The 4th Open Society Conference OSC 2022
Faculty of Law, Social and Political Sciences
Universitas Terbuka 153
Mobile Based Exam Training Using Android Controlled by
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INTRODUCTION
Today, distance higher education (DHE) is a burgeoning educational system. The rapid development is facilitated in large part by the existence of information and communication technologies (ICT). Universitas Terbuka (UT), as a DHE institution, has used ICT in a variety of ways, both in the classroom and in other academic administrative services. Specifically, UT has provided web-based self-exercise services to students as part of the process of delivering teaching materials to students. However, some students are unable to download the exercise materials to their personal computers. This is because not every personal computer is equipped with the Flash
Player application. Rahardjo (2016) has designed an Independent Exercise successfully using Android, but it is still in the offline mode. The application was installed on Google Play and can be downloaded by students located anywhere in Indonesia who have access to the internet via their smartphone. To supplement this research, an independent exercise utilizing the Android application is required. With the Android application, UT students can practice anywhere and at any time using their Android device, which can be controlled via the website.
As a result, the researchers wish to design and develop an autonomous training application based on mobile learning and controlled via a website.
Over the last few years, a growing body of research has demonstrated theimportance of utilizing advancements and Moodle as a Learning Management System (LMS) suitable for upgrading learning through developmental appraisals in advanced education (Romero, Espejo, Zafra, Romero, and Ventura, 2010). According to research, its appropriation rate is increasing among certain teachers (Tshabalala, Ndeya-Ndereya, and van der Merwe, 2014). While innovation cannot supplant the framework for momentum conveyance, it can bolster and improve learning and developmental appraisals. The majority of instructors struggle to effectively integrate innovation into their developmental evaluations. This is viewed as even more challenging in already overburdened colleges due to a lack of resources. Addresses are required in such cases to acquaint their students with the utilization of emerging advances. This examination examined an instance of the office at the University of Zululand’s Faculty of Education, first-year course, one of the recently impeded colleges. Six speakers’; evaluations were used, and teachers communicated with one another in semi-organized meetings.
Additionally, their Moodle stage was examined as a Learning Support Management stage.
The investigation sought to determine how instructors in the Education Faculty enhance learning for first-year Education students through developmental evaluation. The examination was designed to provide insight into how instructors perceive and comprehend developmental appraisals. As such, an exploratory research design was used to address the primary inquiry
“how would you improve learning through developmental evaluation among first-year students for the first time in a long time?”.
Assessment
Hatie (2009) asserted that when developmental appraisal is well-managed, it has the potential to enhance students' accomplishment. Boud (2000) argued that leading evaluation is not only about learning or achieving learning outcomes, but also a demonstration of social correspondence developed during the instructional setting. Regardless, Michael and Michael (2012) demonstrated that there is no unfathomably limitless supply of developmental evaluations on which various analysts can rely. Dark and William (1998) observed that the purpose of developmental appraisal is for students and speakers to share what they value most about the enduring instructional voyage. Rather than this, it has typically been used as a unit of movement. However, its primary function is to cultivate abilities such as basic reasoning,
155 OSC 2022 Theme 2: Digital Transformation and The Changing Social Lifestyle ISBN: 978-602-392-329-8 e-ISBN: 978-602-392-330-4
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group work, and the appropriate alumni characteristics necessary for twenty-first-century society (Hattie and Timperley, 2007; Zimmerman, 2002). While the preceding significance acknowledges that expanding the use of developmental appraisal as a means of evaluating learning results in more excellent learning, the extraordinary weight is placed on speakers to improve results for their students while also maintaining their scholarly level in their methodology. Dark and William (1998) demonstrated further that achieving superior developmental evaluation is not straightforward.
Mobile-Based Learning
Z. Baleni (2015). The critical findings are that effective online developmental evaluation can sustain an understudy and appraisal-focused focus through developmental input and advance understudy responsibility through prestigious learning encounters. Continuous reliable appraisal tasks and intuitive developmental criticism were identified as significant highlights that will help overcome barriers to discernment and reliability in the online developmental evaluation environment.
A. Garca et al (2014) In recent years, the use of PC Variable-based math Frameworks (CAS) has aided in the education of mathematics in construction schools. Regardless, the conventional use of CAS in math labs has bred a skewed view among students: CAS is an extra task that is excluded from the learning procedure. The pedantic rules of the European Higher Education Area (EHEA) propose an alternative instructive learning model that is capability-based. We propose that the CAS be used in accordance with the new rules. The purpose of this paper is to present a model for the integrated use of the CAS and to describe and evaluate two trials conducted during the academic year 2011-2012. Our research indicates that incorporating CAS into all learning and appraisal activities has the potential to have a significant impact on capability development.
P. Sorensen (2008). In any case, if social constructivism is one of the most effective methods for adapting, perhaps those online courses that employ such approaches could benefit from certain improvements here. Thus, bringing up the issue through this decision of contextual analysis may be relevant not only as a nonexclusive model that adheres to the e-Instructor standards, but also in terms of content, despite the fact that this may not have appeared to members at first. This final point was reflected in a portion of the assessment comments provided by guides associated with the materials. Thus, someone instructing online courses with multiple understudies should seriously consider the specific issues of social constructivist figuring out how to be unimportant and essentially impossible for them to attempt.
