system, it will increase users understanding, learning and Prosiding K-Novasi 2021
their interest in aquaponics farming system.
Garzón, J. Acevedo, J. Pavón, J. Baldiris, S. (2020).
Fig. 4 Part of the AR-IoT application Promoting eco-agritourism using an augmented
reality-based educational resource: a case study of
Conclusion and Future Work aquaponics. Interactive Learning Environments, 1–
15.
It can be concluded that Internet of Things (IoT) feature https://doi.org/10.1080/10494820.2020.1712429
can implemented in a mobile Augmented Reality
application which uses Wi-Fi connection to interact with Heise, J. Müller, H. Probst, A.J. Meckenstock, R.U.
the system. With the chosen sensors value of parameters (2021). Ammonium Removal in Aquaponics
water pH level, light intensity, surrounding humidity, and Indicates Participation of Comammox Nitrospira.
temperature can be read through the chosen sensors on the Current Microbiology, 78(3), 894-903
aquaponics farming system. This application can monitor https://doi.org/10.1007/s00284-021-02358-3
and investigate the aquaponics farming system by
knowing the progress remotely anywhere anytime. Wirza, R. Nazir, S. (2021). Urban aquaponics farming
For future work, Aquaponics Solanaceae Interactive IoT and cities- a systematic literature review. Reviews
Application can be improved by adding more functions in on Environmental Health, 36(1), 47-61.
it and adding two ways communication between the https://doi.org/10.1515/reveh-2020-0064
mobile application and the aquaponics system. This
application can provide solution to help the user to Wu, F. Ghamkhar, R. Ashton, W. Hicks, AL. (2019).
overcome or manipulate the condition of aquaponics Sustainable seafood and vegetable production:
farming system when the users do not have an idea about aquaponics as a potential opportunity in urban
how to take care of aquaponics farming system. areas. Integrated Environmental Assessment and
In future also, Aquaponics Solanaceae Interactive IoT Management, 15(6), 832-843
Application can be enhanced by adding more interaction https://doi.org/10.1002/ieam.4187
and entertainment feature to attract younger adult to use
the new version of this application. By adding more
interaction and entertainment feature into application, it
will improve and increase the interest of people onto this
application. Furthermore, Aquaponics Solanaceae
Interactive IoT Application can add internal condition
controller and add more parameter which is EC meter
sensor, Oxygen sensor, and total dissolved solids (TDS)
sensor to check and control the condition of aquaponics
farming system.
REFERENCES
Khandaker, M. Kotzen, B. (2018). The potential for
combining living wall and vertical farming systems
with aquaponics with special emphasis on
substrates. Aquaculture Research, 49(4), 1454-
1468 https://doi.org/10.1111/are.13601
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Prosiding K-Novasi 2021
Pandemic Teaching : Online Teaching Modalities of Molecular
Nutrition in COVID19 era
[1]*Razinah Sharif, [1]Lim See Meng & [2]Munirah Ismail
[1] Program of Nutrition Science, Faculty of Health Sciences,
[2] Program of Dietetics, Faculty of Health Sciences, Universiti Kebangsaan Malaysia
*Corresponding Author email : [email protected]
ABSTRACT
The year 2020 – 2021 will forever be remembered as a season of pandemic teaching due to the COVID-19 outbreak,
including Malaysia. Learning process of higher education institutions has abruptly changed from in-person to online in
attempts to minimize COVID-19 spread. Due to this, we must use all virtual means for molecular nutrition course to achieve
its learning outcomes. In response to the virtual learning, we have used multiple methods for pedagogy which involve the
use of flipped teaching, origami and experiments at home, case studies, collaborative work using google slides and virtual
laboratory demonstrations for students. Students’ feedback showed that most of them were satisfied with these multiple
teaching approaches and considered that short online quizzes were very helpful for their study. Students also felt that virtual
laboratory demonstrations were not effective as they would be keener to do hand-on laboratory practical. Analysis of final
examination scores showed that the effect of 2020-year teaching did not jeopardize the course learning outcomes, with better
excellence rate and lower in the rate of poor scores and failure. Hence, with the lessons learned due the pandemic COVID-
19, online teaching modalities are possible to provide students with valuable scientific learning experiences when in-person
learning is not possible.
Keywords: pandemic COVID19, online teaching, pedagogy, molecular nutrition
INTRODUCTION UKM Folio. The transition to online education has also
seen a change in examination methods (Teun 2021).
In the end of 2019, coronavirus disease 2019 (COVID-
19) broke out in Wuhan, Hubei Province, China, and soon Molecular nutrition is the frontier subject of life science
it has rapidly spread globally. More and more variants especially for Nutrition Science undergraduate students.
have been reported and Malaysia has undergone various Molecular nutrition studies the impact of genetics and
stages of restricted movement order in curbing the spread biology in relation to nutrition. Basics of genetics and
of this disease within the country. Malaysia government biology are taught in first half of the semester and
launched the first-level response to the urgent public overview of application of genetics in nutrition is covered
health emergencies including the closure of all higher for the next half of the semester. For the postgraduate
education institutions. While the spread of the virus has course on molecular nutrition, more in-depth topics are
resulted in a wide impact on the life of population, the included which include maternal nutrition and genes, the
closure of universities and limitation of travel have led to effect of physical activity and genes and many other
innovative methods to deliver education. exciting topics. With the difficult theory to understand
and the complicated relationship between genetics and
With the use of internet and electronic devices, students nutrition, students generally feel hard to understand and
have the opportunity to access various electronic master the basic contents of molecular nutrition even in
resources for self-learning purposes. Face to face learning the traditional class-based teaching. Therefore, it is a
is replaced by online delivery methods and free resources great challenge for undergraduates at home to study
are provided to all the students. In addition, the Universiti molecular nutrition course using a web-based online-
Kebangsaan Malaysia has established their own Learning learning mode because of the outbreak of COVID-19.
Management System (UKM FOLIO) using Moodle. This
system acts as a platform for teaching and learning that To assess the effect of teaching of molecular nutrition
can be used by all lecturers and students. Official online course during the novel coronavirus pandemic, a
lectures are conducted using the MS Teams while the questionnaire survey was conducted at the end of this
UKM Folio is where all the learning materials and course. We also compared the overall students’ grades of
resources stored. Youtube videos, assignments, quizzes, molecular biology with that of last year with traditional
even final examinations also can be accommodated via classroom teaching.
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RESULTS AND DISCUSSION Table 1. Main thematic analysis for the challenges faced during
teaching and learning in this COVID19 pandemic era
The online teaching of molecular nutrition course for
undergraduates and postgraduates varies according to the Theme Comments
topics. Course introduction, syllabus, calendar, Data
evaluation methods, PowerPoint/PDF files of lecture - Not enough data
notes and extracurricular reading were uploaded to the Socioeconomic - No money to buy data
UKM Folio prior to lectures. Flipped teaching was used status/Financial
comprehensively for both NNND1272 Genetics and Problem - Had to work to support family
Nutrition (undergraduate) as well as NNND6573 - Had to take care their siblings
Personalised Nutrition and Nutrigenomics - Had to take care sick parents
(postgraduate). Whatsapp group was created for this
online learning of molecular nutrition coursesto facilitate Natural Disaster - Flood affects home
the students to ask questions and lecturers to answer these Equipment
questions in a more effective way. Various online - Laptop are not fully equipped with
modalities of teaching were used to teach both courses. Others enough storage
Flipped teaching, online collaborative self-centered
learning using google slides, experiments at home to - Not enough computers at home,
simplify DNA extraction, origami at home (Figure 1) and need to take turns with other
role play for nutrigenomics application were successfully siblings
delivered for both courses.
- Too many distractions at home
At the end of each course, we asked the students to post - Not disciplined
their reflection using Padlet and we also asked questions - Lack of motivation
pertaining the course especially focusing on the online
delivery mode. Some of the questions that we had asked Number of StudentsBlended learning, which integrates online and face to-
include “Overall, what is your opinion about learning of face classroom teaching, aims to lead students from a
molecular nutrition during COVID19 pandemic?”; “Are superficial to a deep and full understanding of the courses.
you satisfied with the voice effects of broadcasting live?”; The online portion of blended courses involves some
“Do you think those pre and post-lecture quizzes are open online resources that are intended to help the
helpful for your studies?”; “What is your current English procedure of students' learning (Chen et al 2020). The
level?”; “What is your greatest challenges faced during online resources, including videos, audio clips, or
COVID19 pandemic?” and “What is your opinion for readings should be explicitly integrated with in-class
online teaching modalities used in this course?”. activities of teaching, hence providing greater experience
for a better flipped teaching.
Fig. 1 Double Helix of DNA Structure using Origami-Me
16
Main observation analyzed using padlet thematic analysis
for their challenges are summarized in table 1 and 14
performance analysis of NNND1272 Genetics and
Nutrition for year 2019 and 2020 is simplified in Figure 12
2.
10
8
6
4
2
0
A A- B+ B B- C+ C C- D+
Grades
2019 2020
Fig. 2 Performance analysis of the students for ND1272 (Genetics and
Nutrition)
Based on Figure 2, students’ grades were improved
significantly following the online teaching modalities.
These could be due to the change in the assessment which
was no longer involving memory-challenged based
examinations. This analysis could shed some insights on
how the teaching should be conducted for the students to
understand better and for them to apply the knowledge.
This finding agrees to previous study conducted by Jiang
and Ning (2020) in China where they found online
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Prosiding K-Novasi 2021
teaching mode of molecular biology to the undergraduate
students in Pharmacy improved significantly as opposed
to previous batch of students that used classroom
teaching.
This experience of teaching of molecular nutrition during
the pandemic era has taught us many things. Perspectives
of teaching have changed, and we need to understand the
view of the students who are locked down at their
hometown. Various socioeconomic status affected our
delivery of synchronous teaching hence we need to
change towards an asynchronous mode. In addition to
COVID19, students were also affected by natural
disasters such as flood during the monsoon season. This
had affected their internet stability and the ability for them
to do presentation, online discussion and other
assignments that requires online mode. Herewith, we
share the current practice and limitation faced by our
students during teaching and learning of molecular
nutrition under the pandemic and hope it will shed some
insights to the other developing country lecturers and
students in delivering this course.
CONCLUSION
Due to its limitless possibilities, online teaching and
learning modalities are the future of education especially
in difficult subjects such as molecular nutrition. More
videos and free resources should be provided to aid in
teaching and learning for lecturers and students especially
in least developed countries who faced the struggle of
online distance learning.
ACKNOWLEDGEMENTS
We acknowledge all the students involved in this learning
experience.
REFERENCES
Teun J. de Vries. (2021). The Pandemic That Has Forced
Teachers to Go Online. Zooming in on Tips for
Online Teaching. Frontiers in
Education. 10.3389/feduc.2021.647445, 6.
Chen J, Zhou J, Wang Y, Qi G, Xia C, Mo G, et al. (2020).
Blended learning in basic medical laboratory
cources improves medical student's abilities in self-
learning, understanding, and problem solving. Adv
Physiol Edu.44:9–14.
Jiang X, Ning Q. (2020). The impact and evaluation of
COVID-19 pandemic on the teaching model of
medical molecular biology course for
undergraduates major in pharmacy. Biochem Mol
Biol Educ. 1–7. https://doi.org/ 10.1002/bmb.21471
290
Prosiding K-Novasi 2021
Challenges in Online Learning During COVID-19: Malaysian
Students’ Perspectives
[1]* Zambri Harun, [2] Firdaus Mohamad Hamzah, [1] Zulkhairi Zainol Abidin,
[1] Wan Fathul Hakim Wan Zamri, [3] Hashimah Hashim
[1] Department of Mechanical and Manufacturing Engineering,
Faculty of Engineering and Built Environment,
Universiti Kebangsaan Malaysia, 43600 UKM Bangi, Malaysia
[2] Department of Engineering Education,
Faculty of Engineering and Built Environment,
Universiti Kebangsaan Malaysia, 43600 UKM Bangi, Malaysia
[3] School of Electrical Engineering, College of Engineering,
Universiti Teknologi MARA, Shah Alam, 40450, Malaysia
*[email protected]
ABSTRACT
The COVID-19 pandemic has ravaged many nations economically and socially. This survey study involved Malaysia
students in the tertiary level on their perspectives of online learning - their only possible method of learning throughout
almost two-year of the lockdown. The online survey involved 1410 students in science, technology and engineering
programmes throughout public and private universities in Malaysia. Despite a well-perceived success in online education,
in a contrasting student perspective, there were many challenges faced by students from access to decent device and internet
connection to a more mental-related issue such as their study environments. More than 80% of students reported that
technical-based courses such as computer programming or material science were harder in online learning. To stay current,
universities will need to find ways to offer online education with a local blend to their current and prospective students.
Keywords: Online learning during pandemic, underprivileged group.
INTRODUCTION classes and self-study, medium used for learning,
sleeping habits, daily fitness routine, and the subsequent
Nobody would have thought that the lockdowns are to be effects on weight, social life, and mental health
around for such a long time in many parts of the world. In (Chaturvedi et al. 2021). Students seek help from people
Malaysia, this is termed the Movement Control Order nearest to them to address these issues and adopt different
(MCO). Well into the second year of the MCO, the coping mechanisms. Another survey study conducted
Institutions of Higher Learning (IHLs) have adapted quite over 62 countries involving 30,383 students found that
well in delivering courses or even programmes online. To inferior computer skills and the perceived higher
everybody’s surprise, major students’ events arranged workloads prevented them from appreciating their own
online or hybrid modes are getting common and accepted, improved performance in the new teaching environment.
these include registration of new students, orientation Most importantly mental health issues seem to be the
week, appreciation of new graduates and even most significant issues haunting students such as
convocations. Mental and health effects are one of the boredom, anxiety, and frustration (Aristovnik et al. 2020).
many effects brought about by disruptions to daily A survey study at Changzhi medical college, China by
routines. By April 2020, according to UNESCO, over using cluster sampling found significant unbearable
90% of enrolled learners i.e. 1.5 billion people worldwide psychological pressure among students (Cao et al. 2020).
were out of education. For children and adolescents with Living in urban areas, family income stability and living
mental health needs, the closure of education means with parents were protective factors against anxiety. In
inaccessibility to formal resources (Lee, 2020). One of the contrast, having relatives or acquaintances infected with
most followed SOPs, social distancing, causes social COVID-19 was a risk factor for increasing anxiety.
isolation in abusive homes, with abuse likely increased Not all programmes can be switched online over such
during times of economic uncertainty and stress. a short period, for example in an engineering programme,
Notwithstanding, there is not much evidence yet about the concerns whether students archive psychomotor-
long-term mental health effects in a pandemic (Lee, related attributes linger despite clear guidelines in
2020). A survey conducted involving 1182 individuals of laboratory replacements, literature critiques and
different age groups from various educational institutes in simulations works instead of experimental-based
Delhi - National Capital Region (NCR), India found activities in Final Year Project (FYP) and prototype
numerous impacts on students i.e. time spent on online simulations instead of working prototypes in capstone
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Prosiding K-Novasi 2021
projects (BEM, 2020). Similar issues are observed in The distribution of participants’ current place of stay
practical-intensive programmes such as medicine. is as shown in Figure 2. At the end of 2020, most students
Although online education provides an opportunity for pursuing technical-based programs such as engineering,
self-study, the main challenge that online education faces science, and technology, i.e. the target participants of the
in veterinary medical science is how to conduct practical survey were staying in colleges or accommodations
lessons (Mahdy, 2020). Developed economies are at nearby their universities either by way of renting or
advantage over developing economies when teaching and staying with relatives or friends. Students in year one and
learning are switched online because of the access to the two mostly have to complete laboratory works while
right device and internet. Despite being at a disadvantage, students in year three / four have some kind of design
suitable pedagogy and platform for different class levels project sometimes called the capstone project. Students in
of higher secondary, middle and primary education need their final year have Final Year Project (FYP), many of
to be explored further (Pokhrel & Chhetri, 2020). these projects involve experiments therefore physically
Furthermore, government intervention is required and attending university is required.
there is a great need to innovate and implement an
alternative educational system and assessment strategies. 0.8%
As in many parts of the whole, the government provides
financial assistance to the economy to address slumping 16.2%
economies due to the lockdown measures (Md Shah et al.
2020, Aziz et al. 2020). Some families living in the 83.0%
poverty thresholds even receive cash for basic needs. The
main machineries of any economies i.e. the small- Peninsular Malaysia
medium enterprises (SMEs) receive some financial Sabah, Sawarak, Labuan
initiative, although not all of them. The hardest hit sectors Others
are tourism and services. Some hotels received no
bookings for many months and the only options were Fig. 2 Students’ university location by region
closures.
A total of 83.0% of participants were in Peninsular
2.06% Participants (%) 4.04% Malaysia and 16.2% were from Sabah, Sarawak and
Labuan while the remaining 0.8% chose others. The 0.8%
7.59% 0.28% who chose others could be international students who
0.92% have left for their countries but were still registered
students with Malaysian universities. Likert’s scale-type
2.13% answer was preferred to ease analysis. Some statistics
methods were checked to ensure the validity of the
38.94% 13.97% survey.
8.23% 1.21% RESULTS AND DISCUSSION
20.43%
The second part of the survey performed in Harun et al.
0.21% (2021) discusses the type of assessments for a particular
course to suit online delivery and the type of subjects.
UiTM UKM UM UMK Figure 3 shows the first set of questions in this article
UMP UNIMAS UNITEN UPNM regarding the different study environments students were
USM UTEM UTM Others in. The most appropriate method in online assessment is
the open-ended type of questions, open-book and/or take-
Fig. 1 Participations of students by universities home examination over conventional examination in a
controlled-environment. For many students in Malaysia,
A two-tier survey regarding COVID-19 effects on distance learning which includes online learning,
Malaysian varsity students was conducted. Results of the electronics learning and correspondence learning is a new
first-tier study on socio-economic impact are available in thing (Dhawan, 2020). The most student-friendly one for
Harun et al (2021). In that study, students in the lower first-time tertiary-level education is probably online
income-groups were affected worse than their peers in the learning. Online learning itself consists of the
higher income groups. The internet-based survey synchronous method where student-teacher meet in real-
performed from 10 November 2020 to 20 December 2020 time, asynchronous method, blended learning, massive
involving 1410 tertiary students from almost 20 public online open courses (MOOC), and open schedule online
and private IHLs as shown in Figure 1. Students from courses. In Fidalgo et al. (2020), students were interested
Universiti Teknologi Malaysia (UTM) made up almost in distance learning despite some reservations. Students'
39% of the surveys followed by Universiti Sains Malaysia
(USM) with 20.4% and Universiti Malaysia Sarawak with
almost 14%.
