Learning chemistry using 3D approach : 3D atomic cubic.
Faculty of Information and Communication Technology
LEARNING CHEMISTRY USING 3D APPROACH: 3D ATOMIC CUBIC
Nuraziera Binti Mohd Hatta
Master of Science in Information and Communication
Technology
2014
LEARNING CHEMISTRY USING 3D APPROACH: 3D ATOMIC CUBIC
NURAZIERA BINTI MOHD HATTA
A thesis submitted
in fulfilment of the requirements for the degree of Master of Science
in Information and Communication Technology
Faculty of Information and Communication Technology
UNIVERSITI TEKNIKAL MALAYSIA MELAKA
2014
DECLARATION
I declare that this thesis entitle “Learning Chemistry Using 3D Approach: 3D-Atomic
Cubic” is the result my own research except as cited in the references. The thesis has not
been accepted for any degree and is not concurrently submitted in candidature of any other
degree.
Signature : ……………………………………………...
Name
: NURAZIERA BINTI MOHD HATTA
Date
: ……………………………………………...
APPROVAL
I hereby declare that I have read this thesis and in my opinion this thesis is sufficient in
terms of scope and quality as a partial fulfilment of Master of Science in Information and
Communication Technology.
Signature
: ……………………………………..
Supervisor Name : DR. HJH. NORASIKEN BAKAR
Date
: ……………………………………..
DEDICATION
To my beloved father and mother,
En. Mohd Hatta Bin Md Lani and Pn. Norizah Binti Musa
Brother and Sisters,
Nor Shella, Nor Ihdayu, Muhammad Arif and Mohd Fauzi
For my supervisors,
Dr. Hjh. Norasiken Bakar and co-supervisor Prof Dr Faaizah Shahbodin
(UTeM)
Lastly to my beloved friends who are encouraged, guided and inspired me. Without their
patience, understanding, support and most of love, the completion of this work would not
have been possible.
ABSTRACT
This research is about the development of the 3D courseware named as 3D-Atomic
Cubic as a tool for teaching and learning Chemistry subject. This 3D-Atomic Cubic
courseware contains all multimedia elements used to attract students’ attention for
learning the contents. This courseware is specifically developed for a topic in Chemistry
subject for student of Mechanical Engineering in Universiti Teknikal Malaysia Melaka
(UTeM). The questionnaire is the instrument used in this research to determine the
problem statement. Based on the questionnaires, Properties of Matter topic is identify as
the most difficult topic, because students need to understand and visualize the
arrangement of the atom in Cubic Cell. One of their problems faced when learning this
topic is student enable to imagine the arrangement of the atom easily. By using
traditional approach, the visualization of the model is using two dimensional (2D)
models, as a result student hard to imagine the real scenario. This research is focusing on
delivery approach of learning by using three dimensional (3D) approaches in studying
Chemistry subject. The advantages gained from this research can benefit the students,
lecturers, education industry, high institution and also the public. The development
methodology of 3D Atomic Cubic courseware was developed using life cycle of 3D
Atomic Cubic that based on the ADDIE model. This methodology consist five phase
represents a series of task that help to ensure the development efforts stay on tract, on
time and on target. Completing each phase is an important element for the instructional
design process. For the preliminary analysis, 52 students from the whole Mechanical
Engineering students who already took Chemistry subject are involved in determining
the difficult topic in Chemistry subject. For evaluation on the effectiveness of 3DAtomic Cubic Courseware, 52 of Mechanical Engineering students from UTeM is
involved and they are divided by two which are Conventional and Experimental Group.
From the analysis of the result, both of conventional and experiment group showed an
improvement but the student who use 3D-Atomic Cubic courseware get higher mark.
This shows that 3D-Atomic Cubic courseware can be used as teaching aid material in
classroom since it shows those students who use the courseware get better result. This
research found that a 3D element is very useful in helping students to understand
chemistry subject especially in visualizing the arrangement of the atom.
i
ABSTRAK
Kajian ini adalah tentang pembangunan perisian 3D yang dinamakan sebagai 3DAtomic Cubic sebagai alat untuk pengajaran dan pembelajaran mata pelajaran Kimia .
Perisian 3D-Atomic Cubic ini mengandungi semua unsur-unsur multimedia yang
digunakan untuk menarik perhatian pelajar untuk mempelajari kandungan
pembelajaran. Perisian ini dibangunkan khusus untuk salah satu tajuk yang terdapat
dalam mata pelajaran Kimia bagi pelajar Kejuruteraan Mekanikal di Universiti
Teknikal Malaysia Melaka (UTeM). Soal selidik adalah instrumen yang digunakan
dalam kajian ini untuk menentukan pernyataan masalah. Berdasarkan soal selidik, tajuk
Properties of Matter adalah dikenalpasti sebagai tajuk yang paling sukar kerana tajuk
ini memerlukan pelajar untuk menggambarkan susunan atom dalam sel padu. Salah satu
masalah yang dihadapi oleh mereka apabila belajar tajuk ini adalah pelajar tidak dapat
membayangkan susunan atom dengan mudah. Melalui pembelajaran mengunakan
pendekatan tradisional, visualisasi model itu menggunakan model dua dimensi (2D)
sahaja, dan adalah sukar untuk pelajar membayangkan keadaan sebenar susunan atom
di dalam sel padu. Justeru, kajian ini menumpukan kepada pendekatan penyampaian
pembelajaran yang lebih baik iaitu dengan menggunakan pendekatan tiga dimensional
(3D) dalam subjek Kimia untuk tajuk Properties of Matter. Kelebihan penyelidikan ini
memberikan manfaat kepada pelajar-pelajar , pensyarah, industri pendidikan, Institusi
tinggi dan juga kepada orang ramai. Metodologi Pembangunan untuk perisian 3D
Atomic Cubic ini dibangunkan menggunakan Model Kitar Hayat 3D Atomic Cubic yang
berasaskan kepada model ADDIE. Metodologi ini mengandungi lima fasa di mana
setiap fasanya adalah untuk memastikan pembangunan perisian ini berjalan mengikut
waktu yang ditetapkan dan sasaran yang dikehendaki. Melengkapkan setiap fasa juga
adalah elemen penting untuk proses reka bentuk pengajaran. Untuk analisis awal , 52
orang pelajar dari Fakulti Kejuruteraan Mekanikal yang telah mengambil mata
pelajaran Kimia terlibat dalam menentukan topik yang paling sukar di dalam subjek
kimia. Untuk penilaian mengenai keberkesanan perisian 3D-Atomic Cubic ini, 52 orang
pelajar Fakulti Kejuruteraan Mekanikal dari UTeM telah terlibat dan mereka
dibahagikan dengan dua kumpulan iaitu kumpulan konvensional dan kumpulan kajian.
Daripada analisis keputusan, kedua-dua kumpulan konvensional dan kumpulan kajian,
telah menunjukkan perbezaan peningkatan dalam markah ujian yang diberikan, tetapi
pelajar yang menggunakan perisian 3D-Atomic Cubic mendapatkan markah keputusan
yang lebih tinggi. Ini menunjukkan bahawa perisian 3D-Atomic Cubic ini boleh
digunakan sebagai bahan bantuan mengajar di dalam kelas kerana ia mampu
menunjukkan kepada pelajar bahawa dengan menggunakan perisian 3D-Atomic Cubic
tersebut mendapat hasil markah yang lebih baik. Kajian ini mendapati bahawa unsurunsur 3D adalah sangat berguna dalam membantu pelajar untuk memahami mata
pelajaran kimia terutamanya dalam menggambarkan penyusunan sesuatu atom.
ii
ACKNOWLEDGEMENT
In preparing this thesis, I was in contact with many people, researchers, academicians
and practitioners. They have contributed towards my understanding and thought. In
particular, I wish to express my sincere appreciation to my thesis supervisor, Dr. Hjh.