K. K. Bhagat and J. M. Spector (2017). In general, research demonstrates that innovation can enhance developmental appraisal in order to sustainably improve learning execution, learning disposition, and learning inspiration across multiple orders. There is no doubt that innovation can be used to aid developmental appraisal, despite the fact that innovation has historically been used to facilitate access to and association with educational resources. Given the historical context of emphasis on developmental appraisal and the capacity of new innovations to expand developmental evaluation into complex critical thinking spaces, the potential for a more notable effect of developmental evaluation on improving fitness for higher request learning is high. Promising advancements include stealth appraisals, automated concept map-based evaluations, representations for developmental appraisal and self-guided aptitudes, and instruments to advance systems administration and collaborative effort.
Jesus Garcia Laborda et al., (2015) Current trends in educational innovation have demonstrated the growing significance of cell phones in language learning. The requirement for advanced gadgets that can facilitate long-term adaptation regardless of where the
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understudies are. Encouraging adaptation, on the other hand, implies that understudies must be surveyed using the same conveyance models as their learning mode. Cell phones, iPads, and Tablet PCs are frequently used to learn dialects. Whatever the case, testing techniques have remained consistent over the last 40 years. By and large, computer-based test assignments are excessively similar to those administered via pen and paper. This article describes a pilot study conducted at the Universidad de Alcala (Madrid, Spain) using tablet PCs, demonstrating both its strengths and weaknesses. The examination concludes that additional research is necessary to actualize such a beneficial strategy for test delivery.
V. Terzis et al (2013). To conclude, this investigation provides potential confirmations regarding the social impact of CBA recognition. Engineers, specialists, and educators may find the findings favorable, and they should consider them in the future development of (1) CBA frameworks. (2) examines the use and acceptance of LMS and CBA frameworks, with a particular emphasis on enthusiasm for social measurements and their application to training, and (3) the implementation of new and increasingly customized instructional practices. Further research should be directed in this direction in order to produce increasingly valuable and critical outcomes.
J. Hattie and H. Timperley (2007) Although input has a significant effect on learning and achievement, this effect can be either positive or negative. While its capacity is frequently mentioned in articles about education and learning, shockingly few ongoing studies have examined its significance methodically. This article conducts a measured examination of criticism and audits the evidence pertaining to its effect on learning and achievement. This demonstrates that, despite the fact that input has a significant impact, the type of criticism and how it is delivered can be differentially viable. After recommending a model of input that distinguishes the properties and conditions that make it powerful, some frequently contentious issues are discussed, including criticism planning and the effects of positive and negative criticism. Finally, this examination is used to suggest ways to improve the adequacy of input in homerooms.
Mthwa (2018). Constructivist hypotheses are the focus of this contextual investigation.
While utilizing advancements in education cannot supplant current delivery frameworks, it can support and enhance learning by adapting to emerging technologies that promote developmental appraisal. Six instructors’; information was gathered through semi-organized meetings. Their developmental evaluations were analyzed, as well as how they used Moodle as their Learning The board Framework. Subjective examination revealed several variables that influenced teachers’; decisions not to emphasize persuasive and effective developmental evaluation. The survey highlighted and recommended careful enrollment in emerging advances such as usability, support, collegiality at college, and a commitment to proficiently integrating HCI with communitarian learning. Moodle was found to be ineffectively used by instructors due to a lack of PCs on campus. Future research will examine the use of cell phones as emerging advancements for communicating with understudies; it will also examine the technology used by various departments within the organization in order to ascertain the imperatives and possibilities for effectively managing developmental appraisal.
METHODOLOGY
This is a model development project that will result in an Android application model. This study utilizes communication technology, beginning with an Android application, to assist students with exam practice. Then, students submit the results of their self-training via an automatically linked website. Lecturers, in their capacity as supervisors, can monitor the independent training activities recorded on the website by students.
157 OSC 2022 Theme 2: Digital Transformation and The Changing Social Lifestyle ISBN: 978-602-392-329-8 e-ISBN: 978-602-392-330-4
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Purposive sampling was used to recruit students from the Communication Studies Program. The sample used to evaluate the Android application’s usability was 66 Communication Studies Program students with an active registration status.
The instrument used in this study is a mobile learning application built on Android that is controlled via a website and a list of questions used as a guide during Focus Group Discussions.
The Davis questionnaire (1989) is used to generate a list of questions about application utilization, specifically Ease of Use, Usability, and Intention to Use.
RESULT AND DISCUSSION Basic System
The development of an independent training application in this study makes use of online software, specifically MIT APP INVENTOR 2, which can be accessed at the following URL:
http://ai2.appinventor.mit.edu/.
