MergedFile

PICTL 088

ANIMATED KARAOKE ASSISTED VOCABULARY LEARNING

Muhammad Alif Redzuan Abdullah1, Sanimah Hussin2

1Faculty of Modern Languages and Communication, Universiti Putra Malaysia
2Centre for the Advancement of Language Compentence, Universiti Putra Malaysia

[email protected]

Abstract

Theoretically, learning Japanese language vocabulary with animated karaoke is based on the
Dual-coding Theory (DCT). DCT was initially proposed by Paivio (1986) who stated that
language knowledge is a process in both the verbal and visual channels to make learning
more fun and enjoyable. Studies have also shown that nonverbal code offers substantially
more support than the verbal code with regard to memory (Paivio, 1971; Paivio & Lambert,
1981; Paivio, 1991). Höffler et al (2010) noted that if visual hints such as animation can be
added to songs, the process of learning a foreign language would be easier and faster
because learners are able to understand the context of the vocabulary by hearing and
visualising the meaning. Therefore, if learners could process information from both the visual
and auditory sense modalities, learning would be more efficient and effective. Animated
karaoke provides multiple modalities to meet the needs of aural, visual, tactile and kinaesthetic
learners that can contribute to the motivation level of students in a positive way. In a
multimedia instructional environment, learners are exposed to materials in a verbal (such as
onscreen texts or narrations) as well as visual form (Mayer, 1987). The animated karaoke
transfers information to the learners through three channels which are audio, video and text.
As the use of karaoke and animation in previous studies showed a positive effect in improving
students’ vocabulary acquisition, this may suggest the possibility of using animated karaoke
as an effective learning material in the classroom teaching and learning of Japanese language.
Keywords: animated karaoke, vocabulary acquisition, foreign language, Japanese language,
language learning.

Putra InnoCreative Competition l PICTL2018

PICTL 089

GAMIFICATION IN JAPANESE VOCABULARY LEARNING

Sanimah Hussin1, Muhammad Alif Redzuan Abdullah2

1Centre for the Advancement of Language Compentence, Universiti Putra Malaysia
2Faculty of Modern Languages and Communication, Universiti Putra Malaysia

[email protected]

Abstract

The usage of gamification has widely been acknowledged in foreign language learning to
engage and motivate students when used properly in classrooms. Additionally, games can
increase students’ level of attentiveness and determination in learning. When students
engaged in playing games, they usually experience failures to reach certain stage,
nevertheless through these repetitive failures, learning process takes place. This is a
significant platform for learning basic Japanese language vocabulary. Nation (1990) stated
that learning new vocabulary in a foreign language requires 5 to 16 exposures. This is relevant
in playing games where it provides such exposures involving repeated failures.
In the case of learning Japanese language, the most common problem faced by students in
Universiti Putra Malaysia (UPM) is difficult for them to remember and retain Japanese
language vocabulary that they have learned. Although repetition is necessary to help retain
new vocabulary, but if the students just rely on drilling which is popular among Malaysian
students acquiring Japanese vocabulary, it will be boring and decreases students’ interest in
classroom. Therefore educational games online can facilitate learning experience, and the use
of games in the classroom is very beneficial for students. The students learning Japanese in
UPM were introduced to interactive language games online such as “Jewels of Wisdom” and
“Stellar Speller” to learn and reviewed vocabulary as they progress from one lesson to another.
As they were digital natives, getting engaged and immersive in interactive language games
online increased their motivation in learning Japanese language. The result from student
feedback and comments after using the interactive language games online showed that the
students learn and retrieved the vocabulary through the course in fun and relaxed way.
Simultaneously, the students begin to take control of their learning through the process of trial
and error. Eventually the students become competent, independent and active learners in the
classroom.

Keywords: Gamification, vocabulary learning, online game, Japanese language, language
game.

Putra InnoCreative Competition l PICTL2018

PICTL 090

SAFE FREEDOM: TO FLIP? OR NOT TO FLIP?

Yap Wai Sum1, Andrew Morgan Tennant1 and Lai Kok Song2

1Faculty of Applied Sciences, UCSI University South Wing (KL Campus)
2Department of Cell and Molecular Biology, Faculty of Biotechnology and Biomolecular

Sciences, Universiti Putra Malaysia

[email protected]

Abstract

Recent advances in technology, and calls for educational reform in higher education, highlight
the on-going concerns about the effectiveness of students’ learning in a traditional classroom
setting. There is a growing body of literature which repetitively points out the needs to re-think
and re-structure the traditional in-class, lecture based model. There are a wide range of
proposed solutions that attempt to address such apparent deficiencies, where one such
proposal is the flipped classroom. In this exploratory study, a semi-flipped classroom approach
was conducted for a class of Biotechnology undergraduate students who were taking the
course of “Industrial and Environmental Biotechnology”. In this semi-flipped classroom setting,
half of the course syllabus was delivered using the flipped approach, while the other half was
conducted as a traditional in-class situation. During the flipped classroom session, students
were given the uploaded materials to learn on their own and class time is dedicated to
engaging students with student-centered learning activities such as analysis of case studies
and of videos of real life situations. In conducting this semi-flipped classroom approach, a pre-
survey and a post survey were carried out to determine the students’ attitudes and acceptance
of the flipped classroom model. This paper presents the preliminary findings of the semi-
flipped classroom approach which suggests that students are open towards a new teaching
methodology which engages them and stimulates their interest to learn. In addition, analysis
of tests comparing results based on flip and non-flip topics indicated that the flip approach
yielded an average of one grade better results. However, there was also an indication from
the survey that the students still require the “safety” of a face to face approach. This leads us
towards the conclusion that it is not what model we used to teach that is critical, it is how the
students learn and engage.

Keywords: flipped classroom, traditional lecture based model, student-centered learning.

Putra InnoCreative Competition l PICTL2018

PICTL 091

RAS IN ACTION

Fadhil Syukri1*, Nadiatul Hafiza2, Siti Nur Ain Azahar1

1Department of Aquaculture, Faculty of Agriculture, Universiti Putra Malaysia,
2Centre of Foundation Studies and Agriculture Science, Universiti Putra Malaysia

[email protected]

Abstract

Recirculating aquaculture system also known as RAS is a land-based high-density fish farm
system. This system comes in various shapes and sizes and widely use in aquaculture
industry. The RAS itself is a powerful tool to explain science either by theoretically and
practically. Understanding how a RAS works, involves in a grasp of applied skills in biology
(fish culture), physics (pump functions) and chemistry (water quality monitoring). The RAS
designs are limitless as imagination. We used project-based learning (PBL) in Aquaculture
System course (AKU4201) to guide students in designing several RAS. Two weeks were given
to propose, plan, design and present the RAS idea with the guidance of a mentor and
postgraduate students. The guidance is important to avoid major flaws before constructing the
actual systems. Then, the student were given another two weeks to attained the necessary
materials and build up the RAS. To ensure the functioning of the newly build RAS, live fish
and plant were used. Onsite presentations were done by the students in explaining the RAS
function. The students were evaluated on the practicality, cost efficiency and the well being of
the living aquatic organism. The PBL has been running for two semester and students were
manage to produce eight RAS systems. Each of the system was unique and fish were able to
strive in all the system. Some of the RAS produced have high commercial value due to its
originality and cost efficiency. This teaching method will bring out the creativity of our student
and at the same time applying science in life.
Keywords: Recirculating Aquaculture System, RAS, Aquaculture, Fish Culture, Filter System,
Newtype Gundam System.

Putra InnoCreative Competition l PICTL2018

PICTL 092

APPLICATION OF SCIENCE-ART CONVERGENCE IN THE
LEARNING DESIGN FOR LIFE SCIENCE STUDENTS

Mariatulqabtiah Abdul Razak1, Faridah Qamaruzzaman2

1Faculty of Biotechnology and Biomolecular Sciences, Universiti Putra Malaysia
2Faculty of Science, Universiti Putra Malaysia

[email protected]

Abstract

In a common university setting, life science students have always been restricted to research
laboratories which are equipped with cutting edge instruments and current technologies for
the acquisition of science knowledge and skills. These students are rarely exposed to the
dynamic world of art, where science facts can be interpreted and presented in many
imaginative ways. Therefore, the aim of this learning design is to produce multitalented and
flexible life science students by applying science-art knowledge. In order to achieve the aim,
specific objectives were envisaged to the students; i) to analyse artistic exhibits from a
science-art gallery exhibition, and ii) to deduce a gene cloning strategy which is useful to
humankind, based on the exhibits as inspiration. The study was done to the students of
Bachelor (Science) Cell and Molecular Biology from Faculty of Biotechnology and
Biomolecular Sciences, Universiti Putra Malaysia (UPM), for three batches of 2014-2016, as
part of an assignment for Applied Molecular Genetics course. These students have already
acquired fundamental knowledge on gene cloning from Molecular Biology and Genetic
Engineering courses. At Week 2 of the particular semester, students were grouped and
brought to Nature’s Yield and Wonders of Art (NYAWA) gallery exhibition which was held at
Galeri Serdang, Faculty of Design and Architecture, UPM. For the subsequent ten weeks, a
gene cloning strategy, inspired by one of the artistic exhibits, was outlined by each group, with
guidance and intervention by the course’s lecturers. The strategy was presented and
evaluated in class on Week 13. Finally, a survey form was filled up by the students to assess
their impression and the impact of this study. Our findings showed that students were able to
deduce a gene cloning strategy which was useful to humankind, inspired from the art materials
of the gallery. Initially, the students were unconfident and anxious with the assignment. Once
guided, the students were able to execute the task very well, which were indicated by the final
presentation and evaluation sessions. As a conclusion, this learning design through science-
art convergence can be embedded as part of science teaching for life science students.

Keywords:life science, art, cloning, exhibition.

Putra InnoCreative Competition l PICTL2018

PICTL 093

SHOWCASING ABSTRACTCHECKER.COM AS A TOOL FOR
SUCCESSFUL ABSTRACT WRITING

Ain Nadzimah Abdullah1, Helen Tan1, Syamsiah Mashohor2, Lee Geok Imm1,
Sharon Sharmini1

1Faculty of Modern Languages and Communication, Universiti Putra Malaysia
2Faculty of Engineering, Universiti Putra Malaysia

[email protected]

Abstract

Writing an abstract for a thesis or research article is not easy for most novice writers. Though
it is a short writing task, knowing the abstract writing convention is crucial for the achievement
of a successful writing outcome. In most cases, the learning of the writing convention is
attained through writing manuals. AbstractChecker.com is an online software that can help
check the quality of abstracts. In this software, the uploaded abstract will be processed by
sentences. The keyword matching technique is implemented in this software based on the
keyword list that has been extracted from the corpus of abstract of final year project thesis
from Department of Computer and Communication Systems Engineering, UPM and selected
abstracts from postgraduate thesis archived by the UPM library. From the matching technique,
the quality of an abstract is measured using the Abstract Quality Index (AQI). The AQI enables
the quality of abstracts to be evaluated based on Santos’ five move model and keywords
related to each move. Santos’ move for abstract writing is categorized as background,
objectives, methodology, results and conclusion. Once an abstract is uploaded to the software,
a summary of the AQI score is shown. The AQI score and the quality index of each of the five
moves in the abstract are indicated based on different colour codes: Green - Adequate
(100%), Dark Orange – Satisfactory (70%) and Dark Pink - Inadequate (30%). Three levels of
adequacy according to the previous colour codes for each move will also be shown to guide
users on the move that can be improve. It is hoped that with the existence of such free
software, novice writers can learn how to write their abstracts with ease. Furthermore, writing
instructors can use the software as a teaching tool to illuminate the five rhetorical moves in
abstract writing. Additionally, editors of publishing houses could use it as an initial filter to
screen abstracts which successfully comply with the writing convention of abstract writing.

Keywords: Abstractchecker.com, Tool, Abstract Writing, Abstract Quality Index, Santos’
Moves.

