Implementation of 3D Approach in Development of Electromagnetic Theory Courseware.

2012 International Conference on Innovation, Management and Technology Research, Melaka,
Malaysia: 21-22 May 2012

Implementation of 3D Approach in
Development of Electromagnetic Theory
Courseware
Norshahidatul Hasana Bt Ishak1, Norasiken Bt Bakar2, Faaizah Shahbodin3, Rabiah Bt Ahmad4, Sazilah Salam5

Faculty of Information and Communication Technology
Universiti Teknikal Malaysia Melaka
Hang Tuah Jaya, 76100 Durian Tunggal, Melaka, Malaysia
shahidatul87@gmail.com1, norasiken@utem.edu.my2, faaizah@utem.edu.my3, rabiah@utem.edu.my4, sazilah@utem.edu.my5
Abstract—Courseware is always used in teaching and
learning environment because of its function and attraction
in helping student’s gaining more knowledge in learning.
When users get a better result in academic while using
courseware, the courseware can be categorized as excellent
courseware. However, some of courseware is not fulfill the
requirement by user as user using the courseware, but level
of knowledge is not increased especially in engineering
subject or more specific, physics. The discussion of this

paper is to explain about implementation of 3D approach in
developing courseware for engineering student and focus
on Electromagnetic Theory subject. The product of this
research is known as 3D-EmT courseware.
Keywords—Courseware,
approach

Electromagnetic

Theory,

3D

I.
INTRODUCTION
Imagination and visualization was to be the
hardest part while learning Electromagnetic Theory
subject, especially for Constant Coordinate and
Transformation subtopic. It is proven with the
preliminary analyses that have been done before. Besides

that student cannot imagine on their learning and they
cannot imagine how to apply it in the future [ CITATION
Mat08 \l 1033 ]. In the preliminary analysis, some
questionnaires and quizzes have been given to students
that already took the subject in all Malaysia Technical
University Network (MTUN). This method was used to
identify problems to students score this subject.
Surprisingly, not only problem that have been identified,
but it also shows the most difficult subtopic that makes
them feel the hardness while learning this subject.
From the survey that has been done to lecturer
and student, it shows that most of them need tools that
can make easy to visualize and memorize formula for the
subject. TABLE 1 shows that the most difficult topic in
EmT by student, while T ABLE 2 shows the most difficult
topic in EmT by lecturer. Both of these results prove that
this topic is the hardest topic in EmT. TABLE 3 shows
that most of student cannot answer question in the vector
calculus subtopic, so this data has been used in the

design process. For the Fig. 1, it shows that student most
of students agree if 3D approach is implementing in their
learning session.
This approach has been chosen which 3D
environment because it will help students who are not
interested in study through text which they can learn
more on suing symbols, besides that the multisensory
nature can be especially helpful to students who are less
visual learners [ CITATION Nic03 \l 1033 ]. Because of
that, the related of using 3D simulation with education is
because it enables first person experience, which are
natural, unreflected and personal, generating direct,
subjective and gain personal knowledge.
TABLE 1
THE MOST DIFFICULT TOPIC IN EMT FOR STUDENT

Most Difficult Topic

Student (n = 176)

Coordinate system and
transformation

2.74

Wave equation in good conductor

2.71

Wave propagation in Lossy
Dielectrics

2.66

TABLE 2
THE MOST DIFFICULT TOPIC IN EMT FOR LECTURER

Most Difficult Topic
Coordinate system and
transformation

Lecturer (n = 8)
3

Calculus in Electromagnetic
Application

2.75

Gauss’s Law, Biot-Savart’s Law,
Magnetic forces, Boundary
condition, Faraday’s Law,

2.50

2012 International Conference on Innovation, Management and Technology Research, Melaka,
Malaysia: 21-22 May 2012

Transformer & Motional
electromotive forces

TABLE 3
ANALYSIS ON TEST RESULT

2012 International Conference on Innovation, Management and Technology Research, Melaka,
Malaysia: 21-22 May 2012

1
2
3
4
5
6
7
8
9
10
11
12
13

14
15
16

Another problem of physical education is the
poor teaching effect. With the Computer Graphics,
Student's Answer
emulation technique, multimedia, artificial intelligence
TRUE(%)
FALSE(%)
technology (AIT), computer networking technology
Vector Calculus
44.32
55.68
(CNT), parallel processing and multi sensor technique,
Vector Calculus
33.52
66.48
virtual reality with 3D based technique simulate human's
sense organ function, such as vision, hearing and touch

