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E- Komik: Membentuk Pelajar Kreatif Digital dalam Memahami Isu Keluarga Disfungsi
dan Memupuk Daya Tindak Positif Kanak-Kanak/Remaja .............................................. 306

Aplikasi Tengkolok Warisan Kesultanan Perak ....................................................................... 312
Intervensi ICT Dalam Pengajaran Dan Pembelajaran (PdP) Digital Untuk Komuniti Guru

Sekolah............................................................................................................................... 315
Pemerkasaan Ilmu Kejuruteraan Manusia Untuk Masyarakat Melalui Media Penulisan

Popular ............................................................................................................................... 321
Memupuk Kemahiran Pengaturcaraan C++ kepada Masyarakat ............................................. 326

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Systematic Literature Review: Students’ Online Engagement
Towards Mathematics

[1]*Faizatul Akmal Rahim, [1]Norshahirah Mohamed Paid, [1]Nurhasyimah Puade, [1]Mohd
Hafizul Azrie Othman, [1] Normahirah binti Nek Abd Rahman

[1]Pusat GENIUS@Pintar Negara
Universiti Kebangsaan Malaysia, 43600 Bangi, Selangor, Malaysia.

*[email protected]

ABSTRACT

Online learning is increasingly becoming popular. However, a major concern is that student engagement in
mathematics, a subject that they consider difficult and challenging, could be undermined by the adoption of this
method of learning. This study aimed to perform a systematic literature review on factors of students’ online
engagement toward mathematics. 20 credible articles from SCOPUS, Web of Science, and Science direct were
retrieved using predefined eligibility criteria. The review that platform online teaching strategies and traits were the
most important factors, while case study was the most common method of studying student online engagement towards
Mathematics. This study’s contribution is the identification on factors that affect student engagement towards
Mathematics and the most effective methodology in student online engagement towards Mathematics.

Keywords: online learning, online engagement, Mathematics.

INTRODUCTION emotional involvement refers to how enthusiastic,
interested, and enthusiastic students are about being in
Online learning is increasingly becoming a popular class and studying the material (Fredricks et al. 2004).
means of learning adopted for all levels of education.
Its popularity increased especially after the emergence Mathematics is thought to be essential to all
of Covid-19 whereby many learners were expected to elements of society. Despite this, a significant number
learn remotely due to the introduction of isolation and of students are abandoning mathematics (Cooper
movement control measures (Capone & Lepore, 2021; 2014; Lawson and Lawson 2013). Disengagement in
Muir et al., 2020; Rizzo, 2021). Despite the rising mathematics is not only a contributing factor to
popularity, many educators and other stakeholders reduced participation rates in intermediate and high-
have been majorly worried about student engagement level mathematics courses in senior high school and at
when undertaking to learn. Their concern is valid, university, but it is also a factor in the downward trend
particularly considering studies have proven that in middle-year students' mathematical performance
student engagement is critical for positive educational (Barrington 2011). Underperformance and low
outcomes. participation rates have the potential to have long-term
negative effects for our society as a whole. As a result,
The term "engagement" refers to a person's level of the Covid-19 outbreak may be one of the factors that
behavioural, cognitive, and emotional participation has a negative impact on students' mathematical
(Fredricks et al. 2004; Reeve et al. 2004). The performance due to a decrease in student participation.
approach developed by Fredricks et al. (2004) outlines
three categories of cognitive, behavioural, and The level of student engagement can also vary (Martin
emotional engagement. In the classroom, behavioural et al. 2015). For example, students who show high
engagement refers to how actively students participate levels of interest (emotional engagement) and ask a
by staying on task, listening, and following directions variety of questions for clarification (behavioural and
in a predictable manner. The degree to which students cognitive engagement) when introduced to a new
think about subject, persevere when presented with mathematics concept one day may show much lower
problems or failures, and self-regulate their learning is levels of interest and participation when a related
referred to as cognitive engagement. Finally, concept is presented the next day—possibly due to

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mastery rather than reduced engagement. Blended learning 2
Furthermore, students' emotional engagement has Student mind set 2
been proven to be volatile, as earlier experiences with Student interest 1
mathematics challenges or dropping grades in early Openness towards problem-solving 1
secondary school might severely affect their emotional Motivational 1
engagement and have long-term negative Student independence 1
consequences for ongoing mathematics studies (Lewis Feedback loop 1
2013). As a result, individual student engagement
patterns are likely to be changeable or idiosyncratic, Table 4 provide result regarding how students’ online
with students displaying various types of engagement engagement in empirical mathematics education is
at varying levels of intensity depending on the studied in research. The table indicates that the case
activities at hand, prior experiences, or any number of study approach (n=6) is the most popular method for
other contextual factors (Martin et al. 2015). studying online engagement in empirical mathematics,
followed by secondary research (n=3), and quasi-
Moreover, the fact that many students have been experiment (n=2). However, it is worth noting most
cited to perceive math as challenging or plain boring of the methodology were similar. They were
necessitates the need for conducting a study that will differentiated by only slight modifications.
establish factors affecting student online engagement
towards the subject (Fung, et al., 2018). Such Table 4: Methods of studying online engagement in
perception could make engagement in an online
environment, an environment whereby the teacher Mathematics
may not be able to control students directly, difficult.
Fortunately, some notable literature covering the Research method Number of studies (n)
subject exists. Therefore, it is important to review
them and hence establish their major findings. Case study 6

Performance test & Survey 1

Self-study 1

Secondary research 3

Experimental 1

Quasi-experiment 2

Narrative 1

Design-based research 1

RESULT AND DISCUSSIONS Randomized study 1

Sequential exploratory design 1

Table 3 highlighted the factors of the student online Longitudinal 1
engagement towards mathematics. Worth noting is
that some factors were mentioned by more than one Empirical review 1
study. For instance, support was mentioned by two
studies, technology, platform and online learning CONCLUSION
strategies were mentioned by more than four articles.
It is important to note that some articles also This study has practical and research-related
mentioned more than one factor. The results of the implications. For practice, this study has provided
second question, “How are students' online factors that affect student engagement. Educators and
engagement studied in empirical mathematics other interested stakeholders should consider and
education research?” are included in Table 4. incorporate these factors to promote engagement. In
terms of research, this study has highlighted the most
Table 1: Factors mentioned in studies Number of common method of performing similar research.
Main Factors studies (n) Researchers can thus easily identify the most effective
method, based on popularity, or the neglected method
Support 2 (that is the method not used, and adopted them for
Emotional and Affective consideration 1 future research.
Convenience 1
Flexibility 1 ACKNOWLEDGEMENT
Open communication 1
Access to technology 1 This project would not have been possible without the
Technology/Platform/online strategies traits 4 constant encouragement and support of Prof. Madya
Teacher awareness 1 Dr. Rorlinda binti Yusof and Encik Mohd Hakimie bin
Entertaining 1 Zainal Abidin. We should also appreciate Puan Azrina
Student-student interaction 2 binti Azhari as a head of the research and publication
Student-teacher interaction 1 for keeping us up to date with the important dates
Training on tech use 1 involved in kNovasi 2022.Without the constant
Time 1 reminder, we are definitely not on the track. Thus, we
Situation necessitating online learning 2 would like to thank Kolej Genius@Pintar Negara
Student’s Gender 1
Student’s personality 1
Sense of community 1

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UKM for providing grants and opportunities to Prosiding kNovasi 2022
researchers for produce this innovation.
effects. Psychology in the Schools, 55(7),
RUJUKAN 815-831.
Lawson, M. A., & Lawson, H. A. (2013). New
Barrington, F. (2011). Australian mathematical conceptual frameworks for student
sciences institute interim update on year 12 engagement research, policy, and
mathematics student numbers. Melbourne: practice. Review of Educational
Australian Mathematical Sciences Institute. Research, 83(3), 432-479.
Lewis, G. (2013). A portrait of disaffection with
Capone, R., & Lepore, M. (2021). From Distance school mathematics: The case of
Learning to Integrated Digital Learning: A Anna. Journal of Motivation, Emotion, and
Fuzzy Cognitive Analysis Focused on Personality, 1(1), 36-43.
Engagement, Motivation, and Participation Martin, A. J., Papworth, B., Ginns, P., Malmberg, L.
During COVID-19 Pandemic. Technology, E., Collie, R. J., & Calvo, R. A. (2015). Real-
Knowledge and Learning, 1-31. time motivation and engagement during a
month at school: Every moment of every day
Cooper, K. (2014). Eliciting engagement in the high for every student matters. Learning and
school classroom: A mixed-methods Individual Differences, 38, 26-35.
examination of teaching practices. American Muir, T., Douglas, T., & Trimble, A. (2020).
Educational Research Journal, 51(2), 363–402. Facilitation strategies for enhancing the
learning and engagement of online
Fredricks, J. A., & Eccles, J. S. (2002). Children's students. Journal of University Teaching &
competence and value beliefs from childhood Learning Practice, 17(3), 8.
through adolescence: growth trajectories in Rizzo, O. G. (2021). Making Good of a Pandemic: A
two male-sex-typed domains. Developmental Long-Distance Remedial Summer Course in
psychology, 38(4), 519. Calculus. Education Sciences, 11(7), 327.
https://doi.org/10.3390/educsci11070327
Fung, F., Tan, C. Y., & Chen, G. (2018). Student
engagement and mathematics achievement:
Unraveling main and interactive

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Proceedings of kNovasi 2022

e-Proctor: Face Recognition for Continuous Authenticating Identity
in UKMFolio Online Examination System

[1]*Azrulhizam Shapii, [2]Syaimak Abdul Syukor, [3]Zainal Rasyid Mahayuddin.
[4]Wan Mohd Nazli Helmy Wan Nasir

Faculty of Information Science and Technology, Universiti Kebangsaan Malaysia

*[email protected]

ABSTRACT

The growth of e-learning and online evaluation systems is accelerating internationally and locally, with many
universities and companies investing heavily in e-learning programs and initiatives. E-learning allows students to learn
whenever and wherever they choose. The increasing speed of the Internet, the development of the World Wide Web,
and the advent of high-speed computers all lead to e-learning being available 24 hours a day, seven days a week, and
worldwide. Many researchers have discussed the security issues of e-learning systems. The online examination
requires attention from e-learning systems. Currently, online assessments are primarily conducted at specific
examination centers or homes. They need supervision mainly because, if administered in unsupervised locations,
students may acquire assistance from others to improve their examination results or have another individual take the
examination. In such cases, instructors will become uncertain about who answered the examination questions, which
conflicts with online education's flexibility advantage. As a result, despite the growth of the e-learning market locally
and globally, there is still an issue, especially with off-site exams. Failure to verify the students attending an
examination is a significant challenge in online learning environments. So far, no perfect biometric system that meets
all needs has been created. All known systems have advantages and disadvantages. This research's main objective is
to provide a solution for online exam systems by using face recognition to authenticate students for attending an online
exam. The face recognition system is integrated into the online assessment tool to identify and verify the students
allowed to access the exam and continuously validate their identity until the end of the examination. By integrating
face detection and recognition technologies and the candidate registration information, this solution enables exam
supervisors to monitor the entire exam process and effectively eradicates exam-taking.

Keywords: Face recognition, security, authenticate, examination, biometric

INTRODUCTION flexibility advantage. Therefore, despite the expansion
of the e-learning market locally and globally, a
Many researchers have discussed security issues of e- problem remains, especially with off-site
learning systems. Online examination is a challenge examinations. Failure to verify the students attending
for e-learning security. Currently, online assessments an examination is a significant challenge in online
are primarily conducted at specific examination learning environments. A biometric system must be
centers and require supervision mainly because, if developed to ensure that the person taking an
administered in unsupervised locations, students may examination is the student enrolled in the course.
acquire assistance from others to improve their
examination results or have another individual take the Biometric authentication is the automatic
examination. In such cases, instructors will become recognition and identification of students using their
uncertain about who answered the examination physiological characteristics such as voice, hand
questions, which conflicts with online education's geometry, fingerprints,

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and facial images. Generally, biometric authentication The face recognition system is integrated into the
requires comparing the stored data against the online assessment tool to identify and verify the
captured data. No perfect biometric system that fits all students allowed to access the exam and continuously
needs has so far been created. All known systems have validate the identity until the end of the examination.
their advantages and disadvantages. Specifically, during registration in the course (when
used as part of an e-learning system) or for an
A few studies focused on improving e-learning examination, images of students and other required
security using biometric systems, but a limited number data are captured and stored in the database. Captured
addressed continuous user authentication. In a recent images are encrypted to protect students' privacy.
study, a method for providing continuous biometric During the examination time, the identity is verified
user authentication in online examinations via for attendance and monitored by comparing the
keystroke dynamics. However, keystroke biometrics captured images with the ones stored in the database.
has its disadvantages, such as the significant Figure 1 shows an overview of the proposed system
differences that can occur over time due to changes in architecture. Also, to address cheating in online
typing pattern, tiredness of the hands after a period of examination systems, continuous checking is
typing, and improvement of skills. In line with the implemented. In the two-second video taken during
previously mentioned concept, researchers are the examination period, the video images are
presently looking for the best biometric authentication compared to verify if the student was looking
method that will help validate the identification of the somewhere other than his/her screen. If for all images
student attending the examination and that will ensure within the two seconds, the student was not looking at
that he/she is the same person as the one registered in the screen and therefore was not focused on solving
the course without compromising his/her privacy. the examination questions, he/she will be warned by a
Face recognition systems are human-friendly because change in the background colour. Failed
they require no contact or additional hardware (given authentication will also be made visible to the student
that most PCs and laptops come with a camera). More by the shift in the background colour.
importantly, face recognition systems can be used for
the student's continuous authentication during the RESULTS AND DISCUSSION
entire examination period.
Our face recognition systems are user-friendly since
METHOD there is no need for touch or additional hardware
(figure 2 and figure 3). This system integrates various
The face recognition biometric system is a system that advanced technologies, such as face image capturing,
records outstanding facial features and stores the human-machine interaction, data transmission, and
template on a server. In scanning the face, the camera communication. The face recognition system starts
identifies facial features and transmits the signal to the with detecting the existence of a face in a snap.
server, where the scanned features are processed for Generally, a face detection system can decide whether
matching (See Figure 1). an image contains a look. If it does, the system's role
is to locate the position of one or more faces in the
picture. However, this step becomes difficult if
variations in illumination, position, facial expression
(smiling, surprise, etc.), orientation, and
morphological criteria (mustaches, glasses, etc.)
occur. All of these obstacles can prevent proper face
detection and consequently decrease the face detection
rate. Facial recognition is widely used because of its
benefits.