Putra InnoCreative Competition l PICTL2018

PICTL 094

INVENTION AND PRODUCT DEVELOPMENT THROUGH
PROJECT BASED LEARNING (PBL) IN COASTAL TOURISM

INDUSTRY

Mohd Hazwan Mohd Puad

Faculty of Educational Studies, Universiti Putra Malaysia

[email protected]

Abstract

Tourism and hospitality management industries are highly potential and integral to economy
of the country today. Malaysia is a prosperous country and rich with resources, such as natural
coast in rural areas. However, there are many challenges faced by the industries to promote
coastal tourism in the eyes of the world. One of the issues is the lack of attractions and places
to visit in coastal areas. There is a need, therefore, to initiate invention and product
development through Project Based Learning in coastal tourism industry in order to assist
industries face the challenges. Undergraduate students from Faculty of Educational Studies
who major in Agriculture Science Education are required to engage with coastal community
and industry in Pengkalan Balak, Malacca. The students need to conduct Project Based
Learning (PBL) that focused on solving issues, designing product, and developing product
model in coastal tourism industry. PBL prepares them for academic, employability skills,
career success, and readiness to rise to the challenges of their lives and real world problems.
In this project, they need to study issues, problems or challenges related to invention and
product design scope in Pengkalan Balak, coastal areas. Through PBL, the students discuss
the diversity of concepts and ideas in producing a product, the process of generating ideas in
designing product and the process of developing product model. Students need to
demonstrate their knowledge and skills by developing product model and presentation for a
real audience. In the end of the project, clients from the industry are able to evaluate options
and ideas in solving their problems, issues or challenges in tourism and hospitality
management industries. In addition, students develop their deep content knowledge as well
as employability skills required by employers, such as critical-thinking, decision-making,
creativity, and communication skills in the context of doing an authentic, meaningful project.
From the study, it is supported that PBL unleashes a contagious, creative energy among
students.

Keywords: Project Based Learning (PBL), employability skills, invention, product
development.

Putra InnoCreative Competition l PICTL2018

PICTL 095

EXEMPLIFYING THE PRINCIPLES OF ADULT LEARNING THEORIES
TO POSTGRADUATE STUDENTS THROUGH SELF-DIRECTED
LEARNING PROJECT

Nur Aira Abdrahim, Khairuddin Idris

Universiti Putra Malaysia, Malaysia

[email protected]

Abstract

DCE5011 is a postgraduate course that focuses on teaching key understandings of principles,
theories, methods, and goals in adult education. The heart of this course emphasizes on the
importance of capitalizing students’ internal drive and empowerment to support their own
learning, as guided and influenced by two key theories in adult learning – andragogy and self-
directed learning. There are several key learning principles outlined by these theories,
including adults’ ability to direct and sustain their own learning, their practical orientation to
learning, their ability to utilize life experiences as valuable resources for learning, as well as
adults’ readiness and motivation to learn based on their social roles and existing needs. The
goal of this project is simple – to exemplify and translate the applicability of these principles
into the students’ real life experiences by conducting their own learning project. The project
was constructed as one of the course assignments called the Learning Project. Students were
empowered to choose their own learning project to pursue, in which the progress and
outcomes of the chosen learning project must be completed and showcased by Week 12. The
assignment also required the students to complete a Learning Contract, which specified the
students’ commitment on what they want to do and learn for their project at the beginning of
the semester. The Learning Contract must be agreed upon both by the students and the
instructor, which outlined the requirements for students to document and showcase two key
things in their project: 1) the progress or steps during their learning process; 2) and the
outcomes/results of their learning. During the showcase, students were also evaluated on the
principles of adult learning theories taught in class and how they connected those principles
to their own learning project. Following after Week 12, a debriefing session in class was
conducted to recap the students’ overall learning experiences, where connection to the
principles and theories of adult learning were illustrated and discussed in relation to the
Learning Project. As noted by the class feedback, the project clearly helped the students
learned and embraced the principles of adult learning theories not only for their academic
understanding, but for applicability of these principles into in their daily lives and/or future work
as HRD practitioners

Keywords: andragogy, self-directed learning, learning project, learning contract.

Putra InnoCreative Competition l PICTL2018

PICTL 096

LAMARITIME: LEARNING ABOUT MARINE INVERTEBRATES
THROUGH IMAGE EXAMPLE

Mas Rina Mustaffa, Lili Nurliyana Abdullah, Nurul Amelina Nasharuddi

Faculty of Computer Science and Information Technology, Universiti Putra Malaysia
[email protected]

Abstract

There are many marine life around the world where it is essential to have proper
documentation for future records. Many information retrieval systems for marine science
today, be it for education or comercialisation purposes, require text input from user and can
only be accessed online. Therefore, people who do not know the name of the marine species
or do not have Internet access cannot search using the existing systems Responding to this
important need, this work aims to develop LaMarItImE, a Content-based Image Retrieval
(CBIR) system based on colour and shape features for marine invertebrates which allow users
to give an image of unknown marine invertebrate that they want to search and learn, into the
system and the system will return other similar images of the species as well as related
scientific information on the species. Users can use the system to look for marine
invertebrates’ species instead of using traditional methods of searching such as using books
and encyclopedias. All the system interface’s buttons, icons and text were designed in a way
where any user can easily understand and further learn to operate the system themselves.
Based on the retrieval effectiveness experiment and questionnaire based survey, the
proposed LaMarItImE is shown to be effective, help users search similar images of marine
invertebrates, provide concise information on marine invertebrate’s species for learning
purposes, and is reliable and user-friendly.
Keywords: Content-based Image Retrieval (CBIR), marine invertebrates, colour feature,
shape feature.

Putra InnoCreative Competition l PICTL2018

PICTL 097

EDIBLE GARDEN PROJECT - IMPROVING SOCIAL SKILLS AMONG
FOUNDATION STUDENTS VIA AGRICULTURAL COMMUNITY
SERVICE

Muhammad Alif Muhammad Latif, Nur Hana Faujan, Intan Diana Mat Azmi,
Adila Mohammad Jaafar, Min Min Aug@Aishah Abdullah, Norazlinaliza Salim,

Siti Efliza Ashari, Siti Nurul Ain Md Jamil, Shah Christirani Azhar, Ermelia
Rohayu Binti Ramlan, Muhammad Termidzi Bin Abd Jamal.

Centre of Foundation Studies for Agricultural Science, Universiti Putra Malaysia
[email protected]

Abstract

Community service is a remarkable method to develop communication capabilities and social
skills for foundation students. Community service is a way for students to help others by
volunteering their time and effort to benefit unrelated person without compensation.
Foundation students from the Centre of Foundation Studies for Agricultural Science (PASP)
were introduced to the residents of Rumah Pengasih Warga Prihatin (RPWP) in Bandar Baru
Bangi (a shelter for unfortunate kids and teenagers) for an ice-breaking session prior to
working together to clean up the garden at the RPWP. There were demonstrations by students
and teachers from PASP on how to plant trees systematically and methods in preparing soils
with a correct composition. Planting project was carried out in the RPWP garden, which
consists of 20 different types of trees and herbs species. The co-operations between PASP
students and RPWP residents during the projects developed good interactions among
themselves and increased their knowledge in a simple but practical agriculture project. This
project instilled volunteerism spirits among the PASP students and enhanced their
understanding of agriculture theories and social skills through service-learning.
Keywords: social service, communication skills, hands-on project, green community project.

Putra InnoCreative Competition l PICTL2018

PICTL 098

ASPERSKETCH: SKETCH FROM SCRATCH

Muhammad Alif Muhammad Latif, Nur Hana Faujan, Intan Diana Mat Azmi,
Adila Mohammad Jaafar, Min Min Aug@Aishah Abdullah, Norazlinaliza Salim,
Siti Efliza Ashari, Siti Nurul Ain Md Jamil, Shah Christirani Azhar, Hidayu, Nur

Syafiqah Idris

Centre of Foundation Studies for Agricultural Science, Universiti Putra Malaysia,
[email protected]

Abstract

Modern educational concerns would emerge on enabling educators to develop and implement
practices that lead to more effective learning through computers. Such integrated learning
however, is difficult to be fulfilled due to the cost of hardware and software, a lack of technical
expert and limited freely-available source that suitable with the curriculum. Currently, we have
utilized an Integrated Computational Tools for Chemistry (ICTC) as a module-based learning
for drawing and manipulating molecular structures in Organic Chemistry course to a total of
980 students at Centre of Foundation studies for Agriculture Science, Universiti Putra Malaysia
in 2017/2018. The module is created in user-friendly and helpful instruction to be used by the
educators and students. The main objectives were to encourage students’ interest in
Chemistry subject via an interactive learning and at the same time introduce them with a basic
computational tools that could guide them for a better understanding on the molecular
structures, nomenclature as well as simple molecular interactions. This method is believed to
move the direction from a tedious traditional learning to an interesting modern approach on
chemical education.
Keywords: Computational Tool, Chemical Structure, Module-based Learning.

Putra InnoCreative Competition l PICTL2018

PICTL 099

CHEMISTRY VIRTUAL 3DAR: FROM ORDINARY TO FUN LEARNING

Muhammad Alif Mohammad Latif, Intan Diana Mat Azmi, Shah Christirani
Azhar, Adila Mohamad Jaafar, Siti Nurul Ain Md. Jamil, Norazlinaliza Salim,
Nur Hana Faujan, Mohd Zaizi Desa, Nur Syafiqah Idris, Hidayu Aris, Siti Efliza

Ashari

Centre of Foundation Studies for Agricultural Sciences,
Universiti Putra Malaysia
[email protected]

Abstract

Augmented reality has been known as an effective tool in teaching and learning activities in
terms of providing information and making classes more attractive. As chemistry involves a lot
of chemical structures, chemical bondings, mechanism and hands-on experiments, it has
always been labeled as complex and tedious subject. However, introducing 3D Augmented
Reality (3DAR) technology in chemistry subject could encompass enjoyable learning activities
in the classroom. Mini 3DAR Event was specifically designed for chemistry students in Centre
of Foundation Studies for Agricultural Sciences in UPM. The given task involves a situated
activity which requires students to find a related research paper on the selected topics such
as amino acid, carbohydrate, and polymer. Students are then required to discuss and visualize
the information using augmented reality apps such as Aurasma. This programme has
indirectly stimulated student’s ingenuity through their problem-solving experiences, team
work, communication skills and their capabilities in expanding ideas.The involvement of
industrial organizations such as from Institute of Medical Research (IMR), and Serotech Sdn.
Bhd. as nominated judges during this event is in line with UPM’s aim towards industrial
revolution 4.0. The findings show that the majority of the students agreed that augmented
reality was a good and effective way for them to be creative and innovative and therefore
motivates them to love chemistry better.

Keywords: Polymer, Chemistry, 3D Augmented Reality, E-learning, Foundation Students.

Putra InnoCreative Competition l PICTL2018

PICTL 100

COLLABORATIVE LEARNING USING COLLOTAB

Noris Mohd Norowi, Teo Rhun Ming, Ong Beng Liang, Azrul Hazri Jantan,
Rahmita Wirza OK Rahmat, Masnida Husin

Faculty of Computer Science and Information Technology, Universiti Putra Malaysia

[email protected]

Abstract

Learning is the process of acquiring knowledge or skills through study, experience or thought.
Learning is further amplified by incorporating collaborative group learning activities among
learners, such as through gamifications, discussions, debates, role playing games, problem
solving riddles, etc. Collaborative learning encourages learners to articulate thoughts,
participate and expand teamwork skills. Typically, the learners are asked to interact together
in a physical setting. Papers or boards are the most general media used to facilitate the
process of culminating ideas together. With the advancement of digital technology, the
tabletop is a more advanced and preferred alternative to papers and boards due to its added
features of being digital, and interactive touch screen. However, the disadvantage of a tabletop
is that it is bulky and costly. ColloTab is a more robust alternative to the tabletop system,
where multiple mobile phones can be joined together in a grid to become a shared and larger
touch surface display that functions similarly to a tabletop system without the portability and
cost issues. It uses the displays of several mobile devices to bind together in creating one big
display. The extended screen size creates an extensive environment that allows multiple users
to interact with the system. It is especially useful when people intend to share or present
information in a visual and interactive manner. ColloTab allows learners to discuss, draw,
present, watch movies and even play interactive games collaboratively. A pilot test between
thirty-two full-time undergraduate students of Universiti Putra Malaysia (UPM) who enrolled in
the different courses at the universiti were voluntarily recruited for the study (four students in
a group was conducted using ColloTab to evaluate its feasibility in facilitating brainstorming
and drawing sessions. Preliminary observation has shown ColloTab to enrich the subjects’
learning experience, particularly when collaborative activities take place.

Keywords: Collaborative Learning, Multi-Mobile, ColloTab,Group Learning Activities.