Norasiken Bakar, for her encouragement, guidance, critics and friendship. Thank you
very much for shaping my view and my point in this thesis. I am also very thankful to
my co-supervisor Prof Dr Faaizah Shahbodin for her guidance, advice and motivation.
Without their continued support and interest, this thesis would not have been same as
presented here.
I would like to thank my family, my parents En. Mohd Hatta Bin Md Lani, Pn. Norizah
Binti Musa and all my sisters and brother for supporting me spiritually throughout my
life. Not to forget, a big thanks towards members of Faculty of Information and
Communication Technolgy (FTMK) and Faculty of Mechanical Engineering (FKM) for
their kind cooperation and encouragement which help me in completion of this research.
Special thanks goes to Dr Imran Syakir Mohamad, lecturer of Chemistry subject at
Faculty of Mechanical Engineering (FKM), without his cooperation and guidance, this
research cannot be smoothly done.
Finally, my thanks and appreciations also go to colleague in this research area, Nur
sahidah Bashir, Asfarayani Mohd Zaki, Mohd Fauzi Ab Aziz, Munirah Shamsudin and
people who have willingly helped me out with their abilities.
Lastly thank you very much to Universiti Teknikal Malaysia Melaka (UTeM) for giving
me opportunity to be part of them and completing my master degree.
iii
TABLE OF CONTENT
PAGE
DECLARATION
DEDICATION
ABSTRACT
ABSTRAK
ACKNOWLEDGEMENT
TABLE OF CONTENT
LIST OF TABLES
LIST OF FIGURES
LIST OF ABBREVIATIONS
LIST OF APPENDICES
LIST OF PUBLICATIONS
i
ii
iii
iv
viii
ix
xi
xii
xiii
CHAPTER
1.
INTRODUCTION
1.1 Introduction
1.2 Research Background
1.3 Research Problem Statement
1.4 Research Questions
1.5 Research Objectives
1.6 Research Hypothesis
1.7 Importance of Research
1.8 Research Limitation
1.9 Research Scope
1.10 Research Theoretical Framework
1.10.1 Stage 1: Identify the Problem
1.10.2 The Development of 3D Atomic Cubic Courseware
1.10.3 Usability Testing
1.11 Operational Definition
1.11.1 Multimedia Courseware
1.11.2 3D
1.11.3 Effectiveness
1.13 Summary
2.
LITERATURE REVIEW
2.1 Introduction
2.2 Element of Multimedia
2.2.1 Text
2.2.2 Animation
2.2.3 Audio
2.2.4 Video
1
1
2
4
4
5
6
6
7
7
8
8
8
9
11
11
11
12
12
14
14
15
16
16
17
17
iv
2.2.5 Graphic
2.2.6 Implication Of Elements in Multimedia On 3D-Atomic
Cubic
18
2.3
19
19
20
22
23
23
24
24
25
26
26
27
28
29
30
2.4
2.5
2.6
2.6
3.
Learning Technique
2.3.1 Visual Learning Technique
2.3.2 Brain based Learning
2.3.3 Mnemonics
2.3.4 Implication Of Learning Technique On 3D-Atomic Cubic
Multimedia in Education
2.4.1 Two Dimensional Approach in Education
2.4.2 ThreeDimensional Approach in Education
2.4.3 Implication of Mulitmedia in Education
Courseware Development Model in Education
2.5.1 ADDIE Model
2.5.2 Waterfall Model
2.5.3 Dick & Carey
2.5.4 Model for 3D-Atomic Cubic
Existing System
2.6.1 Case Study 1: Lines and Planes in 3-Dimensional
Courseware
2.6.2 Case study 2: Exploration of Solar System
2.6.3 Case study 3: 3D Tool For Teaching Chemical Reactions
2.6.4 Case study 4: 3D-EmT Courseware for Electromagnetic
Theory Subject
2.6.5 Comparison of The Study Case
Summary
METHODOLOGY
3.1 Introduction
3.2 Research Methodology
3.2.1 3D-Atomic Cubic Development Methodology
3.2.2 3D-Atomic Cubic Effectiveness Testing Methodology
3.2.2.1 Research Design
3.2.2.2 Research Sample
3.2.2.3 Research Instruments
3.3 Preliminary Analysis
3.4 Pilot Study
3.5 Testing
3.5.1 Testing Procedure
3.6 Evaluation
3.6.1 To Identify the Various Element of Multimedia to
Support 3D Atomic Cubic
3.6.2 To Develop a 3D-Atomic Cubic Courseware
v
18
30
33
36
37
40
40
42
42
42
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45
45
47
48
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50
52
53
55
56
4
5
6
3.6.3 To Evaluate the Effectiveness of Teaching by Using
3D Element Approch in Learning Chemistry Subject
3.6.4 To Measure the Effectiveness of Problem Scenario
Presentation Between Conventional Study and Courseware
Using 3D Environment
3.7 Project Requirement
3.7.1 Software Requirement
3.7.2 Hardware Requirement
3.8 Summary
58
59
59
60
61
DEVELOPMENT OF 3D-ATOMIC CUBIC COURSEWARE
4.1 Introduction
4.2 Development Methodology of 3D-Atomic Cubic Prototype
4.3 Life Cycle of 3D-Atomic Cubic Courseware
4.3.1 Phase 1: Analysis
4.3.2 Phase 2: Design
4.3.3 Phase 3: Development
4.3.4 Phase 4: Implementation
4.3.5 Phase 5: Evaluation
4.4 Summary
62
62
62
63
63
65
75
76
77
79
RESULT AND ANALYSIS
5.1 Introduction
5.2 The Student’s Achievement Based Result Research
Question 4 (RQ4)
5.2.1 Student’s Performance Analysis based on Hypothesis
H 0 1, H 0 2 and H 0 385
5.3 Student’s Acceptance of 3D Approach in 3D-Atomic Cubic
5.3.1 Student’s Acceptance Towards the Learnability Using
3D-Atomic Cubic Courseware
5.3.2 Student’s Perception Towards 3D-Atomic Cubic
Courseware
5.4 Summary
80
80
DISCUSSION AND CONCLUSION
6.1 Introduction
6.2 Discussion
6.3 Research Contributions
6.4 Research Implication
6.5 Research Suggestions
6.6 Research Limitations
6.7 Summary
vi
57
80
86
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90
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108
REFERENCES
APPENDICES
vii
LIST OF TABLES
TABLE
TITLE
PAGE
2.1
The Comparison Of The Existing System
40
3.1
The mean of subject difficulties according to students and lecturers
49
3.2
Test Cases and Description for Subject Matter Expert
50
3.3
Test Cases and Description for lecturers
51
3.4
Test Cases and Description for Students
51
3.5
Cronbach Alpha for reliability of 3D-Atomic Cubic
52
3.6
Testing Evaluation Design
54
3.7
Frequency of participants and the percentage of perception on
59
3D-Atomic Cubic courseware
3.8
Hardware Requirement for development platform
60
5.1
Pre and Post Test Result for Control Group
81
5.2
Pre and Post Test Result for Experiment Group
82
5.3
Post Test Mean for Control and Experimental group
83
5.4
Marks Distributions for Control and Experimental Group in the Post
84
5.5
Mean, SD and t-test for Pre-test and Post-test for Control Group
86
5.6
Mean, SD and t-test for Pre-test and Post-test for Experiment Group
87
5.7
Mean, SD and t-test for post-test for Control and Experimental
88
5.8
Frequency of participants and the percentage of Learn ability
89
5.9
Frequency of participants and the percentage of perception on 3D-
90
Atomic Cubic Courseware
viii
LIST OF FIGURES
FIGURE
TITLE
PAGE
1.1
Research Theoretical Framework
10
2.1
Multimedia Elements
16
2.2
Visual Diagram of Thinking and Learning
20
2.3
Visual Diagram of Brain Based Learning
21
2.4
Upper Part Of Brain
22
2.5
ADDIE Model
26
2.6
Waterfall Model
28
2.7
Dick And Carey Model.
