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Keterjaminan makanan didefinisikan oleh FAO sebagai situasi di mana setiap individu memiliki akses yang berterusan kepada makanan yang selamat, berkhasiat dan memenuhi keperluan serta citarasa pemakanan mereka untuk hidup aktif dan sihat. Di Malaysia, ternyata ekosistem makanan rapuh apabila negara dilanda dengan masalah perubahan iklim, ketidakstabilan pasaran dunia, dan ketidakimbangan antara penawaran dengan permintaan. Dalam usaha menangani masalah ini, Malaysia telah melancarkan Dasar Agromakanan Negara 2.0 dan Pelan Tindakan Dasar Sekuriti Makanan 2021-2025. Keduadua dokumen ini menggariskan strategi-strategi berkesan bagi menggembleng sumber asli, modal insan, penyelidikan dan pembangunan, dan teknologi ke arah pembangunan industri agromakanan, sejajar dengan matlamat “Kelaparan Sifar” yang digariskan dalam Matlamat Pembangunan Mampan UNESCO. Dengan berbekalkan sejarah serta reputasinya yang cemerlang khususnya dalam bidang pertanian, UPM yang dahulunya dikenali sebagai Universiti Pertanian Malaysia beriltizam untuk memastikan agenda keterjaminan makanan negara dapat dicapai dengan jayanya. Untuk itu, UPM melancarkan Blueprint Keterjaminan Makanan UPM 2024 sebagai bahan rujukan dan panduan utama yang mendasari usaha warga UPM dalam merealisasikan agenda keterjaminan makanan negara. Blueprint ini menggariskan tiga (3) lonjakan utama, iaitu: i. Lonjakan Teras: mencakupi Kecemerlangan Akademik, Dampak Penyelidikan dan Inovasi, Keterlibatan Komuniti dan Industri, ii. Lonjakan Pemboleh Daya: meliputi Kecekapan Governans, Kelestarian Kewangan, Ketersediaan Bakat, Kecanggihan Infrastruktur, Kolaborasi dan Rangkaian Global dan Komunikasi Strategik, iii. Lonjakan Keberhasilan: merangkumi Keunggulan Graduan dan Usahawan Tani, Kebolehgunaan Teknologi dan Inovasi, dan Pengupayaan Komuniti Tani. Bagi memacu ketiga-tiga lonjakan ini, blueprint ini mensasarkan impak keberhasilan dalam empat (4) aspek, iaitu: i. Peningkatan pengeluaran; ii. Peningkatan kualiti pemakanan; iii

Keterjaminan makanan didefinisikan oleh FAO sebagai situasi di mana setiap individu memiliki akses yang berterusan kepada makanan yang selamat, berkhasiat dan memenuhi keperluan serta citarasa pemakanan mereka untuk hidup aktif dan sihat. Di Malaysia, ternyata ekosistem makanan rapuh apabila negara dilanda dengan masalah perubahan iklim, ketidakstabilan pasaran dunia, dan ketidakimbangan antara penawaran dengan permintaan. Dalam usaha menangani masalah ini, Malaysia telah melancarkan Dasar Agromakanan Negara 2.0 dan Pelan Tindakan Dasar Sekuriti Makanan 2021-2025. Keduadua dokumen ini menggariskan strategi-strategi berkesan bagi menggembleng sumber asli, modal insan, penyelidikan dan pembangunan, dan teknologi ke arah pembangunan industri agromakanan, sejajar dengan matlamat “Kelaparan Sifar” yang digariskan dalam Matlamat Pembangunan Mampan UNESCO. Dengan berbekalkan sejarah serta reputasinya yang cemerlang khususnya dalam bidang pertanian, UPM yang dahulunya dikenali sebagai Universiti Pertanian Malaysia beriltizam untuk memastikan agenda keterjaminan makanan negara dapat dicapai dengan jayanya. Untuk itu, UPM melancarkan Blueprint Keterjaminan Makanan UPM 2024 sebagai bahan rujukan dan panduan utama yang mendasari usaha warga UPM dalam merealisasikan agenda keterjaminan makanan negara. Blueprint ini menggariskan tiga (3) lonjakan utama, iaitu: i. Lonjakan Teras: mencakupi Kecemerlangan Akademik, Dampak Penyelidikan dan Inovasi, Keterlibatan Komuniti dan Industri, ii. Lonjakan Pemboleh Daya: meliputi Kecekapan Governans, Kelestarian Kewangan, Ketersediaan Bakat, Kecanggihan Infrastruktur, Kolaborasi dan Rangkaian Global dan Komunikasi Strategik, iii. Lonjakan Keberhasilan: merangkumi Keunggulan Graduan dan Usahawan Tani, Kebolehgunaan Teknologi dan Inovasi, dan Pengupayaan Komuniti Tani. Bagi memacu ketiga-tiga lonjakan ini, blueprint ini mensasarkan impak keberhasilan dalam empat (4) aspek, iaitu: i. Peningkatan pengeluaran; ii. Peningkatan kualiti pemakanan; iii

