Upload
others
View
18
Download
0
Embed Size (px)
Citation preview
MOBILE APPLICATION
(easyScience : Matter)
NUR ATIRAH BINTI AGU SALIM
BACHELOR OF INFORMATION TECHNOLOGY
(INFORMATICS MEDIA) WITH HONOURS
UNIVERSITI SULTAN ZAINAL ABIDIN
2018
i
CONFIRMATION
This project report titled easyScience : Matter using Mobile Application was
prepared and submitted by Nur Atirah binti Agu Salim and has been found satisfactory in
terms of scope, quality and presentation as a part of fulfilment of the requirement for the
Bachelor of Information Technology (Informatics Media) with honors in University Sultan
Zainal Abidin.
Signature : ………………….............
Supervisor : Mr. Abd Rasid bin Mamat
Date : 23th December 2018
ii
DECLARATION
This dissertation is submit as a partial fulfilment for the award of a Bachelor of
Information Technology (Informatics Media) with honors at the Universiti Sultan Zainal
Abidin (UniSZA), Terengganu, Malaysia. This work is a result of my investigation. All
section of the texts and results, which have been obtaining from other sources, are fully
referenced. I understand and will be dealt with cheating and plagiarism constitutes a breach
of university regulation and will face accusingly.
Signature : ………………….............
Name : Nur Atirah binti Agu Salim
Date : 23th December 2018
iii
ACKNOWLEDGEMENT
In the name of God, Allah, the Most Gracious and the Most Merciful.
I would like to express my deepest appreciation to all who provided me the
possibility to complete my final year project entitled easyScience : Matter using Mobile
Application successfully. I am thankful for their aspiring guidance, invaluably constructive
criticism and friendly advice during this project work.
I express my gratitude to my supervisor, Mr. Abd Rasid bin Mamat, who help in
guiding me throughout y journey in finishing this project. Under his supervision with a lot
of advices, I was able to complete this final year project successfully. Then, an honorable
respect I present to my family especially my family for their understanding with my
conditions.
I would also love to thanks to all my fellow friends and my course mates for
supporting me and give me an aspiration to improve this project. I would like to thank all
the people for their help whether it was directly or indirectly to complete this project.
iv
ABSTRAK
Pada era globalisasi, teknologi berkembang dengan pesat membuatkan banyak
perisian kursus yang telah dinaiktaraf mengikut peredaran zaman. Daripada kajian yang
telah dibuat, ramai pelajar tidak menggemari subjek Sains dan tidak mempunyai cara yang
baik dalam mempelajari subjek tersebut. Hal ini kerana mereka tidak terdedah dengan cara
belajar yang interaktif dan hanya bergantung kepada guru dan buku teks, walhal, buku teks
yang mempunyai banyak tulisan adalah punca utama mereka susah untuk memahami
subjek ini. Walaupun terdapat segelintir pelajar yang mencuba untuk belajar subjek ini
dengan menggunakan perisian kursus yang sedia ada, namun perisian kursus yang sedia
ada masih kurang dari segi multimedia yang menyebabkan mereka masih sukar untuk
memahami subjek ini. Dengan itu, perisian kursus yang ingin dibangunkan bertajuk
easyScience : Matter adalah satu perisian kursus yang berobjektifkan ingin membentuk dan
membangunkan satu aplikasi untuk membantu pelajar Tingkatan Satu memahami subjek
Sains dalam tajuk Rijim dengan lebih berkesan dan efektif. Dalam aplikasi ini, pelajar
dapat belajar melalui penerangan untuk setiap sub topik tajuk Jirim dalam bentuk animasi,
audio dan elemen multimedia yang lain. Selain itu, terdapat kuiz dalam bentuk permainan
serta glosari. Aplikasi ini akan diuji keberkesanannya serta mengikut skop iaitu pelajar
v
boleh mengetahui tahap kemahiran mereka tentang subjek Sains dalam tajuk Jirim dengan
skor dan tahap permainan daripada kuiz yang berbentuk permainan itu. Jadi, pelajar boleh
menetapkan semula skor permainan tersebut dan juga mencari perkataan pada glosari.