29
2.8
ADDIE Model For 3D-Atomic Cubic
30
2.9
Home Page (Main Screen)
31
2.10
Identifying Planes Module
32
2.11
Sketching 3-Dimensional Shape Module
32
2.12
Visualize 3D Module
33
2.13
Title Page
34
2.14
Main Menu Module
34
2.15
Learning Module
35
2.16
Simulation Module
35
2.17
3D Structure For Ethane And Propane
36
2.18
3D Structure For Pentane And Isopentane
36
2.19
3D Structure For Trans-2Butene And Cis-2-Butene
37
2.20
Note Module In 3D-Emt Courseware
38
2.21
Tutorial Module In 3D-Emt Courseware
38
2.22
3D Model
39
3.1
ADDIE Model
43
3.2
Research Methodology
46
3.3
Research Design
53
3.4
Testing Model for Research Question 3
58
4.1
Life cycle of 3D-Atomic Cubic
63
4.2
Analysis Phase
64
ix
4.3
Design Phase
66
4.4
Instructional Design Model
67
4.5
3D-Atomic Cubic Module
67
4.6
Features in Explore 3D-Atomic Cubic
68
4.7a
Notes for Simple Cubic
69
4.7b
Notes for Body Centered Cubic
69
4.7c
Notes for Face Centered Cubic
70
4.8a
Interactive Video of Cubic cell
70
4.8b
Interactive Video of Cubic cell
71
4.9a
3D simulation of Cubic cell
71
4.9b
3D simulation of Cubic cell
72
4.10
Features of Past Year Module
72
4.11
Features of Interactive Mind Map
73
4.12
Features of Revision Module
74
4.13
Features of Tutorial Module
75
4.14
Development Phase
76
4.15
Implementation phase
77
4.16
Evaluation phase
78
5.1
Histogram for Control and Experimental Group
85
5.2
Frequency for Control and Experimental Group
85
x
LIST OF ABBREVIATIONS
ADDIE
Analysis, Design, Development, Implementation,
Evaluation
ICT
SPSS
Information & Communication Technology
Statistical Package for Social Science
2D
2- Dimensional
3D
3- Dimensional
CD
Compact Disc
FKM
UTeM
CAL
Faculty of Mechanical Engineering
Universiti Teknikal Malaysia Melaka
Computer Aided Learning
xi
LIST OF APPENDICES
APPENDIX
A
B
TITLE
PAGE
Questionnaire of Level Difficulties
108
Questionnaire on Identifying Difficult Topic
110
D
Sample Storyboard for Research Prototype
Pre-Test Questions
113
114
E
Post-Test Questions
121
F
Pilot Study
128
G
SPSS Result for Ho1,Ho2,Ho3 and t-test
132
H
List of Expertise
134
I
Action Script 3.0 Coding Import Class Package (Example 1) 135
J
Action Script 3.0 Coding Open 3D Simulation (Example 2) 136
C
xii
LIST OF PUBLICATIONS
Hatta N.M., Bakar N. (2010).“Development and effectiveness of 3D Visualization
Courseware” Proceeding of Kolokium Universiti Teknikal Malaysia Melaka 2010, UTeM,
Malaysia, 10 November 2010.
Hatta N.M., Bakar N. (2011). “3D Design of Chemistry Subject in UTeM: The Cubic
Atom” Proceeding of National Conference on Active Learning 2011 (NCAL 2011),
UTeM, Malaysia, 10-11 November 2011.
Hatta N.M., Bakar N. (2011). “3D Design of Chemistry Subject in UTeM: The Cubic
Atom” Malaysian Journal of Educational Technology Volume 12, Number 4, December
2011.
Hatta N.M., Bakar N., Salam S., Shahbodin F. (2012). “3D Approach in the Development
of Chemistry Subject at UTeM: Atom Cubic” Proceeding of International Conference on
Active Learning 2012 (ICAL 2012), UTeM, Malaysia, 18-20 September 2012.
xiii
CHAPTER 1
INTRODUCTION
1.1
Introduction
Chemistry is one of the compulsory subjects for all undergraduate students in science
related fields. There are a number of methods to deliver chemistry lessons especially in classes
of basic molecular formation theories. Throughout the years, various teaching methods have
been adopted to assist student to better understand in learning. Computer based learning has
become popular in Malaysia and the usage of Information Communication Technology (ICT)
tools in Malaysian education system are meant to support the learning and teaching process in
class (Honarmand, 2011; Hamidi, 2011; Ghavifekr 2012).
In educational field, information technology can be use to collect, save, process, and
convey information quickly and correctly like internet, or multimedia or hypermedia in
teaching and learning process (Nusir, Alsmadi, Al-kabi, & Sharadgah, 2012). The use of
computer technology in teaching and learning process is not to replace the function of teacher
but to create an interesting, effective, and meaningful teaching and learning atmosphere to
student (Sanga, Africa, & Venter, 2006). Teaching and learning style in the 21st century still
based on student but the teacher play the most important role to let student actively involved in
learning activities (Tarmizi, Zah, Ali, Yunus, & Bayat, 2012).
Teaching and learning based on computer had grown and the latest innovation is
multimedia field (Mukti, Zaman, Mohd, & Sembok, n.d., 1999). Multimedia technology has
expended the usage of computer from information processing tools to teaching tools.
According to Halimah (1999), multimedia technology has ability in delivering text, video,
sound, animation and high resolution graphic. An information delivery effect created by
combination of images, texts, and sounds has shown the significance everlasting compared to
listened or read (Trindade, 2003). Combination of these elements will create an interesting
presentation and make the information conveying more meaningful. Teaching media that using
multimedia technology are able to get the student’s attention, get the idea, and gain the
complex information and help to prevent lack of time, size and space. Computer-based
1
teaching media that has interactive or linear movement can able the user to access the
information from one segment to another without following the flow.
The growing number of “multimedia study” classroom exemplifies the trend towards
Multimedia technology in Education (Sanga et al., 2006). Besides using the conventional
computer-based training techniques, courseware has included multimedia capabilities, such as
graphics, sounds, animation, and video clips. This paper illustrates the development of such
multimedia courseware. Additionally, this courseware employs sound instructional and
learning strategies, thereby making the courseware not only educational, but also captivating.
