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All Journal International Journal of Evaluation and Research in Education (IJERE) Bulletin of Electrical Engineering and Informatics Journal of Education and Learning (EduLearn)
Mohd Yusoff, Azizul
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Humanities Education Electrical & Electronics Engineering Library & Information Science Social Sciences Other

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Conceptual design model of engaging gamification mechanic for online courses Mohd Yusoff, Azizul; Salam, Sazilah; Mohamad, Siti Nurul Mahfuzah; Lip, Rashidah; Pudjoatmodjo, Bambang; Rahmalan, Hidayah; Mazlan, Azlimi
Bulletin of Electrical Engineering and Informatics Vol 13, No 5: October 2024
Publisher : Institute of Advanced Engineering and Science

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.11591/eei.v13i5.7261

Abstract

Online learning, or e-learning, delivers educational content and teaching through various formats, ranging from self-paced courses to synchronous virtual classrooms. Gamification, the incorporation of game-like elements into non-game contexts, enhances engagement through rewards, reputation points, and goal setting. In higher education, researchers seek effective methods to stimulate learning and boost learner engagement. This study employs the analytic hierarchy process (AHP) to identify suitable gamification elements for three types of learner interaction, breaking down the decision-making problem into a hierarchy. Through a pairwise comparison matrix, priorities among hierarchy elements are established. The research involves 36 learners from a technical and vocational education and training (TVET) Public University, selecting the top best six gamification mechanics for each construct: virtual goods, wally’s game, rewards, trophies-badges, skill points, and peer grading. The proposed conceptual design will be implemented in online courses to assess learning engagement in cognitive, behavioural, and affective domains in higher education.
Empirical analysis of language learning strategies for optimizing online language courses Lip, Rashidah; Salam, Sazilah; Mohamad, Siti Nurul Mahfuzah; Kar Mee, Cheong; Poh Ee, Tan; Ismail, Nurmaisarah; Mohd Yusoff, Azizul; Lestari, Uning; Ahmad Fesol, Siti Feirusz
International Journal of Evaluation and Research in Education (IJERE) Vol 13, No 6: December 2024
Publisher : Institute of Advanced Engineering and Science

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.11591/ijere.v13i6.29418

Abstract

In today’s changing education world, online language classes are becoming more important. Recognizing the important role of the relationship between language learning strategies and students’ preferences, our empirical study examines the patterns or factors that explain the observed correlations among variables to provide insights in optimizing online language courses. Addressing a critical gap in the existing literature that has traditionally treated language learning strategies and online language education as distinct entities, our survey-based research collected comprehensive data from students enrolled in online language courses. Focused on six key language learning strategies: memory, cognitive, compensation, metacognitive, affective, and social. The research shows a delicate connection between these strategies and students’ preferences in online teaching mode. The empirical findings provide insights into certain strategies that work better for specific online learning methods. This helps us grasp the varied preferences of groups of students. This research enriches online language education by revealing an unexplored connection between strategies and preferences and provides a valuable resource for educators and course designers. The information given helps make online language classes better. It ensures that students learn languages more effectively online, considering their functional and practical needs in online learning.
Issues and challenges in the implementation of micro-credential language courses: educators’ perspectives Lip, Rashidah; Salam, Sazilah; Mohamad, Siti Nurul Mahfuzah; Mohd Yusoff, Azizul; Shabarudin, Muhammad Syahmie; Musa, Mohd Kamaruzaman; Dewi, Laksmi; Khoirunnisa, Azizah Nurul
Journal of Education and Learning (EduLearn) Vol 19, No 3: August 2025
Publisher : Intelektual Pustaka Media Utama

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.11591/edulearn.v19i3.21820

Abstract

Micro-credential language courses have gained significant attention in the field of language education due to their potential to offer targeted and flexible learning experiences. However, the successful implementation of these courses relies on understanding the perceptions of language educators and addressing the associated issues and challenges. This study aims to identify language educators’ perceptions of online language learning platforms and micro-credential online language learning platforms and explore the issues and challenges in developing micro-credential language courses. Employing a quantitative approach, data was collected from 30 respondents from language educators at the centre for language learning, in a public university in Malaysia. Through survey questionnaires, quantitative insights into educators’ perceptions and experiences were gathered. The survey questionnaire gathered quantitative data on educators’ perceptions and experiences. This research sheds light on language educators’ perceptions of online language learning platforms and micro-credentials while identifying the challenges inherent in developing such courses. The findings underscore the significance of addressing these challenges to ensure the effective implementation of micro-credential-based language courses within online education contexts.
Co-Authors Ahmad Fesol, Siti Feirusz Bambang Pudjoatmodjo Ismail, Nurmaisarah Kar Mee, Cheong Khoirunnisa, Azizah Nurul Laksmi Dewi, Laksmi Lip, Rashidah Mazlan, Azlimi Mohamad, Siti Nurul Mahfuzah Musa, Mohd Kamaruzaman Poh Ee, Tan Rahmalan, Hidayah Salam, Sazilah Shabarudin, Muhammad Syahmie Uning Lestari