Putra InnoCreative Competition l PICTL2018

PICTL 101

AMALAN PENGGUNAAN YOUTUBE DALAM PENGAJARAN DAN
PEMBELAJARAN KURSUS SKP2204 HUBUNGAN ETNIK

Amini Amir Abdullah, Ahmad Nasir Mohd Yusoff, Mohd Daud Awang

Universiti Putra Malaysia

[email protected]

Abstrak

Pembangunan instrumen pengajaran dan pembelajaran kursus pada masa kini lebih efektif
dengan adanya platform YouTube yang lebih mudah dan boleh diakses oleh pelajar. Melalui
kajian lepas, terdapat pelbagai kelebihan penggunaan Youtube di dalam pembelajaran dan
potensi YouTube sebagai alat bantu mengajar dalam pengajaran dan perancangan. Peranan
pusat pengajian tinggi di dalam menyediakan ilmu dan kecekapan diharapkan dapat
memenuhi beberapa ciri yang patut ada pada para graduan seperti pemilikan kemahiran yang
mudah dilentur dan mudah diubahsuai serta mampu meningkatkan pengetahuan dan
menambah baik kemahiran melalui pembelajaran sepanjang hayat untuk menjamin
kerelevanan ilmu dan kemahiran serta kebolehpasaran seiring dengan kehendak Pelan
Strategik Pengajian Tinggi Negara. Selain faktor-faktor kepemimpinan, kualiti pensyarah,
kemudahan, dan kualiti pelajar, pihak kerajaan juga memberikan tumpuan kepada
kerelevenan kurikulum dengan situasi semasa untuk bersaing di persada antarabangsa dan
menghadapi kemaraan globalisasi. Harapan yang diletakkan oleh kerajaan dalam PSPTN
iaitu sasaran 100,000 pemegang Ph.D dalam tempoh sembilan tahun akan datang. Kajian
pengesanan graduan Institusi Pengajian Tinggi (IPT) pada tahun 2009 telah mengesan
graduan IPT yang bergraduat pada tahun tersebut untuk membantu IPT merancang struktur
kurikulum dan pembelajaran yang lebih baik daripada sedia ada. Berdasarkan kepada
perkembangan globalisasi dan teknologi, adalah lebih baik pihak kerajaan dapat menerapkan
pendidikan melalui video Youtube dan sebagai permulaannya adalah pengajian hubungan
etnik di dalam menerapkan elemen patriotisma dalam kalangan pelajar. Kaedah penggunaan
YouTube dalam pengajaran dan pembelajaran SSKP2204 Hubungan Etnik telah lama
diamalkan di Universiti Putra Malaysia. Pelajar diberikan tugasan dan markah berkaitan
perkara ini untuk meingkatkan motivasi. Pelajar diarahkan memilih satu daripada dokumentari
berbahasa Inggeris dalam YouTube yang berkaitan hubungan etnik dan mengulasnya dalam
bahasa Melayu. Pelajar juga diberikan garis panduan untuk melakukan tugasan tersebut.
Pelajar mendapat nilai tambah hasil daripada pembelajaran melalui kaedah ini. Kaedah ini
juga dapat meningkatkan pemahaman para pelajar mengenai hubungan etnik dan mencapai
objektif pembelajaran serta merangsang pemikiran para pelajar

Keywords: Amalan, Penggunaan Youtube, Pengajaran Dan Pembelajaran, Kursus Skp2204,
Hubungan Etnik.

Putra InnoCreative Competition l PICTL2018

PICTL 102

LEARNER-CENTERED APPROACH FOR ENHANCED LEARNING
EXPERIENCE IN SCIENCE PRACTICAL CLASSES

Nadiya Akmal Baharum, Normi Mohd Yahaya and Ho Chai Ling

Faculty of Biotechnology and Biomolecular Sciences, Universiti Putra Malaysia

[email protected]

Abstract

Laboratory session is a fundamental aspect in science degree programs. Ideally, practical
classes act as a platform for learners to translate theories into practice and stimulate higher
order thinking skills. In reality, students often perceive laboratory sessions as arduous, boring
and stressful. This could be due to instructor-centered approach which has rigid instructional
method and does not offer variation in practical delivery. Rather than focusing on the learners’
ability to analyze data dan troubleshoot problems, students are often instructed to follow
routine experimental procedures and re-produce ‘already known’ results. As a consequence,
students may feel disconnected and disengage themselves from the session. Higher
education in the era of industrial revolution (IR) 4.0 appeals for changes in the teaching style
and content delivery which is also supported by the aspiration of Education 3.0. Education 3.0
which emphasizes on the students being the center of attraction and content producers has
successfully improved the students’ participation in class activities. Although the approach has
been commonly applied in traditional lecture setting, learner-centered strategy can also be
incorporated in laboratory sessions to create a fun learning environment. Hence, the aim of
this study is to enhance the students’ learning experience by integrating learner-centered
approach in science laboratory sessions. Using BSM3203 course (Research Techniques in
Molecular Biology) as a study model, practical classes of this course were designed to include
not only conventional wet-lab but also ‘students as teacher’ slot, role-play and demonstration.
Students were also exposed to E-learning tools such as ‘Padlet’ and ‘Kahoot’ to inculcate their
active participation in the lab. All these activities were implemented in the form of in-class
activities and assessments. Positive reviews given by the students showed that this strategy
manages to pique the students’ interest and learning experience in science labs. This
appproach is currently being improved to be implemented for the next students’ cohort as well
as to suit other science courses.

Keywords: learner-centered approach, science laboratory, practical class, e-learning tools.

Putra InnoCreative Competition l PICTL2018

PICTL 103

EXPERIENCE OF E-CLINICAL LEARNING AMONG UPM CLINICAL
MEDICAL STUDENT

Wan Zul Haikal Hafiz Wan Zukiman, Nor Fadhlina Zakaria, Anim Md. Shah

Faculty of Medicine and Health Sciences, Universiti Putra Malaysia
[email protected]

Abstract

Introduction:
Establishment of electronic and information technology (IT) is emerging in non-clinical learning
in Malaysia Higher education as an improvement to traditional method practiced among
decades. Improvement the electronic device and application in the smart device has been
increasing exponentially and easily to be excessed. However, the usage of those technology
among clinical educators as well as medical student during clinical year is limited.
Aim:
Exploring the experiences using application in clinical teaching
Methods:
The usage of telegram, figure 1 and flip grid application between educators and student in
clinical learning
Results:
The students reported, the usage of IT application is user friendly, improve communication
between them and lecturer and the sharing tools is helpful in preparing them before attend the
class, bed side teaching and clinical skill lab teaching sessions. Although they viewed it
positively, they did not want to relinquish conventional teaching methods, preferring both in
combination.
Conclusion:
E-clinical teaching and learning can support clinical skills education and provides a better
insight among medical students during clinical learning

Keywords: experential, beyond lecture room, work environment.

Putra InnoCreative Competition l PICTL2018

PICTL 104

THE DEVELOPMENT AND IMPACT OF ‘POKE GO’ BOARD GAME IN
PROMOTING SCHOOLCHILDREN’S READING COMPREHENSION:
A MULTI-METHOD IMMERSIVE LEARNING INITIATIVE BY PUTRA

FUTURE CLASSROOM@EDUC

Aini Marina Ma’rof, Liow Choy Yoke

Universiti Putra Malaysia
[email protected]

Abstract

Teaching and learning can be executed in myriad ways. Experential learning is crucial in
translating lecture room and laboratory learning into real-life learning. All students are unique.
Each might require different stimulating educational environments to grow physically and
mentally for the realisation of his/her full potential. The two essential elements that are
conducive to teaching and learning are students having access to hands-on activities, and
have opportunities for curiosity to direct their learning. Such opportunities can come from real
time observation or actual practicing of skills in a work environment. Hence, this presentation
aimed to highlight the benefits of incorporating beyond “lecture room and laboratory” activities
to enhance students’ interest in study as a preparatory cue for better realisation of their future
career. Throughout the semester, students attended lectures and laboratory sessions to fulfill
the course requirements. In addition, the students were given the opportunity to visit
commercial laboratories or farms and participated in their activities. The students were
assessed based on tests, final examination, and in-class activities like quizzes, short
assignment, and laboratory reports plus hands-on experiments. At the end of the semester,
through such action-oriented learning activities, it is anticipated that students are more alert
and connected to the environmental, social and economic issues that surround their daily lives.
Their reflection analyses would serve as a testimonials and motivation to other students.
Keywords: multi-method approach, project-based learning, service-learning, game-based
learning, board game, reading comprehension, L2 learners.

Putra InnoCreative Competition l PICTL2018

PICTL 105

HOLOVOICE : VOICE INTERACTION HOLOGRAM APPLICATION

Puteri Suhaiza Sulaiman, Azreen Azman, Hizmawati Madzin,
Siti Khadijah Adam

Universiti Putra Malaysia

[email protected]

Abstract

Using holographic viewing in education seems logical as the next step in advancing the
education scene in Malaysia. Even though hologram is not a new technology, the potential of
hologram visualization has yet to be tapped, particularly in teaching and learning cognitively
challenging courses. Without hologram, the process of assimilating and understanding
complex structure such as human anatomy, multipart engine structure, compound particle,
etc. can be a daunting task for some students. By using the holographic approach, students
are able to view complex structure with intensification in the depth and shape perception, thus,
leading to better understanding. Our prior solution for hologram viewer is using two key
components which are a hologram pyramid display (HPD) and mobile devices to act as a
projector. However, hologram viewer arise a new challenge on how to interact with the
hologram contents. Since HPD is attached above a mobile phone, using finger swiping
interaction is limited. Therefore, we introduce HoloVoice, a voice interaction application that
interact with hologram contents. Simple words are chosen as basic commands for the
interactions such as ‘PLAY’, ‘NEXT’, ‘ZOOM’, ‘ROTATE’ and colours such as ‘RED’, ‘BLUE’,
‘YELLOW’ and so on.

A survey has been carried out with the purpose of seeing the preference of respondents to 3D
structure visualization in diagram (printed material), animation (2D digital content), rendered
model (3D object), HPD approach and voice interaction. The survey conducted for computer
graphic students in the Faculty of Computer Science and Information Technology, Universiti
Putra Malaysia with the number of respondents being 65 students. Overall, 87% of
respondents believed that the 3D hologram pyramid display give better representation of the
complex structure compared to others. 80% of respondents really enjoy the used of voice
interaction in hologram viewer. However, some of the respondents find it difficult to pronounce
some words correctly, thus resulting to frustration.

None the less, the availability of HoloVoice really excites both educators and students. Surely,
HoloVoice will add another exhilarating dimension in education scene. Through the HoloVoice,
fresh teaching material will be accumulated, with endless interaction possibility. Let us all
courageously to think outside of the box or in our case, one might say, to think outside of the
‘pyramid’.

Keywords: Voice interaction, holographic viewing, hologram pyramid display, non-
photorealistic rendering.

Putra InnoCreative Competition l PICTL2018

PICTL 106

TECHNOLOGY-ENHANCED COLLABORATIVE-BASED TERM-LONG
RESEARCH PROJECT AS AN ALTERNATIVE ASSESSMENT IN
GRADUATE LEVEL COGNITIVE PSYCHOLOGY: AN E-BOOK OF
EMPIRICAL FINDINGS ON WORRY AND WORKING MEMORY

Aini Marina Ma’rof

Universiti Putra Malaysia

[email protected]

Abstract

Graduate level instruction can oftentimes be challenging to deliver where many students
perceive the “dry”, abstract, and more advanced courses such as Cognitive Psychology to be
unengaging, difficult, and boring. Another challenge in teaching graduate level Psychology is
to ensure that students are able to not only understand and master fundamental research in
the subject, but to also be able to master various research designs and extend the key
concepts learned into applied research. Instructors of higher education have explored a variety
of strategies to improve the situation in their respective academic fields, including using
technology to create learning environments to enhance student engagement, interaction, and
achievement. However, little has been documented in the literature on effective ways of
graduate Psychology instruction let alone on use of specific technological tools other than
those for statistical analyses. This project sought to design, implement and evaluate a more
meaningful and engaging way to deliver the research component of the Cognitive Psychology
course in which a better option was deemed to be one that involves the use of technology that
creates a collaborative and active learning environment, supports active knowledge
construction, provides opportunities for students to reflect upon observed phenomena, and
contributes to the development of metacognitive capabilities. Action research was undertaken
on enrolled students of the course to explore their perceptions and the potential impact of this
customized instructional design had on their learning and beyond. With the aid of LMS to track
progress, students were tasked to embark on a collaborative-based term-long research with
the ultimate goal of creating an empirical-based e-book out of the various research findings.
The project was broken down into workable milestones in which among others, students in
groups were tasked to use collaborative mindmaps to brainstorm, and explore various other
technological learning tools to curate, manage, analyze, and documentize their research
projects. A poster walk was also conducted with lecturers from different academic disciplines
evaluating and authenticating their research findings before being compiled and published into
the e-book. Qualitative analysis of students’ milestone submissions provide indications of a
more immersed learning experience with students reporting to have significantly learned to
connect the cognitive science jargons into real life context which would have otherwise been
very abstract and theoretical to them. Taken together, this calls for the graduate program to
look into its learning evaluation requirements and consider more meaningful, alternative ways
of graduate level assessment.

Keywords: Heutagogical tools, collaborative-based research, technology-enhanced graduate
instruction, Cognitive Psychology.