The other unique feature of the courseware is its adaptability. Teachers who are not computer
experts can use the “Lecturer” module to modify and add content to the courseware. By
selecting the predefined objects, and or filling in a form, the teachers can create simple
animation by using the module.
1.2
Research Background
This research highlights the development of 3D approach in learning chemistry subject.
This research is trying to use the learning based on computer for 3D concept in chemistry
subject. Learning in conventional approach often use the whiteboard and textbook that only
shows text and graphic to show the arrangement of the atoms in cubic cells (Oke & Alam,
2010). The arrangement of the atoms in the cubic cells are required learners’ knowledge and
metal image, so by using 3D technology approach is possible to applied to assist learners in the
topic. This research addresses the impact of using 3D approach in teaching and its advantages
over current approach. Besides, 3D model can be rotated around any axis, panned or zoomed
in any direction (Li-hong & Xia-mei, 2009). By using the approach of 3D viewing, students
are able to position and recognize the object with relation to others scene, enabling a better and
more complete visualization and interactive learning process (Bingimlas, 2009). This research
is trying to use the learning based on computer for 3D concept in chemistry subject. This
research will increase students and lecturer in visualizing the topic much more better. In other
word, educational level will be increase parallel with the information technology (Pan, Han,
Wu, & Zhang, 2010). Therefore, learning based computer is build to increase the efficiency the
student ability of visualization with the aid of multimedia elements (Hasana & Ishak, 2012).
Beside, 3D model atom assists learners to gain more understanding in molecular structure.
2
Computer based multimedia material offers different means of supporting 3D
information representations (Honarmand, 2011; Noordin, Fatimah, Ahmad, & Hooi, 2011;
Osman, Azan, & Mat, 2010). Viewing dynamic and 3D animations is assumed to be a possible
way of changing and improving students’ incomplete mental models (Sulaiman & Iskandar,
2008). Nevertheless, based on various researchers (Dafoulas & Loomes, 2012), it is found that
3D models may lead to cognitive overload problems in hypermedia-learning environments in
particular, as such environments are assumed to generate a heavy cognitive load. On the other
hand, the findings of Ferk (2003), research revealed that some representations of molecular 3D
structure are better understood and can be more readily used by students in solving tasks of
different complexity. To all students the concrete representations seem to be more useful than
abstract representations.
There has been interest expressed in science education reform which emphasis the need
for integrating computer technologies into learning and teaching. Computer also may be
effective in other areas as a general pedagogical aid that complements regular teaching
methods. ICT can serve as a tool for designing new learning environments, integrating virtual
models and creating learning communities. Learning courseware offers an effective tool for
education since it involves all the senses, giving a modifiable three dimensional (3D)
environment emulating and overcoming reality (Hasana & Ishak, 2012). Multimedia
courseware is believed as the most appropriate way to encounter student’s problem in
visualization. In Malaysia context, the use of multimedia courseware in classroom is actually
taking the concept and advantages provided by the computer aided learning (Hasana & Ishak,
2012; Noordin, Fatimah, Ahmad, & Hooi, 2010).
The term teaching refers to the methodology or strategies chosen in arranging the
information, activities, approaches or media in order to help the students achieve the objective
stated earlier (Korakakis, Pavlatou, Palyvos, & Spyrellis, 2009). Learning is the change in
behavior in the students that occurs because of their interaction with the surrounding (Yahya &
Latif, 2008). So by using computer enhance the learning environment making the learning
more practical, improving the learner’s access to learning, increasing the focus of higher order
skills. Other than is to make possible to adapt learning programme more nearly to the needs of
individual. One way of teaching for understanding is to have students engage in information
processing and problem solving activities that focus on real-world experience, and daily-life
chemistry.
3
1.3
Research Problem Statement
The research problems was identified according to result from the preliminary analysis.
From the result analysis, found that one of the problems when student learn chemistry is
students do not understand the topic well because it needs students to imagine the formation of
the structure of the atoms and their arrangement (Hasana & Ishak, 2012; Mbendera & Sun,
2010). Each people have a different ability to learn and capture the information and it is related
to their learning style which is defined as the way a person takes and process the knowledge.
By including 3D element in this courseware, it is use to stimulate student’s interest in some
content of the learning and as a supplement to classroom teaching, the graphics and animation
make the subject come alive, so that learning the subject is much easier, animation, voice and
video clips are used to implement various teaching strategies such as tutorials, activities and
games. The ability to visualize has enable the student to understand the topic better (Bingimlas,
2009). Besides that, the simple animation can be use in this courseware to make the learning of
content in the class more interactive. The development of computer technology multimedia
methods are been increasingly used in teaching practice. A multimedia courseware are able to
combine sound and pictures with knowledge (Dafoulas & Loomes, 2012; Hasana & Ishak,
2012). This reinforces the fact that students retain 50% of what they see and hear, as the use of
multimedia technology gives students more information than just writing on the blackboard
and increase the chance of active learning (Chou & Liu, 2005).
Most students find the traditional way of studying is boring and uninteractive. When
there are useless, the teacher gives information or if when the learning is teaching by using
projector, the light in the classroom is too dim. To avoid these disadvantages the teacher can
combine it with other strategies and gives students more opportunity to think and ask
questions. According to Lagowski, students retain 10% of what they read, 26% of what they
hear, 30% of what they see, 50% of what they see and hear, 70% of what they say and 90% of
something they say as they do something. So if the teacher shows as many demonstrations as
they can in this interactive courseware to the student as well as letting the student do the
demonstration by them, the student will learn more actively and effectively.
1.4
Research Questions
This study investigates the use of the 3D-Atomic Cubic Courseware as an alternative
tool in the learning process. Besides that, this research examines the student’s satisfaction and
4
their acceptance on the use of 3D approach for the Chemistry subject. In order to achieve the
research objectives, several questions have been formulated:
RQ1: What is the suitable elements of multimedia that will give better visualizing for
student to learning chemistry subject?
RQ2: What is the suitable method on developing courseware that will give better
visualizing for student to learning chemistry subject?
RQ3: How does the 3D approach will affect the imagination of the students about the
structure of the atoms in cubic cell on chemistry subject?
RQ4: Is there any effective in terms of student perception when using interactive 3DAtomic Cubic in subject of Chemistry visualization?
1.5
Research Objectives
The main purpose of this research is to measure the effectiveness of 3D approach in the
learning process of 3D-Atomic Cubic subject in Chemistry. There are four objectives to be
accomplished in this research:
i)
To identify the various elements of multimedia to support 3D-Atomic Cubic.
Elements of multimedia acting as delivery methods to present 3D-Atomic Cubic
courseware for help learner to a deeper understanding through supporting
conceptualization and contextualization of the new material being presented.
ii)
To develop interactive 3D element.
As an assisting teaching and learning tool for lecturer and student because will be
provided with interactive 3D element in the module for help student easy to visualize
the structure of the atom in each type of cubic cell.
iii)
To evaluate the effectiveness of teaching by using 3D element approach in learning of
Chemistry subject through a case study with Mechanical Engineering students of
Universiti Teknikal Malaysia Melaka (UTeM).
The current style of study is still using traditional method which is using text and book.
This research is to show the effectiveness of using new approach in studying
Chemistry subject for FKM students in UTeM.