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Prosiding K-Novasi 2021
most common concerns were time management, lecturers and the management of programmes were
motivation, and English language skills (Fidalgo et al. probably too worried about not achieving the programme
2020). This study was conducted in Portugal, Ukraine and outcomes. This has caused lecturers to assign students
UAE; these are considered developed countries where such plenty of work and conduct more evaluations. A
Portugal is a European Union (EU) member, Ukraine is negligible 2.1% gave no answers to this question. 7.7%
fast realizing its citizens' western-friendly approach and and 26.2% strongly disagree and disagree respectively.
itself aspires to be equivalent to be an EU member as well
as a NATO member. UAE people possess the world’s A resounding 47.0% and 33.8% chose to agree and
highest Gross-Domestic Per Capita (GDP) and many of strongly agree to question ‘engineering and technical
the people staying in these countries are expatriates. This courses such as computer programming - materials
article recommends that each country or region develop science are more complicated’ the second question. The
its own distance learning because of its strong cultural significant majority here, slightly more than 80%, is
blend. expected as learning computer programming online is as
hard as it can get for some students. The programming
Detailed questions on students' feelings and software has to be installed, and the students need laptop
perspectives are therefore important. The first question in or a personal computer, not simply a smartphone. The
Figure 3 is regarding the difficulties in open-ended and syntax needs to be entered step-by-step, there is no
take-home type examinations. Academic accrediting shortcut to learning computer programming. Likewise,
bodies such as Engineering Accreditation Council (EAC) students might be required to have access to some
has provided guidelines during COVID-19 period where material selection software in the material-related course.
conventional approaches such as examinations are no This type of software is usually only allowed to be
longer appropriate (BEM, 2020). New assessment installed using university-approved machines only.
methods such as take-home examination and open-book
are most appropriate to handle integrity issues among Comparatively fewer students, 35.9% and 9.6%
students. A surprising 41.6% and 22.4% reported chose to agree and strongly agree with the question
difficulties in their learning progress by choosing to agree ‘humanities, ethics courses are harder’. No software or
and strongly agree with the question ‘Hard for me to exotic machines are required for humanities or ethics
prepare assignment / examinations - which is an open- courses. Lecturers too have the flexibility to assign
ended, take-home examination’. This is a contrasting numerous scenarios as case studies for these courses –
effect to that of Fidalgo et al. (2020) study. In the latter, online T&L itself can be a good case study-base where
students in Portugal indicated strong endorsement for many sub-topics can be generated.
distance learning with almost 53% choosing favourable,
and 5.5% very favourable, there was 0% choosing very I feel this effect is different in different scenario
unfavourable. This is in agreement with data from the
same survey that almost 95% of participating students I feel I could handle online 4.2% 2.1%
have already had some kind of distance learning in their 30.0%
academic careers. learning better if I had a good 17.1% 46.6%
device (a laptop or a better
smartphone)
Are there different effects for different subjects? 3.6% 46.0% 1.8%
32.2%
Hard for me to prepare 7.7% 2.1% I feel I could handle online
assignment / examinations - 22.4% learning better if I had good 16.4%
which is open-ended, take-
internet connections
26.2% 41.6%
home examination 0% 20% 40% 60% 80% 100%
Engineering and technical 4.3% 3.1% Strongly disagree Disagree Agree
courses such as computer 33.8% Strongly agree No answer
programming - materials 11.8% 47.0%
science are more complicated Fig. 4 Second set question: I feel this effect would be different in a
different scenario
8.6% 41.3% 4.5%
Humanities, ethics courses are 35.9% 9.6%
harder In this second set of survey questions, students were
asked about their current environment and scenario
0% 20% 40% 60% 80% 100% concerning their studies. Many scenarios can affect
Strongly disagree Disagree Agree students’ mental preparedness such as the availability of
online learning devices and internet connections. A
Strongly agree No answer resounding majority chose to agree (46.6%) and strongly
agree (30.0%) to question ‘I feel I could handle online
Fig. 3 First set question: Are there different effects for different learning better if I had a good device (a laptop or a better
subjects? smartphone)’. Poor access to devices with decent quality
to the economically vulnerable group has been observed
Comparing with a developed nation such as Portugal in developing and under-developed countries and have
might not reveal the reason for the contrasting been mentioned by Md Shah et al. (2020). In Malaysia,
perceptions. In general, most of the participants as shown this widening category is called the Bottom 40% (B40).
in Figure 2 are from public universities except for
UNITEN, which are known to have not offered online
learning on a big scale. This is the first time and the
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Prosiding K-Novasi 2021
Relatively small groups chose to strongly disagree (4.2%) Cao, W., Fang, Z., Hou, G., Han, M., Xu, X., Dong, J., &
and disagree (17.1%). This suggests that most students
under the study group have difficulties in accessing good Zheng J. (2020) The psychological impact of the
devices which is very important in online learning
(Dhawan, 2020). A typical developing country's problem COVID-19 epidemic on college students in China.
is securing a budget from the federal government – which
responsibility covers education, for ICT upgrades Psychiatry Research, (287), article 112934. doi:
(Bhuasiri et al. 2012). There shall be a paradigm shift
especially during this time around as ICT equipment is no 10.1016/j.psychres.2020.112934
longer a luxury.
Chaturvedi, K., Vishwakarma, D.K., & Singh, N. (2020)
Another similar strong result is shown in the next
question ‘I feel I could handle online learning better if I COVID-19 and its impact on education, social life
had good internet connections’ – 46.0% and 32.2% chose
to agree and strongly agree respectively. Data limits and and mental health of students: A survey. Children
internet access has been one of the major hardships faced
by students (Gonzales et al. 2018). Rural parts of and Youth Services Review, 121, 105866.
Malaysia face bigger problems as uninterruptible internet
access requires a large investment and physical Dhawan, S. (2020) Online Learning: A Panacea in the
installations of required equipment will take a few years.
This is to endorse that the digital divide mentioned by time of COVID-19 crisis, Journal of Educational
Gonzales et al. (2018) is to stay for many years to come.
Technology Systems, 49(1), 5–22.
CONCLUSION
https://doi.org/10.1177/0047239520934018
The study in students’ physical and mental preparedness
for online learning has been carried out in Malaysian BEM (2020) EAC / ETAC Guiding Principles on
public and private universities in late 2020. The study
revealed a contrasting finding as compared with Teaching-Learning and Assessment
developed countries, especially access to a decent device
for online learning. Strong messages are observed here as Implementation During Covid19 Pandemic.
a significant number of students reported difficulties in
accessing devices with decent quality and stable internet https://www.eac.org.my/web/document/EAC-
connection for online learning.
ETAC%20CovidGuidelines.pdf
ACKNOWLEDGEMENT
Harun, Z., Mohamad Hamzah, F., Mansor, S., Mahmud,
The authors would like to express gratitude for UKM
grants GUP-2020-015 and GP-2019-K015598. A.S. Hashim, H. Hameed Sultan, M.T., Nik
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Pokhrel, S., & Chhetri, R. (2021) A Literature Review on
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Depression, Anxiety, and Stress related to Online Distance Learning
(ODL) Does Not Influence Academic Performance: Findings from an
Online Survey among Undergraduates in Malaysia
[1] Sumaiyah Mat*, [2] Vivian Sheereen anak Rantai, [2] Isaac Lo Sheng Jieh, [2] Adibah Nabilah
Binti Zulkiply, [2] Alif Najmi Bin Amaluddin, [2] Nabil Amin Bin Mohamed Yusof, Ho Wei
Sheng, [2]Ahmad Nabil Khairi Bin Mahdzir, [1] Devinder Kaur Ajit Singh,
[3] Nor Azlin Mohd Nordin, [1] Normala Mesbah, [3] Deepashini Harithasan, [3] Nor Azura Azmi,
[3] Asfarina Zanudin, [4] Ismarulyusda Ishak
1 Centre for Healthy Ageing and Wellness, Physiotherapy Programme, Universiti Kebangsaan Malaysia,
Malaysia
2 Physiotherapy Program, Faculty Health Sciences, Universiti Kebangsaan Malaysia, Malaysia
3 Centre for Rehabilitation and Specials Needs Studies, Physiotherapy Programme, Faculty of Health Sciences,
Universiti Kebangsaan Malaysia. Jalan Raja Muda Abdul Aziz, 50300 Kuala Lumpur.
4 Center for Toxicology and Health Risk, Biomedical Science Programme, Faculty of Health Sciences,
Universiti Kebangsaan Malaysia. Jalan Raja Muda Abdul Aziz, 50300 Kuala Lumpur.
*[email protected]
ABSTRACT
Objective: To determine the impact of online distance learning (ODL) on mental health status and academic performance of
Malaysian undergraduates during COVID-19 restrictions. The associations between ODL preference and satisfaction with
academic performance; mental health status with academic performance and the potential mediating role of mental health
status in the associations between ODL and academic performance were examined.
Method: In this was an online survey, academic performance was measured using self-reported questions in which
respondents were asked to state their cumulative grade points average (CGPA). Reduction in CGPA will be considered as
declined in academic performance. Data on ODL readiness and satisfaction as well as mental health status were obtained.
Results: Among 256 respondents of this study with mean age (SD) 22.10 (1.05), 27.3% reported to have decline in CGPA
during Covid-19 restrictions. Majority of the respondents were females, (75.8%) and belong to Malay ethnic group (58.6%)
while the rest were from Chinese (27.7%), Indian (2.7%), and other (10.9%) ethnic groups. Female undergraduates were
more likely to perform better as more had maintained or improved in their academic performance. Self-directed learning,
learning control, learning motivation, and satisfaction were significantly associated with academic performance (p<0.05)
but not computer-internet self-efficacy and online communication self-efficacy. There were also significant negative
correlations between ODL and Mental Health Status ( add r and p values) . However, mental health status does not appear
to be significantly associated with decline in academic performance (add statistical values). Self-directed learning, learner
control, learning motivation, satisfaction related to ODL remained significantly associated with academic performance even
after the adjustment of demographic differences and further adjustments on mental health status.
Conclusion: Our study findings suggest that ODL preference and satisfaction have an impact on the academic performance.
While, mental health status related to ODL was not associated with academic performance. Mental health status among
undergraduates during Covid-19 restrictions was not found to mediate the relationship between ODL and academic
performance.
Keywords: Online Distance Learning, COVID-19, undergraduates, Malaysia, mental health status, academic performance
INTRODUCTION
295
This pandemic gives impact on the whole world's socio- Prosiding K-Novasi 2021
economic situation by forcing all social gatherings to be
conducted on online platforms. Thus, education systems affecting student’s mental health. Therefore, mental
from all entire levels must be conducted via online health status may be the mediating factor in the
distance learning (ODL). Online distance learning can be association between ODL and academic performance
defined as some form of instruction occurring between according to the current literature but has yet to be proven.
two parties (lecturer and students) at different times or
places, by using a variety of instruction methods such as It is still unclear whether academic performance
virtual learning, web-based learning, and e-learning among undergraduates during COVID-19 was affected by
(Moore et al., 2011 & Conrad, 2006). ODL affects ODL and mental health status. Therefore, our objectives
lecturers and students due to the sudden changes in are to determine the impact of online distance learning on
teaching and learning modes, an unconducive learning mental health status and academic performance of
environment, and unsatisfactory internet access that may university students during COVID-19 by studying the
lead to mental health status and academic performance associations between ODL preference and satisfaction on
changes. The students are facing their biggest challenge academic performance; mental health status and
in their studies with the closure of education institutions, academic performance and explore the mediating role of
they might have to take a longer period to graduate mental health status in the associations between ODL and
(Pradeep S., 2020). academic performance.
A cross-sectional study (Mahdy, 2020) found that RESULT
from 1,392 participants from 92 different countries,
96.7% (n = 1,346) believed that COVID-19 pandemic Basic Characteristics of Participants
lockdown affected their academic performance with
varying degrees. According to Gonzalez et al. (2020), at Among 256 respondents in this study with mean age (SD)
the end of face-to-face learning and at the start of 22.10 (1.05), 27.3% reported to have declined in CGPA
confinement, students’ scores were significantly higher during Covid-19 pandemic. Majority of the respondents
than in the previous academic years. However, a study were females (75.8%) and from Malay ethnic group
done by El Said (2021) showed findings that suggest no (58.6%) while the rest were from Chinese (27.7%),
significant difference in students’ grades between Indian (2.7%), and other (10.9%) ethnic groups. Most of
traditional learning and ODL of the same course taught the respondents were from public universities (92.9%)
during COVID-19 lockdown semester and the semester and only 7.1% were from private universities. About
prior. A survey by Hasan et al. (2020), which includes 400 21%, 60% and 19% were from year 2, 3 and 4 of their
participants of college students in Bangladesh, found that studies respectively. Undergraduates under the B40
there is a significant impact on student’s mental health household income make up 44.9% of the respondents
due to ineffective online learning systems. A report by while the M40 and T20 were 33.6% and 9.4%
Acharya et. al. (2020) stated that 68% of the participants respectively. Most of the undergraduate were living in
were worried about their studies and lengthening of their Selangor (16.8%), Johor (16.0%), Pulau Pinang (11.7%)
academic year and more than half of the participants are while the rest were from other states in Malaysia. Females
dissatisfied with ODL and prefer offline classes. 42.4% were found to be significantly more likely to perform
were having increases in psychological distress during the better than their male counterparts, as more females had
lockdown of Covid-19 outbreak. In contrast, a report maintained or improved in their academic performance.
illustrated by Horita et al. (2020) shows that first year The internet accessibility median score was 4.0 (1 - 5) at
students' depression levels in 2020 are lower compared to both locations, homes and universities. Lastly, most of the
2019, the main cause of this is the process of adapting to respondents were equipped either with a handphone,
a new and unfamiliar mode of learning. Studies by laptop, tablet or both.
Bostani et al. in 2014 have suggested that there are
significant relations between educational performance Correlation of ODL on Mental Health Status
and mental health. Findings by Elias et al. from Universiti
Putra Malaysia in 2011 has also shown that there was a The correlation between ODL and Mental Health Status
significant increase in stress levels, but the relationship is negatively correlated. This means that when the
between stress and academic achievement varies among respondents have better satisfaction, computer-internet
students. The findings also suggested that online self-efficacy, self-directed learning, learner control,
education during this pandemic has a highly negative learning motivation, and online communication self-
impact on the learning of the students (Shakeel et al., efficacy, they are most likely to not have depression,
2020) probably due to highly affected concentration on anxiety and stress.
education. Mental health, ODL and academic
performance works in a web-like relationship where each Association between the ODL Satisfaction and mental
affects another. Mental health and ODL are able to affect health status on Academic Performance
academic performance directly. In addition, ODL is also
capable of affecting academic performance indirectly by We found that self directed learning with OR (95% CI) of
296
0.63 (0.43-0.91), p-value=0.015, learner control, OR Prosiding K-Novasi 2021
(95% CI), 0.67 (0.48-0.94, p-value=0.020, learning
motivation, OR (95% CI) 0.64 (0.44-0.93), p- during Covid-19 (Lischer et al., 2021, Bolatov et al.,
value=0.025, and satisfaction, OR (95% CI) 0.43 (0.30- 2020, Irawan et al., 2020). Though literature reviews have
0.61), p-value<0.001 were significantly associated with shown different results on the effect of ODL on student’s
academic performance. Meanwhile the other two are not mental health, the majority results have pointed out that
associated with academic performance; computer- the students are coping well and the mental health status
internet self-efficacy scores and online communication of students has improved in the transition from
self-efficacy. The association between mental health Traditional Learning to ODL. However, the results
status and academic performance was not significant. revealed by Irawan et al. in 2020 are equally significant
as to our concern. Their results have stated that students
Associations between ODL satisfaction, mental health are getting bored after 2 months of ODL and experienced
and academic performance mood changes due to too many assignments and are
considered ineffective by students. Though the sample
We found that self-directed learning, learner control, size in their study is small, this has reminded us that
learning motivation, satisfaction remained significantly perhaps a more comprehensive study on student’s mental
associated with academic performance even after the health in every phase of Covid-19 shall be done in effort
adjustment of demographic differences and further to study the long-term effects and changes of student’s
adjustments on mental health status indicating that mental mental health with implementation of ODL.
health status plays no role in the association between
ODL and academic performance. In our study on the effects of mental health and
academic performance, a contradicting finding to the past
DISCUSSION studies was obtained. From the past studies (Bas 2020,
Bostani et al., 2014), the findings have shown that mental
There is association between ODL and academic health has a positive relationship with academic
performance among undergraduates during the Covid-19 performance and similar results were expected to be
pandemic, however mental health status does not play any obtained in our study, however the results have shown
role. The reason for this may be due to the student’s that mental health has no effect on students’ academic
adaption to online learning in the late pandemic period. performance in the mode of ODL in the time of Covid-
Undergraduate students during the early pandemic period 19. As remarked by Bostani et al. in 2014, students’
may have had worse mental health status compared to the academic performance may be affected by other factors
present time due to the sudden change and shift in the and their interactional effects as well. We believe that
learning system. Thus, students getting used to the shift other factors, for instance student’s integrity, and
into online learning, in which every class and exams are modification in university’s rubric system in evaluating
online and physical classes are discouraged unless study outcomes may be responsible for such
necessary, may explain why mental health status plays no phenomenon.
role.
A study has confirmed that mental health did not
However, other studies have reported otherwise. have a significant role between online distance learning
One study reported that Indonesian undergraduates from and academic performance. From a past study conducted,
lower income families, experienced anxiety when having various Iranian populations showed that clinical college
to buy quotas in order to keep up with online classes students had notably lower ratings for stress, anxiety, and
(Irawan, Dwisona, and Lestari 2020). In addition, depression, but increased in colleague-related burnout
Oducado and Estoque (2021) reported nursing students after the transition to online learning methods while
found online learning during the Covid-19 pandemic to maintaining academic performance (Bolatov et al.,2020).
be stressful, with some even reporting it to be very The reason why academic performance is not affected
stressful, resulting in reportedly fair to poor academic may be due to student integrity. The prevalence of
performance with moderate to low satisfaction. This academic dishonesty behaviours in higher education are
along with other studies found that students who require widely reported, research spanning cohorts of students
clinical practices have lower satisfaction towards online from a variety of disciplines including business,
learning (Oducado and Estoque 2021; Wang et al. 2020). education and the health sciences (Okoroafor et al., 2016;
Students who are unprepared and slow to adapt to the new Tsui & Ngo, 2016; Yeşilyurt, 2014). Compounding the
online learning system would also have negative impacts problem, research indicates that many students do not
towards their mental health status and ODL satisfaction view their actions as out of the ordinary or morally
(Patricia Aguilera-Hermida 2020; Hamdan et al. 2021). incorrect whilst in truth they contravene academic
integrity standards (Josien & Broderick, 2013).
