Chapter 1

Editors SYARULNAZIAH ANAWAR WAHIDAH MD SHAH

Penerbit Universiti Universiti Teknikal Malaysia Melaka 2018

© FIRST PUBLISHED 2018 Universiti Teknikal Malaysia Melaka ISBN 978-967-2145-38-7 All right reserved. No part of this publication may be reproduced, stored in a retrieval system, or transmitted, electronic, mechanical photocopying, recording or otherwise, without the prior permission of the University Press, Universiti Teknikal Malaysia Melaka.

Perpustakaan Negara Malaysia

Cataloguing-in-Publication Data

ICT in HUMAN BEHAVIOUR / Editor: SYARULNAZIAH ANAWAR, WAHIDAH MD SHAH. ISBN 978-967-2145-38-7 1. Communication and technology. 2. Information technology. 3. Government publications--Malaysia. I. Syarulnaziah Anwar. II. Wahidah Md. Shah. 302.2

Member of the Malaysian Scholarly Publishing Council (MAPIM)

Published and Printed in Malaysia Penerbit Universiti Aras Bawah, Perpustakaan Laman Hikmah, Universiti Teknikal Malaysia Melaka Hang Tuah Jaya, 76100 Durian Tunggal Melaka. Tel: 06-270 1241 Faks: +606- 270 1038

iv

TABLE OF CONTENTS



Preface ix Acknowledgement xi Abbreviations xiii List of Contributors xv Introduction xix THEME 1 TEACHING AND LEARNING

1

CHAPTER 1 ENHANCING LEARNING BY FORMULATING LANGUAGE COMPETENCY READABILITY TOOL FOR MALAY TEXT

3

People with Reading Difficulties –Dyslexics

3

Formulation of Malay Readability Formula

5

Future Development of Proposed Online Tool

10

Conclusion 10

v

CHAPTER 2 PRELIMINARY ANALYSIS ON STUDENTS PERCEPTION TOWARDS SERIOUS GAME DEVELOPMENT TO IMPROVE STUDENT LEARNING 13 Educational Games

13

Bartle’s Taxonomy and Its Use in Assessing Player Type

15

Survey on Pangea Serious Game

22

Conclusion

24

CHAPTER 3 INVESTIGATION OF LEARNING ENGAGEMENT USING MASSIVE OPEN ONLINE COURSES (MOOCS)

25

Massive Open Online Courses

29

Learning Materials Development

31

Survey of Student Engagement

33

Conclusion

36

THEME 2 MANAGEMENT SYSTEM DESIGN

41

CHAPTER 4 QR CODES FOR ASSET MANAGEMENT: ENHANCING USER EXPERIENCE 43 Asset Management

43

Lab Asset Management Systems (LAMS)

46

Implication of LAMS

48

Conclusion

50

CHAPTER 5 A USABILITY STUDY ON MOBILE SERVER MONITORING APPLICATIONS 53 Server Monitoring Systems

53

Nielsen Model

54

Usability Assessment

56

Android User Interface for Server Monitoring System.

59

Conclusion

62 vi

CHAPTER 6 USER PRIVACY IN NEIGHBORHOOD GEO-SOCIAL NETWORK 65 Privacy in Neighbourhood Geo-Social Network .

65

Theoretical Background for Privacy

67

Survey of Privacy in Geo-Social Network

70

Conclusion

79

APPENDICES 83 INDEX 88

vii

PREFACE



The proliferation of Information and Communication Technology (ICT) has transformed the way human communicate, create, disseminate, and manage information. ICT has shaped human behavior in all aspects, starting from personal and group communication, and become an integrated element in humans’ lives. As we embrace ICT technological advancement, it is important to develop a better collective understanding of how technological advancement may change human behavior. Likewise, studies on the behavior of people who use the technology will facilitate an enriched understanding on the ways that may impact a better use of the ICT technology. It involves looking at the ICT technology through human-centered lens, in order to deliver human needs when designing the ICT. The aim of this book is to encourage researchers, educators, and practitioners to deepen their understanding of ICT and its relation to human behavior in order to address ICT implementation issues and challenges. The aim of this book is guided by the following objectives:

ix

1.

2.

3.

A comprehensive collection of behavioral models, theories, and techniques on teaching and learning, system design, and privacy management. A guidance and support for researchers in the design and implementation of the ICT-based application, in which a clear emphasis is placed on Human-Computer Interaction or related human factors, methods, or issues. A case study analysis for identifying typical behavior characteristics and patterns in ICT which are based on the experiments conducted according to real scenario.

x

ACKNOWLEDGEMENT



The editors would like to acknowledge the contribution of all people involved in ICT in Human Behavior.

First, the appreciation goes to every author of the chapters who has

contributed their time and expertise in this book. Without them, this book would not have become a reality.

Second, the acknowledgement goes to the valuable contributions of

the reviewers who took part in the review process. Their fruitful comments and suggestions regarding the improvement of quality, coherence, and the presentation of the content of the chapters are utmost important to this book.

We would also like to acknowledge the Faculty of Information and

Communication Technology (FTMK), Universiti Teknikal Malaysia Melaka (UTeM) by providing the facilities in conducting the research. A chapter is supported by Fundamental Research Grant Scheme, Ministry of Higher Education, Malaysia (FRGS/1/2016/ICT01/FTMK-CACT/F00327)

xi

Finally, the editors wish to thank friends and colleagues in the Faculty

of Information and Communication Technology (FTMK), Universiti Teknikal Malaysia Melaka (UTeM) who offered their unfailing support throughout the period of the book publication.

xii

ABBREVIATIONS



AMS

Asset Management System

CPM

Communication Privacy Management

CPU

Central Processing Unit

ICT

Information and Communication Technology

EB EmployeeBook FICT

Faculty of Information and Communication Technology

GDLC

Game Development Life Cycle

IQ

Intelligence Quotient

LAMS

Lab Asset Management System

LMS

Library Management System

MMORGPs Massively multiplayer online role-playing games MUD

Multi-User Dungeon

MUET

Malaysian University English Test

NPC

Non-Player Character

OSN

Online Social Network

QR

Quick Response

RFID

Radio Frequency Identification

xiii

SPM

Sijil Pelajaran Malaysia

UPSR

Ujian Penilaian Sekolah Rendah

UTeM

Universiti Teknikal Malaysia Melaka

xiv

LIST OF CONTRIBUTORS



Aslinda Hassan is a Senior Lecturer in Department of Computer System and Communication, Faculty of Information and Communication Technology, Universiti Teknikal Malaysia Melaka (UTeM), Melaka, Malaysia. Her research interests include vehicular ad hoc network, vehicular communication, wireless ad-hoc network, wireless sensor network, wireless communication, ad hoc routing protocols, cyber-physical systems (CPS), Internet of Things (IoT), network performance modelling and analysis as well as network programming interfaces. Gan Siong Hin is currently working in Silverlake SPRINTS Sdn. Bhd., Petaling Jaya, Selangor, Malaysia as a Software Developer. Mohammad Aiman Mohd Hamka is currently working in Indkom Engineering Sdn. Bhd., Kuala Lumpur, Malaysia as an IT Engineer. Mohd Hafiz Zakaria is a Senior Lecturer in Department of Interactive Media, Faculty of Information and Communication Technology, Universiti Teknikal

xv

Malaysia Melaka (UTeM), Melaka, Malaysia. His research interests include Social Media, Enhanced User Experience and Assistive Technology. His expertise also spans across Online Learning Environment and Massive Open Learning Content development. Mohd Hakim Abdul Hamid is a Lecturer in Department of Computer System and Communication, Faculty of Information and Communication Technology, Universiti Teknikal Malaysia Melaka (UTeM), Melaka, Malaysia. His research ranges across Blockchain Technology, Financial Technology, Financial Analytics, and Big Data. Nur Amalina Mohamad Hazawawi is a Postgraduate Student in Faculty of Information and Communication Technology, Universiti Teknikal Malaysia Melaka (UTeM), Melaka, Malaysia. Currently, her study is concerned with formulating the readability of Malay text for people with reading difficulties. Nur Sabrinah Adam Musa is an Undergraduate Student in Faculty of Information and Communication Technology, Universiti Teknikal Malaysia Melaka (UTeM), Melaka, Malaysia. Nur Syafiatun Safwana Sazali is a Postgraduate Student in Faculty of Information and Communication Technology, Universiti Teknikal Malaysia Melaka (UTeM), Melaka, Malaysia. Currently, her study is concerned with gamification in MOOC. Siti Nurul Mahfuzah Mohamad is a Senior Lecturer in Department of Interactive Media, Faculty of Information and Communication Technology, Universiti Teknikal Malaysia Melaka (UTeM), Melaka, Malaysia. Her research interests are in the areas of Adaptive Learning, Gamification , Mobile Learning, Eg-MOOC, Web Semantic and Game Based Learning. Related information on her teaching philosophy, testimonials, impacts and evidences is available at her website: http://mahfuzah.weebly.com Syariffanor Hisham is a Senior Lecturer in Department of Interactive Media, Faculty of Information and Communication Technology, Universiti Teknikal Malaysia Melaka (UTeM), Melaka, Malaysia. Her research traverses Brain xvi

Computing and Human-Computer Interaction (People with Special Needs Learning Difficulties, Older Adults, Visually Impaired User and People with Down Syndrome). Syarulnaziah Anawar is a Senior Lecturer in Department of Computer System and Communication, Faculty of Information and Communication Technology, Universiti Teknikal Malaysia Melaka (UTeM), Melaka, Malaysia. Her research interests include Human-centered computing, Participatory Sensing, Mobile Health, Usable Security, and Societal Impact of IoT. Wahidah Md Shah is a Senior Lecturer in Department of Computer System and Communication, Faculty of Information and Communication Technology, Universiti Teknikal Malaysia Melaka (UTeM), Melaka, Malaysia. Her research interest in System and Networking, Network Security and IoT related technology Yahya Ibrahim Department of Software Engineering, Faculty of Information and Communication Technology, Universiti Teknikal Malaysia Melaka (UTeM), Melaka, Malaysia. His expertise lies in database management, design, and application. Yeoh Wai Hung is currently working in Huawei Technologies (Malaysia) Sdn. Bhd., Kuala Lumpur, Malaysia as a Network Design Engineer. Zakiah Ayop is a Senior Lecturer in Department of Computer System and Communication, Faculty of Information and Communication Technology, Universiti Teknikal Malaysia Melaka (UTeM), Melaka, Malaysia. Her current research interests include Quality of Information (QoI), Internet of Things (IoT) and Distributed Computing and Networking.

xvii

INTRODUCTION



ICT in Human Behavior is a book of chapters dedicated to examining the use of ICT from a human-centered perspective. The chapters cover research in multidisciplinary area, which concerns on the design or analysis of information and communication technology that involves human participation. The book of chapters is a blend of psychology and cognitive sciences that bring and bridge human factor and the ICT technology together. The ICT is discussed as a medium and tool through which human behaviors are shaped and expressed. This book comprises of chapters to comprehend the use of information and communication technology as a tool and resources in behavioral study, and related disciplines as well as the impact of ICT use on individuals, groups and society in their daily work and management.

ICT in Human Behavior consists of six chapters; each chapter is

independent and reader is encouraged to study only on the relevant parts or chapters. The chapters are arranged under two main themes; (1) Teaching and Learning, and (2) Management System Design. The primary message of most

xix

chapters involves information about the understanding of human behavior, in which ICT has become a very important part of the teaching and learning delivery process and management process. The Teaching and Learning theme includes chapters exploring associated areas of learning theory and pedagogy, as it might relate to the use of ICT for teaching and learning, and the realization of the expected learning outcomes. The Management System Design theme includes chapters that have been written with the intention of understanding users’ needs and requirements, which are likely contributing to improvement of management system and service design.

“Enhancing Learning By Formulating Language Competency

Readability Tool For Malay Text” by Zakaria et al. explains about formulating language competency readability tool that can assist learners to measure the reading competency of a Malay text. The tool which can later be used to assist learners particularly for those who have reading difficulties by using an existing conventional calculation method developed by the Malay linguists. The work has adopted quantitative approaches mostly in the linguistic experiments particularly in determining the number of syllables from samples of Malay reading materials. Further, statistical analysis was employed to generalize the findings and test the reliability of the proposed formula. Result from the findings shows that several linguistic rules in Malay have contributed to the additional parameters in readability formula that influenced the time taken in reading assessment. The proposed tool will increase the accuracies in measuring reading competencies among young adults and will be able to help the dyslexic users with reading difficulties in knowing the level of readability of each reading material.

“Preliminary Analysis On Students’ Perceptions Towards Serious

Game Development To Improve Student Learning” focuses on the preliminary analysis on students’ perceptions towards serious game development namely Pangea based on Bartle’s Taxonomy to improve students’ learning. Serious game is a game that is designed and widely applied in education. Pangaea is an adventure game that is focusing on 13 to 15 years old students. There will be three types of mini games: (i) Memory game; (ii) Quizzes and (iii) xx

Simple Adventure Game. This game consists of seven levels which represent those seven continents in the world. In this study, Mohamad et al. used Bartle taxonomy which is based on four character theories; Achiever, Explorers, Socializers and Killers. The findings show that 52.6% strongly agreed and 44.6% agreed on the usefulness of Pangea, while 44% strongly agreed and 52% agreed on the ease of use using Pangea. This study has contributed to the development of Serious Game (Pangea) based on three player types: (i) Achievers; (ii) Explorers and (iii) Killers.

Massive Open Online Courses (MOOCs) learning style has been

introduced for enhancing student learning experience. Many had started in practising this learning style which is aimed to help students to have better understanding in learning. In addition, it also aimed to enable students in engaging with the learning lesson. However, MOOCs is not popularly adapted among students. In “Investigation of Learning Engagement Using Massive Open Online Courses (MOOCS)”, Sazali et al. investigates the engagement of higher education students with Massive Open Online Courses (MOOCs) learning style. In her study, a subject from Universiti Teknikal Malaysia Melaka (UTeM) is chosen to be delivered using MOOCs. A survey has been designed and distributed to 56 students to measure the learning engagement among them. Based on the findings, more than half of the students with a percentage of 60.7% had a good experience through the learning, 25% found that it is very good and 10.7% found that it is excellent even though mostly (64.3%) had started using the MOOCs in the time range of 4 to 6 months. The results show that most of the students are interested to join other MOOCs.

Asset management system is essential for every organization. In

managing assets, the manual system (paper-based) is no longer efficient due to the increasing number of assets, users and functions. In “QR Codes For Asset Management: Enhancing User Experience”, Md Shah et al. present the design of an asset management system that is incorporated with QR codes. The process of identifying, tracking, lending and updating may become easier with the new asset management system. Moreover, it can reduce the problem of human mistake (manual record) and manage the asset more effectively. The xxi

design is based on several guidelines provided by the related works. Initial testing to the system shows that user experience increases since it provides quick and easy access. The findings show that embedded tool such as QR code is able to simplify several processes which user is only required to scan the code without the need to type in the details.

In “A Usability Study On Mobile Server Monitoring Applications”,

Ayop et al.

examine the usability of existing mobile server monitoring

applications.

Guided by Neilsen’s Usability Model, the authors seek to

examine and propose an enhanced interface design for server monitoring application in smart phones. The authors propose an enhanced application design for server monitoring tools to improve user experience. A preliminary study is conducted using quantitative methodology to explore the usability variables of Usability Model, namely effectiveness, efficiency, satisfaction, and learnability in mobile server monitoring application within mobile user (N=30). The research instrument used for this study is structured questionnaire. From the findings, it is shown that only user satisfaction and effectiveness variables scored higher in the usability study.

