Using Online Game for Indonesian EFL Learners to Enrich Vocabulary
For students of English as a Foreign Language (EFL), vocabulary mastery is an essential component of language skills. Vocabulary may contribute to the success of language skills. However, most students had some trouble learning vocabulary. Vocabulary learning requires an advanced technology such as online game. Therefore, this paper aims to investigate the outcome of using an online game named SpellingCity to enrich vocabulary, which is a part of modern gamification. The research design is to have 22 students finish one turn game of SpellingCity and then fill out a survey and interview at the end of the data collection process. The result was that all students agree that using SpellingCity increase their vocabulary acquisition besides of also learning the pronunciation. SpellingCity simple interface design is also found to be one of the factors why SpellingCity considered interesting and easy to play by these students.
International Journal of Interactive Mobile Technologies (iJIM); Vol. 15 No. 01 (2021); pp. 168-183
International Association of Online Engineering (IAOE), Vienna, Austria
Copyright (c) 2021 Like Raskova Octaberlina, Imam Rofiki
Using Reminder Tools to Increase Learning Motivation: A Comparison of Mobile Devices, Email and E-learning Platforms
Most students are not actively concerned about curriculum activity times. However, without reminders, students will miss out on learning opportunities from the course activities. Therefore, due to the use of smartphones — which are central to people's everyday lives —, this study combined apps and the curriculum to develop a course activity notification system — Mobile Secretary of Operating Systems (MSOS) —­, as a curriculum reminder tool. This tool reminds the student of the curriculum activity times anytime and anywhere, like a secretary. This study also investigates students’ preferences between three distinct reminder tools — the reminder app, e-mail notifications and online learning platform announcements — in terms of their effectiveness in accessing curriculum-related matters, and in previewing and reviewing courses. Additionally, the study examines the efficacy of the MSOS app by comparing the questionnaire results of the students who used the app and those who did not use it. From the results of the questionnaire, it is also ascertained whether those students who used MSOS consider the app to be more convenient and immediate than e-mail notifications and the online learning platform, both in giving access to curriculum-related matters and in previewing and reviewing courses.
International Journal of Interactive Mobile Technologies (iJIM); Vol. 14 No. 19 (2020); pp. 82-96
Copyright (c) 2020 Chien-Hung Lai, Bin-Shyan Jong
Using Smartphones to Prevent Cross-Functional Team Knowledge Hiding: The Impact of Openness & Neuroticism
The study examines the behaviour of two characteristic traits on knowledge retention, mediated using modern smartphone usage in the corporate environment of cross-functional teams. For the investigation, a self-made model was applied that associates the personality, focusing on the traits of neuroticism and openness towards new concepts and statistically evaluates the effect of increased technological usage. A dataset of 101 individuals working in cross-functional teams was used to test the model. A total of four main hypotheses were developed and statistically tested. Exalted presence of openness towards new experiences was evaluated as a critical factor leading to decreasing knowledge retention. Furthermore, although it was deducted, that neuroticism could not be verified as a knowledge limiting factor in the applied model, smartphone usage could drastically reduce its potentially dangerous factors by using efficient and short communication channels, reaffirmation and commendation by higher-ups and colleagues alike to bolster the missing self-esteem and self-consciousness of neurotic individuals. In contrast, openness was not connected significantly to deliberate knowledge hiding, as individuals incorporating this trait presumably tend to use technological tools of all kinds inherently due to their eagerness to experiment.
International Journal of Interactive Mobile Technologies (iJIM); Vol. 16 No. 11 (2022); pp. 162-177
Copyright (c) 2022 Anh Don Ton, Laszlo Hammerl, Gábor Szabó-Szentgróti
Using the UTAUT2 Model to Determine Factors Affecting Adoption of Mobile Banking Services: A Qualitative Approach
The main purpose of this study is to investigate the determinants that affect the adoption of mobile banking services in Jordan. The current study extends the Unified Theory of Acceptance and Use of Technolgy2 (UTAUT2) by adding two important factors, mass media and trust utilizing by seven respondents based on qualitative approach, this study shows that the adoption of mobile banking is positively and significantly influenced by the mass media, trust, effort expectancy, performance expectancy, facilitating conditions, and social influence. In contrast, hedonic motivation seems to be insignificantly related to adoption of mobile banking services. There are numerous variables affect the of adoption mobile banking. While most previous studies address the relationship between these factors and the attitudes toward mobile banking services by using the quantitative approaches, this study adopts qualitative approach (focus group method) to provide further insight into the main factors which affect adoption of mobile banking. Furthermore, the current study extends the original UTAUT2 by testing the impact of two new variables. This is considered the important contribution in the paper.