Vector Calculus
18.75
81.25
to create a human-based many-dimensions information
Vector Calculus
12.5
87.5
space which can help the students to so that they feel the
Electrostatics
41.48
58.52
sports and real time interact with it through the natural
way such as language and gesture [ CITATION Liu10 \l
Electrostatics
25.57
74.43
1033 ].
Electrostatics
23.86
76.14

Applying ICT in teaching and learning can be
Electrostatics
46.02
53.98
seen through some activities such as general software
Magnetostatics
72.73
27.27
application usage for fetching documents, proposal
making, and use of Internet to find information as
Magnetostatics
28.98
71.02
references or downloading either freeware or shareware
Magnetostatics
32.39
67.61
as information collaboration [ CITATION SMR10 \l
Magnetostatics
36.36

63.64
1033 ]. By using the ICT in teaching and learning, it can
enhance on conquering ICT in people. So it should be
Wave Application
38.07
61.93
implemented widely in higher institutions in line with
Wave Application
15.91
84.09
developed country that required public as wake
Wave Application
14.2
85.8
technology. It is hoped with the existence of this elearning by using ICT concept, country's quality of
Wave Application
16.45
83.55
education will be rising and also productivity for one
Student's view about the use of multimedia tools in learning

organization are going to pick up through training
92
[ CITATION ELe11 \l 1033 ]. Indirectly national vision
in effort increase rate wakes as much as IT a little going
91
to succeed in this nearest period.
Learning
Outcomes

90
Percentage

Question
No

II.

89
88
87
86
85
Opinion on used multimedia on EMT subject

Fig. 1. Students view on using multimedia tool in
learning Electromagnetic Theory EMT subject

OBJECTIVES

Based on the literature review and the
preliminary analysis that have been done, there are three
objectives was generated. First is the purpose of this
research is to identify the effectiveness of 3D elements
used in the 3D-EMT courseware to absorb the science
process in EMT subject. It is to see does the 3D-EMT
courseware will leave positive impact in science skills
through the implementation of 3D approach in the
courseware. It is not only for students but also for
lecturers.
The second objective is exploration to 3D-EMT
courseware is the most important purpose of this
research because it will focus on the effectiveness of 3D
environment to their study. The goal of this courseware
is to make student understand about the electromagnetic
theory.
The final objective is to expose the subject and
the users of the courseware to the knowledge that based
on the ICT usage especially in 3D world.
III.
A.

LITERATURE REVIEW

Multimedia Elements

2012 International Conference on Innovation, Management and Technology Research, Melaka,
Malaysia: 21-22 May 2012

There are five elements included in
multimedia elements; there is text, graphic,
sound, video, and animation. The concept of
each element can be described as below:


dual-processing model of
[ CITATION Rox00 \l 1033 ].

learning

 Video:
Video it just like a sound, it was recorded and play as
analog signal. Analog video must be digitized in order
for it to put into a multimedia file. Using video in
multimedia project is excellent method on delivering
information to user as it can effectively present a
message and story, viewers tend to retain more of what
they see [ CITATION TVa04 \l 1033 ]. Even video will
make a system become heavy with its file size; however
it still can be prevented by using a few methods on
resizing the video with proper way.

Text:
The used of text in multimedia is to perform the
information provided by multimedia, it is one
way to communicate with the user while using
multimedia application. The chosen of the text
type should be appropriate such as its font so
that user can read any text easily, it is because
text is the most predominant medium of
communication. In a system or multimedia
application, text plays important role in 
delivering information to user. It is important of
using text because it is the easiest way on
delivering information to user if other elements
cannot be implemented [ CITATION Jam \l
1033 ]. Besides that, text is widely used for
menu navigation and interaction button. Button
here means objects such block of text, a pretty
blue triangle, or a photograph, that make
happen when clicked by user. According to
Vaughan, 2004 text also shows in symbol and
icon.