The objective of “User Privacy In Neighborhood Geo-Social

Network” is two-fold: First, to examine the elements of privacy management in neighborhood geosocial network and investigate their impacts on the likelihood of information sharing (such as personal information and access right) in the application. Secondly, to examine the effect of demographics towards the aspect of privacy management in neighborhood geosocial network. In his study, Yeoh et al. adopted quantitative method. A survey (N=175) of geosocial network application users in Malaysia attempted to identify individual’s privacy characteristics that relate to information sharing. In addition, the survey aimed to characterize respondents’ demographics that pose higher privacy management. This study concluded that Privacy Rule Characteristics, Boundary Turbulence and Obfuscation have significant positive association towards privacy against information sharing in neighborhood geosocial network application. In addition, the result shows that Chinese ethnic group has higher privacy level in disclosing information xxii

in geosocial network application. This study provides insights on how user privacy is managed in the neighborhood geosocial network. Neighborhood geosocial network is a branch of social network and is relatively novel in academic research area. Therefore, this study is expected to explore and gain some perspectives in this area.

xxiii

Theme 1

Teaching and Learning

Chapter 1: Enhancing Learning By Formulating Language Competency Readability Tool For Malay Text Chapter 2:

Preliminary Analysis on Students Perception

Towards Serious Game Development to Improve Student Learning

Chapter 3: Investigation of Learning Engagement using Massive Open Online Courses (MOOCs)

Enhancing Learning by Formulating Language Competency Readability Tool for Malay Text

Chapter 1  Enhancing Learning By Formulating Language Competency Readability Tool For Malay Text Mohd Hafiz Zakaria, Syariffanor Hisham and Nur Amalina Mohamad Hazawawi

PEOPLE WITH READING DIFFICULTIES -DYSLEXICS Dyslexia is a language-based learning disability described by difficulties with exact and natural word acknowledgment, spelling and reading decoding. It is a neurodevelopmental disorder that is characterized by slow and inaccurate word recognition (Peterson & Pennington, 2012). The Person with Disability (PWD) Act 2008 defined “persons with disabilities” as “those who have long term physical, mental, intellectual or sensory impairments which in interaction with various barriers may hinder their full and effective participation in society”.

Ministry of Education Malaysia defined students with dyslexia

problem as students that have the same or higher Intelligence Quotient (IQ) than normal students but struggle in spelling, reading and writing. In addition, Ministry of Education Malaysia via Special Education Division in 2012 stated that learning disabilities refer to a group of students with special needs who has learning difficulties. This term was formally adopted after

3

ICT in Human Behaviour

the ministry recognized that the mentally handicapped could be educated as well.

Online dyslexia screening was thought as potential instrument to

identify students with dyslexia at schools (Ekhsan et al., 2012). This was partly due to the fact that many young adults were not screened during their childhood. In Malaysia, currently the online dyslexia screening is not available, hence the community has to visit dyslexia centers to run-through the manual screening test which is done by the experts, and that could be timely and expensive.

Reading Ability Among Children to Young Adults in Malaysia Reading competency can be defined as the practical skills and knowledge that empower individuals to read very well (Bloom, 2010). The best method to diagnose people with reading difficulty is using assessment, whereby the reading comprehension tests are usually timed. It is very important to remind that the screening tools are just markers if the person is actually a dyslexic and can only be considered as indications for further examination.

Young adults in Malaysia struggled in reading since primary school,

Ujian Penilaian Sekolah Rendah (UPSR) followed by secondary school, Sijil Pelajaran Malaysia (SPM) and throughout matriculation and college. The struggle they went through continued in the university where the young adults in Malaysia are required to sit for Malaysian University English Test (MUET). They must achieve at least Band 3 in order to pass the test. As they grow older, reading difficulties would give a big impact especially when they started to work.

Readability Formula in Malay and English Readability came from two words, read and ability which make the interpretation of the ability to read. Readability formula works as an indicator of readability of a text which is constructed from two basic parameters which are average words per sentence and average syllables per words, word recognition by means of score to identify readability level (Kurniawan & Conroy, 2007; Crossley, Allen & McNamara, 2011; Doverspike, 2015; Kher, Johnson & Griffith, 2017).

The Flesch-Kincaid reading ease, Flesch-Kincaid grade level, and

Gunning Fog Index were the most used formulas to measure the readability 4


of reading materials in English. There was a readability formula for Malay language that was almost identical to Flesch Reading ease formula in English. The readability formula for Malay language was developed by Khadijah Rohani in 1984 based on the construction of words which was number of words in sentences and vocabulary and number of syllables (Yunus, 1982; Abdullah, 2008). In spite of the fact that this formula could formula could calculate readability level for Malay reading materials, unfortunately

calculate readability level for Malay reading materials, unfortunately the

the formula simply caters theunderstudies understudies till Form 5 whereby the 17the years were formula simply caters the till Form 5 whereby 17 old years old excluded in the study were excluded in thescope. study scope.

FORMULATION OF MALAY READABILITY FORMULA FORMULATION OF MALAY READABILITY FORMULA

In order to achieve the first and second research questions, six steps in formulating

In order to achieve the first and second research questions, six steps in the new formula were proposed.

formulating the new formula were proposed.

Comparison between formulas

Evaluation of existing Malay readability formula

Additional of new language parameter

Validation of the proposed formula

Rules

Figure 1.1 Steps to Formulate a Formula

Figure 1.1 Steps to Formulate a Formula Comparison between Formulas Comparison between Formulas

Comparison between formulas was conducted in the beginning of the study to

Comparison between formulas was conducted in the beginning of the study validate the problems identified at the earlier phase. The readability level of an

to validate the problems identified at the earlier phase. The readability level

was calculated to analyze how the formula used using formulas in ofarticle an article was calculated to analyze how thewas formula was two used using two English language, which were Flesch Reading Ease and Flesch Ease Kincaid formulas in English language, whichKincaid were Flesch Kincaid Reading and

Flesch Level. The answers were different fromformula each other Grade Kincaid Level. TheGrade answers were different from each other because each had because each formula had and theirtheown value of parameter and the answers their own value of parameter answers would be matched according to their would be matched to their readability level table respectively. readability level tableaccording respectively.

5

8


Evaluation of Existing Malay Readability Formula

Evaluation of Existing Malay Readability Formula The following mathematical readability formula in Malay language which was The following mathematical readability formula in Malay language which proposed by Khadijah Rohani (Md. Yunos, 1982) uses two parameters implying on was proposed by Khadijah Rohani (Md. Yunos, 1982) uses two parameters the number of words in sentences (construction of words) and implying on the number of words in sentences (construction of words) andthe number of the number of(vocabulary) syllables (vocabulary) shown in 1.1. Equation 1.1. syllables as shown as in Equation

 a  bni  cdi yi = a + bny +cd i i i

(1.1)

(1.1)

Where, Where, thesample sampleininthe thecase casestudied studied i i= =the

300 , number of words in sentences. S was the number of , number of words in sentences. S was the number S of sentences sentences in in 300 300 words words = the number of syllables d i d = i the number of syllables

ni = ni 

a 𝑎𝑎= = -13.988 −13.988 b 𝑏𝑏= = 0.3793 0.3793

c = 0.0207 𝑐𝑐 = 0.0207

The text samples must be within 300 words and should describe the The text of samples mustmaterials, be withinyet 300the words and should describe the whole aspect of whole aspect the reading text samples must not be taken from the exercises, proper nouns, short manyfrom exercises, readingquestions, materials,poems, yet the text samples mustforms, not betootaken numbers, or anything that cannot consider as word. After the readability questions, poems, proper nouns, short forms, too many numbers, or anything that level was calculated, it will be observed where the readability level of the cannot text lies on. consider as word. After the readability level was calculated, it will be

observed where the readability level of the text lies on.

Validation of the Proposed Formula

The new additional parameter that was obtained was used as a new variable to propose a new formula for people with reading difficulties. Validation ofreadability the Proposed Formula Equation 1.2 is the revised mathematical formula which assisted the dyslexic The new additional parameter that was obtained was used as a new variable to people by measuring the readability of a text in Malay language, propose a new readability formula for people with reading difficulties. Equation 1.2 y = a + bnformula +c(di + kwhich ) (1.2) by measuring i i i is the revised mathematical assisted the dyslexic people

the readability of a text in Malay language,

yi a  bni  c di  ki  6

9

(1.2)

the number of words in sentences (construction of words) and the number of syllables (vocabulary) as shown in Equation 1.1.

y  a  bn  cd

i i i Enhancing Learning by Formulating Language Competency Readability Tool for Malay Text

(1.1)

Where, Where,

i = the sample in the case studied i = the sample in the case studied 300 , number of words in sentences. S was the number of ni = , number of words in sentences. S was the number ni  S of sentences sentences in in 300 300 words words d i d = =the thenumber numberofofsyllables syllables i ki = the potential difficult words 𝑎𝑎 = −13.988 a = -13.988 0.3793 b 𝑏𝑏= = 0.3793

0.0207 c 𝑐𝑐= = 0.0207

The value of ki was calculated as below: The text samples must be within 300 words and should describe the whole aspect of (Kata Ganda+Diftong+Kata Pinjaman+Kekeliruan Huruf)*5 the reading materials, yet the text samples must not be taken from exercises,

The potentially difficultnouns, wordsshort for dyslexia wasmany basednumbers, on a study questions, poems, proper forms, too or anything that conducted on dyslexics’ spelling aspect in Malay language whereby Kata cannot consider as word. After the readability level was calculated, it will be Ganda (repetition of Malay words either full, partial or rhythmic), Diftong observedKekeliruan where the readability level of the text liesand on. Kata Pinjaman (diphthong), Huruf (confusion of letters) (words of English-origin) were the main mistakes that dyslexic people tend to do when reading a text. The addition of parameter = 5, was supported by

Validation ofby the ProposedofFormula a research in 1999 University Washington (UW), whereby the dyslexic children tend to use nearly five times of their brains than the normal The new additional parameter that was obtained was used as a new variable to children while carrying out a simple language task. The readability level propose a new readability formula for people with reading difficulties. Equation 1.2 was matched with the age group after the scores were calculated.

is the revised mathematical formula which assisted the dyslexic people Table 1.1 shows the improvised readability levels based on the by measuring

existing readability levels table (Gorman, 2003) ranging from Level 1 to Level the readability of a text in Malay language, 11 that suits the academic level of Year 1 until Form 5 at school. Level 12 and above was added to match the yadult aged from 18 a readers’ bni  c di competencies  ki  i years old and above. A colour indicator was proposed to notify readers who 9 may have reading difficulties. The colour were based on the scored obtained from the revised formula. If the difficulty level exceeds certain threshold, it will change colour from green to yellow or red to warn them that the text may require longer time to finish or the readers may encounter difficult words in it.

7

(1.2)

ICT in Human Behaviour Table 1.1 The Expansion of the Readability Level Table Readability Level

Age

Year/Form

1

7

Year 1

2

8

Year 2

3

9

Year 3

4

10

Year 4

5

11

Year 5

6

12

Year 6

7

13

Form1

8

14

Form 2

9

15

Form 3

10

16

Form 4

11

17

Form 5

12 and above

18 and above

Adults

Each indicator indicates different type of text: •

Red - this text is difficult for people with reading difficulties

•

Yellow - this text is quite difficult for people with reading difficulties

•

Green - this text is suitable for all people

Rules Calculating Syllable in Malay Language Most of the Malay words are the combination of consonants sounds (K) and vowels sounds (V) such as KV, VK and KVK. Based on the combination of consonants (K) and vowels (V), the words turn out with a syllable pattern, or pola suku kata, for instance, KV= ka + tak, KVK = ko + tak. From this pola suku kata, all possible combinations of K and V are combined. The following are the possible pola suku kata:

8

Enhancing Learning by Formulating Language Competency Readability Tool for Malay Text Table 1.2 Table of Pola Suku Kata Syllable

Example

Syllable

Example

VK

Er + ti , Ma + in

KKVK

Draf

KV

Ra + kit , Ba + tu

KVKK

Teks + til

KVK

Pin + tu

KKVKK

VKK

Eks + tra

KKKV

V

A + pa, I + bu, Gu + a

VK

Am + bang

KKV

Dra + ma

Kom + pleks Stra + tegi , Skru

KKKVK

Struk + tur

KVKV

Stra + tegi

Calculating Words in Malay Language There are differences in the construction of Malay and English words. Based on Kamus Dewan Bahasa (4th Edition), the construction of Malay words or morphology are divided into four which are Kata Tunggal, Kata Majmuk, Kata Ganda, and Kata Terbitan (Hassan, 1985). In terms of linguistic definition, the construction of words is a process where new words are formed.

All words would be counted as usual, one by one, except for some

exceptions like proper nouns, Acronym, Kata Ganda and abbreviations. Example of proper nouns like Siti Aminah, Jalan Lengkuas, and Universiti Teknikal Malaysia Melaka and acronym words would be counted as one word. Same goes to Kata Ganda, words that have hyphens between of two words will be counted as one, for instance, kuih-muih. Components other than words, like numbers (0, 1, 100, 5), punctuation (,. ! ? ), and abbreviations (yg. (yang), spt. (seperti), dlm. (dalam) were decided to be omitted from the system.

Potentially Difficult Words Based on Levinson Theory 1994, potentially difficult words were reversal of alphabets (pembalikan huruf), addition of alphabets (penambahan huruf), interpose of alphabets (penyisipan huruf), replacement of alphabets (penggantian huruf), contraction of alphabets (pemeluwapan huruf), transmission of alphabets (pemindahan huruf) dropping of alphabets (pengguguran huruf), and guessing (agakan or suka-suka). According to their analysis, the term ‘potentially difficult words’ consists of four main components which are Kata Ganda, Kata Pinjaman, Diftong, and Kekeliruan Huruf (Levinson, 1994).

9


FUTURE DEVELOPMENT OF PROPOSED ONLINE TOOL The formula will be used as the requirements and guidelines for developing future online tool for Malay readers to measure the readability of texts in Malay language. The Online tool can provide two types of readings, namely, the readability level for normal users, and the readability level for people who may have reading difficulties.

CONCLUSION This study proposed an expansion of the readability formula to improve the existing Malay readability formula and was developed based on the lack of awareness about overcoming reading deficits by Malaysian readers. An online tool will be developed in response to the inavailability of a specialised tool that could swiftly measure the readability level of Malay texts. The tool would help readers to know the level of the reading materials that they read and will be the first online readability test tool in Malay language. It can be concluded that this formula is useful to help people with reading difficulties particularly to the young adults with dyslexia as it focuses on knowing the difficulty level of Malay reading materials and also highlighting the potentially difficult words in the texts that could be a barrier for them in reading.

