Investigation of students' learning dynamics in an augmented reality environment to support individualisation, collaboration and creativity.
INVESTIGATION OF STUDENTS' LEARNING DYNAMICS IN AN
AUGMENTED REALITY ENVIRONMENT TO SUPPORT
INDIVIDUALISATION, COLLABORATION AND CREATIVITY
PRINCIPAL RESEARCHER
ASSOCIATE PROFESSOR DR SAZILAH SALAM
FACULTY OF COMMUNICATION AND INFORMATION l'ECHNOLOGY
UNIVERSITI TEKNIKAL MALAYSIA MELAKA
2011
Project Number
PJP/2010/FTMK (13E) S787
ACKNOWLEDGEMENTS
Special thanks to Prof. Dr. Shahrin Sahib @ Sahibuddin and Prof Dr. Nanna Suryana
Hennan as our mentors in giving the ideas and guidance to initiate the project. We
would also like to thank CRJM for giving us this valuable experience and support
throughout this short tenn grant research. Last but not least, our sincere appreciations
are given to those who were involved in this project directly or indirectly.
This Report contains of two parts:
Part 1 is research on Development Of A Mobile Learning Object Design For
Concept Comprehension Using Modified Reciprocal Teaching Strategies.
Part 2 is Research On A Study Of Consequences On Individual And Group
Perfonnances Using Visualisation Features For Cooperative Learning
PARTl
ii
ABSTRACT
Concept comprehension is a necessary skill today. It is the process of understanding
and extracting the required information from any medium of information. This
research is aiming to model a learning object design using Reciprocal Teaching
strategy in order to utilizes student ability to actively engage in reading or absorbing
information. In the Reciprocal Teaching (Rn method, there are 4 main strategies
applied in order to improve concept comprehension, those are (i)Predicting,
(ii)Summarizing, (iii)Questioning, and (iv)Clarifying. This research proposed on
additional strategy to modifiy RT that is the fifth strategy called (v)visualizing.
Visualization plays an important role in understanding abstract and complex
concepts and its refer to the usage of animation and 3D model. This research also
aims to determine whether the use of 3D visualization (include animation and 3D
model) combined with text, contributes to semester I students learning process. In
the preliminary analysis, we implement traditional Reciprocal Teaching method to
teach 55 undergraduate engineering students on comprehending the concept of basic
circuit instruments including the concept of D' Arsonval principle, basic construction
of a meter, measuring circuit resistance and circuit component arrangement. During
the pre assessment result, we found that students have difficulties in concept
comprehension for the subject especialy in visualizing the circuit component.
Therefore, we propose a mobile learning application that uses modified Reciprocal
Teaching method provided as a learning aid tool for assisting student in visualizing
the concept. The development methodology used is Courseware Development
Process. Instrument used to assess student performance is The four levels of
Kirkpatrick's evaluation model, it is used to measure (i)Reaction of student,
(ii)Learning capability, and (iii) Results performance. The results indicate that
multimedia applications with interactive mobile learning application as well as with
3D and animations do in fact increase the interest of students and make the
application more appealing to them during self-paced learning time. The fmdings
also suggest that the most obvious and essential benefit of visualizations (3D
illustrations) is that they leave the time control of learning to the students and
decrease the cognitive load.
Principal Researchers:
Associate Professor Dr. Sazilah Salam
Email: sazilah@utem.edu.my
Project No. : PJP/2010/FTMK (13E) 8787
iii
Table of Contents
ACKN'OWLEDGEME,NTS............................................................................................. I
ABSTRA.Cf ................................................................................................................... m
LIST OF TABLE ......................................................................................................... Vll
LIST OF FIGURE ......................................................................................................... VID
CHAnE.R 1 INTRODUCTION ............................................................................ !
1.1
Introduction ........................................................................................................ ]
1.2
Project Background ............................................................................................3
1.3
Problem Statement ............................................................................................. 5
1.4
Research Question ..............................................................................................6
1.5
Research Objectives ........................................................................................... 7
1.6
Research Hypothesis ..........................................................................................7
1.7
Research Expected Output ................................................................................. 8
1.8
Scope .................................................................................................................. 8
1.9
Project Significant ............................................................................................ 10
1.10
Research Methodology ..................................................................................... 11
1.11
Overview of Thesis .......................................................................................... 17
1.12
Summary .......................................................................................................... l8
CHA.P'I'ER 2 LITERATURE REVIEW .............................................................. 19
2.1
Introduction ...................................................................................................... 19
22
Definition and Features of Reciprocal Teaching ............................................. 20
2.2.1 Reciprocal Teaching Strategy and Characteristic ........................................ 26
2.2.2 Concept Comprehension Principle............................................................... 29
2.3
Defmition ofVisualization Technique .............................................................32
2.3.1
20 and 30 Visualization Technique ............................................................33
2.3.2 Animation Production of2D and 3D ...........................................................34
2.3.3
Augmented Reality Technique ..................................................................... 35
2.3.3.1
2.4
Features of Augrnented Reality ............................................................ 39
Existing Mobile Learning Application with Visualization Teachnique ......... .40
iv
2.5
Proposed outline for MLAR ............................................................................ 46
2.5.1
Compatibility ofDevice ............................................................................... 46
2.5.2 Mobility & Architecture ............................................................................... 47
2.5.3 Interactivity of application ........................................................................... 49
2.5.4 Usability of User Interface l)esign ............................................................... 52
2.5.4.1
Learnability .......................................................................................... 53
2.5.4.2
Efficiency ............................................................................................. 53
2.5.4.3
Memorability........................................................................................ 54
2.5.4.4
Errors .................................................................................................... 54
2.5.4.5
Satisfaction ........................................................................................... 55
2.5.5 Effectiveness ofReciprocal Teaching Strategy ........................................... 55
2.5.6 Mobile Learning Framework ....................................................................... 55
