapkan diri dengan kemahiran teknologi digital. Oleh itu, melalui program yang telah
dilaksanakan, dapatan kajian ini menjelaskan bahawa para pelajar perlu diberi lebih
pendedahan kepada aspek e-Keusahawanan supaya dapat meningkatkan kemahiran seterusnya
bersedia menceburi bidang e-Keusahawanan. Pihak universiti perlu mengadakan pelbagai
aktiviti, latihan, bengkel dan kursus-kursus secara berterusan untuk memberi pendedahan
kepada para pelajar tentang e-keusahawanan supaya dapat meningkatkan kesediaan terhadap
topik e-Keusahawanan. Apabila program-program keusahawanan begini dilaksanakan secara
menyeluruh, konsisten dan berterusan di peringkat pusat pengajian dan para pensyarah
memainkan peranan yang bersepadu dalam menggabungjlain elemen e-keusahawanan dalam
kursus-kursus ditambah dengan sokongan dan galakan daripada pusat keusahawanan universiti
dan KPT nescaya hasrat untuk melahirkan pelajar yang berdaya saing, holistik, seimbang dan
bercirikan keusahawanan sebagaimana dinyatakan dalam Dasar Keusahawanan Nasional dan
Pelan Tindakan Keusahawanan IPT 2021-2025 dapat dicapai dengan jayanya.
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Kata Kunci: Kemahiran, Kesediaan, e-Keusahawanan, Ijazah Sarjana Muda Pendidikan
RUJUKAN
Norazlina, Y. (2011). Tahap pengetahuan terhadap pendidikan keusahawanan dalam kalangan
usahawan di pertubuhan peladang kawasan Johor Bahru Timur. Tesis Sarjana Muda yang
tidak diterbitkan. Universiti Teknologi Malaysia, Johor.
Nor Aishah, B. (2006). Asas keusahawanan. Shah alam: Penerbit Fajar Bakti Sdn. Bhd.
Farhana, M. R. (2013). Pembudayaan keusahawanan ke arah mempengaruhi kecenderungan
menceburi bidang keusahawanan dalam kalangan bakal graduan di UTHM. Tesis Master
yang tidak diterbitkan. Universiti Tun Hussein Onn Malaysia, Johor.
Global Entrepreneurship Monitor (GEM). (2013). Global entrepreneurship monitor 2013
Global Report. https://www.gemconsortium.org/report/gem-2013-global-report
Hall, R. J. (2004). Correlation coefficient estimator. http://bobhall.tamu.edu/ Correlation/.
Hamzah, Mohammad, Narimah, Norshahrizan, & Ku Amir. (2009). Tahap pengetahuan dan
minat pelajar Universiti Malaysia Perlis terhadap Bidang
Keusahawanan: satu tinjauan ke arah pembentukan teknousahawan University
Malaysia Perlis. Prosiding seminar Kebangsaan Pembangunan Keusahawanan 2009, 8-
9 Disember 2009.
Harris, M. L., Gibson, S. G., & Taylor, S. R. (2007). Examining the impact of small business
institute participation on entrepreneurial attitudes. Journal of Small Business Strategy, 18
(2), 57-75.
Iklima Husna, A. R., Marry, T. P., Ahmad Shakani, A., &, Sharon, T. P. S. (2020). Persepsi
pelajar terhadap pendidikan keusahawanan: kajian terhadap pelajar program
keusahawanan.
Malaysia Productivity Corporation (MPC). (2015). A study on entrepreneurship education in
higher learning institutions, Malaysia. Malaysia Productivity Corporation, Kuala
Lumpur.
Mohd Noor, S., Jamal, A., & Badrudin, A.R. (2006). Pembangunan usahawan di sektor
perikanan. Laporan Akhir Projek Penyelidikan. Universiti Utara Malaysia, Kedah.
Corresponding author: Norazlinda Saad , Email : azlinda@uum.edu.my
Perakuan
Merakamkan ucapan ribuan terima kasih dan penghargaan kepada pihak Universiti Utara
Malaysia atas pembiayaan geran penyelidikan serta pihak Pusat Pengajian Pendidikan kerana
memberi sokongan dan kerjasama dalam menjalankan penyelidikan ini.
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ISI KANDUNGAN LMS DENGAN PENGURUSAN PEMBELAJARAN
BERASASKAN BLENDED LEARNING DALAM KALANGAN PELAJAR SARJANA
Surendran Sankaran 1 dan Norazlinda Saad 1
1Universiti Utara Malaysia
PENGENALAN
Kajian ini bertujuan untuk mengenal pasti hubungan antara Isi Kandungan LMS dengan
Pengurusan Pembelajaran Berasaskan Blended Learning dalam kalangan pelajar
Sarjana. Agenda Teknologi Maklumat Kebangsaan (NITA) (1996) telah dilancarkan dengan
memberi penekanan terhadap penggunaan e-pembelajaran. Blended Learning menjadi
alternatif terbaik setelah penggunaan e-pembelajaran sepenuhnya yang telah membangkitkan
beberapa isu termasuklah pelajar merasa keseorangan dan kurang kemahiran. Blended
Learning telah mewujudkan persekitaran pembelajaran yang mengandungi sifat-sifat
pembelajaran menerusi alam maya, kandungan atas talian, kolaboratif, penilaian dan rujukan
bahan atas talian. Ciri-ciri Blended Learning ialah peralihan daripada pembelajaran
berpusatkan pensyarah kepada pembelajaran berpusatkan pelajar, peningkatan interaksi antara
pelajar dan pensyarah, sesama pelajar, pelajar dan kandungan serta pelajar dan maklumat.
Pengurusan Pembelajaran Berasaskan Blended Learning merupakan gabungan efektif kaedah
penyampaian yang dapat memperkayakan persekitaran pembelajaran dan berfungsi untuk
menyokong gaya pembelajaran kendiri pelajar. Isi kandungan Learning Management System
(LMS) berkaitan dengan bahan pengajaran dan aktiviti yang disediakan adalah jelas dan mudah
difahami serta aktiviti yang disediakan menggalakkan proses pengajaran dan pembelajaran
yang aktif dan interaktif dengan menggunakan pelbagai Web 2.0 Tools dalam platform UUM
Online Learning.
Blended Learning merupakan gabungan efektif kaedah penyampaian yang dapat
memperkayakan persekitaran pembelajaran dan berfungsi untuk menyokong gaya
pembelajaran kendiri pelajar. Menurut Starr (2011), penggunaan Blended Learning yang baik
di dalam kelas membolehkan tenaga pengajar menyesuaikan pembelajaran dengan keperluan
pelajar malah dapat mengoptimumkan masa seterusnya memberikan pengajar lebih banyak
masa untuk projek-projek, bimbingan one-on-one, dan aktiviti yang lebih kreatif. Kelebihan
yang terdapat dalam pembelajaran bersemuka dan e-pembelajaran telah diterapkan dalam
Blended Learning bagi memastikan pembelajaran berjaya mencapai matlamat (Amrien Hamila
& Mohamed Amin, 2016). Izudin Syarif (2013) melaporkan bahawa berlaku peningkatan
motivasi dan prestasi hasil penerapan Blended Learning. Gecer dan Dag (2012) menyatakan
pelajar mengakui Blended Learning menyokong pembelajaran aktif dan penggunaan bahan
dalam talian adalah menarik. Dapatan kajian menunjukkan tahap Pengurusan Pembelajaran
Berasaskan Blended Learning berada pada tahap tinggi. Dapatan kajian ini juga menunjukkan
bahawa terdapat hubungan yang signifikan dan positif antara Isi Kandungan LMS dengan
Pengurusan Pembelajaran Berasaskan Blended Learning.
METODOLOGI KAJIAN
Kajian ini menggunakan pendekatan kuantitatif yang mengaplikasikan kaedah tinjauan.
Populasi kajian ini adalah pelajar Sarjana Pendidikan dan persampelan bertujuan telah
digunakan untuk memilih 105 orang pelajar Sarjana sebagai sampel kajian. Soal selidik
merupakan instrumen utama kajian ini. Item-item untuk soal selidik diadaptasi daripada Level
of Technology Integration (LoTi) (Moersh, 2001), dan Abdul Rasid dan Norhashimah
Shamsudin (2012). Item-item untuk soal selidik yang diadaptasi daripada kajian-kajian lepas
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CIIDT 2021
mempunyai tahap kebolehpercayaan yang tinggi iaitu 0.85. Data yang dikumpul dianalisis
dengan menggunakan statistik deskriptif dan korelasi.
DAPATAN KAJIAN DAN PERBINCANGAN
Sejumlah 105 orang pelajar Sarjana Pendidikan terlibat sebagai responden kajian ni. Dapatan
menunjukkan bahawa pelajar perempuan merupakan majoriti responden dalam kajian ini iaitu
sebanyak 69.5%. Manakala, didapati Pengurusan Pembelajaran Berasaskan Blended Learning
berada pada tahap tinggi kerana nilai skor min adalah 3.81. Skor min yang berada pada tahap
Pengurusan Pembelajaran Berasaskan Blended Learning sederhana adalah antara skor min 3.67
hingga 5.00. Dengan itu, Blended Learning dilihat mampu untuk memenuhi keperluan
pembelajaran kendiri pelajar dan menyumbang kepada pembelajaran bermakna. Situasi ini
mungkin disebabkan pelajar berkeyakinan untuk menguruskan pembelajaran dengan
menggunakan Blended Learning.
Manakala, didapati Dimensi Isi Kandungan LMS mempunyai hubungan yang signifikan
dengan Pengurusan Pembelajaran Berasaskan Blended Learning - Positif dan Sederhana
(Tafsiran Pekali Korelasi yang dicadangkan oleh Guildford (Hall, 2004)). Dapatan ini
menjelaskan bahawa bahan pengajaran yang mempunyai Isi Kandungan LMS yang sesuai juga
mempunyai tahap Pengurusan Pembelajaran Berasaskan Blended Learning yang tinggi.
Zakiah (2012) mendapati terdapat hubungan yang signifikan antara tahap penerimaan pelajar
dengan penggunaan Blended Learning untuk kursus FP101 iaitu kursus Asas Pengaturcaraan.
Dapatan kajian ini menjelaskan bahawa para pelajar berminat untuk mengikuti Pengurusan
Pembelajaran Berasaskan Blended Learning kerana kandungan jelas dan mudah difahami.
KESIMPULAN
Blended Learning dilihat mempunyai potensi yang besar dalam bidang pendidikan.
Pengintegrasian di antara pembelajaran bersemuka dan e-pembelajaran memberi pelajar dan
guru lebih pilihan dalam proses pengajaran dan pembelajaran. Dapatan kajian jelas
menunjukkan bahawa kebanyakan pelajar tahu dan peka tentang konsep Blended Learning dan
menerima bentuk pembelajaran sebegini. Pelajar juga mengetahui kebaikan atau manfaat yang
mereka perolehi daripada Blended Learning berbanding kaedah konvensional. Dengan itu,
usaha yang berterusan perlu dilakukan bagi menggalakkan lagi pembangunan modul
pembelajaran yang berasaskan Blended Learning dengan memberi penekanan kepada kualiti
Isi Kandungan. Pihak pengurusan universiti perlu membentuk program pembangunan orientasi
kepada pelajar tentang kepentingan dan kelebihan menggunakan Blended Learning kepada
pengurusan pembelajaran pelajar. Pembinaan infrastruktur teknologi maklumat yang efektif
seperti penggunaan server yang baik, kepantasan melayari internet, kemudahan komputer dan
internet yang mencukupi dan kemudahan-kemudahan lain yang berkaitan ICT perlu
ditambahbaik.
Kata Kunci: Isi Kandungan, LMS, Blended Learning, Pengurusan Pembelajaran
RUJUKAN
Amrien Hamila, M., & Mohamed Amin, E. (2016). Implementation of blended learning in
higher learning institutions: A review of literature. International Education Studies. 9.
41. 10.5539/ies.v9n3p41.