Whilst not designed to be representative, our
study was in line with previous studies that have been In this study, the convenience sampling method
done to investigate the effects of ODL on Mental Health was used to recruit participants and the use of
questionnaires, which can be prone to bias, are notable
limitations. The method applied has a lack of sampling
accuracy because the participants are obtained through
297
Prosiding K-Novasi 2021
answering the survey without setting the number of Therapy, 33(2), 42–54.
undergraduate students from each university that are
taken in proportion to the size of the respective university. https://doi.org/10.1177/1569186120968035
This is due to the non-probability method being a
technique in which samples are selected based on the Carliner, S. (2004). An overview of online learning (2nd
subjective judgement of the researcher, rather than ed.). Armherst, MA: Human Resource Development
random selection. Other than that, it is possible that Press.
students may not be completely honest in answering the
self-reporting questionnaire of their CGPA improvement. Chandra, Y. (2020), "Online education during COVID-
Another limitation is that the difference ratio between 19: perception of academic stress and emotional
government universities and private universities is intelligence coping strategies among college
significantly big, the majority of the participants are from students", Asian Education and Development
government universities with 92.8% compared to the Studies, Vol. 10 No. 2, pp. 229-238.
private universities with 7.8%. https://doi.org/10.1108/AEDS-05-2020-0097
CONCLUSION Clark, Andrew E., Huifu Nong, Hongjia Zhu, and Rong
Zhu. 2020. “Compensating for Academic Loss:
There is an association between ODL and academic Online Learning and Student Performance during
performance among undergraduates during the Covid-19 the COVID-19 Pandemic.” Journal of Education
pandemic, however mental health status does not play any 1(2).
role. The reason for this may be due to the undergraduates
adaption to online learning in the later period of the Conrad, D. (2006). E-Learning and social change: An
pandemic. Undergraduates during the early periods of the apparent contradiction. In In. M. Beaudoin (Ed.),
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and shift in the learning system. Thus, students getting
used to the shift into remote learning over time may El Said, Ghada Refaat. 2021. “How Did the COVID-19
explain why mental health status had no effect on their Pandemic Affect Higher Education Learning
academic performance. There is however a call for the Experience? An Empirical Investigation of
education institutions’ stakeholders to recognize Learners’ Academic Performance at a University in
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on the know how to deliver effective ODL techniques to
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further improve their academic performance. under lockdown: Comparisons of students’ social
networks and mental health before and during the
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Prosiding K-Novasi 2021
Mental Health Status of Undergraduates in Clinical and Non-Clinical
Programs during the implementation of Online distance learning (ODL)
in COVID-19 pandemic
[1]Sumaiyah Mat* [2]Teoh Jun Jie, [2]Ding Pei Xian, [2]Muhammad Aiman Wafi Bin Termizi,
[2]Muhammad Farhan Bin Norhalim, [2]Nawwal Atikah Binti Badri, [2]Ng Xian Yu, [2]Tan Jia
Xian, [1] Devinder Kaur Ajit Singh,
[3] Nor Azlin Mohd Nordin, [1] Normala Mesbah, [3] Deepashini Harithasan, [3] Nor Azura Azmi,
[3] Asfarina Zanudin, [4] Ismarulyusda Ishak
1 Centre for Healthy Ageing and Wellness, Physiotherapy Programme, Universiti Kebangsaan
Malaysia, Malaysia
2Physiotherapy Program, Faculty Health Sciences, Universiti Kebangsaan Malaysia, Malaysia
3 Centre for Rehabilitation Sciences and Specials Needs, Physiotherapy Programme, Faculty of Health
Sciences, Universiti Kebangsaan Malaysia. Jalan Raja Muda Abdul Aziz, 50300 Kuala Lumpur.
4 Center for Toxicology and Health Risk, Biomedical Science Programme, Faculty of Health Sciences,
Universiti Kebangsaan Malaysia. Jalan Raja Muda Abdul Aziz, 50300 Kuala Lumpur.
*[email protected]
ABSTRACT
To determine undergraduates’ mental health status, quality of life and burn-out status in clinical and non-clinical programs
as well as its association during the implementation of Online distance learning in COVID-19 pandemic.This was a cross
sectional survey among undergraduates in Malaysia. This study was carried out by distributing the questionnaire through
online social media platforms such as WhatsApp, Facebook, and Twitter. Mental health, burn-out statuses and quality of life
of the undergraduates were assessed using 21-item Depression Anxiety Stress Scale (DASS-21), Copenhagen Burnout
Inventory and Quality of Life Enjoyment and Satisfaction Questionnaire (Q-LES-Q-SF) respectively. Of 308 respondents
(111 from clinical, 197 from non-clinical programs), mean (SD) age=21.88(1.29) participated in this cross-sectional survey.
The results revealed that undergraduates in the non-clinical programs are more likely to experience higher levels of
depression, anxiety and stress showing higher median scores in each component of DASS-21 [depression, 9(5-14);
anxiety, 8(4-13) and stress, 10(6-14)].Similarly, higher burnout median score, 58.83 (48.83 - 75.00) was noted among
undergraduates in non-clinical programs with a lower mean (SD) Q-LES- Q-SF score=58.75 (18.03). Besides,
undergraduates from non-peninsular Malaysia showed lower quality of life scores [2.06(1.03-4.13)] and undergraduates with
good internet accessibility had higher quality of life scores [2.06(1.03-4.13)]. The association between lower mental health
status, QoL and burn-out among non-clinical students remained significant even after adjustment for gender, household
income, type of university (IPTA vs IPTS), race, internet accessibility at university.Our findings suggest that undergraduates
from clinical programs had better mental health status and quality of life when compared to their peers from non-clinical
programs during the implementation of online distance learning (ODL) COVID-19 pandemic.
Keywords: Mental health status, Quality of life, Burn-out status, Undergraduates, COVID-19
INTRODUCTION and sleep disturbance in higher education students during
the COVID-19 pandemic as reported by a recent
Coronavirus disease 2019 (COVID-19) is a newly systematic review is 34%, 32%, and 33% respectively.
discovered infectious respiratory disease that outbreaks in (Deng et al., 2021).
China. According to UNESCO, there are more than one
billion students in the world who have been affected It has been reported the main factors that influence the
because of school closures. Due to this, teaching and prevalence of depression symptoms among higher
learning process has been switched to online distance education students, includes gender, financial difficulties,
learning (ODL) including higher education system. The level of social support, education level, and country
prevalence of depressive symptoms, anxiety symptoms (Deng et al., 2021). Studies found out that female students
299
tend to have a higher anxiety and depression level (Sheela Prosiding K-Novasi 2021
et al., 2020). Another study also found out that there are
more depressive symptoms in 18–25 year-olds because of median score of DASS-21 compared to the clinical
students experiencing heightened psychological distress undergraduates (p<0.01). The median score of DASS-21
including economic effects, changes in academic showed that non- clinical undergraduates and clinical
activities, difficulties adapting to online distance learning undergraduates have depression, anxiety, and stress with
methods and uncertainty about the future (Wong et al., the median score of 9, 8 and 10 respectively among non-
2021). Next, study disruption and perception of living in clinical undergraduates while 4, 5 and 6 respectively
an area with high prevalence of COVID-19 cases cause among the clinical undergraduates. Similarly, a
low quality of life (Abdullah et al., 2020). significantly greater proportion of the non-clinical
undergraduates have poor mental health status which is
While earlier studies have looked at undergraduate more depressed, anxious and stress compared to clinical
mental health, there has been a scarcity of research undergraduates (p<0.01). The proportion of depression,
attempting to compare clinical and non-clinical students anxiety and stress among the non-clinical undergraduates
particularly in low and middle income country such were 77.7%, 79.70% and 78.20% respectively while the
Malaysia. It is critical to emphasize the differential in proportion of depression, anxiety and stress among the
order to maneuver the problem of mental health and QoL clinical undergraduates were 49.50%, 61.30% and
among undergraduates. As a result, the goal of our 50.50% respectively. Other than that, a significant higher
research is to determine mental health condition and mean score of QOL Enjoyment and Satisfaction
quality of life. Thus, the aim of our study is to determine Questionnaire (Q-LES-Q-SF) among the clinical
the mental health status, quality of life and burn-out status undergraduates compared to non-clinical undergraduates
as well as the risk factors associated among clinical and with mean score of 66.89 among clinical undergraduates
non-clinical undergraduates in Malaysia during the and 58.75 among non-clinical undergraduates (p<0.01).
implementation of online distance learning (ODL) A large proportion of non-clinical undergraduates
COVID-19 pandemic. (55.30%) have a low quality of life (QOL) compared to
QOL of clinical undergraduates (36.90%). Moreover, the
RESULTS AND DISCUSSIONS median personal burnout score of non-clinical
undergraduates was 58.83 while for clinical
Respondents’ Characteristic undergraduates was 50.00 which obviously showed that
there was a significant difference of the personal burnout
A total of 308 subjects, 111 clinical undergraduates and score between clinical and non-clinical undergraduates
197 non-clinical undergraduates, with the mean age of (p<0.01).
21.88+1.29 were being evaluated for mental health status
in Malaysia during the Covid-19 pandemic. Among all Risk Factor Associated with Mental Health Status
the respondents being evaluated, there are 78.4% of Among Clinical and Non-Clinical Undergraduates
female clinical undergraduates and 73.1% of non-clinical
undergraduates. The characteristics of respondents which The logistic regression between the mental health status
are divided into clinical and non-clinical undergraduates (depression, anxiety, stress) and QOL with the risk factors
are being reported. There was ethnic significant of clinical and non-clinical undergraduates, age, gender,
difference between clinical and non-clinical ethnic, type of university, year of study, financial source,
undergraduates. Besides, there was also a significant state, internet accessibility and electronic device used.
difference in living arrangement between clinical and According to the data on the table, clinical undergraduates
non-clinical undergraduates (p<0.01). Most of the non- showed significant greater mental health status which is
clinical undergraduates stay with family members less anxious (OR= 0.40, 95% CI = 0.24-0.68) and stress
(73.1%) and 26.9% of them stay without their family (OR= 0.28, 95% CI = 0.17-0.47) and greater QOL (OR=
members while most clinical undergraduates stay without 0.47, 95% CI = 0.29-0.76) than the non-clinical
family members (75.9%) and 24.1% of them stay with undergraduates. The Chinese undergraduates have a
family members. A full percentage (100%) of the clinical significantly less depress (OR= 0.30, 95% CI = 0.18-
undergraduates have internet accessibility in the 0.52), anxious (OR= 0.31, 95% CI = 0.17-0.54), stress
university while 93.9% of the non-clinical students (OR= 0.35, 95% CI = 0.20-0.61) and significant greater
without internet accessibility in the university which quality of life (OR= 0.37, 95% CI = 0.21-0.64) than the
obviously showed a significant difference between Malay undergraduates. Among the Indian
internet accessibility in the university among clinical and undergraduates, the data showed they are significantly
non-clinical undergraduates. less anxious (OR= 0.18, 95% CI = 0.04-0.84) and depress
(OR= 0.13, 95% CI = 0.02-0.68) compared to Malay
Mental Health Status Among Clinical and Non- undergraduates. In overall, the data showed that Indian
Clinical Undergraduates undergraduates had the least mean score of anxiety and
depression compared to the Malay and Chinese
Non-clinical undergraduates have a significant higher undergraduates. Besides, there was also a significant poor
quality of life among the undergraduates from non-
300
peninsular than the undergraduates from the Peninsular Prosiding K-Novasi 2021
(OR= 2.06, 95% CI = 1.03-4.13). Furthermore,
undergraduates with good internet accessibility in among non-clinical students was significant regardless of
university have a significant greater quality of life (OR= their demographic differences, internet accessibility and
0.18, 95% CI = 0.04-0.83). geographical differences.
Multivariate Logistic Regression Evaluating the To the best of our knowledge, this was the first study
Relationship between Mental Health Status, Quality that compared the mental health status, QoL and Burnout
of Life, and he Risk Factors level between clinical and non-clinical students during
the pandemic in low-middle income country (LMICs).
The mediating roles of respondent characteristic domains Previously, mental health status among undergraduates
on the association between the type of undergraduates and have been well studied. A study among undergraduate
the mental health and quality of life among the clinical music students revealed that those with poor economic
and non-clinical undergraduates. In model 1, following status faced higher level of depression compared to
adjustment for the potential confounders of gender, students with moderate or good economic status
household income and type of university (IPTA vs IPTS) (Demirbatir, 2012). No statistically significant
among clinical undergraduates was associated with the relationship was reported between gender with level of
significant reduction of the depression level (OR= 0.21, depression, anxiety, and stress (Demirbatir, 2012).
95% CI = 0.12-0.36) while the anxiety level (OR= 0.35,
95% CI = 0.20-0.60), stress level (OR= 0.23, 95% CI = While, in a more recent study, in 2021, O’Byrne
0.13-0.40) and quality of life (OR= 0.39, 95% CI = 0.23- reported that the majority of medical students experienced
0.65) remain significant among the clinical moderate to extreme stress level and female students were
undergraduates. The relationship also remained significantly associated with higher stress level. Another
statistically significant after adjustment in model 2 which study which used DASS-21 to examine psychological
is the anxiety level (OR=0.44, 95% CI=0.25-0.80), stress impact among dental students during COVID-19
level (OR=0.27, 95% CI=0.15-0.48), poor quality of life pandemic in Saudi Arabia, also shows increased levels of
(OR=0.46, 95% CI=0.26-0.79) and there is a significant depression, anxiety, and stress among dental students
difference in the depression level (OR=0.25, 95% (Hakami et al., 2021). Subjective mental health status
CI=0.14-0.44) among the clinical undergraduates. among medical students in Japan significantly declined
Similarly, adjusted model 3 showed that anxiety level after Japanese nationwide state of emergency was lifted
(OR=0.46, 95% CI=0.25-0.82), stress level (OR=0.27, (Nishimura et al., 2021). Besides, among 1st to 5th year
95% CI=0.15-0.49) and poor quality of life (OR=0.46, medical students in Saudi Arabia, female students have
95% CI=0.26-0.80) remain significant after adjusting the significantly higher prevalence of overall stress compared
model while the relationship between the depression level to male students (Abdulghani et al., 2020).
and the clinical undergraduates revealed a significant
reduction of the depression level (OR=0.25, 95% In the present study, we discovered that clinical
CI=0.14-0.44). Following adjusted for gender, household students are less likely to become depressed. This could
income, type of university (IPTA vs IPTS), race, internet be as a result of environmental influences. They are
accessibility at university in model 4, it showed a similar staying in or near their institution and away from family.
result with model 2,3 and 4 with the significant With a more conducive learning environment, they will
associations between being non-clinical student with be more likely to stay focused. Hence, they are more
depression (OR=0.24, 95% CI=0.13-0.43), anxiety likely to be able to pass most examinations held
(OR=0.46, 95% CI=0.25-0.82), stress level (OR=0.27, throughout the semesters with flying colours.
95% CI=0.15-0.48) and poor quality of life (OR=0.49, Furthermore, studying in college provides good support
95% CI=0.28-0.86) even after the adjustment of potential to them, in terms of internet accessibility, which is the
confounder. main requirement for online learning. Although study
done by Sundarasen et al. (2020) shows no reason why
Discussion non-clinical undergraduates are prone to have higher level
of anxiety than clinical undergraduates, but through this
From our study, it shows that among undergraduates in study, we postulated that living arrangement, internet
all universities in Malaysia, clinical students were accessibility and social support is the main contribution
significantly less depressed, stressed, anxious and less to this incident to occur. Other than that, clinical
likely to have poor quality of life during this COVID-19 undergraduates are used to being trained under pressure
pandemic. This association was influenced by the during study period due to hefty academic load,
demographic differences, internet accessibility and also comprehensive curriculum and long working and study
states (Peninsular vs Non-peninsular). Further hours (N. Rafique et al., 2019). So, they can easily adapt
multivariate logistic regression analyses revealed that the to the stressful environment during COVID-19 pandemic.
increased odds of mental health syndrome and poor QoL
Both clinical and non-clinical undergraduates show
that they are fear of academic year loss, but clinical
301
undergraduates have better mental health status with Prosiding K-Novasi 2021
lower stress, depression, and anxiety levels than the non-
clinical undergraduates. The rationale of the fear is not Non-clinical undergraduate students in this study had a
explored much, but there was a study by Baloch G. M. et low mental health status, being more depressed, anxious,
al. (2021) on Pakistani students, it has shown that students and stressed than clinical undergraduates. As compared to
are concerned about their completion of the semester non-clinical undergraduates, clinical undergraduates have
during the lockdown period. Hence, we assumed that the a higher quality of life. Furthermore, particularly
movement control order imposed by the government compared to clinical undergraduates, non-clinical
might be the reason for the fear of academic year loss undergraduates experience a higher level of personal
among undergraduates as it could affect their mental burnout. Therefore, lecturers should focus more on non-
health and economical status if they are not completed clinical students, as this will aid and improve their mental
those semesters on time. health throughout the pandemic. The lecturer can support
by facilitating discussions with students about distressing
Work-related and client-related burnout were accessed circumstances and providing personal feedback on their
for the clinical undergraduate only. For non-clinical academic performance during the pandemic.
undergraduates they were not associated with these two
burnout’s instruments. Work-related burnout is defined as REFERENCES
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the number of undergraduates from each university that
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university. Thus, it does not allow the study findings to be Chang, O., ... & Huang, E. (2021). The
generalized from the sample to the population. Secondly, prevalence of depressive symptoms, anxiety
the sample size of the number of clinical students symptoms and sleep disturbance in higher
obtained can be more for a more balanced distribution education students during the COVID-19
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stakeholders and policymakers on how to enhance ODL Hagiya, H., Kataoka, H., & Otsuka, F. (2021).
in the future. Impact of the COVID-19 pandemic on the
psychological distress of medical students in
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302
Prosiding K-Novasi 2021
Depression, Anxiety, and Stress related to Online Distance Learning
(ODL) Does Not Influence Academic Performance: Findings from an
Online Survey among Undergraduates in Malaysia
[1] Sumaiyah Mat*, [2] Vivian Sheereen anak Rantai, [2] Isaac Lo Sheng Jieh, [2] Adibah Nabilah
Binti Zulkiply, [2] Alif Najmi Bin Amaluddin, [2] Nabil Amin Bin Mohamed Yusof, Ho Wei
Sheng, [2]Ahmad Nabil Khairi Bin Mahdzir, [1] Devinder Kaur Ajit Singh,
[3] Nor Azlin Mohd Nordin, [1] Normala Mesbah, [3] Deepashini Harithasan, [3] Nor Azura Azmi,
[3] Asfarina Zanudin, [4] Ismarulyusda Ishak
1 Centre for Healthy Ageing and Wellness, Physiotherapy Programme, Universiti Kebangsaan Malaysia,
Malaysia
2 Physiotherapy Program, Faculty Health Sciences, Universiti Kebangsaan Malaysia, Malaysia
3 Centre for Rehabilitation and Specials Needs Studies, Physiotherapy Programme, Faculty of Health Sciences,
Universiti Kebangsaan Malaysia. Jalan Raja Muda Abdul Aziz, 50300 Kuala Lumpur.
4 Center for Toxicology and Health Risk, Biomedical Science Programme, Faculty of Health Sciences,
Universiti Kebangsaan Malaysia. Jalan Raja Muda Abdul Aziz, 50300 Kuala Lumpur.