Purpose- Students’ ability to self-regulate their learning and to learn effectively with peers are indicators of success in the era of the 4th Industrial Revolution. This study investigated whether peer learning helps to influence online learning satisfaction in the presence of self-regulated learning (SRL) as a mediating variable. Methodology - The study adopted a correlational research design to examine the possibility of relationships between these variables. The sample was selected based on proportional stratified sampling method. Of the 409 respondents, only 347 were valid for data analysis, forming a usable case of 84.84%. The instrument used was an online questionnaire adapted from pre-existing reliable multi-item instruments. Structural Equation Model (SEM) analysis was used to examine the relationship between the constructs in the hypothesised model, while Bootstrapping test was applied to examine the mediation effects of SRL. Findings - From the direct effect of the SEM analysis, students’ ability to learn with peers was found to have significantly influenced their SRL strategies, while SRL strategies were found to have a positive and statistically significant effect on online learning satisfaction. Moreover, the findings from the Bootstrapping test concurred that the influence of peer learning on online learning satisfaction was fully mediated by SRL. Significance - By understanding the mediator roles played by SRL, this study hopes to provide insights for universities and course instructors to make pedagogically informed design decisions by integrating appropriate SRL strategies in the development of blended learning courses.

Purpose- Students’ ability to self-regulate their learning and to learn effectively with peers are indicators of success in the era of the 4th Industrial Revolution. This study investigated whether peer learning helps to influence online learning satisfaction in the presence of self-regulated learning (SRL) as a mediating variable. Methodology - The study adopted a correlational research design to examine the possibility of relationships between these variables. The sample was selected based on proportional stratified sampling method. Of the 409 respondents, only 347 were valid for data analysis, forming a usable case of 84.84%. The instrument used was an online questionnaire adapted from pre-existing reliable multi-item instruments. Structural Equation Model (SEM) analysis was used to examine the relationship between the constructs in the hypothesised model, while Bootstrapping test was applied to examine the mediation effects of SRL. Findings - From the direct effect of the SEM analysis, students’ ability to learn with peers was found to have significantly influenced their SRL strategies, while SRL strategies were found to have a positive and statistically significant effect on online learning satisfaction. Moreover, the findings from the Bootstrapping test concurred that the influence of peer learning on online learning satisfaction was fully mediated by SRL. Significance - By understanding the mediator roles played by SRL, this study hopes to provide insights for universities and course instructors to make pedagogically informed design decisions by integrating appropriate SRL strategies in the development of blended learning courses.

Purpose – Students’ ability to self-regulate their learning and to learn effectively with peers are indicators of success in the era of the 4th Industrial Revolution. This study investigated whether peer learning helps to influence online learning satisfaction in the presence of selfregulated learning (SRL) as a mediating variable. Methodology - The study adopted a correlational research design to examine the possibility of relationships between these variables.The sample was selected based on proportional stratified sampling method. Of the 409 respondents, only 347 were valid for data analysis, forming a usable case of 84.84%. The instrument used was an online questionnaire adapted from pre-existing reliable multi-item instruments. Structural Equation Model (SEM) analysis was used to examine the relationship between the constructs in the hypothesised model, while Bootstrapping test was applied to examine the mediation effects of SRL. Findings - From the direct effect of the SEM analysis, students’ ability to learn with peers was found to have significantly influenced their SRL strategies, while SRL strategies were found to have a positive and statistically significant effect on online learning satisfaction. Moreover, the findings from the Bootstrapping test concurred that the influence of peer learning on online learning satisfaction was fully mediated by SRL. Significance - By understanding the mediator roles played by SRL, this study hopes to provide insights for universities and course instructors to make pedagogically informed design decisions by integrating appropriate SRL strategies in the development of blended learning courses.

