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All Journal International Journal of Electrical and Computer Engineering International Journal of Evaluation and Research in Education (IJERE) Bulletin of Electrical Engineering and Informatics Journal of Education and Learning (EduLearn) SmartComp
Mohamad, Siti Nurul Mahfuzah
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Humanities Computer Science & IT 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.
VIRTUAL CAMPUS TOUR BERBASIS WEB MENGGUNAKAN TEKNOLOGI AUGMENTED REALITY Jaka Pamungkas, Firmansyah; Hendradi, Purwono; Setiawan, Agus; Mohamad, Siti Nurul Mahfuzah
Smart Comp :Jurnalnya Orang Pintar Komputer Vol 13, No 3 (2024): Smart Comp: Jurnalnya Orang Pintar Komputer
Publisher : Politeknik Harapan Bersama

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30591/smartcomp.v13i3.6792

Abstract

Saat ini, website Universitas Muhammadiah Magelang (UNIMMA) tidak dapat menyediakan informasi online selain informasi tentang kegiatan kampus dan mahasiswa. Hal ini menyebabkan calon mahasiswa yang berasal dari luar kota Magelang tidak memiliki pemahaman yang mendalam tentang lingkungan kampus. Untuk memaksimalkan hal tersebut, dibutuhkan konten yang dapat menggambarkan lingkungan kampus secara online. Konten ini dibuat menggunakan aplikasi Augmented Reality (AR) seperti Unity dan Blender 3D. Dalam penelitian ini, Multimedia Develompent Life Cycle (MDLC) adalah metodologi pengembangan yang digunakan. Hasil dari pengujian virtual tour yang dibuat melalui website menunjukkan fasilitas dan lingkungan kampus UNIMMA, yang dapat berjalan sesuai dengan fungsinya, dan dapat digunakan oleh calon mahasiswa untuk mempelajari lingkungan kampus.
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.
Analyzing learners' perceptions of engagement and learning interaction in gamified massive open online courses for TVET using SEM-PLS Yusoff, Azizul Mohd; Salam, Sazilah; Mohamad, Siti Nurul Mahfuzah; Saputro, Rujianto Eko
International Journal of Electrical and Computer Engineering (IJECE) Vol 16, No 3: June 2026
Publisher : Institute of Advanced Engineering and Science

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.11591/ijece.v16i3.pp1319-1328

Abstract

The introduction of gamified massive open online courses (G-MOOCs) represents a novel advancement in technical and vocational education and training (TVET). The use of gamification in education has been shown to increase engagement and motivation, which are crucial for effective learning. However, there is limited research on the specific impacts of G-MOOCs on learner outcomes in TVET. A key feature of G-MOOCs is the integration of gamification elements to enhance learner engagement and interest. This research employs structural equation modelling with partial least squares (SEM-PLS) to examine learners' perceptions of their participation and learning experiences in G-MOOCs for TVET. Specifically, the study aims to identify how gamification approaches such as fun, engagement, and learner interaction influence knowledge acquisition, skills development, satisfaction, and overall learning outcomes. The analysis reveals that G-MOOCs have a strong positive correlation (0.505) with learning engagement. Additionally, learning engagement significantly moderates learning outcomes (p=0.002). Interaction also has a significant impact (p=0.381) on learning outcomes. Overall, the findings indicate a significant positive relationship between learners' activities and their performance in G-MOOCs.
Exploring the relationship of learning engagement, learning interaction, and learning outcomes in gamified massive open online courses Yusoff, Azizul Mohd; Salam, Sazilah; Mohamad, Siti Nurul Mahfuzah; Pudjoatmodjo, Bambang
International Journal of Electrical and Computer Engineering (IJECE) Vol 16, No 3: June 2026
Publisher : Institute of Advanced Engineering and Science

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.11591/ijece.v16i3.pp1329-1338

Abstract

This study investigates the interplay between learning engagement, interaction, and outcomes within the context of gamified massive open online courses (G-MOOCs). By synthesizing literature on MOOCs, gamification, and user engagement, the research identifies significant correlations among these variables. Utilizing a structural equation model partial least squares (SEM-PLS) approach, the study analyzes data from a survey of Bachelor of Computer Science students at a technical and vocational education and training (TVET) public university. Results indicate that both learning engagement and interaction significantly influence learning outcomes, with optimal results achieved when both factors are high. These findings highlight the potential of gamification to enhance educational experiences and suggest directions for future research in gamified learning environments.
Co-Authors Ahmad Fesol, Siti Feirusz Bambang Pudjoatmodjo Ismail, Nurmaisarah Jaka Pamungkas, Firmansyah Kar Mee, Cheong Khoirunnisa, Azizah Nurul Laksmi Dewi, Laksmi Lip, Rashidah Mazlan, Azlimi Mohd Yusoff, Azizul Musa, Mohd Kamaruzaman Poh Ee, Tan Purwono Hendradi Rahmalan, Hidayah Rujianto Eko Saputro Salam, Sazilah Shabarudin, Muhammad Syahmie Uning Lestari Yusoff, Azizul Mohd