2.6
Summary .......................................................................................................... 59
CHAPTER 3 DESIGN AND RESEARCH MEmODOLOGY ·--··-··--··-····60
3.1
lntroduction ......................................................................................................60
3.2
M-Learning I>evelopment Process...................................................................63
3.3
System Architecture .........................................................................................65
3.4
MLAR Conceptual Model Framework ............................................................68
3.4.1
Topic and Learning Object........................................................................... 69
3 .4.2 Reciprocal Teaching Module in MLAR Prototype ...................................... 71
3.4.3 Instructionall)esign .....................................................................................72
3.4.4 Content For Engineering Subject ................................................................. 72
3.4.5 Storyboard l)esign ........................................................................................ 73
3.5
Interface I>esign ............................................................................................... 74
3.6
Experimental I>esign ........................................................................................ 76
3.6.1
Research l)esign Framework ....................................................................... 76
3.6.2 Sample Selection .......................................................................................... 77
3.6.3 Data Collection and Evaluation Instrument ................................................. 78
3.6.3.1
Evaluation of Content ..........................................................................79
3.6.3.2
Evaluation ofPresentation and Organization ofContent..................... 81
3.6.3.3
Evaluation ofLearning......................................................................... 82
v
3.6.4 Experimental Procedure ............................................................................... 83
3.7
Summary .......................................................................................................... 84
CHAFfER 4 RE-S"ULT AND DISC'USSION ......................................................... 85
4.1
Introduction ...................................................................................................... 85
4.2
Preliminary Analysis ........................................................................................ 85
4.3
Treatment setting.............................................................................................. 88
4.3.1
Subjects ........................................................................................................ 88
4.3.2 Instrument for Assessing Student Achievement and Motivation................. 88
4.4
Summary .......................................................................................................... 90
CRAnER S CONCLUSION ............................................................................... 91
5.1
Introduction ...................................................................................................... 91
5.2
Experimental Observation................................................................................ 91
5.3
Observation on Weaknesses and Strength ....................................................... 92
5.4
Preposition for Improvement ........................................................................... 93
5.5
Contribution ..................................................................................................... 93
RE-:FE-RE-NCE ......................................................................................................... 94
BffiLIOORA.PHY .................................................................................................. 97
vi
LIST OF TABLE
Table 1.1 : Teacher vs. Learner-Centered Instruction (NCLR Centered website, 201 0) .... 2
Table 1.2 : MLAR Development Milestone .................................................................... 14
Table 2.1 : RT strategy characteristic .............................................................................. 26
Table 2.2 : Feature Comparison AR tool for education ................................................... 40
Table 2.3: Various Mobile SDK comparison .................................................................. 42
Table 2.4: Flash Lite Version Compatibility with Actionscript Comparison (Adobe,
2010) .......................................................................................... ............. ......................... 44
Table 2.5 :Specification Platform for application (Nokia Malaysia, 2010) ..................... 47
Table 2.6 : Interactivity levels and associated learning levels. (Handbook Development
Of Interactive Multimedia Instruction, 2001) .................................................................. 49
Table 3.1 :Correlation of Research Questions, Objectives, Hypothesis, Activities, and
Deliverables...................................................................................................................... 61
Table 4.1 :Student Background for BENP2183 ..............................................................86
vii
LIST OF FIGURE
Figure 1.1 : Research Methodology ................................................................................. 11
Figure 2.1 : Fabulous Four strategies ofReciprocal Teaching (Donna Ahlrich et al,
2005) ................................................................................................................................ 21
Figure 2.2: Reality- Virtuality Continum (Metaio Unifeye, 2010) ................................ 36
Figure 2.3: How AR works in PC-Platfonn (Metaio Unifeye, 2010) ............................. 36
Figure 2.4 : Usability Requirement Framework form-learning (Parsons, et al., 2007) .. 57
Figure 3.1 : Mlearning Development Process (Mostakhdemin -Hosseini,2005) ............. 63
Figure 3.2 : Flash Lite Architecture (Janousek S., 2006) ................................................. 65
Figure 3.3: MLAR Architecture for RT Module and Collaborative Module ................. 66
Figure 3.4: MLAR Conceptual Framework ....................................................................68
Figure 3.5 : Reciprocal Teaching Strategy Module in MLAR.........................................71
Figure 3.6 : MLAR- Course Content .............................................................................. 72
Figure 3.7 : MLAR (Rl) Research Design ...................................................................... 76
Figure 3.8: Diagram of Evaluation Framework (Elissavet, G., & Economides, A. A.
2003) ................................................................................................................................ 79
Figure 4.3: Research procedure ........................................................................................ 83
Figure 4.1 : Pre-Test Result ............................................................................................. 87
viii
Chapter 1 Introduction
1.1
Introduction
A learning approach in overall can be divided into Teacher-centered Learning
(TCL) and Student-centered Learning (SCL). SCL is an approach of learning
characterized by students' abilities to direct process and outcomes. It is where an
education are the center for students, while its environment facilitates the exploration of
meaning and content knowledge through personal and interpersonal discovery. The
learning process of SCL implies an active involvement by the student and the integration
of academics with the student's total development
National Capital Language Resource Centered (NCLRC, 201 0), state that SCL
education places the student at the center of education, while its environment facilitates
the exploration of meaning and content knowledge through personal and interpersonal
discovery. Table 1 shows the comparison between TCL and SCL characteristic that
would assist to elaborate the types of learning environment will be used together with
mobile learning.