PUTRAFLEX is structured with an underpinning philosophy of producing Future-Proof PUTRA Graduates through a curriculum that is flexible in nature, promotes the convergence of disciplines, and offers diverse study paths. Accordingly, PUTRAFLEX contains the concepts and guidelines for its implementation at UPM.

Self-regulated learning (SRL) is one of the most important learning strategies in the context of online learning as it is required even more as compared to a face-to-face setting. Since online courses rely more exclusively upon SRL strategies, the effects of SRL and online learners’ satisfactions need to be extensively and quantitatively examined. However, a holistic study assessing the relationship between SRL strategies and students’ satisfaction in virtual learning environments is currently largely unavailable. Therefore, this study integrates SRL strategies through the lens of the Cybergogy for Engaged Learning Model to investigate students’ online learning satisfaction. Specifically, a conceptual model is developed to establish a synergy between SRL and Cybergogy to represent an appropriate synergistic framework for the implementation of the educational technologies model in the virtual learning environment. The finding is expected to contribute to the development of an evidence-based model for continuous improvement of online courses. It will also yield a more comprehensive picture of SRL in various online learning environments and serve as an guideline for universities in redesigning online courses to reforms in the era of Industrial Revolution 4.0.

Microorganisms have the ability to degrade phenol. However, in Malaysia, there are lack of study on indigenous microorganisms (fungi) that have the ability to degrade phenol. A total of 141 phenoldegrading fungi isolates were isolated from soil and water samples collected from various industrial areas located in Malaysia. The fungi isolate N12 P6C3 was chosen based on its high efficiency in degrading phenol. The fungi isolate N12 P6C3 isolated from a heavy metal factory, Dungun, Terengganu was able to degrade 700 mg/L of phenol within 6 days and the mycelium growth had increased to 0.25 g. The phylogenetic tree based on the ITS sequence analysis confirmed that the fungal identity was closely related to Penicillium janthinellum strain ATCC 4845. The optimum conditions of this fungus to degrade phenol was attained at temperature of 35°C, ammonium sulphate at 3 g/L, 0.05 g/L of sodium chloride, and pH 6. The ability of P. janthinellum strain N12 P6C3 in the degradation of phenol may provide additional knowledge on locally isolated phenol-degrading fungi which could contribute towards phenol waste management in Malaysia.

Self-regulated learning (SRL) is one of the most important learning strategies in the context of online learning as it is required even more as compared to a face-to-face setting. Since online courses rely more exclusively upon SRL strategies, the effects of SRL and online learners’ satisfactions need to be extensively and quantitatively examined. However, a holistic study assessing the relationship between SRL strategies and students’ satisfaction in virtual learning environments is currently largely unavailable. Therefore, this study integrates SRL strategies through the lens of the Cybergogy for Engaged Learning Model to investigate students’ online learning satisfaction. Specifically, a conceptual model is developed to establish a synergy between SRL and Cybergogy to represent an appropriate synergistic framework for the implementation of the educational technologies model in the virtual learning environment. The finding is expected to contribute to the development of an evidence-based model for continuous improvement of online courses. It will also yield a more comprehensive picture of SRL in various online learning environments and serve as an guideline for universities in redesigning online courses to reforms in the era of Industrial Revolution 4.0.

Microorganisms have the ability to degrade phenol. However, in Malaysia, there are lack of study on indigenous microorganisms (fungi) that have the ability to degrade phenol. A total of 141 phenoldegrading fungi isolates were isolated from soil and water samples collected from various industrial areas located in Malaysia. The fungi isolate N12 P6C3 was chosen based on its high efficiency in degrading phenol. The fungi isolate N12 P6C3 isolated from a heavy metal factory, Dungun, Terengganu was able to degrade 700 mg/L of phenol within 6 days and the mycelium growth had increased to 0.25 g. The phylogenetic tree based on the ITS sequence analysis confirmed that the fungal identity was closely related to Penicillium janthinellum strain ATCC 4845. The optimum conditions of this fungus to degrade phenol was attained at temperature of 35°C, ammonium sulphate at 3 g/L, 0.05 g/L of sodium chloride, and pH 6. The ability of P. janthinellum strain N12 P6C3 in the degradation of phenol may provide additional knowledge on locally isolated phenol-degrading fungi which could contribute towards phenol waste management in Malaysia.

