World Applied Sciences Journal 35 (7): 1048-1053, 2017 ISSN 1818-4952 © IDOSI Publications, 2017 DOI: 10.5829/idosi.wasj.2017.1048.1053

A Conceptual Framework for Designing Mobile Augmented in Learning Basic Numbers

Kamariah Awang, Syadiah Nor Wan Shamsuddin, Ismahafezi Ismail, Norkhairani Abdul Rawi and Maizan Mat Amin

Faculty of Informatics and Computing, Universiti Sultan Zainal Abidin, Malaysia

Abstract: Teaching and learning sessions for LINUS students need improvement while conducting the session which requires more teaching aids using new technology. However, LINUS modules still utilize traditional methods to teach students. Students cannot focus and do not enjoy the learning session. Mobile devices are becoming ubiquitous in the world today and have become a learning tool in both inside and outside the classroom. Mobile learning can be an alternative learning tool for special needs students. Therefore, this paper aims to propose a framework for designing mobile augmented reality (AR) in learning basic numbers especially for LINUS students. This framework consists of cognitive load , intrinsic motivation approach, compensatory approach and multimedia elements as an interactive learning method to learn basic numbers for LINUS students.

Key words: Teaching and Learning Mobile Application Technology Augmented Reality LINUS

INTRODUCTION and interactive. ICT will be an ubiquitous part of schooling life, with no urban-rural divide and with all LINUS stands for Literacy and Numeracy Screening. teachers and students equipped with the skills necessary The program has been implemented by the Ministry of to use this technology meaningfully and effectively [1]. (MOE) under the National Key Result Area Therefore, teachers should have the latest teaching aids (NKRA) mandate since 2010 to ensure students master to attract their students in teaching and learning the 21st literacy and numeracy. The numeracy in mathematics is century with intent learning environment [2]. Hence, there closely related to the ability of students to perform basic is a need to have a teaching aid to facilitate the teacher mathematical operations and to understand simple and the LINUS student during the LINUS session [3]. In mathematical and to apply mathematical relation to this, an application in mobile phone using and skills in daily life [1]. Numeration is a new term in augmented reality technology is created based on the Mathematics education in Malaysia. Attention to proposed framework. The purpose of this paper is to numeracy began in the Primary School Standard discuss the framework to enhance learning and teaching Curriculum (KSSR) for primary education [1]. The LINUS for LINUS students. program is created by the MOE to address the low achievers students problem in Understanding Literacy Mobile Application Technology: Nowadays, mobile and Numeration Screening amongst stage 1 students learning has become an emerging tool in education. [1].Among the factors that caused the difficulty of Today's sophisticated technological era utilizes the teachers to teach the students in the classroom are the mobile phone which makes teaching and learning stigma of the low interest student’s when using exciting to parents and teachers, who are able to use the traditional learning materials [2]. Furthermore, teachers applications via mobile phone technology. [4]. With the should have the latest teaching aids to conduct solid prevalence of mobile application technology, teachers foundation [3]. are able to use it as a teaching aid to conduct Communication Technology will enhance lessons.Mobile learning itself has been claimed to be how teaching and learning happens. Students will be able effective and engaging for young children and can to access a wider range of content that is more engaging also improve their learning [5]. It has been proven that

Corresponding Author: Syadiah Nor Wan Shamsuddin, Faculty of Informatics and Computing, Universiti Sultan Zainal Abidin, Besut Campus, 22200, Terengganu, Malaysia. 1048 World Appl. Sci. J., 35 (7): 1048-1053, 2017

and provided strategies to make them more effective [12]. This theory is suitable for teaching basic numbers so that LINUS students can be motivated to learn. This theory will be implemented in to reduce cognitive overload in the application to students so that LINUS students can absorb and retain information effectively.