Table 1.1: Teacher vs. Learner-Centered Instruction (NCLR Centered website,
I L i l h l t · < ltttu·ld
Focus is on instructor
Focus is on language forms and
structures (what the instructor knows
about the language)
Instructor talks; students listen
l l .llllll
(
llllltld
Focus is on both students and instructor
Focus is on language use in typical situations
(how students will use the language)
Instructor models; students interact with
instructor and one another
Students work alone
Students work in pairs, in groups, or alone
dependin_g_ on the purpose of the activ!!r_
Instructor monitors and corrects Students talk without constant instructor
every student utterance
monitoring;
instructor
provides
feedback/correction when questions arise
Instructor
answers
students' Students answer each other's questions, using
questions about lan_gua_ge
instructor as an information resource
Instructor chooses topics
Students have some choice of ｴｾｩ｣ｳ＠
Instructor evaluates student learning
Students evaluate their own learning; instructor
also evaluates
Based on Table 1.1, by applying SCL will outcomes skill mastery, long-term
retention, or depth of understanding of course material, acquisition of critical thinking or
creative problem-solving skills, formation of positive attitudes toward the subject being
taught, or level of confidence in knowledge or skills.
Maryellen Weimer offers good definitions of the two terms in her book Learner-
Centered Teaching: Five Key Changes to Practice. Weimer explains that in order to be
learner-centered, instructional practice needs to change in five key areas. Those are the
balance of power, the function of content, the role of the teacher, the responsibility for
learning, and the purpose and processes of evaluation (Weimer, 2002). Since the focus
in education today has been shifted from the teachers to the students, the idea of having
SCL is to help student taking responsibility for their own education and learning by
doing and working with others, they will be able to learn skills that will stay with them
for the rest of their lives.
2
PT is one of several learning method listed under SCL category. PT method is a
part of learner-centered orientations which may be consistent if have better support and
flexibility for managing the learning situation by lecturer, especially in a small
interactive pair/group for example, a college or university.
This research study is intended to identify Reciprocal Teaching (RT) strategy
under PT method that can be implemented at higher education level, especially in
university, as a tool to support concept comprehension for a subject.
1.2
Project Background
UTeM has placed its general educational goals as to conduct academic and
professional programmes based on relevant needs of the industries. The industries are
using more electronic systems in machine and process control as well as automatic
manufacturing. Among the main application of electronic systems in the factories are
robot control system, electrical machine drives and PLC (Programmable Logic
Controller).
Therefore, UteM focused to produce university graduates that possess the ability
to analyze and design the required electronic circuits. They must also possess the
practical skills in industrial control system, thus being the first choice by industry.
3
For this reason, Reciprocal Teaching (Rl) strategy will be investigate and
analyse to produce a mobile learning object design (mLO design) for industrial
electronic course to assist students in becoming professional engineers that are skilful
and possess strong fundamental knowledge in industrial electronic engineering through
the uses of mobile learning application.
Research approach begins with understanding each of RT strategy through
literature review. This research aim is to design and develop a Mobile Learning
application with RT strategy. The module is specifically targeted to be implemented as a
tool to assist learning for BENP2183 subject.
BENP2183 (Introduction to Electronic Instrumentation) chapter 2 content was
selected for the application module based on lecturers comment in meeting held between
research team and the lecturers. During the meeting, lecturer of the subject describe that
their student have difficulty to comprehend the principle in circuit instrumentation.
From the lecturer experiences, she found that, it is because of the student were
lack of references during the subject material especially when the resources they have
are limited to textbook and lecture notes.
Therefore, she would like to have an application for helping student with
comprehension difficulties in order to learn basic circuit design. The intended mobile
application must be able to support student interactivity and learning dynamic.
4
The strategy or technique to be used must be able to help students become selfregulated readers and learners. In order to attain this goal, Lecturer or instructor must
help students become knowledgeable about strategies and why the information is
important for them to use. Each of components in the strategy is responsible on building
student basic understanding about the subject taken.
1.3
Problem Statement
An observation on students result for semester 1/2010 on students that enrolled
Introduction to Electronic Instrumentation subject has been conducted to see the trend
of student achievement in this subject. Result for each test, quizzes, mid-tenn
examination and fmal examination were recorded for comparison.
According to the observation, it was found that students are facing problem in
understanding the topic principle, components function and formulation, thus gives them
difficulty to achieve the objective of subject learning outcome.
Another difficulty faced by the students when designing the circuit is lack of
attractive references or assisting tool. Students have limited resource of reference and
experimentation of designing the circuit and exercising to apply the concept principle.
5
So there is a requirement to have an application that could assist students in
comprehending concept on theoretical and practical way, using an Augmented Reality
technology as visualization technique.
Hence, this project focuses on developing a mobile application as a tool to assist
student in understanding the concept principles and help to give clear visualization of
how the circuit arrangement and calculation need to be done.
1.4
Research Question
There are several important questions that need to be explored and answered throughout
this research. Those are:
i.
What step or process in Reciprocal Teaching strategy that can be used to
assist students in improving concept comprehension for AC and DC Meter
topic?
ii.
How to design a learning object design using those step or process for a
mobile learning application?
m.
How effective RT to assist student in improving their concept comprehension
through a mobile learning application?
6
1.5
Research Objectives
There are three objectives to answer the research questions and at the same time to
achieve research objectives in this research, those are:
i.
To investigate the characteristic or steps of Reciprocal Teaching strategy to be
implemented in a mobile learning environment.
ii.
To design a concept comprehension module and develop a prototype for
applying Reciprocal Teaching method.
iii.
To measure the effectiveness of reciprocal teaching strategy in a mobile
application.
1.6
i.
Research Hypothesis
The used of RT strategy in a mobile learning application will assist students to
perform a significant improvement in concept comprehension.
ii.
The used of Reciprocal Teaching strategy in a limited location such as PC
platform will lead to a marginal improvement in student performance for concept
comprehension.
7
1.7
Research Expected Output
ROI : The step or process or characteristic of Reciprocal Teaching strategy is
described to know how its helps and how it can be done in a mobile learning
environment.
R02: A learning design, storyboard, interface design and flows of application is
developed for a Reciprocal Teaching module.
R03 : A Difference in student performance for implementing Reciprocal
Teaching strategy is differ between in a mobile learning environment and PC platform.
1.8
Scope
Here are the list subject covered, platform of development and implementation, sample
selection and limitation of this project.
Subject covered
1.
ONLY Chapter 2 AC and DC Meter from BENP2183 syllabus.
ii.