Putra InnoCreative Competition l PICTL2018

PICTL 107

PHARMACOAPP: AN INTERACTIVE AND ENGAGING LEARNING
TOOL TO LEARN PHARMACOLOGY FOR UPM MEDICAL
STUDENTS

Siti Khadijah Adam1, Muhammad Zulfadli Mehat1, Noris Mohd Norowi2

1Pharmacology Unit, Department of Human Anatomy, Faculty of Medicine and Health
Sciences, Universiti Putra Malaysia

2Multimedia Department, Faculty of Computer Science and Information Technology,
Universiti Putra Malaysia
[email protected]

Abstract

Pharmacology is one of the important pre-clinical subjects in Medical programme that
emphasises on the concept of drug therapy. Students have difficulties in familiarising the name
of drugs and their particular therapeutic effects. Therefore, it is important for the educators
and students to have an effective teaching and learning method for long-term retention of
knowledge. PharmacoApp is developed to make the learning process more interactive and
engaging. It is an integration of mobile learning and gamification in which it contains various
Pharmacology questions based on topics to help students during revision. It provides scoring
system and also feedback where all answers will be accompanied by brief explanation and
justification. Students have unique identification to enable them to observe their performance
in each level. Lecturers are also able to monitor the overall and each student’s participation
and performance as well as to identify less-performing students. Feedbacks from the students
were gathered regarding their perception and acceptance of PharmacoApp. Majority of the
students find that it increases their interest in learning Pharmacology. Since Pharmacology is
a tough subject, PharmacoApp helps them to understand the subject better. Based on their
feedback, PharmacoApp is a fun and interactive self-directed learning tool to learn
Pharmacology, particularly for Universiti Putra Malaysia medical students, and potentially to
be used by all medical students.

Keywords: Pharmacology, mobile learning, gamification.

Putra InnoCreative Competition l PICTL2018

PICTL 108

LEADERSHIP DEVELOPMENT: REAL LESSON FROM CLASSROOM

Siti Noormi Alias

Faculty of Educational Studies, Universiti Putra Malaysia
[email protected]

Abstract

From both historical and contemporary perspectives, the education and development of future
leaders has served as a core function of higher education. It has been highlighted in the
Malaysia Education Blueprint 2015-2025 (for Higher Education) that education system today
must be equipped with six primary attributes, one of those is leadership skills. Having this
aspiration in mind grounded by Social Change Model of Leadership (HERI, 1991), I planned
an activity with the main objective to develop and furnish students with leadership experiences.
For this activity, I prepared them with the minimum guideline and they need to figure out the
location and appropriate activities that suit their target population. Observations, analysis of
report submitted, presentations, and students responses during class discussions were the
main data collection strategies used. Based on the findings, I figured out that leadership skills
can be developed through hands-on experience, in which when they were empowered to
conduct an activity, given the authority to develop their own program and learning outcomes,
and lastly evaluate themselves throughout the program, they managed to identify their key
leadership strengths and weaknesses.
Keywords: leadership development, classroom, community program.

Putra InnoCreative Competition l PICTL2018

PICTL 109

LEARN TO PLAY (L2P), PLAY TO LEARN (P2L) AND LEARN TO
LEARN (L2L): INTEGRATING UNIVERSAL DESIGN FOR LEARNING

(UDL) AND GAMIFICATION

Chong Chou Min1, Zarirah Mohamed Zulperi1, Puan Chong Leong2 , Lai Kok
Song3, Mohd Noor Hisham Bin Mohd Nadzir 4, Mohd Redzwan Sabran5, Muta

Harah Zakaria @ Ya1

1Faculty of Agriculture, Universiti Putra Malaysia
2Faculty of Forestry, Universiti Putra Malaysia

3Faculty of Biotechnology and Biomolecular Sciences, Universiti Putra Malaysia
4Faculty of Science, Universiti Putra Malaysia

5Faculty of Medicine and Health Sciences, Universiti Putra Malaysia

[email protected]

Abstract

The current tertiary curriculums aim solely to prepare students for their respective fields. Most
educators use the pedagogical methods that they are comfortable with, overlooking students’
individual difference and needs. Some educators rely on conventional face-to-face teaching,
others adopt web tools and/or games. Educators should not assume digital native generation
responses equally to the e-learning in term of effectiveness. This hinders effective
implementation of Teaching and Learning (T&L). Transformative approach is needed to
introduce scientifically proven guidelines into T&L to allow students mastering the learning
process itself in addition to their respective fields. By integrating Universal Design for Learning
(UDL) and gamification, the current project introduces “play to learn, learn to play, and learn
to learn” (L2P-P2L-L2L) system to create flexible and engaging learning environment that
accommodates the diversity of learners and educators. Without UDL, the gamified activities
may favor the dominant students whereas the passive learners’ participation is often
perfunctory. Incorporated with UDL, gamified activities concern the diversity of students and
become intrinsically motivating and purposeful. With gamification, UDL becomes vivid and
easily to be implemented. The integration leads to three novel interactions, namely “L2P-P2L-
L2L”. “L2P”, the games enhance students’ understanding of the subject, as well as the games
emulate rules and competitiveness of workplace. “P2L”, students build intrinsic motivation,
become resourceful, strategic and goal-directed. “L2L”, students master the learning skill, so
it can be applied in their respective field and beyond. The “L2P-P2L-L2L” provides diverse
means of self-engagement, acquirement and expression of information. This allows students
to find their own way of learning and develop deep-rooted desire to learn more. In the current
project, our analysis showed that the “L2P-P2L-L2L” activities statistically positively affected
students’ examination scores of six courses from both technical and social sciences.
Furthermore, students also developed proactive behavior in the classes. It is demonstrated
that students were able to apply the skills and techniques that they attained from the “L2P-
P2L-L2L” activities in their examinations. Proactive participation and punctuality were
observed in the “L2P-P2L-L2L” classes. The current project is versatile and applicable in any
other courses.

Keywords: Universal Design for Learning, gamification, intrinsic motivation, learn to learn,
L2P-P2L-L2L.

Putra InnoCreative Competition l PICTL2018

PICTL 110

PUTRA FUTURE CLASSROOM@EDUC: AUGMENTING
COMMUNICATION, CRITICAL THINKING AND PROBLEM SOLVING

SKILLS THROUGH MOCK PARLIAMENTARY DEBATE

Mas Nida Md. Khambari

Faculty of Educational Studies, Universiti Putra Malaysia

[email protected]

Abstract

This approach in learning and instruction is implemented as a means to augment and observe
students’ communication, critical thinking and problem solving skills through mock
parliamentary debate. A module is developed to outline the procedures and rules of this
activity so as to ensure each and every student is involved before, during, and after the mock
parliamentary debate is conducted. As such, the module could cater an optimum class size
of 30 up to maximum 60 students. Given a large class size almost every semester, the
researcher have come to realize that she needs to overcome the challenges of getting
students to be more active, participative and opinionated learners. Communication, critical
thinking and problem solving skills are tough to measure quantitatively, therefore, alternative
assessments/activities need to be carried out to observe those skills. Often times, students
shy away/prefer to reserve their thoughts during lecture. Especially in a large class size, a
traditional lecture approach limits the chance to inculcate the participative and opinionated
culture among the students. Against these backgrounds, a module to assess the
aforementioned skills is deemed timely. The module requires the user to pick a debatable
topic based on the subject matter and show it to students. To ensure participation, first, the
students are divided into two main groups, namely (i) government and (ii) opposition. Second,
for each group, students are divided into three smaller/sub-groups. There must be 6 sub-
groups now. Third, each group must appoint a debater as their representative speaker. The
rest of the group members will become the think-tanks of their appointed debater. Then,
students are given 20 minutes to discuss their points based on the debate topic given. When
the time is up, representatives from the government and opposition group will sit together to
present their points and rebut each other’s points. Each representative is given 3 minutes to
speak and rebut. A chairman, time-keeper, and three panel of judges are appointed among
the students. While the debaters speak, audiences will have to jot down important points and
post them on an online platform. When the debate is over, the panel of judges will announce
the winner.

Keywords: communication skills, critical thinking, problem solving skills, debate, alternative
assessent.

Putra InnoCreative Competition l PICTL2018

PICTL 111

PREPARING FUTURE CLASSROOM: ASSESSING AND
PREDICTING STUDENT’S PERFORMANCE THROUGH

PUTRAEDUSIM BIG DATA

Erzam Marlisah1, Habibah Ab Jalil2, Ismi Arif Ismail2, Masrah Azrifah Azmi
Murad1, Rosnani Jusoh2

1Faculty of Computer Science and Information Technology, Universiti Putra Malaysia
2Faculty of Educational Studies, Universiti Putra Malaysia
[email protected]

Abstract

In Malaysia, simulation models as a tool for educational assesment are not particularly well
established, although the characteristics of the Malaysian education plan and international
trend would suggest that implementing planning systems of this type might be worthwhile.
PutraEduSim is a decision support system (DSS) which aims to be used in discovering useful
information in Malaysian educational environment. Every organization nowadays needs to be
data-driven. Therefore, a system that could: manage and convert the data into model; and test
any new case with the chosen model is indeed a system on-demand. PutraEduSim can aid
educational management training in decision-making in the pursuit of a more efficient and
equitable educational system. It is an automated system that is tailor made for decision-
making in educational sectors using proprietary data. Potential users are ministries,
professionals, educational associations, future schools leaders, community of educators,
institutional managers etc.
Keywords: Future Classroom, learning assessment, simulation, teaching and learning
innovation.

Putra InnoCreative Competition l PICTL2018

PICTL 112

VILECUBE : AN INTERACTIVE VIRTUAL LEARNING CUBE
APPLICATION

Puteri Suhaiza Sulaiman

Faculty of Computer Science and Information Technology, Universiti Putra Malaysia

[email protected]

Abstract

Virtual Reality is likely to be a part of future education especially when addressing the Net
Generation also known as Generation Why. Delivering course material via a virtual
environment is beneficial to them because it offers the interactivity and social presence. As
student and educator become interconnected through collaboration and interaction, the virtual
environment becomes perpetual learning experience. VR in education offers the ability to
travel and explore places or trough time without leaving the classroom. Plus, educator can
demonstrate dangerous or complex task in the virtual, and students can try completing the
task repeatedly, minus the cost and danger. Thus, we are introducing ViLeCube, which a
virtual learning space for educators and students.

The basic concept of ViLeCube is cloud learning environment, where educator and students
can join in from anywhere using their computer mobile device. Inside the ViLeCube, educator
can directly speak and show simple gesture to interact with virtual course material. Gesture is
control by gaze direction and locomotion inside the ViLeCube is control by walking in place.
Students are able to respond in their lesson using voice, button selection and chatting
(optional).

The first prototype has been develop and tested on several educators and students in the
Faculty of Computer Science and Information Technology, Universiti Putra Malaysia. A simple
VileCube environment is created so that everyone has the ability to manipulate the cube
space. The preliminary result reveals that educators and students are keen to use ViLeCube
in their subject. The main obstacles are to make an easy content generation for ViLeCube and
cloud storage to keep all information during the class. And since ViLeCube has shown great
potential, this will be the next challenges to solve.

Keywords: Virtual reality, virtual calssroom, multi-user interaction.

Putra InnoCreative Competition l PICTL2018

PICTL 113

BIJAK IMBUHAN

Vijayaletchumy Subramaniam, Ooi Chwee Hwa

Faculty of Modern Languages and Communication

[email protected]

Abstrak

Penguasaan bahasa Melayu (BM) merupakan satu cabaran kepada murid bukan Melayu,
khususnya murid Cina yang mempelajari BM sebagai bahasa kedua. Antara masalah yang
dapat dikesan secara am ialah morfologi. Maka, buku Bijak Imbuhan: Awalan meN- dan peN-
dihasilkan untuk membantu peningkatan dalam penguasaan imbuhan awalan meN dan peN
murid SJKC. Kemahiran dan pengetahuan tentang penggunaan awalan tersebut harus diberi
penekanan kerana imbuhan memainkan peranan penting dalam pemahaman dan penulisan
BM. Buku ini dihasilkan dengan berpandukan Model ADDIE dan berasaskan Teori Elaborasi.
Penghasilan buku telah melalui fasa analisis, reka bentuk, pembangunan, pelaksanaan dan
penilaian. Seramai 60 orang murid Tahun 3 SJKC Shin Cheng Harcroft, Puchong, Selangor
terlibat dalam kajian keberkesanan buku. Setiap kumpulan kawalan dan eksperimen terdiri
daripada 30 orang. Set soalan bagi ujian pra dan ujian pasca mempunyai format yang sama,
terdiri daripada 24 soalan dan mempunyai aras kesukaran yang sama. Bagi mengkaji
keberkesanan buku ini, kumpulan eksperimen dan kawalan telah diberikan soalan ujian pra
sebelum rawatan dijalankan. Kumpulan eksperimen didedahkan dengan pembelajaran
menggunakan modul manakala kumpulan kawalan pula belajar dengan kaedah konvensional.
Setelah 2 minggu, ujian pasca dijalankan untuk kedua-dua kumpulan. Perbandingan data
ujian pra dan ujian pasca antara kumpulan kawalan dan eksperimen dilakukan menggunakan
analisis ujian-t. Skor min ujian pasca kumpulan eksperimen didapati lebih tinggi daripada skor
min ujian pra berbanding kumpulan kawalan yang memperlihatkan skor min ujian pasca lebih
rendah daripada ujian pra. Ini memberi petunjuk bahawa pembelajaran menggunakan modul
memberi kesan terhadap skor pencapaian murid berbanding dengan pembelajaran
menggunakan kaedah konvensional. Analisis data soal selidik dalam kalangan 178 orang
guru BM SJK menunjukkan bahawa semua responden mempunyai persepsi yang positif
terhadap buku ini dari segi pembelajaran imbuhan, meningkatkan motivasi murid,
menggalakkan pembelajaran kendiri dan sesuai dijadikan rujukan/buku tambahan. Hasil
kajian menunjukkan bahawa penggunaan buku ini membantu pemahaman murid dalam
pembelajaran imbuhan awalan meN dan peN.