Leptospirosis is a zoonotic disease that has been reported in Malaysia and has been associated with a recent trend of recreational activities among the youth. Thus, efforts such as educational interventions among high-risk populations, especially the youth, are key to increasing public awareness regarding leptospirosis. This paper presents the findings of a pilot study wherein an educational intervention using a gamification intervention method was used to determine changes in leptospirosis knowledge among youth. On this note, students from a public university in Seremban district, Malaysia, were recruited and were asked to complete questionnaires before and after gamification activities. Baseline and immediate post-intervention data on leptospirosis knowledge were obtained. The total knowledge score was calculated, and differences in the mean pre- and post-intervention knowledge score were determined. Of the total 185 questionnaires that were completed at baseline and immediately post-intervention, only 168 that belonged to respondents who had heard of leptospirosis were analysed in this paper. A significant increase in leptospirosis knowledge was observed for the students following health education by gamification (p < 0.01). The results demonstrate the effectiveness of an educational intervention using gamification in improving leptospirosis knowledge among youth and suggest that gamification could become an efficient tool to prevent the disease within university-age demographics.

Leptospirosis is a zoonotic disease that has been reported in Malaysia and has been associated with a recent trend of recreational activities among the youth. Thus, efforts such as educational interventions among high-risk populations, especially the youth, are key to increasing public awareness regarding leptospirosis. This paper presents the findings of a pilot study wherein an educational intervention using a gamification intervention method was used to determine changes in leptospirosis knowledge among youth. On this note, students from a public university in Seremban district, Malaysia, were recruited and were asked to complete questionnaires before and after gamification activities. Baseline and immediate post-intervention data on leptospirosis knowledge were obtained. The total knowledge score was calculated, and differences in the mean pre- and post-intervention knowledge score were determined. Of the total 185 questionnaires that were completed at baseline and immediately post-intervention, only 168 that belonged to respondents who had heard of leptospirosis were analysed in this paper. A significant increase in leptospirosis knowledge was observed for the students following health education by gamification (p < 0.01). The results demonstrate the effectiveness of an educational intervention using gamification in improving leptospirosis knowledge among youth and suggest that gamification could become an efficient tool to prevent the disease within university-age demographics.

PUTRAFLEX is structured with an underpinning philosophy of producing Future-Proof PUTRA Graduates through a curriculum that is flexible in nature, promotes the convergence of disciplines, and offers diverse study paths. Accordingly, PUTRAFLEX contains the concepts and guidelines for its implementation at UPM.

Sequential optimization strategy was used to enhance the production of extracellular polygalacturonase by a newly isolated Aspergillus fumigatus R6 using rice bran as a substrate in solid state conditions. Three significant variables influencing the polygalacturonase production were identified as initial moisture level, temperature and incubation time (P < 0.0001). The model established by face-centered central composite design was significant (P < 0.05) with high R2 (0.98). The model validity was verified and the optimum conditions were at an initial moisture level of 49.6%, 33 °C and 129 h of incubation time with the maximum polygalacturonase activity of 565 U/g, resulted in 2.65 fold increase in polygalacturonase activity compare to the unoptimized conditions. Kenaf stem treated with A. fumigatus R6 polygalacturonase enzyme at 72 h produced high strength of kenaf bast fibers (287 MPa) with high Young’s modulus (10404 MPa) and the color is in satisfactory.

Sequential optimization strategy was used to enhance the production of extracellular polygalacturonase by a newly isolated Aspergillus fumigatus R6 using rice bran as a substrate in solid state conditions. Three significant variables influencing the polygalacturonase production were identified as initial moisture level, temperature and incubation time (P < 0.0001). The model established by face-centered central composite design was significant (P < 0.05) with high R2 (0.98). The model validity was verified and the optimum conditions were at an initial moisture level of 49.6%, 33 °C and 129 h of incubation time with the maximum polygalacturonase activity of 565 U/g, resulted in 2.65 fold increase in polygalacturonase activity compare to the unoptimized conditions. Kenaf stem treated with A. fumigatus R6 polygalacturonase enzyme at 72 h produced high strength of kenaf bast fibers (287 MPa) with high Young’s modulus (10404 MPa) and the color is in satisfactory.