Fig.1 Proposed Idea

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Fig. 2 Login Menu

Fig. 3 Continuous authenticating (with spectacle)

Fig. 3 Detection page

The advantages of facial recognition are that it is Fig. 4 Continuous authenticating (without spectacle)
not intrusive and can be done from a far distance even
without the person being aware that he/she is being CONCLUSION
scanned [4,5]. For example, such a thing is needed in
banks or government offices, which makes facial The online examination requires attention from e-
recognition systems better than other biometric learning systems. Currently, online assessments are
techniques. They can be used for surveillance primarily conducted at specific examination centers or
purposes like searching for wanted criminals, homes. They need supervision mainly because, if
suspected terrorists, or missing children. Face administered in unsupervised locations, students may
recognition devices are most beneficial for facial acquire assistance from others to improve their
authentication than identification because it is easy to examination results or have another individual take the
alter someone's face and because the person can examination. In such cases, instructors will become
disguise themself using a mask. The environment also uncertain about who answered the examination
considers the subject's motion and focuses on the questions, which conflicts with online education's
camera. When combined with another biometric flexibility advantage. As a result, despite the growth
method, facial recognition can dramatically improve of the e-learning market locally and globally, there is
verification and identification results. More still an issue, especially with off-site exams. Failure to
significantly, face recognition systems can be used for verify the students attending an examination is a
continuous student authentication during the significant challenge in online learning environments.
examination period (figure 4 and figure 5). This research aims to provide a solution for online

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exam systems (UKMFolio) by authenticating students' Prosiding kNovasi 2022
identities for online exams using the 3D face
recognition method. So far, no perfect biometric Classifier” International Journal of Computer
system that meets all needs has been created. All Applications 126(8):7- 12.
known systems have advantages and disadvantages. A Adeoye, O.S. (2016). "Multi–Mode Biometric
few studies focused on improving e-learning security Solution for Examination Malpractices in
using biometric systems, but a limited number Nigerian Schools." International Journal of
addressed continuous user authentication. Our method Computer Applications 4.7: 20- 26.
can be used to continuously authenticate the students Akram, Farida, and Ram P. Rustagi (2015). "An
during the examination period. Face recognition efficient approach towards privacy preservation
systems will be used more and more in the future for and collusion resistance attendance system."
security reasons because they provide better MOOCs, Innovation and Technology in
performance than other security systems. Education (MITE), 2015 IEEE 3rd International
Conference on.
ACKNOWLEDGEMENT Wilson, S., and Lenin Fred, A. (2016). "An Efficient
Biometric Multimodal Face, Iris and Finger
This research is funded by Dana PnP PDI-2021-006. Fake Detection using an Adaptive Neuro Fuzzy
Inference System (ANFIS)." Middle-East
REFERENCES Journal of Scientific Research 22.6 (2014): 937-
947).
Shridevi S. and Vidyashree S.A. (2015). “An Bouchaffra, D. (2018). "Nonlinear topological
Automated Fraud Detection of Hall Ticket in an component analysis: application to age-invariant
Offline Examination System using ANN faces recognition" Neural Networks and
Learning Systems, IEEE Transactions on 26.7:
1375-1387.

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Multimodal Nature of Digital Practices in a Reading Course

[1] Faiqah Mohamad Fikray, [2] Ma Lei, [3] Siti Sarah Ab Malik, [4] Nurul Asyikin Masri,
[5] Alhouni Nuhay Abdulaziz Abdulsalam

[1], [2], [3], [4], [5] Centre for Research in Language and Linguistics, Faculty of Social Sciences &
Humanities,

Universiti Kebangsaan Malaysia (UKM), Bangi

Corresponding Author, [email protected]

ABSTRACT

The immense benefits of reading as an essential life skill have long been known, but with the rapid growth of electronic
technology, the reading habit is declining at an alarming rate. As digital natives, surfing the internet has become more
appealing than reading. In educational context, technology has often been associated with unhealthy addiction which
leads in decreasing academic performance. However, a digital approach in learning would make sense with today's
world as it carries more advantages especially as we are close to approaching the 4th Industrial Revolution. Thus, to
meet the fast-changing literacy demands of today’s students, it is important to consider their motivation, teachers’
teaching strategies, and instil a lifelong love of reading. In this paper, we would share the multimodal nature of digital
media in literacy practices where we highlight the integration of a wide range of texts about current events, including
comics, videos, poetry, and animations alongside features such as hyperlinks, and QR codes for language learning.
We believe that incorporating non-traditional texts, interactive digital features, and application of multimodal reading
approaches can motivate students to read better, learn efficiently, and meet the continually evolving education
standards. This paper will also illustrate how such innovations were used in a Reading course at Masters level to
complete a digital poster as part of our assignment.

Keywords: reading comprehension, multimodal literacy, poster, multimedia instructions.

INTRODUCTION viewed as beneficial as it offers creativity and
flexibility as it offers unlimited visual-based learning
In the context of digital development, the means and materials, digital storytelling, and media to enhance
the teaching and learning process and to
forms of English teaching are becoming more
achieve the ultimate purpose of improving the reading
innovative. In order to get a deep understanding of level of English learners (Freyn & Gross, 2017; Jewitt,
2008). With the development of various
digital English reading, we should first understand the communication technologies, especially smartphones,
tablets and laptops, it seems that the traditional English
basic meaning of "reading", which means that learners reading teaching mode is characterized by old content,
single material and fixed mode, which not only hinders
obtain information from the text and enhance their the improvement of students' reading comprehension
ability, but also is not conducive to the cultivation of
understanding of the content by "reading". On the

other hand, the "digital English reading" mainly refers

to the use of modern digital technology and its

multimodality. According to Bateman et al. (2017),

multimodality characterizes a practical

communicative situation by mixing different forms

of communication. Multimodal teaching has been

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English learners’ innovative thinking and cross- web annotation tools, electronic document annotation
cultural communication ability. tools and social annotation tools can provide
convenience for students' independent reading
Although digital technology may have learning. Thus, digital annotated reading tools are a
negative effects which includes students’ poor of practical reading tool, and relevant software
management to diligently use mobile devices to learn, development platforms can provide some annotation
we are more than ready to explore a reasonable digital platforms and annotation tools that are simple in
English teaching mode to provide students with a good process and convenient for students to use, and also
reading environment and intuitive reading experience. provide methodological guidance for students to use
Through this, it is hoped that the communication and them for digital reading in English. All this bring us to
interaction between students and teachers is more the point that English teachers should strengthen the
convenient and faster, thus helping students to find the use of digital annotation tools in the process of English
joy of learning English, gaining self-confidence, teaching and cultivate students to form the habit of
promoting the substantial improvement of students' using various annotation tools for English reading, so
English reading comprehension ability alongside as to enhance students' learning motivation and self-
guiding them to establish a sense of "lifelong efficacy.
learning".
Last but not least, a web-based assessment
FINDINGS AND DISCUSSION and monitoring system should be used to monitor
students' learning process comprehensively. Digital
In the digital context, we are ready to provide some English reading teaching system can provide students
strategies for the teaching of English reading skills. with online English reading, English self-testing and
First, we apply the flipped teaching model to enhance various forms of English reading practice, for
reading skills. The flipped classroom teaching mode is example, it can provide students with diversified
mainly used by English teachers to upload recorded service functions such as explanation, practice,
teaching videos to students' learning platform in discussion, answering doubts and learning
advance, and students learn new knowledge points and supervision. It can also launch English article journals,
complete various reading activities by watching video English classic originals and other columns, and
lectures. This mode of teaching can provide teachers students can independently choose any of the
with a wide range of teaching opportunities and functions and columns for English reading. This
students with more opportunities for independent circumstance is well-established by Caccia et al.
learning. Through independent learning, students can (2019) who claimed that web-based tool for assessing
benefit from the authority of evaluating their own online reading, and comprehension abilities are able to
knowledge and skills, plan their approach, monitor highlight differences in ability between students with
their progress, and adjust their learning strategies and without reading difficulties, not penalizing overall
(Raine & Gretton, 2017) performance but allowing very specific weaknesses to
be pointed out. Hence, it is clear that web-based
Secondly, digital annotation tools are used to assessments possess the potential to be used as a
enhance students' reading experience. Annotated screening tool to identify students’ performance in
reading can record students' thoughts and doubts in the reading alongside to guide those who need a special
process of reading, more intuitively show students' training to improve their learning and reading skills.
reading ideas and record students' learning process, as
well as play an important role in guiding learners' CONCLUSION
divergent thinking, imagination, and enhancing their
sense of inquiry and lifelong learning ability. With the To sum up, with the progress of the times and
development of digital technology, a series of digital the development of technology, the form means of
annotation tools have emerged, such as WPS, CAJ English reading teaching becomes richer and richer,
Viewer and other specialized annotation software with and the emergence of a series of digital teaching mode
annotation functions are gradually being widely used, greatly affects the traditional English reading teaching,

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digital English reading teaching can provide students Freyn, A. L., & Gross, S. (2017). An Empirical
with a more vivid, friendly, intuitive, and meaningful
learning atmosphere. Thus, it is important to make Study of Ecuadorian University EFL
good use of digitalization to facilitate students' English
learning and help them develop a sense of independent Learners’ Comprehension of English Idioms
learning and establish good reading habits.
Using a Multimodal Teaching Approach.
REFERENCES
Theory and Practice in Language Studies,
Bateman, J., Wildfeuer, J., & Hiippala, T.
(2017). Multimodality. De Gruyter Mouton. 7(11), 984–989.

Caccia, M., Giorgetti, M., Toraldo, A., Molteni, M., https://doi.org/10.17507/tpls.0711.06
Sarti, D., Vernice, M., & Lorusso, M. L. (2019).
ORCA.IT: A New Web-Based Tool for Jewitt, C. (2008). Multimodality and literacy in
Assessing Online Reading, Search and
Comprehension Abilities in Students Reveals school classrooms. Review of Research in
Effects of Gender, School Type and Reading
Ability. Frontiers in Psychology, 10 (1), 1-20. Education, 32, 241–267.

https://doi.org/10.3102/0091732X07310586

Raine, D., & Gretton, S. (2017). The flipped

classroom, a teaching enhancement fund report.

Centre for Interdisciplinary Science University

of Leicester. Available at:

http://docplayer.net/24689752-The-flipped-

classroom.html.

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A Systematic Review on Moodle Gamification Plugin Level Up!

[1,2]* Asma Abu-Samah, [2,3] Abdul Hadi Azman

[1] Department of Electrical, Electronic and Systems Engineering,
Faculty of Engineering and Built Environment, Universiti Kebangsaan Malaysia

[2] Centre for Engineering Education Research (P3K),
Faculty of Engineering and Built Environment, Universiti Kebangsaan Malaysia

[3] Department of Mechanical and Manufacturing Engineering,
Faculty of Engineering and Built Environment, Universiti Kebangsaan Malaysia

*[email protected]

ABSTRACT

Application of gamification in higher education has boomed especially during and after the COVID-19 pandemic.
Previous reviews have summarized the use of gamification concept in education, but none was specific to the use of
an elaborate plugin in Moodle which is the Level Up!. A systematic review was performed for articles published
between 2013 to August 2022 to reveal the trend and existing review articles in gamification. Another layer of analysis
was performed for articles published in 2021 and beyond to identify a research gap that maybe useful for future study
and deployment. This study summarized 12 research studies that specifically mention and use the Level Up! plugin.
Research gaps exist regarding the use of the plugin to encourage and improve group works and is the focus of our
immediate future study.

Keywords: Gamification, Moodle, Plugin, Level Up, Systematic Review.

PENGENALAN There are over 100 concepts surrounding
gamification in learning, sometimes called serious
The COVID-19 pandemic has shifted the higher games. However, to empower gamification, Werbach
education system’s experience. The shift from face-to- and Hunter (2012) proposed a pyramid scheme that
face to online and then hybrid learning has generated represents three major elements of gamification: i)
many problems, including decreasing students’ Dynamics or the structure of a game (e.g.: rules such
motivation and engagement. Gamification has been as limitations, emotions, narrative, progression, etc.),
used as one of the practical solutions to overcome the ii) Mechanisms such as progression routes), and iii)
challenges. Gamification elements are developed as Components (e.g.: avatars, leaderboards, points,
independent application or embedded in Learning achievements, levels, etc).
Management System (LMS) such as Moodle. The later
system which is very flexible and scalable offers Despite gamification's rising popularity and
features and functions which can be set in a way to concept existence for more than 20 years, a
provide learners with gamified experience. One of the search from 2012 discloses an interesting
way is through plugins which allow open-users and exponential trend in Google Scholar (Fig. 1). A
organisations to extend and customise the study on Google Scholar was performed to
functionality of Moodle beyond what Moodle HQ identify the review paper that had been done
have developed for their core system. using the keyword Level up moodle gamification.
Google Scholar was chosen as many works in the

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field are not detected in Scopus or WOS 2015 5,790 332
databases but can still provide valuable inputs on 2014 6,000 344
the objective. 2013 6,110 346

Only 50 articles were recorded in the Section Methodology will briefly explain the
database using the keyword Level up Moodle systematic review scope and method. Section Results
gamification in 2013. Since then, there is a steady and Discussion will present the summary of the review
increase in the number of publications over the and highlight several important points discovered
years, either in general or in the higher education through the review process. Finally, Section
context, especially since the pandemic hits. Conclusion will conclude the paper and provide the
Amongst this number, only a total of 294 review study’s perspective.
sources have been discovered for the same keywords
from 2013. Table 1 shows the cumulative number of The systematic review was performed in Google
sources from 2013 to August 2022. Scholar from 2021 and 2022 using the keywords level
Up plugin Moodle gamification Higher education.
The research showed that no review had been From the search, a scan of the abstract and main text
specifically done on the Moodle plugins such as Level was performed to identify the mention of Level Up!
Up! to assist the e-Learning improvements. Level Up! plugin in the works. Works with languages other than
is the most popular gamification plugin in Moodle. All English and not journal/proceedings are filtered.
reviews were made to introduce the concept of Additionally, we were obliged to filter resources
leveling up/continuous climbing on the ladder, or which are not available. The remaining manuscripts
simply to progress as a means of gamification, but not are studied, and their contributions are analyzed.
specifically to the plugin itself. As such, this paper
attempts to review the use of this plugin for the last RESULTS AND DISCUSSION
two years.
Fig. 2 shows the methodology and the results. ten
papers were filtered due to the writing language. These
papers were in Slovenian (1), Bosnian (1), Deutsch
(2), Portuguese (4), and Spanish (2). A total of 14
papers were processed further to be analyzed. A
summary of the 12 papers can be referred to in Table
2.