5
LEARNING CHEMISTRY USING 3D APPROACH: 3D ATOMIC CUBIC
Nuraziera Binti Mohd Hatta
Master of Science in Information and Communication
Technology
2014
LEARNING CHEMISTRY USING 3D APPROACH: 3D ATOMIC CUBIC
NURAZIERA BINTI MOHD HATTA
A thesis submitted
in fulfilment of the requirements for the degree of Master of Science
in Information and Communication Technology
Faculty of Information and Communication Technology
UNIVERSITI TEKNIKAL MALAYSIA MELAKA
2014
DECLARATION
I declare that this thesis entitle “Learning Chemistry Using 3D Approach: 3D-Atomic
Cubic” is the result my own research except as cited in the references. The thesis has not
been accepted for any degree and is not concurrently submitted in candidature of any other
degree.
Signature : ……………………………………………...
Name
: NURAZIERA BINTI MOHD HATTA
Date
: ……………………………………………...
APPROVAL
I hereby declare that I have read this thesis and in my opinion this thesis is sufficient in
terms of scope and quality as a partial fulfilment of Master of Science in Information and
Communication Technology.
Signature
: ……………………………………..
Supervisor Name : DR. HJH. NORASIKEN BAKAR
Date
: ……………………………………..
DEDICATION
To my beloved father and mother,
En. Mohd Hatta Bin Md Lani and Pn. Norizah Binti Musa
Brother and Sisters,
Nor Shella, Nor Ihdayu, Muhammad Arif and Mohd Fauzi
For my supervisors,
Dr. Hjh. Norasiken Bakar and co-supervisor Prof Dr Faaizah Shahbodin
(UTeM)
Lastly to my beloved friends who are encouraged, guided and inspired me. Without their
patience, understanding, support and most of love, the completion of this work would not
have been possible.
ABSTRACT
This research is about the development of the 3D courseware named as 3D-Atomic
Cubic as a tool for teaching and learning Chemistry subject. This 3D-Atomic Cubic
courseware contains all multimedia elements used to attract students’ attention for
learning the contents. This courseware is specifically developed for a topic in Chemistry
subject for student of Mechanical Engineering in Universiti Teknikal Malaysia Melaka
(UTeM). The questionnaire is the instrument used in this research to determine the
problem statement. Based on the questionnaires, Properties of Matter topic is identify as
the most difficult topic, because students need to understand and visualize the
arrangement of the atom in Cubic Cell. One of their problems faced when learning this
topic is student enable to imagine the arrangement of the atom easily. By using
traditional approach, the visualization of the model is using two dimensional (2D)
models, as a result student hard to imagine the real scenario. This research is focusing on
delivery approach of learning by using three dimensional (3D) approaches in studying
Chemistry subject. The advantages gained from this research can benefit the students,
lecturers, education industry, high institution and also the public. The development
methodology of 3D Atomic Cubic courseware was developed using life cycle of 3D
Atomic Cubic that based on the ADDIE model. This methodology consist five phase
represents a series of task that help to ensure the development efforts stay on tract, on
time and on target. Completing each phase is an important element for the instructional
design process. For the preliminary analysis, 52 students from the whole Mechanical
Engineering students who already took Chemistry subject are involved in determining
the difficult topic in Chemistry subject. For evaluation on the effectiveness of 3DAtomic Cubic Courseware, 52 of Mechanical Engineering students from UTeM is
involved and they are divided by two which are Conventional and Experimental Group.
From the analysis of the result, both of conventional and experiment group showed an
improvement but the student who use 3D-Atomic Cubic courseware get higher mark.
This shows that 3D-Atomic Cubic courseware can be used as teaching aid material in
classroom since it shows those students who use the courseware get better result. This
research found that a 3D element is very useful in helping students to understand
chemistry subject especially in visualizing the arrangement of the atom.
i
ABSTRAK
Kajian ini adalah tentang pembangunan perisian 3D yang dinamakan sebagai 3DAtomic Cubic sebagai alat untuk pengajaran dan pembelajaran mata pelajaran Kimia .
Perisian 3D-Atomic Cubic ini mengandungi semua unsur-unsur multimedia yang
digunakan untuk menarik perhatian pelajar untuk mempelajari kandungan
pembelajaran. Perisian ini dibangunkan khusus untuk salah satu tajuk yang terdapat
dalam mata pelajaran Kimia bagi pelajar Kejuruteraan Mekanikal di Universiti
Teknikal Malaysia Melaka (UTeM). Soal selidik adalah instrumen yang digunakan
dalam kajian ini untuk menentukan pernyataan masalah. Berdasarkan soal selidik, tajuk
Properties of Matter adalah dikenalpasti sebagai tajuk yang paling sukar kerana tajuk
ini memerlukan pelajar untuk menggambarkan susunan atom dalam sel padu. Salah satu
masalah yang dihadapi oleh mereka apabila belajar tajuk ini adalah pelajar tidak dapat
membayangkan susunan atom dengan mudah. Melalui pembelajaran mengunakan
pendekatan tradisional, visualisasi model itu menggunakan model dua dimensi (2D)
sahaja, dan adalah sukar untuk pelajar membayangkan keadaan sebenar susunan atom
di dalam sel padu. Justeru, kajian ini menumpukan kepada pendekatan penyampaian
pembelajaran yang lebih baik iaitu dengan menggunakan pendekatan tiga dimensional
(3D) dalam subjek Kimia untuk tajuk Properties of Matter. Kelebihan penyelidikan ini
memberikan manfaat kepada pelajar-pelajar , pensyarah, industri pendidikan, Institusi
tinggi dan juga kepada orang ramai. Metodologi Pembangunan untuk perisian 3D
Atomic Cubic ini dibangunkan menggunakan Model Kitar Hayat 3D Atomic Cubic yang
berasaskan kepada model ADDIE. Metodologi ini mengandungi lima fasa di mana
setiap fasanya adalah untuk memastikan pembangunan perisian ini berjalan mengikut
waktu yang ditetapkan dan sasaran yang dikehendaki. Melengkapkan setiap fasa juga
adalah elemen penting untuk proses reka bentuk pengajaran. Untuk analisis awal , 52
orang pelajar dari Fakulti Kejuruteraan Mekanikal yang telah mengambil mata
pelajaran Kimia terlibat dalam menentukan topik yang paling sukar di dalam subjek
kimia. Untuk penilaian mengenai keberkesanan perisian 3D-Atomic Cubic ini, 52 orang
pelajar Fakulti Kejuruteraan Mekanikal dari UTeM telah terlibat dan mereka
dibahagikan dengan dua kumpulan iaitu kumpulan konvensional dan kumpulan kajian.
Daripada analisis keputusan, kedua-dua kumpulan konvensional dan kumpulan kajian,
telah menunjukkan perbezaan peningkatan dalam markah ujian yang diberikan, tetapi
pelajar yang menggunakan perisian 3D-Atomic Cubic mendapatkan markah keputusan
yang lebih tinggi. Ini menunjukkan bahawa perisian 3D-Atomic Cubic ini boleh
digunakan sebagai bahan bantuan mengajar di dalam kelas kerana ia mampu
menunjukkan kepada pelajar bahawa dengan menggunakan perisian 3D-Atomic Cubic
tersebut mendapat hasil markah yang lebih baik. Kajian ini mendapati bahawa unsurunsur 3D adalah sangat berguna dalam membantu pelajar untuk memahami mata
pelajaran kimia terutamanya dalam menggambarkan penyusunan sesuatu atom.
ii
ACKNOWLEDGEMENT
In preparing this thesis, I was in contact with many people, researchers, academicians
and practitioners. They have contributed towards my understanding and thought. In
particular, I wish to express my sincere appreciation to my thesis supervisor, Dr. Hjh.