*[email protected]
ABSTRACT
To determine the impact of online distance learning on mental health status and academic performance of university students
during COVID-19 by studying the associations between ODL preference and satisfaction on academic performance; mental
health status and academic performance and explore the mediating role of mental health status in the associations between
ODL and academic performance.This was an online survey containing two sections to extract information about academic
performance and integrity. Academic performance was measured using self-reported questions in which respondents were
asked to state their Cumulative Grade Points Average (CGPA). Integrity was determined using likert scale about academic
behaviour.Among 308 of the respondents, majority of them are in the age group between 20-25 years old (86.7%, female
(75%), Malays (60.4%), public university students (92.9%), third year students (57.5%), B40 financial group (45.5%),
internet accessibility median scores 4.0 (1-5) at both university and home and lastly most electronic device used is laptop
(97.1%). Females were more likely to perform better as more had maintained or improved in their academic performance.
Meanwhile table 2 explains the association of ODL satisfaction and on academic performance. But only certain ODL means
show significant association with academic performance which are self-directed learning, learning control, learning
motivation, and satisfaction but computer-internet self-efficacy and online communication self-efficacy are not significant.
Furthermore, there were negative correlations between ODL and Mental Health Status. Lastly, the table displays the
association between Mental Health Status and Academic Performance and they are not associated as the p-value for ODL
are 0.655 for depression, 0.720 for anxiety and 0.610 for stress. Self-directed learning, learner control, learning motivation,
satisfaction remained significantly associated with academic performance even after the adjustment of demographic
differences and further adjustments on mental health status.Our finding shows that ODL preference and satisfaction give
impact to the academic performance while mental health status related to ODL does not associated with academic
performance. Thus, mental health among undergraduate students during covid-19 does not play a role as the mediator of the
relationship between ODL and academic performance.
Keywords: Online Distance Learning, COVID-19, undergraduates, Malaysia, mental health status, academic performance
INTRODUCTION conducted on online platforms. Thus, education systems
from all entire levels must be conducted via online
This pandemic gives impact on the whole world's socio- distance learning (ODL). Online distance learning can be
economic situation by forcing all social gatherings to be defined as some form of instruction occurring between
303
two parties (lecturer and students) at different times or Prosiding K-Novasi 2021
places, by using a variety of instruction methods such as
virtual learning, web-based learning, and e-learning It is still unclear whether academic performance
(Moore et al., 2011 & Conrad, 2006). ODL affects among undergraduates during COVID-19 was affected by
lecturers and students due to the sudden changes in ODL and mental health status. Therefore, our objectives
teaching and learning modes, an unconducive learning are to determine the impact of online distance learning on
environment, and unsatisfactory internet access that may mental health status and academic performance of
lead to mental health status and academic performance university students during COVID-19 by studying the
changes. The students are facing their biggest challenge associations between ODL preference and satisfaction on
in their studies with the closure of education institutions, academic performance; mental health status and
they might have to take a longer period to graduate academic performance and explore the mediating role of
(Pradeep S., 2020). mental health status in the associations between ODL and
academic performance.
A cross-sectional study (Mahdy, 2020) found that
from 1,392 participants from 92 different countries, RESULT
96.7% (n = 1,346) believed that COVID-19 pandemic
lockdown affected their academic performance with Basic Characteristics of Participants
varying degrees. According to Gonzalez et al. (2020), at
the end of face-to-face learning and at the start of Among 308 respondents of this study, the majority of the
confinement, students’ scores were significantly higher undergraduate students are aged between 20-25 years old
than in the previous academic years. However, a study (86.7%), <20 years old (10.7%), >25 (1.0%). In addition,
done by El Said (2021) showed findings that suggest no 75% of the respondents are female while the rest are male.
significant difference in students’ grades between In terms of ethnicity, Malay are the majority with 60.4%
traditional learning and ODL of the same course taught while the rest are Chinese (27.3%), Indian (2.3%), and
during COVID-19 lockdown semester and the semester others (10.1%). Most of the respondents are in public
prior. A survey by Hasan et al. (2020), which includes 400 universities which is 92.9% of them and 7.1% are in
participants of college students in Bangladesh, found that private universities. In table 1, the final year student,
there is a significant impact on student’s mental health intern student and graduated student only make up 0.3%
due to ineffective online learning systems. A report by respectively while undergraduate students in Year 1
Acharya et. al. (2020) stated that 68% of the participants (11%), Year 2 (21.1%), Year 3 (57.5%), and Year
were worried about their studies and lengthening of their 4(9.4%). Undergraduate students under the B40
academic year and more than half of the participants are household income make up 45.5% of the respondents
dissatisfied with ODL and prefer offline classes. 42.4% while the M40 (34.4%), and T20 (8.4%). Most of the
were having increases in psychological distress during the undergraduate students are living in Selangor (16.9%),
lockdown of Covid-19 outbreak. In contrast, a report Johor (14.9%), Pulau Pinang (10.1%) while the rest are
illustrated by Horita et al. (2020) shows that first year scattered evenly all over Malaysia. Gender was found to
students' depression levels in 2020 are lower compared to be significant as females were also more likely to perform
2019, the main cause of this is the process of adapting to better than males as more females had maintained or
a new and unfamiliar mode of learning. Studies by improved in their academic performanc. The internet
Bostani et al. in 2014 have suggested that there are accessibility median score 4.0 (1 - 5) at both home and
significant relations between educational performance university. Lastly, most of the respondents are fully
and mental health. Findings by Elias et al. from Universiti equipped either with a handphone, laptop, tablet or both.
Putra Malaysia in 2011 has also shown that there was a
significant increase in stress levels, but the relationship Correlation of ODL on Mental Health Status
between stress and academic achievement varies among
students. The findings also suggested that online The correlation between ODL and Mental Health Status
education during this pandemic has a highly negative is negatively Correlated. This means that when the
impact on the learning of the students (Shakeel et al., respondents have better satisfaction, computer-internet
2020) probably due to highly affected concentration on self-efficacy, self-directed learning, learner control,
education. Mental health, ODL and academic learning motivation, and online communication self-
performance works in a web-like relationship where each efficacy, they are most likely to not have depression,
affects another. Mental health and ODL are able to affect anxiety and stress.
academic performance directly. In addition, ODL is also
capable of affecting academic performance indirectly by Association between the ODL Satisfaction and mental
affecting student’s mental health. Therefore, mental health status on Academic Performance
health status may be the mediating factor in the
association between ODL and academic performance We found that Self Directed Learning with CI of 0.65
according to the current literature but has yet to be proven. (0.47-0.91), p-value=0.011, Learner Control, CI 0.67
(0.48-0.94, p-value=0.022, Learning Motivation, CI 0.64
(0.47-0.87), p-value=0.004, and Satisfaction, CI 0.45
(0.33-0.63), p-value=0.001 were significantly associated
with academic performance. Meanwhile the other two are
304
not associated with Computer-Internet self-efficacy Prosiding K-Novasi 2021
scores CI 0.77 (0.55-1.09), p-value=0.137 and Online
Communication self-efficacy CI 0.91 (0.68-1.21), p- during Covid-19 (Lischer et al., 2021, Bolatov et al.,
value=0.501. The association between Mental Health 2020, Irawan et al., 2020). Though literature reviews have
Status and Academic Performance turns out that it is not shown different results on the effect of ODL on student’s
significant. Depressed, Anxiety, and Stress p-values are mental health, the majority results have pointed out that
0.655, 0.720, and 0.610 respectively with the odds ratio the students are coping well and the mental health status
95%, 1.01 (0.97-1.05), 0.99 (0.95-1.04), and 0.99 (0.95- of students has improved in the transition from
1.03) respectively. Traditional Learning to ODL. However, the results
revealed by Irawan et al. in 2020 are equally significant
Associations between ODL satisfaction, mental health as to our concern. Their results have stated that students
and academic performance are getting bored after 2 months of ODL and experienced
mood changes due to too many assignments and are
We found that self-directed learning, learner control, considered ineffective by students. Though the sample
learning motivation, satisfaction remained significantly size in their study is small, this has reminded us that
associated with academic performance even after the perhaps a more comprehensive study on student’s mental
adjustment of demographic differences and further health in every phase of Covid-19 shall be done in effort
adjustments on mental health status indicating that mental to study the long-term effects and changes of student’s
health status plays no role in the association between mental health with implementation of ODL.
ODL and academic performance.
In our study on the effects of mental health and
DISCUSSION academic performance, a contradicting finding to the past
studies was obtained. From the past studies (Bas 2020,
There is association between ODL and academic Bostani et al., 2014), the findings have shown that mental
performance among undergraduates during the Covid-19 health has a positive relationship with academic
pandemic, however mental health status does not play any performance and similar results were expected to be
role. The reason for this may be due to the student’s obtained in our study, however the results have shown
adaption to online learning in the late pandemic period. that mental health has no effect on students’ academic
Undergraduate students during the early pandemic period performance in the mode of ODL in the time of Covid-
may have had worse mental health status compared to the 19. As remarked by Bostani et al. in 2014, students’
present time due to the sudden change and shift in the academic performance may be affected by other factors
learning system. Thus, students getting used to the shift and their interactional effects as well. We believe that
into online learning, in which every class and exams are other factors, for instance student’s integrity, and
online and physical classes are discouraged unless modification in university’s rubric system in evaluating
necessary, may explain why mental health status plays no study outcomes may be responsible for such
role. phenomenon.
However, other studies have reported otherwise. A study has confirmed that mental health did not
One study reported that Indonesian undergraduates from have a significant role between online distance learning
lower income families, experienced anxiety when having and academic performance. From a past study conducted,
to buy quotas in order to keep up with online classes various Iranian populations showed that clinical college
(Irawan, Dwisona, and Lestari 2020). In addition, students had notably lower ratings for stress, anxiety, and
Oducado and Estoque (2021) reported nursing students depression, but increased in colleague-related burnout
found online learning during the Covid-19 pandemic to after the transition to online learning methods while
be stressful, with some even reporting it to be very maintaining academic performance (Bolatov et al.,2020).
stressful, resulting in reportedly fair to poor academic The reason why academic performance is not affected
performance with moderate to low satisfaction. This may be due to student integrity. The prevalence of
along with other studies found that students who require academic dishonesty behaviours in higher education are
clinical practices have lower satisfaction towards online widely reported, research spanning cohorts of students
learning (Oducado and Estoque 2021; Wang et al. 2020). from a variety of disciplines including business,
Students who are unprepared and slow to adapt to the new education and the health sciences (Okoroafor et al., 2016;
online learning system would also have negative impacts Tsui & Ngo, 2016; Yeşilyurt, 2014). Compounding the
towards their mental health status and ODL satisfaction problem, research indicates that many students do not
(Patricia Aguilera-Hermida 2020; Hamdan et al. 2021). view their actions as out of the ordinary or morally
incorrect whilst in truth they contravene academic
Whilst not designed to be representative, our integrity standards (Josien & Broderick, 2013).
study was in line with previous studies that have been
done to investigate the effects of ODL on Mental Health In this study, the convenience sampling method
was used to recruit participants and the use of
questionnaires, which can be prone to bias, are notable
limitations. The method applied has a lack of sampling
accuracy because the participants are obtained through
305
Prosiding K-Novasi 2021
answering the survey without setting the number of students’ academic results and prevent mental health
undergraduate students from each university that are problems for both parties.
taken in proportion to the size of the respective university.
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BARA 1-2-3, a Mobile Augmented Reality with Importance Features
Specially Design for Medical Learning
[1]*Rahmita Wirza, [2]Che Nur Shafareen Afera, [3]Rafidah Bt Hod
[1][2] Faculty of Computer Sciences and Information Technology, Universiti Putra Malaysia
[2] Faculty of Medicine and Health Sciences, Universiti Putra Malaysia
[email protected], [email protected], [email protected]
ABSTRACT
In medical education, the use of Augmented Reality (AR) in mobile applications has been widely adopted. Users can get
some of these apps for free from the Google Play or Apps Store. However, some students are still unaware of such programs.
However, even for students who are interested in using this type of mobile application and are aware of its benefits, there
are still drawbacks or circumstances that prevent them from doing so. The value of each attribute that contributes to the
proposed guideline for medical education utilizing augmented reality is determined in this paper.
Keywords: guidelines, medical education, augmented reality,
INTRODUCTION of a human brain that was placed on top of a printed
marker. However, virtual buttons have their own
Some of the factors that have limited the use of an AR sensitivity, according to Siddhant Patil et al. in 2017, and
mobile application in medical studies. First, the 3D virtual these virtual buttons will work if it detects a shadow
anatomy model can only display the outside layer of an generated on it, a shadow created by the user's hand. The
organ, the apps did not illustrate any of the inner layers of placement of virtual buttons was significant because if
an organ, which are essential for medical students to they were close enough together, they would work
understand. Second, the 3D virtual anatomy model is according to the shadow cast on the virtual button. The
essentially incomplete and lacking in information because suitability of using the intended application, the
some apps just only display the 3D object instead of convenience of the device as it is used, and the eye's
labelling each part. Third, the instructions provided do not comfort in using it for a longer period for learning reasons
assist students in using the application. Not everyone, all factor into the use of the VR Box.
especially students, understands how to utilize augmented
reality applications appropriately. Last, the use of These virtual buttons will work based on how the user
multimedia elements is not clearly laid out for example interacts with them. The user cannot see virtual buttons,
the use of audio, video AR in the applications. but if the user's hand passes through them, the virtual
buttons will recognize the shadow of the hand and react
Users must download associated markers from the as if that button is being pressed. The UI button is placed
specified website links in several pre-existing AR on virtual buttons to make it easier for users to use this
applications. To use the marker with the app, users must system, and this can be seen by the user, so users can
first print it. Furthermore, there are certain limitations in identify where virtual buttons are placed in this
dealing with this program, such as the fact that users must application. The user will use the VR Box and face the
touch a button in the app to interact with the 3D model marker with a virtual button to interact. However, due to
being presented, which is not a natural method to interact. nearly every button's ideal location, which makes the
virtual button that it deserves to be pressed, but the other
I. VIRTUAL BUTTON INTERACTION button functions first, there is still a deficiency in the
WITH WEARABLE AR DEVICE accuracy of virtual button detection.
Each respondent wore a VR box with a mobile phone II. AR INTERACTION AND VIRTUAL
installed in it to create a more natural contact. Each BUTTON INTERACTION WITHOUT
respondent was given a printed marker. Virtual button WEARABLE AR DEVICE
interaction and a 3D human brain virtual model were used
in the development of a specific application. The virtual The application has been modified to retain the use of
buttons were used to rotate and resize a 3D virtual model virtual buttons but without the use of the VR box. Users
308
could still interact with the AR 3D models on their mobile Prosiding K-Novasi 2021
screens by moving their fingers across the screen. Users
will be able to move, rotate, and enlarge the 3D virtual Most of the 3D model in this application used colored
model of a human brain using their fingers on the tablet's textures because anatomists said that not all the pictures
screen for AR interaction. In the virtual button part, after in their lecture notes have genuine textures, and that they
scanning the marker and viewing the 3D model, the user are primarily colored to help them understand and teach
must press the virtual button located on the printed parts of the human brain anatomy. Furthermore, the
marker. Combining these two interactions to figure out anatomist indicated that this medical student would first
which one is best for medical learning. Students will be study at the lecture before moving on to the lab session to
handed lecture notes printed as notebooks with AR observe and understand about a real cadaver. So, based on
markers for this section. Four topics of human anatomy the notes they give, it is better to utilize the model
are covered in the application. Three of the topics involve employed in this AR application.
use of augmented reality (AR) using mobile phones.
Students can also utilize virtual button interactions, which IV. THREE VERSION OF BRAIN ANATOMY
require the user to react with the virtual button. The 3D REVISION APPS (BARA)
complete brain model is presented when they scan the
associated marker, and the virtual button purpose in this This time, three BARA Apps are available, each with a
section is to rotate the 3D entire brain virtual button. different type of marker. The goal of this project is to
show how AR may be used in medical education
Due to the lack of virtual button functionality, they applications. As a BARA user, which version technique
choose to utilize AR interaction rather than virtual will have the greatest positive impact? Tablets come with
buttons. Since this virtual button has its own sensitivity three Printed Notes Markers in the first version. Tablets
and will function automatically when shadows are with laptops and large tablets make up the second version.
exposed to the virtual button, there are certain limits to Tablets with Object Target Marker are available in the
using virtual buttons in this application. Due to the third version.
shadow cast by the tablet, the virtual button will work on
its own when users close their tablets on the printed AR For the first version, students need to scan AR markers
marker. that provided in the notebooks. Second version requires
students to scan digital marker on the website with the
III. 3D MODEL USED IN BARA APPS notes. For the third version, marker that be used are
tangible marker also known as object target, and for this
This Brain Anatomy app makes use of twelve 3D models. research used an eraser as an object. All these three
9 models show 3D models, while 3 others show versions, users may interact with AR 3D models by
augmented reality video. The AR video media is selected rotating, moving, and increasing their size.
for these three subtopics since it is more about the
description of flow in the sections of the main topics, and After conducting experiment by suing all theses three
this video may give a sense of how it happened. For 3D version to medical students, this could be concluded
models, labeling is done in Unity to confirm that labels version 3 was chosen because the scanning object (eraser)
are accurate and easy to modify in the case of a correction. is more convenient than utilizing books or a laptop
Each model's texture is also created in Unity to ensure that (versions 1 and 2). Furthermore, the object makes it easy
it has a pleasant and suitable lighting. Blender is to rotate the 3D model since all they must do is hold and
commonly used to create 3D models, which are then rotate the object to get another view of the model.
exported to Unity for texturing and labeled as AR models.
This model's colors and textures are aligned with their V. EXTENDED GUIDELINES IN BARA
lesson notes. One of the 3D models used in Brain DESIGN FOR MEDICAL LEARNING
Anatomy applications is shown in Figure 1. APPLICATION
After gathering feedback and suggestions from potential
users after using the prototypes of the applications, the
next approach was to design a new AR User Interfaces
(UI) guidelines for medical learning. In applications,
several properties have been introduced to increase their
significance. There are numerous variations of existing
medical AR Apps in Brain Anatomy apps.
Fig. 1 One of the 3D models used in Brain Anatomy.
309
Table. 1 Extended guidelines in BARA specially design for medical Prosiding K-Novasi 2021
learning AR apps.
Malaysian students, the preferred voice is an UK lady's
AR 3D MODEL INTERACTION: BARA meant for real- accent.
time finger pinching, dragging, and spreading. It allows
the user to interact by allowing them to see the whole 3D COLOR OF 3D MODEL: The brain anatomy 3D model
model in real time. may utilize up to 15 distinct colors, and the programs can
still operate smoothly and display on screen without lag
POSITION 3D MODEL: Three versions of BARA were time.
created, each with a distinct location of the 3D Model in
relation to the target. The user can view the 3D model VISIBILITY OF 3D MODEL: This app employs
clearly from this position, and it is simple for them to "extended tracking," which means that after the camera
interact with it, such as rotate, scale, and drag the 3D detects and recognizes the 3D model, the model will
model. remain on the smartphone screen. The camera does not
need to be focused on the target AR anymore.