Fig. 1 A summary of the trend of research through Google Scholar
Search Engine on a yearly basis from 2013 on Level Up moodle
gamification as keywords

Table 1. The total number of publications over the last ten years

Trend Number of general Total review In Higher
Since publication education

2022 774 53 Fig. 2 The systematic review process and results
2021 2,140 155
2020 3,180 233
2019 3,940 257
2018 4,590 285
2017 5,050 308
2016 5,460 322

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Prosiding kNovasi 2022

Table 2. A summary of the resulting papers with major Palova et al. Implementation of Mention plugin
contribution and the explanation on Level Up! plugin in their gamification
Rahayu et Moodle-supported Level Up! enables the
works. al. business
informatics course teachers to assign the
Ferrari &
D'Ambrosio amounts of
Call et al.
Publication Contribution Level Up! Bai et al. experience points for
But &
Horozhankin In 2022 Mention Plugin Fajri et al. students' progression
a Allow students to
Development of test upgrade in their through the
John & courses
Fertig environment using activities and
Rodostheno
us & gamification materials within a
Mavrotheris
elements. Results course
Somova &
Gachkova were analyzed and Students’ Use of plugin

Bai et al. compared with behavioral change Version Plus was

Jusas et al. similar courses assessment when installed to

without gamification using e-learning accommodate the

elements. with gamification. gamification

Evolution of a Use of plugin 10 Investigation of experience
levels for the course
gamified course on users gamification

agile methods and elements that are

Scrum for software important to

engineering students and how it

Application of Use of plugin 10 influences students’

gamification levels. Learners get motivation and

mechanics for an points for logging into engagement. The

environmental the platform, viewing investigation of

Education Small content and population

Private Online completing tasks characteristics

Course (SPOC) in using Moodle which influence

the framework of a activities. The number students’ motivation

project titled of points given are and engagement

“Teaching chosen based on the In 2021

Environmental importance of the task Describe some of Mention plugin

Awareness with the most frequently Explanation of Level

Smart IoT Planters downloaded and Up! as a plugin. Also

in Learning Spaces” used learning describe it as

A four-stage cyclical Use of plugin Add analytics tools on Reviewers' Choice,

gamified learning several game the Moodle platform. Automated testing

model. Appropriate elements, which do support; Privacy

elements were not exist in basic friendly; Early bird 3.0;

proposed based on Moodle Early bird 3.2-3.8;

learners' category Gamification Mention of plugin

Incorporation of Use of Plugin Use approach that Level Up! can be used
of plugin to exploit
fantasy into gamification utilizes software for leaderboards
experience
gamifcation to In real-time according engineering tools to based
to pre-specifed rules
promote quality of Use of plugin The motivate Computer on
opening of specific
online interaction files was rewarded Science students to experience/achievem
with a specified
number of experience start and finish ent points
points (XP reward),
Implementation of with the XP points programming
being set according to
game elements the importance of the assigments early
topic. Leaderboard
towards more was available all Study how two Use of plugin Set up
semester but limited
sustainable learning to the best four and major types of the two leaderboards
lowest four students
in Object-Oriented leaderboards which display all

Programming (absolute vs. competitors' ranking

Course relative) affect information and the

students' learning other which shows a

performance, user's ranking

intrinsic motivation, information compared

and perception of to users ranked below

gamification and above them

The impact of Use of plugin 5

playfulness with the gamification features

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Prosiding kNovasi 2022

gamification feature version of the plugin and includes more interactive
functions such as customization of activities and
in mitigating assessment by group. However, the authors did not use
the group features.
technostress
CONCLUSION
Manganello Examination of Use of plugin
et al. Experience points The review has provided exposure to the the
students' opinions (XPs) to show popularity and use of Level Up! plugin to empower
students’ progress gamification in higher education. 12 papers were
about the ease of through the course's discovered in the past two years, which reflects the
activities usage during COVID-19 pandemic period. In general
use and usefulness the review of Level Up! plugin use was rather positive
and gave the gamification a certain degree of
of the functionalities advantages. The identified gap is using the plugin to
promote healthy group project progress and
of the Open Online evaluation. This will be the focus of our future study.

Tool (OOT) platform ACKNOWLEDGMENTS

that was This study is initiated and supported by the
Universiti Kebangsaan Malaysia special grant on
implemented and teaching and Learning: PDI-2021-005.

used for an online REFERENCES

initiative for Bai, S., Hew, K. F., & Gonda, D. E. (2021, June).
Examining Effects of Different Leaderboards on
professional training Students' Learning Performance, Intrinsic
Motivation, and Perception in Gamified Online
on Family and Learning Setting. In 2021 IEEE International
Conference on Educational Technology (ICET)
Community Nursing (pp. 36-41). IEEE.

(FCN) in Greece Bai, S., Hew, K. F., Gonda, D. E., Huang, B., & Liang,
X. (2022). Incorporating fantasy into
Based on the review, we found valuable inputs such as gamification promotes student learning and
the decision of activities can be customized based on quality of online interaction. International
user type’s. One example is the Marczewski's user- Journal of Educational Technology in Higher
type hexad where there are 6 types of users: 1) Education, 19(1), 1-26.
Socialisers (motivated by relatedness and want to
interact with others and create social connections), 2) But, V., & Horozhankina, A. Implementation Of
Free Spirits (motivated by autonomy and self- Gamification Elements In Online Learning
expression and more interested in creating and Using Lms Moodle. Actual Problems in the
exploring a system), 3) Achievers (motivated to learn System of Education: General Secondary
new things and improve themselves and need Education Institution–Pre-University Training–
challenges to overcome), 4) Philanthropists (not Higher Education Institution, (2).
interested in rewards but are motivated by purpose and
meaning), 5) Players (motivated by rewards), and 6) Call, T., Fox, E., & Sprint, G. (2021). Gamifying
Disruptors (motivated by change and are interested in
finding ways to disrupt a system). (Rodosthenous &
Mavrotheris, 2022). Another example was provided
by Somova & Gachkova (2022) with four Bartle’s
video gamers category of learners: 1) Killer, 2)
Achiever, 3) Socializer and 4) Explorer. Based on this
category, the appropriate game elements are
determined.

Other interesting findings from the results show that
despite most participants being engaged in this
gamified learning experience during the first sessions,
they gradually lost interest and their participation in
online discussions dropped over the next eight weeks.
As such, they propose the element of fantasy to
complement the gamification learning experience (Bai
et al., 2022).

Only one study has mentioned the use of Level Up!
version plus (Rahayu et al., 2021), which is the pro

157

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Computer Science Students to Start and Finish
Programming Assignments Earlier. IEEE K., Pozzi, F., & Papathanasiou, I. V. (2021).
Transactions on Education, 64(4), 423-431. Technology-enhanced learning in nurse
Fajri, F. A., Haribowo P, R. Y., Amalia, N., & professional training: the case of the ENhANCE
Natasari, D. (2021). Gamification in E- Greek pilot course. Italian Journal of
Learning: The Mitigation Role in Technostress. Educational Technology, 29(3), 51-64.
International Journal of Evaluation and Paľová, D., & Vejačka, M. (2022). Implementation of
Research in Education, 10(2), 606-614. Gamification Principles into Higher Education.
Ferrari, L., & D'Ambrosio, S. (2021). Beyond the European Journal of Educational Research,
Click. The (Potential) Contribution of Plug-Ins 11(2), 763-779.
in the Educational Design of Online Courses. Rahayu, F. S., Nugroho, L. E., Ferdiana, R., &
VOLUME II, 149. Setyohadi, D. B. (2022). Motivation and
John, I., & Fertig, T. (2022, March). Gamification for Engagement of Final-Year Students When
Software Engineering Students-An Experience Using E-learning: A Qualitative Study of
Report. In 2022 IEEE Global Engineering Gamification in Pandemic Situation.
Education Conference (EDUCON) (pp. 1942- Sustainability, 14(14), 8906.
1947). IEEE. Rodosthenous, C., & Mavrotheris, E. (2022).
Jusas, V., Barisas, D., & Jančiukas, M. (2022). Game Applying Gamification Mechanics In An
Elements towards More Sustainable Learning in Environmental Education SPOC. In
Object-Oriented Programming Course. EDULEARN22 Proceedings (pp. 9818-9825).
Sustainability, 14(4), 2325. IATED.
Manganello, F., Fradelos, E. C., Mantzaris, D., Tsaras, Werbach, K., & Hunter, D. (2012). For the Win: How
Game Thinking Can Revolutionize Your
Business. Philadelphia: Wharton Digital Press.

158

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Experiential Learning in Computer-Controlled System Course
Through Mobile Robot Project

Mohd Hairi Mohd Zaman, Nasharuddin Zainal

Department of Electrical, Electronic and Systems Engineering,
Pusat Penyelidikan Pendidikan Kejuruteraan,

Faculty of Engineering and Built Environment, Universiti Kebangsaan Malaysia,
43600 UKM Bangi, Selangor, Malaysia

*[email protected]

ABSTRACT

Experiential learning is a learning concept to strengthen the student's understanding through their experiences while
conducting learning activities such as laboratory experiments or projects. Typically, engineering field students are
exposed to the design aspects via theoretical learning during lecture sessions and computer simulations. Then, physical
laboratory experiments and projects with actual hardware are implemented to strengthen students' understanding of
the theory they have learned. However, simulation and modeling must be performed first for engineering courses
involving system design projects with high specifications. After that, the system performances are compared with the
outcomes from the experiments using actual hardware. In this study, a design project in the computer-controlled
system course taken by the Bachelor of Electrical and Electronic Engineering students at Universiti Kebangsaan
Malaysia integrates simulation and experiential learning. Each student group is required to build an actual mobile
robot system with the same specification. At the end of the project, even though each group produces the project with
the same software and hardware, the robot performance has different performance. In this case, the students use their
experiences and creativity to fulfill the project specification. In conclusion, the outcomes from this study show that
students can strengthen their understanding of the theory learned during lectures through experiential learning
concepts by doing an actual project.

Keywords: Experiential learning, design, engineering, mobile robot.

INTRODUCTION In addition, each engineering field student must be
an individual who practices lifelong learning after
One of the major challenges in the higher education graduation. Furthermore, they must be aware of global
sector, especially in engineering, is to produce issues, as stated in the 17 SDGs (Sustainable
competent students in terms of basic knowledge, Development Goals) of the United Nations. This
understanding, and applying that knowledge to real- capability shows that the graduates can solve future
world situations. Typically, engineering field students challenges which require critical thinking based on
enroll in various engineering courses involving their experiences in the field. Therefore, experiential
computer simulation and practical laboratory learning during their learning process in the institute
experiments. However, all knowledge learned in of higher education can be their foundation to them
lectures can be strengthened through critical thinking (Gadola & Chindamo, 2019; Kolb & Kolb, 2005).
and experiences during design project Experiential learning involves a natural learning
implementation. process and cycles that combines problem-solving and
decision-making based on the knowledge and
experiences while handling certain situations (Cheng

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et al., 2019; Morris, 2020; Salinas-Navarro et al., closed-loop systems. First, students utilize MATLAB
2019). software to estimate the robot system model through a
system identification approach based on the acquired
Therefore, this paper describes teaching and data from the real robot. After that, the estimated
learning practice at Universiti Kebangsaan Malaysia model is used to design and tune the system controller.
(UKM), which integrates simulation using computer In this study, the students have used knowledge and
software and experiential learning in engineering experiences with the actual robot system in each
courses. Specifically, the course is a computer- design cycle to obtain an efficient and effective robot
controlled system course with course code system.
KKKZ4063, offered in Semester 2, academic session
2021/2022. The course is an elective course offered to (a)
fourth-year Bachelor of Electrical and Electronic
Engineering students at the Department of Electrical,
Electronic and Systems Engineering (JKEES), Faculty
of Engineering and Built Environment, UKM. There
were 16 JKEES students enrolled in this course.

The students have been divided into four student (b)
groups. Each student group is required to implement a
computer-controlled system design project with the Figure 2 Two different tracks that need to be completed by the robot
same theme, i.e., building an autonomous mobile system (a) straight track (b) curvy track
robot, as shown in Figure 1. Furthermore, each group
is provided with an equivalent set of electronic RESULTS AND DISCUSSION
components for building the robot: an Arduino
microcontroller, two direct-current (DC) motors, an
ultrasonic sensor, two units of wheel encoders,
batteries, and cables. Besides, the mechanical parts,
such as the main platform and wheels, are also
provided to each group. Finally, the robot's
performance is measured and reported in the technical
report form and presentation session.

Figure 1 An example of a completed mobile robot system Four student groups have successfully installed
four mobile robots. Figure 3 shows the actual
The project specification requires each group to testing tracks used for testing the mobile robots.
design a discrete-time trajectory control system for the Each group implemented a different control
mobile robot. The robot must be able to effectively and strategy to fulfill the project requirement, even
efficiently travel on two different testing tracks, as though they provided the same electronic
depicted in Figure 2. The design control system must components and robot platform. For example,
be operated in two configurations, which are open and some system controller types selected by the
students are PID (proportional-integral-
derivative) controller and the bang-bang
controller. Thus, each group has a different
controller configuration based on the chosen
controller. These outcomes show that all
experiences gained during the project
implementation were different among the group,

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with various innovations and ideas among them. Recorded time (s)
The students have used all their knowledge and
experiences on the actual system to fine-tune the Straight track Curvy track
developed system controller. This learning cycle
repeatedly occurs until the project specification Open- G1 8.42 -
has been fulfilled. loop G2 8.36 -
system G3 7.80 16.27
G4 8.84 -

Closed- G1 9.86 22.46
loop G2 9.46 30.97
G3 8.19 17.36
system G4 28.43 47.08

CONCLUSION

Curvy track Experiential learning in the design project of a
computer-controlled system can spark many ideas and
Straight creativity among engineering students to solve real-
track world engineering problems. In addition, the
experience-based learning cycle is a natural learning
process that can improve and strengthen students'
critical thinking and human development.