Intrinsic Motivation Approach: Using the intrinsic motivation approach, the student have fun and are more positive as they become part of the learning process [13] [14] [15]. When students are involved and engaged in a Fig. 1: Conceptual Framework For Designing Mobile behaviour because it is personally rewarding, they Augmented Reality (AR) In Learning Basic essentially perform activities for its own sake rather than Numbers the desire for some external reward. This can make students willing to learn more by themselves [13] [16]. by using mobile application technology, teachers and Interestingly, learners who learn using this mobile parents can assist and support students in the learning application technology can enhance learning relative to process [6]. other students. In addition, self-modelling result in greater intrinsic motivation and satisfaction with performance Proposed Conceptual Framework: The conceptual [17]. Most of the LINUS students need to be motivated as framework was proposed for designing mobile augmented they feel like they are part of the learning session with the reality (AR) in learning basic numbers. The combination use of the mobile application technology. Intrinsic of learning , multimedia and interactivity as well as motivation needs to be in the proposed framework clear learning process will make LINUS sessions more because personal performance expectancies are likely effective. enhanced [17]. Intrinsic motivation can be implemented into applications by using multimedia technology that will Learning Theories: Learning theories are the key make students become more interested in interacting with components in this conceptual framework. It needs to be provided lessons such as using mobile application and in the framework and applied in the application developed. augmented reality. Many students have more fun in It is to assist the learning process to be more effective [7]. learning [14] and also voluntarily get involved in the The learning theories that will be implemented in the learning session. It will develop students’ interest framework are cognitive load theory, intrinsic motivation internally and that will help low achievers gain self and compensatory approach. motivation for involved in any learning activities. It is important because conventional of teaching Cognitive Load Theory: Cognitive load theory is a theory despite the rewarding scheme, will have a difficulty to that focuses the load on working during attract the student if the student have no self interest at instruction and the element interactivity is central to the all [18]. Any teaching lesson will be hard for low achievers theory [8]. It is pointed out that cognitive load theory because the of their understanding is not the same deals with learning and problem solving difficulty that is as a normal student, so by using intrinsic motivation artificial in that it can be manipulated by instructional method we can develop self interest in learning and every design [9] [10]. There are three components in cognitive teaching session can be eased by internal interest from load which are sensory memory, working memory and students themselves. long-term memory. [11]. To achieve this goal, cognitive load researchers attempt to engineer the instructional Compensatory Approach: Many programs using control of cognitive load by designing methods that compensatory approach are used in schools to help low substitute productive for unproductive working memory achievers [18]. Compensatory approach is an instructional load. This approach has been very successful, as approach, which is used for slow-learners in transforming Cognitive Load theory over three decades has identified the way of presenting the form of a word entirely to the a number of learning environments that are problematic way of presenting the form of pictorial images by doing

1049 World Appl. Sci. J., 35 (7): 1048-1053, 2017 the activity with their teachers in cooperative learning Augmented Reality Technology: Augmented Reality (AR) with guided number cards that have been provided is a variation of virtual environment technology which is [19]. Compensatory approach recognizes content, also called virtual reality [24]. The AR applications were transmits through alternate modalities (pictures versus monitor-based; however, with the latest technology, words) and supplements it with additional learning mobile devices are now used to operate AR technology resources and activities. The compensatory approach [24]. It might help teachers gain their students’ attention is a reactive approach in the sense that students are and motivation, whereas the normal flash cards will show given basic knowledge before the onset of previous only a three-dimensional object [25]. A majority of the teaching sessions or existing skills required for teachers interviewed expressed interest in the potential of students to understand prior instruction, such as using AR as part of the range of learning tools. They saw student-centered discussions and question-and-answer the potential of AR as an exciting and fun teaching aid for sessions. Compensation is a method of teaching that the learners to engage their attention [26]. By using AR makes pupils with less basic knowledge or skills better technology, it enhance learning motivation especially for and more balanced [20]. Based on the construct in children with special needs. [27] [28] [29].Based on the LINUS content, pupils interact by looking at the problems encountered, many studies have reported the visual 3D object and understanding the and application of augmented reality (AR) has a favorable then call the numbers as observed by a teacher. impact on education in primary schools in terms of This step repeated until they really understand the student’s motivation, interaction, learning attitudes, value of the numbers. This approach should be in collaboration and enjoyment [30]. this conceptual framework and it is very important to ensure that LINUS student can learn, understand RESULT AND DISCUSSION and recognize the numbers. This approach will be implemented in the conceptual framework to transform the The main finding of this is a conceptual way of the presentation in the application to students so framework for designing a teaching aid in learning basic that LINUS students can understand information numbers using augmented reality technology for LINUS effectively. students. The proposed conceptual framework will be validated using a prototype of the application. Multimedia Elements: Multimedia has been used in many In summary, by adapting the theories and the aspects in our lives, especially in education. “Multimedia” technique, the conceptual framework proposed are comes from the word “multi” and “media”. “Multi” means applied in the design phase. various while “media” refers to any hardware and Figure 2 shows an interface for main menu. Teachers software used for communicating. It is an integration of may choose the module for their LINUS session. Besides different elements such as text, graphics, audio, video and the button for “number” and “money”, users can also animation [21]. For this conceptual framework, the click the button “about us” and the “exit” button. elements of text, audio, 3D image and animation are important to give significant impact in assisting the teaching and learning [22]. Text involves the use of text types, size and colours. The use of images is to emphasize directed attention. 3D objects help to illustrate ideas and it is used to show the whole number. The use of 3D objects can help sharpen learners’ and students pay more attention while the sound for each numbers help attract learners. The animation is also included in learning numbers to improve understanding of LINUS students and to attract their attention [23]. Audio is also used in order to increase the focus of the student during the session with the teacher. The background sound is also being used to make them more relaxed and make them enjoy the LINUS session. Fig. 2: Main Menu for Teachers