10


REFERENCES Books and Journals Abdullah Hassan. (1985). Penerbitan kata dalam Bahasa Malaysia. Kuala Lumpur: Fajar Bakti. Abdullah K. (2008). Research Report: A Study on The Use of Electronic Stories in Malay Language Teaching. Jurnal Elektronik Jabatan Bahasa & Kebudayaan Melayu. Jurnal e-Utama, (1), 93-97. Crossley S.A., Allen D.B. & McNamara D.S. (2011). Text readability and intuitive simplification: A comparison of readability formulas. Reading in a Foreign Language, Vol. 23 (1), 84-101. Ekhsan H. M., Ahmad S., Z., Halim S., A., Hamid J., N. & Mansor N.H. (2012). The Implementation of Interactive Multimedia in Early Screening of Dyslexia. International Conference on Innovation, Management and Technology Research (ICIMTR2012), 556-569. Gorman, C. (2003). The new science of dyslexia. Time, 162(4), 52-59. Jabatan Pendidikan Khas (2005). Maklumat pendidikan khas. Definasi Disleksia. Kementerian Pelajaran Malaysia. PTS Professional Publishing Sdn. Bhd. Kher, A., Johnson, S. & Griffith, R. (2017). Readability Assessment of Online Patient Education Material on Congestive Heart Failure. Advances in Preventive Medicine, 2017, 1–8. Kurniawan S. & Conroy G.V. (2007). Comparing Comprehension Speeds and Accuracy of Online Information in Students with and without Dyslexia. Advances in Universal Web Design and Evaluation. In S.Kurniawan & P.Zaphiris (Eds.), 257-270. Hershey: Idea Group Publishing. Levinson, H.N. (1994). A solution to the Riddle Dyslexia. New York: Springer- Verlag. Yunus K. R. M. (1982). An Assessment of Structural Variable in Malay: A Readability Formula. Unpublished manuscript, University of Miami, United States.

11


Onlines Doverspike D. (2015). Readability of Assessments in a Digital Age (Part 1): Bet You Won’t Read This Whole Blog. Assessment Services Review. Retrieved from http:// asr.ipma-hr.org/2015/03/readability-of-assessments-in-a-digital-age-part-1bet-you-wont-read-this-whole-blog/ International Dyslexia Association (IDA). (2002, Nov. 12). Board of Directors. Retrieved from http://www.interdys.org/ Khadijah Rohani Md. Yunos (1982). An Assessment Of Structural Variables In Malay: A Readability Formula. Dissertations from ProQuest. Retrieved from https:// scholarlyrepository.miami.edu/dissertations/1263 Laws of Malaysia. (2014). Persons with Disabilities Act 2008. Retrieved from http:// www.ilo.org/dyn/natlex/docs/ELECTRONIC/86297/117930/F139356912/ MYS86297.pdf Ministry of Education Malaysia. Special Education. Retrieved

from http://www.

moe.gov.my/index.php/en/korporat/jabatan-dan-bahagian/bahagianpendidikan-khas Peterson R. L. & Pennington B. F. (2012). Developmental Dyslexia. The Lancet. Retrieved from http://www.thelancet.com/journals/lancet/article/PIIS01406736(12)60198-6/fulltext Schwarz J. (1999). Dyslexic Children Use Nearly Five Times The Brain Area. University Of Washington. Retrieved from http://www.washington.edu/news/1999/10/04/ dyslexic-children-use-nearly-five-times-the-brain-area/

12

Preliminary Analysis on Students’ Perceptions towards Serious Game Development to Improve Student Learning

Chapter 2  Preliminary Analysis on Students Perception towards Serious Game Development to Improve Student Learning Siti Nurul Mahfuzah Mohamad, Nur Sabrinah Adam Musa, Mohd Hakim Abdul Hamid

EDUCATIONAL GAMES Serious games or educational games are games that are created not for entertainment but for the improvement of learning. As mentioned in Vrugte (2016), these types of games combine game characteristics with instructional design elements that facilitate students learning processes. Serious games are often developed using computers and can be very similar to classic video games. Previous studies have shown that serious games can improve students’ learning (Peterson, 2010; Florance et al., 2016; Trooster et al., 2017) but there is limited study focuses on learning geography. Students nowadays are lack of information about geography. Therefore, this serious game is created to help students to learn more about geography rather than giving notes (Quick et al., 2012).

Geography can include a wide range of topics. One of those topics

in learning is about continents. Learning geography can be more fun with games. An effective way to learn geography could be through geography games and map games. Geographic knowledge is necessary in order to understand global and cultures. In fact, schools need to prepare children 13


for the real world that can develop fundamental geographic understanding about the world. They should know starting from the continents and countries of the world to the global events.

In related works (Ferro et al., 2013; Hanna et al., 2014; Kyatric, 2013),

they applied player type in their study to motivate learner. Tuzun and colleagues (2009) designed and developed a three-dimensional educational computer game to improve students’ motivation in learning geography. Existing games like World Geography Games (2017) bring many entertaining and simulating map games to improve geographical knowledge. The quizzes ask about countries, flags, regions, mountains, deserts, and other topics. This game encourages its player explore and learn about the world. Other related game which is formerly known as Learning Game For Kids (Geography, 2017) makes people understand the challenge of global warning. It starts with the understanding of the basic of the world of geography as well as it helps students to form the basic understanding of the countries, states and world. There are many mini games in this website such as jigsaw puzzle, word search, letter fall, speedy speller, hang mouse and others. Table 2.1 shows the comparison of existing game about geography and proposed game called Pangea. Table 2.1: Comparison of the Existing Game and Pangea World Geography Games

Learning Game for Kids- Geography games

Pangea

Genre

Quizzes

Action puzzle

Platform

Target audience

Everyone

Kids

13 – 15 years old

Learning Activities

Quizzes: drag and drop, click on the answer

Games: drag and drop, move keyboard

Collect coins, shooting, and answer the quiz

Platform

Website.

Website

PC

Features

Choose the correct answer.

Answer the question given by finding words

Observe the environment and answer the quiz at the end of level.

14


Pangaea is a serious game that is developed by Unity 5 game engine.

The word Pangaea means supercontinent. Supercontinent is a combination of seven continents before they break apart. This game is an adventurous game that focusing on 13 until 15 years old student. This game consist of seven level, which represent those seven continents in the world (Wikipedia, 2017). There will be a simple adventurous game where players have to collect star and avoid from the animal on that continent. This game helps students to know better about the continents. This game was inspired from the Continents and Ocean online games and Sheppard Software's geography games (Sheppard, B. and Jasmine, C., 2017), which is mainly to educate player. Yet, there are still lack of fun elements. Therefore, preliminary study was carried out to investigate students’ perceptions towards serious game development namely Pangea based on Bartle’s Taxonomy.

BARTLE’S TAXONOMY AND ITS USE IN ASSESSING PLAYER TYPE Bartle’s taxonomy of player types is a classification of gamers by Bartle (2004). The taxonomy is based on a character theory that consists of four characters. Those four characters are (i) Achiever; (ii) Explorers; (iii) Socializers and (iv) Killers. Achievers are competitive and enjoy gaining power, level up and other rewards. The more challenging the goal, the most rewarded they tend to feel. Explorers want to explore the world, build mental maps of the different areas in their head. These players have prior knowledge on all the mechanics, short cuts, tricks, and glitches in the game.

Socializers use the game as social medium to have relations with

the other player than playing the game themselves. They help to spread knowledge and get involved in the community aspect of the game. Killers derive their fun by ruining other people’s fun. Trolls, hackers and cheaters are belong to this category. Figure 2.1 shows the Bartle’s Taxonomy of Player Types. However, in Pangaea there is no socializer because Pangaea is a PC based game. Therefore, there is no social medium to have relations with the other player than playing the game itself. Table 2.2 shows the classification of player types applied in Pangaea.

15


Acting Acting

KILLERS KILLERS

ACHIEVERS ACHIEVERS

World World

Players Players

SOCIALIZERS SOCIALIZERS

EXPLORERS EXPLORERS

Interacting Interacting

Figure2.1 2.1 Bartle’s Taxonomy Player Types Figure Bartle’s Taxonomy ofofPlayer Figure 2.1: Bartle’s Taxonomy ofTypes Player

Types

Table2.2 2.2Player PlayerTypes TypesApplied AppliedininPangea Pangea Table

Table 2.2: Player Types Applied in Pangea Player Type Example Example ofGame Serious Game PlayerType Type Example ofSerious Serious Game Development Player of Development (Pangea)Development (Pangea) (Pangea) ACHIEVERS ACHIEVERS ACHIEVERS

Focusing on i.i. Focusing on i. Focusing on obtainingthe thestars. stars. obtaining obtaining the stars. Measuredby bypoints. points. ii.ii. Measured

ii. Measured by points.

Elements Elements Elements Competitive  Competitive Enjoydifficult difficult  Enjoy challenges challenges • Enjoy difficult Playerprefers preferstotogain gain  Player challenges points,get getup uplevels levels points, • Player prefers to gain andother otherrewards rewards and  Focus Focusget complete the points, totocomplete the up levels goalbefore beforeothers othersdo do goal other rewards  Achievers Achievers love and love explorers buthate hatethe explorers but • Focus to complete killers killers

• Competitive

goal before others do

• Achievers love explorers but hate killers (Continued)

19 19

16

Preliminary Analysis on Students’ Perceptions towards Serious Game Development to Improve Student Learning (Continued) EXPLORERS EXPLORERS i.

 Like explorethe the • Like to to explore

world  Like to learn about tips hidden places, • Like to learn about and tricks about the hidden places, tips games and tricks about theby  Explorer are loved achievers but hated games by killers

i. outthrill the of thrill SeekSeek out the

world  Like to learn about

Seek out the thrill of discovery. of discovery. ii. Learn about ii. Learn about anything that is new anything that is or unknown. iii. Observe new the or unknown. environment and iii. Observe the answer the quizzes.

• Explorer are loved by

environment

achievers but hated

and answer the

by killers

quizzes.

KILLERS KILLERS i.

 Like fightwith with • Like to to fight

other players rather

i. for the LiveLive for the

other players rather than kill NPC

competitive competitive elements. elements. ii. Kill the animal

 Killers like to than kill NPC

provoke and cause

• Killers like to drama in the virtual world and cause provoke

ii. Kill the animal

 Killers hate explorers and love achievers

drama in the virtual and love achievers world

• Killers hate explorers and love achievers

Pangea Serious Game Development Based on Bartle’s Taxonomy This study uses Game Development Life Cycle (GDLC) method as a guideline in game development. The arrangement of flowchart is shown in Figure 2.2. Meanwhile Figure 2.3 shows the Game Development Life Cycle is applied in this study.

20

17


Figure 2.2 Flow Chart of Pangea

18


Figure GameDevelopment Development Life Cycle (GDLC) Figure 2.3:2.3 Game Life Cycle (GDLC)

There are six phases involved in this study as follows: There six phases i. are Phase One: involved Initiationin this study as follows: In this phase, a brainstorming session is conducted in order to identify i. Phase One: Initiation current problem in learning Geography and propose a new idea in In this developing phase, a brainstorming session is conducted to identify identify player current serious games to improve learninginasorder well as problemtypes. in learning Geography and propose a new idea in developing serious games to improve learning as well as identify player types.

ii. Phase Two: Pre – Production ForTwo: pre-production phase, more information about serious game and ii. Phase Pre – Production Bartle Taxonomy types is gathered. Then, the preliminary survey on For pre-production phase, more information about serious game and Bartle game development is analysed and the flow of the game is created as Taxonomy types is gathered. Then, the preliminary survey on game development is well as the system architecture based on flow of the game is designed. analysed and the of the game is createdofasthis wellgame. as the system architecture based Figure 1.4flow illustrates the storyline on flow of the game is designed. Figure 1.4 illustrates the storyline of this game.

iii.

Phase Three: Production

iii. Three: Production Phase Production phase is an activity phase that involves the development

of coding. is involves used to solve any problems and bugs Production phase isThe an troubleshooting activity phase that the development of coding. The that may occur along the development process. Then the developed game is tested and if there any bugs occur, it is fixed. This phase may development process. Then the developed game is tested and if there any bugs occur, take longer time on the development process. troubleshooting is used to solve any problems and bugs that may occur along the

it is fixed. This phase may take longer time on the development process.

23 19


Figure Storyline Figure 2.42.4: Storyline Figure 2.4 Storyline

game For the game used in this study, Adobe Illustrator wascharacter used to For the art used in thisart study, Adobe Illustrator was used to trace the For the game art used in this study, Adobe Illustrator was used to trace the character trace the character and asset in the game. It is also used to edit and create and asset in the game. It is also used to edit and create the game world and and the game. It is also used create in thethe game world and theasset gameinworld and background for to theedit userand interface game (refer to background for the user interface in the game (refer to Figure 2.5). background for the user interface in the game (refer to Figure 2.5). Figure 2.5).

Figure 2.52.5 Background and character Figure Background and charactercreation creationusing usingAdobe AdobeIllustrator Illustrator

Figure 2.5: Background and character creation using Adobe Illustrator

develop game, theUnity Unity 5.5.1 the Game Engine and C# C# programming programming To To develop thisthis game, the asasthe Game and To develop this game, the5.5.1 Unity 5.5.1 as Engine the Game Engine and C# language used. Unityis isanare anintegrated integrated toolto to create create games, simulations simulations and programming language used. Unity is an integrated tool to create language areare used. Unity tool games, and games, simulations and architectural buildings. The programming language architectural buildings.The Theprogramming programming language language used used varies, varies, ranging ranging from architectural buildings. from used varies, ranging from JavaScript, C#, and Boo. There are audio features JavaScript, and Boo.There Thereare areaudio audiofeatures featuresused used for for example example reverb reverb zone, JavaScript, C#,C#, and Boo. zone, used for example reverb zone, particle effects, Sky Box, as well as features particle effects, Sky Box, aswell wellasasfeatures featuresrendering, rendering, lighting, lighting, sound effect, effect, and particle effects, Sky Box, as and rendering, lighting, sound effect, and game physics. Unitysound can also directly game physics. Unityfrom can also directly edit the texture from the editor (Bae et al., 2014; the texture editoredit (Bae al., 2014; Endah et. Al., 2013; Katz et gameedit physics. Unity can alsothe directly theettexture from the editor (Bae et al., 2014; al., 2011). 2.6 shows the environment in Unity. Endah et. Al.,Figure 2013; Katz et al., 2011). Figure 2.6 shows the environment in Unity. Endah et. Al., 2013; Katz et al., 2011). Figure 2.6 shows the environment in Unity. 24 24 20


Figure LevelofofContinents Continents in Unity Figure2.6: 2.6 Level in Unity

Monodevelop was used in programming with C# in as Monodevelop software wassoftware used in programming part with C# aspart the language the language in Unity. In game architecture, the programming was produced

Unity. In game architecture, the programming was produced in the game engine

in the game engine part. The input device for this game is a mouse or a

part. The input device for this game is a mouse or a keyboard. The game logic

keyboard. The game logic contains physics engine to produce a better game.

contains physics engine to produce a better game. It is used to produce the rigid

It is used to produce the rigid body for each asset in this game. The game

body for each asset in this game. The game mechanics run the function of score. mechanics run the function of score.

Next, the game output with audio and graphics was present.

The audio divided into two categories: (i) Sound Music Next, the is game output with audio and graphics was effect present.and The(ii) audio is background. For the sound, it is played when the snowball collides with

divided into two categories: (i) Sound effect and (ii) Music background. For the

enemy. Music background is played when player starts playing the game.

sound, it is played when the snowball collides with enemy. Music background is

Furthermore, the data management layer is to manage the data of game

played when player starts playing themore game. Furthermore, the data management content. This will make the game attractive and challenging. layer is to manage the data of game content. This will make the game more attractive

iv. challenging. Phase Four: Testing (Alpha Version) and

Alpha version is a version of a piece of game that is made available for testing before its general release. This is the first phase to begin game testing. In the alpha iv. Phase Four: Testing (Alphaversion Version)testing, the game breaking bugs may be found. Alpha version is a version of a piece of game that is made available for testing before its general release. This is the first phase to begin game testing. In the alpha version

v.