E-learning has become a buzz in the education system and it caters to the needs of modern learners. Microbe Mage is a board game that implements diverseness of e-learning tools, such as website, Aurasma, Quizlet etc, in familiarizing the world of microorganisms in a more interactive environment, instead of conventional way. This game is designed for secondary school and pre-university students so it can be a medium for them to enhance knowledge in microbiology. In short, Microbe Mage makes learning more interesting and stimulating for students, and encourage students to be more IT competent.

Many research has been done to study the impact of gamification in education. Most studies have shown tremendous impact in terms of motivation and engagement of students learning by playing games. In view of the rising number of leptospirosis cases and deaths in Malaysia recently, we are creating an awareness program among students through gamification. This is a strategy to educate students on leptospirosis. The gamified experience in this campaign is an alternative to conventional lectures, which can educate this new generation learners more effectively, using technology with their own devices.

Putra Learning Hub is a one-stop portal being developed as the hub of e-Learning at Universiti Putra Malaysia (UPM) and has been officially launched in April 2016. This flexible learning hub is a platform for academic staffs and students to acquire the latest developments of Digital Education at the university to support 21st Century Teaching and Learning.

Microatlas is an educational tool that able to enhance learning. The target users are the school students, age 11 to 15 years old as this tool combines the knowledge of geography and introduces microbes to the users. Microatlas mobile app can be downloaded to scan the puzzle that forms the globe of the world and animation on the microbial ecology will then appear via augmented reality. Microatlas is an interactive and fun way of learning.

MyCrocrux is a game where people can actually live in the virtual world by using their avatar and learns about microorganisms that live around us. This game will help people to gain more knowledge about microbiology and apply it in their daily life. This also can increase awareness in our society about pathogenic microorganisms that are harmful to us. Thus, we can avoid any diseases that cause from the microorganisms.

Dimensionite is an app which implements both Augmented and Podcast into a game learning app which prepares for today Future Ready Learners into the world of Food Microbiology that can be played individually or teamwork. Updating today news to Dimensionite, users now able to discover the impacts of food microbiology which can be learned when playing the app in Dimensionite.

Young learners have impressionable minds and are curious by nature, which allows the cultivation of a younger generation of future learners who are exposed to endless possibilities. Learning with games encourages an increase in student engagement and the information transfer becomes easier. Leptorinth integrates AR into its gameplay which allows the players to learn of the devastating effects of leptospirosis. During the process of playing the game, they become independent, thus encouraging their kinaesthetic learning with the aid of augmented reality (AR). Public awareness of such diseases where a game is involved, interests and encourages the community to learn with delight.

Education today is considered a mere act of going an institution and start memorising facts. A report from Ofsted suggested boring lessons could be blame for high truancy rates at some schools (Paton, 2009). It is believed that this is the perception of teenagers as they have difficulty seeing the links between ‘distinct’ chapters. BioWorld Interactive Dictionary (BID) ensures that learning is not boring as it is interactive in nature, with the incorporation of augmented reality and games. It boosts students’ interests and encourages them to learn using text books and our unconventional dictionary hand-in-hand.

The potential ability of a new yeast strain, Pichia kudriavzevii, in the synthesis of zinc oxide nanoparticles (ZnO-NPs) through a green method was explored in this study. The effect of reaction time (12, 24 and 36 h) on the structure of the resulting ZnO nanoparticles was investigated. From the XRD and TEM results, the ZnO-NPs with a hexagonal wurtzite structure and a particle crystal size of ~10-61 nm was formed at different reaction times. Combing XRD, TEM, and PL results, it was revealed that the sample prepared at intermediate duration (24 h) has the most favorable nanosized structure with the lowest defect concentration. The biomedical properties of ZnO-NPs as free radical scavenging activity, cytotoxicity and antibacterial agents were characterized. Biosynthesized ZnO-NPs showed strong DPPH free radical scavenging and a dose dependent toxicity with non-toxic effects on Vero cells for concentrations below 190 µg/mL. Desirable bactericidal activity was shown by the ZnO-NPs on Gram-positive bacteria (Bacillus subtilis, Staphylococcus epidermidis and Staphylococcus aurous) and Gram-negative bacteria (Escherichia coli and Serratia marcescens). A maximum inhibition zone of ~19 mm was observed for Staphylococcus epidermidis at a concentration of 100 µg/mL for sample prepared at 24 h. The results from this study reveal that ZnO-NPs possesses potential for many medical and industrial applications.