Aplikasi ini dicadangkan untuk pelajar Tingkatan Satu, namun sesiapa sahaja boleh
menggunakannya untuk menambah pengetahuan dan menguji pengetahuan tentang tajuk
Jirim. Seterusnya, pelajar dapat belajar pada bila-bila masa tanpa mengira tempat dan
waktu. Jadi, pembelajaran akan lebih efektif dan kondusif. Kesimpulannya, aplikasi ini
diharap akan memberi kemudahan kepada pelajar Tingkatan Satu dalam memahami Subjek
Sains tajuk Jirim dengan lebih mudah, sistematik, dan berkesan kepada pelajar.
vi
ABSTRACT
In the era of globalization, technology is expanding rapidly with many of the
courseware that has been upgraded to the era. From the research, many students do not like
Science subjects and do not have a better way to learn the subject. This is because they are
not exposed to interactive learning and rely solely on teachers and textbooks, though
textbooks consists of lots of writing are the main reasons for them to not understand this
subject. While there are a handful of students trying to learn this subject using existing
courseware, however, existing courseware is still lacking in multimedia that makes them
still difficult to understand the subject. With that, the courseware that I want to develop is
easyScience: Matter, a courseware which its objective is to design and develop a mobile
application that help Form One students to understand Science subject in chapter Matter in
an effective way. In this app, students can learn through the visualization for each sub topic
which it explains in a form of animation, audio and other multimedia elements. In addition,
there are quizzes in the form of games as well as glossaries. This app will be tested for its
effectiveness and in accordance with the scope that students will be able to know their skill
vii
level on Science subjects in chapter Matter with scores and game levels from the game-
form quiz. So, students may reset the scores for the game and search words in glossary.
This app is intended for Form One students, but anyone can use it to increase their
knowledge and test their knowledge in this chapter, Matter. Next, students can learn at any
time regardless of place and time. So, learning will be more effective and conducive. In
conclusion, this mobile app is expected to provide the convenience for Form One students
in understanding the Subject Science in chapter Matter easily, systematically and
effectively to students.
viii
TABLE OF CONTENTS
Contents
CONFIRMATION ............................................................................................................... i
DECLARATION ................................................................................................................ ii
ACKNOWLEDGEMENT ................................................................................................. iii
ABSTRAK ......................................................................................................................... iv
ABSTRACT ....................................................................................................................... vi
TABLE OF CONTENTS ................................................................................................. viii
LIST OF TABLES .............................................................................................................. x
LIST OF FIGURES ........................................................................................................... xi
CHAPTER 1 ....................................................................................................................... 1
INTRODUCTION .............................................................................................................. 1
1.1 Background .......................................................................................................... 1
1.2 Problem Statement ............................................................................................... 3
1.3 Objectives ............................................................................................................. 3
1.4 Scope .................................................................................................................... 4
1.5 Limitation work .................................................................................................... 4
1.6 Expected Result .................................................................................................... 4
CHAPTER 2 ....................................................................................................................... 5
Literature Review................................................................................................................ 5
2.1 Introduction .......................................................................................................... 5
2.2 Tools of learning .................................................................................................. 6
2.2.1 Courseware ................................................................................................... 6
2.2.2 Mobile Learning............................................................................................ 7
2.2.3 Learning via games ....................................................................................... 8
2.3 Existing learning tools .......................................................................................... 9
2.3.1 Mobile Application .................................................................................... 10
2.3.2 Website ...................................................................................................... 11
2.3.3 Science Textbook ....................................................................................... 12
2.4 Comparison between learning tools ................................................................... 13
2.5 Summary ............................................................................................................ 16
CHAPTER 3 ..................................................................................................................... 17
ix
METHODOLOGY ........................................................................................................... 17
3.1 Introduction ........................................................................................................ 17
3.2 ADDIE Model .................................................................................................... 17
3.3 Methodology Phase ............................................................................................ 19
3.3.1 Analysis....................................................................................................... 19
3.3.2 Design ......................................................................................................... 19
3.3.3 Development ............................................................................................... 25
3.3.4 Implementation ........................................................................................... 26
3.3.5 Evaluation ................................................................................................... 27
3.4 Hardware and Software Requirement ................................................................ 28
3.5 Navigation Map .................................................................................................. 30
References ......................................................................................................................... 31
APPENDIX (Gantt Chart) ................................................................................................ 33
x
LIST OF TABLES
Table 2. 1 Comparison between learning tools ................................................................. 13
Table 2. 2Comparison between learning tools based on existing learning tools .............. 15
Table 3. 1 Hardware Requirement .................................................................................... 28
Table 3. 2 Software Requirement ..................................................................................... 29
xi
LIST OF FIGURES
Figure 2. 1 Mobile Application ..........................................................................................10
Figure 2. 2 Website ............................................................................................................11
Figure 2. 3 Textbook ..........................................................................................................12
Figure 3. 1 ADDIE Method .............................................................................................. 18
Figure 3.2. 1 Storyboard ................................................................................................... 21
Figure 3.2. 2 Continued storyboard .................................................................................. 22
Figure 3.3. 1 Main Menu .................................................................................................. 23
Figure 3.3. 2 Sub-Menu Story ........................................................................................... 24
Figure 3.3. 3 Sub-Menu Play ............................................................................................ 24
Figure 3.3. 4 Sub-Menu Glossary ..................................................................................... 25
Figure 3.4. 1 Navigation Map ........................................................................................... 30
1
CHAPTER 1
INTRODUCTION
1.1 Background
easyScience : Matter is a mobile application that facilitate the form 1 students the
easier way to understand and learn Science in chapter Matter in a fun and interactive way
instead of spending plenty of time in a common way of studying which is reading the
textbook without gaining any input. For that point, this application will explain the chapter
in the form of animation which excites the students to see and learn more about this topic.