Phase Five: Testing (Beta Version)

testing, the game breaking mayof beafound. Beta version is a bugs version piece of game that is made available for

testing, typically by a limited number of users outside the company that is developing it before its general release. After bugs are found in Beta version a version of ita ispiece game job thattoisget made available for testing, alphaisversion, now betaof version rid of them. This testing was conducted to 35 students. The purpose of this game is to assess typically by a limited number of users outside the company that is developingthe it users’ experience in terms of functionality of the game including the before its general release. After bugs are found in alpha version, now it is beta learning content, goal and gameplay (Appendix C). v.

Phase Five: Testing (Beta Version)

25 21


vi.

Phase Six: Release This is the last phase where 99% of bugs should be completely eradicated and ready for full release.

SURVEY ON PANGEA SERIOUS GAME The participants of the survey was comprised of total 35 secondary schools students from Sekolah Menengah Kebangsaan Cenderawasih, Kuantan. During the preliminary study, all respondents gave their cooperation and good response. Overall, this preliminary study was implemented properly and helped in developing the serious game for teachers and students at secondary schools.

Demography The participants consist of 12 female (34%) and 23 male (66%). Most of the students are aged around 13 (18%), 14(53%) and 15(29%). Table 2.3 shows the demographic characteristics of the participants involved. Table 2.3: Demography Category Gender

Age

Ethnic

Having Notebook/ Computer Internet Connection Purpose of Playing Game

Frequency

Percentage

Female

12

34.0

Male

23

66.0

13

6

18.0

14

19

53.0

15

10

29.0

Malay

27

77.0

Chinese

5

14.0

Indian

3

9.0

Yes

30

86.0

No

5

14.0

Yes

30

85.0

No

5

15.0

Entertainment

25

72.0

Education

10

28.0 (Continued)

22

Preliminary Analysis on Students’ Perceptions towards Serious Game Development to Improve Student Learning Learning Platform Online Games 14 40.0 (Continued) I-Book 10 29.0 E-Learning 1014 28.0 Online Games 40.0 Mobile Apps 1 I-Book 10 29.0 3 Learning Platform E-Learning 10 28.0 Apps 1 a laptop/computer 3 Table 2.3 shows that 86% ofMobile the respondents have while

14% of the respondents have no laptop/computer at home. Similarly, 85% of the

Table 2.3 shows that 86% of the respondents have a laptop/computer

respondents at home have whileno15% do not have atinternet access at home. while have 14% ofinternet the respondents laptop/computer home. Similarly, the respondents internet at home while 15% do not have 72% of 85% the of respondents playhave games for entertainment purpose whileinternet others (28%) access at home. 72% of the respondents play games for entertainment purpose

play games education. playing Pangea, 40%playing of thePangea, respondents while for others (28%) playAfter games for education. After 40% of prefer respondents prefergames. learningThe through the online games. The distribution learningthe through the online distribution of learning platform preferences of learning platform preferences is shown in Figure 2.7.

is shown in Figure 2.7.

3% 40%

28% Mobile apps E-Learning E-book/i-book Online Game

29%

Figure 2.8: Learning Platform Platform Preferences Preferences 2.8 Learning

Usefulness Usefulness Table 2.4 shows the distribution of respondents for perceived usefulness. Table 2.4 shows the distribution of respondents for perceived usefulness. From the From the analysis, it shows that 52.6% strongly agreed and 44.6% agreed

analysis, it shows that 52.6% strongly agreed and 44.6% agreed about the usefulness about the usefulness of Pangea.

of Pangea.

Table 2.4 Distribution of Responses for Perceived Usefulness (PU) No PU1 PU2

Item 23 are Delivering the lessons of continents in Pangea easy to follow The teaching materials is very interesting to learn

1 0 0% 0

Distribution of responses 2 3 4 5 0 0 19 16 0% 0% 54.3% 45.7% 0 0 17 18

ICT in Human Behaviour Table 2.4 Distribution of Responses for Perceived Usefulness (PU) No

Distribution of responses

Item

1

2

3

4

5

0

0

0

19

16

0%

PU1

Delivering the lessons of continents in Pangea are easy to follow

0%

0%

54.3%

45.7%

PU2

The teaching materials is very interesting to learn

0

0

0

17

18

0%

0%

0%

48.6%

51.4%

PU3

A variety of player type make me interest to learn

0

0

0

10

25

0%

0%

0%

28.6%

71.4%

PU4

Pangea use the appropriate color background

0

0

5

16

14

0%

0%

14.3%

45.7%

40.0%

PU5

I easily understand the concepts of continents

0

0

0

16

19

0%

0%

0%

45.7%

54.3%

0%

0%

2.8%

44.6%

52.6%

Total

Note: 1=Strongly Disagree, 2=Disagree, 3=Average, 4=Agree, 5=Strongly Agree

Perceived Ease of Use (PEOU) Table 2.5 shows the distribution of respondents for perceived ease of use. From the analysis, 44% strongly agreed and 52% agreed about the ease of use using Pangea. Table 2.5: Distribution of responses for Perceived Ease of Use (PEOU) No

Distribution of responses

Item

1

PEOU1

Learning about continent using Pangea is easy for me

PEOU2

The learning material is equipped with interactive graphics

The player type use are suitable PEOU3 for me PEOU4 I easy to remember using Pangea PEOU5 I enjoy learning using Pangea Total

2

3

4

5

0

0

0

15

20

0%

0%

0%

42.9%

57.1%

0

0

2

20

13

0%

0%

5.7%

57.1%

37.2%

0

0

3

21

11

0%

0%

8.6%

60%

31.4%

0

0

1

18

16

0%

0%

2.9%

51.4%

45.7%

0

0

1

17

17

0%

0%

2.8%

48.6%

48.6%

0%

0%

4.0%

52.0%

44.0%

Note: 1=Strongly Disagree, 2=Disagree, 3=Average, 4=Agree, 5=Strongly Agree

24


CONCLUSION Pangea is a simple 2D serious game that was developed by using Unity 5. The platform of this game is via PC with keyboard arrows and computer mouse as the input controller. The target audience is the children between 13 to 15 years old. The core mechanics in this game is to let players know about continents. Teacher can reduce preparation time and indirectly attract the attention of students to learn and use the materials in serious game effectively. As a conclusion, this study will benefit all teachers as well as secondary school students.

REFERENCES Books and Journal: Bae, J. and Ae-Hyun, K. (2014). Design and development of Unity 3D Game Engine Based Smart SNG (Social Network Game). International Journal of Multimedia and Ubiquitous Engineering. 9(8): 261-266. Bartle, R. A. (2004). Designing Virtual Worlds. Berkeley, CA: New Riders. Endah, S, Ridi F., Lukito E. N., Adhi S., and Neila R. (2013). Tech Review: Game Platform for Upgrading Counting Ability on Preschool Children. Ferro,L., S., Walz, S. P. and Greuter, S. (2013). Towards Personalised, Gamified Systems: An Investigation into Game Design, Personality and Player Typologies. Proceedings of the 9th Australasian Conference on Interactive Entertainment: Matters of Life and Death. pp 7. Florance Q and Denis L (2016). A Serious Game to Teach Design to Children. Gamification and Serious Games Symposium. Pp 28-29. Hanna, N., Richards, D. Hitchens, M and Jacobson, M. J. (2014). Towards Quantifying Player’s Involvement in 3D Games Based-on Player Types. Proceedings of the 2014 Conference on Interactive Entertainment. 26(10):1–26. Katz, N., Cook T., and Smart R. (2011). Extending Web Browsers with a Unity 3D-Based Virtual Worlds Viewer, IEEE Internet Comput., 1(5): 5-21.

25

ICT in Human Behaviour Peterson, M. (2010). Computerized Games and Simulations in Computer-Assisted Language Learning: a Meta-Analysis of Research. Simul. Gaming 41, 72–93 (2010). doi:10.1177/1046878109355684 Quick, J. M., Atkinson, R. K., and Lin, L. (2012). The Gameplay Enjoyment Model. International Journal of Gaming and Computer-Mediated Simulations. 4(4): 64– 80. Trooster W, Sui, L G, Anouk, T, Esther O, Gillian, Gemma C and Martin V S (2017). The Effectiveness of the Game LINGO Online: A Serious Game for English Pronunciation. Simulation and Serious Games for Education. Gaming Media and Social Effects. (eBook) DOI 10.1007/978-981-10-0861-0. Pp 125-136. Tuzun, H., Meryem, Y., Turkan, K., Yavuz, I. and Gonca, K. (2009). The Effects of Computer Games on Primary School Students Achievement and Motivation in Geography Learning. Computers and Education. 52: 68-77. Vrugte, J. (2016). Serious Support for Serious Gaming. Dissertation. Universiteit Twente.

Onlines: Geography Games (2017). Retrieved from http://www.learninggamesforkids.com/ geography_games.html Kyatric, I. (2013). Bartle’s Taxonomy of Player Types - Tuts+ Game Development Article. Retrieved from http://gamedevelopment.tutsplus.com/articles/ bartles-taxonomy-of-playertypes-and-why-it-doesnt-apply-to-everything-gamedev-4173 Sheppard, B and Jasmine, C. (2017). Sheppard Software Geography Games. Retrieved from http://www.sheppardsoftware.com/Geography.htm World Geography Games (2017). Retrieved from http://world-geography-games. com/ Wikipedia (2017). Continents: What is a Continent?. National Geographic. Archived from the original on 2009-06-29. Retrieved from https://en.wikipedia.org/ wiki/Continent#cite_note-NatlGeo1-1

26

Investigation of Learning Engagement Using Massive Open Online Courses (MOOCs)

Chapter 3  Investigation of Learning Engagement Using Massive Open Online Courses (MOOCs) Nur Syafiatun Safwana Sazali, Siti Nurul Mahfuzah Mohamad

MASSIVE OPEN ONLINE COURSES Over the past 170 years ago, online learning has been practiced in learning processes. This was due to sending and receiving assignments using mail between students and educators, which is the starting point of the online learning concept. Since then, the distance barrier in learning had been resolved. Today, various technologies are introduced to enhance the concept of online learning. Based on the article written by Arnett (2013), two types of online learning can be defined as shown in Table 3.1 below. Table 3.1: Types of Online Learning Category

Example

Instructional technologies

Books, Articles, Photographs, Audio Recordings, and Videos

Virtual interaction

Email, Instant messaging, Video conferencing,

technologies

online white boards, and File sharing

27


In the category of virtual interaction technology, learning styles

were introduced as an initiative of attending and learning in a regular classroom. It is complete with learning materials of lecture notes, quizzes and some even included learning videos, to supplant traditional learning materials. Back then, this style of learning was new and difficult to adapt in a more robust learning style. However, currently it has already become vitamins and supplements in learning. Students can access learning and revise lessons taught in the classroom.

In general, Massive Open Online Courses (MOOCs) is a model for

conveying learning content online for individuals who require a course, with more than 1200 courses available without limitation on participation (Fueyo et al., 2015). This is a creative development in instruction that has been advanced into fields of practice and study which has brought students from all over the world to participate in any available courses and interact with one another. Many years have passed since it was first introduced. Courses were created by different educators with various backgrounds, catering students from different walks of life, who can benefit from these courses.

The term alludes for the most part is to train and enhance learning

opportunities inside formal training frameworks or expand learning opportunities past formal instruction frameworks. Nevertheless, customary course materials, for example, recorded addresses, readings, and problem sets, numerous MOOCs give intelligent client discussions to bolster group associations between understudies, educators, and teacher's aides (TAs). MOOCs are a later and broadly explored advancement in distance instruction. This model is an initiative to improve learning effectiveness.

MOOCs for Higher Education Technology is progressing every day, and this includes technology in education. Because of this, different styles of teachings are developed to enhance learning. In 2017, various learning styles were redesigned for higher education where MOOCs was listed as one of the core initiatives. In 2014, it is reported that more than 60 MOOC platforms are already worldwide (Li et al; 2014). The MOOC platforms have provided more than 2,400 courses in partnership with more than 400 universities (Shah, 2014). In order to improve learning quality, MOOCs have expanded learning opportunities, 28


provided e-learning access and widen leadership curriculum. These benefits mainly focus towards higher education. The focus for this study is to explore the learning engagement of higher educational students.

Higher education results in harder learning phases and learning

deliverables. Some barriers may occur especially barriers of time. Generally, higher education students are at an age level where all of them have different commitments in their life. This may be one of the factors that learning could not be delivered successfully. However, through the initiative of MOOCs, learning can be accessed freely without the limits of locations and time. Besides, MOOCs are also complete with virtual educators to guide more than 150,000 students, where educators can personally interact with every one of these students. As an impact, students may build a relationship with educators which may accelerate professional development and career growth. This can also improve the communication between students & educators.

In developing a learning plan, a concept is defined. The concept of

Instructional Design is used to improve the analysis of adapting needs and efficient improvement of learning encounters. Learning content is designed simply by applying the five elements of multimedia. The purpose of this is to ensure the learning content can be delivered to the students in meaningful ways. By having the learning materials online, students may refer to the previous and upcoming learning materials and make the learning more understandable. This will ensure the information can be delivered well. Open Learning is chosen as the platform to deliver learning content.

This project aims to improve the learning content of Multimedia

System subject. Some animations were developed to ensure the students can visualize the content well.

MOOCs Platform Massive Open Online Courses (MOOCs) is an online course that provides unlimited access and participation over the web. The learning style of MOOCs was first introduced back in 2008 to improve the current traditional way of learning into an online class that may provide knowledge to millions of people. Various platforms of MOOCs learning such Coursera, Edx, Udacity and Open Learning were introduced with the same objective. Through the years, even from the first time it has been introduced, more 29


people are getting benefits from this learning style (Shapiro et al., 2017). Various countries and different races may interact together and learn the available courses. The important features available in MOOCs are free enlistment, open access to adapting (regardless of prior qualifications), a vast and various course selection that has distinctive foundations as well as far reaching, and the non-attendance of a solitary, direct learning movement which is taken after by all understudies on a course (Breslow et al., 2013; Gaebel, 2013).

However, MOOCs seems to be more successful by the name

rather than the engagement itself. Courses offered are more towards the engagement of students (Kaur et al., 2017) and significantly higher numbers of students completed their goals than merely completing the course (Hew, 2016). By comparing these two types of learning, it is concluded that both need motivation to engage with the learning material (Wang et al., 2016). Interesting learning materials will successfully engage students with the learning process and bring motivation back to complete the learning. However, students believed that they are prepared enough to score the courses without completing the whole learning process (Harrathi et al., 2017). The learning goals were unsuccessful due to several factors. Table 3.2 represents the other reasons students did not engage with MOOCs Learning. Table 3.2: Reasons of Students did not Engage in Learning Findings

Author (s) Janet Burge (2013)

Harrathi, Touzani, and Braham (2017)

X

Time limitation

X

Learning materials

X

X X

Assessment unperformed

X

No encouragement

X

Learning language barrier

X

Instructor accessibility passion

Wang, Wen, and Rosé (2016)

X

Hew (2016)

Kaur, Noman, and Nordin (2016)

Shapiro et al; (2017)

Koller et al;(2013)

Unable to understand lessons

X X X

X (Continued)

30

Investigation of Learning Engagement Using Massive Open Online Courses (MOOCs) (Continued) Peer interaction with instructor

X

Score comparison

X

Students exploration

X

LEARNING MATERIALS DEVELOPMENT

System subject. The MOOCs are then developed by taking into account those factors

This section explains the assessment method that is used in this study to

obtained from previous research that restrain the students from engaging in the

figure out the students’ engagement using MOOCs platform. To undergo

learning. In this lesson, a few learning materials then developed into few parts this process, Open Learning platform is used were to present the MOOCs learning

lessonareforlearning Multimedia subject. are All thenthedeveloped which videos,System lecture notes, andThe fewMOOCs assessments. respondents by the taking intoeducation account students those factors previous thatand are higher whichobtained are fromfrom the Faculty of research Information restrain the students from engaging in the learning. In this lesson, a few

Communication Technology, Universiti Teknikal Malaysia Melaka (UTeM). These

learning materials were then developed into few parts which are learning

students in theand Multimedia System subject in respondents a semester. They were videos, enrolled lecture notes, few assessments. All the are the introduced to MOOCs and were exposed the learning style.of They also followed higher education students which are tofrom the Faculty Information andthe

Communication Technology, guided lessons by the lecturer. Universiti Teknikal Malaysia Melaka (UTeM).