Norasiken Bakar, for her encouragement, guidance, critics and friendship. Thank you
very much for shaping my view and my point in this thesis. I am also very thankful to
my co-supervisor Prof Dr Faaizah Shahbodin for her guidance, advice and motivation.
Without their continued support and interest, this thesis would not have been same as
presented here.
I would like to thank my family, my parents En. Mohd Hatta Bin Md Lani, Pn. Norizah
Binti Musa and all my sisters and brother for supporting me spiritually throughout my
life. Not to forget, a big thanks towards members of Faculty of Information and
Communication Technolgy (FTMK) and Faculty of Mechanical Engineering (FKM) for
their kind cooperation and encouragement which help me in completion of this research.
Special thanks goes to Dr Imran Syakir Mohamad, lecturer of Chemistry subject at
Faculty of Mechanical Engineering (FKM), without his cooperation and guidance, this
research cannot be smoothly done.
Finally, my thanks and appreciations also go to colleague in this research area, Nur
sahidah Bashir, Asfarayani Mohd Zaki, Mohd Fauzi Ab Aziz, Munirah Shamsudin and
people who have willingly helped me out with their abilities.
Lastly thank you very much to Universiti Teknikal Malaysia Melaka (UTeM) for giving
me opportunity to be part of them and completing my master degree.
iii
TABLE OF CONTENT
PAGE
DECLARATION
DEDICATION
ABSTRACT
ABSTRAK
ACKNOWLEDGEMENT
TABLE OF CONTENT
LIST OF TABLES
LIST OF FIGURES
LIST OF ABBREVIATIONS
LIST OF APPENDICES
LIST OF PUBLICATIONS
i
ii
iii
iv
viii
ix
xi
xii
xiii
CHAPTER
1.
INTRODUCTION
1.1 Introduction
1.2 Research Background
1.3 Research Problem Statement
1.4 Research Questions
1.5 Research Objectives
1.6 Research Hypothesis
1.7 Importance of Research
1.8 Research Limitation
1.9 Research Scope
1.10 Research Theoretical Framework
1.10.1 Stage 1: Identify the Problem
1.10.2 The Development of 3D Atomic Cubic Courseware
1.10.3 Usability Testing
1.11 Operational Definition
1.11.1 Multimedia Courseware
1.11.2 3D
1.11.3 Effectiveness
1.13 Summary
2.
LITERATURE REVIEW
2.1 Introduction
2.2 Element of Multimedia
2.2.1 Text
2.2.2 Animation
2.2.3 Audio
2.2.4 Video
1
1
2
4
4
5
6
6
7
7
8
8
8
9
11
11
11
12
12
14
14
15
16
16
17
17
iv
2.2.5 Graphic
2.2.6 Implication Of Elements in Multimedia On 3D-Atomic
Cubic
18
2.3
19
19
20
22
23
23
24
24
25
26
26
27
28
29
30
2.4
2.5
2.6
2.6
3.
Learning Technique
2.3.1 Visual Learning Technique
2.3.2 Brain based Learning
2.3.3 Mnemonics
2.3.4 Implication Of Learning Technique On 3D-Atomic Cubic
Multimedia in Education
2.4.1 Two Dimensional Approach in Education
2.4.2 ThreeDimensional Approach in Education
2.4.3 Implication of Mulitmedia in Education
Courseware Development Model in Education
2.5.1 ADDIE Model
2.5.2 Waterfall Model
2.5.3 Dick & Carey
2.5.4 Model for 3D-Atomic Cubic
Existing System
2.6.1 Case Study 1: Lines and Planes in 3-Dimensional
Courseware
2.6.2 Case study 2: Exploration of Solar System
2.6.3 Case study 3: 3D Tool For Teaching Chemical Reactions
2.6.4 Case study 4: 3D-EmT Courseware for Electromagnetic
Theory Subject
2.6.5 Comparison of The Study Case
Summary
METHODOLOGY
3.1 Introduction
3.2 Research Methodology
3.2.1 3D-Atomic Cubic Development Methodology
3.2.2 3D-Atomic Cubic Effectiveness Testing Methodology
3.2.2.1 Research Design
3.2.2.2 Research Sample
3.2.2.3 Research Instruments
3.3 Preliminary Analysis
3.4 Pilot Study
3.5 Testing
3.5.1 Testing Procedure
3.6 Evaluation
3.6.1 To Identify the Various Element of Multimedia to
Support 3D Atomic Cubic
3.6.2 To Develop a 3D-Atomic Cubic Courseware
v
18
30
33
36
37
40
40
42
42
42
42
45
45
47
48
49
50
52
53
55
56
4
5
6
3.6.3 To Evaluate the Effectiveness of Teaching by Using
3D Element Approch in Learning Chemistry Subject
3.6.4 To Measure the Effectiveness of Problem Scenario
Presentation Between Conventional Study and Courseware
Using 3D Environment
3.7 Project Requirement
3.7.1 Software Requirement
3.7.2 Hardware Requirement
3.8 Summary
58
59
59
60
61
DEVELOPMENT OF 3D-ATOMIC CUBIC COURSEWARE
4.1 Introduction
4.2 Development Methodology of 3D-Atomic Cubic Prototype
4.3 Life Cycle of 3D-Atomic Cubic Courseware
4.3.1 Phase 1: Analysis
4.3.2 Phase 2: Design
4.3.3 Phase 3: Development
4.3.4 Phase 4: Implementation
4.3.5 Phase 5: Evaluation
4.4 Summary
62
62
62
63
63
65
75
76
77
79
RESULT AND ANALYSIS
5.1 Introduction
5.2 The Student’s Achievement Based Result Research
Question 4 (RQ4)
5.2.1 Student’s Performance Analysis based on Hypothesis
H 0 1, H 0 2 and H 0 385
5.3 Student’s Acceptance of 3D Approach in 3D-Atomic Cubic
5.3.1 Student’s Acceptance Towards the Learnability Using
3D-Atomic Cubic Courseware
5.3.2 Student’s Perception Towards 3D-Atomic Cubic
Courseware
5.4 Summary
80
80
DISCUSSION AND CONCLUSION
6.1 Introduction
6.2 Discussion
6.3 Research Contributions
6.4 Research Implication
6.5 Research Suggestions
6.6 Research Limitations
6.7 Summary
vi
57
80
86
88
89
90
91
93
93
93
96
97
97
98
98
100
108
REFERENCES
APPENDICES
vii
LIST OF TABLES
TABLE
TITLE
PAGE
2.1
The Comparison Of The Existing System
40
3.1
The mean of subject difficulties according to students and lecturers
49
3.2
Test Cases and Description for Subject Matter Expert
50
3.3
Test Cases and Description for lecturers
51
3.4
Test Cases and Description for Students
51
3.5
Cronbach Alpha for reliability of 3D-Atomic Cubic
52
3.6
Testing Evaluation Design
54
3.7
Frequency of participants and the percentage of perception on
59
3D-Atomic Cubic courseware
3.8
Hardware Requirement for development platform
60
5.1
Pre and Post Test Result for Control Group
81
5.2
Pre and Post Test Result for Experiment Group
82
5.3
Post Test Mean for Control and Experimental group
83
5.4
Marks Distributions for Control and Experimental Group in the Post
84
5.5
Mean, SD and t-test for Pre-test and Post-test for Control Group
86
5.6
Mean, SD and t-test for Pre-test and Post-test for Experiment Group
87
5.7
Mean, SD and t-test for post-test for Control and Experimental
88
5.8
Frequency of participants and the percentage of Learn ability
89
5.9
Frequency of participants and the percentage of perception on 3D-
90
Atomic Cubic Courseware
viii
LIST OF FIGURES
FIGURE
TITLE
PAGE
1.1
Research Theoretical Framework
10
2.1
Multimedia Elements
16
2.2
Visual Diagram of Thinking and Learning
20
2.3
Visual Diagram of Brain Based Learning
21
2.4
Upper Part Of Brain
22
2.5
ADDIE Model
26
2.6
Waterfall Model
28
2.7
Dick And Carey Model.