International Journal of Interactive Mobile Technologies (iJIM); Vol. 12 No. 4 (2018); pp. 123-134
Copyright (c) 2018 Muhammad Rafie Arshad, Muhammad Rafie Arshad, Natheer K. Gharaibeh
Using USB Keys to Promote Mobile Learning
M-learning (i.e. mobile learning) is a field of e-learning that provides learners learning environments using mobile technology. In this context, learning can take place anywhere and anytime, in open and distance learning. Depending on the type of technology it may be done through software called nomadic (i.e. prepared to mobility). Among these technologies, there are those composed of digital interfaces and with autonomy of treatment: Smartphone, PDA, calculator and even mp3 key. In this article we propose to take into account storage devices as mobile technologies. Our focus was on the USB key. We present a procedure to test whether a learning environment embarked on a USB key can be described as nomadic or not. This procedure has been tested on a sample of three ILE (Interactive Learning Environment. This approach has allowed us to define criteria of nomadism, criteria which were then included in the design of a synchronous Weblog on USB key.
International Journal of Interactive Mobile Technologies (iJIM); Vol. 3 (2009): Special Issue IMCL2009; pp. 32-36
Copyright (c) 2017 Marilyne Rosselle, Dominique Leclet, Bénédicte Talon
Utilization of DIVAYANA Formula in Evaluating of Suitable Platforms for Online Learning in the Social Distancing
The selection of a suitable platform to facilitate online learning in social distancing becomes a very important thing to maintain the quality and smoothness of the learning process was carried out at home. Some educational evaluation models were able to be used to provide recommendations in choosing an online learning platform that was suitable to use in social distancing, such as CIPP, Countenance, and CSE-UCLA. However, those models are only able to provide recommendations based on narrative evaluation components so raised different understandings and high subjectivity in its implementation in the field. Those models haven’t formulas that specifically and accurately provide quantitative results in determining the most priority platforms is used in online learning. Therefore, it is essential to know there is a new formula in the field of educational evaluation to determine the suitable platform for online learning that is done at home. One of the new formulas that can be used and contributed to solving problems in the field of educational evaluation is the DIVAYANA formula. This formula can show an accurate calculation mechanism in determining one of the platforms that the most priority from the various choices of online learning platforms. The purpose of this research was to show the mechanism for calculating the DIVAYANA formula to determine the priority platform suitable for online learning. This research used an evaluative approach that focused on the nominate stage in the DIVAYANA model because the DIVAYANA formula is located in that nominate stage. Eighty respondents were involved in the initial data collection by evaluating the platform selection criteria for online learning. The subjects who were involved in testing the effectiveness of the DIVAYANA formula were eight experts. Questionnaires were used as the initial data collection tools and testing tools for the effectiveness of the DIVAYANA formula. The method was used to analyze the data of effectiveness test results on the DIVAYANA formula was by comparing that test results with the effectiveness standard that refers to five scales. The results of the effectiveness test showed the percentage of effectiveness level was 89.79%. It means that the DIVAYANA formula is effective to use in determining priority platforms suitable for online learning at home.
International Journal of Interactive Mobile Technologies (iJIM); Vol. 14 No. 20 (2020); pp. 50-75
Copyright (c) 2020 Dewa Gede Hendra Divayana
Utilization of Remote Experimentation in Mobile Devices for Education
In this paper the authors intend to demonstrate the utilization of remote experimentation (RE) using mobile computational devices in the Science areas of the elementary school, with the purpose to develop practices that will help in the assimilation process of the subjects taught in classroom seeking to interlink them with the daily studentsâ?? activities. Allying mobility with RE we intend to minimize the space-temporal barrier giving more availability and speed in the information access. The implemented architecture utilizes technologies and freely distributed softwares with open code resources besides remote experiments developed in the Laboratory of Remote Experimentation (RExLab) of Federal University of Santa Catarina (UFSC), in Brazil, through the physical computation platform of the â??open hardwareâ? of construction of our own. The utilization of open code computational tools and the integration of hardware to the 3D virtual worlds, accessible through mobile devices, give to the project an innovative face with a high potential for reproducibility and reusability.