These students enrolled in the Multimedia System subject in a semester. total of 54 students, a set and of questionnaires wastoprepared for thestyle. survey They With werea introduced to MOOCs were exposed the learning

guided lessons by the lecturer. toThey be also usedfollowed in this the study. A set of questionnaires is then divided into the

With a total of 54 students, a set of questionnaires was prepared for

demographic, overall experience and enhancement in teaching and learning parts. In

the survey to be used in this study. A set of questionnaires is then divided

total, 66 questions were answered by all the respondents.

into the demographic, overall experience and enhancement in teaching and learning parts. In total, 66 questions were answered by all the respondents. Respondents 26.80%

73.20% Male

Female

Figure Respondents’Participation Participation Figure 3.1:3.1 Respondents’

31

Multimedia System Lesson in Open Learning Figure 3.2 shows the main page of MOOCs for Multimedia System subject. In the interface for the main page, a description and introduction to the subject were


Multimedia System Lesson in Open Learning Figure 3.2 shows the main page of MOOCs for Multimedia System subject. In the interface for the main page, a description and introduction to the subject

presented. It is then followed with a trailer which briefly explains the subject through were presented. It is then followed with a trailer which briefly explains

subjectfor through a video. reason for the showing and introducing the a trailer a video. Thethe reason showing and The introducing learning material with learning material with a trailer is to gain students’ interest for the learning

is to gain students’ interest forthat, themotivation learningismaterial. that, motivation is material. Apart from needed to Apart engage from the students with learning (Grünewald al., 2013). needed to engage the students etwith learning (Grünewald et al., 2013).

Figure MainPage Pagefor for Multimedia Multimedia System inin Open Learning Figure 3.23.2: Main System Open Learning

There were few learning materials prepared for each chapter

of lecturematerials notes, videos, and assessments. mainconsist of Therewhich wereconsist few learning prepared for eachHowever, chapter the which learning material in this learning option is through a video as shown in

lecture notes, videos, andofassessments. However, main learning material in this Figure 3. Most the chapters consist of 2 or the 3 short videos to supplement the learning. Students’ focusasis shown the key factor to ensure that they are engaged learning option is through a video in Figure 3. Most of the chapters consist with the learning. Shorter time for learning is the best to cope students’

of 2 or 3 short videosduring to supplement thetime learning. Students’ thestudy key factor to attention learning. Thus, allocated for each focus topic ofisthe must be in the range of only 1 or 2 minutes, as students are unable to focus

ensure that they are engaged with the learning. Shorter time for learning is the best and undergo longer learning periods. Figure 3.3 is an example of the video

to cope students’ attention during learning. Thus,This time allocated for style eachwill topic of the flow. Animations were about the learning. kind of learning allow students to manually control the process of learning and revise what

study must be in the range of only 1 or 2 minutes, as students are unable to focus and they have left behind, as compared to traditional classes.

undergo longer learning periods. Figure 3.3 is an example of the video flow. Animations were about the learning. This kind of learning style will allow students to manually control the process of learning and revise what they have left behind, as compared to traditional classes.

32


Figure 3.3 Flow of Chapter 1 for Multimedia System

Figure Chapter 11 for for Multimedia MultimediaSystem System Figure3.3: 3.3 Flow Flow of of Chapter

SURVEY ON STUDENT ENGAGEMENT

SURVEY ON STUDENT ENGAGEMENT A survey wasSTUDENT conducted with 56 undergraduate students from Universiti Teknikal SURVEY ON ENGAGEMENT A survey was conducted with 56 undergraduate students from Universiti

Malaysia (UTeM) with who are taking Multimedia Systems in Semester 1 A survey Melaka was conducted 56 undergraduate students fromsubject Universiti Teknikal Teknikal Malaysia Melaka (UTeM) who are taking Multimedia Systems

2016/2017. Thein objective is toare investigate the engagement ofthehigher education Malaysiasubject Melaka (UTeM) 1who taking Multimedia Systems subject in Semester 1 Semester 2016/2017. The objective is to investigate engagement ofwho higher education students who are learning through MOOCs platform. students learning isthrough MOOCs platform. The respondents were 73.2% 2016/2017. Theareobjective to investigate the engagement of higher education The respondents were 73.2% female and 26.8% male, who are mostly aged

female 26.8% male, who are mostly agedplatform. below 20The andrespondents the remaining are73.2% aged studentsand who are learning through MOOCs were below 20 and the remaining are aged within the range of 21-25 years old.

within ofmale, 21-25 yearsare old. range Based on who Figure 3.4, most of the respondents found that the overall female the and 26.8% mostly aged below 20 and the remaining are aged experience of learning using the MOOCs platform was positive, with a total

within the range of 21-25 years old. Based on Figure 3.4, most while of the25% respondents found that the itoverall of 34 individuals (60.7%), of the respondents rated as veryexperience good andusing the remaining 10.7% found itwas excellent. of learning the MOOCs platform positive,found with athat totalthe of overall 34 individuals Based on Figure 3.4, most of the respondents experience

of learning using the MOOCs platform was positive, with a total of 34 individuals 10.70% 10.70% 25.00%

60.70%

25.00%

60.70%

Course Experience Figure3.3.4: Students Experience Towards MOOCsCourses Course Experience Figure 4 Students Experience Towards thethe MOOCsCourses Figure 3. 4 Students Experience Towards the MOOCsCourses

(60.7%), while 25% of the respondents rated it as very good and the remaining 10.7% 33

found it while excellent. (60.7%), 25% of the respondents rated it as very good and the remaining 10.7% found it excellent.

38

ICT in Human Behaviour Table 3.3: Students Gain Confidence through Lessons in MOOCs Before

After

Confident Rate

1

2

3

4

5

1

2

3

4

5

Percentage (%)

5.4

35.7

51.8

7.1

0

0

0

16.1

69.6

14.3

Based on the findings in Table 3.3, majority of the students found

that their confidence level was increased after going through the learning lessons in MOOCs. As for the final results, none of the respondents rated 1 or 2, and mostly gave ratings of 4. Table 3.4: Students Interest in Taking Other MOOCs

Answer

Yes

No

Percentage (%)

96.4

3.6

Table 3.4 shows that most of the students were interested to be apart

in other MOOCs, with a percentage of 96.4%, which represents a total of 54 votes from 56 respondents. While only 3.6%, that represents two students, who were not interested in taking other MOOCs. Table 3.5: Students’ Understanding of Course Materials

Answer

1

2

3

4

5

Percentage (%)

0

5.4

33.9

44.6

16.1

Based on Table 3.5, most of the students rated 4 for their

understanding of the course materials, with a percentage of 44.6%, which suggested that they strongly agree. None of them disagreed. Table 3.6: Students’ Learning Needs Were Fulfilled through MOOCs

Answer

1

2

3

4

5

Percentage (%)

0

5.4

35.7

46.4

12.5

Table 3.6 shows that most of the students strongly agreed that

learning through MOOCs has fulfilled their learning needs with a total of 26 individuals (46.4%).

34

Table 3.6 shows that most of the students strongly agreed that learning through MOOCs has fulfilled their learning needs with a total of 26 individuals (46.4%).

Investigation of Learning Engagement Using Massive Open Online Courses (MOOCs) Table 3.7 Sequence of Learning Activities which Help Students’ Understanding

Table 3.7: Sequence of Learning Activities which Help Students’ Understanding

Answer Answer

1

1

Percentage (%) Percentage (%)

0

0

2

2

3

1.8 1.8 39.3

3 4

45

5

39.3 44.6

44.6 14.3

14.3

Table 3.7 shows that majority of the students strongly agree that

Table 3.7 shows that majority of the students strongly agree that the sequence of

the sequence of learning activities helps their understanding of the subject

learning activities helps their understanding of the subject matter, with a percentage

matter, with a percentage of 44.6%. Subsequently, the remaining votes

of 44.6%. Subsequently, the remaining votes strongly with this statement,(1.8%). strongly disagreed with this statement, withdisagreed a total of 3 individuals with a total of 3 individuals (1.8%). Grades of Learners Who Used or Did Not Used The MOOCs 30% 25% 20% 15% 10% 5% 0%

A

A-

B+

B

Using MOOCs

B-

C+

C

D

Not Using MOOCs

Figure 3.5 Grades of Students Who Used and Did not Use MOOCs Figure 3.5: Grades of Students Who Used and Did not Use MOOCs

Figure 3.5 shows the final results of the percentage of students who used or did not

Figure 3.5 shows the final results of the percentage of students use MOOCs. differences beare seenhigher from both results. The by notboth the students who aredid using compared toresults those who using who used Major or notMOOCs usecan MOOCs. Major differences can beobtained seenare from results. The results obtained by the students who are using MOOCs are MOOCs. higher compared to those who are not using MOOCs. 40

Adding game element in MOOCs Use Interactive Technology Provide more interactive activities Collaborate with virtual team Provide More Assessment Provide More Discussions Provide More Videos 0

10

20

30

40

50

60

70

Figure 3.6: Suggestions to Improve Learning Engagement in MOOCs

Figure 3.6 Suggestions to Improve Learning Engagement in MOOCs

Figure 3.6 is the feedback on the students’ suggestions on how to improve learning engagement in MOOCs. Most of them voted 35 to add game elements in the MOOCs with a percentage of 58.9% to improve learning. The second highest votes were 50%, where providing more interactive activities in the learning process was suggested.


Figure 3.6 is the feedback on the students’ suggestions on how to

improve learning engagement in MOOCs. Most of them voted to add game elements in the MOOCs with a percentage of 58.9% to improve learning. The second highest votes were 50%, where providing more interactive activities in the learning process was suggested. While the least votes with 26.8% suggested more discussions were provided in the learning session to improve learning engagement in MOOCs. Based on these results, students find an interactive learning process will improve learning engagement through MOOCs.

CONCLUSION In conclusion, MOOCs is developed to increase students’ understanding of the subject learning. Apart from focusing on the understanding the subject, engagement is another issue that should be achieved through MOOCs. Different styles were introduced to improve both the quality of learning and teaching and the few factors from students’ engagement were used as a guideline in developing both learning materials and content. A friendly and easy access platform were chosen to present this learning style to allow both students and educators to participate in the learning style, regardless of time and place. An interesting learning material is the main factor to motivate students to engage with the learning process and a shorter period of learning is also the best way for students’ engagement. Educators may also track the students’ performance and engage with them through the learning process.

ACKNOWLEDGEMENT This research is conducted by the Pervasive Computing & Educational Technology Research Group, C-ACT, Universiti Teknikal Malaysia Melaka (UTeM) and is supported by the Ministry of Higher Education (MOHE). FRGS grant: FRGS/1/2016/ICT01/FTMK-CACT/F00327.

36


REFERENCES Books and Journal: Breslow, L., Pritchard, D. E., DeBoer, J., Stump, G. S., Ho, A. D., and Seaton, D. T. (2013). Studying Learning in the Worldwide Classroom: Research into edX's First MOOC. Research & Practice in Assessment, 8. Chen, D., Feng, Y., Zhao, Z., Jiang, J., and Yu, J. (2014, December). Does MOOC Really Work Effectively? In MOOC, Innovation and Technology in Education (MITE), 2014 IEEE International Conference on (pp. 272-277). IEEE. Gaebel, M. (2013). MOOCs Massive Open Online Courses. EUA Occasional papers. Gascueña, J. M., and Fernández-Caballero, A. (2005). An Agent-based Intelligent Tutoring System for Enhancing e-learning/e-teaching. International Journal of Instructional Technology and Distance Learning, 2(11), 11-24. Grünewald, F., Meinel, C., Totschnig, M., and Willems, C. (2013, September). Designing MOOCs for the Support of Multiple Learning Styles. In European Conference on Technology Enhanced Learning (pp. 371-382). Springer, Berlin, Heidelberg. Harrathi, M., Touzani, N., and Braham, R. (2017). Toward a Personalized Recommender System for Learning Activities in the Context of MOOCs. In International Conference on Intelligent Interactive Multimedia Systems and Services (pp. 575-583). Springer, Cham. Hew, K. F. (2016). Promoting Engagement in Online Courses: What Strategies Can We Learn from Three Highly Rated MOOCS. British Journal of Educational Technology, 47(2), 320-341. Hood, N., Littlejohn, A., and Milligan, C. (2015). Context counts: How learners' Contexts Influence Learning in a MOOC. Computers & Education, 91, 83-91. Kaur, A., Noman, M., and Nordin, H. (2017). Inclusive Assessment for linguistically Diverse Learners in Higher Education. Assessment & Evaluation in Higher Education, 42(5), 756-771.

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ICT in Human Behaviour Kop, R., and Fournier, H. (2011). New Dimensions to Self-Directed Learning in an Open Networked Learning Environment. International Journal of SelfDirected Learning, 7(2), 1-18. Li, K. C., Wong, B. T. M., Chok, E. W. S., & Lee, T. (2014). Profiling the Characteristics of MOOC Platforms. Proceedings from the 28th Annual Conference of the Asian Association of Open Universities (pp. 476-485). Hong Kong, China. Means, B., Toyama, Y., Murphy, R., Bakia, M., and Jones, K. (2009). Evaluation of Evidence-Based Practices in Online Learning: A Meta-Analysis and Review of Online Learning Studies. US Department of Education. Milligan, C., Littlejohn, A., and Margaryan, A. (2013). Patterns of Engagement in Connectivist MOOCs. Journal of Online Learning and Teaching, 9(2), 149. Shapiro, H. B., Lee, C. H., Roth, N. E. W., Li, K., Çetinkaya-Rundel, M., and Canelas, D. A. (2017). Understanding the Massive Open Online Course (MOOC) Student Experience: An examination of Attitudes, Motivations, and Barriers. Computers & Education, 110, 35-50. Wang, X., Wen, M., and Rosé, C. P. (2016, April). Towards Triggering HigherOrder Thinking Behaviors in MOOCs. In Proceedings of the 6th International Conference on Learning Analytics & Knowledge (pp. 398-407). ACM. Warren, J., Rixner, S., Greiner, J., and Wong, S. (2014, March). Facilitating Human Interaction in an Online Programming Course. In Proceedings of the 45th ACM Technical Symposium on Computer Science Education (pp. 665-670). ACM.

