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This study focuses on evaluating the usability of a newly developed model for depression screening. The model was designed to address the issue of adolescent motivation during the gamification-based depression screening. Depression causes adolescent to experience emotional changes including hopelessness, lack of self-confidence and a sense of worthlessness which ultimately makes them unmotivated to undergo a face-to-face depression screening in medical institution. In this regard, the model applied gamification elements comprises game mechanics and components, extrinsic and intrinsic motivational elements, and types of user. A prototype was developed to validate the generated model. Subsequently, the prototype was evaluated using the cognitive walkthrough method which examines its usability. Five respondents with expertise in the field of adolescent counselling and human-computer interaction were involved in the evaluation. The analysis found that the model has a high level of usability, as all respondents have given positive feedback on the sets of task provided. These findings validated the model in diagnosing depression through the inspection testing. It can be concluded that the model could be adopted as a guideline in developing an actual depression screening system. The model has also undergone some improvements, specifically by providing clearer details on every gamification design element involved.

Active learning allows students to control their learning style by relating it to their actual experiences. This learning model can increase student motivation and engagement in an interactive environment. However, mentoring has not been actively implemented even though mentoring is one of the important agendas for the next 20 years and in line with education 4.0, which encourages students towards active learning. The study's findings found that the gamification approach is an effective method to increase the level of involvement and motivation of students in active learning. However, gamification becomes less effective when in-depth learning is carried out, and the learning process cannot provide satisfaction to students with high levels of confidence. This group only participates for fun but does not want to socialize with other students because the core of gamification is competitive-oriented. Therefore, the objective of this study is to produce a mentoring-style gamification strategy that has collaborative and social mechanics in a soft skill learning environment to increase the participation level of less sociable students. The hypothesis of this study is to introduce learning as a more motivating experience for all levels, not just outstanding students. Student involvement in the play experience can be translated into an educational context to facilitate learning while influencing personality and behavior, including communication skills, problem-solving, self-motivation, decision-making, and time management. The methodology of this study is through exploratory research, namely, observation, activity development, and effectiveness testing to relate students' experiences in authentic learning situations. The result from this study is a mentoring-style gamification strategy that is a guide for mentors to carry out active learning mentoring activities that involve soft skills with students.

Inventive thinking is one of the constructs in 21st century skills. The 21st century skills are the skills needed by future workforce in the new global economy that driven by knowledge, technology and innovation. Inventive thinking comprises of six elements which are flexibility, self-regulation, curiosity, creativity, risk taking and higher order thinking. This study aimed to measure the level of inventive thinking among preparatory course science students at two MARA colleges. Besides, this study has also examined the effect of gender and previous school location on the level of inventive thinking. This quantitative approach study employed 21st century skills instrument. Total of 240 respondents of first year students that attended to these colleges have answered the questionnaires. Findings revealed that the levels of all subconstructs in inventive thinking were high except for creativity that revealed a moderate level. Meanwhile, there were no effects of gender and former school location on the levels of inventive thinking. However, these findings have given insight that the level of creativity should be enhanced. Science students should master all subconstructs in inventive thinking in order to become great innovators who can contribute to the nation’s prosperity.

Lack of female involvement in ICT field calls for new approaches to ICT education. Serious game is an effective tool for learning, so it can be used to motivate and engage female students to study Computing. Engagement elements for serious game were identified from previous researches and a conceptual model for gender-based engagement using serious game was constructed. In this paper, the model validation of a low fidelity prototype using heuristic evaluation technique for educational game is discussed. The heuristic scale was adapted from previous studies, comprise of playability and enjoyment constructs. In addition, educational elements items are also included. The scale was then validated for content validity, and a pilot study with four (5) HCI experts. Finally, five (5) experts from HCI, Game and Computer Networking subject evaluate the model using this scale. Results of the evaluation showed that the model’s constructs have good usability, playability, enjoyment. Future work will be to validate the model using high fidelity working prototype and user testing.