ORIENTATION OF 3D MODEL: Three versions of
BARA were created, each with a distinct orientation of CONCLUSION
the 3D model towards the target. With this position, the
user can view the 3D model clearly and interact with it Using this AR, we were able to identify some of the
easily, such as rotating, scaling, and dragging it. attributes that should be present in human anatomical
learning applications. Several comments and viewpoints
POSITION OF AR VIDEO: This is a suggested location on the medical learning tool were received after the Brain
for the plane of the AR Video in development, so that the Anatomy prototype was built and tested for medical
user may easily move and resize the video and it will play students. Therefore, we've presented a new program
in the correct orientation. called Brain Anatomy Revision Apps (BARA), which
follows all current medical criteria.
ORIENTATION OF AR VIDEO: This is the suggested
orientation for three distinct versions of BARA to place ACKNOWLEDGEMENT
the plane of AR Video in development, so that the user
may easily drag and resize the video and it will play in the Special thanks to Ministry of Malaysia Education for
appropriate view. supporting this project with Trans-disciplinary Research
Grant Scheme (TRGS).
LEVEL OF DETAILS 3D MODEL: The 3D model has
two levels of detail. The first is a smooth surface, and the REFERENCES
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Prosiding K-Novasi 2021
Gamification for Project-Based Assessment: An Application Toward
Software Engineering Course
[1]Izzah Atirah Shukri, [1,2]*Asma’ Abu Samah, [1,2]Kalaivani Chellapan
[1] Jabatan Kejuruteraan Elektrik, Elektronik dan Sistem, Fakulti Kejuruteraan dan Alam Bina, Universiti
Kebangsaan Malaysia
[2] Pusat Penyelidikan Pendidikan Kejuruteraan, Fakulti Kejuruteraan dan Alam Bina, Universiti Kebangsaan Malaysia,
43600 UKM Bangi, Selangor Malaysia
*[email protected]
ABSTRAK
Gamification is progressively utilized in learning environments as a way to increase learning motivation and consequent
learning outcomes. However, while the research on gamification's effectiveness in education has been growing, there are
blind spots in how it can be employed in project-based assessment, which requires more independent work and exercised in
an extended time. This study proposes an integrated framework to teach a Software Engineering course in the Faculty of
Engineering and Built Environment based on gamification existing elements in the Moodle-based platform, UKMFolio. The
design will employ existing gamified and non-gamified features from UKMFolio to improve the learning experience. The
project targets students from software engineering courses in the Faculty of Engineering and Built Environment and the
Faculty of Information Science and Technology throughout their 3-month projects.
Keywords: Gamification, Project Assessment, Problem-based learning, motivated learners, Software Engineering.
INTRODUCTION mismanagement from lecturers where grading has not
been actively done regarding each milestone that students
In the Software Engineering course, students must have completed based on the project's timeline.
develop the ability to apply, evolve, and practice many Unreleased results and expectations which usually come
skills and learn theory and acquire technical skills (Gary, out later in the semester cause students to lack motivation
2015). Soft skills, such as leadership, teamwork, due to receiving no consultation about their project
decision-making, negotiation, and self-reflection, are development.
essential and pivotal in software engineering as software
development is not purely technical but involves different In recent years, the field of gamification has seen
human and social considerations to ensure a quality substantial expansion and appeal. There are numerous
product. Despite the importance, lecturers still rely definitions in the literature, but gamification has been
heavily on conventional methods such as one-way most commonly defined as "the application of game
lectures, exams, and complementary assignments. On the design concepts to non-game contexts." Gamification, in
other hand, these teacher-centered educational methods other words, takes the qualities that make genuine games
may not encourage the development of practical skills and fun and appealing (and even addictive) and applies them
may have restricted learning experience. Student- to improve the player experience in non-game
centered active learning approaches have proven to be environments, such as the workplace, the school, a
better tailored for permitting the development of software application, or customer-oriented website
competence through learn-by-doing, increased learner (Ivanova et al., 2019). Gamification is progressively
motivation, a more active engagement in the learning deployed in learning environments as a way to increase
process, and better learning at the application level (Souza learning motivation and consequent learning outcomes.
et al., 2019). Over the last few years, much research has focused on the
introduction of gamification in software engineering
Higher education has introduced and ventured into environments. Most of the researchers agreed that
project-based assessment to encourage student-based gamification was useful in improving students'
learning, usually to promote problem-based learning. engagement and helped create a practice-oriented
However, some argues that there are no self-achievement, teaching experience (Kim et al., 2018).
sense of urgency, and problem-solving techniques
acquired in the current deployment. This is due to
312
Specifically for Software Engineering (SE) taught in Prosiding K-Novasi 2021
universities, the assessments are mainly addressed by
project-based learning. However, the current initiative Competence Model – SWECOM (Ardis et al.,
mainly develops the students with theories and skills but 2014).
not with the know-how to survive in the competitive ● Balance between guidance and freedom of
software market and industry. This paper proposed the choice: The lecturers provide coaching and
framework for the adoption of existing gamified and non- mentoring activities to guide students in
gamified features from UKMFolio which is Moodle- executing the project. However, the students are
based to improve the learning experience. The project not obliged to follow a rigid process and can
targets students from software engineering courses in the selects the technologies and tools they prefer to
Faculty of Engineering and Built Environment (FKAB). achieve the project's goals.
● Teamwork: The students have to work in teams,
RESULT AND DISCUSSION typically from 3 to 6 students.
The objective of the SE course in the FKAB is the The project's anchoring problem is discussed in the first
introduction to the practical problems of the software class of the semester, with a choice to have a common or
process, modeling, and quality management in individualized problems for all groups. The project's
developing reliable software systems. Students work in objective is to create a software product. Some game
teams on projects based on real problems. The students elements have been identified to be adapted to the
will be applying the knowledge on feasibility study, software engineering projects context to create a
requirements analysis, modeling, designing, gamification approach. The game elements are: narrative,
implementation, testing procedures, quality management, levels, goals, points, badges, leaderboards, feedback, time
quality review, quality assurance, webapp or mobileapp constraints, boss fights, prizes, narrative, and teams. The
design, and security engineering. Specifically for the use of these elements is explained below.
course, there is no prerequisite, but in some other
universities, the approval is on the Object-Oriented A. Anchoring the Project as a Game (Narrative and
Programming course. Teams)
The SE course covers not only technical skills related In life-like environment, narrative to contextualize the
to specific software engineering topics, but the project. For example, present the anchoring problem as
assignment was also designed to expose students to the a customer conducting a provider selection process. The
opportunity of developing cross-cutting skills described student teams are represented as very small software
as necessary for software engineers, such as professional companies that must develop a prototype solution to
knowledge, teamwork, design of solutions in context, compete.
end-user awareness, and continuing professional
development. and different activities has been performed B. The Process as a Game (Levels, Goals, Boss Battles,
during the courses, but it has not adapted gamification and Feedback)
elements in a structured way. Souza M et al. (2019)
discussed the use of the elements in gamification with the The project's iterations are sorted as game levels. They
following criteria. have specific goals (e.g., defining the product
specification). During each level, the lecturer assigns a
● Project-based: There is a software development set of tasks to the students. These tasks are designed to
project that is central to the course. The guide students toward level completion and encourage
progression of the project drives the lectures and using specific tools (such as version control systems and
other course activities. project management tools). The solutions for these tasks
are not predefined, i.e., students have to reflect and plan
● Industrial need: The project is based on real- how to accomplish them.
world problems, and the lecturer can play the
role of customers during the course. The To complete the task successfully, teams must
project's development is organized in iterations, provide evidence of achieving their objectives. The
inspired by agile philosophies (Schwaber and lecturer evaluates this evidence either instantaneously, or
Sutherland, 2016). before the next step in the process. Lecturers must also
provide feedback to the students on how they would focus
● Driving Questions: All project activities are on improving. However, feedback is conditional on
driven by meaningful questions that direct completing tasks within specified deadlines (simulating
students into investigating and applying SE time pressure in a project), and thus students have the
theory for the project. opportunity to improve their evidence (chance to fail) as
long as they adhere to the project chronogram (time
● Evidence-based: The students have to provide constraints).
evidence of performing tasks (mostly related to
software development life cycle). These tasks The validation activities are then conducted out as
can be based on the Software Engineering "boss battles," or special challenges at the end of the level.
These boss battles, in our perception, provide an
313
opportunity for the lecturer to evaluate students Prosiding K-Novasi 2021
individually and to monitor students' learning progress.
During the boss battles, students give an oral presentation Ardis, M., Fairley, D., Hilburn, T., Nidiffer, K.,
of the artifacts they created for examples, and instructors Towhidnejad, M., and Willshire, M. (2014). The
may ask for specific details. software engineering competency model (swecom).
Technical report, Los Alamitos, CA, USA.
C. Rewards (Badges, Points, Leaderboards, Hall of
Fame, and Prizes) Gary, K. (2015) "Project-based learning". Computer,
48(9):98–100. ISSN 0018-9162.
The primary goal of gamification is to motivate students
to practice software engineering skills, techniques, and Ivanova, G., Kozov, V., & Zlatarov, P. (2019, May).
tools by systematically rewarding and acknowledging Gamification in software engineering education. In
students' actions that converge for the expected learning 2019 42nd International Convention on Information
goals or contribute to project execution. By implementing and Communication Technology, Electronics and
badges, points, and prizes, reward dynamics are Microelectronics (MIPRO) (pp. 1445-1450). IEEE.
introduced into our approach.
Kim, S., Song, K., Lockee, B., & Burton, J. (2018). What
For each task completed successfully and on time, is gamification in learning and education?. In
the teams are rewarded with badges. According to the Gamification in learning and education (pp. 25-38).
difficulty of the tasks, these badges are presented as Springer, Cham.
bronze, silver, or gold trophies. As a result, these badges
are worth 3, 5, or 7 points. The teams are then ranked on Schwaber, K. and Sutherland, J. (2016) “The scrum
a leaderboard based on their performance. The top three guide”. Available at: http://www. scrumguides.
teams are displayed in the "hall of fame" as the course's org/docs/scrumguide/ v1/scrum-guide-us.pdf.
"winners" (promoting social recognition of the more
dedicated students). Souza, M., Moreira, R., & Figueiredo, E. (2019, July).
Playing the project: incorporating gamification into
Furthermore, a collective challenge for the class can project-based approaches for software engineering
be set up with a physical reward (example: chocolates or education. In Anais do XXVII Workshop sobre
university souvenirs) for the entire class if the teams can Educação em Computação (pp. 71-80). SBC.
earn more than 80% of the total trophies. All activities in
B and C can be explored in Moodle, especially using the Souza, M., Moreira, R., & Figueiredo, E. (2019,
Level Up plugin. Most importantly, based on the process, September). Students' perception on the use of
lecturers must set the learning and teaching platform to project-based learning in software engineering
enable optimized automated assessment for students to education. In Proceedings of the XXXIII Brazilian
monitor their progress in real time. Symposium on Software Engineering (pp. 537-546).
CONCLUSION
Although the UKMFolio system currently already
includes different assessment plugins, most lecturers have
yet to utilise gamification plugins in the system fully. We
believe that our design is in line with the course's
proforma and quality, and therefore that active learning
and assessment can be applied simultaneously. Students
enrolled in a Software Engineering course will be more
enthusiastic and motivated to complete their project using
gamification elements in learning while bridging the gaps
between theoretical studies and the practical.
ACKNOWLEDGMENT
The authors would like to thank Universiti Kebangsaan
Malaysia and specifically the grant PDI-2021-005 for the
contribution to this project.
REFERENCES
314
kNOVASI 2021
In-class Simulation Method for Learning Malay Dining Etiquette for
Nutrition, Dietetic & Health Sciences Students
[1]*Nurul Huda Razalli, [2]Mohd ‘Adlan Mohd Shariffuddin
[1] Dietetics Programme & Centre for Healthy Aging and Wellness (H-CARE), Faculty of Health Sciences,
Universiti Kebangsaan Malaysia,[2] SMK Bukit Sentosa, 48300 Rawang, Selangor
*[email protected]
ABSTRACT
The traditional delivery of the Malay Cuisine topic through classroom lectures only limits students from truly appreciating
the uniqueness of the Malays' eating culture, particularly for non-Malay students. Thus, the aim of this innovation study was
to describe Malaysian health sciences students' experiences while participating in the Malay dining etiquette simulation
activity, and to learn about the usefulness of the in-class simulation method for increasing the students' learning experiences
on this topic. The data were collected using an online survey from 90 undergraduate health sciences students (Nutrition,
n=43, Dietetics, n=19 and Optometry, n=28), who enrolled for the course Multiethnic Cuisine & Etiquette as elective credits.
This in-class simulation has enabled the majority of the students to increase their knowledge (95.56%), understanding
(97.78%), and interest (92.22%) in Malay dining etiquette, while allowing peer-to-peer learning. This learning method has
enabled both Malay (n=56, 62%) and non-Malay (n=34, 38%) students to appreciate the value of Malay culture in general.
The findings suggest that in-class simulation is an effective approach to learn about Malay dining etiquette leading to
enhanced student’s learning experience.
Keywords: simulation, Malay culture, dining etiquette, learning method.
INTRODUCTION applicable in many disciplines for teaching the cultural
component with reported benefits (Novieastari, 2012; De
The experiential learning method is defined by a way of Jong, 2017; Kiourt, 2017).
acquiring new information and transforming this through
an experience (Kolb & Kolb, 2015). It is an active Health sciences students should be prepared to
learning process in which students ‘learn by doing’ and be culturally competent practitioners and cultural
reflect on their experiences. In tertiary level education, awareness is regarded as one of the most critical
experiential learning has been implemented in several components of cultural competency. Specifically for
fields and reported to have increased students’ nutrition and dietetics professionals, a good nutritionist or
comprehension on subject matter compared to students dietitian should understand how food plays a role in their
who attended traditional lecture class only (Hakeem, clients' culture, beyond just the type of food and the
2001), was well-liked by students with improved amount that they consume. It is because ethnic and
academic performance (Leal-Rodriguez, 2019; Rosier, cultural background is one of the important factors that
2016). determines their diet and taking cultural differences into
consideration has been shown to lead to more effective
Simulation is a kind of experiential learning that nutrition or dietary advice (Burrowes 2004).
adheres to student-centered and constructivist learning
and teaching concepts. Simulations are instructional Acknowledging the importance of producing
scenarios created by the instructors with the aim to future professionals that are knowledgeable about eating
provide students with an experience that is as near to the habits across cultures and ethnic groups, food and culture
‘real thing’ as possible. Simulations allow students to related courses have started to be integrated into the
learn by doing rather than watching a demonstration or nutrition and dietetics curricula. In our institution, the
listening to a lecture. It is intended to stimulate students' course Multiethnic Cuisine & Etiquette was introduced
deep learning process rather than normal surface learning for students to learn how cultural/traditional aspects of the
(Phillips, 2014) and has been recommended as a teaching various ethnic groups influence food habits and choices.
approach to challenge students' misconceptions As the dominant ethnic group in Malaysia, Malay cuisine
(McClintock, 2000). Simulation approach is also is one of the topics covered in this course.
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kNOVASI 2021
Hence, an in-class simulation was designed and Participation -This simulation has allowed me to have
executed as a teaching innovation study with the aim to Experience (PE) first-hand experience on the Malay
improve students’ learning experiences on this topic. cuisine and table etiquette myself.
-This simulation has allowed me to keep
METHOD trying out on the Malay table etiquette
until I can do it correctly.
Participants -This activity has increased my interest in
Malay cuisine and table etiquette.
A total of 90 health sciences students (Malay, n=56, non-
Malay, n=34) from 3 undergraduate programmes Emotion (E) -I like this in-class simulation as part of
(Nutrition (Year 3), n=43, Dietetics (Year 2), n=19 and learning.
Optometry (Year 1), n=28), who enrolled for the course -I enjoyed taking part in this in-class
Multiethnic Cuisine & Etiquette participated in this study. simulation.
This course was offered as an elective course mainly for -The chance to undergo the simulation
the nutrition and dietetics undergraduates but sometimes was a meaningful experience in learning
being taken by other programmes in the faculty. The in- about the Malay cuisine and table
class simulation took place right after the delivery of the etiquette.
lecture topic, Malay Cuisine. Students have been -I favour and would recommend my other
informed earlier regarding this activity and few students friends to experience this simulation.
were selected as volunteers in preparation for the activity.
Students were randomly divided into 10 groups with 9 Culture -I learned something new about my
students per group and the instructor made sure that each Appreciation (CA) own/other culture.
group had a good mixture between the Malays and non- -This activity has taught me more about
Malays. my own/other culture.
-This activity has made me more
Survey appreciative of my own/other culture.
Data collection was conducted by administering an online RESULTS AND DISCUSSION
survey form following the simulation. The survey
consists of a series of 16 statements related to their Average Cluster Score
experience taking part in the simulation to be rated on a
five-point scale (1- strongly disagree, 2- disagree, 3- The average scores of students’ responses based on the
neutral, 4- agree, 5- strongly agree). The statements five clusters surveyed are shown in Figure 1. Overall,
surveyed are characterised and grouped into five clusters students responded very positively to this learning
as shown in Table 1. In addition, students were also given activity. Emotion cluster obtained the highest average
the chance to provide their personal comments on the score of 4.56, followed by Peer-to-peer learning (4.43),
activity. Culture Appreciation (4.41) and Knowledge Acquisition
(4.41), while the Participation Experience cluster has the
Table 1. Survey statements characterised into clusters lowest average score of 4.40. Overall, all clusters have a
relatively high scores (4-Agree and 5-Strongly Agree)
Cluster Survey Statements with none of the cluster scored below the average of four.
These positive results suggest a beneficial use of in-class
Knowledge -I gained more knowledge on Malay simulation for learning Malay table etiquette.
Acquisition (KA) cuisine and table etiquette by doing this
simulation. Fig. 1. Average cluster score
-I gained a better understanding on Malay
cuisine and table etiquette by doing this
simulation.
-This simulation has corrected my
misunderstandings/ misconceptions about
Malay cuisine and table etiquette.
Peer-to-peer -This simulation has allowed peer sharing
Learning (PL) about the topic.
-This simulation has allowed me to ask
questions to my friends without
hesitation.
-This simulation has allowed me to
imitate the Malay table etiquette from my
friends who are experienced.
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kNOVASI 2021
CONCLUSION
In conclusion, in-class simulation is an effective approach
to learn about Malay table etiquette leading to enhanced
student’s learning experience. It is a better alternative to
lectures only approach as it may increase students’
knowledge, understanding and interest in Malay dining
etiquette specifically and the Malay culture generally.
