Designing Mobile Learning Application for the Five ...

The Fifth TCU International E-learning Conference 2014 “Overcome the Uncertainty of Technology in Education” August 5-6, 2014 Hotel Windsor Suites & Convention, Bangkok, Thailand http://iec2014.thaicyberu.go.th

Day 2: August 6, 2014 Session A2: Paper Presentation Venue: Pailin Room Chairperson: Dr.Theeravadee Thangkabutra Chulalongkorn University, Thailand 13.30 – 13.50 Investigation of Augmented Book using Multimedia Learning on Mobile Devices Kobkiat Saraubon Panita Wannapiroon King Mongkut's University of Technology North Bangkok, Thailand 13.50 – 14.10 Moving to Flipped Learning: Perception and perspective from teacher and students toward Webcast in Basic Education Mayuret Yaibuates Praweenya Suwannatthachote Chulalongkorn University, Thailand 14.10 – 14.30 Factors Affecting the Innovation-Decision Process to Adopt Online Graduate Degree Program in Thailand Siripen Pumahapinyo Praweenya Suwannatthachote Chulalongkorn University, Thailand

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14.30 – 14.50 Refreshment break 14.50 – 15.10 Using Google Analytics to Measure Student Statistics: The Case of Blended Learning Course Websites Nuth Otanasap Southeast Asia University, Thailand 15.10 – 15.30 Designing Mobile Learning Application for the Five Aggregates Learning by Questioning-Answering Sorraya Priaoprasit Prachyanun Nilsook Pullop Piriyasurawong King Mongkut's University of Technology North Bangkok, Thailand

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Designing Mobile Learning Application for the Five Aggregates Learning by Questioning-Answering Sorraya Priaoprasit1, Prachyanun Nilsook2, Pullop Piriyasurawong3 Ph.D. Program in Information and Communication Technology of Education, Faculty of Technical Education King Mongkut's University of Technology North Bangkok, Bangkok, Thailand ([email protected], [email protected], [email protected])

Keywords: Application Design, Mobile Learning, the Five Aggregates Learning Model, Questioning-Answering 1) INTRODUCTION

ABSTRACT The objectives of the research were to design and develop mobile leaning (mLearning) application for the five aggregates learning by questioninganswering. Designing of m-Learning consisted of seven steps included screen design, course design standards, interactivity, design of question, feedback, learning activity, and media selection. Development of the m-Learning application applied the five aggregations consisted of five steps included corporeality, feeling, perception, mental formations, and consciousness. Step 1 was corporeality that was learning knowledge, moral, and ethical. Step 2 was feeling that was educating, presenting included picture and sound and answeringquestioning on lesson study. Step 3 was perception that was analysis, presentation, and question to students on application interaction. Step 4 was mental formations that synthesis to summery about knowledge, moral, and ethic by questioning-answering of students learning on m-Learning. Mlearning was application included pictures animation and sound. Step 5 was consciousness that was knowledge, moral, and ethical assessment of students by answering-questioning on lesson study. Finally, result of the research was demo program that was m-Learning application by answering-questioning.

Currently, the education had been advanced using technology. This was being used to promote and support the learning activities on web based teaching or computer assisted instructions on the web (CAI on web) and mobile phone based teaching (Monchai, 2004). There was a new approach of using wireless technology to manage the lessons that were mobile learning (mLearning)(Monchai, 2002). In 21st century, m-learning was an innovation to support education. The m-learning that was equipment communication on mobile phone was a new technology in education system. This was the media support to learn anywhere and anytime (Prachyanun, 2008). The third technologies of Gartner's top 10 strategic technologies tread 2014 were mobile application included, mobile phone, smart phone and tablet (Gartner Trade 2014) The m-learning was a technology tool in education to develop education quality that was media support for leaning inside and outside classroom (Wiwat, 2012). In digital age, education management would be applying the moral and ethical to develop of students. The moral and ethical of Office of Public Section Anti-Corruption Commission (PACC; Office of Vocational Education Commission, 2014) consisted of 10 type included responsibility, diligence, economy, honesty, morality, public mind, harmony, discipline, cleanness, gentleness, vices ignored. Therefore, the research was to design and develop m-learning application

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that applied the five aggregates learning (Brahma Porn Cuna (PA Payutto, 2007) by questioning-answering. The m-Learning application that uses a media supplement learning in the classroom for both moral and professional knowledge that can help to develop among students to become a good citizen and live happily in the society. A new wave was formed as a basis of good life that helps to live in this world professionally.

