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Augmented Reality (AR) advancements on mobile devices which have seen now overgrowing, mirrored in the increased use of portable handheld devices referring to mobile phones and tablets in recent years which led to a sub-set of AR: mobile ARs (MAR). Nevertheless, in MAR, research is still lacking, especially research that focuses on implementing instructional based MAR application with appropriate degree of visual realism to support Spatial Visualization Ability (SVA). Thus, this paper provides an overview of implementation visual realism degree incorporate with Spatial-Visual Topology (SVT) in MAR application. First, we outline two main visual realism degree that applicable to implement in MAR application, which is Physical Realism (PR) and Functional Realism (FR). Then, we identify and applied appropriate SVT in each visual realism degree that offers important insights into the development of MAR application. We then discuss the advantages and drawbacks of each SVT and draw up an evaluation among the different visual realism degree and SVT. The paper provides an overview to propose new insight of design and developing instructional based MAR application to support SVA. Finally, the aim of this paper is to provide researchers with valuable understanding in implementation visual realism degree in MAR application and SVT concept to support SVA.

CT has recently sparked a lot of research in a variety of disciplines. Many researchers have attempted to define CT and published articles on the subject and its model. The developed models show a dependency of dimensions. As a result, a review of 14 computational thinking models has been completed for this article. The goal is to combine the many elements and therefore contribute to a common understanding of words. The authors identified the most often used terms in CT definitions and scope, culminating it in the CT dimensions category. The results of this study may be beneficial not only in the investigation of CT research subjects and the identification of CT in the literature but also in present and future attempts to apply CT in diverse settings and aims.

Literature reviews suggested that the teachers should try to incorporate digital teaching method such as game-based learning to improve the students’ mathematics skills. In order to investigate and further enhance the suggestion to incorporate game-based learning into the teaching and learning process, a mobile game-based learning application named Rory's Math Adventure (ROMAAD) was designed and developed based on the Year 4 mathematics syllabus. ROMAAD is expected to help reinforce computational thinking skills as well as to motivate students to do more mathematical practices at anytime and anywhere. The mobile game-based learning application’s usability was evaluated prior to the implementation to the real environment. This article presents the results of the usability evaluation of the developed application. A total of 37 Year 4 children from a national primary school participated in this usability evaluation. A questionnaire, adapted from Lund’s (2011) USE questionnaire and Questionnaire for User Interface Satisfaction (QUIS) (1987) was employed as the instrument in this usability evaluation. The usability evaluation was carried out based on 5 constructs; ease of use, ease of learning, consistency, information structure, and design and satisfaction. Overall, the outcomes of this study revealed that the majority of respondents found the ROMAAD to be simple to use and learn, and that they were delighted to engage it to enhance their problem-solving computational thinking skills. ROMAAD is thought to be highly useful in reinforcing skills, and it is intended to inspire learners to practice mathematical problem-solving at any time and any place.

This study discusses an attempt to examine the impact of gamebased formative assessment on the students’ knowledge in a Human-Computer Interaction (HCI) course, which is a fundamental subject for Multimedia students. This course is important to expose them to the ideas of user interface and interaction design methodologies, skills, and values that are required for them to develop a practical interaction design system. The respondents in this research were 63 undergraduates who enrolled in an HCI course in a public university in Malaysia. An experimental research design was employed whereby the respondents were conveniently assigned to two groups; control (33) and experimental (30). Eight paper-based formative assessments were given to the control group, while eight online game-based evaluations were given to the experimental group. The students’ scores are recorded to assess their understanding of the learning content and their participation in the HCI classroom. A test was also administered at the end of the semester and utilised as a data collection tool to examine the effectiveness of the intervention in terms of student comprehension. The information was then gathered and analysed using descriptive and ANOVA statistical methods. The students’ involvement was reflected through an opinion survey that was given to the students at the end of the semester. The findings revealed that students who participated in a game-based formative assessment shown greater understanding and involvement than students who participated in a formative paperbased evaluation, implying that introducing a scope of game-based formative assessments improved the understanding and participation in the HCI course classroom.