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317
Prosiding K-Novasi 2021
H5P-based Interactive Video for Adaptive Learning in Learning
Management Systems: Challenges and Opportunities
[1,3]* Abdul Hadi Azman, [1] Meor Iqram Meor Ahmad, [1] Muhamad Alias Md. Jedi,
[2,3] Norhana Arsad, [2] Seri Mastura Mustaza, [2,3] Asma` Abu Samah
[1] Department of Mechanical and Manufacturing Engineering, Faculty of Engineering and Built Environment,
[2] Department of Electrical, Electronic and Systems Engineering, Faculty of Engineering and Built
Environment
[3] Centre for Engineering Education Research, Faculty of Engineering and Built Environment, Universiti
Kebangsaan Malaysia
*[email protected]
ABSTRACT
The introduction of UKMFolio based on the Moodle platform has improved the blended learning and online learning
experience in UKM. However, the current use of content sharing and teaching in UKMFolio is still mainly through one-way
communication of videos and notes. The current content is not interactive and is not created based on personalized learning
for specific needs of a student. To overcome this problem, H5P can be embedded into activities and resources in UKMFolio
to create a differentiated learning opportunity and establish adaptive learning. The objective of this paper is to review the
challenges and opportunities for H5P-based interactive video for adaptive learning in UKMFolio. Lecturers can effectively
create interactive H5P content specially designed for adaptive learning. It will improve the understanding of the students by
adding extra explanations, activities, and questions for differentiated and self-directed learning activities. Explanations are
added in the video and a better understanding of the course is achieved. Adaptive learning can be configured, where a correct
answer will force the user to skip to a specified time in the video, while an incorrect answer will take the user to another part
of the video to increase understanding of the topic. H5P content types and its uses and adapting to the teaching content in
the course are investigated and presented in this paper. Suitable activities will be identified, and a module can be established
to develop H5P content creation for the wide use of teaching and learning in UKM. Finally, the H5P enriched content will
be analysed and a survey will be conducted to obtain feedbacks and analyse its impact and effectiveness. Results from this
review will have a significant output for the improvement of student comprehension, increase interest of the students, and
create a fun factor in the e-learning experience. This review will help to create a module which can be applied on all courses
in UKM and complement lectures and virtual labworks.
Keywords: Adaptive learning, personalized learning, H5P, learning management system, moodle.
INTRODUCTION The delivery of the information through the videos is not
interactive and does not engage the student during the
Blended learning is an approach that combines online learning process. The current content created is also
with face-to-face lectures. The introduction of UKMFolio catered to the general needs and situation of the whole
based on the Moodle platform has improved the blended batch of student and does not tailor to the specific needs
learning and online learning experience in UKM. Moodle of a student and is unsuitable for self-directed learning.
is a Learning Management System which helps blended To overcome this problem, H5P or also known as
learning (Patel, D. 2017). Blended learning gives access HTML5 content can be embedded into activities and
to students content and course activities online, flexibility resources in UKMFolio to create a differentiated learning
in terms of availability and allows more interactive opportunity and establish adaptive learning.
interactions (Saltan, F., 2017, AlKhaleel, A., 2019,
Szadziewska, A. 2017). This development enhances the H5P is an open-source interactive tool that
online learning experience of students with a larger allows the lecturer to create engaging learning activities
variety of activities and opportunities (Sabah, N.M., such as interactive videos and other visual activities
2020, Dimić, G, 2020). However, the current use of (Wilkie, S., 2018, MacFarlane, L.A). Through H5P,
content sharing and teaching in UKMFolio is still mainly lectures create an opportunity to personalized learning
through one-way communication of videos and notes. (Manacek, S, 2020). This gives opportunities for students
318
to engage with the content and learn at their own pace Prosiding K-Novasi 2021
based on their own needs (Osadcha, K., 2020, Cai, R.,
2018). Various challenges occur in implementing this. Various steps need to be investigated to achieved
The research questions are: How can H5P-based the potential of H5P for adaptive learning. This includes
interactive video be used for adaptive learning? What are identifying H5P configurations and adaptive learning
the elements to establish an effective module for the approaches for personalized learning. First, H5P content
creation of H5P-based interactive video for adaptive types will be identified and its uses will be dertermined.
learning in UKMFolio? How effective is the use of H5P The contents will be thoroughly investigated to adapt to
interactive video for increasing students’ understanding the teaching content in the course. Suitable activities for
of topics. adaptive learning will be identified. H5P is an open-
source interactive tool that allows the lecturer to create
The objective of this project is to review the engaging learning activities such as interactive videos and
challenges and opportunities for adaptive learning in other visual activities. Elements in H5P-based videos
learning management systems. This review can be used need to be experimented are extra explanations, activities
to create a module for lecturers to effectively and and questions for differentiated and self-directed learning
efficiently create interactive H5P content specially activities in the video. Fig. 2 shows the content type for
designed for use in e-learning. Fig. 1 shows the activities H5P interactive content in UKMFolio
and resources in available in UKMFolio.
The third opportunity and step is to establish a module for
H5P-based interactive video for adaptive learning in
UKMFolio. A module needs to be established to develop
H5P content creation for the wide use of teaching and
learning in UKM. For example in the module, it can
consist of activities throughout the video. Adaptive
learning can be configured, where a correct answer will
force the user to skip to a specified time in the video,
while an incorrect answer will take the user to another
part of the video to increase understanding before
advancing to a more complex phase of the course.
Fig. 1 Activities and resources in UKMFolio Fig. 2 Content type for H5P interactive content in UKMFolio
H5P content will enable lecturers to improve the Finally, the effectiveness of H5P interactive
understanding of the students by adding extra videos for adaptive learning through case studies needs to
explanations, activities and questions for differentiated be measured to be effectively applied in teaching and
and self-directed learning activities (Homanová, Z., learning. H5P enriched content needs to be analysed and
2019). An example of H5P feature content in UKMFolio a survey needs to be conducted to obtain feedbacks and
is an interactive video (Alameen, A, 2019). Students get
a more engaging video experience, as explanations are
added in the video and a better understanding of the
course is achieved (Rodríguez, S., 2020). Students with a
weaker understanding may choose to display extra
explanations. Students will have a better understanding as
they solve problems as they move along the videos and
can repeat until they answer a problem correctly.
Adaptive learning can be configured, where a correct
answer will force the user to skip to a specified time in
the video, while an incorrect answer will take the user to
another part of the video to increase understanding before
advancing to a more complex phase of the course.
RESULTS AND DISCUSSION
319
analyse its impact and effectiveness. For example, a case Prosiding K-Novasi 2021
study will be conducted for 5 courses and approximately
500 students. The courses choses consists of various types REFERENCES
and level, for example undergraduate and master
coursework courses, typical courses and labworks. Fig. 3 Patel, D. and Patel, H.I., (2017). Blended Learning in
shows the content types for H5P interactive content in Higher Education using MOODLE Open Source
UKMFolio. Learning Management Tool. International
Journal of Advanced Research in Computer
Fig. 3 Content type for H5P interactive content in UKMFolio Science, 8(5).
CONCLUSION Saltan, F., (2017). Blended learning experience of
In conclusion, the challenges and opportunities in the students participating pedagogical formation
application of H5P for interactive videos in the context of program: Advantages and limitation of blended
adaptive learning to create a personalized learning education. International Journal of Higher
experience and to enhance students’ understanding in Education, 6(1), pp.63-73.
following course in UKMFolio is presented in this
review. The use of H5P-based interactive videos for AlKhaleel, A., (2019). The advantages of using blended
adaptive learning can have a significant output for the learning in studying English as a Foreign
improvement of student comprehension, increase interest language at the University of Tabuk. Modern
of the students, and create a fun factor in the e-learning Journal of Language Teaching Methods
experience. This module can be applied on all courses in (MJLTM), 9(2), pp.1-7.
UKM and complement lectures and virtual labworks.
Szadziewska, A. and Kujawski, J., (2017). Advantages
ACKNOWLEDGEMENT and disadvantages of the blended-learning
The authors would like to thank the Universiti method used in the educational process at the
Kebangsaan Malaysia (UKM) for their support in this faculty of management at the University of
research project under the research grant code PDI-2021- Gdansk, in the opinion of undergraduate
002. students. ICERI Proceedings, pp.3938-3946.
Sabah, N.M., (2020). Motivation factors and barriers to
the continuous use of blended learning approach
using Moodle: students' perceptions and
individual differences. Behaviour & Information
Technology, 39(8), pp.875-898.
Dimić, G., Predić, B., Rančić, D., Petrović, V., Maček, N.
and Spalević, P., (2018). Association analysis of
moodle e‐tests in blended learning educational
environment. Computer Applications in
Engineering Education, 26(3), pp.417-430.
Wilkie, S., Zakaria, G., McDonald, T. and Borland, R.,
(2018). Considerations for designing H5P online
interactive activities. Open Oceans: Learning
without borders. Proceedings ASCILITE,
pp.543-549.
MacFarlane, L.A. and Ballantyne, E., (2018). Bringing
Videos to Life with H5P: Expanding
Experiential Learning Online. Proceedings of
the Atlantic Universities’ Teaching Showcase,
22, pp.28-33.
Manacek, S., Figg, B., Hicks, T. and Scheirmann, A.,
(2020), October. H5P Interactive Video: An
Opportunity to Personalize Learning. In SITE
Interactive Conference (pp. 520-526).
Association for the Advancement of Computing
in Education (AACE).
Osadcha, K., Osadchyi, V., Semerikov, S., Chemerys, H.
and Chorna, A., (2020). The review of the
adaptive learning systems for the formation of
individual educational trajectory.
Cai, R., (2018). Adaptive learning practice for online
learning and assessment. In Proceedings of the
2018 International Conference on Distance
Education and Learning (pp. 103-108).
Homanová, Z. and Havlásková, T., (2019). H5P
interactive didactic tools in education. In 11th
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Prosiding K-Novasi 2021
International Conference on Education and New
Learning Technologies.
Alameen, A. and Dhupia, B., (2019). Implementing
Adaptive e-Learning Conceptual Model: A
Survey and Comparison with Open Source
LMS. International Journal of Emerging
Technologies in Learning (iJET), 14(21), pp.28-
45.
Rodríguez, S., Palomino, C.G., Chamoso, P., Silveira,
R.A. and Corchado, J.M., (2018), August. How
to create an adaptive learning environment by
means of virtual organizations. In International
Workshop on Learning Technology for
Education in Cloud (pp. 199-212). Springer,
Cham.
321
Prosiding K-Novasi 2021
Effectiveness of Job Readiness Course on Students Career Decision
Self-Efficacy
[1]Mohd Izwan Mahmud, [2]Tan Yao Xiong, [3]Nur Azzah Ab Rahim, [4]Nurul Nadia Rosli,
[5]Chang Peng Kee, [6]Zalinda Othman
[1] Pusat Kepelbagaian Pendidikan, Fakulti Pendidikan, Universiti Kebangsaan Malaysia,
[5] Fakulti Sains dan Kemanusiaan, Universiti Kebangsaan Malaysia,
[6]Fakulti Sains Maklumat dan Teknologi, Universiti Kebangsaan Malaysia,
[2,3,4]Pusat Pembangunan Karier, Universiti Kebangsaan Malaysia.
[email protected], [email protected], [email protected], [email protected],
[email protected], [email protected]
ABSTRACT
Career readiness course is an important program that help students to obtain necessary skills that will aid them undergo
transitional periods from education to work, which involves the process of career planning, goal selection, and decision
making. Therefore, this research was aimed to study the effectiveness of job readiness courses on career self-efficacy among
undergraduates who have enrolled into LMCR 3422 Job Readiness Course in a pre-test and post-test result. This was a quasi-
experimental research that studied the difference on career self-efficacy before and after joining this course on the same
groups. The content of this course consists of resume writing, the use of job search portals such as Job street, LinkedIn, and
preparation to attend an Interview (Mock Interview). All of these activities were built based on the combination Cognitive
of Information Processing Theory (CIP) and Constructivist Theory. LMCR 3422 Job Readiness Course was conducted
throughout 14 weeks and encompassed a variety of career activities, including mock interview, career profile, self-reflection,
online open discussion, industrial sharing and resume clinic with the aims of assisting students to gain occupational
information and skills, apply the learned skills into practices and build career profile. The effectiveness of career self-efficacy
for pre-test and post-test was measured by using Career Decision Self-Efficacy-Short Form (CDSE-SF). A total of 231
undergraduates (Semester 1, 2018-2019) from Universiti Kebangsaan Malaysia (UKM) who have enrolled this class had
been selected as the respondents and rated based on mock interview, career profile, self-reflection and online open
discussion. The result of pre-test and post-test showed that there was significant difference in terms of career self-efficacy t
(231) = 6.30, p < .05. Implication of these courses to enhance graduates’ career readiness that would eventually increase the
number of overall graduate employability. This course is suggested to become a compulsory subject for all undergraduates
at UKM to equip them with proper knowledge and skills related to their job readiness.
Keywords: career course, job readiness, career self-efficacy.
INTRODUCTION skills within curricula linked to graduate attributes (e.g.,
communication skills, teamwork, complex problem
The COVID-19 pandemic is a worldwide issue that began solving) and incorporating opportunities for work
in 2020 and has affected national and international experience within courses (e.g., internships, placements,
employment. These issues also affect economic impact on international study tours or exchanges) (Bates et al.
families with college and graduate school students. When 2019). Previous studies found that university students
pandemic strikes and the traditional method of graduating who commit to incorporating transferable professional
students to their careers is abruptly short-circuited, skills into their study experience are best-able to adopt
faculty can take action to ensure students remain and maintain proactive career behaviors that enhance
optimistic and the university delivers value to the students their employability after graduation (Clements & Kamau,
regarding employment prospects. 2017).
The current professional environment for LMCR 3422 Job Readiness Course among
graduates is extremely turbulent, according to Bates, Undergraduate Students was a strong platform introduced
Rixon, Carbone, & Pilgrim (2019), due mainly to the by Career Advancement Centre UKM since 2017-2018
unpredictability of corporate restructures, technology and under UKM Citra Elective Program Courses. This course
advances, outsourcing and remote working. Universities was proposed to help undergraduate students applying the
typically create student opportunities for developing skills regarding job readiness with job opportunities in the
transferable employability skills through: embedding the job market and students capable to create their own job
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Prosiding K-Novasi 2021
profile. Apart from that, Job Readiness course acts as a the information understand the
platform to disseminate updated career information and
opportunities to students. The information would be of the world of current condition of
disclosed through industrial sharing and hands-on
practices, which are conducted by industrial partners. work, such as the world of work.
This course also emphasizes assisting students to
construct career planning and decisions. It is very digital
important to assist the students in conquering the real-
world challenges, thus, these courses incorporate the entrepreneurship,
required soft skills regardless of education and
experience. job outlook,
pathway in
government
sector and fourth
industrial
revolution.
c. Resume Clinic ● Teaching students to
construct a
Career Decision Self Efficacy presentable resume.
Thirteenth Course Assessments ● Encouraging
&
Fourteenth students to apply
Based on Theory of Social Cognitive, career self-efficacy knowledge into
is defined as an individual's confidence on managing and
performing cognitive, behavioral and social skills in order practice.
to accomplish desired career goals (Bandura, 1986).
Career self-efficacy plays influential roles throughout the ● Ensuring students to
process of making career decision (Komarraju, Swanson,
& Nadler, 2013; Kristin, 2009; Sidiropoulou-Dimakakou, build up a
Mylonas, Argyropoulou, & Tampouri, 2012). Basically,
individuals with low level of career self-efficacy are more marketable career
vulnerable to the development of dysfunctional career
thoughts. Moreover, they are not confident in making profile.
career decisions, and would avoid involving in any career
related activity (Andrews et al., 2014; Komarraju et al., FINDINGS AND DISCUSSION
2013). In contrast, individuals with a high level of career
self-efficacy are more likely to explore career and resolve A total of 231 UKM undergraduates had been selected as
career tasks easily. They are able to choose appropriate respondents. The percentage of female (78.4%) was
careers, be responsible to their decision, and to involve in higher than the male (21.6%).
a variety of career program and trainings actively in order
to prepare themselves to the world of work (Andrews et Table 1. Descriptive statistics of respondents based on gender.
al., 2014; Kristin, 2009; Sidiropoulou-Dimakakou et al.,
2012). Gender Amount (n) Percentage (%)
Male 50 21.6
Career Course LMCR 3422 Female 181 78.4
Total 231 100.0
This course would be divided into 14 sessions as below: Based on the results of Paired Sample t-Test, there was
significant difference in career self-efficacy before and
Session Topic Aim after attending job readiness course among the
First Introduction to LMCR undergraduates, t (231) = 6.30, p < .05. These findings
3422 Job Readiness ● Providing brief indicated that the job readiness course was effective in
increasing career self-efficacy. This finding was similar
introduction and to the research conducted by Mohd Izwan Mahmud,
Sidek Noah, Jamaluddin Ahmad & Wan Marzuki Wan
expected learning Jaafar (2017), who proposed that implementation of
structural career readiness module was effective in
outcomes. enhancing career-self efficacy among undergraduate
students.
Second & a. Results of Tracer ● Increasing awareness
Third Study of students on the
current graduate
employability rates.
b. Module of ● Assisting students in Paired Samples Test
Making Career making wise career Paired Differences t df Sig. (2-
Decision choices. Mean Std. Std. 95% tailed)
Fourth – a. 4 industrial sharing ● Educating students Deviation Error Confidence
Twelfth on personal regarding the Mean Interval of the
development, necessary early Difference
including personal preparation before Lower Upper
grooming, personal applying for a job Mean_Self .25 .61 .04 .33 .18 6.30 23 .000
-0
branding, interview based on industry’s
efficacy_P
tips, and ways to demands. Pair ost -
build a resume, 1 Mean_Self
-
cover letter and
efficacy_P
video resume. re
b. 4 industrial ● Assisting students to
be aware and
sharing related to
323
Table 2. The result of paired samples test for the variable of career Prosiding K-Novasi 2021
decision self-efficacy.
Argyropoulou, K., & Tampouri, S. (2012). Career
CONCLUSION decision-making difficulties, dysfunctional
thinking and generalized self-efficacy of university
The career self-efficacy is the vital element that needed to students in Greece. World Journal of Education,
be emphasized among the undergraduates to improve 2(1), 117-130.
Graduate Employability (GE) after graduation especially
due to this pandemic Covid-19. The effectiveness career
intervention can be seen by enriching the students with
soft skills and technical skills such as creativity,
communication, teamwork, problem-solving, critical
thinking, cultural competency, etiquette, professionalism,
and making creative resumes and video resumes. The job
readiness programs will integrate employability skills
among the students by providing them with a competitive
edge during interviews, internships, and jobs. Therefore,
to improve career readiness, this course is suggested to be
a compulsory subject to all undergraduates to improve the
level of career self-efficacy through self-involvement in
career programs organized by respective universities such
as resume writing, mock interview, career profile, self-
reflection and industrial sharing.
APPRECIATION
This research is funded by UKM Grant GG-2019-078.
Funding in this paper is part of a research grant.
REFERENCES
Andrews, L. M., Bullock-Yowell, E., Dahlen, E. R., &
Nicholson, B. C. (2014). Can perfectionism affect
career development? Exploring career thoughts and
self-efficacy. Journal of Counseling &
Development, 92(3), 270-279.