Objective: To investigate the antibacterial effect of selected lactic acid bacteria (LAB) biofilms on the planktonic and biofilm population of methicillin-resistant Staphylococcus aureus (MRSA) (S547). Methods: In this study, biofilm-forming LAB were isolated from tairu and kefir. Isolate Y1 and isolate KF were selected based on their prominent inhibition against test pathogens (using spot-on-agar method and agar-well-diffusion assay) and efficient biofilm production (using tissue culture plate method). They were then identified as Lactobacillus casei (L. casei) Y1 and Lactobacillus plantarum (L. plantarum) KF, respectively using 16S rDNA gene sequencing. The influence of incubation time, temperature and aeration on the biofilm production of L. casei Y1 and L. plantarum KF was also investigated using tissue culture plate method. The inhibitory activity of both the selected LAB biofilms was evaluated against MRSA (Institute for Medical Research code: S547) using L. plantarum ATCC 8014 as the reference strain. Results: L. casei Y1 showed the highest reduction of MRSA biofilms, by 3.53 log at 48 h while L. plantarum KF records the highest reduction of 2.64 log at 36 h. In inhibiting planktonic population of MRSA (S547), both L. casei Y1 and L. plantarum KF biofilms recorded their maximum reduction of 4.13 log and 3.41 log at 24 h, respectively. Despite their inhibitory effects being time-dependent, both LAB biofilms exhibited good potential in controlling the biofilm and planktonic population of MRSA (S547). Conclusions: The results from this study could highlight the importance of analysing biofilms of LAB to enhance their antibacterial efficacy. Preferably, these protective biofilms of LAB could also be a better alternative to control the formation of biofilms by pathogens such as MRSA.

Objective: To investigate the antibacterial effect of selected lactic acid bacteria (LAB) biofilms on the planktonic and biofilm population of methicillin-resistant Staphylococcus aureus (MRSA) (S547). Methods: In this study, biofilm-forming LAB were isolated from tairu and kefir. Isolate Y1 and isolate KF were selected based on their prominent inhibition against test pathogens (using spot-on-agar method and agar-well-diffusion assay) and efficient biofilm production (using tissue culture plate method). They were then identified as Lactobacillus casei (L. casei) Y1 and Lactobacillus plantarum (L. plantarum) KF, respectively using 16S rDNA gene sequencing. The influence of incubation time, temperature and aeration on the biofilm production of L. casei Y1 and L. plantarum KF was also investigated using tissue culture plate method. The inhibitory activity of both the selected LAB biofilms was evaluated against MRSA (Institute for Medical Research code: S547) using L. plantarum ATCC 8014 as the reference strain. Results: L. casei Y1 showed the highest reduction of MRSA biofilms, by 3.53 log at 48 h while L. plantarum KF records the highest reduction of 2.64 log at 36 h. In inhibiting planktonic population of MRSA (S547), both L. casei Y1 and L. plantarum KF biofilms recorded their maximum reduction of 4.13 log and 3.41 log at 24 h, respectively. Despite their inhibitory effects being time-dependent, both LAB biofilms exhibited good potential in controlling the biofilm and planktonic population of MRSA (S547). Conclusions: The results from this study could highlight the importance of analysing biofilms of LAB to enhance their antibacterial efficacy. Preferably, these protective biofilms of LAB could also be a better alternative to control the formation of biofilms by pathogens such as MRSA.