By using this application, students will not only understand the topic, but they would easily
remember the concept by imagining the animation that they have watched from the
application as human brain tends to remember things that they have seen visually rather
than a mere word from the old boring book. In fact, they would save much time by learning
2
via this application as they learn in a smart and effective way even consume less time to
understand and remember what they need to remember.
Besides, this application is developed as a learning medium and a reference for
form 1 students which consists of glossary for them to know and garner their Science level
of knowledge. Furthermore, this application also consists of quiz in a form of game which
they need to answer a question correctly before going to a next level. This will not only
relieve their stress, but also exhilarate them to study more so that they could pass the game
level. With lots of interactive learning going on, it makes them eager to study willingly
without the force from their parents. For those who found this application late, or a last
minute study person and does not have much time to study as the examination is just around
the corner, therefore, this application is suitable for them to do a quick recap on the chapter
Matter as it requires only less time to master the chapter. Thus, by having this application
which can be reached at anytime and anywhere as what they need is just a click for this
application to function, boosts up their enthusiasm to explore Science more.
3
1.2 Problem Statement
Nowadays, students are not so independent and are spoiled with spoon-feeding
learning. In addition, they mostly go to an extra class for a better understanding or even
use the reference books which consists more than 200 pages, and if there is a website of
some topic of a subject, which can be accessed from the Internet, it is more into a note or
a Power point slide which does not do them any favors. It is because they are less interested
with the reading method that is kind of lame and bored them. The most important thing is
they are not exposed to an interactive learning which makes it harder for them to understand
Science well.
1.3 Objectives
The main purposes for this easyScience : Matter mobile application to be developed are:
a) To design an interactive mobile application that facilitate the form 1 students
understand Science for chapter Matter easily
b) To develop a mobile application about Science chapter Matter using Adobe Flash
and other multimedia software
c) To evaluate the functionality of the mobile application for Science chapter Matter
4
1.4 Scope
User :
Able to know their level of Science knowledge from the score and game level they
play
Able to reset scores for games
Able to search words in glossary
1.5 Limitation work
a) Only available for android
b) Self-learning as user not be able to connect with server (No community)
1.6 Expected Result
This application is expected to be used smoothly without any disruption based on the scope
that has been stated in the beginning of proposal.
5
CHAPTER 2
Literature Review
2.1 Introduction
This chapter is to discuss literature review for the courseware. Literature review is
important to understanding and get more information about the courseware. Hence, the
literature review is carried out to be used as references in developing the proposed
courseware and the references are from the research that have been made by other
people about interactive learning using courseware. All references are recorded clearly
stated in text and reference list.
6
2.2 Tools of learning
This section shows the tools of learning used based on the research analyzed:
2.2.1 Courseware
In the paper [1], researcher have made an evaluation by teachers in using
courseware for Science curriculum for high school. There are three packages used which
firstly, drill and practice program, second is a simulation while the third one is a tutorial.
There are three elements seem to be motivating for students, that is curiosity (packages B
and C), goal-directedness (package A) and activating students (packages A and C). In quite
a number of evaluations “dull” (package A) is mentioned as an element not motivating
students. For most teachers all three packages satisfied the necessary conditions for the use
of courseware in the classroom. So it can be concluded that the courseware used in this
study was-from the teacher’s point of view-valid and friendly in its operation. From this
evidence no design specifications can be derived.