Kata kunci: penguasaan imbuhan awalan meN dan peN, murid SJKC, bahasa Melayu.

Putra InnoCreative Competition l PICTL2018

PICTL 114

PLANT BIOCHEMISTRY DIGITAL BOARD GAME

Janna Azzreena Mohamad Azzeme1, Izham Wahyudi Yusri2

1Faculty of Biotechnology and Biomolecular Sciences, Universiti Putra Malaysia
2Tropical Sun Enterprise, Taman Suria Tropika
[email protected]

Abstract

Plant biochemistry is a study of the chemical processes occurring in the plant. This course
covers many chemical reactions which involve different kinds of biomolecules and biological
catalysts known as enzymes. This course is not a popular course among biochemistry
students because they always have difficulties to learn and understand all chemical processes
occur in the plant system. Hence, the objective of this project is to develop an enjoyable and
exciting learning process which can help students learning plant biochemistry with excitement.
To achieve the objective, we developed the Plant Biochemistry Digital Board Game. To play
the game, students have to have knowledge of plant biochemistry. Then, by playing this game
they will have an enjoyable revision process which certainly will help them understand all
topics related to plant biochemistry.

Putra InnoCreative Competition l PICTL2018

PICTL 115

MOOCTITAS & PRAKTIS TEKNOLOGI DIGITAL 2.0
DALAM REVOLUSI INDUSTRI PENDIDIKAN 4.0

Adlina Ab. Halim, Ahmad Nasir Mohd Yusoff, Normala Othman, Zaid Ahmad,
Nobaya Ahmad, Murni Wan Mohd Nor, Atira Abdul Samad

Universiti Putra Malaysia

[email protected]

Abstract

Kursus Tamadun Islam dan Tamadun Asia (TITAS) merupakan satu kursus yang terangkum
di bawah Mata Pelajaran Umum (MPU) dan diwajibkan kepada seluruh pelajar universiti awam
dan swasta di Malaysia. Sejak 2014, aktiviti P&P kursus ini telah menggunakan aplikasi
MOOCTITAS selari dengan tunggak utama dalam Pelan Pembangunan Pendidikan Malaysia
2015-2025, iaitu Pembelajaran Dalam Talian Tahap Global. Aplikasi MOOCTITAS
menawarkan pelajar dengan hasil pembelajaran berorientasikan amalan agar aktiviti P&P
menjadi lebih berkesan, interaktif, kolaboratif dan menarik minat pelajar dalam
membincangkan isu-isu semasa ketamadunan dan peradaban. Justeru, pembentangan
poster ini akan membincangkan model MOOC yang telah diubahsuai untuk mengajar mata
pelajaran MPU dengan perantaraan penggunaan teknologi digital Web 2.-0 yang boleh
diaplikasikan. Satu perbincangan mengenai e-kandungan dan e-aktiviti reka bentuk
pembelajaran MOOC dibentangkan. Pasukan pembangun (SME) melaksanakan model
MOOC yang telah ditambahbaik melalui pembangunan MOOC Versi Kedua. Objektif
penulisan ini adalah untuk 1) meningkatkan MOOC menggunakan teknologi yang boleh
digunapakai, 2) merancang e-kandungan yang menarik untuk MOOC dengan Web 2.0, 3)
merangka e-aktiviti yang menarik untuk MOOCS dengan Web 2.0. dan 4) mengenal pasti
persepsi pelajar mengenai MOOC yang menggunakan teknologi Web 2. Temubual secara
rawak dengan pelajar dan pensyarah menunjukkan pertambahan minat pelajar dalam
menjalankan aktiviti di atas talian. Perbincangan interaktif dan aktif mula menampak dalam
jiwa pelajar melalui bukti-bukti tugasan yang diberikan pensyarah dan dapat disiapkan dalam
masa yang singkat. Pensyarah dapat menilai hasil tugasan pelajar dengan telus dan saksama
serta memudahkan urusan pengajaran dan pembelajaran yang lain dan menghabiskan
sukatan yang terkandung dalam perancangan pengajaran setiap pensyarah.

Kata kunci: PutraMOOC , Praktis, Teknologi Digital, Web 2.0, Industri Pendidikan 4.0.

Putra InnoCreative Competition l PICTL2018

PICTL 116

IMPROVING CLASSICAL PROJECT: INDUSTRY INVOLVEMENT IN
HUMAN-COMPUTER INTERACTION COURSE

Azrina Kamaruddin1*, Novia Admodisastro1, Noris Norowi1, Salfarina
Abdullah1,Sa’adah Hassan1 and Evi Indriasari Mansur2

1Faculty of Computer Science and Information Technology, Universiti Putra Malaysia,
Malaysia

2College of Computer & Information Sciences, Prince Sultan University, Riyadh,
Saudi Arabia

[email protected]

Abstract

The industry role in high learning insititutions is crucial to ensure that current and projected
needs for professional skills are duly addressed. Nevertheless, it is reported industry
involvement in universities in Malaysia is quite limited. This is also include the Computer
Science undergraduate students that are only exposed to the industry when they are at the
end of their study; where they must attend industrial training for a duration between three or
six months. For this reason, there is no early industry exposure during their initial stage
undergraduate study. Human-computer interaction (HCI) is a compulsary course in second
year computer science undergraduate program. It is a three credit hours course which consists
of theoretical and practical contents. In order to engage students with the course contents, the
classical approaches to increase students’ understandings involve giving assignments,
quizzes and group project. The group project usually consists of 3-6 students. Most of the time
the classical group projects are in a format of case study where the lecturer give specific topic’s
theme to the students. Thus, the approach has lack of realism from the real stakeholders. This
suggest some improvements are needed in the classical project for the HCI course. Therefore,
the objective of this work is to improve the existing classical project by having the industry
involvement.The work was been carried for one semester that involves 60 students. The first
phase starts in before the semester begun by communicating with the industry. The industry
is located in Klang Valley and upon completion of first phase both sides have agreed on the
terms of reference. The second phase starts in the middle and towards end of the semester.
In this phase the industry actively conducted formative evaluation together with the lecturer.
The students received many feedbacks from the industry and lecturer through several
iterations to improve their solulution. In the last phase, the showcase was held in week 14
where each group is requires to present their project with demo and poster. The work has
shown positive improvements in conducting the HCI project by having active industry
involvement throughout the process.

Keywords: Classical project, HCI course, industry involvement, Computer Science
undergraduate students, Computer Science.

Putra InnoCreative Competition l PICTL2018

PICTL 117

CROWD-SOURCE DESIGN OF TEACHING AND LEARNING

Makhfudzah Mokhtar, Ahmad Salahuddin Mohd Harithuddin, Wan Azizun Wan
Adnan, Noor Ain binti Kamsani, Diyana Jamaludin, Zainuddin Md. Yusoff,
Zanariah Mohd Dom, Zuraidah Zan, Faisul Arif Ahmad, Marsyita Hanafi,
Sharifah Mumtazah, Samsul Bahari Mohd Noor, Noor Izzri Abd Wahab, Siti
Azfanizam Ahmad, Mohamed Thariq Hameed Sultan, Mohd. Zahirasri Mohd.
Tohir, Zamir Aimaduddin Zulkefli

Faculty of Engineering, Universiti Putra Malaysia

[email protected]

Abstract

Crowdsourcing and MOOC have many common characteristics in that they both utilize large-
scale human participation and ICT technologies towards developing a product. On the back
of success of internet crowdfunding campaigns and MOOCs for global education, we brought
these two concepts together towards aninnovation in education. This poster outlines the
distributed production model that leverages the collective intelligence of academia and learner
communities to serve goals of online teaching and learning. We identified three main
challenges in creating the online course: (1) the need to create massive amount of quality
content that will constitute a full, complete course; (2) the need to have various instructional
designs to cater to unique needs of each learner; and (3) the need of a suitable pedagogy
approach for online teaching and learning. We approach these challenges using three
strategies. First, on using a platform as an enabler for content creation to be democratize
among its users, which includes the teachers, learners and developers. Second, an iterative
course design based on constant feedback and evaluation. Third, an application of peeragogy
concept that focuses on co-teaching and co-learning in an online setting.This innovation
presented in this poster is intended for MOOC instructors and developers to conduct online
teaching and create volumes of high quality content. The model is applied to a freshman
course ECC3001 Engineering Mathematics I because of two reasons: it is the first exposure
to an online course, and it has the largest amount of students in the faculty. We present lesson-
learned working with the crowdsourcing model for a first year engineering subject.

Keywords: MOOC, crowdsourcing, engineering education, mathematics.

Putra InnoCreative Competition l PICTL2018

PICTL 120

PENDEKATAN NARATIF SEBAGAI PEDAGOGI PSIKOLOGI DAN
SOSIOLOGI PERKEMBANGAN MORAL

Maizura Yasin, Nur Surayyah Madhubala Abdullah

Fakulti Pengajian Pendidikan, Universiti Putra Malaysia

[email protected]

Abstrak

Pembentangan poster ini merupakan sebahagian usaha pengkongsian pendekatan naratif
sebagai pedagogi yang diinovasikan dalam pengajaran Kursus Asas Psikologi dan Sosiologi
Perkembangan Moral (KAPDSPM). Pendekatan naratif dalam kajian ini merujuk kepada
penggunaan cerita berdasarkan pengalaman sebenar yang dialami dalam kehidupan
berkaitan dengan perkembangan moral dari aspek psikologi dan sosiologi oleh guru pelatih di
dalam KAPDSPM. Kursus ini diketahui sebagai kursus yang kompleks untuk difahami kerana
melibatkan pelbagai teori. Melihat pada perkara ini, adalah penting bagi guru pelatih
memahami tantang perkembangan moral secara mendalam bagi membolehkan mereka dapat
mengaplikasikan ilmu ini semasa mengajar Pendidikan Moral secara formal dan tidak formal
di sekolah secara menarik dan berkesan. Metodologi kajian ini menggunakan reka bentuk
kualitatif pendekatan reka bentuk satu kes satu tempat. Peserta kajian ini melibatkan seramai
26 guru pelatih minor Pendidikan Moral dengan pengkhususan Bacelor Pendidikan Bimbingan
dan Kaunseling. Persampelan bertujuan digunakan dalam kajian ini bagi mendapat gambaran
tentang pengalaman pembelajaran guru pelatih Pendidikan Moral yang mengikuti KAPDSPM
setelah menjalani sesi pembelajaran dan pengajaran selama 14 minggu dalam sesi kuliah.
Pengumpulan data dalam kajian ini melibatkan pemerhatian, analisis dokumen dan temu bual.
Pengkaji menggunakan perisian ATLAS. ti 7 untuk menguruskan data serta memudahkan
pengkaji menganalisis data secara manual. Dapatan kajian ini memberi gambaran bahawa
terdapat tiga tema iaitu i) ciri pengalaman pembelajaran, ii) cabaran pengalaman pengajaran
dan iii) hasil pengalamaan pembelajaran. Bagi tema ciri pengalaman pembelajaran, terdapat
empat sub tema yang diperolehi iaitu i) menarik, ii) bermakna iii) terbuka dan iv) refleksi.
Terdapat lima sub tema bagi cabaran iaitu i) kestabilan emosi, ii) pemikiran kritikal, iii)
penglibatan, iv) kerahsian dan v) peruntukan masa. Seterusnya, sub tema di bawah tema
hasil pembelajaran adalah i) keputusan peperiksaan yang cemerlang, ii) meningkatkan
motivasi, iii) pengaplikasian ilmu psikologi dan sosiologi perkembangan moral dan iv)
apresiasi terhadap kepelbagaian perkembangan moral. Penggunaan pendekatan naratif ini
membawa perspektif yang bersifat pragmatik, bermakna dan berkesan dalam usaha
melahirkan guru pelatih yang berkaliber dalam bidang Pendidikan Moral.