The potential ability of a new yeast strain, Pichia kudriavzevii, in the synthesis of zinc oxide nanoparticles (ZnO-NPs) through a green method was explored in this study. The effect of reaction time (12, 24 and 36 h) on the structure of the resulting ZnO nanoparticles was investigated. From the XRD and TEM results, the ZnO-NPs with a hexagonal wurtzite structure and a particle crystal size of ~10-61 nm was formed at different reaction times. Combing XRD, TEM, and PL results, it was revealed that the sample prepared at intermediate duration (24 h) has the most favorable nanosized structure with the lowest defect concentration. The biomedical properties of ZnO-NPs as free radical scavenging activity, cytotoxicity and antibacterial agents were characterized. Biosynthesized ZnO-NPs showed strong DPPH free radical scavenging and a dose dependent toxicity with non-toxic effects on Vero cells for concentrations below 190 µg/mL. Desirable bactericidal activity was shown by the ZnO-NPs on Gram-positive bacteria (Bacillus subtilis, Staphylococcus epidermidis and Staphylococcus aurous) and Gram-negative bacteria (Escherichia coli and Serratia marcescens). A maximum inhibition zone of ~19 mm was observed for Staphylococcus epidermidis at a concentration of 100 µg/mL for sample prepared at 24 h. The results from this study reveal that ZnO-NPs possesses potential for many medical and industrial applications.

Microcosm describes a miniature representation of a living or non-living thing. For example, there are miniature buildings, cars, furniture, dolls, mushrooms, flowers and plants. Microcosm bioluminescent mushrooms are miniatures of real mushrooms that produce light which is visible in the dark as a result of a biochemical reaction.

It is often misconstrued that communication can only be done by macro-organisms including the common man. This is the central dogma that is circulated universally. Organisms like Alivibrio fischeri, or what was once known as Vibrio fischeri has challenged this theory. Microorganisms are able to communicate through a mechanism called quorum sensing.

MyCrocrux is a game where people can actually live in the virtual world by using their avatar and learns about microorganisms that live around us. This game will help people to gain more knowledge about microbiology and apply it in their daily life. This also can increase awareness in our society about pathogenic microorganisms that are harmful to us. Thus, we can avoid any diseases that cause from the microorganisms.

Dimensionite is an app which implements both Augmented and Podcast into a game learning app which prepares for today Future Ready Learners into the world of Food Microbiology that can be played individually or teamwork. Updating today news to Dimensionite, users now able to discover the impacts of food microbiology which can be learned when playing the app in Dimensionite.

Young learners have impressionable minds and are curious by nature, which allows the cultivation of a younger generation of future learners who are exposed to endless possibilities. Learning with games encourages an increase in student engagement and the information transfer becomes easier. Leptorinth integrates AR into its gameplay which allows the players to learn of the devastating effects of leptospirosis. During the process of playing the game, they become independent, thus encouraging their kinaesthetic learning with the aid of augmented reality (AR). Public awareness of such diseases where a game is involved, interests and encourages the community to learn with delight.

Putra Learning Hub is a one-stop portal being developed as the hub of e-Learning at Universiti Putra Malaysia (UPM) and has been officially launched in April 2016. This flexible learning hub is a platform for academic staffs and students to acquire the latest developments of Digital Education at the university to support 21st Century Teaching and Learning.

Education today is considered a mere act of going an institution and start memorising facts. A report from Ofsted suggested boring lessons could be blame for high truancy rates at some schools (Paton, 2009). It is believed that this is the perception of teenagers as they have difficulty seeing the links between ‘distinct’ chapters. BioWorld Interactive Dictionary (BID) ensures that learning is not boring as it is interactive in nature, with the incorporation of augmented reality and games. It boosts students’ interests and encourages them to learn using text books and our unconventional dictionary hand-in-hand.

Many research has been done to study the impact of gamification in education. Most studies have shown tremendous impact in terms of motivation and engagement of students learning by playing games. In view of the rising number of leptospirosis cases and deaths in Malaysia recently, we are creating an awareness program among students through gamification. This is a strategy to educate students on leptospirosis. The gamified experience in this campaign is an alternative to conventional lectures, which can educate this new generation learners more effectively, using technology with their own devices.

Microatlas is an educational tool that able to enhance learning. The target users are the school students, age 11 to 15 years old as this tool combines the knowledge of geography and introduces microbes to the users. Microatlas mobile app can be downloaded to scan the puzzle that forms the globe of the world and animation on the microbial ecology will then appear via augmented reality. Microatlas is an interactive and fun way of learning.