Section 2: Development the m-Learning application for the five aggregates learning by questioning-answering: elements from section 1 to develop the m-Learning application demo program. 4) RESULTS AND DISCUSSION: Section 1 results: There were seven steps for the development of m-Learning. The first step was design screen: Screen size was a full screen scalable, automated, whether the device had a screen size different and standards colors. Standards in the media to study the background color, text color, picture, animation, and sound presented as Figure 2.

2) RESEARCH OBJECTIVES The objectives of the research were to 1) design an m-Learning application for the five aggregates learning by questioninganswering and 2) develop an m-Learning application for the five aggregates learning by questioning-answering. 3) RESEARCH METHODOLOTY Two section in the study: Section 1: Designing the m-Learning application for the five aggregates learning by questioning-answering. Designing of mLearning consisted of seven steps included screen design, course design standards, interactivity, design of question, feedback, learning activity, and media selection. Development of the m-Learning application applied the five aggregations consisted of five steps included corporeality, feeling, perception, mental formations, and consciousness. Designing display screen to develop m-learning application demo had the example presented in Figure 1.

Figure 2: screen (Screen Design). The second step was courseware design standards: Findings to design the m-Learning application for learning five aggregates of life and principles of Buddhism helps to develop critical thinking about Buddhism. The study of theoretical learning of five aggregates of life witty Kumut (1985) explains Buddhism regarding the critical thinking about Buddhism and Brahma Porn Cuna (PA Payutto) (2007) an application on mobile learning (Prachyanun, 2008) analyzed the courses using multimedia teaching. Courseware designed to be used to analyze three aspects as follows: 1) Cognitive Domain: Recognition and understanding knowledge synthesis to analysis, valuation. 2) Psychomotor Skills: Recognition formalism or relative to find the correct and essential action. 3) Virtue 10 the desirable characteristics of vocational students are:

Figure 1: shown the components of the display screen

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Table 2: Designing question and answer in corporeality step.

responsibility, diligence, economy, honesty, morality, public mind, harmony, discipline, cleanness, gentleness, vices ignored. Table 1: Analysis curriculum using multimedia.

Step 1 Determine and Presented provocation Activities/Topics Details Jack is a talented programmer Presentation and he used photo editing software to montage his girlfriend picture into porn and he publicized in social network then it is a shame of her so much. Question Jack is acing Yes or No? Answer • Yes because Jack can use computer to capture stunning pictures in realistic. • No because Jack cannot use computer to capture stunning pictures in realistic. Question Jack is hearty Yes or No? Answer • Yes because Jack did the image editing. • No because Jack did image editing his friends picture in pornography. Question Jack is using his ability incorrect Yes or No? Answer • Yes because he used his knowledge in privacy violations, not later career honest and making others suffer. • No because he did not use his knowledge in privacy violations, not later career honest and making others suffer

The third step was Interaction: The Graphical user interface should focus on engaging and thus enabling learner interaction. E-learning and flash based interactivities and widgets such as roll over, buttons should be used to make m-learning more interactive and fun based. There should always be simple quizzes that evaluate learners understanding of the subject. Such an application feature not only provides interactivity but also engages learner in education (Rouillard, 2008; Kineo, 2012). The fourth step was Design of Question: At this stage, the researcher had studied the techniques of questioning costume Arporn (1997) the nature of this form of teaching skills in thinking systemically. The students saw the relationship between cause and effect. Evidence suggests that students were given a problem that caused some surprise questions would find the answer. The instructor will explain the problem. Students need to think of more questions and must not assume that the answer was supposed to be with the students to test the hypothesis by asking yes - no more until you find the correct answer. Designing the five aggregations for m-Learning application consisted of five steps included corporeality, feeling, perception, mental formations, and consciousness. The design consisted of five simple questions below. Step 1: Corporeality that was the stage of being learning knowledge, moral, and ethical had the example of question and answer presented as table 2.

Step 2: Feeling that was experiencing of affective and emotional stages for educating, presenting included picture and sound and answering-questioning on lesson study had the example of question and answer presented as table 3. Table 3: Designing question and answer in feeling step. Step 2 Preparing Activities/Topics Details To described the interact Presentation animations that consist of slides, 2D, 3D and vector Slide Still images and freeze frames are both a form of tableau. With freeze-frame, the action in a play or scene is frozen, as in a photograph or video frame.

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Step 2 Preparing Activities/Topics Details Computer Graphic is using the computers to produce visual images, or the images so produced. Question Still images and freeze frames are not movement yes or no? Answer • Yes, creating computer graphics requires a digital computer to store and manipulate images, a display screen, input/output devices, and specialized software that enables the computer to draw, color, and manipulate images held in memory. • No, it is movement.