1050 World Appl. Sci. J., 35 (7): 1048-1053, 2017

Fig. 3: Interface for Learning Numbers Fig. 6: Interface for learning numbers

Fig. 4: Interface for Learning Numbers Fig. 7: Interface for Learning Money

Fig. 5: Interface for Learning Numbers Fig. 8: Interface for Learning Money

1051 World Appl. Sci. J., 35 (7): 1048-1053, 2017

and engages learners in learning. The combination of the learning theories, learning techniques and multimedia elements are very important and provide an effective session to students and teachers especially for LINUS students. Based on the validated proposed , AR Belajar Asas Nombor Secara Interaktif (ARBEST) application has been successfully designed. It is hoped that through this application, it can provide a more enjoyable experience and good motivation in learning. As for work, the application will be evaluated for its usability to obtain from learners.

REFERENCES

Fig. 9: Interface for Learning Money 1. M. Malaysia Education Blueprint, “Malaysia Education Blueprint 2013 - 2025,” Education, 27(1): 1-268, 2013. 2. Zulaiha Ahmad, S. and A. Abdul Mutalib, 2015. Preliminary Study: An Investigation on Learning Assistance Requirement among Low Achievers in Primary Schools, Int. J. Comput. Appl., 114(2): 48-54. 3. Nordin, M.R.M., S. Shaari and N. Kamarodzan, 2014. CABARAN GURU PROGRAM LINUS (LITERASI) Di Sekolah- Sekolah Murid Orang Asli Negeri Perak,” 2014. 4. Baru, P.A., M.S.N. Shaharom and M.A.A. Halim, 2016. Parents’ Perception on the Use of Augmented Reality Educational Mobile Application for Early Childhood Education, J. Adv. Res. Soc. Behav. Sci. ISSN, 3(2): 2462-1951. 5. Binti Miswan, M., H. Bin and M. Adnan, 2015. Fig. 10: Interface for Learning Money Pembangunan Aplikasi Peranti Mudah Alih untuk Kemahiran Membaca Kanak-Kanak: Aplikasi Literasi Figure 3 to 6 show the interfaces for learning LINUS (LiLIN), 17(2): 64-78. numbers. In these interfaces cognitive load theory and 6. Fernández-López, Á., M.J. Rodríguez-Fórtiz, compensatory approach are applied. Students will enjoy M.L. Rodríguez-Almendros and M.J. Martínez- and be attracted to the 3D objects and will understand the Segura, 2013. Mobile learning technology based on value of the number shown by looking at the object. iOS devices to support students with special Figure 7 to 10 show the interfaces for learning education needs, Comput. Educ., 61(1): 77-90. numbers using money. In these interfaces cognitive load 7. Shamsuddin, S.N.W., N.F.A. Bakar, M. Makhtar, theory and compensatory approach are applied. Students W.M.W. Isa, A. Rozaimee and N. Yusof, 2016. A will enjoy and be attracted to Framework for Designing Mobile Quranic money and will understand the value of money shown by Memorization Tool Using Multimedia Interactive looking at the animation. Learning Method for Children, J. Theor. Appl. Inf. Technol., 92(1): 20-27. CONCLUSION 8. Sweller, J., 2017. Learning, Design and Technology, pp: 1-17. AR technology holds a huge promise for the field of 9. Swezller, J., Cognitive Load Theory, Learning education. It provides opportunities for authentic learning Difficulty and Instructional Design, 4: 295-312.

