AREDAPPS: Mobile Augmented Reality Development and Learning Framework Based on Augmented Reality Technology for Engineering Drawing Course

Technology in teaching and learning is crucial as we are now focusing on 21st Century Learning. Moreover, the Covid-19 pandemic has affected many sectors, including education sectors, where most educators are continuously looking for approach and tools to enhance their teaching deliveries to ensure students can still learn effectively even though most of the classes are currently conducted online. Other than that, students also have problems with their visualization skills when learning engineering drawing, which caused a lack of understanding of the content, thus making it even harder for them to learn in this situation. Technology such as augmented reality is a well-received technology application due to its benefit in enhancing users’ learning experiences, enhancing visualization skills, and supplementing materials more effectively. Thus, this paper aims to describe Augmented Reality Engineering Drawing Apps (AREDApps) development process, a mobile augmented reality apps for orthographic projection topic in engineering drawing subject, highlight the students’ perception when using AREDApps during learning and introduce the engineering drawing learning framework based on AREDApps implementation in the classroom. The result indicates that students were mostly satisfied with augmented reality technology to learn orthographic projection. This is because AREDApps helps them supplement the information that cannot be delivered by using modules or PowerPoint presentation such as the three-dimensional representations of the task given to them. The findings of this paper strengthen the facts that augmented reality is a suitable technology to teach complex technical subjects, which requires supplementary materials that can help students to be able to visualize the task effectively. © 2022, ICST Institute for Computer Sciences, Social Informatics and Telecommunications Engineering.

Review of Gamified MOOC’s Impact Toward Learner’s Motivation in Learning Effectiveness Context

Massive Open Online Courses (MOOC) have become a strong support for building a ubiquitous learning environment typically during Covid19 pandemic. Although more and more Internet users are willing to try MOOC, the problems corresponding to users’ free and autonomous learning are a poor learning experience, low long-term attractiveness to users, and low completion rate of courses. The fundamental reason is that online learning behaviour cannot be well motivated and maintained. A key design concept related to the MOOC is gamification design - the application of game design elements to non-gamification scenarios. Some MOOC has integrated different gamification method to attract users. However, the academic community’s attitude towards gamification still inconsistent, and even some studies believe that the level of user motivation in the gamified design condition will decrease. From the perspective of user information behaviour, this paper follows the logical route of “motivation-behaviour” and analyse the perceptual challenge and perceptual attention, learning results and cognitive user participation. From the MOOC context, this paper discusses the technical application factors that affect user behaviour and enriches the research direction in the field of information behaviour. Lastly, this study puts forward some development suggestions to MOOC operators to comprehensively improve the perception challenge and attention of MOOC users and enhance their learning effect. © 2022, ICST Institute for Computer Sciences, Social Informatics and Telecommunications Engineering.