Step 4 Synthesis and Conclusion moral knowledge Activities/Topics Details Vector graphics are comprised of Presentation paths, which are defined by a start and end point, along with other points, curves, and angles along the way. A path can be a line, a square, a triangle, or a curvy shape. These paths can be used to create simple drawings or complex diagrams. Paths are even used to define the characters of specific typefaces. This makes vector graphics ideal for logos, which can be small enough to appear on a business card, but can also be scaled to fill a billboard. Common types of vector graphics include Adobe Illustrator, Macromedia Freehand, and EPS files. Many Flash animations also use vector graphics, since they scale better and typically take up less space than bitmap images. Question Is vector an animation? Answer • Yes • No

Step 3: Perception that was analysis, presentation, and question to students on application interaction had the example of question and answer presented as table 4. Table 4: Designing question

and answer in

perception step. Step 3 Determine and Presented provocation 2 Activities/Topics Details Bitmap and Vector Presentation Question Is bitmap difference from vector? Answer • Yes • No Question Vector graphics are not made up of a grid of pixels. Instead, vector graphics are comprised of paths, which are defined by a start and end point, along with other points, curves, and angles along the way. Answer • Yes • No

Step 5: Consciousness that was to develop knowledge, moral, and ethical assessment of students by answeringquestioning on lesson study had the example of question and answer presented as table 2. Table 6: Designing question and answer in consciousness step. Step 5 Evaluation and Conclusion moral knowledge Activities/Topics Details Presentation Question Is slide cannot move? Answer • Yes received 1 score and get the praise • No reduce 1 score and solve the answer Question Is slide consisting of bitmap and vector? Answer • Yes received 1 score and get the praise • No reduce 1 score and solve the answer

Step 4: Mental formations that synthesis to summery about knowledge, moral, and ethic by questioning-answering of students learning on m-Learning. The m-learning was application included pictures animation and sound had the example of question and answer presented as table 5. Table 5: Designing question and answer in mental formations step.

The fifth step was the feedback: This correspond the fourth step which was the

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main cause and effect of the circumstances present when the students choose a path. The sixth step was learning activity: At this stage, the design and development of learning activities in the form of the mLearning application included simulation, an interactive cartoon animation to attract attention to help the students achieve the intention of making the activities of an application. The seventh step was media selection: The selection of media was a media program to develop the m-Learning application. This step in the development of m-learning applications used an Action Script 3.0 Adobe Flash CS6 program to develop a prototype (Demo m-learning application program). Section 2 result: Development the mLearning application for the five aggregates learning by questioning-answering: elements from section 1 to develop the mLearning application demo program presented in Figure 3.

The example interaction stage designed at this stage in the form of interacting with a question, and a button for clicking was to set the path of the program and thoughtprovoking study of the Figure 4.

Figure 3: the interaction design. 5) CONCLUSION: Designing of m-Learning consisted of seven steps included screen design, course design standards, interactivity, design of question, feedback, learning activity, and media selection. Development of the mLearning

application

applied

the

five

aggregations consisted of five steps included corporeality,

feeling,

perception,

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formations, and consciousness. Step 1 was corporeality that was learning knowledge, moral, and ethical. Step 2 was feeling that was educating, presenting included picture and sound and answering-questioning on lesson study. Step 3 was perception that was

Figure 3: Demo m-Learning Appellations

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analysis,

presentation,

and

question

to

students on application interaction. Step 4

Arporn Chaiteang. (1997). Principle of

was mental formations that synthesis to

Teaching. Bangkok: Nakhon

summery about knowledge, moral, and ethic

Pathom Rajabhat Institute.

by

questioning-answering

of

students

Brahma Porn Cuna (PA Payutto). (2007)

learning on m-Learning. The m-learning was

Buddhist way of thinking according

application included pictures animation and

to NME, Tammaspa Publisher, Lue

sound. Step 5 was consciousness that was

Thamma Institute. Pp.19-20.

knowledge, moral, and ethical assessment of

Brahma Porn Cuna (PA Payutto). (2004).

students by answering-questioning on lesson

Already know the main study

study. Finally, result of the research was

results. Department of Foundation

demo

Education. Bangkok: Transportation

program

application

that

by

was

m-Learning

Organization and packages

answering-questioning

Publisher.

consisted of four elements included text,

Gartner. (2014). Top 10 Strategic

sound, animation multimedia, an animation cartoon. The m-Learning used answer-

Technologies Trend 2014 Mobile.

question methods to develop Buddhism

Retrieved in June 11, 2014 from:

critical thinking process. The m-Learning that

http://www.gartner.com/newsroom/i

was

d/2603623).

applying

five

aggregates

leaning,

answer-question learning, and technology in

Kineo. (2012). Designing mobile learning

globalization to was device to learn of

– 10 tips on designing mobile

students.

learning, 10 examples of where mlearning can make a

difference.