E-learning has become a buzz in the education system and it caters to the needs of modern learners. Microbe Mage is a board game that implements diverseness of e-learning tools, such as website, Aurasma, Quizlet etc, in familiarizing the world of microorganisms in a more interactive environment, instead of conventional way. This game is designed for secondary school and pre-university students so it can be a medium for them to enhance knowledge in microbiology. In short, Microbe Mage makes learning more interesting and stimulating for students, and encourage students to be more IT competent.

Microcosm describes a miniature representation of a living or non-living thing. For example, there are miniature buildings, cars, furniture, dolls, mushrooms, flowers and plants. Microcosm bioluminescent mushrooms are miniatures of real mushrooms that produce light which is visible in the dark as a result of a biochemical reaction.

It is often misconstrued that communication can only be done by macro-organisms including the common man. This is the central dogma that is circulated universally. Organisms like Alivibrio fischeri, or what was once known as Vibrio fischeri has challenged this theory. Microorganisms are able to communicate through a mechanism called quorum sensing.

Learning is supposed to be fun. Learning happens when learners are engaged and interested. The Mystery Microbes are designed to develop interest and critical thinking of players by solving the mysteries in the game. Clues can be discovered and solved through augmented reality. The Mystery Microbes able to produce self-directed learners through this experiential and innovative learning.

Fifth Apperentice is a platform for learning. A website to instill interest in Microbiology. It is full of interactive information to engage learners to create meaningful learning. This website provides an attractive environment through concept maps for users to discover and learn microbiology in a fun way. Learning Microbiology is made easy with Fifth Apperentice.

Enzyme retting can be a viable alternative to water retting, which is the currently utilised method for extracting fibres from kenaf. The advantages of enzyme retting are its greater environmental friendliness, shorter retting time, and more controllable fibre quality. The objective of this study was to determine the efficacy of pectinase produced from locally isolated Aspergillus fumigatus R6 in kenaf retting. A. fumigatus R6 pectinase effectively separated the fibres from non-fibre components. Scanning electron micrographs showed that the surface of pectinase-treated kenaf bast fibres appeared to be smoother and finer. The degree of retting increased with incubation time. A retting time of 32 h produced good-quality kenaf bast fibres with high tensile strength (459 MPa). No significant differences were found between the tensile properties of kenaf bast fibres treated with A. fumigatus R6 pectinase-containing culture filtrate and other sources of commercial pectinase enzyme. Hence, it was concluded that A. fumigatus R6 pectinase was capable of retting kenaf effectively.

A biological neurone receives inputs from many sources, combines and presents them as a non-linear operation before releasing outputs as the final result. Inspired by the neural structures of human brain. Artificial Neural Network (ANN) is a computational model for process optimization that has an ability to recognize and reproduce the networks via training of various input-output systems that lead to the demonstration of complex systems.

Trillions of neural network are connected to one another in the brain. “The aMAZEing Brain” is the product of the thoughts generated in a whimsical way by these connections. This model appears to be a brain figure with many partitions representing different brain regions.

The Microbes Planet is a website full of interactive information specially designed from Malaysian primary and secondary schools for Science and Biology subjects. Together with a YouTube channel called MicrobeBuzz, provide information and interactive activities to enhance learning of Science and Biology among school students. A fun way of learning.

Online Microbiology Interactive e-Learning (OMIeL) in an interactive web-based learning of Microbiology designed for undergraduates students studying microbiology related courses. OMIeL is aimed to develop self-directed learners, instill interest and passion towards Microbiology. At the same time, students are exposed to self-paced learning environment together with 21st Century skills.

Learning about microbes can be fun through mobile app especially those microbes that may be found on you or with you. BacTracker provides platform to explore and enhance learning of microbes that may be present in your lives focusing on cosmetics.

Children are always curious about everything. Let’s get the kids to be curious on what’s on them or what are they living with through playing a board game about microbes, Discreet World of Microbes will bring the children to the new adventure of learning microbes in a fun and engaging way.

Gamification or game-based learning is for capturing learner’s imagination and creativities. The Microtopia Land Game Board brings learners to a journey to explore and learn about microbes in a very fun, interesting and imaginative way. A game board that provides learners the learning adventure they will never forget because learning is supposed to be fun.