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Onlines: Arnett, T. (2013, October 17). Two Types of Online Learning. Retrieved from https:// www.christenseninstitute.org/blog/two-types-of-online-learning/ Fueyo, A. & Co. (2015). Deliverable Title D4.3 Report on Users Satisfaction. Elearning, Communication and Open-Data: Massive Mobile, Ubiquitous and Open Learning. February 15th 2015, Project funded by ICT Policy Support Programme as part of the Competitiveness and Innovation Framework Programme (CIP). Retrieved from: http://goo.gl/y1fQ3e Shah, D. (2014). Online Courses Raise Their Game: A Review of Mooc Stats and Trends in 2014. Class Central. Accessed 31 August 2015 at https://www. class-central.com/report/moocs-stats-and-trends-201 4/

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QR Codes for Asset Management: Enhancing User’s Experience

Theme 2

Management System Design Chapter 4: QR Codes for Asset Management:

Enhancing User Experience

Chapter 5: A Usability Study on Mobile Server Monitoring Applications Chapter 6: User Privacy in Neighborhood Geo-Social Network

41


Chapter 4  QR Codes for Asset Management: Enhancing User’s Experience Wahidah Md Shah, Gan Siong Hin, Aslinda Hassan, Zakiah Ayop

ASSET MANAGEMENT Nowadays, the development of technology is very rapid and it is used to manage work effectively and efficiently. Conventional approach using a paper-based filing is no longer effective in organizing and managing large information and data. Thus, a system-based approach now has become an alternative as it could reduce the risk of human errors and also provide quick access. For an organization, asset can be defined as an entity, item and things that are useful and they become a liability. Therefore, it is important to manage the assets efficiently.

A web-based management system is an application used to manage

the assets by using web application. Based on researches, a web-based management system is developed by a web-based application to track, manage and update the latest data. This is because web-based management system can be accessed anywhere at any platform. The web-based application systems are being widely used in managing asset and enabling the user to manage the asset by accessing through the web page (Udin et al., 2001). A web-based management system needs to consider the function, features and 43


the content. It allows the user to manage the asset everywhere by accessing the Internet. As compared to the management system, it only allows the user to manage the asset through the system.

The aim of asset management system is to manage and track the

assets efficiently. With the increasing number of students and assets in the lab, a web-based management system is required to be developed in managing the assets effectively (Xiuli et al., 2009).

From the literature

study, most of the existing web-based management systems only aim for recording, searching and reporting the managed items. As for a faculty at campus-based organization, Faculty of Information and Communication Technology (FITC), most of the assets are also available for lending by staffs and students. This requires additional function that could include the whole process of lending an asset.

The web-based management system proposed in this work provides

semantic support for combination of the management system and database management system (Gal and Mylopoulos, 2001). However, it also requires other assistive technologies to the system, such as embedded tools namely bar code, QR code, and RFID to increase the user experience. Manual key-in for example in searching an asset could be a tiring process especially when it involves a long list of assets. Thus, tools such as barcode is incorporated in an asset management system which is able to manage the organization’s valuable assets easily (Chu et al., 2012).

This paper is organized as follows: Section 2 discusses about the

related works for existing web-based system and the manual system. Section 3 presents system design and testing are presented which describe the interface design and performance testing. Section 4 presents the overall discussion and finally, Section 5 covers on the conclusion.

Functional Requirements of Asset Management There are several existing systems available online for comparative study in order to understand the functional requirements of asset management. Considering three (3) systems, Asset Management System (AMS), Library Management System (LMS) and EmployeeBook (EB), they gave the overview of basic function needed in a system.

Asset Management System (AMS) is an online open source and

available for user. It is a simple system that allows the organization to track 44


and manage their asset. AMS distinguished two roles which are admin and user with different level of privileges. Admin can add, update, delete stocks and assign any hardware or software while user can only view the vendor details. Another similar system is Library Management System (LMS) that is developed to manage any type of library and access the Internet (Xeroneit, 2017). LMS is a web-based management system where the admin can manage books of different categories, manage members and manage the issue or return of books. On the other hand, EmployeeBook (EB) is developed for managing employees (Codingexperts, 2013). The main functions of the system are for employee details and leave application.

All the presented systems use manual key-in for searching or

viewing particular details. Thus, it is highly potential in producing human mistakes. Human mistake could be reduced by introducing a tool that is able to replace manual key-in by the users. At the same time, it could also increase the user experience.

Based on Shivakumar (2016), rich user experience leveraging

forward looking features such as lightweight, web-oriented architecture using widgets, HTML 5 and other contemporary technologies to deliver highly engaging and immersive experience. Embedded tools such as bar code, QR code, and RFID are able to increase the user experience. Meng, et al. (2008) proposed asset management based on RFID that is able to track current location of asset. This system, however is developed in managing static assets which means no movement of assets and also no lending permission for users.

The Manual System Public universities in Malaysia are bound to the standard and regulation from the government in managing assets. The standard form used is known as KEW.PA that is numbered from 1-32, depending on the purpose. For example, KEW.PA-2 and KEW.PA-3 are for asset registration. At the faculty level, the responsibility in keeping the assets and the details are fall under the assets owner (assistant engineer/lecturer). They need to update manually for any changes on the assets to the assistant registrar who is responsible in managing all the assets at the faculty. Having this manually, the process of managing becomes a burden to the person in charge.

45


QR Code Features QR code is a 2D barcode which can store data information and it can be decode at high speed to perform into several tasks. It has become popular because of its quick response, fast readability and great storage capacity. It is widely used for item identification, document management, product tracking and many more. Each QR code represents different data information. Thus, the QR codes are used and applied to several applications including management system. For example, an application of hospital healthcare and data management using QR codes is a system that manage healthcare of a patient using QR code (Mersini et al., 2013).

QR code can store many types of information such as URL link.

The QR code can be scanned by using smart phone and is used to perform several tasks like open URL, text a SMS, save contact and many more. QR code can also be printed out and used as offer details, coupons, links and others (Lyne, 2009). The QR code generator can be imported in the system in order to generate the QR codes. User needs to enter the text into the system and the QR code is generated (Sutheebanjard, 2010).

In the proposed system, the QR code generates the unique label for

each asset. The generated codes are listed as the physical and logical tagging of the asset. Providing the tag for each asset enables user to only scan the QR codes for viewing the information of the asset, accessing the web-based system and also lending the asset. Based on the manual asset management system, the details from KEW-PA 2 and KEW-PA 3 have been transferred into the web-based system.

LAB ASSET MANAGEMENT SYSTEMS Improving Experience through Minimalist Design In order to increase user experience, a system needs to use a simple and minimalist design that can view only necessary information (Semanticstudios, 2014). Figure 4.1 shows the example of interface design that follows the guidelines of consistent and minimalist design. The system also maintains the manual system which is done by mapping it with the new system design (Wong, 2018). Each asset is provided with a unique QR code generated based on the unique identity provided such as asset ID (Figure 4.2). 46

mapping it with the new system design (Wong, 2018). Each asset is provided with a QR generated Codes for Asset Management: Enhancing User’s Experience unique QR code based on the unique identity provided such as asset ID

(Figure 4.2).

Figure Login interface of LAMS Figure4.14.1: Login interface

Figure 4.2: 4.2 Asset QR code generator interface of LAMS Figure Asset QR code generator interface of LAMS of LAMS

In term of user experience, these are the features that the system should have. The

In term of user experience, these are the features that the system

design the system follows of these shouldofhave. The design theguidelines. system follows these guidelines.

1. 1. 2. 2. 3. 3. 4. 4. 5.

Functionisiseasy easy understandable Function to to useuse andand understandable Designisisconsistent consistent from screen to screen Design from screen to screen

Easy navigation between the interfaces The system simplifies the lending asset workflow The system simplifies the lending asset workflow Optimal website performance Easy navigation between the interfaces

5. Optimal website performance

Figure 4.3 details the navigation design of LAMS which is divided

into two separate views; admin and user. Registered only into has two the Figure 4.3 details the navigation design of LAMS which user is divided privilege to view and apply for lending the asset. Meanwhile, admin has a

separate views; admin and user. Registered user only has the privilege to view and

full access to manage the asset and user.

apply for lending the asset. Meanwhile, admin has a full access to manage the asset and user.

50

47


Lab Asset Management System (LAMS)

Register

Forget password

Login

Admin

Dashboard

Add Asset

User

Manage Asset

Manage User

View Asset

Asset Application

View asset detail

View application detail

Edit asset detail

Approve application

Delete asset

Reject application

Return asset

Generate QR Code

Collect asset

Notify delayed user

Add User

Asset application

Dashboard

View application detail

View User

Apply asset

Edit application

Figure 4.3 Navigation Design of LAMS

Figure 4.3: Navigation Design of LAMS

IMPLICATION OF LAMS

IMPLICATION OF LAMS

Performancetesting testing is one of criteria the criteria user experience. Performance is one of the used forused user for experience. Performance Performance testing is used to measure the effectiveness experienced by the

testing is used to measure the effectiveness experienced by the user. In this study,

user. In this study, Timeline Analysis in Google Dev Tools is used to test the

Timeline Analysis in Google Dev Tools is used to test the system performance. Bigby

system performance. Bigby (2018) reported that this tool is among the top 15

(2018) reported that this tool isoramong the topspeed. 15 tools for measuring website tools for measuring website application Loading time is the time or

to load thespeed. web pages andtime scripting timeto is load the time to complete function application Loading is the time the web pages andthe scripting time thetime system. Rendering is the time forsystem. imageRendering of the webis pages to for load and of isofthe to complete the function of the the time image painting is the process of filling in pixels of the system. The activity in the

the web pages to load and painting is the process of filling in pixels of the system.

system will start investigating perceived performance issues of the system

The activity in the system will start investigating perceived performance issues of the

by the chart. Figure 4.4 shows the performance analysis testing of the web

system byLAMS. the chart. Figure 4.4 shows the performance analysis testing ofwhere the web pages of Apart of being idle, most of time is spent on scripting

it is needed to process functions in the code.is spent on scripting where it is pages of LAMS. Apart ofthe being idle, most of time needed to process the functions in the code. 51

48


Figure Figure 4.4:(a) 4.4(a) Login Page

Figure Figure4.4:(b) 4.4(b) Register Page

Figure Figure 4.4:(c) 4.4(c) Dashboard Page

Figure Figure4.4:(d) 4.4(d) View Asset Application Page

Figure 4.4(a)-(d) at Several Webpages Figure 4.4: (a)-(d) Performance PerformanceTesting Testing at Several Webpages

The LAMS system is developed for the organization of UTeM

in order to help managing and lending the asset by using a system with

The LAMS system is developed for the organization of UTeM in order to help

implemention of QR code. The admin is able to manage the asset by using

managing and lending the asset by using a system with implemention of QR code.

LAMS. Meanwhile, the users are able to lending the asset by scanning the

TheQR admin is Therefore, able to manage the asset by using LAMS. Meanwhile, users are able code. a system to manage lab asset by using QRthe code provides

a solution simplify the procedure managing manually. Thetosystem to lending thetoasset by scanning the QRofcode. Therefore, a system managecan lab also througha solution email messages to the administrators when asset bysend usingnotification QR code provides to simplify the procedure of managing there is a new request for lending assets from user. The experiment results

manually. The system can also send notification through email messages to the

show that the process time of asset lending and confirmation usually is less administrators when is aare new request for lending user. The than 4 seconds andthere all data updated correctly in theassets entirefrom process.

Compared with assettime management, this system does not experiment results show thatmanual the process of asset lending and confirmation only isenhance experience using QR code,correctly but alsoingreatly saves the usually less thanuser 4 seconds and allby data are updated the entire process.

time of asset management. It benefits in the following aspects: (a) reducing Compared with manual asset management, this system does not only enhance asset audit (b) reducing asset lost (c) increasing the asset usage (d) prolonging user experience by using average asset usage life. QR code, but also greatly saves the time of asset 52 49


Lab Asset Management System (LAMS) is developed to reduce

the workload of the admin and user. LAMS with QR code implementation provides a solution to reduce and simplify the procedures of recording and managing the asset. Moreover, the system also provides the notification and email features to notify the user with the lending asset.

However, there are few observations based on the weaknesses and

strengths of the LAMS. The current system is lack of few modules to make the system more efficient. The users are required to scan the QR code one by one to apply the application for lending the asset. Besides that, the system is not supported with the automatic notification that notifies those users who have delayed the returning process of the asset. The admin is required to notify the user manually. Moreover, the system is also not supported with the function to select multiple asset data to perform an action. Although the system is supported with export function, the system is not able to export the asset details into printable format. Lastly, the system does not have the function to manage the asset within the warranty period and manage the process of disposal.

CONCLUSION LAMS is developed for FICT for managing and lending the asset by using a system with the implementation of QR code. The admin is able to manage the asset by using LAMS, while the users are able to lend the asset by scanning the QR code. Therefore, a system to manage lab asset by using QR code provides a solution to simplify the procedure of managing the asset manually. All asset information can be stored and updated from the database of the system. Hence, it is providing better and more accurate information to the users.

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REFERENCES Chu, L.C., Lee, C.L. & Wu, C.J., (2012). Applying QR Code Technology to Facilitate Hospital Medical Equipment Repair Management. Proceedings-2012 International Conference on Control Engineering and Communication Technology, ICCECT 2012, pp.856–859. Codingexperts, (2013). EmployeeBook (EB). Retrieved from: https://codecanyon.net / item/employeebook-employee-management system/4997057 Gal, A. & Mylopoulos, J., (2001). Toward Web-based application management systems. IEEE Transactions on Knowledge and Data Engineering, 13(4), pp.683–702. Available at: http://portal.acm.org/citation.cfm?id=627335.628155. Garenne Bigby (2018), Top 15 Tools for Measuring Website or Application Speed Retrieved from:

https://dynomapper.com/blog/21-sitemaps-and-seo/457-

top-15-tools-for-measuring-website-or applic ation-speed Lyne, M., (2009), What Is A QR Code And Why Do You Need One?, Retrieved from: https://searchengineland.com/what-is-a-qr-code-and-why-do-you-needone-27588 Meng, S., Chen, W., Liu, G., Wang, S., and Wenyin, L., (2008). An Asset Management System based on RFID, WebGIS and SMS. In Proceedings of the 2nd international Conference on Ubiquitous Information Management and Communication (ICUIMC '08). ACM, New York, NY, USA, 82-86. DOI=http:// dx.doi.org/10.1145/1352793.1352811 Mersini, P., Sakkopoulos, E. & Tsakalidis, A., (2013). APPification of Hospital Healthcare and Data Management using QRcodes. IISA 2013 - 4th International Conference on Information, Intelligence, Systems and Applications, pp.216–218. Semanticstudios (2014), User Experience Design. Retrieved at http://semanticstudios. com/user_experience_design/ Shivakumar, S. K. (2016). A Complete Guide to Portals and User Experience Platforms. Retrieved from https://books.google.com.my/books?id=Y6CmCwAAQBAJ

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ICT in Human Behaviour Sutheebanjard, P. and Premchaiswadi, W., (2010). QR-Code Generator. ResearchGate. Available

at:

https://www.researchgate.net/publication/251987247_QR-

code_generator Udin, Z.M., Arif, a. S.C.M. & Saman, a. M., (2001). Development of a Web-based Academic Time Management System. Proceedings of the 6th International Conference on Computer Supported Cooperative Work in Design (IEEE Cat. No.01EX472), pp.572–574. Wong, E., (2018), User Interface Design Guidelines: 10 Rules of Thumb. Retrieved from: https://www.interaction-design.org/literature/article/user-interfacedesign-guidelines-10-rules-of-thumb Xeroneit IT (2017), Library Management System (LMS), Retrieved

from: https://

codecanyon.net/item/library-management-system-lms/14273959 Xiuli, C., Lan, Y. & Fengwei, W., (2009). Design and Implementation of Web-Based OpenLaboratory Management Information System. 2009 First International Workshop on Education Technology and Computer Science, pp.980–982. Available at: http://ieeexplore.ieee.org/lpdocs/epic03/wrapper.htm?arnumber=4959196.