The motif of the folktale is essentially the smallest and striking elements of narrative content with the ability to endure in tradition. It is divided into three categories: actor, item and single incident. These categories become the foundation that supports the built of the original motif-index of folk literature by Stith Thompson. Nevertheless, the index, as an analysis tool, was developed based on an analysis conducted on mostly European folk literature (folktale inclusive). It is a question dawned on the researcher regarding the applicability of the universal motifs and sub-motifs listed in the index on Malaysian folktales considering such local folktales were not involved in the making of the index many moons ago. Therefore, the study seeks to understand the applicability of the original motif-index in the local folktales’ context. The qualitative text analysis method was mainly employed in Atlas.ti, a computer-aided qualitative data analysis software (CAQDAS) to propel the study in understanding the scenario stated. Being the heart of the article, it is found that the original motif-index is indeed applicable in the local folktales’ context to a certain extent. Inopportunely, not all the universal motifs from the index exist in the local folktales. The applicability and dispersion of the motif classes’ weight which leans toward the D. Magic class, is heavily influenced by the differences between the local and the European cultures because truly what is folktale if not a fruit of a unique culture.

Dysarthria is a neurological disorder that damages of motor speech articulation.Young children who suffered from this disorder have no problem with their cognition, but they have difficulties to speak out their words. They could not have an accurate and smooth communication with their family and friends due to this disorder. Therefore, the purpose of this study is to investigate the user acceptance of an interactive speaking tool in the form of a mobile application named 'Let's Talk Now' which was designed with redundant multimedia elements for the use of dysarthric children aged 3 to 7 years old. This mobile appwas designed and developed as an early intervention to help the dysarthric who are facing problem to communicate and enable them to be understood by others. It focuses on daily usable conversation terms for family, greeting and expressions, places, ordering food and beverages, activities and asking for help. This study involved 15 respondents who are related to dysarthria namely therapists, parents, and teacher of dysarthric children. The 'Let's Talk Now' mobile app’s acceptance was evaluated using the USE (Usefulness, Satisfaction and Ease of Use) Questionnaire (Lund, 2001) which was used to measure its user acceptance. The findings described that all of the respondents agreed that the 'Let's Talk Now' mobile app is usable and suitable in helping the communication between dysarthric children and people.

Undergraduate students, who are digital native, are keen on using emoji (smileys and ideograms) frequently to express themselves emotionally in their digital communication such as WhatsApp Messenger. Nevertheless, sometimes, they got into misunderstanding due to the different emoji's interpretation between the sender and the recipient. Research investigating emoji is still relatively new and this study discusses the diverse interpretations of WhatsApp emoji specifically the smileys among Malaysian undergraduates in a public university. This study attempted to investigate 210 undergraduates' interpretations of 75 smiley (face-like) meanings in WhatsApp Messenger. The respondents were asked to give feedback in self-administrated survey questionnaire to gather information on their interpretation of the smileys used in WhatsApp. A descriptive analysis was conducted on the students' interpretations and the findings disclosed that although the students interpreted a few smileys correctly, they did not know the intended meaning of most of the smileys correctly. The results of this study suggested that the students should know the meaning of the smiley/ emoji used in their digital conversation to able to understand its intended use and to avoid miscommunication in their digital communication. For WhatsApp users, the findings will be beneficial to emphasize the need to understand the emoji's intended meaning for future tolerant and wiser use. Keywords: WhatsApp, emoji, smiley, interpretation, undergraduate.

This research paper presents the preliminary investigation on the use of an interactive multimedia courseware named MAFPro, to facilitate C Programming lessons for novice learners. The courseware utilizes the elements of multimedia that focus on enhancing learners’ programming comprehension. Among the aspects that were examined were the students’ programming comprehension and their perceived motivation of MAFPro. This study was carried out in a survey design method with the participation of 30 undergraduates who are novice learners. The data analysis indicates that the multimedia courseware, MAFPro that has been used in the C programming classroom has a significant difference on the undergraduates’ programming comprehension. The students also perceived MAFPro as motivating and engaging.

This paper describes the design of multimedia E-book (mE-book) based on the Keller’s ARCS Model of Motivational Design (1987). This paper also presented the implementation of mE-book as a motivating learning aid to promote ESL language learning in Polytechnic classrooms. Sixty (60) Polytechnic students experienced mEbook in their language classroom and their perceived motivation towards the new learning material is determined using the Instructional Materials Motivation Survey (IMMS). This study adduced a scope for implementing multimedia in language learning in a motivating way for adult learners. © 2016 Published by Future Academy www.FutureAcademy.org.uk