 Animation:
Animation is used to show changes in state over time, or
to present information slowly to students so they have
time to assimilate it in smaller chunks. Animations, when
combined with user input, enable students to view
different versions of change over time depending on
different variables. Animations are primarily used to
demonstrate an idea or illustrate a concept [ CITATION
Mul \l 1033 ]. Graphics that contain movement are often
referred to as animation. Digital animation can be media
communication on producing positive and fun learning
environment, besides it can deliver a complex concept
visually and dynamically plus it can attract user attention
[ CITATION Jam03 \l 1033 ].
 Audio:
Audio is also as sound is used to provide emphasis or
highlight a transition from one page to another. Sound
synchronized to screen display, enables teachers to
present lots of information at once. The effect of sounds
is it can be user attraction, in multimedia it can be
variety of audio such as voice recording, background
music, music, and audio special effect[ CITATION
Jam03 \l 1033 ]. According to Moreno and Mayer,
research on auditory adjuncts in multimedia presentation
provides useful; venue for testing an important aspect of

multimedia

B.

Graphic:
In the early of the century, graphics or pictures
were play most important role in human-human
communication. Then, after the used of text is
presented, it took place as the main
communication among human. However, in the
early days, text only means to human and
computer
communication
but
the
communication is limited in its capability of
expression. With the advances technology,
image and graphics became an integral
component of user interfaces and many
implications [ CITATION Ban10 \l 1033 ].
Graphic can be refereed as a static visual view
such as pictures, illustration, paint and sketches.
It is used to explain about information that
hardly explains through text [ CITATION
Jam00 \l 1033 ]. An example of information
graphic is as graph; usually graph is easily
interpreting information just on one picture. The
use of graphics instead of text is also
recommended when possible [ CITATION
STE97 \l 1033 ]. Graphic design of object
depicted in the animation follow the
conventional graphic representation in the
domain [ CITATION Bet07 \l 1033 ]. However
a still image is still cannot be the best
deliverable method to user as it lack of
interaction
and
movement
for
user
understanding. Figure below shows the use of
graphic in multimedia.
Multimedia in Education

Multimedia elements have been applied in all
learning style, even all of the elements or not, this is
because the effectiveness produce by the elements is
viewing the positive feedback by user, the more
multimedia elements added in system, the much better

2012 International Conference on Innovation, Management and Technology Research, Melaka,
Malaysia: 21-22 May 2012

results will be get by user and it is more attractive rather
A.
Development Tools
than using only single multimedia elements in a system
especially in learning. According to [ CITATION
Some of special tools have been used in the
Jam03 \l 1033 ], multimedia elements also can build development process of 3D-EmT courseware. There are
visualization rather that just attractive and here are few Adobe Flash Professional Cs5.5, 3D Max 2010, Adobe
factors on developing multimedia in learning such as
Photoshop CS3 and Adobe Soundbooth CS3.
i)
ii)
iii)

iv)

Enhance user interesting for learning as
multimedia can be attractive information
research for study.
Decreased in time to power the application of
study as it can make a hard application become
easier by using multimedia.
Low on development cost because a school can
buy computers that can be used by all of
students in many years rather than buying
books for each students and computer hardware
nowadays is much cheaper than years before.
Gaining understanding and memory while
learning using multimedia method as it is
dynamic so it can make some people
understand it more faster and can memorize
what that they had learn for long term (longterm memory).

Research done by [ CITATION How00 \l 1033 ],
shows that students will remember 10 % of what that
they had read, 20% by listen, 30% by look, 50% by
listen and look, 70% by what they are spoken to, and
90% if they do their learning by them self. To make their
learning became easier, multimedia learning have to be
implemented in their study. This is because by using
interactive multimedia, students are affordable to control
their learning style by their own self without affected by
other party. Integration of interactive multimedia thru
web can brought to changes in learning and teaching
session. While it proven on integration of elements in
multimedia enhance students performance in essay
writing, and it also beneficial to students as it can
increase students interested [ CITATION Ism08 \l 1033 ].
Learning tends to be strongest when
pictures
supply
redundant
information,
supplement information that is unclear or
incomplete, or supply additional coding stimuli.
Information presented in text is often better
recalled and retained when supplemented with
pictures [ CITATION STE97 \l 1033 ]. When
presenting a multimedia explanation, only
include complementary stimuli that relevant to
the content of lesson. It shows that the adding
sound to learning should not be too much, as it
should be proper added as it can harm the
learning process [ CITATION Rox00 \l 1033 ].
IV.

M ETHODOLOGY

B.