Retrieved in June 11, 2014 from:

6) ACKNOWLEDGMENT: The authors also thanks for the supports of

http://www.kineo.com/documents/d

Thonburi Commercial College and Vocational

esigning%20mobile%20learningp1.

Education Technology Research Center and

pdf

Innovation and Technology Research Center at

Science

and

Technology

Monchai Teantong. (2002). Courseware

Research

Design and development for CAI.

Institute, King Mongkut’s University of

Bangkok: King Mongkut's

Technology

University of Technology North

North

Bangkok

which

supported this research.

Bangkok Publishing. Monchai Theanthong. (2004). MLearning: A New paradigm of e-

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learning. Technology and Communication for Education Journal. (1). pp.3-11. Office of Vocational Education Commission. (2014). Moral Ethic Value and Characteristic of vocational students. Bangkok: Office of Public Sector AntiCorruption Commission. Pracyanun Nilsook. (2008). m-Learing – Teaching and learning via Mobile Telephone. Journal of Technical Education Development . 20(66, April-Jun). pp.25-30. Preung Kumut. (1985, Febuary). The Five Aggregates Moral education Teaching Model. Government Journal. Rouillard, J.(2008). Contextual QR Codes. Retrieved in June 11, 2014 from: http://qrcodethursday.wordpress.co m/bibliographies/%E2%80%9Ccont extual-qr-codes%E2%80%9Drouillard/ Wiwat Meesuwan. (2012). Accumulate Intellect on Online Social. Education Journal. 14(1). pp.91100.1.

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คําสั่งสํานักงานคณะกรรมการการอุดมศึกษา ที่ 132 /2557 เรื่อง แต่งตัง้ คณะกรรมการพิจารณาคุณภาพ ประเมินและคัดเลือกบทความ (Peer Reviewers) เพื่อนําเสนอผลงานวิจัย ในการจัดการประชุมวิชาการนานาชาติด้านอีเลิร์นนิงปี 2557 The Fifth TCU International E-learning Conference 2014 “Overcome the Uncertainty of Technology in Education” -----------------------------------------สํานักงานคณะกรรมการการอุดมศึกษา โดยสํานักงานบริหารโครงการมหาวิทยาลัยไซเบอร์ไทย จัดการประชุมวิชาการนานาชาติด้านอีเลิร์นนิงปี 2557 The Fifth TCU International E-learning Conference 2014 “Overcome the Uncertainty of Technology in Education” ในระหว่างวันที่ 5-6 สิงหาคม 2557 ณ อิมแพค เมืองทองธานี ซึ่งเป็นการจัดประชุมนานาชาติประจําปีที่ดําเนินการมาอย่างต่อเนื่องทุกปี โดยมีวัตถุประสงค์เพื่อเป็นเวทีแลกเปลี่ยน ความรู้ ระหว่างนักวิชาการ นักวิจัย คณาจารย์ และนิสิตนักศึกษา เป็นการประมวลความรู้ด้านอีเลิร์นนิง ในทุกด้านที่ สําคัญจากนักวิชาการด้านการศึกษาทั้งในประเทศ และต่างประเทศ โดยกําหนดให้มีการบรรยายพิเศษจากวิทยากรรับ เชิญทั้งใน และต่างประเทศ และการนําเสนอผลงานวิจัยด้านอีเลิร์นนิง เพื่อให้การดําเนินการดังกล่าว บรรลุถึงวัตถุประสงค์ จึงกําหนดให้มีกรรมการ โดยมีองค์ประกอบ ด้านการพิจารณาคุณภาพ และคัดเลือกบทความ (Peer Reviewers) ประเมินเพื่อนําเสนอผลงานวิจัยด้านอีเลิร์นนิง ดังนี้ 1. ผศ.ดร.เชาวเลิศ เลิศชโลฬาร ที่ปรึกษา 2. ผศ.สุพรรณี สมบุญธรรม ที่ปรึกษากรรมการ 3. ผศ.ดร.ฐาปนีย์ ธรรมเมธา ประธานกรรมการ ผู้อํานวยการสํานักงานบริหารโครงการมหาวิทยาลัยไซเบอร์ไทย 4. รศ.ดร.วิสาข์ จัติวัตร์ กรรมการ คณบดีคณะศึกษาศาสตร์ มหาวิทยาลัยศิลปากร 5. รศ.ดร.ถนอมพร เลาหจรัสแสง กรรมการ ผู้อํานวยการสํานักบริการเทคโนโลยีสารสนเทศ มหาวิทยาลัยเชียงใหม่ 6. รศ.ดร.มธุรส จงชัยกิจ กรรมการ คณะศึกษาศาสตร์ มหาวิทยาลัยเกษตรศาสตร์ 7. รศ.ดร.จินตวีร์ คล้ายสังข์ กรรมการ คณะครุศาสตร์ จุฬาลงกรณ์มหาวิทยาลัย 8. ผศ.ดร.อนุชัย ธีระเรืองไชยศรี กรรมการ รองผู้อํานวยการสํานักงานบริหารโครงการมหาวิทยาลัยไซเบอร์ไทย /9.นอ.ผศ.ธงชัย…