1052 World Appl. Sci. J., 35 (7): 1048-1053, 2017

10. Van Merriënboer, J.J.G. and J. Sweller, 2005. 20. Ikwumelu, S.N., O.A. Oyibe and E.C. Oketa, 2015. Cognitive load theory and complex learning: Recent Adaptive Teaching: An Invaluable Pedagogic developments and future directions, Educational Practice in Social Studies Education, J. Educ. Pract., Psychology Review, 17(2): 147-177. 6(33): 140-144. 11. Brame, C.J., 2015. Effective Educational Videos, 21. Rockwell, G. and A. Mactavish, 2004. Multimedia. Vanderbuilt University Center for Teaching, pp: 1-8. 22. Cheng, K.H. and C.C. Tsai, 2013. Affordances of 12. Paas, F. and P. Ayres, 2014. Cognitive Load Theory: Augmented Reality in Science Learning: A Broader View on the Role of Memory in Learning Suggestions for Future Research, J. Sci. Educ. and Education, Educational Psychology Review, Technol., 22(4): 449-462. 26(2): 191-195. 23. Makhtar, M., W.A.N. Malini, W.A.N. Isa and 13. DePasque, S. and E. Tricomi, 2015. Effects of intrinsic N. Yusof, 2016. A Framework for Designing Mobile motivation on feedback processing during learning, Quranic Memorization Tool Using Multimedia, 92(1). Neuroimage, 119: 175-186. 24. Azuma, R.T., 1997. A Survey of Augmented Reality, 14. Rambli, D.R.A., W. Matcha and S. Sulaiman, 2013. PresenceTeleoperators Virtual Environ., 6(4): 355-385. Fun Learning with AR Alphabet Book for Preschool 25. Mohd Yusof, A., E.G.S. Daniel, W.Y. Low and Children, Procedia Comput. Sci., 25: 211-219. K.A. Aziz, 2014. Teachers’ perception of mobile 15. Wu, H.K., S.W.Y. Lee, H.Y. Chang and J.C. Liang, edutainment for special needs learners: the Malaysian 2013. Current status, opportunities and challenges of case, Int. J. Incl. Educ., 3116(2015): 1-10. augmented reality in education, Comput. Educ., 26. Nincarean, D., M.B. Alia, N.D.A. Halim and 62: 41-49. M.H.A. Rahman, 2013. Mobile Augmented Reality: 16. Lee, M.K.O., C.M.K. Cheung and Z. Chen, 2005. The Potential for Education, Procedia - Soc. Behav. Acceptance of Internet-based learning medium?: Sci., 103: 657-664. the role of Extrinsic and Intrinsic Motivation, 27. Lin, C.Y., et al., 2016. Augmented reality in 42: 1095-1104. educational activities for children with disabilities, 17. Wulf, G. and R. Lewthwaite, 2016. Optimizing Displays, 42: 51-54. Performance through Intrinsic Motivation and 28. Huang, T.C., C.C. Chen and Y.W. Chou, 2016. Attention for Learning: The OPTIMAL theory of Animating eco-education: To see, feel and discover motor learning, Psychon. Bull. Rev., 22(6): 1-35. in an augmented reality-based experiential learning 18. Payneeandy, S., 2014. Compensatory Actions in a environment, Comput. Educ., 96: 72-82. Context of Underachievement: A Study of a 29. Yingprayoon, J., 2015. Teaching Mathematics using Pedagogical Intervention and its Impact on Teachers, Augmented Reality, pp: 384-391. Procedia - Soc. Behav. Sci., 152: 284-294. 30. Bacca, J., S. Baldiris, R. Fabregat, Kinshuk and 19. Dasaradhi, K. and C. Sri Raja Rajeswari, 2016. S. Graf, 2015. Mobile Augmented Reality in 30 Methods to Improve Learning Capability in Vocational Education and Training, Procedia Comput. Slow Learners, Int. J. English Lang. Lit. Humanit., Sci., 75: 49-58. 4(2): 2321-7065.

1053