Gecer, A., & Dag, F. (2012). A blended learning experience. Educational Sciences: Theory
and Practice, 12(1), 438- 442.
Hall, R. J. (2004). Correlation coefficient estimator. http://bobhall.tamu.e du/Correlation/.
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Izudin Syarif. (2013). Pengaruh model Blended Learning terhadap motivasi dan prestas
i belajar siswa SMK. Jurnal Pendidikan Vokasi, 2(2).
Starr, L. (2011). Integrating technology in the classroom: It takes more than just having
computers. http://www.educationworld.com/ a_tech/tech/tech146.shtml
Zakiah Osman. (2012). Persepsi pelajar terhadap penggunaan bahan bantu mengajar
berasaskan multimedia interaktif dalam pengajaran. Kedah: Politeknik Sultan Abdul
Halim Muad’zam Shah, Jabatan Teknologi Maklumat dan Komunikasi.
Corresponding author: Surendran Sankaran, Email : surendran@uum.edu.my
Perakuan
Merakamkan ucapan ribuan terima kasih dan penghargaan kepada pihak Universiti Utara
Malaysia atas pembiayaan geran penyelidikan serta pihak Pusat Pengajian Pendidikan kerana
memberi sokongan dan kerjasama dalam menjalankan penyelidikan ini.
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PEMBELAJARAN BERPUSATKAN PELAJAR BERASASKAN PENGGUNAAN
FILEM SERTA KESAN TERHADAP SAHSIAH PELAJAR
Siti Sarah Ismail 1 dan Muhammad Helmi Norman 1
1Universiti Kebangsaan Malaysia
PENGENALAN
Pembelajaran berpusatkan pelajar dalam proses pengajaran dan pembelajaran dapat meransang
minda kreatif pelajar dan memberikan pemahaman yang lebih mendalam terhadap
pembelajaran mereka berbanding penggunaan kaedah “chalk and talk”. Klip-klip video pendek
yang digabungkan menjadi sebuah filem lebih mudah diadaptasi ke dalam ruang pembelajaran
dalam talian, boleh digunakan untuk menggambarkan kandungan kursus, memperkenalkan
gambaran konsep dan teori, mampu menyediakan fokus budaya yang memberikan nilai hiburan
yang penting serta dapat meningkatkan penglibatan pelajar. Anjakan ke-7 dalam Pelan
Pembangunan Pendidikan Malaysia (PPPM) 2013-2025 menekankan pengintegrasian
teknologi maklumat dan komunikasi (ICT) dalam proses pembelajaran dan pengajaran (PdP)
supaya kualiti pendidikan negara dapat dipertingkatkan. Model pembelajaran multimedia
menggunakan filem sebagai bahan media merupakan salah satu pendekatan teknologi
pembelajaran yang telah banyak mempengaruhi corak pendidikan khususnya dalam tempoh
pandemik. Objektif kajian ini adalah untuk mengenalpasti sejauh manakah pembelajaran
berasaskan filem memberikan kesan terhadap sahsiah pelajar dalam kaedah pembelajaran
berpusatkan pelajar dan apakah kriteria sahsiah yang dijangka dapat mencapai objektif kajian
ini. Dalam kajian ini, responden diberi pilihan untuk memilih genre filem bermotifkan
pendidikan sebagai bahan tontonan dan haruslah mempunyai unsur-unsur pembelajaran yang
berkaitan dengan bidang pengajian. Berdasarkan analisis yang dijalankan menunjukkan
pembelajaran berasaskan filem menjadikan pelajar lelaki cenderung untuk meningkatkan
kefahaman mereka tentang perkara yang berkaitan dengan pengajaran dan pembelajaran
berbanding pelajar perempuan. Kajian ini memberikan implikasi penting ke atas sahsiah dan
keperibadian pelajar dalam menuntut ilmu pengetahuan di samping dapat melengkapkan proses
pembinaan jati diri sebagai pelajar yang mempunyai strategi pembelajaran kendiri, kerana
bahan media filem merupakan salah satu daripada pembekal maklumat utama serta mempunyai
pengaruh yang besar berikutan kedudukannya dalam membentuk agenda untuk mendidik,
memaklumkan, menggalak, mempengaruhi dan menghiburkan.
METODOLOGI
Kajian ini adalah berbentuk tinjauan menggunakan kaedah kuantitatif. Tatacara kutipan data
adalah secara dalam talian menggunakan borang soal selidik yang telah diedarkan melalui
media elektronik. Populasi kajian adalah seramai 72 orang pelajar institusi pengajian tinggi
awam di utara Malaysia. Seramai 60 orang responden telah terlibat dalam kaji selidik yang
dijalankan. Responden kajian terdiri daripada 15 orang pelajar lelaki dan 45 orang pelajar
perempuan. Instrumen kajian yang digunakan ialah set soalan soal selidik yang dibahagikan
kepada dua bahagian iaitu bahagian A; maklumat demografi responden dari aspek jantina,
umur, dan tahap pengajian, dan bahagian B; item-item yang dibina untuk menjawab persoalan
kajian. Item-item soal selidik diukur dengan menggunakan skala Likert 5 tahap. Data yang
diperolehi dianalisis menggunakan perisian Statistical Package for Social Science (SPSS).
Analisis secara deskriptif dilakukan untuk menentukan min, sisihan piawai, kekerapan, peratus,
manakala analisis inferensi ujian-t digunakan untuk mengetahui perbezaan kesan ke atas
pelajar lelaki dan perempuan dalam kajian ini.
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DAPATAN DAN PERBINCANGAN
Dapatan kajian menunjukkan bahawa pembelajaran berpusatkan pelajar menggunakan filem
memberikan kesan terhadap sahsiah pelajar pada tahap tinggi. Hasil dapatan kajian
menunjukkan bahawa item yang mempunyai nilai min paling tinggi ialah kesan “tingkatkan
kefahaman tentang perkara melibatkan pengajian” ke atas pelajar lelaki berbanding pelajar
perempuan dengan memberikan nilai min bagi lelaki (M=3.9333, SD=0.59362) berbanding
perempuan (M=3.6889, SD=0.87444). Pembelajaran berasaskan filem lebih memberikan kesan
kepada sahsiah pelajar lelaki untuk meningkatkan kefahaman mereka tentang perkara yang
melibatkan pengajaran dan pembelajaran berbanding dengan pelajar perempuan. Hasil analisis
ujian-t menunjukkan kesemua item sahsiah adalah tidak signifikan Ini adalah berdasarkan
perbezaan min yang agak besar. Nilai t bagi kesemua kesan gagal menolak hipotesis null.
Maka, tidak terdapat perbezaan yang signifikan antara pelajar lelaki dan perempuan dalam
menguji kriteria kesan daripada menonton filem dalam pembelajaran berpusatkan pelajar.
Dalam konteks kajian ini, pembentukan sahsiah seseorang pelajar itu adalah berdasarkan
kepada kandungan filem yang mempunyai nilai-nilai murni yang ditonton oleh pelajar. Hal ini
meberikan kesan dalam proses pengajaran dan pembelajaran di pelbagai peringkat, seterusnya
memberikan impak yang positif terhadap sahsiah pelajar itu sendiri.
KESIMPULAN
Penggunaan teknologi dalam bidang pendidikan memberi kesan terus kepada perkembangan
kurikulum dan pedagogi pendidikan serta mampu menjadi pemangkin kepada proses
pengajaran dan pembelajaran yang lestari dalam menghasilkan persekitaran pembelajaran yang
lebih kondusif, terutama sewaktu tempoh pandemik. Dalam konteks pendidikan khususnya di
Malaysia, penggunaan media dan teknologi dalam pendidikan perlu diselaraskan bagi
menambah baik kaedah dan pendekatan yang sedia ada dalam mencapai proses pengajaran dan
pembelajaran yang lebih efektif, produktif, sistematik dan efisien.
Kata kunci: teknologi pendidikan, pembelajaran berpusatkan pelajar, sahsiah pelajar,
pembelajaran berasaskan filem, pandemik.
RUJUKAN
Norah M. N., Nurul Izzati H. & Radhiah A. R. (2013). The framework for learning using video
based on cognitive load theory among visual learners. Published in Proceedings of the 5 th
Conference on Engineering Education. pp. 15-20.
Mandalika, M., & Syahril, S. (2020). Pengembangan Media Pembelajaran Berbasis Video
Tutorial untuk Meningkatkan Efektifitas Pembelajaran pada Mata Kuliah Tata Rias
Pengantin Indonesia. INVOTEK: Jurnal Inovasi Vokasional Dan Teknologi, 20(1), 85-
92.
Fatimah A.R. & Hasmadi H. (2019). Analisis perbezaan tahap persediaan guru terhadap
1Bestarinet dari aspek jantina, bangsa dan usia. International Journal of Humanities
Technology and Civilization (IJHTC) 6(1): 31-39
Hamzah M. & Yeop M.A. (2016). Frog VLE (persekitaran pembelajaran maya) dalam
pengajaran dan pembelajaran: Penerimaan dan kaedah pelaksanaannya. Journal of
Research, Policy & Practice of Teachers & Teacher Education 6(2):67-77
Ahmad, Shahrol Aman (2009). Pengajaran dan pembelajaran kursus pengurusan melalui
media filem. Seminar Antarabangsa Pendidikan ICT Bernuansa Islami, 19-20 Disember
2009, Banda Acheh, Indonesia.
Li, Y.W., Mai, N., & Tse-Kian, N. (2014). Impact of learner-centred teaching environment
with the use of multimedia-mediated learning modules in improving learning experience.
Jurnal Teknologi. 68(2), pp. 65-71.
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Ahmad, Shahrol Aman (2009). Pengajaran dan pembelajaran kursus pengurusan melalui
media filem. Seminar Antarabangsa Pendidikan ICT Bernuansa Islami, 19-20 Disember
2009, Banda Acheh, Indonesia.
Maria C.A., Samsilah R., & Tajularipin S. (2014). Strategi pengajaran pembelajaran di institusi
pengajian tinggi: Satu anjakan paradigma. Malaysian Education Dean Council Journal.
8, pp. 101-115.
Berk, R.A. (2009). Multimedia teaching with video clips: TV, movies, YouTube, and mtvU in
the college classroom. International Journal of Technology in Teaching and Learning.
5(1), pp. 1-21.
Zaleha binti Yaakob (2010). Pengaruh Keganasan Dalam Media Terhadap Tingkah Laku
Agresif Remaja. Universiti Teknologi Malaysia.
Thompson, K & Bordwell, D. (2003). Film Art: An Introduction. New York: McGraw Hill.
Corresponding author: Siti Sarah Ismail , Email : sarah.hj.ismail@gmail.com
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INVESTIGATING STUDENTS’ PERFORMANCE FROM THEIR BEHAVIOUR ON
LEARNING MANAGEMENT SYSTEMS USING LEARNING ANALYTICS
Nurullizam Jamiat 1 , Norazila Azmi 1 and Chau Kien Tsong 1
1Centre for Instructional Technology & Multimedia, Universiti Sains Malaysia
INTRODUCTION
Learning Management Systems (LMS) is not new and was introduced in the late 1990s.
However, the implementation of LMS in higher education is on demand and boosted due to the
Covid-19 pandemic. In the early stages of LMS implementation, research was mostly
conducted to investigate users’ perceptions and acceptance towards LMS. With the rapid
evolving research discipline of learning analytics, the insights generated on LMS, and data
analysis are useful to optimize the implementation of LMS and improve learning outcomes.
According to Firat and Yuzer (2016), learning analytics trends showed that limited studies was
conducted on utilizing learning analytics and effects of students’ behavior in LMS on course
performance. These trends suggested that more studies on learning analytics using LMS should
be focusing on determining the effects of student’s LMS learning behaviours and academic
achievement. Therefore, the purpose of this study is to investigate the relationship between
students’ behavior and performance on LMS using learning analytics. The research objectives
of this study are to identify students’ online learning behavior on LMS, to investigate the
relationships between students’ online learning behavior and performance on LMS, and to
identify which students’ online learning behavior predict students’ performance.