Bandura, A. (1986). Self-efficacy: The exercise of
control. New York: W. H. Freeman.
Bates, G.W., Rixon, A., Carbone, A., & Pilgrim, C.
(2019). Beyond employability skills: Developing
professional purpose. Journal of Teaching and
Learning for Graduate Employability, 10(1), 7–26.
Clements, A.J., & Kamau, C. (2018). Understanding
students’ motivation towards proactive career
behaviours through goal-setting theory and the job-
demands resources model. Studies in Higher
Education, 43(12), 2279–2293. doi:
10.1080/03075079.2017.1326022
Komarraju, M., Swanson, J., & Nadler, D. (2013).
Increased career self-efficacy predicts college
students’ motivation, and course and major
satisfaction. Journal of Career Assessment, 22(3),
420-432.
Mohd Izwan Mahmud, Sidek Mohd Noah, Jamaludin
Ahmad & Wan Marzuki Wan Jaafar. 2017. Kajian
analisis keperluan pembinaan modul kesediaan
kerjaya dalam kalangan pelajar universiti awam.
Jurnal Psikologi dan Kaunseling 8: 38- 60.
Sidiropoulou-Dimakakou, D., Mylonas, K.,
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Prosiding K-Novasi 2021
Gamification Innovation in Developing a Prototype For Teaching and
Learning English Grammar
[1]*Zurina Muda, [2]Ainaa Abdul Rashid
[1] Centre for Software Technology and Management (SOFTAM), Faculty of Information Science and
Technology
Universiti Kebangsaan Malaysia,
[2] Maktab Rendah Sains MARA, Polis Di Raja Malaysia (MRSM PDRM), Kulim, Kedah
*[email protected]
ABSTRACT
The most basic and challenging topic in teaching and learning (T&L) English grammar is Subject-Verb-Agreement (SVA).
This is due to the constraints of appropriate teaching aids, students’ negative perceptions towards English grammar and
lack of English grammar digital application in the market. Thus, this study is aimed to develop a gamification prototype of
T&L English grammar for lower secondary students. The objectives of the study are to design a conceptual model which
integrates T&L method, formula and suitable game elements, develop an English grammar gamification prototype and
evaluate the prototype. The research methodology is Game Development Software Engineering (GDSE) consists of four
phases: design, development, testing and evaluation. The study also refers to Bloom Taxonomy, Howard Gardner’s Theory
of Multiple Intelligences and game elements. The game elements implemented in the gamification prototype entitled Lost
and Found are storytelling, conflict, strategy, feedback and reward. A usability evaluation is conducted on 10 MRSM
English teachers and 50 Form 1 students of MRSM PDRM Kulim. The findings of the study focusing on gamification
elements showed that the average overall mean for teachers is 4.3 and students is 4.3. This indicates their acceptance of the
suitability of the gamification prototype to be used as teaching aid and as an innovation of technological T&L application
to master the complex English grammar.
Keywords: English, Games, Gamification, Teaching and Learning (T&L), Teaching and Learning (T&L) Aid
INTRODUCTION need to acquire. English Language is the second
language in Malaysia and teaching English grammar to
There are four skills in English Language which are Malaysian students is challenging. In order to fulfill the
reading, writing, speaking and listening. According to MOE aspiration, English Language teaching should
KBSM curriculum, English grammar teaching is meet the international standard (Wan Illina Wan Ishak &
integrated in these skills. When Ministry of Education Maslawati Mohamad, 2018). Hence, this study focuses
(MOE) introduces Common European Framework of on language awareness skill which involves lower
References (CEFR) based on Malaysian Education secondary students who need to achieve at least B1
Blueprint (MEB) 2015 – 2025 for English teaching and level.
learning, Language Awareness is one of the important
skills in the syllabus. There are six skills in CEFR: Teachers and students face challenges in teaching
reading, writing, speaking, listening, language awareness and learning (T&L) English grammar. The first one is
and literature in action. Language Awareness is related the constraints faced by teachers in finding and using
to English grammar and to achieve the international suitable teaching aids to teach grammar to students. The
standard of English, students need to master the next issue highlighted in this study is the challenges
grammar skills. The objective of introducing the faced by students in learning English grammar. The
curriculum realignment of English language is to negative perception of English grammar worries and
standardise English programmes in Malaysia in order to discomforts them when teachers use dull and
meet the international standard. Therefore, a more conventional approach like ‘chalk and talk’ (Khairul
quality English education can be provided to all students Firhan Yusob, 2018). The final issue is the lack of
in Malaysia by implementing this action plan which existing applications in the market. The exam-like
meets the international level (Hazita Azman, 2016). questions in the applications restrain the students’
excitement of using them and teachers need to explain
Language Awareness in CEFR is about mastering the
English grammar skills and it is one of the skills students
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Prosiding K-Novasi 2021
on the mistakes they make (Azizatul Mahfida Inayati & Table 2. Teachers’ responses to efficiency attribute
Desy Damayanti, 2016).
Thus, this study is aimed to cater these issues by Efficiency Attribute Gamification Mean
developing a prototype of T&L English grammar based Element 3.7
on gamification approach for lower secondary students. The pages are easy to be navigated. Story 4.2
The objectives of the study are to: The quiz is relevant to the grammar Conflict
3.5
• design a conceptual model which integrates topic. Story/ Reward
T&L methods and formulas with appropriate The navigation is smooth from the 3.8
game elements
beginning until the end.
• develop a gamification prototype to assist the Average
T&L process as a tool to teach and learn
English grammar. The mean average for efficiency element is relatively
low; 3.8. Teachers encountered problems navigating the
• evaluate the gamification prototype developed prototype due to the low specifications of computers
for teachers and students. used. Thus, the navigation time was slightly slow.
This study is expected to contribute to the domain of The memorability attribute refers to teachers’
education in benefiting teachers, students and parents in capability to remember the functions of symbols,
teaching and learning English grammar. instructions, links and buttons of the prototype. Table 3
shows teachers’ responses to this attribute.
Table 3. Teachers’ responses to memorability attribute
RESULTS AND DISCUSSION Memorability Attribute Gamification
Element
The usability evaluation on gamification elements was The information is written clearly and Mean
conducted to 10 teachers and 50 lower secondary easy to understand. Story/ Strategy 4.8
students. The evaluation results are discussed. The 3.7
gamification elements for the usability evaluation are The function of buttons and links are Reward/ Feedback
story, strategy, feedback, conflict and reward. The six labelled precisely. 4.3
attributes evaluated by teachers are learnability,
efficiency, memorability, few errors, satisfaction and Average
content while students evaluated five attributes:
learnability, efficiency, memorability, few errors and The mean average is 4.3. Teachers took some time to
satisfaction. understand the link symbols in level 1 because they did
not read the instructions carefully before playing. After
the first two questions in level 1, they managed to
understand how the prototype worked.
Results and Discussion: Teachers Few errors attribute is meant to look at the minimum
The learnability attribute is to make sure teachers are errors done by teachers when using the prototype. Table
able to learn using the gamification prototype quickly 4 shows teachers’ responses to this attribute.
without any major problems. Table 1 shows teachers’
responses to this attribute. Table 4. Teachers’ responses to few errors attribute
Table 1. Teachers’ responses to learnability attribute Few Errors Attribute Gamification Mean
Element 4.1
Learnability Attribute Gamification Mean All links function correctly with no Reward 3.8
Element 4.4 mislabelled or broken links. 3.9
I can understand the story element of Story 4.5 Feedback 4.6
the prototype easily. 4.4 The clue buttons are helpful for me to 4.1
Strategy 4.4 answer the quiz. Feedback/
The tutorials are arranged Conflict
appropriately based on its difficulty. Feedback There is response to show that I make Feedback/
mistake. Strategy
The tutorials provided are clear and
easy to understand. The prototype allows me to answer the
questions again if I make mistakes.
Average
Average
The mean average of this attribute is 4.4. Teachers The mean average is 4.1. Teachers did not make
agree that the gamification prototype is easy to operate mistakes when using the gamification prototype. They
and learn although 2 of them had never used any mentioned an indicator should be displayed to tell
gamification to teach grammar. players about the correct answer.
The efficiency attribute is to ensure teachers to Satisfaction attribute refers to the teachers’ comfort
complete the tasks within a short period of time without and satisfaction when using the gamification prototype.
problems. Table 2 displays the results of this attribute. Table 5 shows teachers’ responses to this attribute.
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Prosiding K-Novasi 2021
Table 5. Teachers’ responses to satisfaction attribute In addition, the tutorials provided really helped them
answer the quiz.
Satisfaction Attribute Gamification
Element Mean The efficiency attribute is to see how far students can
I can complete all the tasks given Conflict 4.5 complete the quiz in the prototype within the time given.
successfully. 4.6 Table 8 depicts students’ responses to this attribute.
The prototype meets its purpose to help Reward 4.4
students learn SVA. Table 8. Students’ responses to efficiency attribute
The prototype is fun to be used and I am Feedback 4.5
satisfied with the gamification elements
integrated in the prototype. Efficiency Attribute Gamification Mean
Average Element 4.4
I can navigate the prototype with no Story 4.6
The mean average of this attribute is 4.5 and it problems. 4.2
clearly depicts teachers were satisfied when using the The quiz is related to SVA grammar Conflict 4.3
gamification prototype. It can be an alternative tool to topic.
help them teach English grammar. I can easily use the prototype without Reward
any issues.
Average
Another attribute evaluated by teachers is the content The mean average is 4.3 as students did not
attribute. This attribute is to ensure the content is encounter any problems navigating the prototype. They
relevant for T&L English grammar. Table 6 shows did not take a long time to complete the tasks.
teachers’ responses to this attribute.
Table 6. Teachers’ responses to content attribute The next attribute, memorability assesses how far
students can remember and familiarise themselves with
Content Attribute Gamification Mean the buttons, links and symbols. Table 9 describes
Element 4.5 students’ responses to this attribute.
The tutorials provided are relevant to Feedback/ 4.7
SVA topic. Reward 4.6 Table 9. Students’ responses to memorability attribute
Reward
The grammar formula in the tutorial is 4.4 Memorability Attribute Gamification Mean
appropriate with the grammar rules. Story/ Reward 4.6 Element 4.2
I can understand the quiz instruction 4.2
The examples shown in the tutorials Conflict well. Story/ Strategy 4.2
provide better understanding on the
grammar rules. Buttons and links provided are clear Feedback/ Reward
and not confusing.
The quiz in the prototype is suitable and
relevant with the tutorials provided. Average
Average
The mean average of this attribute is 4.6. Teachers The mean average is 4.2 and students showed
agreed that the content included in the prototype is positive responses as they were able to familiarise
relevant to the chosen grammar topic which is SVA. themselves with the buttons, links and symbols in the
Teachers also admitted that interactive tutorial played prototype. They also had no issues understanding them.
before the game starts is a good guide for students Plus,
the story element of the gamification prototype is The few errors attribute aims to see if the students
can minimise the errors made when watching the
interesting and suitable for lower secondary students. tutorials and answering the quiz. Table 10 displays
students’ responses to this attribute.
Results and Discussion: Students
The learnability attribute is to ensure students can learn Table 10. Students’ responses to few errors attribute
to use this prototype by watching tutorials and
answering quiz without guidance from teachers. Table 7 Few Errors Attribute Gamification Mean
shows students’ responses to this attribute. Element 4.1
The buttons and links function well. 4.4
Table 7. Students’ responses to learnability attribute The clues provided help me answer Feedback/ Reward
Feedback/ Reward 4.1
Learnability Attribute Gamification Mean the quiz.
Element 4.2 Feedback is provided when I wrongly Reward 4.6
The prototype story element is easy Story
to understand. 4.3 answer the quiz. Strategy/ Feedback 4.2
Strategy 4.1 I can answer the quiz again when I
The tutorials are well-organised. Feedback/ Reward
I can understand the tutorials very 4.2 make mistakes.
Average
well.
Average The mean average of this attribute is 4.2. Students
mentioned they did not make major mistakes when using
The mean average is 4.2. Students claimed the the prototype. They also stated the clue button helped
gamification prototype is easy to learn and understand. them complete the quiz.
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Prosiding K-Novasi 2021
Satisfaction attribute refers to the comfort and and students of MRSM PDRM who have given utmost
fulfilment experienced by students when using the cooperation and support to this study.
prototype to learn English grammar. Table 11 shows
students’ responses to this attribute. REFERENCES
Table 11. Students’ responses to satisfaction attribute Azizatul Mahfida Inayati & Desy Damayanti (2016).
Satisfaction Attribute Gamification Improving Students’ Grammar Ability (Simple
Element
I don’t encounter any problems to Mean Past Tense) Using Johnny Grammar Word Challenge
complete the quiz. Conflict/ Reward 4.2
4.5 Application in Junior Highschool. English
The prototype is suitable to help me Feedback 4.5
learn English grammar. 4.4 Department, Sebelas Maret University Indonesia.
Reward
The prototype is fun to be used and I Hazita Azman (2016). Implementation and Challenges
am satisfied with its function.
of English Language Education Reform in Malaysian
Average
Primary Schools. The Southeast Asian Journal of
English Language Studies – Vol 22(3): 65-78
The mean average is 4.4. Students were satisfied Khairul Firhan Yusob (2018). Challenges of Teaching
with the prototype to assist them to learn English
grammar. The grammar tutorials in formula form also Grammar At Tertiary Level: Learning From English
facilitated them to understand complex grammar rules.
They also enjoyed and felt comfortable using the Lecturers’ Insights. UITM, Pahang. e-ISSN: 2289-
prototype to learn English grammar.
6589
Leong, L. M., & Ahmadi, S. M. (2017). An analysis of
factors influencing learners’ English-speaking skill.
Moreno, Katherin. 2016. Flashcards. Universidad
CONCLUSION Autónoma de Chiriquí Faculty of humanities School
of English.
In conclusion, the summary of the usability evaluation Pelan Pembangunan Pendidikan Malaysia 2013-2025.
conducted to teachers and students is illustrated in Table
12. Kementerian Pendidikan Malaysia.
Psych Central. (2018). Memory and Mnemonic Devices.
Psych Central. Retrieved on September 23, 2019,
Table 12. Summary of usability evaluation by teachers and students from psychcentral.com/lib/memory-and-mnemonic-
devices
Attributes Teachers Students Wan Ilina Wan Ishak & Maslawati Mohamed, (2018).
Mean Mean
Learnability The Implementation of Common European
Efficiency 4.4 4.2
Memorability 3.8 4.3 Framework of References (CEFR): What Are the
Few Errors 4.3 4.2
Satisfaction 4.1 4.2 Effects Towards LINUS Students’ Achievements?.
Content 4.5 4.4
Average 4.6 - Creative Education. 09.
4.3 4.3
The mean average of usability evaluation by teachers
is 4.3. Teachers agree this gamification prototype is
suitable as a teaching tool in simplifying the complex
grammar rules of SVA.
The mean average of usability evaluation by students
is 4.3. Students also agree this gamification prototype is
suitable as a learning aid in mastering the complex
grammar rules. Students also claim the use of
technology in learning English grammar arouses their
interest to understand difficult and boring grammar
topics.
In a nutshell, Lost and Found gamification prototype
provides engaging and interactive environment of T&L
English grammar. Therefore, the gamification prototype
is suitable as a teaching tool for teachers and learning
aid for students in mastering English grammar skills.
ACKNOWLEDGEMENT
Special thanks to the Game Laboratory of Software
Technology and Management, FTSM, UKM, teachers
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Prosiding K-Novasi 2021
Managing Online Programming Lab Using CodeZinger
[1]* Noor Faridatul Ainun Zainal, [1] Shahrina Shahrani, [1] Masura Rahmat,
[1] Azura Ishak, [1] Rohizah Abd Rahman, [1] Zarina Syukur
[1] Faculty of Information Science & Technology, Universiti Kebangsaan Malaysia,
43650 Bangi, Selangor Darul Ehsan, Malaysia
*[email protected]
ABSTRAK
Introductory Programming is a basic course that must be taken by students majoring in computers. This course is considered
a challenging course to learn since time immemorial. Starting in 2020, the Covid19 pandemic caused educational institutions
to be closed to students. The learning programming process becomes increasingly difficult because the instructors are far
away from all students who are from within and outside the country. Therefore, this paper's objective is to implement
CodeZinger, an online programming code, used as an initiative to replace lab classes that were previously held face-to-face
and see students' achievement using it. The study has implemented the application of CodeZinger to two programming
courses for 266 year 1 students, namely Computer Programming course (sem1) and Data Structures course (sem2). The
diverse test data (input-output) provided by the instructors make students more skilled and critical in doing programming
and easy for them because of automatic assessment. In conclusion, CodeZinger assists students in optimizing the
management of programming learning where CodeZinger can solve learning problems face-to-face, facilitate students to
study at their pace, and facilitate instructors to monitor their students.
Keywords: CodeZinger, Online Programming Lab, Programming Learning, Automatic Assessment.
INTRODUCTION Programming Contest activities, and in particular, the
International Collegiate Programming Contest (ICPC)
Introductory Programming is a basic course that must and its Local and Regional Contests around the world
be taken by students majoring in computers. This course (California State University 2021).
is considered difficult to learn since time immemorial
(Rahmat et al. 2012; Cheah 2020). The global Covid-19 The objective of PC2 is for contest. Therefore, some
pandemic caused face-to-face teaching activities in many features are not suitable to be used for this face-to-face
countries are stopped. The learning programming process programming learning. Students cannot see the error they
becomes increasingly difficult because the instructors are are facing. They are also unable to fix program errors that
far away from all students who are from within and have been submitted. However, using CodeZinger, which
outside the country. It is evident that there is a high failure is an Online Programming Code, students can create a
rate in Introductory Programming courses conducted by program directly into it, run the program, see the error, fix
various universities (Dhayanithi et al. 2021). In this study, the error, and submit it again.
the course learning outcome was measured in the
programming courses are by Quizzes, Tutorial RESULT AND DISCUSSION
Assignments, Lab Assignments, Project, Lab test and
MCQ Examination. The 266 first-year students have been using CodeZinger
for two semesters. The same instructors are involved in
Monitoring and evaluation of student programming both of the courses. The students found that the use of
assignments are challenging. Furthermore, the closure of CodeZinger helped them answer programming
the university campus makes it difficult for instructors to assignments because each question was equipped with
monitor the programming that students have made. A various test data (input and output data) that the instructor
typical teaching method performed prior to the had entered. The assignment questions were also arranged
occurrence of the Covid-19 pandemic was that students according to the difficulty level. Students have to answer
and instructors were in the same laboratory room, and easy questions first up to complex questions. As students
students would create a program in the eclipse software run their program, CodeZinger will show the errors on the
and submit it in PC2 software. PC2 is the Programming program, if any. Thus, CodeZinger can give respond to
Contest Control System developed at California State the students answer immediately. Students can answer at
University, Sacramento (CSUS) in support of Computer
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Prosiding K-Novasi 2021
any time, as it only requires minimal assistance from the
instructor.