Figure 3 Actual tracks used for testing the mobile robot ACKNOWLEDGEMENT

Furthermore, Table 1 depicts the time each The authors would like to thank Universiti
student group takes to complete the tasks. Based Kebangsaan Malaysia for the given financial
on the recorded time, group 3 achieved the support under grant code PDI-2021-010 and
fastest time to complete the tasks for both straight GGPM-2019-051.
and curvy tracks using open and closed-loop
system configurations. For the straight track, all REFERENCES
groups have a faster completion time using the
open-loop system compared to the closed-loop Cheng, S. C., Hwang, G. J., & Chen, C. H. (2019).
system. However, only group 3 was able to From reflective observation to active learning: A
complete the curvy track task using an open-loop mobile experiential learning approach for
system due to the curvature design of the track environmental science education. British
imposing challenges in the robot programming. In Journal of Educational Technology, 50(5),
addition, all groups can complete the curvy track 2251–2270.
using the closed-loop system, where the robot
can utilize the feedback signal from the installed Gadola, M., & Chindamo, D. (2019). Experiential
sensor in its program. Therefore, aided by the learning in engineering education: The role of
experiential learning process, all groups can student design competitions and a case study.
complete straight and curvy track tasks using the International Journal of Mechanical
closed-loop system configuration. Engineering Education, 47(1), 3–22.

Table 1 Recorded time by each student group to complete the tasks Kolb, A. Y., & Kolb, D. A. (2005). Learning styles and
using open and closed loop system configuration (G1: group 1, G2: learning spaces: Enhancing experiential learning
group 2, G3: group 3, G4: group 4)

161

in higher education experience-based learning Prosiding kNovasi 2022
systems. Academy of Management Learning &
Education, 4(2), 193–212. 1064–1077.
Morris, T. H. (2020). Experiential learning–a Salinas-Navarro, D. E., Garay-Rondero, C. L., &
systematic review and revision of Kolb's model.
Interactive Learning Environments, 28(8), Calvo, E. Z. R. (2019). Experiential learning
spaces for industrial engineering education.
2019 IEEE Frontiers in Education
Conference (FIE), 1–9.

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Online Remote-Based Immersive Simulation Training with
Debriefing Using DeBRIEF Technique (ORBITS-DeBRIEF)

[1]*Ismail Mohd Saiboon, [1]Hisham Mohd Isa, [1]Muhamad Hafiq Ab Hamid, [1]Shiraaj
Zainul Abiddin, [1]Alias Mahmud, [1]Amirudin Sanip, [2]Harwati Hashim.

[1] Department of Emergency Medicine, Faculty of Medicine, Universiti Kebangsaan Malaysia
[2] Research Centre of Innovations in Teaching & Learning, Faculty of Education, Universiti Kebangsaan

Malaysia

* [email protected]

ABSTRACT

An innovative approach of teaching undergraduate medical students in performing cardiac arrest resuscitation on a
simulation manikin was proposed. A randomized control study with stratified sampling involving medical students
was undertaken dividing the participants into intervention and control groups. The intervention group received
teaching using a fully online remote-based instruction, combining interactive learning via asynchronous self-directed-
learning package (ASDLP), and practice session via synchronous online approached followed by debriefing. The
control group undergo the traditional classroom teaching for cardiac resuscitation in the simulation lab. A pre-and
post-intervention assessment was carried out. 62 participants with 31 in each group were enrolled. In the knowledge
aspect, the interventional group performed as good as the control group with a median score of 19.0±2 and 19.0±1
(p=0.934) respectively. However, the intervention group score significantly better than the control group in both
shockable and non-shockable rhythm in the post-intervention psychomotor performance. The median score of the
intervention group against the control group were 82.5±7 and 74.0±4 (p=0.03), respectively, for shockable rhythm
management, and 81.5±6 and 72.5±22 (p=0.033), respectively for the non-shockable rhythm. In conclusion, a
carefully design online-remote-based teaching approach has the potential to substitute traditional classroom teaching
of cardiac resuscitation among medical students.

Key word: Online Learning, Remote Learning, Simulation, Blended Learning, Video, Debriefing

INTRODUCTION as conventional face-to-face ALS with increased
Through the advancement of technology, online candidate autonomy, cost-effectiveness, decreased
remote-based teaching has been used in many fields instructor burden and improved standardisation of
including in medical education. Numerous studies course material (Thorne et al. 2015).
have shown that the effectiveness of online remote
based teaching especially in cognitive education Exclusive remote based online learning for
including in cardiac resuscitation (Arthira et al., 2020, individual basic clinical skills has also proven to be
Thorne et al., 2015). Arthira et al (2020) compares the effective (Ismail et al. 2013; Mancini et al. 2010).
effectiveness of e-learning in advanced life support However, for more complex algorithm of composite
(ALS) training against the conventional face-to-face psychomotor and procedural skills involving
ALS in simulated cardiac resuscitation (Arithra et al., teamwork and team dynamics such as during cardiac
2020). A similar finding was found from the arrest resuscitation are yet to be fully tested and
observational study in the United Kingdom (UK) by validated using an online approached. These types of
Thorne et al. (2015) where they compared the ALS teaching are usually done using a face-to-face
MCQ scores from both e-learning ALS and classroom approached.
conventional face-to-face ALS courses. The result
demonstrated that the e-learning ALS was as effective During the COVID-19 pandemic where the
accessibility of medical students to clinical areas such
as wards, clinics, emergency rooms (ER) was

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Prosiding K-Novasi 2022

prohibited, clinical teachings were severely affected. control group 9 ± 5 with p value of 0.00 and 8 ± 5 for
However, this tribulation has opened an opportunity to intervention group with p value 0.00.
further explore the effectiveness of remote online
learning. We set out on a project called Online Table 2: MCQ score on knowledge of cardiac resuscitation
Remote-based Teaching Using Immersive Simulation
Techniques and Online Debriefing (ORBITS- Intervention Control P VALUE
DeBRIEF) as an innovative teaching approach for Group Group
psychomotor skills and team training of cardiac arrest (N = 31) (N = 31) 0.365
resuscitation performance. The aim of this study was Median 0.934
to evaluate the effectiveness of online remote-based Median score score ±
teaching approach on cardiac resuscitation compares ± IQR IQR
to traditional classroom teaching. We hope the new 10 ± 3
approach of online remote-based clinical teaching, Pre – teaching 10 ± 4
through ORBIT-DeBRIEF, can be as good as the session 19 ± 1
standard face-to-face classroom teaching in enhancing 19 ± 2
the knowledge, skills and decision making of medical Post – teaching 9±5
students in clinical medicine that requires not only session 8±5 p: 0.00
good cognitive but also competent psychomotor skills p: 0.00
and team performance. Median Δ Score

Pre-intervention
→ Post

intervention

RESULTS & DISCUSSION For psychomotor skills team performance,
two resuscitation performance was measured which
A total of 62 students completed the study with 31 was a shockable rhythm resuscitation and a non-
participants were divided each into the intervention shockable rhythm resuscitation. For shockable rhythm
and control group. The mean age was 24 years old with resuscitation there was no significant difference
female was the majority. The detail of the results was between the two group at pre-intervention with p value
presented in table 1. With regards to demographic of 0.143 (refer table 3). However, there was significant
characteristics data, there were no significant difference between the intervention group and control
differences were noted in term of age, gender, race, group median score at post-intervention session where
and previous ALS training (Refer table 1) between the intervention group scored significantly better
both groups. compared to the control group, 82.5 ± 7 and 74 ± 4
with p-value 0.003. There was also statistically
Table 1: Demographic data and previous Advanced Life significance difference in term of improvement for
Support (ALS) training both group from pre-intervention to post-intervention
session.

Table 3: Group OSCE score for Shockable rhythm and Non-
shockable rhythm

Control Intervention P Intervention Control P
Group (N = Group (N = 31) VALUE Group Group VALUE
(N = 6) (N = 6)
Age, 31) 24 (0) 0.485
median 24 (0) 1.00 Median score Median
(IQR) 11 (35.5) 0.898
Gender (%) 11 (35.5) 20 (45.5) ± IQR score ± IQR
Male 20 (64.5) 0.321
Female 14 (45.2) OSCE score for Shockable rhythm
Race (%) 16 (51.6) 7 (22.6)
Malay 5 (16.1) 9 (29) Pre – teaching 20 ± 6 26 ± 6 0.143
Chinese 8 (25.8) 1 (3.2) 0.003
Indian 2 (6.5) 31 (100) session
Others 30 (96.8) 0.547
Prior ALS Post – 82.5 ± 7 74 ± 4 0.033
training (%)
teaching

session

Median Δ 59.5 ± 12 46.5 ± 7

Score

Pre- p: 0.00 p: 0.00

intervention
→

The knowledge scores between the Post
intervention group and the control group at per-
intervention and post intervention is shown in Table 2. intervention
Results of MCQ score showed no significance
difference for median score in the pre-intervention and OSCE score for non-shockable rhythm
post intervention between both groups. There was a
significant improvement from pre intervention to post Pre – teaching 16 ± 14 15.5 ± 10
intervention for both group with median scores for
session

Post – 81.5 ± 6 72.5 ± 22

teaching

session

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Prosiding K-Novasi 2022

Median Δ 64.5 ± 14 54.5 ± 15 REFERENCE
Score p: 0.00 p: 0.00
Arithra Abdullah, A., Nor, J., Baladas, J., Tg Hamzah,
Pre-
intervention T. M. A., Tuan Kamauzaman, T. H., Md Noh,

→ A. Y. & Rahman, A. 2020. E-Learning in

Post Advanced Cardiac Life Support: Outcome and
intervention

In term of the participants performance on the Attitude among Healthcare Professionals.
non-shockable rhythm, even though there was
statistically no significance difference in both group in Hong Kong Journal of Emergency Medicine
pre-intervention session with p-value 0.547. However,
the intervention group recorded a statistically 27(6): 328-333.
significance different median score at post-
intervention compared to the control group with a Thorne, C. J., Lockey, A. S., Bullock, I., Hampshire,
median score of 81.5 ± 6 against 72.5 ± 22, (p=0.033),
respectively (Table 3). There was significant S., Begum-Ali, S. & Perkins, G. D. 2015. E-
difference in term of performance pre to post session
in both group with p value of 0.00 both. Learning in Advanced Life Support – an

Based on these results, it clearly showed that Evaluation by the Resuscitation Council (UK).
the ORBITS-DeBRIEF approach that a carefully
strategized remote online teaching approached can Resuscitation 90: 79-84.
also achieved a good result in teaching of cardiac
resuscitation. Most of the participants felt that this Mancini, M. E., Soar, J., Bhanji, F., Billi, J. E.,
ORBITS DeBRIEF given them better experienced and
adequate opportunity to practice the skills required in Dennett, J., Finn, J., Ma, M. H. M., Perkins, G.
cardiac resuscitation unlike the traditional face-to-face
approached. With ORBITS-DeBRIEF the participants D., Rodgers, D. L., Hazinski, M. F., Jacobs, I.
felt as though they have a ‘personal tutor’ that they can
ask anytime via the TELEGRAM group application. & Morley, P. T. 2010. Part 12: Education,
The Asynchronous Learning Session (ASL) is very
advantages because every participants can do it at the Implementation, and Teams: 2010
our paced unlike a classroom session.The pilot study
of ORBITS-DeBRIEF holds good promise of an International Consensus on Cardiopulmonary
effective approached to online remote based learning
of knowledge and skills in cardiac resuscitation. Resuscitation and Emergency Cardiovascular

Care Science with Treatment

Recommendations. Circulation

122(16_suppl_2): S539-S581.

Ismail, M., Jaafar, M., Ahmad, N. S., Ahmad

Nasarudin, N., Mohamad, N., Ahmad, M. &

Gilbert, J. 2013. Emergency Skills Learning on

Video (ESLOV): A Single-Blinded

Randomized Control Trial of Teaching

Common Emergency Skills Using Self-

Instruction Video (SIV) Versus Traditional

Face-to-Face (FTF) Methods. Medical Teacher

36.

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Prosiding kNovasi 2022

Learning Difficulties During the Transition to Covid-19’s Endemic
Period in Malaysia

[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

This survey aims to identify the problems faced by diploma and bachelor students in engineering and technical
programs during the period of transition to endemic. Online teaching and learning (T&L) has been implemented in
public/private universities except for certain cases only during the movement control order (MCO) period due to
Covid-19 pandemic toward the end of 2020. However, as the infections were getting low, the government eased some
restrictions. 982 students have been surveyed all over Malaysia in early 2022 during the transition to the endemic
period. Results show that students are significantly affected by the pandemic, however due to online or non-
conventional programme deliveries, a lot more students feel improved learning conditions. During this period, students
steel feel it was hard to get helps from lecturers and plagiarism is acceptable in order to be not left behind.

Keywords: Covid-19 Learning Difficulties; Endemic Period.

INTRODUCTION defined as an endemic period but generally students
and the public saw the requirements due to the
Malaysia has eased the mask mandate starting 1 May pandemic were somewhat eased. 982 students from
2022 for outdoor activities. This is followed by many various public and private institutions of higher
easing of travelling restrictions. For academics and learning participated in the study as shown in Figure
students, there were a lot more cheers as laboratories 1. The first part which collects demography shows
were gradually opened during the first-half of 2022. In participation from 12 Institutes of Higher Learning
general, students could now complete their lab works (IHLs) around Malaysia. Students from Universiti
physically, and complete their final year project (FYP) Kebangsaan Malaysia made up 32.7% of the surveys
in univerrsities if the job required physical attendance. followed by Universiti Malaysia Sarawak (UNIMAS)
This study has been performed to get students’ with 26.4%, UNITEN 14.7% and Universiti Sains
reactions on the easing of restrictions. Malaysia (USM) 10.5%.

RESULTS AND CONCLUSION

A survey has been conducted online from 1 January
2022 – 30 May 2022. This is not entirely a period

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USM, 10.5% UTM, 0.1% UiTM, 6.7% Learning Difficulties
Zamri et al. (2021) described pressures among
UPNM, 0.5% UKM, 32.7% students who felt additional tasks given by lecturers.
UPM, 0.1% UM, 1.9% The difficulties came not only from lecturers, but also
UNITEN, 14.7% UMK, 2.4% from peers and the unavailability of the right
UNIMAS, 26.4% UNIMAP, 0.7% infrastructure for online learning. Figure 3 shows
UMP, 2.7% 40.5% and 17.7 % of students have agreed and
strongly agreed that they suffer some difficulties to
UiTM UKM UM UMK complete assignments and exams as lecturers impose
UNIMAP UMP UNIMAS UNITEN many requirements during the transition to Covid-19’s
UPM UPNM USM UTM endemic period.