29
2.8
ADDIE Model For 3D-Atomic Cubic
30
2.9
Home Page (Main Screen)
31
2.10
Identifying Planes Module
32
2.11
Sketching 3-Dimensional Shape Module
32
2.12
Visualize 3D Module
33
2.13
Title Page
34
2.14
Main Menu Module
34
2.15
Learning Module
35
2.16
Simulation Module
35
2.17
3D Structure For Ethane And Propane
36
2.18
3D Structure For Pentane And Isopentane
36
2.19
3D Structure For Trans-2Butene And Cis-2-Butene
37
2.20
Note Module In 3D-Emt Courseware
38
2.21
Tutorial Module In 3D-Emt Courseware
38
2.22
3D Model
39
3.1
ADDIE Model
43
3.2
Research Methodology
46
3.3
Research Design
53
3.4
Testing Model for Research Question 3
58
4.1
Life cycle of 3D-Atomic Cubic
63
4.2
Analysis Phase
64
ix
4.3
Design Phase
66
4.4
Instructional Design Model
67
4.5
3D-Atomic Cubic Module
67
4.6
Features in Explore 3D-Atomic Cubic
68
4.7a
Notes for Simple Cubic
69
4.7b
Notes for Body Centered Cubic
69
4.7c
Notes for Face Centered Cubic
70
4.8a
Interactive Video of Cubic cell
70
4.8b
Interactive Video of Cubic cell
71
4.9a
3D simulation of Cubic cell
71
4.9b
3D simulation of Cubic cell
72
4.10
Features of Past Year Module
72
4.11
Features of Interactive Mind Map
73
4.12
Features of Revision Module
74
4.13
Features of Tutorial Module
75
4.14
Development Phase
76
4.15
Implementation phase
77
4.16
Evaluation phase
78
5.1
Histogram for Control and Experimental Group
85
5.2
Frequency for Control and Experimental Group
85
x
LIST OF ABBREVIATIONS
ADDIE
Analysis, Design, Development, Implementation,
Evaluation
ICT
SPSS
Information & Communication Technology
Statistical Package for Social Science
2D
2- Dimensional
3D
3- Dimensional
CD
Compact Disc
FKM
UTeM
CAL
Faculty of Mechanical Engineering
Universiti Teknikal Malaysia Melaka
Computer Aided Learning
xi
LIST OF APPENDICES
APPENDIX
A
B
TITLE
PAGE
Questionnaire of Level Difficulties
108
Questionnaire on Identifying Difficult Topic
110
D
Sample Storyboard for Research Prototype
Pre-Test Questions
113
114
E
Post-Test Questions
121
F
Pilot Study
128
G
SPSS Result for Ho1,Ho2,Ho3 and t-test
132
H
List of Expertise
134
I
Action Script 3.0 Coding Import Class Package (Example 1) 135
J
Action Script 3.0 Coding Open 3D Simulation (Example 2) 136
C
xii
LIST OF PUBLICATIONS
Hatta N.M., Bakar N. (2010).“Development and effectiveness of 3D Visualization
Courseware” Proceeding of Kolokium Universiti Teknikal Malaysia Melaka 2010, UTeM,
Malaysia, 10 November 2010.
Hatta N.M., Bakar N. (2011). “3D Design of Chemistry Subject in UTeM: The Cubic
Atom” Proceeding of National Conference on Active Learning 2011 (NCAL 2011),
UTeM, Malaysia, 10-11 November 2011.
Hatta N.M., Bakar N. (2011). “3D Design of Chemistry Subject in UTeM: The Cubic
Atom” Malaysian Journal of Educational Technology Volume 12, Number 4, December
2011.
Hatta N.M., Bakar N., Salam S., Shahbodin F. (2012). “3D Approach in the Development
of Chemistry Subject at UTeM: Atom Cubic” Proceeding of International Conference on
Active Learning 2012 (ICAL 2012), UTeM, Malaysia, 18-20 September 2012.
xiii
CHAPTER 1
INTRODUCTION
1.1
Introduction
Chemistry is one of the compulsory subjects for all undergraduate students in science
related fields. There are a number of methods to deliver chemistry lessons especially in classes
of basic molecular formation theories. Throughout the years, various teaching methods have
been adopted to assist student to better understand in learning. Computer based learning has
become popular in Malaysia and the usage of Information Communication Technology (ICT)
tools in Malaysian education system are meant to support the learning and teaching process in
class (Honarmand, 2011; Hamidi, 2011; Ghavifekr 2012).
In educational field, information technology can be use to collect, save, process, and
convey information quickly and correctly like internet, or multimedia or hypermedia in
teaching and learning process (Nusir, Alsmadi, Al-kabi, & Sharadgah, 2012). The use of
computer technology in teaching and learning process is not to replace the function of teacher
but to create an interesting, effective, and meaningful teaching and learning atmosphere to
student (Sanga, Africa, & Venter, 2006). Teaching and learning style in the 21st century still
based on student but the teacher play the most important role to let student actively involved in
learning activities (Tarmizi, Zah, Ali, Yunus, & Bayat, 2012).
Teaching and learning based on computer had grown and the latest innovation is
multimedia field (Mukti, Zaman, Mohd, & Sembok, n.d., 1999). Multimedia technology has
expended the usage of computer from information processing tools to teaching tools.
According to Halimah (1999), multimedia technology has ability in delivering text, video,
sound, animation and high resolution graphic. An information delivery effect created by
combination of images, texts, and sounds has shown the significance everlasting compared to
listened or read (Trindade, 2003). Combination of these elements will create an interesting
presentation and make the information conveying more meaningful. Teaching media that using
multimedia technology are able to get the student’s attention, get the idea, and gain the
complex information and help to prevent lack of time, size and space. Computer-based
1
teaching media that has interactive or linear movement can able the user to access the
information from one segment to another without following the flow.
The growing number of “multimedia study” classroom exemplifies the trend towards
Multimedia technology in Education (Sanga et al., 2006). Besides using the conventional
computer-based training techniques, courseware has included multimedia capabilities, such as
graphics, sounds, animation, and video clips. This paper illustrates the development of such
multimedia courseware. Additionally, this courseware employs sound instructional and
learning strategies, thereby making the courseware not only educational, but also captivating.