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9. น.อ.ผศ.ดร.ธงชัย อยู่ญาติวงศ์ กรรมการ รองอธิการบดี มหาวิทยาลัยแม่ฟ้าหลวง 10. ผศ.ดร.เด่นพงษ์ สุดภักดี กรรมการ รองอธิการบดีฝ่ายวิชาการ และเทคโนโลยีสารสนเทศ มหาวิทยาลัยขอนแก่น 11. ผศ.ดร.กอบกุล สรรพกิจจํานง กรรมการ คณะศึกษาศาสตร์ มหาวิทยาลัยเกษตรศาสตร์ 12. ผศ.ดร.ศิริรัตน์ เพ็ชร์แสงศรี กรรมการ คณะครุศาสตร์อุตสาหกรรม สถาบันเทคโนโลยีพระจอมเกล้าเจ้าคุณทหารลาดกระบัง 13. ผศ.ดร.ประชิต อินทะกนก กรรมการ คณะครุศาสตร์ มหาวิทยาลัยราชภัฏสุรินทร์ 14. ผศ.ดร.ปราวีณยา สุวรรณณัฐโชติ กรรมการ คณะครุศาสตร์ จุฬาลงกรณ์มหาวิทยาลัย 15. ผศ.ดร.เอกนฤน บางท่าไม้ กรรมการ คณะศึกษาศาสตร์ มหาวิทยาลัยศิลปากร 16. ผศ.ดร.น้ํามนต์ เรืองฤทธิ์ กรรมการ คณะศึกษาศาสตร์ มหาวิทยาลัยศิลปากร 17. อาจารย์ ดร. จารุวรรณ กฤตย์ประชา กรรมการ มหาวิทยาลัยสงขลานครินทร์ วิทยาเขตสงขลา 18. อาจารย์ ดร.ธีรวดี ถังคบุตร กรรมการ คณะครุศาสตร์ จุฬาลงกรณ์มหาวิทยาลัย 19. อาจารย์ ดร.พรสุข ตันตระรุ่งโรจน์ กรรมการ คณะครุศาสตร์ จุฬาลงกรณ์มหาวิทยาลัย 20. อาจารย์ ดร.อนิรุทธ์ สติมั่น กรรมการ คณะศึกษาศาสตร์ มหาวิทยาลัยศิลปากร 21. อาจารย์วรสรวง ดวงจินดา กรรมการ ผู้อํานวยการสํานักการจัดการศึกษาออนไลน์ มหาวิทยาลัยศรีปทุม 22. Prof. Dr. Yoshida Masami กรรมการ Professor of Chiba University, JAPAN 23. Prof. Dr. Insook Lee กรรมการ Professor of Sejong University, Korea (South) 24. Prof.Dr.Howard Combs กรรมการ San Jose State University, United States 25. Prof. Dr. Mei-Yan Lu กรรมการ San Jose State University, United States /26.Assoc.Dr.Daniel…

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26. Assoc.Dr. Daniel Tiong Hok Tan กรรมการ Taylor's Education Group, Malaysia 27. Prof. Dr. Daniel Churchill กรรมการ University of Hong Kong, Hong Kong Special Administrative Region of the People's Republic of China 28. Prof. Yoshimi Fukuhara กรรมการ Meiji University, Japan อํานาจหน้าที่ และความรับผิดชอบ 1. พิจารณาคุณภาพ ประเมิน และคัดเลือกบทความ (Peer Reviewers) เพื่อนําเสนอผลงานวิจัย ด้านอีเลิร์นนิง 2. ประสานงานกับหน่วยงานที่เกี่ยวข้องให้สามารถดําเนินงานได้ตามวัตถุประสงค์ ทั้งนี้ ตั้งแต่บดั นี้เป็นต้นไป สั่ง ณ วันที่ 2 เมษายน พ.ศ. 2557