Fig. 1 Distribution of students who participated in the survey 0.4% 6.4%

17.7%

The second part of the survey was performed to

understand students’ feeling and perspectives on 34.9%
learning and facilities available. One of the

questionnaires is getting help from friends/lecturers 40.5%
during the period of transition to the endemic (Figure

2). For many students in Malaysia, distance learning Strongly Disagree Disagree Agree
which includes online learning, electronics learning
and correspondence learning is a new thing (Dhawan, Strongly Agree Others

2020). The first question in Figure 3 is regarding the Fig. 2 It is getting harder to get help from friends and even
difficulties for getting help from friends and even lecturers
lecturers. Surprising 40.5% and 17.7% reported

difficulties in their learning progress to get help from Figure 3 shows 40.5% and 17.7 % of students have
friends/lecturer by choosing to agree and strongly agreed and strongly agreed that they suffer some
agree with the question. In general, most of the difficulties to complete assignments and exams as
participants as shown in Figure 1 are from public lecturers impose many requirements during the
universities except for UNITEN, which are known to transition to Covid-19’s endemic period. Relating this
have not offered online learning in a big scale. The to Maslow’s theory of needs in education, the basic
significant majority here, slightly more than 58%, is aspects of accessing decent educational devices cause
expected probably as learning computer programming students' focus to be distracted (Milheim, 2012). The
online is as hard as it can get for some students. The first essential need that students must have satisfied to
programming software has to be installed, and the be successful in an online course relates to some of the
students need laptops or personal computers, not necessities required to take a course, such as lecture
simply a smartphone. The syntax needs to be entered notes, online materials, appropriate software, an LMS
step-by-step, there is no shortcut to learning computer and a learning device with adequately high-bandwidth
programming. Likewise, students might be required to Internet access. Without these basic resources,
have access to some material selection software in the students will not be able to achieve higher levels of
material-related course. This type of software is satisfaction in Maslow's hierarchy. One way in which
usually only allowed to be installed using university- an educational institution can help prepare students to
approved machines only. ensure basic needs such as the above are met is through

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the provision of precise instructions, via LMS and 7.6% 0.4%
must be obtained by students ahead of the date when 23.0% 18.3%
classes are scheduled to begin (Milheim, 2012). In
fact. students might be facing disturbances from their Strongly Disagree Disagree 50.6%
younger siblings during T&L activities. During most Strongly Agree Others Agree
of this time, all schools including pre-school, primary
and secondary schools were closed, therefore houses Fig. 4 I'm worried because my friends are copying answers
were crammed with parents working from home (plagiarize), I have to plagiarize too
(WFH), school children and university students. It is
expected that students needed more conducive places Figure 4 shows students’ responses regarding
for learning. For students who stayed in colleges, they plagiarism. 18.3% and 50.6% of students reported
found different issues. Colleges had the minimum ICT strongly disagreeing and disagreeing to question ‘I'm
infrastructure installed to support students' worried because my friends are copying answers
requirements like wifi. However, when almost 100% (plagiarize), I have to plagiarize too’. It is worrying to
of students could get their devices connected to the note that 23% and 7% agree and strongly agree to this
internet during peak hours 9am - 12pm, the internet question.
crashed in some cases causing students to switch to the
alternative – their data plan. CONCLUSION

0.4% 6.4% More than half of students in the country reported that
it is difficult to get help from friends/lecturers and this
17.7% 34.9% has affected their learning progress during the
40.5% transition to endemic period. More than 30% felt that
if they do not copy homeworks/examinations, they
Strongly Disagree Disagree Agree would be left behind. Plagiarism is somewhat
Strongly Agree Others acceptable and this shall be addressed by the academic
management of faculties.
Fig. 3 It is increasingly difficult to complete assignments and
exams as lecturers impose many requirements

Plagiarism ACKNOWLEDGMENT

Plagiarism was one of the biggest challenges faced by We would like to thank the finances by UKM grant
the management of universities during the pandemic. PDI-2021-010 for the publication fee and for UKM
Many efforts were taken to address this which include grant GUP-2020-015 for the miscellaneous costs in
converting the most significant assessments, such as forming the data collection group.
the mid-semester and final examinations into take-

home and open-book exams. Other conventional

methods such as turning on cameras facing students, REFERENCES
employing random or unique questions based on

students’ numbers have also been used. Dhawan, S. (2020) Online Learning: A Panacea in the

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time of COVID-19 crisis, Journal of Educational Mahmud, A.S. Hashim, H. Hameed Sultan,
Technology Systems, 49(1), 5–22. M.T., Nik Mohamed, N.M.Z., Ibrahim, M.D.,
https://doi.org/10.1177/0047239520934018 Hasini, H., Saad, M.R., & Ismail, A.R. (2021)
Milheim, K.L. (2012) Toward a better experience: COVID-19 Effects on students’ teaching and
Examining student needs in the online learning perspectives in malaysian varsities,
classroom through Maslow’s hierarchy of needs Under Consideration Pertanika JSSH, 29(4):
model. MERLOT Journal of Online Learning 2729-2748.
and Teaching, (8)2, 159-171. https://doi.org/10.47836/pjssh.29.4.34
Harun, Z., Mohamad Hamzah, F., Zainol Abidin, Z., Zamri, W. F. H. W., Abidin, Z. Z., & Harun, Z. (2021).
Wan Zamri, W.F.H. & Hashim, H. (2021) Basic Cabaran Pembelajaran Era Pandemik: Simptom
needs in online learning during COVID-19: A Stres Di Kalangan Pelajar Program
Malaysian students'survey. ASEAN Journal of Kejuruteraan Mekanikal Ukm. ASEAN Journal
Teaching & Learning in Higher Education, of Teaching & Learning in Higher Education,
(December) 13(2), 136-150. 13(2).
Harun, Z., Mohamad Hamzah, F., Mansor, S.,

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Face Recognition Development for Detecting Cheating in Online
Exams

Nurfarhana M.Sapiee[1] Mastang Tanra[1], Aqilah Baseri Huddin[1], Asraf Mohamed
Moubark [1], Noorfazila Kamal[1], Hadri Hafiz Mokhtar [1], & Norhana Arsad[1][2]*

[1] Department of Electric, Electronic & System Engineering, Faculty of Engineering and Built
Environment, UKM, Bangi

[2] Centre for Engineering Education, Faculty of Engineering and Built Environment, UKM, Bangi

*[email protected]

ABSTRACT

The Covid-19 pandemic has prompted the adoption of online assessments to alter the examination administration
process. 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 deemed ready to be tested and deployed in the production environment of the
Information System at the National University of Malaysia.

Keywords: Online exam, face recognition, attendance, deep learning, online based assessment

INTRODUCTION results, cost effectiveness, paper savings, and
automatic record keeping for item analysis may all be
A worldwide pandemic known as the Covid-19 advantages of switching to an online exam (Ilgaz &
outbreak involves the rapid spread of a new Afacan Adanır, 2020). However, online exam could
coronavirus strain, which has been deemed to be lethal lead to academic dishonesty or exam cheating, on the
to the global population. Malaysian governments have other hand, has long been a source of concern for
taken preventative measures such as quarantine and academicians(Simpson & Yu, 2012).
lockdown procedures to halt the outbreak of the
disease and limit its spread. As a result of the action, In order to address the issue of cheating in online
numerous governmental and private institutions had to exam, previous research has implemented security
provide alternative for students for access learning and measures to increase online exam security, such as
attend exams outside of their physical institution. using biometric authentication (Ramu & Arivoli,
Lecturers, as well as their students, have shifted to an 2013), implementing a firewall, utilizing cryptography
online learning and online exam method in order to (Jung & Yeom, 2009) , applying network protocol
ensure the learning continuity and assessments. Time (Arnò et al., 2021), and using object-oriented methods
savings, test security, secure data storage, speedy (Mohammad & Mohammed, 2013). Other techniques

170

used statistical analysis by determining the possibility Prosiding kNovasi 2022
of devising a creative design that can accurately and system's flow chart is shown in the Fig. 1 below.
reliably regulate the average gain (the g-factor)
(Nizam et al., 2020) and regression analysis, and the Fig. 1 The flowchart of machine learning
optional comparison method and the Goldfeld-Quandt
Test for heteroscedasticity (D’Souza & Siegfeldt,
2017). However, this method requires statistical
analysis, which adds additional work for the
academician and may still encourage students to
collude with other students in order to achieve an
excellent grade. Therefore, this study aims to develop
a system capable of automatically recognizing
participants in online-based tests to ensure the
participants' authenticity and to address the
shortcomings of previous research.

In this study, the image of the participants will be
obtained from their passport photos in their student
identification cards. Using these photos as the ground
truth will be necessary to validate the captured face
from the participants' webcam. A number of images
processing steps, including pre-processing,
segmentation, feature extraction, and classification,
will be performed on the images captured by the
participants' webcams throughout the course of the
experiment. To achieve acceptable system
performance while maintaining high face recognition
accuracy, it is critical to follow these steps. The

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The process of reading photo files Prosiding kNovasi 2022

Converting photo files into to see if any students deviate from the usual behavior
Grayscale format during the exam.

Preparation of face data in a Face recognition approach plays a significant role
certain array in authenticating the participants in this study and
whereas the development of the face recognition
Looping for each face recognized system will take place in an open-source environment,
with Python and the Anaconda platform as the primary
Frame the detected face with a box development tools.
and save
RESULTS AND DISCUSSION
Update the attendance data
This system is expected to be able to complement and
facilitate the process of controlling and supervising
students during online examinations with function of
1) automated authentication with facial recognition, 2)
protection of personal information on an ongoing basis
and 3) real-time and continuous face recognition
shown in Fig. 3.

Fig. 2 The flowchart the system detect the cheating by eyes Fig. 3 System’s feature
movement Fig. 4 The system detects the eyes looking upward
Fig. 5 The system detects the eye to the left side
The process begins with the reading of photo files,
followed by the conversion of photo files into
Grayscale format. It then proceeds to the next step,
which is preparing face data in a specific array,
followed by executing a loop for each face recognized.
As soon as a face is identified, a frame is detected and
saved 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 to compare with the previous
authentication of the students’ attendance. Once there
is a student engages in inappropriate behavior such as
asking for another person for exam replacement, chat
or video discussion, copying, etc during an
examination. The Fig. 2 shows the flow process of
detecting eye movement indicating there is suspicious
behaviour such as copying from different sources or
discussing with friends. In that case, the system will
notify the instructor, who will then have the option to
cancel the exam for those students who engaged in
cheating. With the introduction of the deep learning
algorithm, image segmentation and feature extraction
will be automated. Thus, face recognition will be
easier to accomplish to detect the suspicious behavior

172

The The student's face will be recognized on the Prosiding kNovasi 2022
camera based on their student identification card.
Students will be instructed to show their face in Mohammad A Sarrayrih & Mohammed Ilyas.
multiple angles. During the exam, the webcam records (2013).Arnò, S., Galassi, A., Tommasi, M.,
the student's movements, and the system later analyses Saggino, A., & Vittorini, P. (2021). State-of-
the video to identify any unusual behavior such in Fig the-art of commercial proctoring systems and
4 ad Fig 5. The surrounding light level, the distance of their use in academic online exams.
the students from the camera, and head movements International Journal of Distance Education
will all be taken into consideration. The system is Technologies.
intended to prohibit online exam misconduct by https://doi.org/10.4018/IJDET.20210401.oa3
preventing students from copying and pasting
answers, recording their browser navigation, and Challenges of Online Exam, Performance and
snapping screenshots. Students’ activities during the problems for Online University Exam. (2013).
exam will be monitored constantly, and notifications International Journal of Computer Science
will be sent to lecturers for further action. Issues.

The system's success will be assessed in two D’Souza, K. A., & Siegfeldt, D. V. (2017). A
phases: a development environment and a production Conceptual Framework for Detecting Cheating
environment. The system will be tested in a in Online and Take-Home Exams. Decision
development environment until it is deemed ready to Sciences Journal of Innovative Education.
be tested and used in the Information System https://doi.org/10.1111/dsji.12140
production environment in the National University of
Malaysia Ilgaz, H., & Afacan Adanır, G. (2020). Providing
online exams for online learners: Does it really
CONCLUSION matter for them? Education and Information
Technologies. https://doi.org/10.1007/s10639-
In summary, using this system, an institution may be 019-10020-6
able to increase efficiency while also providing
convenience to students by administering online Jung, I. Y., & Yeom, H. Y. (2009). Enhanced
exams without compromising examination integrity security for online exams using group
and thereby requiring very minimal ffoert from the cryptography. IEEE Transactions on
examiner in the monitoring the students. Using this Education.
developed system, the academician can keep track of https://doi.org/10.1109/TE.2008.928909
their students' conduct during the examination and, as
a result, reduce the amount of data storage on student's Nizam, N. I., Gao, S., Li, M., Mohamed, H., &
personal computers. We have concluded that the Wang, G. (2020). Scheme for Cheating
online examination platform suing online examination Prevention in Online Exams during Social
face recognition is a much more viable solution to the Distancing. Preprints.
existing platforms for conducting the exams
Ramu, T., & Arivoli, T. (2013). a Framework of
ACKNOWLEDGEMENT Secure Biometric Based Online Exam
Authentication: an Alternative To Traditional
This work was funded and supported by the Exam. International Journal of Scientific and
Universiti Kebangsaan Malaysia through the Engineering Research.
Grant PDI -2021-010.
Simpson, E., & Yu, K. (2012). Closer to the Truth:
REFERENCES Electronic Records of Academic Dishonesty in
an Actual Classroom Setting. Ethics and
Behavior.
https://doi.org/10.1080/10508422.2012.702514

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Effectiveness of Online and Face-to-face classes: A survey among
Malaysian University Students for Engineering Courses

Abdul Hadi Azman [1][2]*, Muhamad Alias Bin Md. Jedi [1], Mourad Zirour [3],
Muhammad Ridzuan Bin Khamaron [3] Muhammad Saifuddin Mohamed Rehan [4],
Muhammad Amin Azman [5], Asma’ Abu Samah [6][2], Mohd Azri Hizami Rasid [7], Dr

Nor Ashikin Abu Bakar [8]

[1] Department of Mechanical & Manufacturing Engineering, Faculty of Engineering and Built
Environment, Universiti Kebangsaan Malaysia,

[2] Centre for Engineering Education Research, Faculty of Engineering and Built Environment, Universiti
Kebangsaan Malaysia,

[3] France Collaboration Program Section, Universiti Kuala Lumpur - Malaysia France Institute (UniKL
MFI),

[4] Kulliyyah of Engineering, International Islamic University Malaysia,
[5] Departement of Mechanical and Manufacturing, Faculty of Engineering, Universiti Putra Malaysia,

[6] Department of Electrical, Electronic and Systems Engineering, Faculty of Engineering and Built
Environment, Universiti Kebangsaan Malaysia,

[7] Faculty of Mechanical and Automotive Engineering Technology,. Universiti Malaysia Pahang
[8] Institute of Engineering Mathematics (IMK). Faculty of Applied and Human Sciences (FSGM)

Universiti Malaysia Perlis (UniMAP)

*Corresponding Author [email protected]

ABSTRACT

Since the Movement Control Order was implement in early 2020, lectures shifted from face-to-face to online classes.
Various initiatives were made to improve the experience of online classes. The use of online tools such as Padlet and
Kahoot helped generating interactive session and communication between lecturers and students. Some students
adapted well to online classes and some found it less interesting and difficult to follow. Engineering courses also
required strong understanding of concepts and mathematical calculations. Since the transition to the endemic phases,
universities have gradually began shifting from online lectures to face-to-face lectures. The aim of this research is to
understand students perception and comparison on the effectiveness of online and face-to-face classes for engineering
courses. A survey was conducted among engineering courses from various universities in Malaysia.