Kata kunci: pendekatan naratif, pedagogi, psikologi, sosiologi dan perkembangan moral.

Putra InnoCreative Competition l PICTL2018

PICTL 121

VISUAL E-TRAVELOG ASIA TENGGARA DALAM PERADABAN
SOSIAL, AGAMA, EKONOMI, POLITIK & BUDAYA

Razi Yaakob1, Ahmad Nasir Mohd Yusoff 2, Hamdan Aziz1
Nizaita Omar1, Hanif Md Lateh @ Junid1, Ab. Aziz Sulaiman1

1Universiti Sultan Zainal Abidin
2Universiti Putra Malaysia

[email protected]

Abstrak

Travelog ini diketengahkan sebagai satu medium pengajaran kepada pelajar era kontemporari
yang menggunakan kemudahan sistem maya sebagai alat bantu mengajar. Penghasilannya
merupakan kesinambungan daripada “Super Skill Pembelajaran Kursus Mata Pelajaran
Umum (MPU) abad 21” dan “Pengajaran Pendidikan dalam Era Industri 4.0”. Pendedahan
berbentuk realiti secara visual-audio dilihat sebagai satu pendekatan pembelajaran proaktif
dalam menyuntik minat pelajar terhadap pengajian ketamadunan. Malah, pengisian ilmiah
yang disampaikan secara visual juga berupaya membantu pelajar mempercepatkan proses
memahami demografi dan sosiologikal masyarakat yang dikaji. Selain itu, pendekatan ini
mampu membentuk pemikiran kritis dan kreatif dalam kalangan pelajar untuk meneroka ruang
implimentasi proses pembangunan negara secara lebih efisyen pada masa akan datang.
Travelog ini memberi tumpuan kepada rantau Asia Tenggara meliputi Vietnam, Laos,
Kambodia, Thailand, Malaysia, Singapura, Indonesia dan Filipina. Pengkaji menggunakan
reka bentuk kajian lapangan dengan mengaplikasi temubual sebagai tatacara pengumpulan
data. Data sumber primer yang dikumpulkan menerusi informan kajian dilihat lebih sesuai
untuk mendapat gambaran jelas mengenai agama, masyarakat dan budaya di satu-satu
lokasi. Hasil dapatan yang diperolehi dimuatkan dalam rakaman visual. Setiap visual yang
dipaparkan merupakan gambar atau video asli berstatuskan simpanan peribadi. Diharapkan,
penghasilan travelog ini dapat memenuhi corak pembelajaran masakini yang memberi impak
positif dalam melahirkan generasi yang prihatin terhadap warisan sejarah dan budaya negara
bangsa, di samping memupuk nilai murni, semangat jati diri serta menghargai dan
menghormati kepelbagaian yang ada.

Kata Kunci: Visual E-Travelog, Asia Tenggara, Sosial, Agama, Ekonomi, Politik, Budaya.

Putra InnoCreative Competition l PICTL2018

PICTL 122

“IF YOU CAN'T EXPLAIN IT SIMPLY, YOU DON'T UNDERSTAND IT
WELL ENOUGH”: AN EXERCISE IN PUBLIC SCIENCE

COMMUNICATION FOR UNDERGRADUATE ENGINEERING
STUDENTS

ASM Harithuddin, MF Abdul Hamid, E Gires

Department of Aerospace Engineering, Universiti Putra Malaysia

[email protected]

Abstract

Public communication of science-related topics to non-experts remains a challenge for
academic communities, lecturers and students alike. Nonetheless, academia still have the
responsibility of communicating scientific outputs of their universities, research councils, and
classrooms to journalists, investors, politicians and the general public. Accessible and
effective science communication should be the foremost goal for academic writers, rather than
seeing public writing as a platform to demonstrate technical prowess. As such, an
undergraduate aerospace engineering programme has taken the initiative to introduce public
science communication to its students. This initiative took part in a freshman engineering
course on dynamics – a study about how objects move. The challenge for the students is to
talk about complex engineering concepts – like explaining the theory of flight (“How does a
plane fly when it cannot flap?”) and orbital mechanics (“Astronauts float because there is no
gravity in space? No!”) – to a public audience. Students are required to explain such topics to
three different audiences: 1) Explain them to a professor; 2) explain them to a freshman
without any mathematical equations; and 3) for a bit of twist, explain them using only the
10,000 most common words in English. For the third tier of complexity, students use a web-
based tool called Simple Writer (https://xkcd.com/simplewriter/) to help facilitate their writing.
Students are also encouraged to use simple pictures to help with their explanations. This
initiative not only engages students in learning and understanding complex engineering
concepts but also in developing essential communication skills. This presentation shows
examples of student work, activity worksheets, and useful references. The future directions of
this initiative are also laid out to take the innovation in teaching and learning science and
engineering to a wider faculty application.

Keywords: Science communication, engineering education, aerospace, dynamics.

Putra InnoCreative Competition l PICTL2018

PICTL 123

KERANGKA MODEL AMALAN BERTINGKAH LAKU MORAL MURID
MELAYU

Maizura Yasin, Nur Surayyah Madhubala Abdullah, Samsilah Roslan,
Nor Wahiza Abd. Wahat

Fakulti Pengajian Pendidikan, Universiti Putra Malaysia

[email protected]

Abstrak

Kajian ini bertujuan untuk meneroka dan memahami kerangka amalan bertingkah laku moral
murid Melayu Tingkatan Empat di sebuah sekolah di Putrajaya menerusi tiga persoalan kajian,
iaitu: Apakah pemahaman murid Melayu tentang amalan bertingkah laku moral dalam
kehidupan seharian mereka?; Bagaimanakah murid Melayu membentuk amalan bertingkah
laku moral dalam kehidupan seharian?; dan Mengapakah murid Melayu mengamalkan
amalan bertingkah laku moral dalam kehidupan seharian?. Kajian ini mengaplikasikan reka
bentuk penyelidikan kajian kes kualitatif iaitu satu kes satu tempat dengan melibatkan lapan
orang murid Melayu Tingkatan Empat sebagai peserta kajian. Teknik pengumpulan data
dalam kajian ini merangkumi temu bual semi berstruktur secara bersemuka, pemerhatian dan
analisis dokumen. Pengkaji menggunakan perisian ATLAS. ti 7 untuk menguruskan data serta
memudahkan pengkaji menganalisis data secara manual. Kesahan dan kebolehpercayaan
juga diaplikasikan dalam penyelidikan ini. Kajian ini menunjukkan bahawa pemahaman
amalan bertingkah laku moral sebagai pengamalan nilai murni yang berkonsep, berprinsip
dan bersituasi dengan pengamalan nilai peribadi dan nilai dalam institusi berkaitan
kesejahteraan diri, masyarakat dan negara. Dapatan kajian ini juga memberikan gambaran
bahawa murid Melayu membentuk amalan bertingkah laku moral dalam kehidupan dengan
kehadiran dua tema utama iaitu pemudahcara dan bentuk interaksi. Bagi tema pemudahcara,
terdapat empat sub tema pemudahcara yang berfungsi iaitu diri, agama, persekitaran sosial
berbentuk kemanusiaan dan persekitaran berbentuk bukan kemanusiaan. Manakala, bentuk
interaksi terdiri daripada sub tema komunikasi moral, naratif moral, suri teladan, peneguhan,
penerapan dan refleksi dalam kehidupan seharian. Selain itu, kajian ini menunjukkan bahawa
terdapat pelbagai motif yang terdiri daripada psikologi, agama, instrumental, intrinsik,
hubungan sosial dan memenuhi ideal yang menyebabkan mereka mempraktikkan amalan
bertingkah laku moral dalam kehidupan seharian. Secara keseluruhannya, dengan adanya
kerangka model ini dapat membantu pendidik merangka program berbentuk intervensi
kepada murid Melayu untuk memperkembangkan amalan bertingkah laku moral dalam
kehidupan seharian.

Kata Kunci: Model, Amalan Bertingkah Laku Moral, Pendidikan Moral, Melayu.

Putra InnoCreative Competition l PICTL2018

PICTL 124

GAMES DEVELOPMENT FOR INFORMATION TECHNOLOGY AS
INITIATIVE FOR ENSURING CLASS ATTENDANCE, ENGAGEMENT,

ATTRITION AND ATTENTION

Nor Azura Husin, Nurfadhlina Mohd Sharef, Aziah Asmawi

Faculty of Computer Science and Information Technology, Universiti Putra Malaysia

[email protected]

Abstract

Game based activities is one of the most common tool for assessing students’s understanding
of a content yet capturing their engagement in a fun way. Various outputs from this
assessment technique can be created which require the instructor to compose a set of
instructions, conducting the game to capture the knowledge and structuring the marks to
match the formal evaluating. Games can be classified as student-centred learning, problem-
based learning and flip classroom activity according to the type of its creation. The Information
Technology and Its Applications is a course that benefit much from this teaching and learning
innovation as the instructors are usually faced with the challenge to ensure high concentration
and committed engagement from the students during the class and throughout the course.
This is because the notion that some students get bored as they are the surface think that
they already master information technology as we are naturally immersing in many forms of
digital devices and the internet network. However, many students also reflected their interest
as deeper and specific input are covered in the course. Therefore, to balance these audience
categories, in this course the games are designed in many forms including digital, on the paper
and role play; interactively and physically. Collaborative online tools such as Kahoot, Hot
Potatoes and Padlet are utilize for this purpose. New games content is developed using tools
such as Quizlet and simple interactive games are developed as movies in PowerPoint. The
implementation of these innovation is proven to be an effective assessment skill as students
are required to think, communicate and refer to suitable materials. Attendance and attention
span during the class increase as the delivery is made fun and the students are excited to
know how they score and rank. This innovation also aids in sustaining the students’
understanding on the covered topics.

Putra InnoCreative Competition l PICTL2018

PICTL 125

MOTIVATING MATHEMATICS LEARNING WITH ARCS
MOTIVATIONAL STRATEGIES IN A TECHNOLOGY-ENHANCED

LEARNING CONTEXT

Shu Ling Wong1*, Su Luan Wong1,2, Ahmad Fauzi Mohd Ayub1

1Faculty of Educational Studies, Universiti Putra Malaysia
2Center for Academic Development, Universiti Putra Malaysia

[email protected]

Abstract

This quasi-experimental study aims to investigate the effectiveness of motivational adaptive instruction
on motivation towards mathematiccs among lower secondary students in a technology-
enhanced learning context. Motivational strategies from the Attention, Relevance, Confidence
and Satisfaction (ARCS) motivational model is used to design the motivational adaptive
instruction. As such, motivation construct in this study constitutes from four subcomponents
which are attention, relevance, confidence, and satisfaction. Geometer’s Sketchpad (GSP) is
used to create the technology-enhanced learning context in both groups. The interventions
include the methods to gain students’ attention, relate learning contents to daily life examples,
increase students’ success experience to increase confidence towards mathematics, and
provide satisfying learning experience to help students anticipate mathematics lessons. A non-
equivalent control group design with pre-test, posttest, and delayed-posttest was adapted for
the study. Two intact groups were randomly assigned to either the experimental or comparison
group with 20 Form Two students in each group. Students in the experimental group received
the motivational adaptive instruction while the comparison group students received the
conventional mathematics instruction. The treatment period was two weeks, and a delayed-
posttest was conducted two weeks after the treatments were completed. The Course Interest
Survey (CIS) was used to measure students’ motivation towards mathematics. Analysis of
covariance (ANCOVA) is used to measure mean differences in overall motivation, and the four
subcomponents between the groups. Results showed there was no significant difference in
overall motivation (F (1,37) =1.58, p>.05) mean scores between the experimental and
comparison groups after the pre-test scores were controlled. However, ANCOVA showed
there was a significant difference in students’ satisfaction towards mathematics learning, F (1,
37) =5.23, p<.05), between the experimental and comparison groups after the covariate was
controlled. The findings imply that the interventions are not likely to improve students’
motivation significantly, but the strategies do enhance students’ satisfaction in mathematics
learning. The study suggests that it is possible to help students anticipate mathematics
lessons and provide them a satisfying learning experience by conditioning the learning
environment with positive stimuli whereby the teacher acts as one of the stimuli in the
classroom.

Keywords: Motivational adaptive instruction, Geometer’s Sketchpad, technology, motivation,
mathematics.