METHODS
This study is a correlational study, where data was gathered from LMS log through learning
analytics tool. In this study, students’ online behavior on LMS are defined based on the
literature review, which include login time on LMS, number of downloads, and interaction with
peers (Yu & Jo, 2014). On the other hand, students’ performance is their time spent in the
system, number of exercise that students performed, number of forums posted, and their final
course score (Duin & Than, 2020). Data were collected from 122 undergraduate students (36
male and 86 female) who took a 14-week course in a public university located at the north of
Malaysia.
RESULTS AND DISCUSSION
Descriptive analysis is used to answer research question 1: What are students’ online learning
behavior and performance on LMS? Results revealed that login frequency on LMS (M = 56.01,
SD = 36.08), number of downloads (M = 30.29, SD = 17.78), interactions with peers (M = 7.94,
SD = 7.60), time spent in the system (M = 25.58, SD = 15.35), number of exercise that students
performed (M = 6.60, SD = .54), and number of forums posted (M = 7.93, SD = 7.55). The
high mean for login frequency, number of downloads and time spent in the system indicated
that students did those on regular basis but varied widely among students. For research question
2: What is the relationship between students’ online learning behavior and performance on
LMS? The results showed that there is positive relationship between students online behavior
on LMS (login time on LMS, number of downloads, and interaction with peers) and their
performance (time spent in the system, number of exercise that students performed, number of
forums posted). However, the relationship between students’ online behavior on LMS was
insignificant on their final course score. In addition, multiple regression is used to address
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research question 3: Which students’ online learning behavior predict students’ performance?
The findings revealed that students’ online behavior on LMS (login time on LMS, number of
downloads, and interaction with peers) significantly predicted students’ performance (number
of exercise that students performed, and number of forums posted). This imply that these
students’ online behavior on LMS can help instructors to predict students’ performance and
provide meaningful feedback and interventions to students (Sung, Jin & Kim, 2016). This
results also reflect the benefits of regularly accessing course material and keeping pace with
the learning schedule would be helpful on students’ performance, which is in line with the
study conducted by You (2016).
CONCLUSIONS
The findings support the potential for early prediction of students’ performance based their
behavior on LMS and demonstrate the benefits of identifying significant indicators from LMS
data to facilitate successful online learning.
Keywords: Learning Management Systems, Learning Analytics, Students Online Behavior,
Students Performance
REFERENCES
Duin, A. H., & Tham, J. (2020). The Current State of Analytics: Implications for Learning
Management System (LMS) Use in Writing Pedagogy. Computers and
Composition,55, 102544.
Firat, M., & Yuzer, T. V. (2016). Learning analytics: Assessment of mass data in distance
education. International Journal on New Trends in Education and Their Implications,
7(2), 51-63.
Sung, E., Jin, S. H., & Kim, Y. (2016). Learning activities and learning behaviors for learning
analytics in e-learning environments. Educational Technology International, 17(2), 175-
202.
You, J. W. (2016). Identifying significant indicators using LMS data to predict course
achievement in online learning. The Internet and Higher Education, 29, 23-30.
You, J. W. (2015). Examining the effect of academic procrastination on achievement using
LMS data in e-learning. Journal of Educational Technology & Society, 18(3), 64-74
Yu, T., & Jo, I. H. (2014, March). Educational technology approach toward learning analytics:
Relationship between student online behavior and learning performance in higher
education. In Proceedings of the fourth international conference on learning analytics
and knowledge (pp. 269-270).
Corresponding author: Nurullizam Jamiat, Email: nurullizamj@usm.my
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LEARNING MATHEMATICS: ONLINE OR FACE-TO-FACE?
J-Ho Siew ching 1 , Goh Eg Su 2 and Wong Seng Yue 3
1 Department of Mathematics, Science, and Computers,Politeknik Balik Pulau, Malaysia.
2 School of Computing, Faculty of Engineering, Universiti Teknologi Malaysia
3 Centre for Internship Training and Academic Enrichment (CITrA), University of Malaya,
Malaysia.
INTRODUCTION
Mathematics plays an essential role in our daily life (Awofala & Lawani, 2020), where the
teaching and learning process of mathematics has become a challenge to most mathematics
educators since 1980s (Bishop, 1985). The conventional teaching method of "chalk and talk"
was replaced by e-learning (Humayun 2020), where the internet emerged between
telecommunication and computers to access information technology (Bosamia & Patel 2016).
In this study, the pedagogical theory of “Differentiated Instruction” is applied into online
learning (Griful-Freixenet et al., 2020), by modifying materials of teaching methods into video,
to match with students’ abilities to make the learning process become interesting (Clements &
Sarama, 2021; Murtafiah et al., 2020), especially as a fundamental role in mathematics design
and development (Schwarts & Karsenty, 2020; Schoenfeld, 2017). Thus, the purposes of this
study include identifying students’ attitudes of online learning and determining the differences
of achievement scores between students taught with “Differentiated Instruction” and those
taught with conventional teaching methods. The evaluation of teaching style and challenges of
online learning are also discussed.
METHODS
This study is done using experimental design. Group 1 is the controlled group, where students
were fully involved in a conventional face-to-face learning class for 14 weeks of learning
sessions, while Group 2 is the experimental group which was taught with the “Differentiated
Instruction” pedagogical method for 14 weeks of e-learning Three components of curriculum
were being transferred as three simple steps of interactive models which were the concepts of
(i) content, (ii) process, and (iii) product. Questionnaires on students’ attitudes and the
evaluation of teaching styles were based on a 5-points Likert scale. Final examination results
at the end of the semester were recorded to compare the levels of achievement among the two
groups of students.
RESULTS AND DISCUSSION
Research findings showed that students from the experimental group had better results than the
students in the conventional teaching method group. The results are in line with other studies
which have proven that the application of “Differentiated Instruction” in mathematics subjects
gives good achievements (Awofala & Lawani, 2020; Schwarts & Karsenty, 2020); where the
role of the educator is more of a facilitator (Harmini & Effendi, 2018). Only 10% of the
students agreed that mathematics can be completed effectively by online classes, where they
were of the belief that face-to-face contact with lecturer is still necessary for learning
mathematics (M=4.47, SD=0.937). As for the students’ evaluation on teaching styles, all items’
mean scores were above 4.5 for both group 1 and group 2 students, which concluded that the
educators' teaching styles were a perfect match for the needs of both groups of students in this
study. The lack of direct communication between educators and students during online learning
(Grigoriev et al., 2021) made students prefer face-to-face class, besides having major problems
of signal availability/strength (83.3%), and high cost of monthly internet bills (30%).
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CONCLUSIONS
This research has proven that applying interactive video-based techniques towards the
application of “Differential Instruction” pedagogical theory during online classes results in
better achievements among students compared to those who were taught with conventional
teaching methods. The educator's pedagogical skill is far more important than mathematical
knowledge for teaching. However, future classes of Mathematical Computing should be done
by combining both conventional and online learning methods, so that the elements of studentcentred
learning, educational environment with interactions, and activities can fit the needs of
students. Training for educators is suggested by researchers to improve online learning as part
of new culture, social, and emotional recovery from the pandemic.
Keywords: Online learning, mathematics, education, face-to-face
REFERENCES
Awofala, A. O., & Lawani, A. O. (2020). Increasing mathematics achievement of senior
secondary school students through differentiated instruction. Journal of Educational
Sciences, 4(1), 1-19. https://doi.org/10.31258/jes.4.1.p.1-19
Bishop, A. (1985). The social construction of meaning: A significant development for
mathematics education. For the learning of Mathematics, 5(1), 24-28.
Bosamia M., Patel A. (2016). An overview of cloud computing for e-learning with its key
benefits. International Journal of Information Sciences and Techniques, 6(1/2), 1-10.
https:// doi.org/10.5121/ijist.2016.6201
Clements, D. H., & Sarama, J. (2021). Learning and teaching early math: The learning
trajectories approach. Routledge.
Griful-Freixenet, J., Struyven, K., Vantieghem, W., & Gheyssens, E. (2020). Exploring the
interrelationship between Universal Design for Learning (UDL) and Differentiated
Instruction (DI): A systematic review. Educational Research Review, 29, 1-23.
https://doi.org/10.1016/j.edurev.2019.100306
Grigoriev, G. P., Beresnev, A. A., & Rudakova, O. A. (2021). Psychological readiness of a
modern lecturer for distance teaching. In SHS Web of Conferences (Vol. 113). EDP
Sciences. https://doi.org/10.1051/shsconf/202111300014
Harmini, T., & Effendi, L. (2018). The effect of the use of differentiated instruction-based
module on students’ learning motivation. Unnes Journal of Mathematics
Education, 7(3), 141-146.
Humayun, M. (2020). Blockchain-Based secure framework for e-learning during COVID-19.
Indian Journal of Science and Technology, 13(12), 1328-1341.
https://doi.org/10.17485/IJST/v13i12.152
Murtafiah, W., Suwarno, S., & Lestari, N. D. S. (2020). Exploring the types of a material
presentation by teachers in mathematics learning during the COVID-19 pandemic.
In Journal of Physics: Conference Series (Vol. 1663, No. 1, p. 012043). IOP Publishing.
Schoenfeld, A. H. (2017). Uses of video in understanding and improving mathematical
thinking and teaching. Journal of Mathematics Teacher Education, 20(5), 415-432.
https://doi.org/10.1007/s10857-017-9381-3
Schwarts, G., & Karsenty, R. (2020). “Can this happen only in Japan?”: Mathematics teachers
reflect on a videotaped lesson in a cross-cultural context. Journal of Mathematics
Teacher Education, 23(6), 527-554. https://doi.org/10.1007/s10857-019-09438-z
Yaniawati, P., Kariadinata, R., Sari, N., Pramiarsih, E., & Mariani, M. (2020). Integration of
e-learning for mathematics on resource-based learning: Increasing mathematical creative
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thinking and self-confidence. International Journal of Emerging Technologies in
Learning (iJET), 15(6), 60-78. https://doi.org/10.3991/ijet.v15i06.11915
Corresponding author: Siew Ching, J-Ho , Email : jhosc2015@gmail.com
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CIIDT 2021
PODCAST PIRACY: A CRITICAL DISCOURSE FROM THE HUMAN AND MEDIA
PERSPECTIVES
Azidah Abu Ziden 1 , Adu Emmanuel Ifedayo 2 and Aziah Binti Ismail 1
1 School of Education, Universiti Sains Malaysia
2 Bamidele Olumilua University of Education Science and Technology, Nigeria
INTRODUCTION
A podcast consists of online video and audio resources while piracy is an act common to
podcast media hackers. In this 21 st century, the podcast is becoming a popular instructional
technology for teaching and learning activities in Nigerian schools due to increased concern
for health safety. In addition, this research addressed issues relating to podcast and piracy in
the light of available research evidence on media copyright matters in Nigeria. However, it is
evident in literature that the available literature evidence addressing podcast and piracy in
Nigeria is scarce.
Available research evidence revealed that the Federal Government of Nigeria (FGN) has
channelled efforts towards ensuring that podcast media is secured. For instance, there are
copyright organisations set up by the FGN to safeguard and monitor media resources like the
podcast. However, so much theoretical, and practical efforts had been put in place by FGN with
minimal impact on the reduction of media piracy in Nigeria.
Thus, there is a gap to fill in existing literature regarding podcasting activities and piracy in
Nigeria. For instance, previous research by Ifedayo et al (2019) had addressed issues related to
podcast software, without considering piracy matters in Nigeria. However, Ifedayo et al
(2019b) discussed issues regarding electricity and podcasting in Nigeria educational systems,
with limited consideration of piracy matters.
This research is significant to the developed country by creating more awareness about the
dangers inherent in podcast piracy so that quick intervention is introduced to combat the
menace. Also, it is imminent to protect podcasting resources from piracy in this pandemic
period that is characterised with the increased deployment of technologies for teaching and
learning. For instance, Harkness (2006) study revealed concerns about copyright matters in a
developed world context with recommendations for increased protection of podcasting
resources against piracy.