CONCLUSION
In conclusion, this CodeZinger assists students in
optimizing the management of programming learning.
However, there needs a study on the effects of emotions
on students who have internet access problems and
students’ motivations.
Acknowledgment
This research paper is supported
by Faculty of Information Science & Technology,
Universiti Kebangsaan Malaysia.
References
California State University. 2021. PC2: A Programming
Contest Control System.
http://pc2.ecs.csus.edu/.
Dhayanithi, J., Balamurugan, D., Marimuthu, M.,
Vidyabharathi, D., Basker, N., Vidhya, G.,
Theetchenya, S. & Mohanraj, G. (2021). An
Evaluation Framework and Analysis of Auto
Assessing the Programming Courses during the
COVID-19 Pandemic. Turkish Journal of Computer
and Mathematics Education, Vol. 12(10), pg 4918-
4923.
Cheah, C. S. (2020). Factors Contributing to the Difficulties
in Teaching and Learning of Computer
Programming: A Literature Review. Contemporary
Educational Technology, 12(2), ep272.
https://doi.org/10.30935/cedtech/8247
Rahmat, M., Shahrani, S., Latih, R., Yatim, N. F. M.,
Zainal, N. F. A., & Abd Rahman, R. (2012). Major
problems in basic programming that influence
student performance. Procedia-Social and
Behavioral Sciences, 59, 287-296.
330
Prosiding K-Novasi 2021
Implementation of Home Based Experiments Using Smartphones and
Cloud Based IoT Platform to Enrich Online Teaching During COVID-
19 Pandemics
*[1,2]Mohamad Hanif Md Saad, Maisarah Hamdan , Afida Ayob, Aini Hussain
[1] Institut IR4.0, UKM ,[2] Jab. Kej. Mekanik & Bahan UKM, [3]Jab. Kej. Elektrik, Elektronik & Sistem UKM
[email protected], [email protected], [email protected], [email protected]
ABSTRACT
Numerous students worldwide are having their education disrupted due to the spread of the vital virus (COVID-19). This
constituted a challenge for the entire educational environment, forcing academics to adopt remote learning and novel
techniques to conduct experiments. However, access to laboratory facilities has been limited, and the unavailability of
laboratory apparatus complicates the learning process. This paper aims to demonstrate how smartphones and a cloud-based
IoT platform can be used to enrich online teaching experience for students and educators during COVID-19 related
lockdowns. Using smartphones as the gateway device, data may be collected from the numerous sensors available in the
smartphone. The data captured will be uploaded to a central cloud platform called ThingsSentralTM Alpha. This enables
students to create their own innovative and home-based experiments, such as (i) utilizing the phone's light intensity and
sound sensor to determine the optimal place to study in their home and (ii) utilizing the light sensor to determine the
optimal location in their home for growing indoor plants. A survey was conducted on the student who used the system to
gather their perspective on the above activities. Favorable results and response were obtained showing that the approach is
indeed practical and acceptable to many of the respondents.
Keywords: Sensor, smartphone, learning process, ThingsSentralTM Alpha, Internet of Things.
INTRODUCTION light sensor to find the best place in their house to grow
indoor plant & to study the impact of light intensity on
During the recent COVID-19 related lockdowns, plant growth. ThingsSentral framework is shown in
lecturers resorted to teaching via online classes to teach. Figure 1 below.
However, online teaching lacks physical experiments
capabilities. Some lecturers try to implement Figure 1 ThingsSentralTM Alpha Architecture
experiments using the virtual laboratory to overcome
this shortcoming[1-3]. Unfortunately, these are software We equipped the students with an android based app
based and does not provide physical experience and over to collect the data for various scenario. In this paper, we
time, bored student might become disengage to the report the results for the case study done for students
learning exercise. To overcome this, we propose the use taking the KM5463 Mechatronics & Cyber Physical
of a smartphone as the gateway device that allows data Systems subject. The students were required to develop
collection from various sensors available on a case study project utilizing the above mentioned setup
smartphones (e.g.: vibration, orientation, location, light and to create their own unique applications. The setup
intensity, sound, proximity, barometric pressure, for the experiments is shown in Figure 2 below.
temperature and vision) [6]. The collected data will be
pushed from the smartphone to a central cloud platform
called ThingsSentralTM Alpha [4,5]. Utilizing
ThingsSentralTM Alpha, students can visualize the data
in a configurable dashboard with elements such as line
charts, pie charts, bar charts and many more. They can
download the data to perform further data analytics such
as statistical time-domain processing and frequency
domain processing. The framework of phone based
sensors -> phone data collection -> cloud storage and
processing empowers the students to develop even their
own innovative experiments such as (i) utilizing the
phone's light intensity & sound sensor to detect the most
suitable place in their house to study and (ii) utilizing the
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Prosiding K-Novasi 2021
ThingsSentral Cloud
ThingsSentral CSV File
Android APK
Phone Excel
Sensor
Ambient Report Figure 3 Implementation of the plant monitoring case
Parameter study using the developed architecture.
Figure 2 Students Experiment Setup From Home During Hijau)
Lockdown
The arrangement of the plant seed
Pak Choy
RESULTS AND DISCUSSIONS Room Salad
Indoor
The results are discussed in twoways. First we select and Condition Mustard
discuss a sample project by one of the student (Case Greens
Study 1) and subsequently we discuss a survey done to
find out about the students perception for the approach LED light
implemented to execute the home based exeperiments. Condition
CASE STUDY: PLANT MONITORING PROJECT Comparison between Room lighting and
LED lighting after 7 days
In this project, a simple hydroponics system is
designed and fabricated with emphasis and focus on the Room Indoor LED light
effects of two different light conditions on the plant Condition Condition
growth with the help of the ThingsSentralTM Alpha
server and its Android application to detect and monitor Figure 4 shows the arrangement of the seed that was put
the light intensity for both conditions. Most Android- in 2 different conditions and the result after 7 days
powered gadgets have worked in sensors that measure
movement, direction, and different natural conditions. In Based on this case study, the best condition for plant
this early stage of the hydroponic system project, growth can be determined. The best condition for the
implementing three of the pillars of the fourth industrial plant growth between the room and LED lighting is
revolution, such as cloud computing, Big Data, and IoT, under LED lighting because it is the most suitable place
analyzing and choosing the best plant growth condition according to the data collected and analyzed because
is made much more accessible. Figure 2 shows the LED light has the highest lighting condition. The range
framework on how the data was collect, store and intensity of light is 4300 lux to 9100 lux, which follows
analyze. The different light conditions towards the early the requirement for an indoor plant. The room light plant
stages of plant growth for hydroponics systems (daylight condition has a leggy seeding syndrome because of the
& LED) were set up using a smartphone as the gateway lack of intensity of light pass through the plant. The
device via the ThingsSentralTM Alpha application. Then, LED light plant condition after seven days seems to be
the data will send to the ThingsSentralTM Alpha web. more significant and healthy. Therefore, if the student
Figure 3 shows the flow and result for the case study. wants to build their hydroponic system, lighting sources
play a crucial role in getting a healthy plant, so the most
suitable light condition for the indoor plant is with LED
lighting. The success of this case study demonstrated
that the designed general framework (shown in figure 2)
can be used to create specific application (shown in
figure 3)
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SURVEY QUESTION Prosiding K-Novasi 2021
The survey question was conducted to identify the research and analysis with 94.4% stated yes as shown in
acceptance, advantages and disadvantages of the Figure 8 and Figure 9.
ThingsSentralTM Alpha platform from the students who
have utilized this system in their ptoject from the above Figure 8 Respondent opinion whether the system help in
case study. Data from 18 participants were collected and their research work
analyzed in this study. There are 15 questions for the
respondent to answer based on their previous experiment Figure 9 Respondent opinion on ThingsSentralTM Alpha
and experience with the ThingsSentralTM Alpha system. System capability in help researchers and students in
Figure 5 indicates that most participants, with 88.9%, their research and analysis work
used the system to do their course assignment, while
22.2% and 5.6% used it for their research and project. Figure 10 expresses the respondents' opinions on if the
Based on the survey conducted, the majority of the ThingsSentralTM Alpha should be commercialized to
participants, with 50%, stated that they only need 6 to 10 students of all ages to launch their learning and teaching
minutes to register in the ThingsSentralTM Alpha for the sessions. It shows that all respondents with 100% stated
first time, and 33.3% of the participants need less than 5 that they agreed that this system should be
minutes to register the system. Figure 7 expresses the commercialized. Meanwhile, Figure 11 shows that
respondents' time taken to develop a project dashboard 88.9% of the participants agreed that the system should
that contains at least 5 Widgets. It shows that a more be commercialized to the public, while 11.1% were
significant number of the respondents stated that they unsure.
need 10 to 20 minutes with 50%, and there were no
participants who need more than 1 hour to develop the
dashboard.
Figure 5 Usability of the system to users
Figure 6 Time taken for the user to register in the Figure 10 Respondent opinion if ThingsSentralTM Alpha
ThingsSentralTM Alpha system should be commercialized to students of all ages to
launch their learning and teaching sessions
Figure 7 Time taken for the user to develop a project Figure 11 Respondent opinion if the ThingsSentralTM
dashboard that contains at least 5 Widgets Alpha System should be commercialized to the public.
Regarding participating responses on their opinion The majority of the respondents (13 participants),
whether the system can help in their research work and indicated that they agreed that the system were easy to
its capability in helping the researchers and students in use for data acquisition purposes, while 3 of the
their research and analysis work, the results showed that participants stated very easy and only 2 participants
100% stated yes that the system could help their work. stated hard to use, as shown in Figure 12.
In comparison, the capability to allow the user in their
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Prosiding K-Novasi 2021
Figure 12 Respondent opinion in general on the use of COVID was a success. The utilization of platform and
ThingsSentralTM Alpha for Data acquisition purposes its architecture was acceptable to the students.
Experiments in the laboratory are more challenging
Figure 13 shows that the respondent would be willing to when students do not have the necessary apparatus and
continue to use this system in the future for analysis and equipment. This is one of the most significant problems
research work. Most of the participants, with 66.7%, for distant learning. The necessity of distributing
agreed to continue using this system in the future, while knowledge across borders, companies, and all sectors of
33.3% mentioned that they were unsure and no society has been highlighted by this pandemic. If online
participants were unwilling to use this system in the learning technology has a role to play here, it is
future. incumbent on all of us to fully exploit it. With the
application of ThingsSentralTM Alpha, it has been shown
that the user can conduct experiments at home using a
smartphone to assist the experiment and enrich the
learning process.
Acknowledgement
The authors would like to acknowledge the financial
support provided by UKM and The Ministry of Higer
Education Via the Dana Teknlogi Pendidikan PDI-
2021-027 and Research Grant
PRGS/2/2019/ICT04/UKM/02/2.
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system in the future for analysis and research work
G. K. 2021. Students' perception and preference
for online education in India during COVID -19
Table 1 shows the student's response to the advantages pandemic. Social Sciences & Humanities Open
and the improvement needed to optimize the system
from the survey. 3(1): 100101. doi:10.1016/j.ssaho.2020.100101
[2] Li, R. & Wong, T. 2018. Teaching Them before We
Teach: The Effectiveness of Conducting
Table 1. Respondent opinion in advantages and improvement needed Classroom Experiments before Teaching the
for the system Underlying Theory. IAFOR Journal of
No. Advantages of Improvement Needed Education, hlm. Vol. 6.
ThingsSentralTM Alpha [3] Liu, M. 2013. A study of mobile sensing using
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2 Dashboard, a more clear and Improved user interface that is doi:10.1155/2013/272916
obvious mapping process for more attractive
analysis [4] Saad, M.H.M., Akmar, M.H.S , Sabahul Ahmad,
3 Use of sensors in Stabilize the system and A.S, Habib, K., Hussain, A., Ayob, A. 2021.
Smartphones and have many facilitate the data mining Design, Development & Evaluation of A
functions process Lightweight IOT Platform for Engineering &
4 Easy to access everywhere. Increase the number of sensors Scientific Applications. 2021 11th IEEE
Provide data quickly, easily that students can use. Enter the
and more accurately ThingsSentralTM Alpha usage Control & System Graduate Research
tutorial. User friendly Colloquium (ICSGRC 2021).
especially for web browsers [5] Saad, M.H.M., Akmar, M.H.S , Sabahul Ahmad,
5 Able to provide data directly Reduce bugs/errors Hamdan, M., A.S, Hussain, A. 2021. Hands On
from smartphones as well as Development of Cloud Based IOT Applications
web browsers synchronously
6 Offers many types of Reduce bugs/errors & Data Analytics Using ThingsSentral. User
instruments for measurement Manual Version 0.5, CAISER Research Group,
7 As an introduction for Lag problem Faculty of Engineering & Built Environment
automation enthusiasts
UKM.
18 Able to do research from Changing the user interface to
home (conventional) a simpler version [6] Khaddar, M. A. El & Boulmalf, M. 2017.
Smartphone: The Ultimate IoT and IoE Device.
CONCLUSION Smartphones from an Applied Research
Perspective. InTech.
The results obtained from user feedback clearly doi:10.5772/intechopen.69734
demonstrate that the application of ThingsSentralTM
Alpha to conduct home-based experiments during
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Prosiding K-Novasi 2021
Face Recognition Development for Detecting Cheating in Online Exams
Nurfarhana M.Sapiee[1] Mastang Tanra[3], Aqilah Baseri Huddin[1,2], Asraf Mohamed Moubark
[1], Noorfazila Kamal[1], Hadri Hafiz Mokhtar [1,2], & Norhana Arsad[1,2]*
[1] Department of Electric, Electronic & System Engineering, Faculty of Engineering and Built Environment,
UKM, Bangi
[2] Centre for Engineering Education Research, Faculty of Engineering and Built Environment, UKM, Bangi
[3] Industrial Engineering Department, Sekolah Tinggi Teknologi Muhammadiyah Cileungsi Jawa Barat,
Indonesia,
*[email protected]
ABSTRACT
The Covid-19 pandemic, which has yet to show signs of abating in terms of infection numbers, has spurred the use of online
exams. Although the use of an online examination system has various advantages in terms of time and cost savings, it also
has certain disadvantages, including the risk of cheating if the test is taken by someone other than the student. The aim of
this research is to develop a system that can automatically detect participants in online-based assessments to assure their
authenticity. Face identification will be accomplished via digital image processing and deep learning techniques. The
participants' images will be taken from passport images used in their student IDs for this study. These images will be used
as the basis for validating the face captured by the participants' camera. During this time, the images taken from the
participants' webcams will be processed in several ways, including pre-processing, segmentation, feature extraction, and
classification. This technology should be able to supplement and streamline the process of monitoring and regulating pupils
during online exams. The system will be tested in a development environment until it is considered ready to be tested and
deployed in the National University of Malaysia's Information System production environment.
Keywords: Online exam, face recognition, attendance, deep learning, online based assessment
INTRODUCTION In order to address the issue of cheating in online
exam, previous research has implemented security
A worldwide pandemic known as the Covid-19 outbreak measures to increase online exam security, such as using
involves the rapid spread of a new coronavirus strain, biometric authentication (Ramu & Arivoli, 2013),
which has been deemed to be lethal to the global implementing a firewall, utilizing cryptography (Jung &
population. Malaysian governments have taken Yeom, 2009) , applying network protocol (Arnò et al.,
preventative measures such as quarantine and lockdown 2021), and using object-oriented methods (Mohammad &
procedures to halt the outbreak of the disease and limit its Mohammed, 2013). Other techniques used statistical
spread. As a result of the action, numerous governmental analysis by determining the possibility of devising a
and private institutions had to provide alternative for creative design that can accurately and reliably regulate
students for access learning and attend exams outside of the average gain (the g-factor) (Nizam et al., 2020) and
their physical institution. Lecturers, as well as their regression analysis, and the optional comparison method
students, have shifted to an online learning and online and the Goldfeld-Quandt Test for heteroscedasticity
exam method in order to ensure the learning continuity (D’Souza & Siegfeldt, 2017). However, this method
and assessments. Time savings, test security, secure data requires statistical analysis, which adds additional work
storage, speedy results, cost effectiveness, paper savings, for the academician and may still encourage students to
and automatic record keeping for item analysis may all be collude with other students in order to achieve an
advantages of switching to an online exam (Ilgaz & excellent grade. Therefore, this study aims to develop a
Afacan Adanır, 2020). However, online exam could lead system capable of automatically recognizing participants
to academic dishonesty or exam cheating, on the other in online-based tests to ensure the participants'
hand, has long been a source of concern for
academicians(Simpson & Yu, 2012).
335
authenticity and to address the shortcomings of previous Prosiding K-Novasi 2021
research.
system will notify the instructor, who will then have the
In this study, the image of the participants will be option to cancel the exam for those students who engaged
obtained from their passport photos in their student in cheating. With the introduction of the deep learning
identification cards. It will be necessary to use these algorithm, image segmentation and feature extraction will
photos as the ground truth to validate the captured face be automated. Thus, face recognition will be easier to
from the participants' webcam. A number of images accomplish to detect the suspicious behavior to see if any
processing steps, including pre-processing, segmentation, students deviate from the usual behavior during the exam.
feature extraction, and classification, will be performed
on the images captured by the participants' webcams Face recognition approach plays a significant role in
throughout the course of the experiment. To achieve authenticating the participants in this study and whereas
acceptable system performance while maintaining high the development of the face recognition system will take
face recognition accuracy, it is critical to follow these place in an open-source environment, with Python and the
steps. The system's flow chart is shown in the Fig. 1 Anaconda platform as the primary development tools.
below.
RESULTS AND DISCUSSION
The process of reading photo files
This system is expected to be able to complement and
Converting photo files into Grayscale facilitate the process of controlling and supervising
format students during online examinations with function of 1)
automated authentication with facial recognition, 2)
Preparation of face data in a certain protection of personal information on an ongoing basis
array and 3) real-time and continuous face recognition shown
in Fig. 2.
Looping for each face recognized
Frame the detected face with a box and Fig. 2 System’s feature
save
Fig. 3 Implementation developed system
Update the attendance data
Students can install the developed system onto their
Fig. 1 laptops, as shown in Fig. 3. The student's face will be
recognized on the camera based on their student
The process begins with the reading of photo files, which identification card. Students will be instructed to show
is followed by the conversion of photo files into their face in multiple angles. During the exam, the
Grayscale format. It then proceeds to the next step, which webcam records the student's movements, and the system
is the preparation of face data in a specific array, followed later analyses the video to identify any unusual behavior.
by the execution of a loop for each face recognized. As The surrounding's light level, the distance of the students
soon as a face is recognized, a frame is detected and saved from the camera, and head movements will all be taken
using a box. When this process is completed, the
attendance data will be updated.
Once the exam has started, at the same time, the state-
of-the-art algorithm, namely deep learning, will be
implemented for the purpose of comparison with the
previous authentication of the students’ attendance. If a
student engages in inappropriate behavior such asking for
another person for exam replacement, chat or video
discussion, copying and etc during an examination, the
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