Putra InnoCreative Competition l PICTL2018

PICTL 126

PUTRA FUTURE CLASSROOM@EDUC: LEARNING ECOSYSTEM
FOR THE RISING OF INNOVATIVE LX DESIGN

Habibah Ab Jalil1, Mohd Zairul Mohd Noor2, Ismi Arif Ismail1, Siti Suria Salim1,
Nurlelawati Ab Jalil3, Arita Hanim Awang3, Sharifah Intan Sharina Syed
Abdullah1

1 Faculty of Educational Studies, Universiti Putra Malaysia,
2 Faculty of Design and Architecture, Universiti Putra Malaysia,
3 Department of Applied Arts and Design (AAD), International Islamic University Malaysia,

[email protected]

Abstract

Putra Future Classroom (PFC) is a manifestation of a concept from transdisiplinary thinking
system, ranging from education, technology and architecture translated into a learning space
at the Faculty of Educational Studies. PFC is an innovation that transform fixed conventional
teaching and learning spaces into flexible settings that can be customised to suit creative
teaching and learning needs. PFC consists of systems and elements – conducive ecosystem
design, tools (physical and psychological tools), human and activities, integrated
transdiscipline curriculum, instruction, and assessment. The method of systems approach
adapted in PFC enables faculty to effectively and efficiently deploy diverse objectives of
education involving people, time, curriculum, technology and other resources. In current
educational lenses, learning experiences (LX) are seen to be crucial and becoming the main
focus of Instructional Designers and educators. In the intervening time, there is a demand in
designing teaching and learning settings that suit various learning experiences. In PFC setting,
a system approach was used as exploratory method to find effective ways of talking about,
designing, and organizing learning ecosystem and situations in practice, relating educators
and the students to the whole structure of an educational system. Functional elements were
embeded in the design which to align with the following PFC functions: 1) Teaching and
Learning Innovation Lab; 2) R & D Center for Teaching and Learning Innovation; 3) Skills
Training Centre for Teaching and Learning Innovation; 4) Interactive Modules Development
and 5) Teaching and Learning Innovation Showcase. A framework will be proposed in this
regard.

Keywords: Future Classroom, learning experience, learning ecosystem, teaching and learning
innovation.

Putra InnoCreative Competition l PICTL2018

PICTL 127

MICROBES THE MOVIE: THE GOOD, THE BAD AND THE FACTS

Fairolniza Mohd Shariff, Khatijah Yusoff

Department of Microbiology, Faculty of Biotechnology and Biomolecular Sciences,
Universiti Putra Malaysia,
[email protected]

Abstract

Incorporating a short-film competition assignment capitalizes on a skill that learners already
come into the classrooms with- even if unknowingly- namely, the skill of thinking in images.
The hypothesis is that the capacity for the learners for thinking in images is greater than the
capacity for thinking in language. In order to create a better, more engaging learning
experience, the students taking the basic Microbiology course were first given the theme for
the short movie- ‘Microbes The Movie- The Good, The Bad and The Facts’. The short movies
were allowed to be created as a piece of fiction, a documentary, a community-service
announcement or a music clip, produced and edited using any means available to the students
and every genre was allowed. The assignment was given as a group assignment in which the
students had to get themselves into groups of six persons and to start a critical group
discussion together with the educator in order to come up with a general storyline for the short
movie and later to submit a complete storyboard of the short movie to the educator for
evaluations and comments before the actual filming process started. The final products of the
short movie were submitted in DVC/CD to the educator for assessment. The screening day
was done during the last week of the lecture weeks. During the screening, the final evaluations
were done by three invited juries and the students taking the course by using an evaluation
form with a specific rubric. At the end of the screening session, the ‘Best Movie’ award as well
as ‘Best Actor’ and ‘Best Actress’ awards were announced. The assignment allowed learners
to put concepts in motion whereby the topics taught in the course were integrated with the
new concepts in their lived-experience or space-time in helping to facilitate the thinking (and
the learning) of the new.
Keywords: short-film, microbes, thinking in images.

Putra InnoCreative Competition l PICTL2018

PICTL 128

STUDENTS’ PERCEPTION ON ASSESSMENT FOR LEARNING IN
OUTCOME-BASED EDUCATION CURRICULUM: A CASE STUDY IN

THE OPTICAL COMMUNICATION COURSE

Makhfudzah Mokhtar

Faculty of Engineering, Universiti Putra Malaysia
[email protected]

Abstract

This work shares the students’ perception on implementing assessment for learning (AfL)
strategies in the Optical Communication course under outcome based education (OBE)
curriculum. Instead of frequently having questions and answers (QnA) session at the end of
lecture, other few methods of AfL such as video presentation, game based learning and online
reflection activities have been adapted in seeking the impact of AfL towards students’
performance in their summative assessment in test form. After the test result was announced,
a students’ perception survey was carried based on their perceptions regarding the AFL
activities. The collected data were also analyzed with relation to the students’ performance in
their test. The findings show positive perceptions among students and relatively indicate
satisfying performance in their test. The approach is going to be used in the PutraMOOC
course as a basis assessment framework for the course.

Putra InnoCreative Competition l PICTL2018

PICTL 129

EMPOWERING PROBLEM BASED LEARNING THROUGH
INSPIRATION-MOTIVATION-ACTION (IMAc) AND BLENDED

LEARNING

Makhfudzah Mokhtar

Faculty of Engineering, Universiti Putra Malaysia
[email protected]

Abstract

This work shares the students’ perception of implementing problem-based learning (PBL) in
Engineering Statistics course under outcome based education (OBE) curriculum utilizing
hybrid of face-to-face and online interactive activities. The philosophy behind this learning is
based on Inspiration-Motivation-Action (IMAc) concept. It was previously found that, due to
traditional teaching approach which heavily involve lecture, some students could not focus in
the class. There was a challenge to attract students’ attention during the lecture hour.
Therefore, PBL interactive approach was adapted in this course in order to enhance students’
enthusiasm for understanding the topics and appreciating the course well. The PBL process
is discussed based on the requirement of OBE curriculum. Students’ perception is reported in
analyzing the PBL implementation. Based on the data collected, it can be concluded that
majority of students are positive with their learning experience using PBL. However, more
considerations and improvements should be taken care in future to ensure the effectiveness
and efficiency of the teaching and learning process.

Putra InnoCreative Competition l PICTL2018

PICTL 130

OBJECTIVE STRUCTURED CLINICAL EXAMINATION (OSCE): A
VERSATILE MULTI-PURPOSE TOOL IN ASSESSING CLINICAL`

SKILLS AMONG VETERINARY STUDENTS

Puteri Azaziah Megat Abdul Rani, Syarifah Salmah Syed Hussain,
Malaika Watanabe, Rozaihan Mansor, Intan Nurfateha Shafie, Siti Suri Arshad

Faculty of Veterinary Medicine, Universiti Putra Malaysia
[email protected]

Abstract

Objective structured clinical examination (OSCE) is an emerging assessment method in
veterinary medical education. It has been recommended as an alternative method of
evaluating veterinary student’s clinical skills. With the increasing intake of undergraduates
each successive academic year and the high skill expectation of the industry, it becomes
increasingly important to ensure that the graduates are not only attaining these expected skills
but also becoming adept at performing them. This assessment and training method was
practiced and reviewed among Year One, Third, Fourth and Final year students in the program
of Doctor of Veterinary Medicine (DVM) in Universiti Putra Malaysia. With the establishment
of the OSCE laboratory, students can practice individual skills at their own time and comfort.
For large animals, staff are available upon appointment and students are able to practice their
handling skills using live animals. Students' clinical skills include many elements including
communication skills with the clients to obtain history and clinical information; handling and
restraint; physical examination; drug administration; clinical evaluation and assessment; post
mortem as well as laboratory diagnostic workup. These examinations are structured so that
different abilities of the students can be compared. Consisting a number of more than 5
stations, candidates will carry out each specific task within an allocated time (4 minutes). At
the end of the exam, once the student failed to reach the passing mark, they will be given
feedback and will have to repeat the station. The OSCE allows for the evaluation of clinical
skills and at the same time enables identification of students that require greater attention and
training.

Putra InnoCreative Competition l PICTL2018

PICTL 131

INCREASING STUDENT PARTICIPATION IN CLASS USING
“POINT CARDS”

Mohd Azuraidi Osman, Lai Kok Song, Nik Mohd Afizan Nik Abd. Rahman

Department of Cell and Molecular Biology, Faculty of Biotechnology and Biomolecular
Sciences, Universiti Putra Malaysia

[email protected]

Abstract

Ensuring active participation from all students in class, whether in a face to face classroom or
in an online class session is a big challenge for all educators. It is very common that only a
few students participate in class by giving answers, suggestions or sharing their ideas while
the rest of the students are quiet. Inactive students usually feel uncomfortable or unexcited to
contribute and share their thoughts with other students. Active participation of students in class
is crucial to ensure an effective learning process where students are not only memorizing facts
and formulas, but also understand the principles and appreciate the essence of the subject
they learn. Hence, an approach to encourage active student participation in class is necessary.
In this study, we will evaluate the use of point cards in a class of 40 students to increase
student participation and academic achievement. Another group of 40 students taking the
same subject but without the use of point cards will also be evaluated. A point card will be
given to the students who contribute to active learning process such as by giving answers or
comments during class, face to face or online discussions, quizes or qroup activities. Student
who receive the most point cards at the end of the semester will earn the full mark of a certain
percentage of the final mark for the subject. Student who received less number of point cards
will earn marks proportionally to the number of their point cards. In order to make this approach
more exciting, student can use their point cards to ‘steal’ other student’s point cards by using
different tactics such as questioning and during group activities. At the end of the semester,
the relationship between the use of point card and student participation rate in class and their
academic achievement will be analysed. The finding of this study may provide us with a simple
technique yet effective in increasing student participation in class.

Keywords: active learning, point card, student participation.

Putra InnoCreative Competition l PICTL2018

PICTL 132

LAJUR AMPUH MEMBACA BAHASA MELAYU (LAMBM)

Vijayaletchumy Subramaniam , Nadia Shuhada Abdan Nasir,
Amirra Shazreena Aminul Razin

Fakulti Bahasa Moden dan Komunikasi, Universiti Putra Malaysia

[email protected]

Abstrak

Lajur Ampuh Membaca Bahasa Melayu (LAMBM) merupakan alat bantu mengajar (ABM)
berinovasi bagi asas penguasaan bahasa Melayu yang direka dan dihasilkan sebagai platform
pelajar asing IPT mempelajari bahasa Melayu dengan mudah berasaskan 3M iaitu mengeja,
menyebut dan membaca. Di samping itu juga, LAMBM dapat membantu guru-guru bahasa
Melayu menyelesaikan masalah murid-murid yang tidak dapat membaca bahasa Melayu.
Proses pelaksanaan dan pembentukan inovasi ini telah menggunakan pendekatan
Penyelidikan Reka Bentuk dan Pembangunan (DDR). Model QAIT Slavin (1994) juga menjadi
asas penghasilan LAMBM yang mencakupi empat faktor, iaitu kualiti (Quality), kesesuaian
(Appropriateness), insentif (Incentive) dan masa (Time). Pendekatan pembelajaran asas
suku kata ini menggunakan lima teknik pembelajaran dalam bentuk permainan sebagai alat
bantu mengajar iaitu segmen bunyi, kad suku kata, papan asas lajur suku kata, papan
pengukuhan suku kata dan poster suku kata. Setiap alat bantu LAMBM mempunyai peringkat
penguasaan membaca bermula daripada pengenalan huruf-huruf konsonan dan vokal,
penyebutan bunyi huruf, membaca suku kata asas, membentuk kombinasi dua suku kata,
pemulihan suku kata, pengukuhan suku kata dan pengayaan suku kata. Pemilihan suku kata
dalam alat bantu LAMBM mengikut pengetahuan asas sedia ada murid. LAMBM juga mampu
mengatasi masalah murid lemah dalam aspek bacaan dan mempunyai daya saing yang tinggi
berbanding dengan produk yang sedia ada di pasaran. Produk ini telah melalui segmen
percubaan di 4 buah sekolah dan mendapat maklum balas yang positif daripada guru-guru.
Dalam pada itu, percubaan LAMBM juga dilakukan bersama-sama 110 orang guru bahasa
Melayu Daerah Pahang yang juga memberikan maklum balas yang baik . Keputusan ujian di
sekolah juga menunjukkan LAMBM dapat menarik minat murid untuk membaca bahasa
Melayu dalam bentuk permainan ini dengan pendekatan LAMBM yang mempunyai
kesinambungan sehingga murid lemah begitu aktif melibatkan diri dalam permainan tersebut
di samping dapat memantapkan penguasaan suku kata seterusnya meningkatkan kemahiran
membaca. LAMBM memiliki saiz pasaran yang luas di dalam dan luar negara. Pasaran dalam
negara meliputi sekolah kerajaan dan swasta, prasekolah dan universiti-universiti awam dan
swasta.

Kata kunci: Lajur Ampuh, membaca, Bahasa Melayu, suku kata, segmen bunyi.

Putra InnoCreative Competition l PICTL2018

PICTL 133

NATURAL SELECTION SIMULATION: WIN OR DIE!