METHODS
This research utilised visual methodology, which entails the introduction of artistic illustrations
as a form of research data evidence. This adaption of artistic illustrations was influenced by
literature evidence to ensure a critical approach is employed in this study. For instance, this
research adopted, and adapted visuals based on pure inspiration. This visual methodology was
utilised in capturing the essence of piracy in their natural habitat. Thus, the visual methodology
is a rendition of creative expertise based on manipulative skills and imaginative thinking
(Allen, 2009).
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RESULTS AND DISCUSSION
This research finding showed that there is a high tendency for piracy-related activities in
Nigeria. The reason being that the perpetrators of piracy-related crime see it as a means of
survival. The piracy issue is among the several factors affecting podcasting activities in
Nigeria. Hence, the pirate world has become a cankerworm in the Nigerian media industry. For
instance, this study's findings revealed the manner of occurrence of this piracy menace in a
developing world scenario like Nigeria. Thus, this research result is consistent with Ifedayo et
al (2021) study that revealed numerous factors impacting podcast utilisation in Nigeria. Asua
et al (2021) study findings are consistent with this research based on increased concern for
piracy-related attacks in Nigeria.
CONCLUSIONS
This research addressed issues relating to podcasts and pirates in Nigeria. It is evident that
studies addressing podcasting activities and piracy in Nigeria are rare. However, the available
literature evidence showed that piracy is a menace to podcast media producers. Also, this
research showed that piracy frustrates the course of podcasting activities through illegal access
to media content without the consent of the producers. It was revealed from existing literature
that media pirate is very difficult to tackle in this digital age due to the skilled nature of
pirates. In addition, this research revealed that the Federal Government of Nigeria (FGN) had
created several organisations to tackle media piracy in the country. Notwithstanding, there are
inadequacies in the operations of these organisations, which limits the extent of resolving
problems associated with piracy in Nigeria. Hence, this study showed that so much had been
done theoretically with regards to addressing pirate issues and putting these theories into
practice has posed difficulties in Nigeria.
Keywords: Podcast, Media, Piracy, Discourse, Media
REFERENCES
Allen, L. (2009). ‘Snapped’: researching the sexual cultures of schools using visual
methods. International journal of qualitative studies in education, 22(5), 549-561.
Asua, S. A., Ugwueze, M. I., & Onah, V. C. (2021). Piracy in the Gulf of Guinea: a threat to
the means of livelihood of artisanal fishers in South South region, Nigeria. Review of
African Political Economy, 1-10.
Harkness, S. S. J. (2006). Podcasting: a pocket full of power and intellectual property issues.
In annual meeting of the American political science association, Philadelphia, PA.
Ifedayo, A. E., Ziden, A. A., & Binti, A. (2019b). Conception of Electricity as Determinant
of Podcast Adoption in Nigeria Educational Systems.
Ifedayo, A.E., Ziden, A.A., & Ismail, A.B., (2019). The significance of a predictor of
awareness of podcast software in Nigeria higher education. International Journal of
Scientific & Technology Research, 8(12).
Ifedayo, A. E., Ziden, A. A., & Ismail, A. B. (2021). Mediating effect of behavioural
intention on podcast acceptance. Education and Information Technologies, 26(3), 2767-
2794.
Corresponding author: Adu Emmanuel Ifedayo, Email : adu.aklasco.ifedayo06@gmail.com
16

CIIDT 2021
A VALIDITY AND RELIABILITY STUDY OF ALGORITHMIC THINKING SELF-
EFFICACY FOR PROGRESSIVE LEARNING IN MALAYSIA TECHNICAL
UNIVERSITY NETWORK (MTUN) CONTEXT
Wan Nor Ashiqin Wan Ali 1,2 and Wan Ahmad Jaafar Wan Yahaya 2
1 Faculty of Applied and Human Sciences, Universiti Malaysia Perlis (UniMAP) Perlis,
Malaysia
2 Centre for Instructional Technology and Multimedia, Universiti Sains Malaysia, Penang,
Malaysia
INTRODUCTION
Recently, computational thinking (CT) skills have been widely debated among various
research studies which claimed that through CT, learners can build their knowledge and solve
problems using algorithmic, systematic, and logical thinking (Jocius et al., 2020; Tsai et al.,
2019). Unfortunately, there is limited instruments have been developed to measure the
students’ self-efficacy towards CT specifically among the university students. Thus, this study
was conducted to develop and validate the CT self-efficacy perception instrument namely
Computational Thinking Self-Efficacy (CTSe) survey. An online survey was conducted to
Malaysia Technical University Network (MTUN) which offered similar courses related to the
digital video production. The reliability of the CTSe was tested using Cronbach’s Alpha while
validity test was conducted using content validity index (CVI) through Lawshe CVR
Worksheet and followed by Exploratory Factor Analysis (EFA) respectively using SPSS
version 23. Findings from this study show that CTSe survey is significantly validated which
can practically being adopted or adapted by future research studies.
METHODS
A validity testing was conducted via two types of testing which are content validity testing and
EFA. Three content experts are involved in the content validity testing which has been analysed
through CVI and EFA. All the validity and reliability testing were administered to 127
university students. There are three steps of EFA involved in this study (Pallant, 2011); i)
Evaluation of the data's eligibility, ii) Factor Extraction, and iii) Factor rotation using oblique
factor solutions and interpret the data. The CTSe instrument has multiple high loading marker
items that are above .80, thus it is suggested that a smaller sample size (100-150) can be utilised
(Tabachnick & Fidell, 2007). Based on the Kaiser-Meyer-Olkin (KMO) and Bartlett’s Test, the
KMO is .90 which is greater than .60 standard KMO value and the Bartlett’s test result show
p-value is.00 which is significantly below than .05 value. Researcher then proceeded to
determine components/factors to be extracted using Kaiser’s Criterion, Scree test and parallel
analysis. Based on the Kaiser’s criterion table, 10 components have been acknowledged to be
extracted for this instrument since there are 10 components have eigenvalue greater than 1.
However, considering 10 components for 49 items are quite a huge number for an instrument.
Thus, the Scree test and parallel analysis are needed to reduce the number of components.
Based on Figure 1, only components 1, 2, and 3 are retained because they explain and capture
much more variance than the remaining components.
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Figure 1
Result of the Scree Test
While, the results from the parallel analysis also supported the Scree plot’s results which to
remain three components. Hence, from the results of Kaiser’s criterion, Scree test, and parallel
analysis, we strongly recommend to retain three components/factors for our instrument. The
last step is researcher proceed with the factor rotation in order to interpret the data. Researcher
used the oblique factor solution using direct oblimin since the items are strongly correlated
with each other. From the direct oblimin rotation that we used, we found that the communalities
values for the whole items are greater than .3. These result means that all the items are fit well
with the other items in its component.
RESULTS AND DISCUSSION
The item CVI (I-CVI) for CTSe is .88 which means that this instrument has high content
validity index and was significantly validated. From 60 items that have been validated through
CVI, 11 items are excluded due to low CVI values, and only 49 items are remained as CTSe
items. Then, those 49 items have been refined using PCA and were categorised under three
components which are Component/Factor 1: Algorithm Concepts, Component/Factor 2: CT
Comprehension, and Component/Factor 3: Use of Algorithms. All the components produced
high reliability value which are .93 for Algorithm Concepts with 17 items, .90 for CT
Comprehension with 16 items, and .93 for Use of Algorithms with 16 items while the total
value for all the items in those three components are .97 (see Table 2).
Table 2
Summary of CTSe Reliability Testing
Component
Algorithm Concepts .93 17
CT Comprehension .90 16
Use of Algorithms .93 16
Overall .97 49
Cronbach's Alpha N of Items
CONCLUSIONS
As conclusion, this study demonstrated the validity and reliability of CTSe in a university
context. The validity of CTSe was conducted based on the CVI and EFA using PCA while the
reliability of CTSe was conducted using Cronbach’s Alpha. The original 60 items were
validated by three experts and only 49 items were retained. The validated CTSe instrument can
be used by future researchers when assessing the self-efficacy perception of computational
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thinking among university students or young adults. However, the researcher recommends
CTSe instrument to be adapted instead of being adopted by future research studies due to few
limitations of the study; i) The CTSe items are focused on the algorithmic thinking, ii) the
sample size is quite smaller, iii) the target groups and the research context are focusing on
Malaysia university students.
Keywords: Self-efficacy, exploratory factor analysis, principal component analysis,
computational thinking self-efficacy, algorithmic thinking
REFERENCES
Jocius, R., Joshi, D., Dong, Y., Robinson, R., Catete, V., Barnes, T., Albert, J., Andrews, A.,
& Lytl, N. (2020). Code, connect, create: The 3c professional development model to
support computational thinking infusion. Annual Conference on Innovation and
Technology in Computer Science Education, ITiCSE, 971–977.
https://doi.org/10.1145/3328778.3366797
Pallant, J. (2011). SPSS Survival Manual (4th ed.). Allen & Unwin.
Tabachnick, B. G., & Fidell, L. S. (2007). Using Multivariate Statistics (5th) Edition (5th
ed.). Pearson Education.
Tsai, M. J., Wang, C. Y., & Hsu, P. F. (2019). Developing the Computer Programming Self-
Efficacy Scale for Computer Literacy Education. Journal of Educational Computing
Research, 56(8), 1345–1360. https://doi.org/10.1177/0735633117746747
Corresponding author: Wan Nor Ashiqin Wan Ali, Email : wannorashiqin@gmail.com
19

CIIDT 2021
THE EFFECT OF USING ELECTRONIC ERROR LOGS TO REDUCE THE
WRITING ANXIETY OF EFL YEMENI STUDENTS
Omar Abdullah Omar Altamimi 1 , Mona Masood 1 and Chau Kein Tsong 1
1 Centre for Instructional Technology and Multimedia, Universiti Sains Malaysia, Penang,
Malaysia
INTRODUCTION
Writing Anxiety is an issue that affects the quality of writing of many English-As-Foreign-
Learners (EFL) during the written assignments. Writing anxiety occurs when the students avoid
writing if they expect their writings to be evaluated or corrected (Hassan, 2001). The studies
showed that there is a correlation between the increased levels of Writing anxiety and the
reception of corrective feedback (Di Loreto & Mcdonough, 2014). In addition, writing anxiety
has negative effects on the students' performance and the quality of their writings (Amiri &
Saeedi, 2017; Cheng, 2004; Kim, 2006; Tsao et al, 2017). Moreover, writing anxiety affects
the students' attitudes towards writing negatively (Phillips, 1992) and the students' selfperception
of their proficiency (MacIntyre et al, 1997).
The mode of feedback delivery has a substantial effect on the writing anxiety levels of the
students. Corrective feedback can be provided to the students either traditionally (using pen
and paper) or electronically through corrections functions of the authoring tools. The research
showed that electronic feedback is more superior in reducing the students' anxiety than the
traditional methods (Abdullah et al., 2018; Ali et al., 2017; Chong, 2019). Moreover, the
students expressed their preference to receive electronic feedback when they were interviewed
about it. (Ene & Upton, 2018). However, there is still a need to further investigate the effect of
different types of electronic corrective feedback (Altamimi & Masood, 2021)
A corrective feedback method that has not been examined electronically is Error Logs. Error
Logs tables that are placed at the end of the assignment or in a separate paper. They contain a
list of the erroneous form or phrase and a grammatical explanation of the nature of the error.
They contain the error of the current assignment as well as the previous ones. This method was
explored traditionally (Evans, et al, 2010; Lalande, 1982). However, its effects were not tested
on the students' writing anxiety when using it electronically (Altamimi & Masood, 2021). The
current research will attempt to address this gap.
METHOD
The current research was conducted to find the effect of using error logs in reducing the
students' writing anxiety. One hundred and thirty-two university students in a public university
in Yemen were divided to three groups; The first group received feedback in the form of
electronic indirect feedback only; the second group received electronic indirect corrective
feedback combined with electronic error logs (EICF & EEL), and a control group. To measure
the level of the students' writing anxiety, the Second Language Writing Anxiety Inventory by
Cheng (2004) was used. Because of the students' mother tongue (Arabic) the researcher used
a translated version of the questionnaire (Sabti et al, 2019). Before the beginning of the
treatment, all the participants responded to the questionnaire. Then, the same questionnaire was
administered after the treatment period.