This chapter will be designed for concept comprehension in RTway.
iii.
Concept comprehension will have to cover on principles, component
function and theoretical contents.
8
Platform covered
i.
Development platform is using Personal Computer and a Notebook
ii.
Device testing for development is Nokia Express Music model 5800 and
Symbian S60 latest than 3rd edition based smart phone.
Testing platform for the control group is Personal Computer. PC that
iii.
installed in the tutorial lab.
Sample Selection
i.
Participant is selected from student that enrolled BENP2183.
n.
50 students as sample population.
iii.
5 students as pilot testing sample.
iv.
Total of 55 students were participated.
v.
Studnets are divided into control groupd and experimental group.
Limitation:
The following limitations to the investigation are noted:
i.
Only those students that registered for the subject will participate in the
study. This may adversely affect the composition of the sample population.
ii.
The project duration will directly affecting the treatment duration. This is
because the syllabus not to burden student with additional task/take home
assignment.
9
1.9
Project Significant
The implementation of RT strategy in mobile learning application will
encourages students to actively participate in learning process. RT is used to increase
student understanding of topic learned by improving visualization of circuit design using
30 object views. It is motivates students by strategies offered in RT such as predicting.
questioning. clarifying and summarizing.
The development of this project is stressed on learning object design with the
used of multimedia elements such as image, text, audio, video, interaction and
visualization of 3D object through AR manipulation. AR is a new visualization
technique that help student to figure out the component design in various contextual
elements. AR in this application is just an additional features to support concept
comprehension through RT strategy.
In the other perspective, student can have this application with them at anytime
and anywhere as their reference while performing basic circuit design using given
component. Therefore, student will also be able to use this application on their self-pace
learning time for preparation on their exam or future benefit. This application also can
be embedded in UTeM learning management system for further application.
Overall for UTeM as an innovative institution, this research finding can be
applied suitable engineering subject that may require visualization of design or
component. It can help student to master the subtopic and will lead to increase of student
performance in their academic result.
10
1.10
ｒ･ｳ｡ｲｾｨ＠
Methodology
The proposed research methodology for the whole research is starts with preliminary
analysis that will come out with literature review and framework of research, followed
by treatment, data, analysis and documentation.
Preliminary analysis
• Design Specification, and technical
requirement.
• Instructional Design of each LO.
• Early design for content and
interface.
• Refinement of prototype design.
• Pilot testing
I
Treatment
I
• literature review on Reciprocal
Teaching strategies, learning tool,
features and instrument.
• Investigate the reciprocal
Teaching Models for this
research.
• Propose research design activity,
framework, instrument and
procedure.
Data Collection
• Refinement development
• Implementation on sample and
control group.
• Perform pre-test, post-test
and questionnaire
Data Analysis
& Justification
• Data analysis and discussion
• Graph and Justification.
Documentation & reporting
T
• Documentation report
• User manual
Figure 1.1 : Research Methodology
11
Preliminary Ana/vsis
In first stage is Preliminary Analysis, investigations will be done to identify how
Reciprocal Teaching strategies help students to improve their reading comprehension.
This phase is gathering information from literature reviews of previous researches and
published material.
The goal of this phase is to produce description of each strategy in Reciprocal
Teaching and its characteristic. The characteristic is used to propose learning object
designs for a mobile learning application.
In general, the information collected in the first stage is being used to refines the
objectives, answer research question number one and produce hypothesis. Besides,
during preliminary analysis step, the students were seating for pre-test questionnaire and
the result will be recorded and compared at the end of data collection stage later.
Trutlnl!nt
The second stage is called Treatment. It is conducted after the learning object
designs are developed. In this stage, the instructional storyboard will be created
according to the learning object.
The learning objects have to meet the chapter's learning outcome. The prototype
were developed using rapid prototyping development methodology. The prototype will
have some refinement before being tested to pilot group. The outcome from pilot group
will help to prepare the framework and setting for data collection stage.
12
Data Collection
The third stage is called Data Collection stage. This stage is responsible for
conducting the implementation of prototype into sample environment for a period.
Participants will be given with a copy of the mobile application to test it within allocated
time and at the end of the period, they need to seat for post test.
The result in post test will be compared to pre test result in preliminary analysis
to prove whether the reciprocal teaching strategy improving their concept
comprehension or not. At the end of this phase, it will produce a graph to show how
much students improves on their achievement.
Data Anglvsis
In the final stage is Data Analysis, data collected through the third stage will be
analysed using the independent samples test procedure to evaluate the significant
differences between the variables.
Besides, the difference of pre-test result and post test result will be analysed. The
performance of the experimental groups is to be measured and compared against the
controlled groups. The both group result for both test is presented using chart and
justification of any moderator influencing the outcome.
13
Milestone
In order to keep track the project development, the project has come out with list
of milestone for periodic outcome. Here is the milestone for this project:
Table 1.2 : MLAR Development Milestone
SCHEDULE OF MLAR DELIVERY
No.
Outcome
Deliverable
Notes.
Phase 1
1
Reciprocal teaching
strategy
Start 11/1/2010
End 11/412010
1. Description of each
strategy
2. Characteristic of each
strategy
3. Example of application
for each of strategy
4. Literature review on
learning using reciprocal
teachin2
Examples of reciprocal
teaching implementation
notes.
Phase2
2
Content (BENE1183)
analysis ofMLAR.
Start 24/6/10
End30/6/10
Meeting on 25/6/10
& 0217/10
1. Comparison table on
existing model /
interaction design for
collaborative AR apps
2. List ofLO.
3. Data Collection
procedure&
instruments to assess
eachLO.
4. Propose model for
reciprocal and team
learning for
implementation.
14
1. Design interaction for
covered content in MLAR.
Data collection procedure
of implementation
2. LO list for chapter 2 AC
and DC meter.
3. Date of implementation.
procedure of
implementation for these
LOs, Instruments to assess
eachLO.