Parameswari Namasivayam

Department of Cell and Molecular Biology, Faculty of Biotechnology and Biomolecular
Sciences, Universiti Putra Malaysia
[email protected]

Abstract

Natural selection is one of the key concepts contained in the theory of evolution. However,
many students have difficulty understanding the fundamentals of natural selection. This is a
simple, low cost and versatile simulation activity designed to investigate the prey-predator
relationship, as an example of how natural selection operates in nature. During the activity,
participants will take on the role as the predators (bird) and coloured sticks will be used as
their prey(caterpillars). In this engaging activity, participants will observe how camouflage
helps an animal to blend into the environment and making them more difficult to be recognized
by predators. Participants will also learn that the surviving animals will reproduce and the
generation continues while passing on the camouflage trait to its offspring. After completing
the activities in the simulation, participants will be tested on their knowledge with a series of
questions based on Bloom’s Taxonomy and categories in the cognitive domain. In summary,
the participants will learn interactively all the basic principles in natural selection including
genetic variation, mutation, genetic recombination, survival of the fittest, differential survival
and reproduction. The complexity of this simulation activity and questions presented can be
modified according to the students’ cognitive level, allowing it to be used as a student centered
learning tool for primary school or even university students.
Keywords: Evolution, survival of the fittest, variation, reproduction, Charles Darwin.

Putra InnoCreative Competition l PICTL2018

PICTL 134

DYSLEXIABELAJAR: MALAY LANGUAGE MOBILE APP FOR
DYSLEXIC CHILDREN

Novia Admodisastro1,2, Azrina Kamaruddin1,2, Noridayu Manshor1, Sa’adah
Hassan1, Norhayati Mohd Ali1, Chan Kai Fung1

1Department of Software Engineering and Information System
2Human-Computer Research Lab

Faculty of Computer Science and Information Technology, Universiti Putra Malaysia

[email protected]

Abstract

According to the Dyslexia International dyslexia occurs in at least one in 10 people, putting
more than 700 million children and adults worldwide at risk of life-long illiteracy and social
exclusion. Children with dyslexia are found to have significant difficulty in language processing
skills that affects reading, writing, speaking and listening. They have problems processing the
information they see when looking at a word. Often they will have trouble linking the sound
made by specific letters or deciphering the sounds of all the letters together to form a word.
Thus, teaching dyslexic children is said to be a very complex, challenging and demanding
task. These children require learning styles that promote visual, auditory and kinesthetic
sensory. In addition, students in the rural and remote regions are also reported to have limited
access to educational resources. It is suggested for dyslexic learners to use mobile phones to
make learning an easier process and accessible. In other words, mobile apps encourage
children with dyslexia to carry out more exercises. As for the children’s interaction and learning
through technology, it can steadily improve their mind mapping abilities. Therefore, the
objective of this work is to develop a mobile application for dyslexic children to learn the Malay
language. The mobile app called DyslexiaBelajar targeted for children aged 7 to 12 years old.
The Malay language is one of the core subjects in the Malaysia primary education syllabus it
is fundamental for every primary student including dyslexic children to get a good grasp of the
language. The work is carried out using usercentred design approach that involves higher
participation from the users. Thus, a series of observations, interviews and class activities with
the Persatuan Dyslexia Malaysia (PDM) teachers, parents and children were conducted. As a
result, the learning contents are designed in DyslexiaBelajar to includes phonology, spelling,
reading and writing modules. In addition, a set of user interface design guidelines were
derived. DyslexiaBelajar user interface is designed based on these guidelines. Finally, a
usability testing is conducted to evaluate the DyslexiaBelajar. The early results have shown a
promising feedback and improvement in children learning’s experience.

Keywords: Mobile app, Malay language, Dyslexia, Children.

Putra InnoCreative Competition l PICTL2018

PICTL 135

TECHNOLOGY ENHANCED TALAQQI:
COLLABORATIVE LEARNING AND ZOOMING BACK TO THE

FUTURE

Ismi Arif Ismail, Habibah Ab Jalil, Mas Nida Md Khambari, Mohd Mokhtar
Muhammad

Faculty of Educational Studies, Universiti Putra Malaysia
[email protected]

Abstract

PUTRA Future Classroom (PFC) is a 21st century physical and virtual innovation space that
is aimed at innovating teaching and learning, making use of learning analytics for alternative
assessment and blending cutting edge technology and fundamentals of education. Using its
mantra, technology enhanced ‘talaqqi’, PFC celebrates the use of technology in learning but
consistently tie its root to the philosophy and principles of education. Learning does not only
take place in a classroom but beyond the physical space, anywhere and anytime. At PFC, we
believe that the future of learning is not solely about introducing new technology to learning.
Our focus is more enhancing the talaqqi process that has existed in the tradition of education
and knowledge seeking activities from generation to generation. Talaqqi refers to educator
and learner interaction. Talaqqi enable an educator to assist learners to wisefully select
learning content under a customized and facilitated curriculum concept. These scaffolding and
collaborative learning practices of the talaqqi nurture learners and educators to mutually
understand and mutually respect one another’s opinion (Vygotsky, 1962, Lewis, 2018). With
the rapid changes in new technology, we believe that all these latest tools will therefore
enhance the talaqqi process to become better and more meaningful. This ‘technology-
enhanced’ talaqqi has impacted students, educators, courses, programs and the dynamic of
the faculty as a whole. PFC manages to bring the joy of learning to everyone involved will
soon be the model of future learning. The technology enhanced talaqqi in PFC has indeed
able to transform the conventional learning concept into a more creative, innovative and
meaningful learning environment for everyone. The future is now and the eternal future is the
destination of what we learn today and tomorrow!

Putra InnoCreative Competition l PICTL2018

PICTL 136

CULTIVATING CURIOSITY AND THINKING TO INSPIRE LEARNING

Adam Leow Thean Chor

Faculty of Biotechnology and Biomolecular Sciences, Universiti Putra Malaysia
[email protected]

Abstract

Passion for teaching and learning begins with a teaching philosophy “I hear and I forget, I see
and I remember, I do and I understand”. Teaching is not about talking and telling, teaching
tools such as models, illustrations and drawing can help the students to remember the subjects
better; videos, interactive game, tutorials and forums can help the students to understand the
teaching effectively. No single perfect method for teaching, and an important aspect of
teaching seems to be identifying the approach, which works best for a given individual. Beyond
striving to ensure that students learn the fundamental content of the courses I teach, my
ultimate aim is to cultivate students’ curiosity for efficiency in learning.

Putra InnoCreative Competition l PICTL2018

PICTL 137

PUTRA FUTURE CLASSROOM@EDUC: PERMAINAN SIMULASI
ATAS TALIAN UNTUK PENGAJARAN DAN PEMBELAJARAN
KEUSAHAWANAN

Rosnani Jusoh, Habibah Ab Jalil, Suhaida Abdul Kadir

Fakulti Pengajian Pendidikan, Universiti Putra Malaysia

[email protected]

Abstrak

Pelan Pembangunan Pendidikan Malaysia 2013 – 2025 (PPPM), merancang untuk
membudaya keusahawanan dalam kehidupan rakyat Malaysia. Justeru, sejak dari sekolah
rendah lagi, murid diterapkan kemahiran keusahawanan melalui Kurikulum Standard Sekolah
Rendah (KSSR) dalam semua mata pelajaran. Sebagai sebahagian daripada fokus di Putra
Future Classroom@educ UPM, inovasi teknologi permainan simulasi mempunyai potensi
yang besar iaitu dapat memacu proses pembelajaran yang dapat diaplikasikan oleh bakal
guru untuk membantu memperkukuh proses pengajaran dan pembelajaran yang lebih
berkesan melalui memperoleh akses kandungan yang lebih luas, menarik, dan interaktif
(seperti yang digariskan dalam PPPM). Kaedah pengajaran dan pembelajaran melalui
pengalaman atau yang berbentuk praktikal merupakan kaedah yang berpusatkan pelajar. Ia
merupakan kaedah pengajaran yang terbaik untuk mengajar ilmu keusahawanan. Pengajaran
perniagaan dalam keusahawanan melalui pembelajaran melalui pengalaman secara
permainan simulasi secara atas talian adalah sangat efektif serta dapat menarik lebih minat
dan menyeronokkan. Kajian ini terdiri daripada beberapa fasa utama yang melibatkan kajian
literatur dan pembentukan kerangka, pembangunan permainan, penggunaan oleh pelajar di
Putra Future Classroom@educ di Fakulti Pengajian Pendidikan (bakal guru) dan pengujian.
Bagaimanapun untuk tujuan kertas ini, hanya hasil dapatan dari fasa pertama dimajukan.
Kaedah analisis dokumen digunakan bagi mengenal pasti arahan dan pekeliling terhadap
pelaksanaan pendidikan keusahawanan. Tinjauan menggunakan soal selidik adalah untuk
mengumpul data bagi mengenal pasti keperluan permainan simulasi atas talian dalam
pengajaran dan pembelajaran pendidikan keusahawanan dan untuk mengenal pasti tahap
kemahiran serta tajuk yang diperlukan bagi pembinaan permainan simulasi keusahawanan
sekolah rendah. Inovasi yang diketengahkan adalah kerangka domain utama pengajaran
melalui permainan simulasi keusahawanan atas talian yang boleh digunakan dalam pelbagai
konteks pengajaran keusahawanan dan sebagai panduan untuk membina permainan simulasi
serta untuk tujuan pengujian keberkesanan kaedah pengajaran dan pembelajaran.

Kata kunci: Future Classroom, Inovasi dalam keusahawanan, inovasi permainan atas talian,
pengalaman pembelajaran, inovasi kurikulum.

Putra InnoCreative Competition l PICTL2018

PICTL 138

GAMIFICATION: THE REINFORCE IN IMAGINEERING TOXICOLOGY
GOBBLEDYGOOK

Cheema, M. S., David, M.

Department of Biomedical Science, Faculty of Medicine and Health Sciences, Universiti
Putra Malaysia

[email protected]

Abstract

Toxicology is the study of the adverse effects of chemicals, physical or biological agents on
living organisms and the ecosystem, including the prevention and amelioration of such
adverse effects. The challenge in the current teaching and learning process of this complex
subject matter and as with most other medical and health sciences courses is the dependency
on memorisation and factual recalling. This tends to lead to poor learning experience and
environment that does not challenge students’ critical and creative thought processes.
Gamification is an approach that motivates student’s learning through engagement via video
game design and game elements and has been used in variety of settings. The use of
gamification in medical and health sciences courses is therefore an avenue worth exploring.
We created a gamification module in toxicology with the aim to provide a paradigm shift in the
teaching and learning process in toxicology. The book consist of 5 toxicology topics with 12
different games in total. In each topic there are several modules and each module is packed
with important controlled parameters. These parameters includes, the games’ objectives,
instructions and explanations, duration, materials needed and number of required players for
the games. There are also backup plans if the proposed game could not be conducted due to
unavoidable situations. Besides, each module is accompanied with layout diagrams to ease
the players and the facilitators to follow the instructions of the games. Moreover, the games
are revised thoroughly and suggested implementations are also included so that the games
can be conducted in a conducive manner. This toxicology game book offers an interactive
teaching and learning experience. From our observation, throughout the games, students
learn from each other and collaborate, fostering peer-to-peer learning and team building.
Creating teams nurtures a sense of healthy competition and increases recollection under
pressure. They solidify their individual learning by processing information from short-term to
long-term memory. The game book uses gamification that allow students to feel ownership
over their learning and introduces healthy competition to uncover intrinsic learner motivations
and provides a more relaxed environment in which learners can expose knowledge gaps in a
non-threatening platform.

Keywords: Toxicology, gamification, teaching and learning.

Putra InnoCreative Competition l PICTL2018

PICTL 139

BRINGING VIRTUAL LEARNING TO CLASSROOM: WATER SAFETY
ONLINE

Tengku Fadilah Tengku Kamalden, Habibah Abd Jalil, Aini Marina Ma’arof,
Siti Suria Salim, Ismi Ismail

Putra Future Classroom, Faculty of Educational Studies, Universiti Putra Malaysia
[email protected]

Abstract

Learning about water safety not necessarily involves being in water. Many misconstrue that
swimming equals water safety when it is not so. Water safety involves learning how to be safe
in and near bodies of water. Traditional water safety skills are taught in water through life
saving courses which is conducted by associations and sports clubs. However, knowledge
on water safety can be easily taught without getting into water. With the wide access to
internet, reaching out to everyone online about water safety is made easier anywhere and
anytime. This online course has been developed in the hub of Putra Future Classroom to
educate the mass on the importance of water safety in a bid to reduce drowning cases all over
the world.
Keywords: Water Safety, Online Course, Virtual Learning.

Putra InnoCreative Competition l PICTL2018