The industrial revolution creates a new era where everything can be accessed via the Internet. However, despite all the advantages, the new era of technology comes with disadvantages as well. Studies have shown that the youth category is the group that is a synonym to technology. Most of the youth nowadays enjoy using the features but lacked the information on the footprint of their Internet browsing history. When individuals engaged with the Internet, they generated a complex trail of these digital footprints that may include their various presentation of self, based on social profiles and comments, traces of their activities, interest, interaction and anything else they choose to share online. However, the extent to which netizens are aware that they are creating these tracks and traces and have some ability to manipulate and control them is unclear at present. Thus, the objective of this paper is to identify the level of awareness among youth about the digital footprint. The research started with a structured survey distributed to respondents as a data collection requirement for analysis. A quantitative research method is employed in this research. Survey was conducted to the three main areas namely urban, suburban and rural as a sample of the population. Results were presented in the form of description analysis with respondents demographic and perception of respondents based on digital footprint awareness. Keywords: Industrial revolution, digital, footprint, awareness, youth, technology.

Recently, gamification in education software development to improve student engagement and performance has become prevalent. Gamification is used to counter attrition and dropout issues in e-learning. A handful of methods are presented for the gamification of e-learning systems in the literature. However, the e-learning gamification methods proposed in the literature lacked consistency. The number and types of game elements used in the methods are varied. In addition, there is a lack of an engagement framework that can be used in applying game elements to e-learning systems. Therefore, this paper provides insights into gamification and how it is used in e-learning systems. Then, the study proposes and evaluates an engagement framework that can be used to guide developers on how to add game elements to e-learning to improve student engagement and performance. The framework consists of three components: game elements, learning activities, and engagement factors components. Two experts evaluate the engagement framework via a semi-structured interview. The evaluation results indicate that developers can efficiently and effectively use the framework to gamify e-learning systems for improved student engagement and performance.

Understanding of the driving factors to knowledge sharing activities in the Technical Education Vocational Education and Training (TVET) Institutions environment are required since these activities often experience failure as many instructors prefer to seek knowledge rather than to be the contributors. This study was conducted to identify contributing factors to knowledge sharing activities among instructors in TVET institutions. The study employs qualitative method using semi-structured interviews and content analysis. The sampling of the study was snowball sampling involving four TVET instructors. The findings identified four non-technical factors; i.e. organizational factors, individual factors, content factors and collaborative factors while one factor represents a technical approach i.e. technology that all contribute to knowledge sharing. How the identified factors may contribute to TVET institutions towards the development of knowledge sharing repositories to promote knowledge sharing among instructors were discussed.

The paradigm of interaction between humans and computers has shown changes to the new paradigm of interaction in line with the rapid development of advanced technology in Human Computer Interaction (HCI). The motivation of this study is based on a report from the New Media Consortium in 2015 which shows the importance of cultural heritage by presenting the expected development of technology that can be referenced by museums to upgrade an existing virtual museum system in order to optimize its use by visitors. However, a new interaction paradigm is still in the experimental phase and is not yet widely implemented. The preliminary study was conducted to analyze the key issue that still exists with virtual heritage in the technological aspect and evaluation. Qualitative data collection through interview was used in this study which involved 10 respondents. The findings show aspects of storytelling, interface design and evaluation of user experience as key issues that still exist in the virtual inheritance. Keywords: Human Computer Interaction, Natural User Interface, Storytelling, User Experience

Programming has evolved as an effort to strengthen science, technology, engineering and mathematics (STEM). Programming is a complex process, especially for novices, since it requires problem-solving skills to solve problems of developing algorithms and programme codes. Problem-solving competencies, which are necessary as 21st-century skills, include a set of cognitive skills that are related to problem-solving and programme development or specifically known as computational thinking (CT) skills. In particular, this study quantitatively assessed the computational thinking skills in the context of programming, specifically on the difficulties in learning programming. From the perspectives of the instructors, the survey results highlighted the need to implement CT skills as an approach in teaching and learning programming. A model for teaching and learning programming is necessary as a guide for instructors in the teaching and learning process of programming.

The development of learning applications with game elements and features has coined new technique in developing a system called gamification. Gamification refers to the use a set of game elements in a non-game context to increase the engagement between human and computer. Several selected game elements were used in the learning design framework in order to solve new students' engagement problems in learning programming languages course. This paper discusses the use of two inspection methods in usability evaluation namely, Cognitive Walkthrough and Heuristic evaluatiom in the user-centered design process. Cognitive Walkthrough approach is used in the early stage of development in order to improve the functionality and user interface of the low fidelity design. Based on the feedback, a high fidelity prototype is developed and tested using Heuristic evaluation. By employing these evaluation approaches, a usable gamified programming learning website is attained and user engagement of the website will be tested in future study.

