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All Journal JOIV : International Journal on Informatics Visualization International Journal of Engineering, Science and Information Technology
Zakaria, Mohd Hafiz
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Advancing the Measurement of MOOCs Software Quality: Validation of Assessment Tools Using the I-CVI Expert Framework Praseptiawan, Mugi; Che Pee, Ahmad Naim; Zakaria, Mohd Hafiz; Noertjahyana, Agustinus
International Journal of Engineering, Science and Information Technology Vol 5, No 3 (2025)
Publisher : Malikussaleh University, Aceh, Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.52088/ijesty.v5i3.911

Abstract

The growing use of MOOCs in the post-pandemic era, particularly in developing countries, requires the availability of valid assessment tools to ensure software quality that meets users' needs. However, several tools are still being used without a proper content validation process, which risks producing biased and unrepresentative data. This study aims to evaluate the validity of the content of an assessment instrument designed to measure the dimension of software quality on the Massive Open Online Courses (MOOC) platform, particularly in the context of the increased adoption of online learning post-pandemic in developing countries. The instrument comprises 27 statement items representing ten quality software factors: functionality, usability, reliability, performance, security, maintainability, portability, compatibility, support, and integration. The validation was carried out by involving seven experts in information systems and digital learning. The method used is an item-level content validity index (I-CVI) based on a descriptive quantitative approach, with each item being assessed using a 5-point Likert scale. An item is declared valid if it obtains an I-CVI score of ? 0.79. The analysis showed that 21 items were valid; three needed to be revised at the I-CVI value between 0.70–0.78, and 3 invalid items at the I-CVI value 0.70. The functionality, usability, support, and integration quality factors had the highest levels of validity, while the safety and support dimensions showed a higher degree of divergence in the expert assessment. These findings highlight the need for content validation to ensure MOOC indicators are accurate and relevant. The study showed the need for advanced validation tests involving real users and other validation methods, such as Aiken V or the fuzzy analysis hierarchy process (FAHP) to enhance the reliability and practical relevance of the tools developed.
Lecopelese - a Novel Evaluation Model for Measuring Educational Aspects of Game-based Learning Fatta, Hanif Al; Maksom, Zulisman; Zakaria, Mohd Hafiz
JOIV : International Journal on Informatics Visualization Vol 9, No 5 (2025)
Publisher : Society of Visual Informatics

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.62527/joiv.9.5.3135

Abstract

This study aimed to establish a model for assessing the pedagogical quality of mobile game-based learning (GBL), which seeks to convey educational content to users. Evaluating the educational effectiveness of GBL necessitates a robust model tailored for this purpose. Current models can be improved to better address various educational challenges associated with mobile GBL. The LECOPELESE (LEarning COntent, PEdagogy and LEarning StyLE) model was developed by integrating relevant constructs identified in existing literature. To validate this model, a qualitative research approach was employed, drawing a sample from 270 undergraduate students. The analysis utilized Structural Equation Modeling (SEM) and resulted in a final model based on rigorous factor analysis. The findings indicated that the proposed model effectively measures educational quality in game-based learning. This new model includes more comprehensive constructs and items, addressing the educational aspects of game-based learning. Specifically, the model introduces a pedagogy construct to evaluate game-based learning quality, reflecting criteria for outstanding educational content and delivery through mobile applications. It assesses how effectively GBL provides real-world learning experiences. Additionally, the research highlights that the quality of pedagogy is influenced by two key factors: the GBL's ability to accommodate learners' unique characteristics (learning styles) and the quality of the learning content that adapts to learners' needs. Ultimately, the study demonstrates that both learning content and style significantly impact the pedagogy construct, suggesting that enhancing these areas can improve the overall pedagogical quality of game-based learning.
Co-Authors Agustinus Noertjahyana Che Pee, Ahmad Naim Hanif Al Fatta Maksom, Zulisman Praseptiawan, Mugi