Researchers [2] have made a research about teaching and learning Form 1
Mathematics and Science using courseware and evaluation by the teachers have been made.
He emphasized, as a professional, the teacher must always ensure that any instructional
tool, software included, is the best way to teach a particular concept to a particular student
7
or group of students. From the analysis, it has been cleared that most teachers have agreed
that the courseware used is an effective way of teaching and learning. They also believed
that the courseware could facilitate them in performing their duties and helping the students
in the learning process. They believe the users would be able to understand the content
easily as the lessons were presented in context and related to their prior knowledge.
Meanwhile, they felt that the contents were concise and well-grouped. Furthermore, they
noted that the main points of the topics were emphasized to enhance student understanding,
apart from they also noticed the use of variety in displays, sound and colour in the
courseware. They also felt that the students were able understand the learning topics better,
promotes confidence and enhances visualization and thinking skills among students with
the use of the courseware. But, they thought that certain aspects and components of the
courseware need to be improved for a better learning.
2.2.2 Mobile Learning
Researcher [3] found that students are able to learn via mobile devices without
being limited by space and time, which means that the students can be situated in a real-
world scenario associated with the learning content. The experiment has been done and the
proposed approach not only promotes the students’ learning interest and attitude, but also
improves their learning achievement.
8
In the paper [4], researcher concluded that with the help of mobile devices, a rapid
learning environment can easily be constructed to support the goals of learning anywhere,
anytime, and any form which are not possible to achieve in conventional classroom
learning, that is mobile apps. In addition, the researcher [5] found that the potential benefits
of using mobile technologies with the help of visualizations, increases students'
engagement, enabling them to conduct scientific inquiries and analyses in new ways.
2.2.3 Learning via games
Researcher [6] concluded that students should have both a sufficient context for the
learning and motivation to perform the task which will help them to learn for any learning
task to be meaningful to them. He also found that, students exposed to lectures or textbook
readings might remember the appealing elements but not the intended educational content.
Thus, the effective way is to put the educational content at the heart of engaging game play,
so that they utilize the targeted academic skills and knowledge as an essential part of
playing the game.
The result [7] of analysis was that, those using interactive simulations or games report
higher cognitive skills and have better attitudes toward learning in comparison with those
using traditional teaching methods. This result agrees with the current overall theory stating
9
that interactive experiential activities that increase motivation also show increased learning
outcomes. Other than that, researcher [8] have found that learning in "mindful" ways let
students get the knowledge that is considered meaningful and useful, as compared to the
"inert" knowledge that they get from decontextualized learning strategies.
2.3 Existing learning tools
This section shows three existing learning tools that has been analyzed to differentiate and
make a comparison between them to improve the intended mobile application that is going
to be developed.
10
2.3.1 Mobile Application
This application is developed so that the form 1 students can study at anywhere and anytime
they like, but it only has quizzes, so it is more like an exercise book but the difference is
they can do it by using mobile phone and the answer of the questions can be obtained right
after answering the questions. [9]
Title : KS3 Science Review
Concept : Mobile Application
Scope : Middle school student
Figure 2. 1 Mobile Application
11
2.3.2 Website
This website is developed to facilitate students in learning but it does not do much of a help
because it contains so much text. [10]
Title : biology4kids.com
Concept : website
Scope : Middle school students
Figure 2. 2 Website
12
2.3.3 Science Textbook
This textbook is a medium for form 1 students to learn Science at school. It contains a lot
of text for them to read and make it difficult for them to perceive the information. [11]
Title : Sains Tingkatan 1
Concept : Textbook
Scope : Form1 students
Figure 2. 3 Textbook
13
2.4 Comparison between learning tools
These tables below show the comparison between learning tools from the research and
from the existing learning tools analyzed:
Table 2. 1 Comparison between learning tools
Number Author Description of Paper
1 Joke Voogt Using courseware, have 3 packages; A)Practice,
B)Simulation, C)Tutorial . In quite a number of
evaluations (package A) is mentioned as an element not
motivating students. The courseware used in this study
was-from the teacher’s point of view-valid and friendly
in its operation.
