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All Journal Journal of Education and Learning (EduLearn) JOIV : International Journal on Informatics Visualization
Norowi, Noris Mohd
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Humanities Computer Science & IT Education Library & Information Science Social Sciences Other

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Affective-Avatar: Remote Sharing Non-Verbal Affective Data through 2D Animated Avatar in a Remote Meeting Ming, Teo Rhun; Norowi, Noris Mohd; Rahmat, Rahmita Wirza O. K.; Kamaruddin, Azrina
JOIV : International Journal on Informatics Visualization Vol 9, No 4 (2025)
Publisher : Society of Visual Informatics

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.62527/joiv.9.4.2857

Abstract

This paper describes the use of an affective avatar that detects and shares non-verbal affective data in a 2D-based remote meeting application. It represents the foundation of the design and compares the effects of the affective-avatar with other modes in 2D-based remote meeting applications (audio-only, video, and affective-avatar) in the context of emotion sharing, social presence, and user preferences. A prototype application was developed to detect facial expressions and hand gestures, transmit affective data, and animate these expressions on an affective avatar using emoji cues. A user study involving 18 participants was conducted, in which participants were asked to perform a collaborative drawing task using the prototype application. The study found that emotion sharing remained consistent across all conditions, with no notable differences. The study also revealed that both video and affective-avatar modes fostered a stronger sense of social presence compared to the audio-only mode. Although there was no significant quantitative difference between the video and affective-avatar, participants generally preferred using either mode over audio-only. In the future, researchers aim to explore methods for enhancing detection accuracy in challenging lighting conditions. The study also wishes to improve the performance of the prototype application. As the research progresses, there is the possibility of strengthening the current prototype with additional methods for sharing nonverbal and affective information, such as physiological signals and body movements.
Enhancing Novice Developer Efficacy through UX Journey: Integrating User Experience and User Requirement to Develop Developer Skills Kusuma, Wahyu Andhyka; Jantan, Azrul Hazri; Admodisastro, Novia Indriaty; Norowi, Noris Mohd
JOIV : International Journal on Informatics Visualization Vol 8, No 3 (2024)
Publisher : Society of Visual Informatics

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.62527/joiv.8.3.1848

Abstract

User experience and user requirements are two different approaches to software development. User requirements focus on meeting customer expectations and demands for software solutions, while user experience covers all aspects of software interaction with users. To increase the value of the software, the software must have usable and easy-to-use features with an attractive design or work environment that fits the user's behavior. Integrating software requirements and user experience can increase developer productivity by focusing on features that meet user requirements and expectations. This integration can also increase software development efficiency by addressing issues arising during development. This article addresses developers' challenges when addressing user needs and provides practical solutions widely accepted in industry and academia. Combining user experience and user needs into the UX Journey approach can increase developer productivity and confidence in software development. The design of the UX Journey is carried out by evaluating several existing design solution methods such as Design Thinking, IDEO, HPI, and Double Diamond to determine the existing conditions and needs for the problems faced. Then, by mapping the user, context, and domain, the model is obtained. appropriate. The proposed model comprises Discover, Explore, Test, and Listen activities. A trial was carried out on the respondents to test the method, and a feasibility test and an implementation schedule were obtained based on the statistical analysis of the initial user. It took 980-1500 minutes to complete the design solution. Focusing on features that align with user needs and improve problem-solving efficiency throughout development gives developers greater confidence in producing high-quality software.
Bandwidth-immediacy-social connectedness framework for rural secondary school’s extended m-learning experience Zainuddin, Ain Arissa; Norowi, Noris Mohd; Rahmat, Rahmita Wirza O. K.; Khambari, Mas Nida Md.
Journal of Education and Learning (EduLearn) Vol 20, No 1: February 2026
Publisher : Intelektual Pustaka Media Utama

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.11591/edulearn.v20i1.22726

Abstract

Mobility, instant access to knowledge, social interaction, and flexibility in terms of time, location, and pace are just few of the many benefits that mobile learning (m-learning) provides. To build an ideal m-learning platform, a framework acts as a plan that directs the construction of a unified, user-friendly, and efficient m-learning environment. Through the utilisation of Stanford’s bandwidth-immediacy matrix as a foundational framework, the purpose of this study is to investigate the possibility of incorporating social connectedness as z-axis in between the bandwidth and immediacy axes by proposing a 3-dimensional matrix called bandwidth-immediacy-social connectedness in blue zone framework, shorten as BISC-B framework. A progressive web application (PWA) called bridging the urban-rural knowledge dissemination and learning gap (BURDLe) was developed with the implementation of BISC-B in order to fulfil the objectives of this study. BURDLe was evaluated for 2 weeks by students and teachers from Bachok, Kelantan, a remote Malaysian district. This study collected data sequentially using explanatory methods. Quantitative and descriptive analysis were used to summarise questionnaire data. Conversely, interviews were qualitatively analysed to validate the questionnaire results. The result of this study has revealed that social-connectedness is a factor that can influence the m-learning experience, along with bandwidth utilisation and immediacy.
Co-Authors Admodisastro, Novia Indriaty Jantan, Azrul Hazri Kamaruddin, Azrina Khambari, Mas Nida Md. Ming, Teo Rhun Rahmat, Rahmita Wirza O. K. Wahyu Andhyka Kusuma Zainuddin, Ain Arissa