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A Usability Study on Mobile Server Monitoring Applications

Chapter 5  A Usability Study on Mobile Server Monitoring Applications Zakiah Ayop, Mohammad Aiman Mohd Hamka, Syarulnaziah Anawar

SERVER MONITORING SYSTEMS Server is the hardware and software that are working together for the purpose of effective communication between computers. Server monitoring is an activity to monitor the server in order to make sure that the server runs smoothly and the network is in optimize condition. Sources that being monitor such as CPU usage, memory consumption, I/O, network, disk usage, process etc. The other thing that can be monitored is the services provided by the server. The server needs to be monitored every second to ensure the server is not down. Usually monitoring tools were installed in the workstation in the server site (Mohd Suhaimi et. al., 2014).

Nowadays, server can be monitored by using android application

installed in the smartphone. Some examples of the server monitoring system are Munin and Server Lite. It is very important for the network administrator to have it in order to monitor the server while staying away from the server site. If anything happens to the server, it will alert the network administrator so they can act fast to the problem. Usuallym, the main concern of the network administrator is the functions of android 53


monitoring system and put aside the user interface design. But the fact is the user interface design can be a factor for the efficiency and effectiveness of the network monitoring application. All the icons, layouts, and other user interface design is important to make the monitoring application become more interesting, efficient and effective to use.

The studies by Deloitte (2012), Forrester Research (2011), and

Youens (2011) stated that the lack of usability is the most important factor that influences the consumers’ decision whether to use or reject an application. Usability studies have been conducted in health field (Arnhold et al., 2014; Shah et al., 2014; Zapata et al., 2015), library (Miller et. al, 2013), citizen science (Kim et al., 2011) and e-learning (Ali et al., 2015; Skiada et al., 2014). The objective of this study is to measure the usability level of various users in mobile server monitoring application. There is a lack of usability study relating to mobile server monitoring application. This paper seeks to examine the usability features that will help a better use of server monitoring application.

This paper is organized as follows: Section 2 describes the

methodology used to conduct the research instrument. Section 3 discusses the findings from the quantitative studies conducted for this study. The enhanced interface design is proposed in Implementation part as shown in Section 4, followed by conclusion in Section 5.

NIELSEN MODEL Previous studies on usability of mobile application are referred to develop the research instrument. The most cited model used for usability research is Nielsen Model (Nielsen, 1999) which will be adopted in this study. There are four main variables in the model to measure usability, namely effectiveness, efficiency, satisfaction and learnability. Figure 5.1 shows the list of dimensions related to each variable.

54


U S A

Effectiveness Efficiency

B Satisfaction

I L

Percentage of tasks accomplished Time to activate one task Time spent on errors Error’s percentage

I T

Documentation or help’s use frequency

Y Learnability

Repetitions number of failed commands Number of times that user expresses his frustration Rating scale for users’ satisfaction with functions and characteristics Time to learn

Figure Usability Model Model (Neilsen, 1999)1999) Figure 5.1: 5.1 Usability (Neilsen,

From themodel model Figure this study several dimensions From the in in Figure 5.1, 5.1, this study selects selects several dimensions for each

forvariable each variable which is appropriate for server monitoring context. which is appropriate for server monitoring context. Refer to Table 5.1 forRefer the to Table 5.1 for the operation definitions of the variables. operation definitions of the variables.

Table 5.1: Operational Definition of Usability Variables adapted from Nielsen (1999) Variable

Table 5.1 Operational Definition of Usability Variables adapted from Nielsen (1999)

Operational Definitions

Variable

Operational Definitions

Effectiveness

Users’ achievement in performing the task using the system.

Efficiency

Number goals. of resources consumed in order to achieve system goals.

Effectiveness Efficiency

Users’ achievement in performing the task using the system. Number of resources consumed in order to achieve system

Satisfaction Satisfaction

Users about their useuse of the Usersfeeling feeling about their of system. the system.

Learnability Learnability

The capacity of the software product to be included/understood,

The capacity of the software product to be included/

learned, used and attractive the user, whento it is used under understood, learned, usedtoand attractive the user, when it is

used under specified conditions. specified conditions. 58

55


USABILITY ASSESSMENT To demonstrate how the interface design affects the usage of the application by the user, a preliminary study is conducted that uses a quantitative methodology. A structured questionnaire is used to collect data survey from 30 university students who have different levels of skills in IT. The questionnaire items are adapted from the existing scale developed by Chang (2015). Convenient sampling method is used in identifying the sample for data collection.

Upon collecting the data, the level of usability was investigated

by evaluating the application user interface, which include efficiency, effectiveness, user satisfaction, and learnability. A comparison will be made to determine the more fit-to-use interface between the two applications. Table 5.2: Mean Comparison of Efficiency between Monin and Pulseway Analysis Category Efficiency (EY)

Munin Mean

Pulseway

St.

Avg.

Dev.

Mean

EY1. Is it uses less time to complete certain tasks?

3.60

0.93

EY2. Do the steps required to complete the task reduce the efficiency?

3.30

1.12

EY3. Common task such as adding host/server and view it status is easy to do.

3.90

0.99

3.6

Mean

St.

Avg

Dev.

Mean

4.07

0.69

3.33

1.18

4.03

0.76

3.81

The comparison of means which focuses on the efficiency analysis

concerning the use of mobile server monitoring interfaces were statistically classified as shown in Table 5.2. Based on the table, Pulseway EY1 (4.07) scored higher than Munin EY1 (3.60) while EY2 and EY3 score are similar respectively. Overall, the average mean of Pulseway (3.81) is higher than Munin (3.6).

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A Usability Study on Mobile Server Monitoring Applications Table 5.3: Mean Comparison of Effectiveness between Monin and Pulseway Analysis Category Effectiveness (ES) ES1. Are the icons effective in conveying its function ES2. Does the navigation design allow reduce time to add and view host status?

Munin Mean

3.63

Pulseway

St.

Avg.

Dev.

Mean

0.96

Mean

3.93

St.

Avg

Dev.

Mean

0.78

3.7 3.70

0.92

4.0 4.03

0.76

The comparison of means which focuses on the effectiveness analysis

concerning the use of mobile server monitoring interfaces was statistically classified as shown in Table 5.3. Based on Table 5.3, Pulseway ES1 (3.93) and ES2 (4.03) scored higher than Munin ES1 (3.63) and ES2 (3.7). Overall, the average mean of Pulseway (4.0) is higher than Munin (3.70). Table 5.4: Mean Comparison of Satisfaction between Monin and Pulseway Analysis Category Satisfaction (S)

Munin

Pulseway

Mean

St. Dev.

Avg. Mean Mean

St. Dev.

S1. The interface elements in android are familiar with interface elements in Webbased monitoring system.

3.33

1.12

3.67

1.03

S2. The design elements consistent and generalizable?

3.70

0.70

3.90

0.66

S3. Do you like the way of data presented?

3.80

1.06

4.27

0.87

S4. Use icon is better.

3.43

1.17

3.97

0.89

S5. Use word with button is better.

3.87

0.90

3.97

0.72

S6. Do the color themes and styles provide suitable environment?

3.87

0.94

4.40

0.56

57

3.7

Avg Mean

4.03


The comparison of means which focuses on the satisfaction analysis

concerning the use of mobile server monitoring interfaces was statistically classified as shown in Table 5.4. Based on Table 5.4, Pulseway S1 (3.67), S3 (4.27) and S4 (3.97) scored higher than Munin S1 (3.33), S3 (3.80) and S4 (3.43) while item S2, S5 and S6 score are similar respectively. Overall, the Pulseway average mean (4.03) is higher than Munin (3.7). Table 5.5: Mean Comparison of Learnability between Monin and Pulseway Analysis Category

Munin

Pulseway

Learnability (L)

Mean

St. Dev.

Avg. Mean Mean

St. Dev.

L1. The actions processed are understandable, and user can

3.80

0.81

4.10

0.71

L2. Is the interface easy to use from the first time the user interacts with it?

3.80

1.03

4.07

0.74

L3. Do you be able to use the application at proficient level after a period of non-use?

4.10

0.80

4.33

0.96

L4. The interface is easier to use each time the user interact with it.

4.03

1.16

4.37

0.81

L5. Are selection and location of menu headings and lists clear?

3.50

1.36

4.03

0.72

L6. Buttons or sections labels understandable?

3.73

1.01

4.03

0.96

L7. Is content placed in places where users expect to find them?

4.10

0.88

4.03

1.00

L8. Do navigational structure and features overwhelm users?

3.17

1.18

2.97

1.25

L9. The main functions are prioritized with actions elements and easy to find and use.

3.77

0.82

4.07

0.74

58

3.8

Avg Mean

4.0


The comparison of means which focuses on the learnability analysis

concerning the use of mobile server monitoring interfaces was statistically

L9 (4.07) scored higher L1 (3.80), L4 (4.03), (3.73) and (3.77) L4 while classified as shown in than TableMunin 5.5. Based on Table 5.5, L6 Pulseway L1L9(4.10), L2, L3,L6L5, L7 and similar respectively. TheL1 Munin L7L4and L8 scored (4.37), (4.03) andL8 L9 score (4.07)are scored higher than Munin (3.80), (4.03), L6

(3.73) L9Pulseway (3.77) while L2, L3, L5, L7 andmean L8 score are similar respectively. higherand than resulting the average is similar between Pulseway and The Munin L7 and L8 scored higher than Pulseway resulting the average

Munin. As a result, Satisfaction and Effectiveness scored better in each network

mean is similar between Pulseway and Munin. As a result, Satisfaction and monitoring application.

Effectiveness scored better in each network monitoring application.

ANDROID USER INTERFACE FOR SERVER SYSTEM. ANDROID USER INTERFACE FOR MONITORING SERVER MONITORING SYSTEM.

Based on the gathered and analyzed data, below is the enhancement of Android User

Based on the gathered and analyzed data, below is the enhancement of Interface for Server Monitoring System.

Android User Interface for Server Monitoring System. In the start In the start (Figure screen (Figure the changes have been are for screen 5.2), the 5.2), changes that havethat been made aremade the icon the icon for server section and the notification/alert section was changed to server section and the notification/alert section was changed to make it more familiar

make it more familiar to the targeted user. The layout, icon, navigational

to the targeted user. The layout, icon, navigational control and function placement

control and function placement for this enhanced design are based on the

for this enhanced design basedand on they the data from the survey and they data analyzed from the are survey are analyzed mostly taken from Pulseway

Server Monitor. are mostly taken from Pulseway Server Monitor.

 

Current view for server listing. (View by system) Search button. Overflow button (Place for rarely use function.

       

Task list section (tab bar). Notification/alert section (tab bar). Tag section (tab bar). Server list section (tab bar). Online/offline indicator. Server listed. Application’s icon. Add server button.



Figure 5.2: Start Screen

Figure 5.2 Start Screen

5962

To get into add server section, the userBehaviour must press the add server button (See ICT in Human Figure 5.3). ‘Previous’ button function was changed and replaced with add server

function. ToThe get‘previous’ into addbutton serverfunction section, thelisted userunder mustoverflow press the add These server was button. button (See Figure 5.3). ‘Previous’ button function was changed and replaced add server methods are mostly used by other server monitoring application and also

with add server function. The ‘previous’ button function was listed under by Munin but not Pulseway. Pulseway has its own method to add server by

overflow button. These add server methods are mostly used by other server synchronizing using user account.

monitoring application and also by Munin but not Pulseway. Pulseway has its own method to add server by synchronizing using user account.



Add server section.



Confirmation button.

Figure 5.3: Add Server Screen Figure 5.3 Add Server Screen

 

Overflow button List of functions in overflow button.

Figure 5.4: Functions in Overflow Button Figure 5.4 Functions in Overflow Button

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Previous interface, thesystem view and system group atare placed places at 2 Previous interface, the view groupand are placed 2 different

places in enhanced one screen. InInterface the enhanced User in indifferent one screen. In the User as shown in Interface Figure 5.4,as theshown functions Figure 5.4, the functions were placed in the same button. This is to simplify

were placed in the same button. This is to simplify the screen and fewer buttons

the screen and fewer buttons needed. Two buttons with the same functions

needed. Two buttons with the same functions can make the user confuse.

can make the user confuse.



60



Up button (Back to start screen.) Header (System details for AN-PC server.)

Figure 5.4 Functions in Overflow Button

Previous interface, the view system and group are placed at 2 different places in one screen. In the enhanced User Interface as shown in Figure 5.4, the functions were placed in the same button. This is to simplify the screen and fewer buttons A Usability Study on Mobile Server Monitoring Applications needed. Two buttons with the same functions can make the user confuse.  



Up button (Back to start screen.) Header (System details for AN-PC server.)

Server details

Figure 5.5: forAN-PC AN-PC Server Figure 5.5Server Server Details Details for Server

Referring to Figure 5.5, the labelslabels were changed from previous interface Referring to Figure 5.5,menu the menu were changed from previous

interface design the by name making themain namefunction of the more mainvisible. function visible. design by making of the For more example, label For example, label “CPUitsUsage” was“25%” swapped place the with “25%” label. “CPU Usage” was swapped place with label.its Because user will read the Because the user will read the first sentence first, so by swapping the “CPU

first sentence first, so by swapping the “CPU Usage” label with “25%” label it is Usage” label with “25%” label it is needed in order to make the user search 64 needed in order to make the user search the details needed easily.

the details needed easily.



Dialog box (details at every time interval)

Figure 5.6: Graph Screen Figure 5.6 Graph Screen

The way of data presentation is referred to Pulseway data presentation based on S3 item. The users more prefer simpler presentation of data. The new feature was added 61 to the graph which is popup details that functions when the graph was touched at certain time as shown in Figure 5.6. This feature aims to help user get the details at


The way of data presentation is referred to Pulseway data

presentation based on S3 item. The users more prefer simpler presentation of data. The new feature was added to the graph which is popup details that functions when the graph was touched at certain time as shown in Figure 5.6. This feature aims to help user get the details at anytime that they want, rather than they have to measure it by looking at x-axis and y-axis.

CONCLUSION It is important to meet usability requirements for mobile server monitoring application since the user interface plays the important role for each interaction between the user and his/her application. However, there is no usability assessment in mobile server monitoring application.

One of the key contributions of this work is the assessment of

Usability Model (Nielsen, 1999) on mobile server monitoring application available in Google Play resulted that only Satisfaction and Effectiveness scored higher. We proposed the enhancement of interface design of mobile server monitoring application to increase the usage of mobile application as the other contribution of this paper.

This study can be used as a guide for mobile applications

development in the future especially in network domain. The key limitation of this study is the result of this study is not conclusive as the applications selected for conducting the research questionnaire are based on popularity and do not generalized into variations of mobile application. The sample used is small which contributed to the result of this study. To further this research, the applications used for conducting the questionnaire should be selected based on the type of variations and the sample size should be increased to get conclusive result.