Keywords: Online classes, face-to-face classes, survey

INTRODUCTION experience of online classes. The use of online tools
such as Padlet and Kahoot helped generating
Since the Movement Control Order was implement in interactive session and communication between
early 2020, lectures shifted from face-to-face to online lecturers and students. Some students adapted well to
classes. Various initiatives were made to improve the online classes and some found it less interesting and
difficult to follow (Bahasoan et al, 2020). Engineering

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courses also required strong understanding of concepts than online lectures, as shown in Figure 1. In terms of
and mathematical calculations. Since the transition to easiness to understand engineering concepts, 19%
the endemic phases, universities have gradually began highly agree that it is easier to understand engineering
shifting from online lectures to face-to-face lectures. concepts taught in online teaching compared to face-
to-face lectures, as shown in Figure 2.
During the Movement Control Order,
students and lecturers stayed at home and had to join Figure 1. Quality of face-to-face lectures
lecture online through platforms such as Google Meet,
Microsoft Teams and Webex. Since the beginning of Figure 2. Understanding engineering concepts
the pandemic, each platform improved their systems In terms of motivation, Figure 3 show that students
to cater to the requirements of online meeting and agree that they feel more motivated to study and
classes. For example, in early 2020, Microsoft Teams follow the lectures in face-to-face lectures compared
was capable of displaying 4 participants’ videos to online lectures. Another important aspect that must
during video calls. This gradually increased to 9 and be taken into consideration is the student experience.
eventually 47. These improvements helped to improve Figure 4 shows that the majority of the respondents
the online lecture experience. Universities and highly agree that one of the important advantages of
government also helped by improving internet F2F lectures compared to OL, is the experience of
facilities and promotions. Lecturer trainings were student life at the faculty. This is an important factor,
conducted to improve online teaching skills, to imitate as 100% of online lectures during 2 years during the
the experience of a face-to-face lecture. However, with pandemic have largely impacted students not only
the beginning of the endemic phase in 2022, academically, but also socially. Students must be able
universities have gradually started face-to-face and to socialize to build their character as well as their
hybrid sessions. The transition back to face-to-face well-being psychologically.
class have had various acceptance and feedback, as
some students quickly welcomed the implementation
of face-to-face classes and interactive communication,
while some still preferred being at their rooms and
following lectures online from their computer (Sari F.
M, 2021).

A survey was conducted among engineering
students from five Malaysian universities for 231
students. The universities include UKM, UPM, UniKL
MFI, UMP and UniMAP. The aim of this research is
to understand students’ perception and comparisons
on the effectiveness of online and face-to-face classes
for engineering courses. A survey was conducted
among engineering courses from various universities
in Malaysia.

RESULTS AND DISCUSSION

From the survey conducted, 231 respondents were
obtained. The survey is divided into 3 categories, A:
Quality of Education, B: Student Motivation and C:
Engagement. Category A consists of 6 questions,
category B 9 questions and category C 5 questions.
From the questions in category A, from the students
opinion, the quality of face-to-face lecture is better

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Figure 3: Impact of face-to-face lectures on student Figure 6. Flexibility of online lectures
motivation
Finally, out of the 231 respondents, 64.3% agree
that they prefer face-to-face lectures compared to
online lectures.

Figure 4. Impact of F2F and online lectures on CONCLUSION
student life
In conclusion, this research demonstrates the
Students also agree that they have difficulties comparison of the effectiveness of online and face-to-
maintaining a high level of focus for a long period face classes. Engineering courses require specific
during online lectures, as shown in Figure 5. However, needs in establishing strong basic engineering concept
online lectures do have its own advantage as well, for understanding and mathematical calculations. The
example, students highly agree that it offer flexibility outcome from this student contributes to the future of
in terms of the ability to join the lectures anywhere and engineering classes in view of Future Ready
anytime (Figure 6). Curriculum (FRC) to determine online classes are
suitable for the long-term, or whether universities have
Figure 5. Concentration level comparison between to revert back to fully face-to-face classes to ensure
F2F and OL effectiveness and strong understanding of lectures
among students. main points of the paper, do not
replicate the abstract as the conclusion. A conclusion
might elaborate on the importance of the work or
suggest applications and extensions.

ACKNOWLEDMENT

The authors would like to thank Universiti
Kebangsaan Malaysia for the support of this
research under the project PDI-2021-002.

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REFERENCES 341–346. https://doi.org/10.1016/j.trpro.2018.12.105

Bahasoan, A. N., Ayuandiani, W., Mukhram, M., & Sari, F. M., & Oktaviani, L. (2021). Undergraduate
Rahmat, A. (2020). Effectiveness of online
learning in pandemic COVID-19. International Students’ Views on the Use of Online Learning
journal of science, technology &
management, 1(2), 100-106. Platform during COVID-19

Pandemic. Teknosastik, 19(1), 41-47.

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Virtually Uniting the International Microbiology Community
Through Gather: A Fun, ‘Real-world’ Interactive Platform

[1]* Nur Hazlin Hazrin-Chong, [2] Amalia Mohd Hashim, [3] Farah Ayuni
Kamarulzaman, [4] Kamal Aqif Ahmad Kamal, [3] Muhammad Zhafran Mohd Aris, [3]
Muhamad Afiq Aziz, [3] Geok Yuan Annie Tan, [5] Shairah Abdul Razak, [6] Lai Zee Wei,
[3] Jasmine Khairat, [3] Taznim Begam Mohd Mohidin, [2] Wan Nur Ismah Wan Ahmad
Kamil, [7] Muhammad Nur Adam Hatta, [2] Mohamad Khairil Razali, [1] Helia Hajian, [2]

Miratul Hada Mohd Ali, [2] Nornazliya Mohamad, [2] Noor Baity Saidi, [2] Siti
Noorashikin Harizan, [2] Masturah Shalehuddin

[1] Department of Biological Sciences & Biotechnology, Faculty of Science & Technology, Universiti
Kebangsaan Malaysia, UKM Bangi 43600, Selangor, Malaysia, [2] Faculty of Biotechnology and
Biomolecular Sciences, Universiti Putra Malaysia, 43400 Seri Kembangan, Selangor, Malaysia, [3]

Institute of Biological Sciences, Faculty of Science, Universiti Malaya, 50603 Kuala Lumpur, Malaysia,
[4] School of Science & Psychology, Faculty of Arts & Science, International University of Malaya-
Wales, 50480 Kuala Lumpur, Malaysia, [5] Department of Applied Physics, Faculty of Science &
Technology, Universiti Kebangsaan Malaysia, UKM Bangi 43600, Selangor, Malaysia. [6] School of

Medical Sciences, Faculty of Health and Medical Sciences, Taylor’s University Lakeside Campus, 47500
Subang Jaya, Selangor, Malaysia, [7] UKM Medical Molecular Biology Institute (UMBI), 56000 Cheras,

Kuala Lumpur, Malaysia

*[email protected]

ABSTRACT

A main challenge in attending virtual academic conferences is the lack of engagement and interaction that would
otherwise be obtained from participating the event in person. As the world experienced border restrictions due to
COVID-19, international conferences had to fully resort to being conducted online. In effort to bring together the
global microbiology community more interactively during the pandemic, the 10th Annual Joint Academic
Microbiology Symposium (JAMS10) that was held on August 23 and 24, 2021, utilised a 2D game-like interface
called Gather (https://www.gather.town). A Gather virtual conference space (www.bit.ly/jamstown) was custom built
for JAMS10 using the tools provided in the app. The platform connected two conference theatres, poster halls, a forum
space, sponsor booths, meeting rooms, a game arcade, and ‘indoor’ and ‘outdoor’ spaces. Participants signed in using
an avatar of their choice to move from one room to another and interact (individually or in group) with fellow attendees
who were in proximity. Talks were streamed via Zoom and a professional live streaming software (vMix) ‘projected’
through the conference theatres. Participants could visit different poster or trade booths and approach presenters as
they would in face-to-face sessions, allowing more natural interaction amongst attendees. The symposium was
attended by 480 people internationally (Malaysia, Australia, Singapore, Indonesia, USA, Africa) and over 20 biotech-
related companies. Based on highly positive feedback, the interactive platform was successful in creating a close-to-
real-world virtual conference experience. Thus, this interface could serve as model for a more stimulating learning
and networking experience online.

Keywords: Gather, microbiology, conference, virtual, game-like, interactive

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INTRODUCTION Gather constitutes part of the Metaverse that mimics a
2D game-like environment, which allows users to
A main challenge in attending virtual academic identify themselves through an avatar. The avatar can
conferences is the lack of engagement and interaction be controlled to move around a virtual space and
that are otherwise obtained from attending in-person interact with other users real-time. The interaction
events. The standard online conference platform (e.g., amongst users, and between users and ‘objects’
Zoom webinar) does not allow full engagement and (embedded with specific information), resemble real-
interaction between participants, which may life situations. In this case, JAMS10 participants
eventually contribute to “Zoom fatigue” (Toney, Light entered JAMS Town, a Gather space built specifically
and Urbaczewski, 2021). These constraints are due to for the conference.
several factors, particularly
Participants were able to interact with other
the interface design that makes interactions mostly participants who were in proximity and ‘walk’ through
linear (i.e., one-way), tedious (e.g., the need to create the virtual platform just as they would when attending
multiple breakout rooms and assign participants in), a physical conference. The JAMS Town space
rigid and lacking spontaneity. Although participants connected two conference theatres, poster halls, a
receive important knowledge through talks and small forum space, sponsor booths, meeting rooms, a game
discussions via the standard approach, live interactions arcade, and ‘indoor’ and ‘outdoor’ spaces for
with speakers and other attendees are often abysmal. socialising and networking (Fig. 1).
Thus, in effort to virtually bring together the
microbiology community internationally and more
interactively, the 10th Annual Joint Academic
Microbiology Symposium (JAMS10) that was held on
August 23 and 24, 2021, utilised an interactive
platform called ‘Gather’ (Gather Presence Inc., 2022).

RESULTS AND DISCUSSION

Fig. 1 Representative screenshots of JAMS Town via
Gather: A) Lecture theatre, B) Networking space in sponsor
area, C) Poster booths, D) Forum room, E) Centre Hall and

D) Outdoor area (beach).

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Prosiding kNovasi 2022

The design and usage of JAMS Town via Gather One of JAMS10 aims was to allow access to
allowed a higher frequency and quality of interaction quality talks and international networking with
between JAMS10 participants comprising mostly minimum barriers to all individuals regardless of their
academics, students, and the industry in fields of backgrounds. Besides offering a very low entrance fee
microbiology and biotechnology. As many as 97% of (RM60 or AUD25), the creation of JAMS Town
attendees (n=38) responded ‘Very Satisfied’ and through the Gather app has made it possible for early
‘Satisfied’ with using the platform (Fig. 2). Among the career researchers (students and postdocs) to access to
comments of the virtual conference space included talks and interact with some of the most prominent
‘fun’, ‘interesting’, ‘creative’, ‘interactive’, microbiology researchers present today. The
‘impressive’, and ‘gave the closest experience to a interaction through Gather also granted both junior
real-world conference’. Because of the increased and senior microbiologists to form a stronger
engagement through JAMS Town, it was anticipated community worldwide. This connection would
that participants were able to learn and retain more of translate to the solving of real-world problems,
the knowledge gathered from the talks, posters, and including antimicrobial resistance, pollution, and food
live connection with fellow attendees. security, through collaboration in microbiology
research.

Fig. 2 Feedback responses to JAMS Town by The subscription of Gather app for the JAMS10
JAMS10 participants. A) Most respondents (97%) symposium came with a fee of approximately
cited ‘Very Satisfied’ and ‘Satisfied’ with the virtual RM6,000. Having a team of apt designers for the
space. B) JAMS Town (red box) rated the highest in conference space was key in ensuring the platform
addresses an event’s needs accordingly and
terms of satisfaction against other platforms, effectively. Estimating the number of participants that
including the conference website and Zoom. go online simultaneously (rather than as a whole), for
example, helps to create a space that is easy and
efficient to navigate. Creative and keen students or
academics can be trained to build virtual spaces
through Gather for organisations or individuals who
wish to use the platform for holding virtual
conferences, offices, classes, and meetings. Likewise,
the designers could hold training sessions for
designing and building a space at a certain fee to
realise the platform’s commercialisation potential.

CONCLUSION

An interactive platform for a virtual microbiology
conference through Gather was successfully
implemented. The online conference space allowed
participants to interact with other attendees and the
information available more engagingly, which
stimulates and increases the learning experience. The
deeper interaction forges a stronger international
community of microbiologists, thus translating to the
solving of real-world problems (e.g., antimicrobial
resistance, environmental pollution, food security)
through microbiology research more effectively.