Developing Android Application
A Summative Test for an Android Application are developed using an online-based application development tool called MIT App Inventor 2. The application is divided into two sections: Screen and Block. The term "screen" refers to the method by which an image, text, or other utility is positioned on a mobile device's screen. Blocks are a type of user-friendly code that is used to manage data and the screen itself. This application has three primary screens: the Opening Screen (Register User, Course Selection, and Timer Selection), the Formative Test Screen (Timer, Feedback, and Current Score), and the Result Screen (Correct Status Respond each Number, Total Score and Comment)
Users with Restrictions. The application is only available to enrolled students. MySQL databases were used to store the student list. The application constantly checks the availability of students wishing to use it. When users access the site via a mobile device. It will communicate to the website's database whether or not users have registered.
Multiple Choice and feedback. The application presents you with randomly generated multiple-choice questions. Each question is used to provide feedback to students, who can then apply it to their learning process.
Timing device. The test subjects may select their own timer. The timer is divided into three modes: short, medium, and normal (the same as when they face the real test or exam).
Screen
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Developing A Website Hosting
The Website is operated under the domain name http://www.dewaweb.com. Host. The platform for this website is PHP, with the database MySQL serving as the record data system.
The data of test subjects and their interaction with the website are recorded and stored in the website's database. The data can be used to revise and correct multiple-choice test items in the future.
Users' Application Demonstration
After completing and testing all applications locally, and ensuring that no bugs were discovered, the application was tested on student users. The application was distributed to 66 student respondents from Regional Office Malang and Bogor. The following table summarizes the application's trial results.
The criterion to consider is whether students can generally access applications in their area of residence. However, because the availability of WIFI is not excessively high, it can be concluded that there are some locations in the two regions where wifi is not available. Whereas, when students were asked about their attitudes toward smartphone use (questions 1.4, 1.5, and 1.6), they generally liked it more than 91 percent of the time. This is reinforced by the relatively high proficiency of 83 percent in downloading application files. Questions about the application of formative tests (numbers 2.1 to 2.9) were generally well-received by respondent students.
Table 1. Student Response Index
No. QUESTION INDEX
1.1 In the area where I live there is an internet network. 78.48 1.2 I have a smartphone / tablet that can access the internet. 78.18 1.3 Around where I live is available Wi-Fi for internet access. 67.88
1.4 I have knowledge in using the internet. 77.88
1.5 I am skilled in using a smartphone / tablet for internet access 82.42 1.6 I love / like to use a smartphone / tablet for internet access 91.82 1.7 I am able to download / download application files for smartphones / tablets
easily.
83.03 2.1 I would like the LM Android application for my learning process at UT 72.42 2.2 ICON on the LM Android application is interesting? 70.00 2.3 Front page display on Android LM is quite good 67.88 2.4 The sign-up process for the LM Android application is quite easy 70.00 2.5 In my opinion the problem in LM Android is quite good 66.67 2.6 When the transfer from one question to the next problem smoothly? 73.64 2.7 Feedback provided by the LM Android application can help my learning? 72.73 2.8 Reports at the end of each training session on LM Android can help evaluate
my learning achievement
72.12 2.9 The selection feature for the long training time on the LM Android is quite
convenient
71.82
CONCLUSIONS
Experts review the application's design to ensure that it is ready for development. The modeling results are then validated locally and reviewed by experts. Stage 3 application results are then communicated to students in person, via email, and via online tutorials. Although the design of an Android-based independent exercise application that is controlled via the Website is complete and operational, the training aspect, the application's appearance, and the database
159 OSC 2022 Theme 2: Digital Transformation and The Changing Social Lifestyle ISBN: 978-602-392-329-8 e-ISBN: 978-602-392-330-4
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management system have not been reviewed by experts in their fields. As a result, additional research is required to accomplish this.
REFERENCES
Baleni Z. (2015). Online formative assessment in higher education: Its pros and cons. The Electronic Journal of e-Learning Volume 13 Issue 4 2015, (pp228-236) available online at www.ejel.org
Bhagat, K. K., & Spector, J. M. (2017). Formative Assessment in Complex Problem-Solving Domains: The Emerging Role of Assessment Technologies. Educational Technology
& Society, 20 (4), 312–317.
García, A., García, F., Del Rey, T.M., Rodríguez, G., De la Villa, A. (2014). Changing assessment methods: new rules, new roles. Journal of Symbolic Computation Volume 61-62, Issue 1, February–March 2014, Pages 70-84
Hattie, J. and Timperley H., (2007). The power of feedback. Review of Educational Research Vol. 77, No. 1, pp. 81-112
Jesus Garcia Laborda, Royo TM, Lazaro NR, Marugan LF. (2015). Facilitating language tests delivery through tablet pcs. Procedia - Social and Behavioral Sciences 197: 1302 – 1306
Mthethwa, LC. (2018) Enhancing Learning through Formative Assessment for First Year Education Students. Proceedings of the International Conference on e-Learning, ICEL 2018-July, pp. 269-276
Sorensen P. (2008) Feedback and Assessment. Malaysian Journal of Distance Education 10(2), 81-100
Terzis, V., Moridis, CN., Economides, A A., & Rebolledo-Mendez, G. (2013). Computer Based Assessment Acceptance: A Cross-cultural Study in Greece and Mexico.
Educational Technology & Society, 16 (3), 411–424.