4. Features and model
comparison on existing
AR apps or collaborative
model need to be done in a
table.
AUGMENTED REALITY ENVIRONMENT TO SUPPORT
INDIVIDUALISATION, COLLABORATION AND CREATIVITY
PRINCIPAL RESEARCHER
ASSOCIATE PROFESSOR DR SAZILAH SALAM
FACULTY OF COMMUNICATION AND INFORMATION l'ECHNOLOGY
UNIVERSITI TEKNIKAL MALAYSIA MELAKA
2011
Project Number
PJP/2010/FTMK (13E) S787
ACKNOWLEDGEMENTS
Special thanks to Prof. Dr. Shahrin Sahib @ Sahibuddin and Prof Dr. Nanna Suryana
Hennan as our mentors in giving the ideas and guidance to initiate the project. We
would also like to thank CRJM for giving us this valuable experience and support
throughout this short tenn grant research. Last but not least, our sincere appreciations
are given to those who were involved in this project directly or indirectly.
This Report contains of two parts:
Part 1 is research on Development Of A Mobile Learning Object Design For
Concept Comprehension Using Modified Reciprocal Teaching Strategies.
Part 2 is Research On A Study Of Consequences On Individual And Group
Perfonnances Using Visualisation Features For Cooperative Learning
PARTl
ii
ABSTRACT
Concept comprehension is a necessary skill today. It is the process of understanding
and extracting the required information from any medium of information. This
research is aiming to model a learning object design using Reciprocal Teaching
strategy in order to utilizes student ability to actively engage in reading or absorbing
information. In the Reciprocal Teaching (Rn method, there are 4 main strategies
applied in order to improve concept comprehension, those are (i)Predicting,
(ii)Summarizing, (iii)Questioning, and (iv)Clarifying. This research proposed on
additional strategy to modifiy RT that is the fifth strategy called (v)visualizing.
Visualization plays an important role in understanding abstract and complex
concepts and its refer to the usage of animation and 3D model. This research also
aims to determine whether the use of 3D visualization (include animation and 3D
model) combined with text, contributes to semester I students learning process. In
the preliminary analysis, we implement traditional Reciprocal Teaching method to
teach 55 undergraduate engineering students on comprehending the concept of basic
circuit instruments including the concept of D' Arsonval principle, basic construction
of a meter, measuring circuit resistance and circuit component arrangement. During
the pre assessment result, we found that students have difficulties in concept
comprehension for the subject especialy in visualizing the circuit component.
Therefore, we propose a mobile learning application that uses modified Reciprocal
Teaching method provided as a learning aid tool for assisting student in visualizing
the concept. The development methodology used is Courseware Development
Process. Instrument used to assess student performance is The four levels of
Kirkpatrick's evaluation model, it is used to measure (i)Reaction of student,
(ii)Learning capability, and (iii) Results performance. The results indicate that
multimedia applications with interactive mobile learning application as well as with
3D and animations do in fact increase the interest of students and make the
application more appealing to them during self-paced learning time. The fmdings
also suggest that the most obvious and essential benefit of visualizations (3D
illustrations) is that they leave the time control of learning to the students and
decrease the cognitive load.
Principal Researchers:
Associate Professor Dr. Sazilah Salam
Email: sazilah@utem.edu.my
Project No. : PJP/2010/FTMK (13E) 8787
iii
Table of Contents
ACKN'OWLEDGEME,NTS............................................................................................. I
ABSTRA.Cf ................................................................................................................... m
LIST OF TABLE ......................................................................................................... Vll
LIST OF FIGURE ......................................................................................................... VID
CHAnE.R 1 INTRODUCTION ............................................................................ !
1.1
Introduction ........................................................................................................ ]
1.2
Project Background ............................................................................................3
1.3
Problem Statement ............................................................................................. 5
1.4
Research Question ..............................................................................................6
1.5
Research Objectives ........................................................................................... 7
1.6
Research Hypothesis ..........................................................................................7
1.7
Research Expected Output ................................................................................. 8
1.8
Scope .................................................................................................................. 8
1.9
Project Significant ............................................................................................ 10
1.10
Research Methodology ..................................................................................... 11
1.11
Overview of Thesis .......................................................................................... 17
1.12
Summary .......................................................................................................... l8
CHA.P'I'ER 2 LITERATURE REVIEW .............................................................. 19
2.1
Introduction ...................................................................................................... 19
22
Definition and Features of Reciprocal Teaching ............................................. 20
2.2.1 Reciprocal Teaching Strategy and Characteristic ........................................ 26
2.2.2 Concept Comprehension Principle............................................................... 29
2.3
Defmition ofVisualization Technique .............................................................32
2.3.1
20 and 30 Visualization Technique ............................................................33
2.3.2 Animation Production of2D and 3D ...........................................................34
2.3.3
Augmented Reality Technique ..................................................................... 35
2.3.3.1
2.4
Features of Augrnented Reality ............................................................ 39
Existing Mobile Learning Application with Visualization Teachnique ......... .40
iv
2.5
Proposed outline for MLAR ............................................................................ 46
2.5.1
Compatibility ofDevice ............................................................................... 46
2.5.2 Mobility & Architecture ............................................................................... 47
2.5.3 Interactivity of application ........................................................................... 49
2.5.4 Usability of User Interface l)esign ............................................................... 52
2.5.4.1
Learnability .......................................................................................... 53
2.5.4.2
Efficiency ............................................................................................. 53
2.5.4.3
Memorability........................................................................................ 54
2.5.4.4
Errors .................................................................................................... 54
2.5.4.5
Satisfaction ........................................................................................... 55
2.5.5 Effectiveness ofReciprocal Teaching Strategy ........................................... 55
2.5.6 Mobile Learning Framework ....................................................................... 55
2.6
Summary .......................................................................................................... 59
CHAPTER 3 DESIGN AND RESEARCH MEmODOLOGY ·--··-··--··-····60
3.1
lntroduction ......................................................................................................60
3.2
M-Learning I>evelopment Process...................................................................63
3.3
System Architecture .........................................................................................65
3.4
MLAR Conceptual Model Framework ............................................................68
3.4.1
Topic and Learning Object........................................................................... 69