2 Rahimi Md
Saad,
Noraini Idris,
Loh Sau
Cheong,
Ahmad Zabidi
Abdul Razak,
Norjoharuddeen
Mohd Nor
A research about teaching and learning Form 1
Mathematics and Science using courseware and
evaluation by the teachers have been made and the
outcome are students were able to understand the
learning topics better, promotes confidence and
enhances visualization and thinking skills.
14
3 Gwo-Jen
Hwang,
Hsun-Fang
Chang
Researcher found that students are able to learn via
mobile devices without being limited by space and
time. The experiment has been done and the proposed
approach not only promotes the students’ learning
interest and attitude, but also improves their learning
achievement.
4 Tan-Hsu Tan,
Tsung-Yu Liu
With the help of mobile devices, a rapid learning
environment can easily be constructed to support the
goals of learning anywhere, anytime, and any form
which are not possible to achieve in conventional
classroom learning, that is mobile apps.
5 Bahtijar Vogel,
Daniel Spikol,
Arianit Kurti,
Marcelo Milrad
The potential benefits of using mobile technologies
with the help of visualizations, increases students'
engagement, enabling them to conduct scientific
inquiries and analyses in new ways.
6 Mary Jo
Dondlinger
Students exposed to lectures or textbook readings
might remember the appealing elements but not the
intended educational content. Thus, the effective way is
to put the educational content at the heart of engaging
game play, so that they utilize the targeted academic
skills and knowledge as an essential part of playing the
game.
15
7 Jennifer J.
Vogel,
David S. Vogel,
Jan Cannon-
Bowers,
Clint A.
Bowers,
Kathryn Muse,
Michelle
Wright
Those using interactive simulations or games report
higher cognitive skills and have better attitudes toward
learning in comparison with those using traditional
teaching methods. This result agrees with the current
overall theory stating that interactive experiential
activities that increase motivation also show increased
learning outcomes.
Table 2. 2Comparison between learning tools based on existing learning tools
No. Title Year Animation Graphic Text Audio Video
1 KS3 Science
Review
2015 NONE NONE NONE
2 biology4kids.com 1997 NONE NONE NONE
3 Sains Tingkatan
Satu
2016 NONE NONE NONE
Type of Multimedia
16
2.5 Summary
From my point of view, to develop a good and effective courseware, one must be
convenient to students such as a courseware using mobile application as they can learn at
anytime and anywhere. Next, it should have a medium that can attract students in learning
using courseware. For instance, develop a courseware that consist a game. From that, we
knows that with the combination of mobile learning and game-form quiz is a better way in
developing a learning tool with the addition of multimedia elements such as audio, video,
animation and others.
17
CHAPTER 3
METHODOLOGY
3.1 Introduction
This section describes the methodology used to develop the project easyScience :
Matter and the model used is Analysis, Design, Development, Implementation, and
Evaluation (ADDIE model) that divided the work into several phases of activity. It will
explain more about every phase that involve on this project development.
3.2 ADDIE Model
This model is the instructional design that aim for a learner-centered rather than the
traditional teacher-centered approach to instruction, so that effective learning can take
place. This means that every component of the instruction is governed by the learning
outcomes, which have been determined after a thorough analysis of the learners’ needs and
18
each step has an outcome that feeds into the subsequent step. Lee [12] conducted a study
and applied ADDIE model for multimedia development based on project-based learning.
He presented his instruction based on the stages of the presented model and found that
ADDIE model is effective as instructional design model for this instructional unit and
framework of this model facilitates these projects for learners. While Peterson [13] said
that ADDIE is an instructional design model, which is valid for any kind of education and
even though ADDIE comprises the components of all other design models it is a relatively
simple model. Lastly, Khalil & Elkhider [14] said that ADDIE model helps the
instructional designer with simple and easy to use framework during the design of the
instruction.
Figure 3. 1 ADDIE Method
19
3.3 Methodology Phase
The explanation of each phase involved to develop easyScience : Matter are as
below:
3.3.1 Analysis
During this phase, the problems needed to be solved will be determined as a whole.
So, analysis is carried out to analyze the problems that will be discussed in this project,
“easyScience : Matter”. The problems are determined by doing the analysis based on the
form 1 Science textbook, Science form 1 reference books, website and the existing
applications about Science form 1. Apart from that, there are also other analysis need to be
done from other aspects which are the analysis on study environment and users to ensure
the application to be developed is designed based on users’ needs. For instance, an
interview has been made with form 1 students to get the analysis done. Hence, the mobile
application needed to be developed must consists less words and more interactive based on
the user requirements done.