International Journal of Interactive Mobile Technologies (iJIM); Vol. 6 No. 3 (2012); pp. 42-47
Copyright (c) 2017 Willian Rochadel, Silvana Pires da Silva, Juarez Bento da Silva, Gustavo Ribeiro da Costa Alves, Thaís Doll Luz
Utilization of Various Disruptive Community Learning Resources for the Covid-19 Period in the Perspective of Life Based Learning
This study aims (1) to analyze the use of various disruptive community learning resources during the Covid-19 period in terms of characteristics, levels, and types of learning resources used by lecturers in lectures, and (2) to find out the differences in the use of various disruptive community learning resources during the Covid-19 period between fields of science at Universitas Negeri Malang. The research approach used quantitative with an ex post facto design. The respondents of this research were 393 students of Universitas Negeri Malang from eight faculties. The data was collected through a closed questionnaire distributed through the Google Form application technology. Data analysis was performed by using percentage description statistics and different tests of the use of learning resources between the sciences, social humanities, and engineering. The results of the analysis show that (1) the characteristics, levels, and types of disruptive community learning resources in the Covid-19 era used by lecturers in lectures vary widely, (2) there are significant differences in the use of various disruptive community learning resources during the Covid-19 period between science and social humanities students, and engineering.
International Journal of Interactive Mobile Technologies (iJIM); Vol. 15 No. 07 (2021); pp. 123-139
Copyright (c) 2021 Hardika Hardika, Eny Nur Aisyah, R. Anggia Listyaningrum
Utilizing Animal Characters of a Mobile Augmented Reality (AR) Reading Kit to Improve Preschoolers’ Reading Skills, Motivation, and Self-Learning: An Initial Study
This study developed and used a mobile Augmented Reality (AR) reading kit to help preschool students recognize alphabets and read simple words more effectively. This study was based on the quantitative approach involving an experimental methodology that used a one-group pretest-posttest design. In this study, the variables of interest to be measured were students’ reading skills, motivation, and self-learning. The learning treatment involved a series of reading sessions using the novel learning application that spanned three weeks, with each session lasting for two hours. The sample of this study comprised 60 preschool students, whose ages ranged from four to six, who were selected from three different preschools. The effectiveness of the novel-reading kit was evaluated in terms of students’ learning performance, learning motivation in reading, and self-learning. The data for the former were gathered from pre-testing and post-testing. At the same time, a survey was administered to the students to elicit their opinions and feedback on the last two factors. Furthermore, all descriptive and inferential statistical procedures have been selected to analyze the data. Specifically, a one-way analysis of variance (ANOVA) was applied to analyze the data, which demonstrated significant differences in the students’ reading skills, motivation, and self-learning before and after the learning interventions. These findings showed the students could recognize alphabets more accurately, read simple words more intelligently, become more motivated to read and be highly engaged in self-learning using the mobile AR reading kit.
International Journal of Interactive Mobile Technologies (iJIM); Vol. 15 No. 24 (2021); pp. 94-107
Copyright (c) 2021 HAFIZUL FAHRI BIN HANAFI
Utilizing DNA Strands for Secured Data-Hiding with High Capacity
There are continuous threats to network technologies due to its rapidly-changing nature, which raises the demand for data-safe transmission. As a result, the need to come up with new techniques for securing data and accommodating the growing quantities of information is crucial. From nature to science, the idea that genes themselves are made of information stimulated the research in molecular deoxyribonucleic acid (DNA). DNA is capable of storing huge amounts of data, which leads to its promising effect in steganography. DNA steganography is the art of using DNA as an information carrier which achieves high data storage capacity as well as high security level. Currently, DNA steganography techniques utilize the properties of only one DNA strand, since the other strand is completely dependent on the first one. This paper presents a DNA-based steganography technique that hides data into both DNA strands with respect to the dependency between the two strands. In the proposed technique, a key of the same length of the reference DNA sequence is generated after using the second DNA strand. The sender sends both the encrypted DNA message and its reference DNA sequence together into a microdot. If the recipient receives this microdot uncontaminated, the sender can safely send the generated key afterwards. The proposed technique doubles the amount of data stored and guarantees a secure transmission process as well, for even if the attacker suspects the first-sent DNA sequence, they will never receive the key, and hence full data extraction is nearly impossible. The conducted experimental study confirms the effectiveness of the proposed.
International Journal of Interactive Mobile Technologies (iJIM); Vol. 11 No. 2 (2017); pp. 88-98
Copyright (c) 2017 Samiha Abdelrahman Mohammed Marwan, Ahmed Shawish, Khaled Nagaty