3 .4.2 Reciprocal Teaching Module in MLAR Prototype ...................................... 71
3.4.3 Instructionall)esign .....................................................................................72
3.4.4 Content For Engineering Subject ................................................................. 72
3.4.5 Storyboard l)esign ........................................................................................ 73
3.5
Interface I>esign ............................................................................................... 74
3.6
Experimental I>esign ........................................................................................ 76
3.6.1
Research l)esign Framework ....................................................................... 76
3.6.2 Sample Selection .......................................................................................... 77
3.6.3 Data Collection and Evaluation Instrument ................................................. 78
3.6.3.1
Evaluation of Content ..........................................................................79
3.6.3.2
Evaluation ofPresentation and Organization ofContent..................... 81
3.6.3.3
Evaluation ofLearning......................................................................... 82
v
3.6.4 Experimental Procedure ............................................................................... 83
3.7
Summary .......................................................................................................... 84
CHAFfER 4 RE-S"ULT AND DISC'USSION ......................................................... 85
4.1
Introduction ...................................................................................................... 85
4.2
Preliminary Analysis ........................................................................................ 85
4.3
Treatment setting.............................................................................................. 88
4.3.1
Subjects ........................................................................................................ 88
4.3.2 Instrument for Assessing Student Achievement and Motivation................. 88
4.4
Summary .......................................................................................................... 90
CRAnER S CONCLUSION ............................................................................... 91
5.1
Introduction ...................................................................................................... 91
5.2
Experimental Observation................................................................................ 91
5.3
Observation on Weaknesses and Strength ....................................................... 92
5.4
Preposition for Improvement ........................................................................... 93
5.5
Contribution ..................................................................................................... 93
RE-:FE-RE-NCE ......................................................................................................... 94
BffiLIOORA.PHY .................................................................................................. 97
vi
LIST OF TABLE
Table 1.1 : Teacher vs. Learner-Centered Instruction (NCLR Centered website, 201 0) .... 2
Table 1.2 : MLAR Development Milestone .................................................................... 14
Table 2.1 : RT strategy characteristic .............................................................................. 26
Table 2.2 : Feature Comparison AR tool for education ................................................... 40
Table 2.3: Various Mobile SDK comparison .................................................................. 42
Table 2.4: Flash Lite Version Compatibility with Actionscript Comparison (Adobe,
2010) .......................................................................................... ............. ......................... 44
Table 2.5 :Specification Platform for application (Nokia Malaysia, 2010) ..................... 47
Table 2.6 : Interactivity levels and associated learning levels. (Handbook Development
Of Interactive Multimedia Instruction, 2001) .................................................................. 49
Table 3.1 :Correlation of Research Questions, Objectives, Hypothesis, Activities, and
Deliverables...................................................................................................................... 61
Table 4.1 :Student Background for BENP2183 ..............................................................86
vii
LIST OF FIGURE
Figure 1.1 : Research Methodology ................................................................................. 11
Figure 2.1 : Fabulous Four strategies ofReciprocal Teaching (Donna Ahlrich et al,
2005) ................................................................................................................................ 21
Figure 2.2: Reality- Virtuality Continum (Metaio Unifeye, 2010) ................................ 36
Figure 2.3: How AR works in PC-Platfonn (Metaio Unifeye, 2010) ............................. 36
Figure 2.4 : Usability Requirement Framework form-learning (Parsons, et al., 2007) .. 57
Figure 3.1 : Mlearning Development Process (Mostakhdemin -Hosseini,2005) ............. 63
Figure 3.2 : Flash Lite Architecture (Janousek S., 2006) ................................................. 65
Figure 3.3: MLAR Architecture for RT Module and Collaborative Module ................. 66
Figure 3.4: MLAR Conceptual Framework ....................................................................68
Figure 3.5 : Reciprocal Teaching Strategy Module in MLAR.........................................71
Figure 3.6 : MLAR- Course Content .............................................................................. 72
Figure 3.7 : MLAR (Rl) Research Design ...................................................................... 76
Figure 3.8: Diagram of Evaluation Framework (Elissavet, G., & Economides, A. A.
2003) ................................................................................................................................ 79
Figure 4.3: Research procedure ........................................................................................ 83
Figure 4.1 : Pre-Test Result ............................................................................................. 87
viii
Chapter 1 Introduction
1.1
Introduction
A learning approach in overall can be divided into Teacher-centered Learning
(TCL) and Student-centered Learning (SCL). SCL is an approach of learning
characterized by students' abilities to direct process and outcomes. It is where an
education are the center for students, while its environment facilitates the exploration of
meaning and content knowledge through personal and interpersonal discovery. The
learning process of SCL implies an active involvement by the student and the integration
of academics with the student's total development
National Capital Language Resource Centered (NCLRC, 201 0), state that SCL
education places the student at the center of education, while its environment facilitates
the exploration of meaning and content knowledge through personal and interpersonal
discovery. Table 1 shows the comparison between TCL and SCL characteristic that
would assist to elaborate the types of learning environment will be used together with
mobile learning.
Table 1.1: Teacher vs. Learner-Centered Instruction (NCLR Centered website,
I L i l h l t · < ltttu·ld
Focus is on instructor
Focus is on language forms and
structures (what the instructor knows
about the language)
Instructor talks; students listen
l l .llllll
(
llllltld
Focus is on both students and instructor
Focus is on language use in typical situations
(how students will use the language)
Instructor models; students interact with
instructor and one another
Students work alone
Students work in pairs, in groups, or alone
dependin_g_ on the purpose of the activ!!r_
Instructor monitors and corrects Students talk without constant instructor
every student utterance
monitoring;
instructor
provides
feedback/correction when questions arise
Instructor
answers
students' Students answer each other's questions, using
questions about lan_gua_ge
instructor as an information resource
Instructor chooses topics
Students have some choice of ｴｾｩ｣ｳ＠
Instructor evaluates student learning
Students evaluate their own learning; instructor
also evaluates
Based on Table 1.1, by applying SCL will outcomes skill mastery, long-term
retention, or depth of understanding of course material, acquisition of critical thinking or
creative problem-solving skills, formation of positive attitudes toward the subject being
taught, or level of confidence in knowledge or skills.