3.3.2 Design
In this phase, it is detailing on the full sketch of the storyboard, design and
technology involved. This phase is more on design that is created using a storyboard that
20
illustrate the whole design, structure, graphics, text, content and technology involved as it
is used for a guide for graphic position and based on the content used. Besides, the design
developed must suits the learning objective presented and must be understood by the
targeted users. In addition, the game-form quiz is developed so that they really understand
the subject. In this case, the mobile application consists a menu which students need to
click enter icon for entering to another page. Basically, every page except the title page has
back function. Then, there are main menu icon that students can choose which are Story,
Play and Glossary. For story, it has a sub-menu icon for sub-topic Matter with home icon
and these section consists audio, animation and text. For Play, it consists a sub-menu of 3
games which is Crossword Puzzle, Guess and Walking Home which each of them consists
of another sub-menu which is level 1, level 2, and level 3 with home icon and it has text
and animation while for glossary, it has a sub-menu for by name, and my favorites with
home icon and it has only text but it has a search function for them to search words.
3.3.2.1 Storyboard
Figure 3.2.1 shows main menu, settings and sub-menu of Story and Play while Figure 3.2.2
shows game in Play and sub-menu of Glossary.
21
Figure 3.2. 1 Storyboard
22
Figure 3.2. 2 Continued storyboard
23
3.3.2.2 Pre-prototype
Figure 3.3.1 shows main menu icon (Story, Play, Glossary) and settings, Figure 3.3.2
shows sub-menu of Story (Matter Has Mass & Occupy Space, The Three States of Matter,
The Concept of Density) while figure 3.3.3 shows sub-menu for Play (Crossword Puzzle,
Guess, Walking Home) and Figure 3.3.4 shows sub-menu for Glossary (By Name, My
Favourites).
Figure 3.3. 1 Main Menu
Settings
24
Figure 3.3. 2 Sub-Menu Story
Figure 3.3. 3 Sub-Menu Play
Play Guess Play Crossword Puzzle
Play Walking Home
Play
Story Story Matter Has
Mass and Occupy
Space
25
Figure 3.3. 4 Sub-Menu Glossary
3.3.3 Development
During this phase, the full design will be developed that consists text, graphic,
audio, video, animation, and others. In this phase, Adobe Flash CS6 will be used as a main
application in designing and illustrating the animation for movement in menu Story and
Play. MySQL will be used for database of the application, Adobe Photoshop and Adobe
Glossary By Name
Glossary My Favourites Glossary By Name Apparatus
Glossary
26
Illustrator are used for editing or manipulating a picture for background and interface, and
to design a suitable graphic for button and icon such as home icon, back icon and other
icon and also other supported application to design a multimedia element such as text,
graphics, audio, video and animation. All of these will be combined to develop a systematic
and successful courseware and is developed based on the courseware scope and goals.
Besides, pre-implementation (pilot test) is needed to be done from a limited form 1 students
to get a feedback for the designed prototype while another evaluation will be made by
expert user to give feedback based on how to incorporate multimedia elements such as the
use of learning video, graphics and navigation. Direct feedback from users is a major
advantage that help tests the product in real time environment. From the testing, they will
comment and give out opinion of the mobile application to test the smoothness of the
development and the application supervision.
3.3.4 Implementation
After the pre-implementation phase, the feedback from form 1 students and expert
user will be taken and the result is that the problematic or missing parts of the mobile
application were reviewed and after the modification, the mobile application will be
prepared for real implementation. What has been developed will be presented to test the
effectiveness and the improvement whether from design or development aspects that may
exist before the real application is released or officially used.
27
3.3.5 Evaluation
During this final phase, the developed mobile application, easyScience : Matter will
be evaluated by supervisors based on the content, graphics, audio, animation, interface and
others in the application to see whether it suits the user scope. It uses the formative and
evaluation assessment. For formative assessment, it occurs at every stage from users’ needs
till implementation phase to increase and improve the effectiveness of materials that will
be design. During development, Alpha test and Beta test will be done which give out the
prototype to expert and teachers (Alpha test) while give out the prototype to a limited form
1 students (Beta test). Meanwhile, the summative evaluation is the evaluation that is going
to be done at the end of stage.