RESULTS
The analysis of the results was conducted using the t-test to find the writing anxiety levels of
each group. The comparison of each group before and after the treatment is summarized in
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Table 1. There was a statistically significant decrease between from the pre-SLWAI scores (M
= 65.60, SD = 10.94) and post-SLWAI scores (M = 60.33, SD = 14.17), t (45) = 1.514, P >
0.135 (Two-tailed). The mean difference in the SLWAI scores was 5.28, with a 95%
confidence interval ranging between 1.24 to 9.33. The calculated eta squared is = 0.151.
Therefore, it can be concluded that the treatment received by the Electronic Indirect Corrective
Feedback with Electronic Error Logs (EICF & EEL) group has a large effect on reducing the
students' writing anxiety as measured by the SLWAI questionnaire. However, the other two
groups did not show any significant decrease in the anxiety levels.
Table 1
Comparison Between Both Group
Group M SD t df P-value
Control Group
EICF
EICF & EEL
Pre-SLWAI –
Post-SLWAI
Pre-SLWAI –
Post-SLWAI
Pre-SLWAI –
Post-SLWAI
1.60465 13.21100 0.796 42 0.430
2.50000 11.67458 1.514 49 0.135
5.28261 13.61970 2.631 45 0.012
CONCLUSION
The results of the experiment indicated that using a combination of Electronic Indirect
Corrective Feedback and Electronic Error Logs can be useful in reducing the writing anxiety
levels of the students. However, caution should be observed in generalizing the results for
several reasons. First, the study was conducted on students with relatively high proficiency
levels (University students). Therefore, more studies should be conducted on students with low
proficiency levels. Second, the students came from a specific linguistic background. All of
them speak Arabic as their mother tongue and from a homogenous cultural background.
Therefore, there is a need to conduct the same study with EFL students whose first language is
different from Arabic. Third, further research is still needed to investigate the reasons for the
reduced writing anxiety of the students.
Keywords: Writing Anxiety, EFL, Corrective Feedback, Error Logs.
REFERENCES
Altamimi, O. A., & Masood, M. (2021). Teacher electronic written corrective feedback,
trends and future directions. Arab World English Journal, 12 (3) 308-
322. https://dx.doi.org/10.24093/awej/vol12no3.21
Amiri, M., & Saeedi, M. (2017). Relationship among writing apprehension, writing selfefficacy,
and Iranian EFL Learners’ Writing Performance. JSLTE, 6(2), 1– 26.
Abdullah, M. Y., Hussin, S., & Shakir, M. (2018). The effect of peers’ and teacher’s e-
feedback on writing anxiety level through CMC Applications. International Journal of
Emerging Technologies in Learning, 13(11), 196–207.
https://doi.org/10.3991/ijet.v13i11.8448
Ali, M., Kassem, M., & Kharja, A. (2017). Developing business writing skills and reducing
writing anxiety of EFL learners through Wikis. English Language Teaching, 10(3),
151–163. https://doi.org/10.5539/elt.v10n3p151
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Cheng, Y. (2004). A measure of second language writing anxiety : Scale development and
preliminary validation. Journal of Second Language Writing, 13(1), 313– 335.
https://doi.org/10.1016/j.jslw.2004.07.001
Chong, S. W. (2019). College students’ perception of e-feedback: a grounded theory
perspective. Assessment and Evaluation in Higher Education, 44(7), 1090–1105.
https://doi.org/10.1080/02602938.2019.1572067
Di Loreto, S., & McDonough, K. (2014). The relationship between instructor feedback and
ESL student anxiety. TESL Canada Journal, 31(1), 20.
https://doi.org/10.18806/tesl.v31i1.1165
Ene, E., & Upton, T. A. (2018). Synchronous and asynchronous teacher electronic
and learner uptake in ESL composition. Journal of Second Language Writing, 41(2), 1–13.
https://doi.org/10.1016/j.jslw.2018.05.005
Evans, N. W., Hartshorn, K. J., McCollum, R. M., & Wolfersberger, M. (2010).
Contextualizing corrective feedback in second language writing pedagogy. Language
Teaching Research, 14(4), 445-463.
Hassan, B. A. (2001). The relationship of writing apprehension and self-esteem to the writing
quality and quantity of EFL university students. Mansoura Faculty of Education
Journal. Retrieved from http://eric.ed.gov/PDFS/ED459671.pdf
Kim, K. J. (2006). Writing apprehension and writing achievement of Korean EFL College
Students. English Teaching, 61, 135–154.
Lalande, J. F. (1982). Reducing composition errors: An experiment. The Modern Language
Journal, 66(2), 140-149.
MacIntyre, P. D., Noels, K. A., & Clément, R. (1997). Biases in self‐ratings of second
language proficiency: The role of language anxiety. Language Learning, 47(2), 265–
287.
Phillips, E. M. (1992). The effects of language anxiety on students’ oral test performance and
attitudes. The Modern Language Journal, 76(1), 14–26.
Sabti, A. A., Md Rashid, S., Nimehchisalem, V., & Darmi, R. (2019). The impact of writing
anxiety, writing achievement motivation, and writing self-efficacy on writing
performance: A correlational study of Iraqi tertiary EFL learners. SAGE Open, 9(4).
https://doi.org/10.1177/2158244019894289
Tsao, J.-J., Tseng, W.-T., & Wang, C. (2017). The effects of writing anxiety and motivation
on EFL college students’ self-evaluative judgments of corrective feedback.
Psychological Reports, 120, 219–241.
Corresponding author: Omar Altamimi, email: omaraltamimi@student.usm.my
22

CIIDT 2021
THE USE OF ROBOTICS FOR LEARNING MATHEMATICS AMONG PRIMARY
SCHOOL STUDENTS IN MALAYSIA: INVESTIGATING ACHIEVEMENT AND
INTEREST
Parameshvaran Varaman 1 , Jeya Amantha Kumar 1 and Siti Nazleen Abdul Rabu 3
1 Centre for Instructional Technology and Multimedia, Universiti Sains Malaysia
INTRODUCTION
Educational robots (ER) have been used in numerous educational interventions as a
mathematical teaching aid, especially in primary schools. There are many empirical findings
indicating that primary school students have limited interest in learning mathematics using the
traditional method (Mazana et al., 2018). One of the problem encountered in teaching and
learning mathematics in primary schools is strategizing methods that promotes develop
mathematical knowledge and understanding through inquiry activities that replicates real
applications (Althauser, 2017; Saundarajan et al., 2020). Furthermore, lack of participation
and real-world application strategies in these traditional methods has caused students to view
mathematics as a paper-based subject without practical application (Chotimah et al., 2018).
This perception caused dropping of grades in examinations. Therefore, this study aims to
identify how educational robots influence students’ achievement and interest in learning
mathematics.
METHODS
A total of 40 respondents (20 each for control and treatment group) from Year Five participated
in this study for learning the mathematical topic lines and angles, and the ER used is Rero-
Micro. The study used a quasi-experimental approach for duration of sixty minutes during
extracurricular activity. The content for the topic “lines & angles” where developed based on
Standard Curriculum Document Year 5 (Curriculum Development Centre, 2015). The
objective of the contents is recognizing right angles, acute angles and obtuse angles by
matching the angles accurately. The lesson plan for treatment group where designed based on
a hands-on approach where students need to work with robots while the lessons for control
group where design based on lecture method where power-point slides were used as a teaching
aid. To measure achievement, a pre-test and post-test were used while interest in learning
mathematics and attitude towards Rero-Micro were evaluated using a set of questionnaires.
RESULTS AND DISCUSSION
Based on the findings analysed using SPSS Statistics 20 software, it was found that the ER
aided learning (M=47.47, S.D=9.18) performed almost same as power-point aided learning
(M=49.71, S.D=9.04) and the Mann-Whitney U test (U = 170, p = 0.42) for pre-test.
Subsequently, ER aided learning (M=69.74, S.D=9.11) performed better than power-point
aided learning (M=52.93, S.D=12.95), and the difference was significant based on Mann-
Whitney test at U= 63.5, p=0.01 in the post-test. Concurrently, as for interest in learning
mathematics, the ER group (M=3.53, S.D=0.59) showed more interest in learning the topic
than the traditional PowerPoint method (M=2.97, S.D=0.94) and the difference was significant
based on Mann-Whitney test at U= 3, p=0.02. The outcome of this study shows that ER can
positively contribute to improving primary students' achievement and interest in learning
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mathematics. Besides, majority of participants showed positive attitude toward mathematics
when using educational robots.
CONCLUSIONS
As for the conclusion, educational robots could improve teaching and learning mathematics
while improving student achievement. Furthermore, educational robots also could be an
appropriate medium to increase student interest and attract more students toward learning
mathematics. The integration of technology and engineering elements (Rero-Micro) in
mathematics is in line with Levenberg (2015), who states that interdisciplinary teaching not
only saves time but add a much wider view as well as develops several skills together among
students.
Keywords: Educational robots, Rero-Micro, Mathematics education, primary mathematics,
interest & achievement
REFERENCES
Althauser, K. L. (2017). The Emphasis of Inquiry Instructional Strategies: Impact on
Preservice Teachers’ Mathematics Efficacy. Journal of Education and Learning, 7(1),
53. https://doi.org/10.5539/jel.v7n1p53
Chotimah, Siti, Bernard, M., & Wulandari, S. M. (2018). Contextual approach using VBA
learning media to improve students’ mathematical displacement and disposition ability.
Journal of Physics: Conference Series, 948(1). https://doi.org/10.1088/1742-
6596/948/1/012025
Curriculum Development Centre. (2015). Dokumen Standard Kurikilum dan Prestasi
Matematik Tahun lima.
Levenberg, I. (2015). “Literacy in Mathematics with “Mother Goose.” International Journal
of Learning and Development, 5(1), 27. https://doi.org/10.5296/ijld.v5i1.6919
Saundarajan, K., Osman, S., Daud, M. F., Abu, M. S., Pairan, M. R., & Kumar, J. A. (2020).
Learning algebra using augmented reality. International Journal of Emerging
Technologies in Learning, 15(16), 123–133. https://doi.org/10.3991/ijet.v15i16.10540
Corresponding author: Parameshvaran Varaman,
Email : parameshvaranvaraman@gmail.com
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CIIDT 2021
THE DEVELOPMENT OF INTEGRATED MOBILE GAME BASED LEARNING IN
PSYCHO-B’GREAT MODULE: A NEED ANALYSIS
Saidatul Ainoor Shaharim 1 , Nor Asniza Ishak 1 , Rozniza Zaharudin 1 and Wan Nasriha Wan
Mohamed Salleh 2
1 School of Educational Studies, Universiti Sains Malaysia, 11800 Georgetown, Pulau
Pinang, Malaysia
2 Department of Biology, Faculty of Science and Mathematics, Universiti Pendidikan Sultan
Idris, 35900 Tanjong Malim, Perak, Malaysia
INTRODUCTION
The purpose of this study is to determine the needs and requirements for a Psycho-B’GREAT
module that integrates game-based learning and will be used by teachers to teach Chemical
Composition and Metabolism and Enzyme topics form four students. Psycho-B`GREAT is a
teaching and learning module that integrated with psychology, multiple intelligent and gamesbased
learning.
METHODS
This study utilized a semi-structured interview method (Kallio,2016). A total of four biology
teachers from various schools in Penang were involved in this interview session. A sampling
selection technique was conducted by purposefully selecting respondents from homogeneous
groups who could provide diverse information (DiCicco‐Bloom & Crabtree, 2006). The
information was gathered and was analyzed using thematic analysis (Cormack,2018).