Maryellen Weimer offers good definitions of the two terms in her book Learner-
Centered Teaching: Five Key Changes to Practice. Weimer explains that in order to be
learner-centered, instructional practice needs to change in five key areas. Those are the
balance of power, the function of content, the role of the teacher, the responsibility for
learning, and the purpose and processes of evaluation (Weimer, 2002). Since the focus
in education today has been shifted from the teachers to the students, the idea of having
SCL is to help student taking responsibility for their own education and learning by
doing and working with others, they will be able to learn skills that will stay with them
for the rest of their lives.
2
PT is one of several learning method listed under SCL category. PT method is a
part of learner-centered orientations which may be consistent if have better support and
flexibility for managing the learning situation by lecturer, especially in a small
interactive pair/group for example, a college or university.
This research study is intended to identify Reciprocal Teaching (RT) strategy
under PT method that can be implemented at higher education level, especially in
university, as a tool to support concept comprehension for a subject.
1.2
Project Background
UTeM has placed its general educational goals as to conduct academic and
professional programmes based on relevant needs of the industries. The industries are
using more electronic systems in machine and process control as well as automatic
manufacturing. Among the main application of electronic systems in the factories are
robot control system, electrical machine drives and PLC (Programmable Logic
Controller).
Therefore, UteM focused to produce university graduates that possess the ability
to analyze and design the required electronic circuits. They must also possess the
practical skills in industrial control system, thus being the first choice by industry.
3
For this reason, Reciprocal Teaching (Rl) strategy will be investigate and
analyse to produce a mobile learning object design (mLO design) for industrial
electronic course to assist students in becoming professional engineers that are skilful
and possess strong fundamental knowledge in industrial electronic engineering through
the uses of mobile learning application.
Research approach begins with understanding each of RT strategy through
literature review. This research aim is to design and develop a Mobile Learning
application with RT strategy. The module is specifically targeted to be implemented as a
tool to assist learning for BENP2183 subject.
BENP2183 (Introduction to Electronic Instrumentation) chapter 2 content was
selected for the application module based on lecturers comment in meeting held between
research team and the lecturers. During the meeting, lecturer of the subject describe that
their student have difficulty to comprehend the principle in circuit instrumentation.
From the lecturer experiences, she found that, it is because of the student were
lack of references during the subject material especially when the resources they have
are limited to textbook and lecture notes.
Therefore, she would like to have an application for helping student with
comprehension difficulties in order to learn basic circuit design. The intended mobile
application must be able to support student interactivity and learning dynamic.
4
The strategy or technique to be used must be able to help students become selfregulated readers and learners. In order to attain this goal, Lecturer or instructor must
help students become knowledgeable about strategies and why the information is
important for them to use. Each of components in the strategy is responsible on building
student basic understanding about the subject taken.
1.3
Problem Statement
An observation on students result for semester 1/2010 on students that enrolled
Introduction to Electronic Instrumentation subject has been conducted to see the trend
of student achievement in this subject. Result for each test, quizzes, mid-tenn
examination and fmal examination were recorded for comparison.
According to the observation, it was found that students are facing problem in
understanding the topic principle, components function and formulation, thus gives them
difficulty to achieve the objective of subject learning outcome.
Another difficulty faced by the students when designing the circuit is lack of
attractive references or assisting tool. Students have limited resource of reference and
experimentation of designing the circuit and exercising to apply the concept principle.
5
So there is a requirement to have an application that could assist students in
comprehending concept on theoretical and practical way, using an Augmented Reality
technology as visualization technique.
Hence, this project focuses on developing a mobile application as a tool to assist
student in understanding the concept principles and help to give clear visualization of
how the circuit arrangement and calculation need to be done.
1.4
Research Question
There are several important questions that need to be explored and answered throughout
this research. Those are:
i.
What step or process in Reciprocal Teaching strategy that can be used to
assist students in improving concept comprehension for AC and DC Meter
topic?
ii.
How to design a learning object design using those step or process for a
mobile learning application?
m.
How effective RT to assist student in improving their concept comprehension
through a mobile learning application?
6
1.5
Research Objectives
There are three objectives to answer the research questions and at the same time to
achieve research objectives in this research, those are:
i.
To investigate the characteristic or steps of Reciprocal Teaching strategy to be
implemented in a mobile learning environment.
ii.
To design a concept comprehension module and develop a prototype for
applying Reciprocal Teaching method.
iii.
To measure the effectiveness of reciprocal teaching strategy in a mobile
application.
1.6
i.
Research Hypothesis
The used of RT strategy in a mobile learning application will assist students to
perform a significant improvement in concept comprehension.
ii.
The used of Reciprocal Teaching strategy in a limited location such as PC
platform will lead to a marginal improvement in student performance for concept
comprehension.
7
1.7
Research Expected Output
ROI : The step or process or characteristic of Reciprocal Teaching strategy is
described to know how its helps and how it can be done in a mobile learning
environment.
R02: A learning design, storyboard, interface design and flows of application is
developed for a Reciprocal Teaching module.
R03 : A Difference in student performance for implementing Reciprocal
Teaching strategy is differ between in a mobile learning environment and PC platform.
1.8
Scope
Here are the list subject covered, platform of development and implementation, sample
selection and limitation of this project.
Subject covered
1.
ONLY Chapter 2 AC and DC Meter from BENP2183 syllabus.
ii.
This chapter will be designed for concept comprehension in RTway.
iii.
