ABSTRACT
Mobile devices such as mobile phones are becoming more important to school students today. This is due to the COVID-19 pandemic, mostly traditional face-to-face learning has shifted to online learning such as learning via a mobile platform. Mobile learning also known as m-learning, is defined as learning in numerous situations through social and content interaction utilizing personal electronic devices. M-learning applications not only need to have efficient functions, but it also has to attract students to learn by providing an attractive interface. An aesthetic of a mobile interface is essential since it could influence the user's learning experiences, but vice versa for non-aesthetic interfaces. User experience (UX) encompasses an extensive range of outcomes of the user-device interaction, including cognitions, attitudes, beliefs, behaviour, behavioural intentions, and affect. However, this study focuses on UX in terms of learnability, satisfaction, and efficiency since most previous studies were not explicitly focused on examining these three (3) UX components. Thus, this study aims to investigate the effect of aesthetically mobile interfaces on the learnability, satisfaction, and efficiency of primary school students, specifically, for Kelas Al-Quran and Fardu Ain (KAFA) students. This study found that aesthetically mobile interfaces significantly affected students’ learning experiences regarding learnability, satisfaction, and efficiency. In conclusion, the findings of this study could serve as guidelines for future research in the field of mobile interface design. © 2022, International Journal of Advanced Computer Science and Applications. All Rights Reserved. All Rights Reserved.
ABSTRACT
The Coronavirus crisis has cast a shadow over the education sector;As it pushed schools, universities, and educational institutions to close their doors, to reduce the chances of its spread. This raised great concern among those affiliated with this sector, especially students preparing to take important exams. All this pushed educational institutions to switch to E-learning, as an alternative that has long been talked about over the need to integrate it into the educational process. From this standpoint, the importance of electronic exams as an alternative to the traditional paper exams appears, there are many assessment methods in E-learning, one of these assessments is the essay. The study used a variety of similarity tests and used an Arabic data set of 40 student answers. The results indicate that the Arabic Automated Essay System will improve with Cosine similarity and Arabic WordNet. Automatic Arabic Essay Scoring using WordNet is higher in terms of precision than the Automated Arabic Essay Scoring without using WordNet dependent on the mean absolute error value and Pearson correlation. The results clearly show the Cosine similarity with Arabic WordNet has the lowest error. Cosine similarity with all stemming types has the lowest error compared with the Jaccard and Euclidean similarity. Euclidean similarity has the highest error. © 2021 IEEE.