RESULTS AND DISCUSSION
Five main themes were identified: the importance of the topics of the Chemical Composition
of Cells, and Metabolism and Enzymes, the challenge of the topics of the Chemical
Composition of Cells, and Metabolism and Enzymes, teaching strategy, the desire for
improvement; and technology. The findings of these five themes proved that there is a need for
the development of the Psycho-B`GREAT module.
CONCLUSIONS
Aside from the five selected themes, ideas and information gleaned from the conversations
with teachers will be useful in developing the module materials. In a subsequent stage, these
findings will be utilized to plan and construct the module. The Psycho-B’GREAT module has
great potential for improvement and can be used by biology teachers to trigger active and
entertaining biology teaching for form four students, according to the needs analysis.
Keywords: Mobile game-based learning, basic biology theme, psychology, multiple intelligent
REFERENCES
Cormack, J., Postăvaru, G. I., & Basten, G. (2018). Analyzing Qualitative Minigroup Data
Using Thematic Analysis. SAGE Publications Ltd.
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CIIDT 2021
DiCicco‐Bloom, B., & Crabtree, B. F. (2006). The qualitative research interview. Medical
education, 40(4), 314-321.
Kallio, H., Pietilä, A. M., Johnson, M., & Kangasniemi, M. (2016). Systematic methodological
review: developing a framework for a qualitative semi‐structured interview
guide. Journal of advanced nursing, 72(12), 2954-2965.
Corresponding author: Nor Asniza Ishak, Email : asnizaishak@usm.my
26

CIIDT 2021
A REVIEW ON THE APPLICATION OF VR TECHNOLOGY IN BASIC
EDUCATION
Ling Wu 1 , Kien Tsong Chau 1 and Wan Ahmad Jaafar Wan Yahaya 1
1 Centre for Instructional Technology & Multimedia, Universiti Sains Malaysia
INTRODUCTION
The immersion, interactivity and imagination of Virtual Reality (VR) technology can provide
users with a brand-new feeling (Coiffet & Burdea, 2003). Recently, an increasing number of
specialists and scholars have examined the efficiency of VR applications in a variety of
educational contexts. It seems to be that virtual learning environments have emerged as a
potential instructional tool (Maas & Hughes, 2020; Merchant et al, 2014; Radianti et al., 2020;
Bonner, 2018). It reforms and innovates the education (Freina & Ott, 2015; Burdea, 2015;
Radianti et al, 2020). A check on the Scopus database reveals a rapid increase in the number
of publications combining learning, education, or training with VR. Among these, the literature
on VR is often not split into higher education and basic education (Hew & Cheung, 2010;
Merchant et al, 2014). For basic education, its objective is to educate students in primary,
middle and senior high schools between the ages of 6 and 18. VR is not extensively employed
in basic education. We observe a delayed start in research. Therefore, we initiated relevant
research by first categorizing empirical studies of VR technology in the field of basic education
from 2001 to 2020, as follows:
a. The development trend and characteristics of using VR technology in basic education.
b. Disparities in instructional equipment while using VR technology in basic education.
c. The characteristics of teaching contents in basic education through the use of VR
technology.
METHODS
The systems-type literature approach was used in this analysis:problem identification,
standard formulation, literature collection and retrieval, literature selection, data extraction,
research statistics, and writing the literature review (Evans, & Benefield, 2001). Firstly, the
database Scopus is the focus of this study, and the supplementary databases are JSTOR,
Elsevier, ERIC, IEEE, and SpringerLink, and the character search is carried out by keyword
combination. The subsequent step was more accurate deletion of these articles: (1) the articles
must be applied in the basic education stage (primary school, middle school and senior high
school), excluding special education, higher education, etc; (2) Articles must be empirical
research (qualitative, quantitative, mixed analysis, and design analysis), excluding articles of
review, conference and monograph. In accordance with the above basic selection principles,
Finally, 71 articles were identified.This analysis uses the literature codes to make quantitative
analysis and coding of all the selected basic educational VR literatures, which can be divided
into three perspectives: instructional overview, instructional equipment, and instructional
content.
RESULTS AND DISCUSSION
Among 71 empirical articles on basic education, the use of VR technology has reached two
peaks since 2001. The first peak was achieved in 2006, with VR semi-immersive learning
environments built on desktop computers. Secondly, with the continuous development of VR
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CIIDT 2021
technology and the continuous reduction of facility costs, it reached the second peak in
2019.Quantitative research is the most common among the articles (43 articles). Researchers
mostly verified the effectiveness of VR teaching through group comparison and quantitative
statistical analysis. Secondly, qualitative research (18 articles), through individual interviews,
combined with video and audio.
In basic education, VR disciplines focus on three levels: social science, basic science, medicine
and health. Junior and primary schools will use VR technology in social science and health
education. VR experience relies on head-mounted display, computer, VR glasses and other
related facilities. From 2001 to 2009, VR was mainly semi-immersive VR based on desktop
computers, usually requiring projection equipment to present VR scenes. Between 2011 and
2020, VR glasses and head-mounted displays developed rapidly, gradually becoming
mainstream VR devices that support fully immersive virtual experiences. In VR learning,
guidance often includes digital guidance, teacher guidance, manual self-study and many other
modes.
CONCLUSIONS
In conclusion, with the improvement of technical equipment, the application research of VR
technology in the field of basic education has an obvious growth trend, and has a generally
positive impact on the instructional effect. However, due to the lack of instructional guidance,
unreasonable instructional methods and unitary research methods, the value of research results
in guiding the instructional practice of basic education is limited. We hope that researchers
need to conduct in-depth analysis of learners and instructional content before designing VR
instructional strategies, so as to select the most reasonable instructional strategies to maximize
VR instructional effects.
Keywords: VR, Basic education, empirical study, literature review
REFERENCES
Bonner, E., & Reinders, H. (2018). Augmented and virtual reality in the language classroom:
Practical ideas. Teaching English with Technology, 18(3), 33-53.
Burdea, G. , & Coiffet, P. . (2003). Virtual reality technology. Presence, 12(6), 663-664.
Evans, J., & Benefield, P. (2001). Systematic reviews of educational research: does the medical
model fit?. British educational research journal, 27(5), 527-541.
Freina, L., & Ott, M. (2015). A literature review on immersive virtual reality in education: State
of the art and perspectives. The International Scientific Conference eLearning and
Software for Education, 1, 133.
Hew, K. F., & Cheung, W. S. (2010). Use of three‐dimensional (3‐D) immersive virtual worlds
in K‐12 and higher education settings: A review of the research. British journal of
educational technology, 41(1), 33-55.
Maas, M. J., & Hughes, J. M. (2020). Virtual, augmented and mixed reality in K–12 education:
A review of the literature. Technology, Pedagogy and Education, 29(2), 231–249.
https://doi.org/10.1080/1475939X.2020.1737210
Merchant, Z., Goetz, E. T., Cifuentes, L., Keeney-Kennicutt, W., & Davis, T. J. (2014).
Effectiveness of virtual reality-based instruction on students’ learning outcomes in K-12
and higher education: A meta-analysis. Computers & Education, 70, 29–40.
https://doi.org/10.1016/j.compedu.2013.07.033
Radianti, J., Majchrzak, T. A., Fromm, J., & Wohlgenannt, I. (2020). A systematic review of
immersive virtual reality applications for higher education: Design elements, lessons
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learned, and research agenda. Computers & Education, 147, 103778.
https://doi.org/10.1016/j.compedu.2019.103778
Corresponding author: Ling Wu, Email: wuling123@student.usm.my
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MOBILE GAME-BASED LEARNING FOR ESL LEARNERS IN HIGHER
INSTITUTION
Nur Yasmin Khairani Zakaria, 1,2 Siti Nazleen Abdul Rabu 3 and Amelia Abdullah 2
1 Faculty of Education, Universiti Kebangsaan Malaysia
2 School of Educational Studies, Universiti Sains Malaysia 2
3 Centre for Instructional Technology & Multimedia, Universiti Sains Malaysia
INTRODUCTION
In the new era of technology, a shift in human-machine relationships has risen and started to
impact the growth of economies, societies, and personal lives. One of the shifts has been
presented in the Fourth Industrial Revolution (4 th IR) is to implement a more digitalised,
automated and advancement of artificial intelligence or better known as Education 4.0.
Education 4.0 refers to the use of technology-enhanced tool for learning. This implementation
includes the use of gamification in classroom learning in the context of gamified learning
situation.
Language learners are constantly struggling with productive skills especially writing skills.
Despite of numerous teaching approaches and methods have been introduced, their ability to
write effectively is still unsatisfactory (Shams-Abadi & Ahmadi, 2015). Difficulties in writing
include problems related to planning, composing and revising the materials. Language learners
especially in higher institution are facing more difficulties in composing a piece of writing due
to inadequate content mastery, inability to retrieve appropriate resources for references and
anxiety towards writing activities (Seow, 2002; Alzahrani, 2016). Writing instructions in
language classroom are conducted in a conventional manner whereby the pedagogical aspects
of the instruction were carried out in a formal way. It is also asserted that learners knowledge
on writing skills highly affected their production of writing apart from their intrinsic
motivation (Wijekumar et al., 2019).
It is also noted that learning in a gamified context becomes more automatised as the learners
are the state of feeling a seamless sequence of responses with machine interactivity, perceiving
intrinsic enjoyment, loss of self-consciousness, and sensing self-reinforcing during network
navigation (Lu et al, 2009). In the context of writing instruction, it is crucial for the learners to
be highly autonomous without feeling anxious of the complexities of writing process. Learners’
anxiety towards the process of writing can hinder their ability to perform well and eventually
affect their motivation in learning. Therefore, it is crucial for language learners to learn the
language in the most comfortable and less-threatening manner (Paiz, 2014). In response to
current language learning situation particularly in mastering writing skills, this study aims to
discover the ESL learners’ performance after the implementation of game-based learning
instruction in a blended learning environment.
METHODS
In this study, 33 undergraduates of Teaching English as a Second Language (TESL)
programme participated. These students enrolled for a 4-months (one academic semester)
course related to academic writing skills. The aforementioned course is a compulsory subject
of the Faculty of Education which is also a pre-requisite course of their final year project
dissertation. In assessing the students’ performance, single case experimental study was
conducted.
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RESULTS AND DISCUSSION
Analysis of students’ results was conducted using Kahoot scores analysis. Results displayed
were the manifestation of students’ achievement after the implementation of Kahoot as a tool
for language learning. Kahoot, the mobile game-based learning instruction has identified
multiple changes of learning growth of the students. The categories of students were identified
according to their learning improvement and decline of the scores. Through four months of the
course, five categories of students were identified and three types of learning growth were
discovered.
An overview of students’ overall achievement is displayed in the table below after the
implementation of Kahoot as learning tool for game-based learning. The high scorer obtained
80% in the pretest and 95% in the posttest. An increase of time spent in answering question
was also noted from 4.789s to 7.537s. The increase of time spent for each question could be
due to the difficulty of topic presented. An increase in scores implies the students’ familiarity
and acceptance to the use of Kahoot as a learning tool after four months of Kahoot
implementation as a game-based learning tool. Categories of students that were discovered in
this study implied the changes of learning performance throughout the learning.
CONCLUSIONS
Kahoot is one of the most popular and acceptable tool for learning due to its usability and
feasibility. This type of learning tool becomes the tool that is highly accepted among students.
Features of gamification such as points, level and ranking motivate learners to be fully-engaged
in the learning session. The main objective of this study is to discover learners’ performance
after the implementation of Kahoot as a game-based learning tool. Analysis from the results
obtained revealed that there are three main categories of learners, namely low achiever,
moderate achiever and high achiever. Categorisation of learners was constructed according to
the scores in pretest. After the implementation of game-based learning in the classroom, it is
also noted that there were two types of learning performance which are declined learning
performance and improved learning performance.
ACKNOWLEDGEMENT
This study was funded under the Universiti Sains Malaysia Short Term Grant
304/PMEDIA/6315468.
Keywords: Academic writing skills, English as a Second Language (ESL), game-based
learning, gamification, language learning,
REFERENCES
Alzahrani, H. F. (2016). Teachers’ stated beliefs on coded unfocused corrective feedback in
EFL writing at Saudi University. TESOL International Journal, 11(1), 52-63.