Concept comprehension will have to cover on principles, component
function and theoretical contents.
8
Platform covered
i.
Development platform is using Personal Computer and a Notebook
ii.
Device testing for development is Nokia Express Music model 5800 and
Symbian S60 latest than 3rd edition based smart phone.
Testing platform for the control group is Personal Computer. PC that
iii.
installed in the tutorial lab.
Sample Selection
i.
Participant is selected from student that enrolled BENP2183.
n.
50 students as sample population.
iii.
5 students as pilot testing sample.
iv.
Total of 55 students were participated.
v.
Studnets are divided into control groupd and experimental group.
Limitation:
The following limitations to the investigation are noted:
i.
Only those students that registered for the subject will participate in the
study. This may adversely affect the composition of the sample population.
ii.
The project duration will directly affecting the treatment duration. This is
because the syllabus not to burden student with additional task/take home
assignment.
9
1.9
Project Significant
The implementation of RT strategy in mobile learning application will
encourages students to actively participate in learning process. RT is used to increase
student understanding of topic learned by improving visualization of circuit design using
30 object views. It is motivates students by strategies offered in RT such as predicting.
questioning. clarifying and summarizing.
The development of this project is stressed on learning object design with the
used of multimedia elements such as image, text, audio, video, interaction and
visualization of 3D object through AR manipulation. AR is a new visualization
technique that help student to figure out the component design in various contextual
elements. AR in this application is just an additional features to support concept
comprehension through RT strategy.
In the other perspective, student can have this application with them at anytime
and anywhere as their reference while performing basic circuit design using given
component. Therefore, student will also be able to use this application on their self-pace
learning time for preparation on their exam or future benefit. This application also can
be embedded in UTeM learning management system for further application.
Overall for UTeM as an innovative institution, this research finding can be
applied suitable engineering subject that may require visualization of design or
component. It can help student to master the subtopic and will lead to increase of student
performance in their academic result.
10
1.10
ｒ･ｳ｡ｲｾｨ＠
Methodology
The proposed research methodology for the whole research is starts with preliminary
analysis that will come out with literature review and framework of research, followed
by treatment, data, analysis and documentation.
Preliminary analysis
• Design Specification, and technical
requirement.
• Instructional Design of each LO.
• Early design for content and
interface.
• Refinement of prototype design.
• Pilot testing
I
Treatment
I
• literature review on Reciprocal
Teaching strategies, learning tool,
features and instrument.
• Investigate the reciprocal
Teaching Models for this
research.
• Propose research design activity,
framework, instrument and
procedure.
Data Collection
• Refinement development
• Implementation on sample and
control group.
• Perform pre-test, post-test
and questionnaire
Data Analysis
& Justification
• Data analysis and discussion
• Graph and Justification.
Documentation & reporting
T
• Documentation report
• User manual
Figure 1.1 : Research Methodology
11
Preliminary Ana/vsis
In first stage is Preliminary Analysis, investigations will be done to identify how
Reciprocal Teaching strategies help students to improve their reading comprehension.
This phase is gathering information from literature reviews of previous researches and
published material.
The goal of this phase is to produce description of each strategy in Reciprocal
Teaching and its characteristic. The characteristic is used to propose learning object
designs for a mobile learning application.
In general, the information collected in the first stage is being used to refines the
objectives, answer research question number one and produce hypothesis. Besides,
during preliminary analysis step, the students were seating for pre-test questionnaire and
the result will be recorded and compared at the end of data collection stage later.
Trutlnl!nt
The second stage is called Treatment. It is conducted after the learning object
designs are developed. In this stage, the instructional storyboard will be created
according to the learning object.
The learning objects have to meet the chapter's learning outcome. The prototype
were developed using rapid prototyping development methodology. The prototype will
have some refinement before being tested to pilot group. The outcome from pilot group
will help to prepare the framework and setting for data collection stage.
12
Data Collection
The third stage is called Data Collection stage. This stage is responsible for
conducting the implementation of prototype into sample environment for a period.
Participants will be given with a copy of the mobile application to test it within allocated
time and at the end of the period, they need to seat for post test.
The result in post test will be compared to pre test result in preliminary analysis
to prove whether the reciprocal teaching strategy improving their concept
comprehension or not. At the end of this phase, it will produce a graph to show how
much students improves on their achievement.
Data Anglvsis
In the final stage is Data Analysis, data collected through the third stage will be
analysed using the independent samples test procedure to evaluate the significant
differences between the variables.
Besides, the difference of pre-test result and post test result will be analysed. The
performance of the experimental groups is to be measured and compared against the
controlled groups. The both group result for both test is presented using chart and
justification of any moderator influencing the outcome.
13
Milestone
In order to keep track the project development, the project has come out with list
of milestone for periodic outcome. Here is the milestone for this project:
Table 1.2 : MLAR Development Milestone
SCHEDULE OF MLAR DELIVERY
No.
Outcome
Deliverable
Notes.
Phase 1
1
Reciprocal teaching
strategy
Start 11/1/2010
End 11/412010
1. Description of each
strategy
2. Characteristic of each
strategy
3. Example of application
for each of strategy
4. Literature review on
learning using reciprocal
teachin2
Examples of reciprocal
teaching implementation
notes.
Phase2
2
Content (BENE1183)
analysis ofMLAR.
Start 24/6/10
End30/6/10
Meeting on 25/6/10
& 0217/10
1. Comparison table on
existing model /
interaction design for
collaborative AR apps
2. List ofLO.
3. Data Collection
procedure&
instruments to assess
eachLO.
4. Propose model for
reciprocal and team
learning for
implementation.
14
1. Design interaction for
covered content in MLAR.
Data collection procedure
of implementation
2. LO list for chapter 2 AC
and DC meter.
3. Date of implementation.
procedure of
implementation for these
LOs, Instruments to assess
eachLO.
4. Features and model
comparison on existing
AR apps or collaborative
model need to be done in a
table.