180

ACKNOWLEDGEMENTS Prosiding kNovasi 2022

The authors would like to express their appreciation to REFERENCES
all JAMS10 sponsors, especially Illumina, QIAGEN
and Pathomics Health, for their financial support to the Gather Presence, Inc., 2022. https://www.gather.town
conference. Toney, S., Light, J. and Urbaczewski, A. (2021). Fighting

Zoom Fatigue: Keeping the Zoombies at
Bay. Communications of the Association for
Information Systems, 48, 40-46.
https://doi.org/10.17705/1CAIS.04806

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Reconstruct Professional Development to Build a Resilient
Community through Staff-Student Collaborative Digital Learning

[1]*Hoo Choon Lih, [1]Poh Wei Lin, [2]Anne Margaret Tierney

[1] Heriot-Watt University Malaysia,[2] Heriot-Watt University, Edinburgh

*[email protected]

ABSTRACT

The COVID-19 pandemic situation shifted physical learning to online professional development has been challenged,
especially in the domain of psychomotor learning as Learners are disconnected from physical hardware and peer
interaction. Resilience is important for both educators and learners to address this issue in this virtual setting. An
inspiration emerged with the collaboration across Malaysia and Edinburgh campuses in engaging multiple learning
styles through remote digital learning. A student-led project focused on remote development of programming skills,
transforming thoughts, and idea pitching among Malaysia and international students to address a selected Sustainable
Development Goal. This inter-disciplinary initiative integrates engineering and psychology to research the resilience
context of learning. A resilience focus on enhancing skills via digital platforms and building resilient communities.
Accompanied by the resilient studies on student community through their different roles as project coordinators,
trainers, facilitators, and participants. 45 local and international students were engaged through an online prototype
pitching competition and supported by industrial workshops. The outcomes highlight the positive response from
students and their learning growth through cognitive, psychomotor, and affective learning domains. This journey
started with an inter-disciplinary team that crossed academic fields (engineering and psychology), sectors (academy
and industry), countries (Malaysia and Edinburgh), and roles (educators and learners).

Keywords: Pandemic, Virtual, Practical, Programming, Psychomotor.

INTRODUCTION stress that put them at risk for poor performance (Alva,
1991). Evidence from research suggested that
COVID-19 has had a huge impact on our teaching and students’ resilience is greatly associated with coping
learning communities. University students have with university and academic success (Waxman et al.,
reported an increase of stress and anxiety due to the (2003); McLafferty et al., (2012)). A rapid
outbreak of COVID-19 pandemic and subsequent transformation has taken place from face-to-face
measures such as lockdown and stay-at-home orders teaching and learning mechanics into a computer
(Son et al. 2020). As a result, remote learning is new monitor based interaction. Blended Learning, which
context during lockdown as learners must be resilient integrates both online and interactive face-to-face
in adapting to learn in a new online environment modes, has created a new life in digital learning.
remotely. Wang et al. (1994) defines resilience as Blended Learning has also been shown to promote an
students’ academic success despite presented with improved result in programming classes when
environmental adversities. Resilient students are conducting in a computer engineering course
described as maintaining high motivational compared to traditional face-to-face setting as it saves
achievements despite environmental adversities and students who dropped classes (Yigit et al., 2013).

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Despite the implementation of Blended Learning, a programming kits and virtual kits (TinkerCAD) in a
shift to full-virtual learning and teaching platform still hybrid setting as illustrated in Figure 1. Believing in
introduced a different learning environment. Firstly, the effectiveness of peer instruction learning approach
face-to-face mode is obstructed especially when (Tullis & Goldstone, 2020), peer-to-peer learning
learners are camera-shy thus reducing meaningful model is adopted to address the reduced interaction
interaction between instructors and learners. Secondly, between instructors and learners, hence the knowledge
virtual setting reduces peer-to-peer engagement during growth. Therefore, in this project learners developed
or after class. Thirdly, remote learning is a challenge programming skills from three workshops delivered
in nurturing students’ professional development skills by the student organizers instead of teaching staff in
that they could develop through extra-curriculum the Malaysia Campus. Peer instruction served as
activities beyond classroom. With lockdown and catalyst to student’s learning effort outside classroom
social distancing in place, these extra-curriculum (Alcalde & Nagel, 2019). This collaborative project
activities have been put on pause. involves experts from different fields, campuses, and
industries to create a global learning context. The
According to an outcome-based education second part of the project is in collaboration with
pedagogy, learning and teaching closely map the industrial partners, two workshops were delivered to
curriculum design to the three main learning domains, expose the participants to innovation-entrepreneurial
consisting of cognitive, psychomotor, and affective mindset and pitching skill. Technical skills were
learning. Studies have also been conducted on the integrated with ideas to build solutions that address
measurement mechanics for the different learning one of their selected Sustainable Development Goal.
domains for traditional and virtual learning spaces Each project will be unique and extend the various
(Rovai et al., 2009). An observation indicates the possibilities of invention.
importance of having both virtual and physical
activities to stimulate different styles of learning.
Xhomara & Shkembi (2020) have shown the strong
correlation between learning styles and multiple
intelligences to promote effective learning.

Inspired by the challenges addressed above, this Fig. 1 Arduino workshops through hybrid digital learning
project creates intermediate steps to enhance students’ (physical + virtual)
psychomotor skills, professional development and
peer-to-peer interaction through a 3-month student-led A pitching competition was conducted at the end of
project. This project focuses on a sustainable journey the project. At the end of the project, focus group
to Learn, Apply and Perform, transforming technical discussions for both student organizers and student
knowledge into innovation solutions. The initiative of participants were conducted at the end of the project
this student-led project is to deliver the use of and thematic analysis was conducted to evaluate the
programming knowledge by students in supporting outcome of the project and to gain insights for future
their peers in building creative and innovative enhancement.
prototype. There are two parts to the project, first is to
build their knowledge on programming and second is RESULTS AND DISCUSSION
to support students’ professional development.

In the first part, students who participated in the
project received an Arduino kit that was delivered to
their home so they could participate in hands-on
activity with their learning. Considering the different
regions and international participation, training
modules were designed based on physical

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Prosiding K-Novasi 2022

A total of 45 local and international students ranges Fig. 2 Live session during the final pitching session
from undergraduate to foundation levels have
participated in this project. Figure 2 shows a screen Table 1. Feedback and Suggested Improvement from
capture from the live session during the prototype Participants
showcase. The session began with the introduction of
the challenges and SDGs, followed by proposed Rank Highlighted experience
solutions and prototype demonstrations. Each 1 Arduino (hardware)
participant received questions from a panel of judges 2
and shared their screen to address them. A post-event 3 Learning / Programming
feedback survey showed >90% of respondents had an Hands-on / Prototypes
excellent hands-on (psychomotor) learning 4 Challenges / Showcase / Ideas /
experience. A positive 8.3/10 rating was found for the
acknowledgement of growth in knowledge (cognitive) Innovation
in the project. The survey demonstrated an enjoyable
and satisfactory experience of the digitalisation of CONCLUSION
creativity. Table 1 summarises the highlights of the
experience captured from the collected feedback. The A student-led project has transformed conventional
overall responses were very promising and positive physical professional development activities into a
toward having it again in the future. By referring to the virtual programme. The project integrates technical
frequency these specific word occurrences, the main programming knowledge and ideation into building a
themes informed the learning outcome of this project creative, innovative and resilient community. In
in terms of hardware available in the knowledge collaboration with two external industrial partners,
growth. The participants agreed on the effectiveness of students had the opportunity to witness how design
skillset development, especially in programming. thinking can translate into entrepreneurship alongside
Despite remotely, the project delivery model enabled an introduction to the core skills of pitching. Students
participants to activate their practical motor skills from different schools and foundation programme
when engaging in the prototyping stage. Finally, experienced the basic-intermediate levels of Arduino
sharing innovative ideas has inspired participants, programming in 3 hands-on workshops to enhance
which is essential in establishing the innovative their prototyping capability which shall assist in idea
community and entrepreneurship ecosystem. transformation. Many exciting ideas and brilliant
prototypes were demonstrated in a final pitching
This project witnessed a growth in confidence competition showcase. Participating students
level and learning effectiveness among student integrated learned technical skills with ideas to build
participants when a peer-to-peer learning model was solutions to address Sustainable Development Goals..
incorporated into the training module. The model Even though the sample size is small, the study
builds a good satisfaction in student’s learning outside indicates students’ preference for similar approach on
classroom. Thematic Analysis from two groups, remote hands-on learning to be adopted in online
student learners who participated in the project and learning. Observing a positive perception from the
student organizers who organized and coordinated the
event. Within each analysis, there are major themes
and subthemes that emerged in the discussion. Overall,
participants were satisfied with the project. They
would like to have smaller group sizes to help with
practical activities. The experience has improved their
perception of programming through remote learning.

184

focus group study, it shows a good attempt to present Prosiding K-Novasi 2022
obstacles and allow students to work through them in
order to enhance learning and build a resilient psychomotor learning in traditional and virtual
community. The project received positive feedback for classroom higher education settings. The
the fun learning and satisfaction in transforming ideas Internet And Higher Education, 12(1), 7-13.
and creativity into a digital form. https://doi.org/10.1016/j.iheduc.2008.10.002
Son, C., Hegde, S., Smith, A., Wang, X., &
ACKNOWLEDGEMENTS Sasangohar, F. (2020). Effects of COVID-19 on
College Students’ Mental Health in the United
This project is sponsored by the QAA Enhancement States: Interview Survey Study. Journal of
Theme Fund and supported by the Learning & Medical Internet Research, 22(9), e2127. doi:
Teaching Academy, Heriot-Watt University. Grateful 10.2196/21279
for the collaborative support from the James Dyson Tullis, J., & Goldstone, R. (2020). Why does peer
Foundation and Youth Venture in organising the instruction benefit student learning?. Cognitive
inspirational workshops in the project. Research: Principles And Implications, 5(1),
https://doi.org/10.1186/s41235-020-00218-5
REFERENCES Wang, M.C., Haertel, G.D., & Walberg, H.J. (1994).
“Educational resilience in inner cities,” in
Alcalde, P., & Nagel, J. (2019). Why does peer Educational Resilience in Inner-city America:
instruction improve student satisfaction more Challenges and Prospects, eds M. C. Wang and
than student performance? A randomized E. W. Gordon (Hillsdale, NJ: Erlbaum),45–72.
experiment. International Review Of Economics Waxman, H.C., Gray, J.P., & Padron, Y.N. (2003).
Education, 30, 100149. Review of Research on Educational Resilience:
https://doi.org/10.1016/j.iree.2018.10.001 Research Report. Washington, DC: Institute of
Education Sciences.
Alva, S.A. (1991). Academic invulnerability among Xhomara, N., & Shkembi, F. (2020). The influence of
Mexican American students: the importance multiple intelligences on learning styles in
ofprotective resources and appraisals. Hisp. J. teaching and learning. Journal of Applied
Behav. Sci. 13, 18–34. doi: Technical and Educational Sciences, 19-48,
10.1177/07399863910131002 https://doi.org/10.24368/jates.v10i1.148
Yigit, T., Koyun, A., Yuksel, A., & Cankaya, I.
McLafferty, M., Mallet, J., & McCauley, V. (2012). (2014). Evaluation of Blended Learning
Coping at university: the role of resilience, Approach in Computer Engineering Education.
emotional intelligence, age and gender. J. Procedia - Social And Behavioral Sciences, 141,
Quant. Psychol. Res. 1, 1–6. 807-812.
https://doi.org/10.1016/j.sbspro.2014.05.140
Rovai, A., Wighting, M., Baker, J., & Grooms, L.
(2009). Development of an instrument to
measure perceived cognitive, affective, and

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The Use of Social Media by Dental Students as a Tool for Learning:
A Preliminary Survey

[1]*Jasmina Qamaruz Zaman, [2]Safura Anita Baharin

[1] [2] Department of Restorative Dentistry, Faculty of Dentistry, Universiti Kebangsaan Malaysia

*[email protected]

ABSTRACT

Digital technologies have become integral to daily life. Easy access to social networking sites such as Twitter,
YouTube, Facebook and TikTok via smartphones allows health professionals to collaborate, update and share
knowledge. This study aimed to explore the use of social media among fourth-year dental students at Universiti
Kebangsaan Malaysia. A survey was carried out using an existing pre-validated questionnaire to explore the types and
purpose of social media used by the students. A total of 49 dental students took part in the survey. The findings
revealed that WhatsApp was the most used social media platform (100%), followed by Instagram (98%), Telegram
(91.8%) and YouTube (85.7%). Social media was used most frequently for entertainment (100%), watching videos
(91.8%), seeking general information (89.8%) and dental education (87.8%). The students rated YouTube (89.8%)
and Instagram (79.6%) as the two most useful social media platforms to gain information for their dental learning.
Most students (93.9%) followed medical/dental sites or forums and dentists on the internet. The preliminary findings
suggest that social media consumption is rife among fourth-year dental students, mainly for entertainment and to
supplement their dental learning. There is potential to fully utilise these platforms by dental educators as a valuable
learning tool to supplement formal pedagogical dental education.
Keywords: social media, dental education, learning tool, pedagogy, social networking

INTRODUCTION discussions. On the other hand, these platforms may
have negative impacts as they can be addictive,
Digital technologies have now become integral to distracting and open to the dissemination of poor-
daily life. Most people are constantly logged in via quality information (Oksa et al. 2021).
smartphones on social media which is a major tool for
communication and socialising as well to seek There are limited data available on the use of
information. Healthcare professionals use social social media in dental education. The main purpose of
media extensively to collaborate, update and share our study was to identify social media usage among
knowledge. Instagram, a photo and video social dental undergraduate students – including the
networking site has become increasingly popular platforms, extent and purpose of use. The data will be
among dental professionals because it allows sharing used to design strategies to incorporate social media in
and discussion of clinical work and other information dental education in order to enrich the students’
in an engaging way (Ooi & Kelleher 2021). learning experience.