28
3.4 Hardware and Software Requirement
This requirement plays a big role that consists of hardware and software to build up
a successful courseware. Thus, this courseware deployed several hardware and software as
listed below:
Table 3. 1 Hardware Requirement
Hardware Type
Lenovo Windows Edition: Windows 10
Processor: Intel® Core™ i3-5005U
CPU @ 2.00GHz
Installed Memory (RAM): 8.00 GB
System type: 64-bit Operating
System
29
Table 3. 2 Software Requirement
Software Description
Microsoft Office Word 2016 Prepare documentation of the report
Adobe Flash CS6 To design, and illustrate the animation of
the project
Adobe Photoshop CS6 To edit and manipulate multimedia
elements
Adobe Illustrator CS6 To edit and manipulate multimedia
elements
MySQL (phpMyAdmin) To run a database of the application
Xampp Server A localhost to run phpMyAdmin
Mozilla Firefox A browser to run the localhost
Notepad ++ Used to create code program
Dropbox A place to store all the documents
30
3.5 Navigation Map
Navigation map for easyScience Matter is designed so that it is easier for the next step
which is designing for storyboard and proof of concept to develop the mobile application.
Figure 3.4. 1 Navigation Map
31
References
1. Voogt, J. (1990). Courseware evaluation by teachers: An implementation
perspective. Computers & education, 14(4), 299-307.
2. Saad, R. M., Idris, N., Cheong, L. S., Razak, A. Z. A., & Nor, N. M. (2007).
Evaluation of Courseware for Teaching and Learning of Form One
Mathematics and Science. Malaysian Education Deans’ Council, 1, 47-56.
3. Hwang, G. J., & Chang, H. F. (2011). A formative assessment-based mobile
learning approach to improving the learning attitudes and achievements of
students. Computers & Education, 56(4), 1023-1031.
4. Tan, T. H., & Liu, T. Y. (2004, August). The mobile-based interactive
learning environment (MOBILE) and a case study for assisting elementary
school English learning. In Advanced learning technologies, 2004.
Proceedings. IEEE International conference on (pp. 530-534). IEEE.
5. Vogel, B., Spikol, D., Kurti, A., & Milrad, M. (2010, April). Integrating
mobile technologies to support inquiry-based science learning. In Wireless,
Mobile and Ubiquitous Technologies in Education (WMUTE), 2010 6th
IEEE International Conference on (pp. 65-72). IEEE.
6. Dondlinger, M. J. (2007). Educational video game design: A review of the
literature. Journal of applied educational technology, 4(1), 21-31.
7. Vogel, J. J., Vogel, D. S., Cannon-Bowers, J., Bowers, C. A., Muse, K., &
Wright, M. (2006). Computer gaming and interactive simulations for
learning: A meta-analysis. Journal of Educational Computing Research,
34(3), 229-243.
32
8. Rieber, L. P. (1996). Seriously considering play: Designing interactive
learning environments based on the blending of microworlds, simulations,
and games. Educational technology research and development, 44(2), 43-
58.
9. https://play.google.com/store/apps/details?id=uk.co.pembrokesoft.yr7
10. http://www.biology4kids.com/files/micro_main.html
11. Vengadesh, P., Noraini, A., Fauziah, M. (2016). Sains Tingkatan 1.
Selangor: Karangkraf Network Sdn. Bhd.
12. Lee, Y. (2006). Applying the ADDIE instructional Design model to
multimedia Rich project-based learning Experiences in the Korean
classroom. The Department of Instructional Design and Technology. 20 (3),
345-360
13. Peterson, C. (2003). Bringing ADDIE to life : Instructional design at its
best. Journal of Educational Multimedia and Hypermedia, 12(3), 227–241.
14. Khalil, M. K., & Elkhider, I. A. (2016). Applying learning theories and
instructional design models for effective instruction. Advances in
Physiology Education, 40(2), 147–156.
33
APPENDIX (Gantt Chart)
Activity 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15
Discussion
and selection
of title
Registration
of project title
Proposal
Writing–
Introduction
Proposal
Writing-
Literature
Review
Proposal
Progress
Presentation
and
Evaluation
Discussion
and
Correction of
Proposal
Proposed
Solution –
Methodology
Proof of
Concept
Drafting
Report of the
Proposal
Submit draft
of report to
Supervisor
Seminar
Presentation
Correction
Report
Final report
submission
Week