The other unique feature of the courseware is its adaptability. Teachers who are not computer
experts can use the “Lecturer” module to modify and add content to the courseware. By
selecting the predefined objects, and or filling in a form, the teachers can create simple
animation by using the module.
1.2
Research Background
This research highlights the development of 3D approach in learning chemistry subject.
This research is trying to use the learning based on computer for 3D concept in chemistry
subject. Learning in conventional approach often use the whiteboard and textbook that only
shows text and graphic to show the arrangement of the atoms in cubic cells (Oke & Alam,
2010). The arrangement of the atoms in the cubic cells are required learners’ knowledge and
metal image, so by using 3D technology approach is possible to applied to assist learners in the
topic. This research addresses the impact of using 3D approach in teaching and its advantages
over current approach. Besides, 3D model can be rotated around any axis, panned or zoomed
in any direction (Li-hong & Xia-mei, 2009). By using the approach of 3D viewing, students
are able to position and recognize the object with relation to others scene, enabling a better and
more complete visualization and interactive learning process (Bingimlas, 2009). This research
is trying to use the learning based on computer for 3D concept in chemistry subject. This
research will increase students and lecturer in visualizing the topic much more better. In other
word, educational level will be increase parallel with the information technology (Pan, Han,
Wu, & Zhang, 2010). Therefore, learning based computer is build to increase the efficiency the
student ability of visualization with the aid of multimedia elements (Hasana & Ishak, 2012).
Beside, 3D model atom assists learners to gain more understanding in molecular structure.
2
Computer based multimedia material offers different means of supporting 3D
information representations (Honarmand, 2011; Noordin, Fatimah, Ahmad, & Hooi, 2011;
Osman, Azan, & Mat, 2010). Viewing dynamic and 3D animations is assumed to be a possible
way of changing and improving students’ incomplete mental models (Sulaiman & Iskandar,
2008). Nevertheless, based on various researchers (Dafoulas & Loomes, 2012), it is found that
3D models may lead to cognitive overload problems in hypermedia-learning environments in
particular, as such environments are assumed to generate a heavy cognitive load. On the other
hand, the findings of Ferk (2003), research revealed that some representations of molecular 3D
structure are better understood and can be more readily used by students in solving tasks of
different complexity. To all students the concrete representations seem to be more useful than
abstract representations.
There has been interest expressed in science education reform which emphasis the need
for integrating computer technologies into learning and teaching. Computer also may be
effective in other areas as a general pedagogical aid that complements regular teaching
methods. ICT can serve as a tool for designing new learning environments, integrating virtual
models and creating learning communities. Learning courseware offers an effective tool for
education since it involves all the senses, giving a modifiable three dimensional (3D)
environment emulating and overcoming reality (Hasana & Ishak, 2012). Multimedia
courseware is believed as the most appropriate way to encounter student’s problem in
visualization. In Malaysia context, the use of multimedia courseware in classroom is actually
taking the concept and advantages provided by the computer aided learning (Hasana & Ishak,
2012; Noordin, Fatimah, Ahmad, & Hooi, 2010).
The term teaching refers to the methodology or strategies chosen in arranging the
information, activities, approaches or media in order to help the students achieve the objective
stated earlier (Korakakis, Pavlatou, Palyvos, & Spyrellis, 2009). Learning is the change in
behavior in the students that occurs because of their interaction with the surrounding (Yahya &
Latif, 2008). So by using computer enhance the learning environment making the learning
more practical, improving the learner’s access to learning, increasing the focus of higher order
skills. Other than is to make possible to adapt learning programme more nearly to the needs of
individual. One way of teaching for understanding is to have students engage in information
processing and problem solving activities that focus on real-world experience, and daily-life
chemistry.
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1.3
Research Problem Statement
The research problems was identified according to result from the preliminary analysis.
From the result analysis, found that one of the problems when student learn chemistry is
students do not understand the topic well because it needs students to imagine the formation of
the structure of the atoms and their arrangement (Hasana & Ishak, 2012; Mbendera & Sun,
2010). Each people have a different ability to learn and capture the information and it is related
to their learning style which is defined as the way a person takes and process the knowledge.
By including 3D element in this courseware, it is use to stimulate student’s interest in some
content of the learning and as a supplement to classroom teaching, the graphics and animation
make the subject come alive, so that learning the subject is much easier, animation, voice and
video clips are used to implement various teaching strategies such as tutorials, activities and
games. The ability to visualize has enable the student to understand the topic better (Bingimlas,
2009). Besides that, the simple animation can be use in this courseware to make the learning of
content in the class more interactive. The development of computer technology multimedia
methods are been increasingly used in teaching practice. A multimedia courseware are able to
combine sound and pictures with knowledge (Dafoulas & Loomes, 2012; Hasana & Ishak,
2012). This reinforces the fact that students retain 50% of what they see and hear, as the use of
multimedia technology gives students more information than just writing on the blackboard
and increase the chance of active learning (Chou & Liu, 2005).
Most students find the traditional way of studying is boring and uninteractive. When
there are useless, the teacher gives information or if when the learning is teaching by using
projector, the light in the classroom is too dim. To avoid these disadvantages the teacher can
combine it with other strategies and gives students more opportunity to think and ask
questions. According to Lagowski, students retain 10% of what they read, 26% of what they
hear, 30% of what they see, 50% of what they see and hear, 70% of what they say and 90% of
something they say as they do something. So if the teacher shows as many demonstrations as
they can in this interactive courseware to the student as well as letting the student do the
demonstration by them, the student will learn more actively and effectively.
1.4
Research Questions
This study investigates the use of the 3D-Atomic Cubic Courseware as an alternative
tool in the learning process. Besides that, this research examines the student’s satisfaction and
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their acceptance on the use of 3D approach for the Chemistry subject. In order to achieve the
research objectives, several questions have been formulated:
RQ1: What is the suitable elements of multimedia that will give better visualizing for
student to learning chemistry subject?
RQ2: What is the suitable method on developing courseware that will give better
visualizing for student to learning chemistry subject?
RQ3: How does the 3D approach will affect the imagination of the students about the
structure of the atoms in cubic cell on chemistry subject?
RQ4: Is there any effective in terms of student perception when using interactive 3DAtomic Cubic in subject of Chemistry visualization?
1.5
Research Objectives
The main purpose of this research is to measure the effectiveness of 3D approach in the
learning process of 3D-Atomic Cubic subject in Chemistry. There are four objectives to be
accomplished in this research:
i)
To identify the various elements of multimedia to support 3D-Atomic Cubic.
Elements of multimedia acting as delivery methods to present 3D-Atomic Cubic
courseware for help learner to a deeper understanding through supporting
conceptualization and contextualization of the new material being presented.
ii)
To develop interactive 3D element.
As an assisting teaching and learning tool for lecturer and student because will be
provided with interactive 3D element in the module for help student easy to visualize
the structure of the atom in each type of cubic cell.
iii)
To evaluate the effectiveness of teaching by using 3D element approach in learning of
Chemistry subject through a case study with Mechanical Engineering students of
Universiti Teknikal Malaysia Melaka (UTeM).
The current style of study is still using traditional method which is using text and book.
This research is to show the effectiveness of using new approach in studying
Chemistry subject for FKM students in UTeM.
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