Utilizing social media for dental education RESULTS AND DISCUSSION
can make learning more flexible and active learning by
knowledge sharing and participating in online

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i. Demographic characteristics Figure 2 Purpose of social media use

More than half of the fourth-year dental students were The present study was conducted to evaluate
female (65.3%, n = 32), while 34.7% (n=17) were social media usage among undergraduate dental
male. Majority of the participants was of Malay students. The most popular social media platforms
(69.4%, n=34) ethnicity, followed by Chinese (18.4%, used were Whatsapp, Instagram, YouTube and
n=9), Indian (10.2%, n=5) and others (2%, n=1). The Telegram which were similar to the finding by Uma et
age of the participants ranged from 22 to 24 years old. al. (2021) on Malaysian and Finland undergraduates.
A study by Rajeh et al. (2020) among Saudi dental
ii. Social media use and purpose students also showed the use of the same types of
social media platforms. Whilst there was global
Most of the participants subscribe to multiple social popularity of the same platforms there were slight
media platforms. WhatsApp was most frequently differences in preferences between different countries
used, followed by Instagram, Telegram, YouTube, possibly due to regional or country familiarity.
Facebook, Twitter, TikTok, Snapchat and LinkedIn
(Figure 1). The most common purpose for social In this study, most students reported using
media use was for entertainment, watching videos, social media between three to five hours per day. This
seeking general information, dental learning, is not surprising as these platforms were used for
socialising and making friends, sharing resources, various reasons such as entertainment, socializing,
exchanging general ideas and professional networking relaxation, online business, searching for general
(Figure 2). Other uses of social media were for information and dental education. This trend is similar
gaming, online business, and relaxation. On average. to other recent studies from different fields that
Most participants (61.2%) spent approximately 3-5 reported students spending an average of three to four
hours on social media, 18.4% spent more than 5 hours, hours per day on social media platforms (Rajeh et al.
and 20.4% spent less than 3 hours. 2021).

iii. Social media for dental education YouTube a popular video-sharing website
was most often used by the students as a learning tool
The students rated YouTube (89.8%) and Instagram for dental education. Instagram was the second most
(79.6%) as the two most useful social media platforms popular platform for this purpose. A majority of the
to gain information for their dental learning. Most students also admitted to following dental sites/forums
students (93.9%) followed medical/dental sites or and dentists online. These findings reflect the enriched
forums and dentists on the internet. learning experience of the students which has
extended beyond the formal classroom or clinical
Figure 1 Social media platforms subscribed by dental setting. The current generation of students has adopted
students. new routes for learning by utilising digital
technologies to assess various online platforms. Social
media provides access to a wide variety of educational
material worldwide which broadens their perspective.
The disadvantage of social media is that the quality of
the information is uncontrolled, and it may be outdated
and unreliable because it may not be evidence-based
and was not uploaded by a dental professional.
The number of pages for the extended abstract may

187

vary from minimum of 2 pages to the maximum of 4 Prosiding K-Novasi 2022
pages in
REFERENCES
CONCLUSION
Ooi, H. L., & Kelleher, M. G. (2021). Instagram
This study provides useful preliminary information on dentistry. Primary Dental Journal, 10(1), 13-19.
the usage of social media platforms among dental
undergraduates. The findings offer evidence that Oksa, R., Kaakinen, M., Savela, N., Hakanen, J. J., &
students use social media extensively in their daily Oksanen, A. (2021). Professional social media
lives including for dental education. As such, the usage and work engagement among
students should be made aware and trained on how to professionals in Finland before and during the
seek information using social media from reputable COVID-19 pandemic: four-wave follow-up
and reliable sources. Popular platforms such as study. Journal of medical Internet
YouTube and Instagram can be exploited by dental research, 23(6), e29036.
educators by curating and uploading good high-quality
information to supplement formal pedagogical dental Rajeh, M. T., Sembawa, S. N., Nassar, A. A., Al
education. Hebshi, S. A., Aboalshamat, K. T., & Badri, M.
A conclusion to review the main points of the paper, K. (2021). Social media as a learning tool: Dental
do not replicate the abstract as the conclusion. A students’ perspectives. Journal of Dental
conclusion might elaborate on the importance of the Education, 85(4), 513-520.
work or suggest applications and extensions.
Uma, E., Nieminen, P., Mani, S. A., John, J.,
Haapanen, E., Laitala, M. L., Lappalainen O-P,
Varghase E, Arora A & Kaur, K. (2021,
October). Social media usage among dental
undergraduate students—a comparative study.
In Healthcare (Vol. 9, No. 11, p. 1408). MDPI

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The impact of Near Peer Tutoring on Student’s Radiographic
Practical skill

[1]*Norhashimah Mohd Norsuddin
[1] Program Pengimejan Diagnostik dan Radioterapi, Fakulti Sains Kesihatan

*[email protected]

ABSTRACT

Through the collaborative learning from individuals of varying academic levels learn from one another, near peer
(NP) tutoring improves student’s academic achievement. This study aimed to compare the impact near peer tutoring
on practical skill of junior students when performing radiography technique. Senior students (Third year students)
held teaching sessions in an on-campus X-ray room with junior students (first year students). The sessions involved
roleplaying radiographic procedures, clinical based discussion and formative assessment. The performance of
students’ practical skill was assessed during objective structured practical examination (OSPE). Students with NP
tutoring showed improvement in their practical skill. Implementation of NP tutoring in this study had a positive impact
on student’s radiographic practical performance.

Keywords: Diagnostic radiography, Education, Peer teaching, Practical skill.

INTRODUCTION sessions in the on-campus X-Ray room, making it

Near peer (NP) tutoring entails students supporting intensive and compact. With a cohort of
and guiding other students who are two to five years
behind them in their studies. This method of approximately 32 students, the practical sessions need
instruction enhances both the tutor's and the younger
student's academic achievement (Morris, Osborne, & to be repeated twice by the clinical demonstrators for
Bowyer, 2018). Additional advantages include the
learner's enhanced confidence and decreased anxiety one-hour duration time per session. The time
as a result of increased academic and emotional
support (Herrmann-Werner et al., 2017). constraints limit the practical time required by each

General Radiography course introduces the student to practice on the equipment. Furthermore, no
integration of image interpretation, radiographic
equipment, principles and rationale for use, and additional requirement was implied to encourage
practical elements to the undergraduate students in the
first year of Bachelor of Diagnostic Radiography and students to do self-learning practice. As the result,
Radiotherapy programme. As a core subject for the
future radiographer, General Radiography plays an more failures demonstrated during
important role in preparing students for their future
clinical placement. These four credit hours course practical examination. To address this issue, time
consists of formal lectures, assignments and practical
duration for practical sessions were revised by

incorporating near peer tutoring module alongside

formal teaching and learning components.

As NP learners, junior students were divided into

six groups and paired up with senior students who

acted as NP tutors. The NP tutors worked in groups in

preparing and teaching materials for the NP learners

prior the practical session. NP learners were expected

to come to the class with preparation and participate

actively. The NP tutors facilitated and guided the NP

learners during the practical session. A formative

189

assessment was done to ensure the learning took place. Prosiding kNovasi 2022

The performance of students’ practical skill was Fig 1. Student’ average performance score during OSPE

assessed during objective structured CONCLUSION

practical examination (OSPE). Overall, the integration of NP tutoring can be
beneficial in improving radiographic practical skill
RESULTS AND DISCUSSION among junior students. However, the challenge
remains to ensures its sustainability so that it could
Overall, in this study the average of students’ benefit to all involved.
performance without NP tutoring was 70.2% and
students with NPP tutor was 83.0%. This result shows ACKNOWLEDGEMENT
that junior students benefited from the NP tutoring.
Through this NP tutoring, junior students might have This research did not receive any specific grant from
receiving useful tips on patient care and positioning any funding agencies.
with challenging patients from their seniors. The
juniors also got motivated when seeing their seniors REFERENCES
teaching with a good knowledge. Additionally,
encouragement words and emotional support received Herrmann-Werner, A., Gramer, R., Erschens, R.,
from the seniors could improve their self-confidence
and interpersonal skills. As compared to sessions Nikendei, C., Wosnik, A., Griewatz, J., . . .
handled by lecturers or clinical demonstrators, NP
tutors might be able to convey the main concepts of Junne, F. (2017). Peer-assisted learning
the course materials in a better grasp to their juniors
and resulting in improved performance score. (PAL) in undergraduate medical education:
Unfortunately, this study focuses on quantitative data
(performance score) only. Future work should explore An overview. Zeitschrift für Evidenz,
the perception and satisfaction of this method from NP
tutor and learners. Fortbildung und Qualität im

Gesundheitswesen, 121, 74-81.

doi:https://doi.org/10.1016/j.zefq.2017.01.00

1

Student's Average Performance Score Morris, S., Osborne, M. S., & Bowyer, D. (2018).
during OSPE
Head and Neck Anatomy: Effect of Focussed

85.0 83.0 Near-Peer Teaching on Anatomical

Confidence in Undergraduate Medical

Percentage % 80.0 Students. Journal of Surgical Education,

75.0 70.2 75(6), 1486-1490.
70.0
doi:https://doi.org/10.1016/j.jsurg.2018.04.0

13

65.0

60.0 with NP
without NP

Student's Group

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Prosiding kNovasi 2022

Cultivation of Human Values among Gifted Students Through The Implementation of the Spiritual Circle
Module in Efforts of Humanizing Digital Learning: A Case Study

[1]*Premanarayani Menon, [2]Suganty Kanapathy, [3]Isaac Sharvindran, [4]Ong Sy Ing
[1,2,3,4] Pusat GENIUS@Pintar Negara, University Kebangsaan Malaysia
*[email protected]

ABSTRACT

The COVID-19 pandemic has changed the education system with the distinctive rise of e-learning. A sudden shift
away from the physical classroom resulted in significant learning loss for students both academically and in their
social-emotional progress. Also, the unwillingness of students to engage in virtual classrooms due to low self-esteem,
lack of motivation, and self-appreciation has resulted in poor academic achievement. This phenomenon calls for the
need to cultivate human values in the virtual classroom that helps to foster character building thus contributing to
academic excellence. Thus, in this research, we aim to study the impact of the cultivation of human values in virtual
classrooms and how it helps improve the teaching-learning environment through implementing the spiritual circle
module. A total of 111 students participated in this study. The study used 21 close-ended questions assessed using a
5-point Likert scale. The study employed descriptive and inferential analyses using SPSS. The analysis revealed that
the majority of the students agreed that the spiritual circle module has helped them to engage effectively in the
classroom as well as contributed to their personal growth. Also, the Spearman correlation test revealed that there is a
strong correlation between the cultivation of human values and student engagement and personal growth respectively.
Hence, this study concludes that implementation of the spiritual circle module helps to humanize digital learning by
fostering human values which contribute to the improvement of virtual class engagement and personal growth.

Keywords: Human Values, virtual classroom, teaching-learning environment

Introduction For many students, the new format of their classes has
created a lack of motivation that can hamper their
The current COVID-19 crisis has obligated most academic performance throughout the semester. This
education systems to adopt alternatives to physical effect can have many causes, with some describing a
teaching and learning (Pokhrel & Chhetri 2021). Many lack of structure in online learning compared to their
education systems have moved to online teaching, to traditional classroom setting (Flores et al., 2022)
permit teaching and learning to continue despite During online classes, many students often do not
closures. Online learning refers to learning and other participate actively in class and remain silent or there
supportive resources that are available through a is a tendency to join the class but soon end up doing
computer (Saul, 2004) whereas online teaching is something else.
defined as teaching that is conducted mostly online
(Baran et.al, 2011). Due to online learning, students Therefore, it is truly essential to cultivate human
have been going through an emotional coaster as it was values in the virtual classroom that helps to foster
something very new to adapt to. character building thus contributing to academic
excellence. Human values are the virtues that manual
The transition to online learning has been difficult for us to not forget the human element whilst we interact
students around the world, and this struggle has with others. Human values are, for instance, honesty,
manifested itself in many different ways for students. integrity, gratitude, self-acceptance, courage, and

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clarity. Human values deliver a high-quality and measure students’ interest level in spiritual circle
effective surge, which enhances the purpose of ethical sessions cultivation of human values, student
values. engagement in virtual classrooms, and personal
growth using 1–5 Likert scalar.
They are the values that allow us to stay collectively
in harmony, and personally make contributions to Data collection instrument
peace. In this study, we will discuss the impact of the
cultivation of human values in virtual classrooms and The quantitative data was based on students’ interest
how it helps improve the teaching-learning level in spiritual circle sessions cultivation of human
environment through implementing the spiritual circle values, student engagement in virtual classrooms, and
module. The spiritual circle is a session conducted personal growth using a 1–5 Likert scalar, which
once on a weekly basis for all students to enhance contains 21 statements. This questionnaire is measured
human values, inner peace, and many more. Through using a 5-point Likert scale from the participant's
this session, students are able to work on their human approval level: "Completely Agree (5)," "Agree (4),"
values and learn to overcome their low self-esteem, "Neutral (3)," "Disagree (2)," and "Completely
low motivation, etc. The module that had been catered Disagree (1)". Those developed based on the
for the Spiritual Circle session comprises many objectives. The questionnaire is divided into two parts.
aspects of human values and enables students to not Part A contains respondents’ demographic
only improve themselves spiritually but also to come information such as class level, gender, age, ethnicity,
out of their comfort zone and be bold and outspoken and race. In Part B, 21 close-ended questions were
people. assessed. After the instrument was compiled and
Herein, our study aims to investigate the impact of the developed following the objective, the instrument was
cultivation of human values in virtual classrooms and tested to examine the validity and reliability of the
how it helps improve the teaching-learning questionnaire used. The trial of this instrument
environment through implementing the spiritual circle consisted of 30 students. The instrument testing using
module. SPSS (Version 25) for windows showed the results of
the validity and reliability of each variable in Table 1.
METHODOLOGY Table 1 showed that the validity and reliability of each
statement of each variable are feasible to use because
Research Design it has Cronbach's alpha value >0.60 and the validity of
each statement >rtable 0.361 (Yusof & Fajri, 2022).
This study used a survey research design and was Also, the total item’s score for each category was
conducted at GENIUS@Pintar National Gifted found significant, p<0.05.
Center, National University of Malaya.
Table 1: Scores of instrument reliability and validty

Research Sample Number of Cronbach's Validit

This study includes students who participated in the Variable N Items Alpha y
spiritual circle sessions enrolled in the academic Interest
session of 2021/2022 at GENIUS@Pintar National Level (IL) 111 Item 1 0.985 1
Gifted Center, National University of Malaya. The
sample was collected online. A total of 111 students 111 Item 2 0.985 0.853
participated in this study.
111 Item 3 0.986 0.766

111 Item 4 0.985 0.884

111 Item 5 0.985 0.926

Research procedure Human 111 Item 6 0.986 0.704
Values
Data collection was conducted through a questionnaire (HV) 111 Item 7 0.985 0.865
distributed to students. Google Form was used to
111 Item 8 0.986 0.682

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