The Computer Science major is one of the most rapidly growing fields and offers some of the highest-paying jobs in the world. In the last decade, Computer Science studies have shown a general lack of female enrolments. Serious game can be employed to motivate and educate female players. However, although females have certain preference elements for digital games and game types, only a few studies have attempted to design games for females. Therefore, a gender-based serious game engagement model for learning Computer Science was developed. This study aims to verify the validity and reliability of a questionnaire designed to evaluate a gender-based serious game engagement model. Content validity involving three experts was conducted. Then, a pilot study with 31 students was implemented to test the reliability of the instrument. Data collected was analysed using SPSS version 21. Results show that all questionnaire constructs are reliable and consistent, with Cronbach's alpha values of 0.7 and above. This confirms that the instrument designed is valid, reliable, and without errors.

Similar to other higher education institutions, knowledge sharing among highly skilled instructors and other instructors is important in improving the quality of training and skills development in the Technical Vocational Education and Training (TVET) institutions. In this borderless world, information technology enables knowledge sharing activities to be carried out more efficiently, quickly and widely. Understanding the influencing factors of knowledge sharing activities in TVET institutions is important since a number of failures have been reported due to the lack of awareness in contributing new knowledge. Therefore, this study is conducted to identify the factors that influence knowledge sharing activities among instructors in TVET institutions and to propose a framework to the knowledge sharing activities. A quantitative study involving 96 respondents was conducted and the data that was analysed using multiple regression analysis found that there are four (4) factors that contribute to knowledge sharing activities in TVET institutions: organizational, content, cooperation and technological. The proposed framework is expected to assist in the development of a repository of knowledge sharing among instructors in TVET institutions.

Gamification is to use game elements in a non-game context to increase engagement between human and computer, on the other hand, to encourage in-demand for good behaviors in learning. This research tried to increase student engagements in learning by conducted Gamification technique especially in difficult subjects such as Programming Language courses. The previous work was shown that students dropped, failed, or withdrew from the course at rates of between 35% and 50%. Therefore the main objective of this study is to increase student engagements in learning programming subject, and also to measure the impact of game elements on student’s engagements. Finally, the findings have shown the score of game elements that have a good effect on student’s engagement in the experiment group.

Computer science novice students find it hard to learn and master programming language subjects. In previous work, an investigation was done to confirm this assumption. The finding showed that students experienced ineffective learning, lacked interest towards this course, and lacked motivation. Previous studies have shown that applying Gamification elements in websites engages users. Gamification refers to the use of game elements in a non-game context in order to increase engagement between human and computer. In priory, a gamification-based learning website for programming language course was developed. This study aimed to measure the effectiveness and motivation level of using a Gamification website for programming language learning for first year students. Quantitative research approach was used. The effectiveness of the gamification website was tested using Quasi experiment. Student motivation was measured using ARCS motivation model. The findings showed that there were significant differences in the overall results of student performance (effectiveness and motivation) between the experimental and control groups.

The usability evaluation of APi interface design was conducted through Cognitive Walkthrough method. APi is a mobile application game designed specifically for preschool children of Tabika Kemas Kampung Berawan, Limbang Sarawak in order to learn about fire safety education. The existing fire safety games have few interaction styles issues and interface design tested on preschool children. A key ingredient to promote the preschool children to learn basic skills of fire safety is by providing them an interactive learning as the new learning method. Low-fidelity of APi prototype was designed based on the user requirements of the preschool children focusing on cognitive, psychomotor and behaviour aspects. This Cognitive Walkthrough method applied on APi interface design involved a small group of professional designers and developers. As a result, the high-fidelity of APi prototype interface design was developed for the preschool children.

This research focuses on the interface design for E-commerce for virtual museum system that can be displayed in multi dimensions. The existing system (muziummaya.terengganu.gov.my) has proved that information presented with the existing interface cannot be presented effectively through mobile device. Navigation is also difficult to the human cognitive since a lot of information displayed in one screen. Furthermore, the existing system is only available in Malay language and the digitized artifacts are only 10-20% from the whole collection. The existing virtual museum was analyzed to obtain user's perspectives from the aspect of information displayed and the results of this analysis serves as an input and guideline in designing the model and interface of a virtual museum system. The finding of these analysis also determines the best techniques in displaying information in the context of multi-dimensional designs, the information needed in a virtual museum's system and the most suitable e-commerce platform. These findings are used in designing a multi-dimensional interface design for an e-commerce system for a virtual museum. The result of this study proved that information presented is more effective due to ease of navigation of the system. Thus, it shows an increase in the usability and users gained more experience while using the system.