Lu, Y., Zhou, T., & Wang, B. (2009). Exploring Chinese users’ acceptance of instant
messaging using the theory of planned behavior, the technology acceptance model, and
the flow theory. Computers in Human Behavior, 25(1), 29-39.
Paiz, Joshua, "Encouraging the Growth of OWLs Worldwide: Utilizing Intercultural Rhetoric
to Inform Best Practices" (2014). Purdue Writing Lab/Purdue OWL Graduate Student
Presentations. Paper 10. http://docs.lib.purdue.edu/writinglabgradpres/10
Seow, A. (2002). The Writing Process and the Process Writing. In J. C. Rhichards & W. A.
Renandya (Eds.), Methodology in Language Teaching: An Anthology of Current Practice
(pp. 315–320). New York: Cambridge University Press.
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Shams-Abadi, B. & Ahmadi, S. & Mehrdad, A. (2015). The Effect of Edmodo on EFL
Learners’ Writing Performance. International Journal of Educational Investigations, 2
(2). 88-97.
Wijekumar, K., Graham, S., Harris, K. R., Lei, P. W., Barkel, A., Aitken, A., ... & Houston, J.
(2019). The roles of writing knowledge, motivation, strategic behaviors, and skills in
predicting elementary students’ persuasive writing from source material. Reading and
Writing, 32(6), 1431-1457.
Corresponding author: Siti Nazleen Abdul Rabu , Email : snazleen@usm.my
32

CIIDT 2021
THE EFFECT OF USING FLUENT USER INTERFACE DESIGN SYSTEM ON
VIRTUAL REALITY APPLICATIONS
Chun Cao 1 , Chau Kien Tsong 1 and Mona Masood 1
1 Centre for Instructional Technology & Multimedia, Universiti Sains Malaysia
INTRODUCTION
With the continuous development of Virtual Reality (VR) devices and equipment prices decline
gradually, people begin to use VR applications intensively. This implies people requires mutual
interaction and higher immersion VR applications more thatn before. We observe research
works on VR focuses on higher quality of application and technology (Korves & Loftus, 2000)
because higher quality of user interfaces design in VR affects the actual sense of immersion in
VR applications, and thus improve the quality of the key factors in the application . Facing
fierce competition in the computing technology market, how to use user interface design to
enhance user immersion has always been a critical component of developing VR applications
(Adams & Hannaford, 2002). However, there are few studies on the effect of user interface
design style on VR immersion, which merits further study and discussion. When “virtual
reality” and “user interface” keywords were combined, the WOS database examination
revealed that the number of publications increased year after year, indicating a solid rising
trend. This study will analyze and compare the user experience of Material Design System
(MDS)and Fluent Design System (FDS) UI design styles in VR applications using quantitative
and qualitative research methods, content analysis, questionnaire survey, and comparative
analysis (Korves & Loftus, 2000).
Quantitative methods and analysis are used to measure and understand the perception of users,
the impact of different design styles on user experience in the VR environment (Bruno &
Muzzupappa, 2010). In the digital age, both Microsoft Fluent Design System (FDS) and Virtual
Reality Application (VR) are emerging technologies. Microsoft created FDS, a design
language, in 2017. It is used to create user interactions and experiences for all Windows 10
devices and platforms. Light, Depth, Motion, Material, and Scale are the five core design
elements in FDS. On the other hand, VR highly emphasizes Sensory Immersion and
Interactivity as important factors affecting user experiences. The flat interface does not
adequately convey a sense of distance in a VR setting, but the FDS is better in terms of light
and layering. It incorporates some translucent effects and materials, making it more ideal for
VR. In this regard, FDS potentially helps VR to turn the experience analogous to an experience
called “single color static rectangle” to the experience of “break down the walls between person
and equipment”, and from 2D “Material” design effects to 3D “Fluent” design effect. With
richer animation, surface textures, and dynamic layers, users can have a clearer sense of “spatial
location”, and thereby enhance the immersive effects in VR applications.
METHODS
In this study, quantitative and qualitative research methods were used to analyze and integrate
related literature. The SCOPUS database was used as the primary source for this study, with
additional data from WOS, BIOSIS, CSCD, DIIDW, KJD, MEDLINE, RSCI, and SCIELO.
The search was conducted using keyword combinations, with a sample size of approximately
40 high-quality Scopus Data articles. Six participants took part in this study, using display
Interface-based address evaluation (Sutcliffe et al., 2000) and a usability laboratory-style
assessment. Meanwhile, data were analysed using questionnaires and interviews for content
analysis and comparative analysis. In the context of VR, we compared the user experience
differences between FDS and MDS (Material Design Systems) (Hollerer et al., 1999).
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RESULTS AND DISCUSSION
Using retrievals in the WOS database, TI= (Virtual * reality* or virtual reality Modeling *or
Visual reality* or Augment * reality*) AND TI=(Interaction design* or interface design* or
UI design* or user interface design* interfacial design* or page layout* or user Interface *),
we received search outcomes of 762 articles, and the publication of articles showed an overall
upward trend. The peak in 2019 indicates people are paying excessive attention to VR contents
and interaction. The cited frequency is also increasing each year, and 2020 reached the peak,
which represents that people are continuing in-depth research. Computer science, engineering,
instrumentation, and telecommunications are amongst the research areas for VR. The most
prevalent types of literature were patent meeting and article. Five participants indicated that
FDS could provide an increased sense of immersion and mutual interaction in the case
experiment, while one participant indicated that there was little difference between the two
styles. This further evidence that FDS had caused certain level of impact on the acceptance
experience in VR applications.
CONCLUSIONS
The research demonstrates that various UI design styles influence the level of immersion
experiences in VR. FDS significantly improves the sense of immersion in VR applications
when compared to the MDS (Material Design Systems). The findings of this study can be used
as countermeasures and suggestions for enhancing the sense of immersion and interaction in
VR applications, as well as for demonstrating how effectively FDS can be used to enhance the
sense of immersion and interaction, thereby assisting programmers in developing more
effective VR applications for users in the future.
Keywords: Virtual Reality, User Interface, Fluent Design System, Immersion, Interactivity.
REFERENCES
Adams, R. J., & Hannaford, B. (2002). Control law design for haptic interfaces to virtual
reality. IEEE Transactions on Control Systems Technology, 10(1), 3-13.
https://doi.org/10.1109/87.974333
Bruno, F., & Muzzupappa, M. (2010). Product interface design: A participatory approach
based on virtual reality. International Journal of Human-Computer Studies, 68(5), 254-
269. https://doi.org/10.1016/j.ijhcs.2009.12.004
Hollerer, T., Feiner, S., Terauchi, T., Rashid, G., & Hallaway, D. (1999). Exploring MARS:
developing indoor and outdoor user interfaces to a mobile augmented reality system.
Computers & Graphics, 23(6), 779-785. https://doi.org/10.1016/s0097-8493(99)00103-
x
Korves, B., & Loftus, M. (2000). Designing an immersive virtual reality interface for layout
planning. Journal of Materials Processing Technology, 107(1-3), 425-430.
https://doi.org/10.1016/s0924-0136(00)00717-2
Sutcliffe, A., Ryan, M., Doubleday, A., & Springett, M. (2000). Model mismatch analysis:
towards a deeper explanation of users' usability problems. Behaviour & Information
Technology, 19(1), 43-55. https://doi.org/10.1080/014492900118786
Corresponding author: Chun Cao, email: caochun@student.usm.my
34

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EXPLORING E-TEACHING AND E-LEARNING TO DEVELOP STUDENTS’
DIGITAL LITERACY DURING COVID-19 IN HIGHER EDUCATION OF
MALAYSIA: A SYSTEMIC REVIEW
Liang Hong 1 and Siti Rohaida Mohamed Zainal 1
1 School of Management, Universiti Sains Malaysia
INTRODUCTION
Increasing the digital literacy of students in higher education is an important issue that need
to be discussed due to virtual education on digital literacy have hardly been integrated and
previous evidence is inconsistent. Globalization, e-students and e-courses increasing the
pressure for the higher education industry in Malaysia that it requires to adopt digital
opportunity initiatives (DOI) to enhance the digital literacy. Nowadays, The Covid-19
pandemic unexpectedly and suddenly forced institutions and education to switch to virtual
education. It has been recognized that education shall implement an extensive digitalization
to address the needs of the young generation and their digitally enhanced future. Previous
studies have shown that digital literacy skills have a positive influence of students' academic
performance. This paper aims to explore the E-learning and E-teaching as an opportunity to
foster students' digital literacy in the time of pandemic in order to support the digital teaching
and promote inclusive education in Malaysia. The results show that cultivating students'
digital literacy skills improves interactive teaching by switching the virtual education
strategies required in the digital environment to achieve inclusive education. Therefore, this
paper summarized relevant scholarly articles on enhancing E-teaching and E-learning to prove
that the adaptation of virtual education to promote students’ digital literacy.
METHODS
The research methods applied in the study is systemic review aims to synthesize virtual
education literature that can impact on students’ digital literacy. The data was collected using
keywords and widely search keywords were used to draw academic papers that were primary
source. Reports, search engines, scholarly articles, scientific papers and other academic
publications are secondary sources of data used. To provide more specific literature insight,
we conduct the systematically search database include ResearchGate, Google Scholar,
Emerald, Taylor and Francis, Wiley online library, Science Direct, SAGE Premier, Scopus,
Springer Protocol and SSCI databases reaped 15 eligible studies in the last six years (2016-
2021). Also, we checked the first 100 hits per search term. Using the tables related to the
subtitles contained in the collected papers, the sources are analyzed and divided accordingly.
Besides, thematic and deductive approach was used as the analysis tool to build the research
theoretical understanding.
RESULTS AND DISCUSSION
When searching for information through online, students learn how and where to effectively
search for information from different sources, which helps to build their background
knowledge. In the process of learning comprehensive information to obtain new knowledge
and share information with others, students gain the experience of building their own ability
and cultivating correct attitudes and opinions. The three structures are consistent with the
dimensions of digital literacy, which are technical, cognitive and social-emotional. For the
more, the personalised function in e-learning system can overcome the downside that the
features of students' inattention and lack of interpersonal interaction in traditional teaching.
Both learners and educators need to understand the importance of cultivating their digital
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CIIDT 2021
literacy and have confidence in the media and different online platforms so that students and
teachers improve efficiency in online education.
CONCLUSIONS
The virtual education and new digital technology forces academicians and educators to shift
online learning and teaching. Our culture today has no longer literary and artistic but to acquire
technological and scientific knowledge. The contribution of the paper can be summed as
identifying ideas for adoption virtual education in an online world to develop students' digital
literacy by effectively integrating technology on online platforms and empirical support.
Therefore, digital literacy is one of the most important skills in today's competitive
environment. Therefore, governments and higher education institutions need to provide
technical and political support for teachers to successfully impart digital knowledge and skills
to improve students' digital literacy. The recommendation thus is for higher education industry
to continue to provide E-learning and E-teaching via on demand virtual learning regarding
digital literacy to prepare for post pandemic. Furthermore, the research findings suggest future
study continue to study digital literacy by adopt different methodology to find out the predictor
influence students' digital literacy and how digital literacy help students' learning outcomes.
Keywords: E-teaching, E-learning, Digital literacy, Covid19, Malaysia
REFERENCES
Al-Okaily, M., Alqudah, H., Matar, A., Lutfi, A., & Taamneh, A. (2020). Dataset on the
Acceptance of e-learning System among Universities Students’ under the Covid-19
Pandemic Conditions. Data in brief, 32, 106176.
Alqurashi, E. (2019). Predicting student satisfaction and perceived learning within online
learning environments. Distance Education, 40(1), 133-148.
Anderson, T. (2011). Towards a theory of online learning. In T. Anderson (Ed.), The theory
and practice of online learning, 2, 45–74. Edmonton: Athabasca University Press.
