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Aim: Despite the endemicity of typhoid in Kelantan, epidemiological data showing typhoid association to age, sex,ethnicity and district of patients is limited. This retrospective study investigated the statistical association of thesevariables from a retrieved registry.Methodology and results: Cross-tabulation using SPSS was used to analyze 1394 cases of confirmed typhoid patientsadmitted to various hospitals in Kelantan state over a six-year period. Fourteen age groups with a five-year rangeinterval were generated. There was a significant association between typhoid infection and sex of subjects, wherebyfemales were generally more susceptible than males. Ethnicity and district of typhoid patients did not show significantassociation.Conclusion, significance and impact of study: The observation of an increased number of typhoid cases with a malepredominance in the age group 5-14 and female predominance in the 20-60 age group calls for improved hygiene,continued public health education, together with better laboratory diagnostics to identify carriers, are some measures tocontrol this disease.

Students' motivation is an important factor in ensuring the success of e-learning implementation. In order to ensure students is motivated to use e-learning, motivational design has been used during the development process of e-learning applications. The use of gamification in learning context can help to increase student motivation. The ARCS+G model of motivational design is used as a guide for the gamification of learning. This study focuses on the influence of gamification on students' motivation in using elearning applications based on the ARCS+G model. Data from the Instructional Materials Motivation Scale (IMMS) questionnaire, were gathered and analyzed for comparison of two groups (one control and one experimental) in attention, relevance, confidence, and satisfaction categories. Based on the result of analysis, students from the experimental group are more motivated to use e-learning applications compared with the controlled group. This proves that gamification affect students' motivation when used in elearning applications. [ABSTRACT FROM AUTHOR]