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REFERENCES Abran, A., Khelifi, A., Suryn, W., & Seffah, A. (2003). Usability Meanings and Interpretations in ISO Standards. Software Quality Journal, 11(4), 325-338. Ali, A., Alrasheedi, M., Ouda, A., & Capretz, L. F. (2015). A study of the Interface Usability Issues of Mobile Learning Applications for Smart Phones from the Users Perspective. arXiv preprint arXiv:1501.01875. Arnhold, M., Quade, M., & Kirch, W. (2014). Mobile Applications for Diabetics: A Systematic Review and Expert-Based Usability Evaluation Considering the Special Requirements of Diabetes Patients age 50 years or Older. Journal of Medical Internet research, 16(4). Deloitte. (2012). So Many Apps – So Little to Download. Retrieved from http://www. mondaq.com/x/192692/IT+internet/So+Many+Apps+So+Little+To+Downlo ad Forrester Research. (2011). How Mature Is Your Mobile Strategy?. Retrieved from http://blogs.forrester.com/thomas_husson/10-10-19-how_mature_is_your_ mobile_strategy Chang, G. (2015). Designing an Effective User Interface for the Android Tablet Environment (Doctoral dissertation, University of Cape Town). Kim, S., Robson, C., Zimmerman, T., Pierce, J., & Haber, E. M. (2011, May). Creek Watch: Pairing Usefulness and Usability for Successful Citizen Science. In Proceedings of the SIGCHI Conference on Human Factors in Computing Systems (pp. 2125-2134). ACM. Miller, R. E., Vogh, B. S., & Jennings, E. J. (2013). Library in an app: Testing the usability of Boopsie as a Mobile Library Application. Journal of Web Librarianship, 7(2), 142-153. Mohd Shuhaimi, M.A.A., Zainal Abidin, Z., S.Anawar, S., and Ayop, Z. Monitoring Network and Service: A new Nagios Services Using Smart Notification Management. Journal of Information Assurance and Security. Colume 9 (2014) pp. 43-50 63

ICT in Human Behaviour Shah, N., Jonassaint, J., & De Castro, L. (2014). Patients Welcome the Sickle Cell Disease Mobile Application to Record Symptoms via Technology (SMART). Hemoglobin, 38(2), 99-103. Skiada, R., Soroniati, E., Gardeli, A., & Zissis, D. (2014). EasyLexia: A Mobile Application for Children with Learning Difficulties. Procedia Computer Science, 27, 218-228. Youens, R. (2011). 7 Habits of Highly Effective Apps. GIGACOM. Retrieved from http://gigaom.com/2011/07/16/7-habits-of-highly-effective-apps/; accessed Feb 15, 2018) Zapata, B. C., Fernández-Alemán, J. L., Idri, A., & Toval, A. (2015). Empirical Studies on Usability of mHealth apps: a Systematic Literature review. Journal of Medical Systems, 39(2), 1.

64

User Privacy in Neighborhood Geo-Social Network

Chapter 6  User Privacy in Neighborhood Geo-Social Network Yeoh Wai Hong, Syarulnaziah Anawar, Yahya Ibrahim, Wahidah Md Shah

PRIVACY IN NEIGHBORHOOD GEO-SOCIAL NETWORK Since Web 2.0 technology has gained its popularity, the use of online social networks (OSN) like Facebook and Instagram has increased to the point of becoming pervasive. A survey shows that nearly 70% of the online population uses OSNs actively (Pew Research Center, 2010). In a case study of a community called ‘Netville’, with the introduction of Internet social network, people have more interaction in neighborhood level. Social networks tend to take over some of the functions of neighborhood communities (Hampton & Wellman, 2003). These virtual communities allow better quality social interaction among neighbors in social network. Particularly in Malaysia, it has become a usual practice to communicate among neighbors through social group in various social networking platforms e.g. WhatsApp and Facebook.

This study has identified several concerns related to privacy

management in neighborhood geosocial network. First, without proper identity verification, it is difficult to identify whether the online neighborhood 65


group member is an existing neighbor. Imposter with malicious intention may steal information about the neighborhood and plan a crime. Second, for using such platform, the user must endure the existing privacy weakness and expose to potential privacy threat. One of the weaknesses is lack of user classification. By creating a neighborhood group in mainstream social media platform such as Facebook and WhatsApp, all posts made by a user will be received by the entire group member. This may violate the privacy if the user intended to disclose such information to only certain neighbors.

Third, some users may be worried that their reputations will be

affected because of gossips and rumours due to disclosing information to wrong audience (Debatin et al., 2009). Other privacy concerns that might be caused by using social media platform include identity theft, hacking, harassment or stalking, the fear of unwanted contact, and platform's allowance of third parties to access personal data (Debatin et al., 2009). To overcome such potential risks, the best way for neighborhood communities is to perform interactions in a social network platform that is specifically designed for neighborhood privacy.

The objective of this paper is two-fold: First, to examine the aspects

of privacy management in neighborhood geosocial network. Second, to examine the effect of demographics towards the aspect of privacy management in neighborhood geosocial network. Guided by a theoretical foundation in Communication Privacy Management theory (Petronio, 2002), our research model attempts to examine the aspects of privacy management and investigates their impacts on the likelihood of information sharing (such as personal information and access right) in a neighborhood geosocial network. Furthermore, as this study is conducted in Malaysia, it would be interesting to examine whether demographics background (such as age, gender, ethnicity, and living settlement) will affect the privacy management factors in geosocial network.

This study focuses on how the privacy is managed in the

neighborhood geosocial network as currently, there is a lack of study relating to privacy in this research area. Neighborhood geosocial network is a branch of social network and is relatively novel in academic research area. Therefore, this study is expected to explore and gain some insights in this area. This paper is organized as follows: The first part of the paper reviews Communication Privacy Management theory as the theoretical 66


foundation for the privacy management analysis. The research model is developed in the next section. Subsequently, this provides the details on research methodology and presents the findings of data analyses.

THEORETICAL BACKGROUND FOR PRIVACY Privacy has been interpreted as the “boundary control process in which individuals regulate when, how, and to what extent information about them is communicated to others’’ (van de Garde-Perik et al., 2008). Individuals would feel that they have a reasonable expectation of privacy in their daily life. Consider this scenario: if an individual expected a private space in a room, the door needs to be closed. In order to make it even more private, the individual has to ensure that the door is locked and windows are covered. If the individual is welcoming some guests, then the door needs to be remained open. This implies the behaviours and approaches to be taken in order to cater different privacy requirements. In information privacy, it works similarly. System user may control the flow of information for privacy concerns and define access privilege.

A considerable amount of literature has been published on the

relationship of privacy factors with information sharing. These studies have attempted to explain the association from various theoretical perspectives. Lee (2013) modelled users’ experience of privacy management in online social networks. The work proposed an integrated privacy model based on Communication Privacy Management theory and Theory of Planned Behaviour. The validity of the model is examined using structural equation modelling. Based on the result, it showed that culture, motivation and context emerged as good predictors for the attitudes towards controlling boundary permeability in OSNs.

Another model is developed by Mohamed and Hawa (2012) to

gain insights into information privacy concerns, antecedents and privacy measures used in social networking sites by applying Protection Motivation theory, Social Cognitive theory and gender factor. Results suggested that in order of importance; only perceived severity, self-efficacy, perceived vulnerability, and gender are the antecedents of information privacy concerns with social networking sites. Contrary to many past findings in the literature that used Social Cognitive and Protection Motivation Theory 67

significant antecedents. In addition, information privacy concerns explained privacy ICT in Human Behaviour

measure used in social networking sites. as a theoretical basis, response efficacy and rewards were not considered as It has been shown that numerous studies have indicated a substantial but significant antecedents. In addition, information privacy concerns explained relatively moderate between privacy sites. factors and information sharing in privacy measurerelation used in social networking It hassites. been shown thatnone numerous studies havehas indicated a substantial social networking However, of these studies empirically examined the but relatively moderate relation between privacy factors and information aspect of privacy management and its effect in information sharing in neighborhood sharing in social networking sites. However, none of these studies has geosocial network. With regard to the privacy, Communication Privacy empirically examined the aspect of model privacyofmanagement and its effect in information sharing in neighborhood geosocial network. With regard to Management Theory has been identified as ‘‘the most valuable privacy theory for the model of privacy, Communication Privacy Management Theory has understanding interpersonal communication’’ (Margulis, 2011). been identified as ‘‘the computer-mediated most valuable privacy theory for understanding communication’’ Thishuman This interpersonal is mainly duecomputer-mediated to the communication theory that(Margulis, is able to2011). explain is mainly due to the communication theory that is able to explain human behaviours behind the privacy concerns and measures. Figure 6.1 shows the rulebehaviours behind the privacy concerns and measures. Figure 6.1 shows the basedrule-based management processes processes in CPM theory. management in CPM theory.

Figure6.1: 6.1Rule-based Rule-basedManagement Management Processes Processes in Figure in CPM CPM Theory Theory

There are three processes in the rule-based management system; There are three processes in the rule-based management system; namely privacy rule namely privacy rule characteristics, boundary coordination, and boundary characteristics, coordination, and are boundary Privacy rule turbulence.boundary Privacy rule characteristics divided turbulence. into two sections, attributes are anddivided development. Privacy rule attributes attributes and referdevelopment. to how people characteristics into two sections, Privacy obtain rules of privacy and understand the properties of those rules rule attributes refer to how people obtain rules of privacy and understand the (Petronio, 1991). The development of privacy rule characteristics has to do properties ofimplemented those rulescriteria (Petronio, 1991). The ifdevelopment of privacy with the in order to decide and how information will rule be shared (Petronio, 2007). Individuals create imaginary or metaphorical characteristics has to do with the implemented criteria in order to decide if and how 68

71


boundaries or barriers around their information (Petronio, 2002). These boundaries are characterized based on decision criteria while developing. The boundaries help establishing how well protected the information is and who has access, or co-owns the information.

The second process is boundary coordination. Managing privacy

boundaries requires a dynamic and dialectical process of rulemaking, negotiating, and coordinating as people take into account both the benefits and risks that come from sharing information (Petronio, 2002). Boundary ownership refers to the right and responsibility of the owner of information. When there are multiple parties creating boundary, the information is considered co-owned. All the co-owners should have same understanding on how the privacy should be managed. When information disseminates beyond a person’s perceived boundaries because of misunderstood rules or intentional betrayal, boundary turbulence happens. Turbulent experiences are often accompanied with ‘‘minor flare-ups, confusion, misunderstandings, mistakes, embarrassments, and full-fledged uproars’’ (Petronio, 2002).

Neighborhood geosocial networks is a combination of location-

aware services with online social networks. Such services pose significant privacy threats: user location information may be tracked and leaked to third parties (Carbunar et al., 2012). Therefore, obfuscation is also included as one of the privacy management aspects that could be studied to determine its influence on privacy against neighbor in this study. Obfuscation is a form of data masking where data are purposely scrambled to prevent unauthorized access to location information (Najaflou et al., 2015). According to Liu et al. (2010), there are three types of imperfection that can be used in location information: inaccuracy, imprecision and vagueness. By implementing obfuscation, people are able to present their private information in a coarser granularity, or simply in a falsified manner, depending on the specific situations (Najaflou et al., 2015). Obfuscation was probably the first scheme to be employed to achieve location privacy.

SURVEY OF PRIVACY IN GEO-SOCIAL NETWORK Theoretical Framework The theoreical model of the study is shown in Figure 6.2. Each of the model component is defined in Table 6.1: 69

ICT in Human Behaviour Table 6.1 Research Model Components Model Component

Description

Privacy against Neighbor

The claim of individuals and groups to determine for themselves when, how, and to what extent information about them is communicated to others in the neighborhood.

Privacy rule

How people obtain rules of privacy and understand

characteristics

the properties of those rules to decide how information will be shared.

Boundary coordination

Coordination of boundaries of privacy and disclosure by the co-owner of information based on boundary permeability, linkage, and ownership.

Boundary turbulence

Turbulence among co-owners when rules are not mutually understood and when the management of private information comes into conflict with the expectations of each owner.

Obfuscation

A form of data masking where data are purposely scrambled to prevent unauthorized access to sensitive materials.

Figure6.2: 6.2Theoretical TheoreticalModel Model(adapted (adaptedfrom fromPetronio Petronio (2002)) Figure (2002))

Based on the previous studies, we propose the following hypothesis: 70

H1a: Privacy rule characteristics is significantly associated with privacy against neighbor.


Based on the previous studies, we propose the following hypothesis: H1a: Privacy rule characteristics is significantly associated with privacy against neighbor. H1b: Boundary coordination is significantly associated with privacy against neighbor. H1c: Boundary turbulence is significantly associated with privacy against neighbor. H1d: Obfuscation is significantly associated with privacy against neighbor. H2a: The distribution of Privacy rule characteristics, Boundary coordination, Boundary turbulence, and Obfuscation is the same across categories of Age group. H2b: The distribution of Privacy rule characteristics, Boundary coordination, Boundary turbulence, and Obfuscation is the same across categories of Gender group. H2c: The distribution of Privacy rule characteristics, Boundary coordination, Boundary turbulence, and Obfuscation is the same across categories of Ethnic group. H2d: The distribution of Privacy rule characteristics, Boundary coordination, Boundary turbulence, and Obfuscation is the same across categories of Living Settlement group.

Instrument Design In this study, structured questionnaire was designed as the survey instrument for data collection. The questions are adapted from the existing scale developed by Malhotra et al. (2004), and Lee (2013). The instrument consists of two sections; Section A and Section B. Section A is to collect basic background information of the respondent and to check whether the respondent is online social network user. The questions are all close-ended questions. Section B is used to identify elements that influence privacy in neighborhood geosocial network. All questions are Likert type questions.

Content validity was carried out to verify the suitability of the

survey items and to investigate any biases. Three experts with minimum of five years’ experience in information security field are involved in the content validation process. Likert scale is used to rate the validity of items, with 1 and 2 are classified as irrelevant, and 3 and 4 classified as relevant. A comment section is provided in each item to allow experts to provide 71


their feedbacks. Based on the rating, Content Validity Index (CVI) for both items and scales are calculated, namely I-CVI and S-CVI respectively, as recommended by (Lynn, 1986). During content validation, there are 9 items that do not meet expected value are removed. All the comments were taken into consideration and some changes and corrections were made to the questionnaire to ensure that the questionnaire is more effective and clear.

Pilot study is carried out to identify the reliability of instrument

before performing the actual study. Fifty respondents are chosen as the maximum number of items for each variable is 9. Factor analysis and item analysis are performed on the responses collected to identify the reliability of the instrument. Five out of 35 items are removed in this pilot study. After a complete revision, the modified research instrument was checked again by the experts.

Data Collection The target participant of this study is online social network service users in Malaysia. The survey instrument is distributed through two methods: online services (Google Form, social network) and printed questionnaire. A total of approximately 200 questionnaires are distributed. The data collection process took approximately two weeks to complete. Proportional quota sampling method is used in identifying the sample for data collection. This method is chosen as the targeted respondents are Malaysian online geosocial network users. Therefore, the proportion is based on the ethnic group of Malaysian population to reflect the Malaysia demography. Based on the information of Department of Statistics Malaysia, the proportion of ethnic group is 0.68:0.23:0.07:0.01 (Bumiputera: Chinese: Indian: Others) as in 2016 (Department of Statistics Malaysia, 2016). Quota is measured based on the sampling size. In total, 175 respondents were included in this study.

Respondent Profiles Four demographics criteria are collected in the survey; namely gender, age, ethnic group and living settlement. Table 6.2 displays the summary of demographics. For gender, 87 out of 175 respondents are female which consists of 49.7% while 88 respondents are male (50.3%). For age group, group 21-29 years old have the highest frequency which is 66 (37.7%), followed up by group 30-39 years old which has 55 respondents consist of 31.4%. Group 72


20 or younger and group 40-49 years old have similar frequency which is 23 and 22 respectively. The least age group belongs to 50-59 years old which only has 9 respondents with a percentage of 5.1%. Table 6.2: Respondent Profile (N=175) Analysis Categories Gender Age

Ethnic

Settlement

Frequency

Percent (%)

Female

87

49.7

Male

88

50.3