Bao, W. (2020). Covid-19 and online teaching in higher education: A case study of Peking
University. Human Behavior and Emerging Technologies, 2(2), 113-115.
Bisht, R. K., Jasola, S., & Bisht, I. P. (2020). Acceptability and challenges of online higher
education in the era of Covid-19: a study of students’ perspective. Asian Education and
Development Studies.
Iivari, N., Sharma, S., & Ventä-Olkkonen, L. (2020). Digital transformation of everyday life–
How Covid-19 pandemic transformed the basic education of the young generation and
why information management research should care? International Journal of
Information Management, 55, 102183.
Panigrahi, R., Srivastava, P. R., & Sharma, D. (2018). Online learning: Adoption, continuance,
and learning outcome—A review of literature. International Journal of
Information Management, 43, 1-14.
Corresponding author: Liang Hong, email: Lianghong@student.usm.my
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IMPACT OF COVID-19 ON CLINICAL TEACHING AND LEARNING:
CHALLENGES, SOLUTIONS AND OPPORTUNITIES
Fakhitah Ridzuan 1 and Norehan Mokhtar 1
1Dental Simulation and Virtual Learning Research Excellence Consortium, Craniofacial and
Biomaterial Science Cluster, Advanced Medical and Dental Institute, Universiti Sains
Malaysia, Bertam 13200, Penang, Malaysia
INTRODUCTION
The education systems around the world are undergoing massive changes, as courses and
programs are designed in new ways and with new educational content. Since COVID-19 hit
the world, the trend of the clinical education system has changed. The shift from face-to-face
to online learning are facing difficulty, especially for dental and medical undergraduate
programs .Clinical posting is the most important part of the medical (Singh, 2020) and dental
curriculum (Cheng et al., 2021) as it requires feedback from the lecturers. It is all about learning
by doing, which includes history taking, the examination of the patient, coming to a differential
diagnosis after critical reasoning, maintaining good communication and professionalism
(Afonso et al., 2020; Singh, 2020). Since most of the recent publications only focus on the
theoretical knowledge delivery during the pandemic, therefore this review aims to identify the
challenges and steps taken by the universities from different countries to overcome problems
in clinical education .
METHODS
The review was done on several established databases which are Scopus, Science Direct and
PubMed. The data was extracted and analysed to identify the challenges, solutions, and
opportunities in clinical education.
RESULTS AND DISCUSSION
From the review, most of the universities had been closed and the clinical placement was
postponed (Al-Balas et al., 2020; Alsoufi et al., 2020). In the United States, the Association of
American Medical Colleges (AAMC) recommended a temporary suspension of all direct
patient contact responsibilities for the students (Everard & Schiel, 2021). This situation may
result in a gradual reduction in students’ clinical skills competence as they no longer have
access to patients. Therefore, various solutions have been done by the university to ensure
clinical education can be continued. E-learning may represent a suitable alternative to
traditional learning to deliver high-quality education (Al-Balas et al., 2020). However, 21.1%
agreed that e-learning could be used for clinical aspects (Alsoufi et al., 2020). Virtual
Resources was designed to replace a clinical simulation session for the physical examination
course. From the study, it can be seen that the virtual resources are effective for teaching basic
clinical skills (Afonso et al., 2020). However, the implication of virtual resources is still a
relatively limited learning experience (Kim et al., 2020).
Next, Telehealth involves the use of telecommunications and virtual technology to deliver
healthcare outside of the traditional brick and mortar healthcare facility. 67% strongly or
moderately agreed that telehealth and in-person patient encounters have similar educational
value (Mahabamunuge et al., 2021). In this review, the opportunity of implementing virtual
learning in education specifically for clinical simulation was also analysed. Innovative
technologies are needed to adhere to the challenge in delivering clinical training to the students
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CIIDT 2021
and increase their knowledge and practical skills. The time for change is now, and there should
be a valid solution that can be implemented globally. COVID-19 is an opportunity for medical
and dental education to implement online or blending learning in clinical education. It has
accelerated the process which requires the students and educators to quickly adapt to and adopt
such changes. Virtual reality can be implemented as part of telehealth in clinical teaching. It
can provide an advanced communication interface, which enables more interactive session and
enhance the feeling of physical presence .
CONCLUSIONS
Initially, when COVID-19 hit the world, the university do not have any option aside to postpone
the clinical years. This shows that even though the technology in medical and dental education
is evolving, but clinical education is left behind. Online teaching and learning and simulationbased
tools are essential in ensuring continual clinical education, however, they may not
completely replace conventional clinical training. Regardless, the students and educators must
dare to change and get ready for the technology that may complement the skills in clinical
education .
Keywords: COVID-19; Clinical Education; Virtual Learning, Dental Education, Medical
Education.
REFERENCES
Afonso, N., Kelekar, A., & Alangaden, A. (2020). “I Have a Cough”: An Interactive Virtual
Respiratory Case-Based Module. MedEdPORTAL : The Journal of Teaching and
Learning Resources, 16, 11058.
Al-Balas, M., Al-Balas, H. I., Jaber, H. M., Obeidat, K., Al-Balas, H., Aborajooh, E. A., Al-
Taher, R., & Al-Balas, B. (2020). Distance learning in clinical medical education amid
COVID-19 pandemic in Jordan: current situation, challenges, and perspectives. BMC
Medical Education, 20(1), 341.
Alsoufi, A., Alsuyihili, A., Msherghi, A., Elhadi, A., Atiyah, H., Ashini, A., Ashwieb, A.,
Ghula, M., Hasan, H. Ben, Abudabuos, S., Alameen, H., Abokhdhir, T., Anaiba, M.,
Nagib, T., Shuwayyah, A., Benothman, R., Arrefae, G., Alkhwayildi, A., Alhadi, A., …
Elhadi, M. (2020). Impact of the COVID-19 pandemic on medical education: Medical
students’ knowledge, attitudes, and practices regarding electronic learning. PLOS ONE,
15(11), e0242905.
Cheng, F. C., Wang, L. H., Chang, J. Y. F., Lin, T. C., Liu, T. H., Tsai, P. F., Chang, Y. T., &
Chiang, C. P. (2021). The impact of the COVID-19 pandemic on the dentist manpower in
Taiwan. Journal of Dental Sciences,
Everard, K. M., & Schiel, K. Z. (2021). Changes in Family Medicine Clerkship Teaching Due
to the COVID-19 Pandemic. Family Medicine, 53(4), 282–284.
Kim, J. W., Myung, S. J., Yoon, H. B., Moon, S. H., Ryu, H., & Yim, J.-J. (2020). How medical
education survives and evolves during COVID-19: Our experience and future direction.
PLOS ONE, 15(12), e0243958.
Mahabamunuge, J., Farmer, L., Pessolano, J., & Lakhi, N. (2021). Implementation and
Assessment of a Novel Telehealth Education Curriculum for Undergraduate Medical
Students. Journal of Advances in Medical Education & Professionalism, 9(3), 127.
Singh, A. (2020). The Impediment in Acquiring Clinical Skills by Medical Students during the
COVID-19 Pandemic. Journal of Nepal Medical Association, 59(233), 98–99.
Corresponding author: Norehan Mokhtar, Email : norehanmokhtar@usm.my
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OPPORTUNITIES AND CHALLENGES OF RESPONSIVE BLENDED LEARNING
IN HERIOT-WATT UNIVERSITY MALAYSIA: THE PERSPECTIVES OF
ACADEMICIANS
Siok Inn Tan 1 and Kok Chian Tam 1
1 School of Social Sciences, Heriot-Watt University Malaysia
INTRODUCTION
The study explores the opportunities and challenges of Responsive Blended Learning (RBL)
from the perspectives of academicians in Heriot-Watt University Malaysia. The outbreak of
COVID-19 has disrupted the teaching and learning environment in all parts of the world,
including Malaysia (Shahzad et al., 2020; Sundarasen, et al., 2020). As a result, the
academicians were forced to adopt the e-learning or blended environment for teaching and
learning. In response, the management of Heriot-Watt University has introduced the
Responsive Blended Learning (RBL) to all campuses, including Malaysia (Heriot-Watt
University, 2020). This RBL approach is designed specifically to enable the university to meet
the needs of students and staff operating as one global university (Heriot-Watt University,
2020). It is designed to combine active and supported virtual learning environment with
appropriate face-to-face learning opportunities. Besides, it also aims to respond to the dynamic
change of external environment. This approach enables students to proceed with their studies
alongside their peers, whatever pandemic-related restrictions are lifted or imposed in specific
contexts (Learning & Teaching Academy, 2020). Whilst blended learning is a familiar term in
describing the teaching and learning approach of blending face-to-face with online activities,
RBL is a new approach and yet to be explored. In addition, a successful implementation of
RBL emerged at delivery level. Thus, it is worth gathering and understanding the rich
experiences of academicians by adopting qualitative methodology in this study. The
development of RBL is viewed as a way forward for future teaching and learning to respond
to the changing environment. Therefore, the findings of this study would help in improving of
the implementation of RBL by providing a useful insight into the opportunities and challenges
of RBL from the perspectives of academicians.
METHODS
This study adopts qualitative research that emphasises the individuals’ ‘lived experience’ as
well as fundamentally discovers the meanings of events, processes, and structures of their lives
by further connecting these meanings to the social world around them (Creswell & Creswell,
2018). The experience of the participants in this study were collected through semi-structured
face-to-face interviews. Purposive sampling was adopted in selecting participants in order
achieve in-depth understanding (Patton, 2002) on the understanding of RBL. A total of 10
Heriot-Watt University Malaysia’s academicians were interviewed. The interviews were
recorded, transcribed, and analysed using thematic coding.
RESULTS AND DISCUSSION
The findings revealed five (5) themes in opportunities, which are: flexibility, learning
experience, student’s engagement, comprehensive learning model and assessments. On the
other hand, there are four (4) themes in challenges, which are class preparation, student’s
engagement, steep learning curve, and assessments. The participants responded that RBL
provides flexible approach to learning and teaching, that learning materials can easily make
available and accessible by students, and learning can take place in both offline and online. In
addition, RBL enables a more comprehensive learning model, and it improves student’s
learning experience and engagement. Academicians can explore various pedagogy and
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CIIDT 2021
methods to enhance the teaching and learning model by blending ICT into face-to-face
classroom. In addition, RBL opens the doors to increasing contents of learning and improving
experience the academics and students at minimum costs. However, RBL is not always
perceived as a positive approach. The learning curve in adapting to RBL is steep, and the
preparation stage is time-consuming. The effectiveness of class delivery might be affected by
lack of social interaction in the RBL environment. Also, monitoring of student’s behaviors
during assessment is difficult. Hence, any strategy addressing the academician concerns likely
to be beneficial in the specific context. Availability of resources such as time and support will
help in dealing with the challenges.
CONCLUSIONS
Despite of the challenges, the RBL is seen as a better approach in teaching and learning,
especially for a global university. The ability to respond to environment has become the way
forward for future teaching and learning. However, the RBL approach is still at infancy stage
and requires further studies to understand its’ effectiveness. The findings of this study would
help in improving of the implementation of RBL by providing a useful insight into the
opportunities and challenges of RBL from the perspectives of academicians. The current study
was conducted in Heriot-Watt University Malaysia. Thus, it is possible that a study at other
campuses or at other higher education institutions may derive at different results. However,
this study unquestionably provides a useful insight into the opportunities and challenges of
RBL from the perspectives of academicians. It is suggested the future studies can explore the
views of students as the end users of RBL to ensure a boarder understanding of RBL.
Keywords: Responsive Blended Learning, Higher Education, Learning and Teaching
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Learning & Teaching Academy. (2020, July 22.) Responsive Blended Learning. Heriot-Watt
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Patton, M.Q. (2002). Qualitative research and evaluation methods (3rd edition). California:
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Sundarasen, S., Chinna, K., Kamaludin, K., Nurunnabi, M., Baloch G.M., Khoshaim, H.B.,
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Corresponding author: Siok Inn Tan, Email: Siok_Inn.Tan@hw.ac.uk
40

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