3D-EmT Courseware Development
Methodology

The development of 3D-EmT courseware is based
on ADDIE model. There are many good models that can
be customized to meet specific needs, but ADDIE is a
commonly used approach that can be effective in almost
every situation [ CITATION She05 \l 1033 ]. There are five

phases involved in the model which are: analysis, design,
development, implementation and evaluation. Fig. 2
show the ADDIE model that has been implementing
while doing this project. For the first phase, which is
analysis, preliminary analysis have been done, and as a
result hardest subtopic and suitable method have been
identified. For the second phase, which is Design,
Instructional model (IDM) and conceptual model been
created and developed. Interface of the courseware also
determined, on the next phase is development. In this the
integration of interface development and content
development, then prototype is done.
The most important part on this report is
implementation which is the fourth phase in ADDIE
model. In this phase Formative evaluation will be done
to gather feedback or responses from the subject matter
expert and users, then some modification will be done on
the prototype. Last phase is Evaluation, which to
measure objectives of the research have been achieved.
To determine the result, summative evaluation is taking
part in this phase.

AD ne asil gy sen
D e v e lo p m e n t

IE mv ap l ue am t ieo n t a t i o n
Fig. 2. ADDIE Model

2012 International Conference on Innovation, Management and Technology Research, Melaka,
Malaysia: 21-22 May 2012

Fig. 2. ADDIE Model

V.
A.

RESULTS

AND

DISCUSSION

Instructional Design Model

ID model for the development of 3D-EmT
courseware in educational for the EmT subject based on
technology integration. The core of teaching and
learning process based on teaching theory and pedagogy.
The purpose of the model to increase the knowledge of
Constant Coordinate and Transformation high level
thinking skills and scientific skills within the student of
the Physics science. The ID model for 3D-EmT
courseware is attached in Appendix 1.
The development of the model based on educational
environment such as:
a.
Physics approach for this subject.
b.
Learning modules includes in the courseware.
c.
Learning sequence.
d.
Teaching and learning through multimedia as
delivery.
e.
Learning approach
B.

Fig. 3. Note Interface

The Prototype
The prototype applied the media usages
namely images, sound and text in all screen.
The audio instruction guide users to use the
courseware besides text provided. The images,
animation and video will support for the visual
explanation so that use can be more understand
about the topic. Fig. 3 show the Note Interface
in the 3D-EmT courseware, it is the main
interface of the courseware. Fig. 4 show
example of some content in the Note Module.
Meanwhile, Fig. 5 is Tutorial Interface for the
first level of question, while the second level
question is a structure question, and Fig. 6
show the end result after doing some exercises.
Fig. 7 is showing the 3D part of the courseware
which is the main research of the project.

Fig. 4. Note Content for Animation

The note interface consists of three parts of
note which locating notes content for PreCalculus subtopic, Coordinate System &
Transformation subtopic, and Calculus in
Electromagnetic Application subtopic in the
courseware. Besides that, on the left of screen,
it provide static button which means it will
appear in all screen so that navigation will
become much better and easier.

Fig. 5. Tutorial Interface

2012 International Conference on Innovation, Management and Technology Research, Melaka,
Malaysia: 21-22 May 2012

rotated and dragged while user clicks on the
mouse and keyboard key.
VI.
Fig. 6. Tutorial Result

For the exercises, it provide tutorial with 2
level, if user can past score limit, then they
might proceed to second stage. The question is
based on the lesson in the note. Sound provided
is to entertain user while doing the exercise,
however they still can mute the sound with
clicking on the speaker icon below the
questions.

C ONCLUSION

Implementing 3D approach in the courseware for
learning is one of the key to achieve a usable ad well
accepted system. The use of the 3D is to help student on
visualizing their learning and they will easier on
memorizing any topic covered. The variety of 3D object
while learning will make learning session become more
interesting and attractive. To prove this, evaluation
should be done on testing the effectiveness of the
courseware so that it can be accepted. Hence, the
contribution of this project is to suggest the usage of 3D
approach can be as one of the visualization tools.

Fig. 7. 3D Model

Fig. 7 shows 3D model being implemented
in this courseware. This 3D model can be

VII.

REFERENCES

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APPENDIX 1
3D-EMT COURSEWARE

PHYSICS APPROACH

Inquiry
Simulation
Technology
Exploration
Problem solving
Observation

LEARNING MODULES

Revision module
Simulation module
Glossary module
Help module
Past year module
Tutorial module

LEARNING
SEQUENCE

Scaffolding
Increasing difficulty
level
Adding variety

TEACHING &
LEARNING VIA
MULTIMEDIA

Graphics
Explanation
Exercises
Examples
Topic test
Self learning

Appendix 1 Instructional Model for 3D-EMT Courseware

LEARNING
APPROACH

3D approach
Simulation
Animation
Text and audio