Implementation of 3D Approach in
Development of Electromagnetic Theory
Courseware
Norshahidatul Hasana Bt Ishak1, Norasiken Bt Bakar2, Faaizah Shahbodin3, Rabiah Bt Ahmad4, Sazilah Salam5
Faculty of Information and Communication Technology Universiti Teknikal Malaysia Melaka
Hang Tuah Jaya, 76100 Durian Tunggal, Melaka, Malaysia
[email protected], [email protected]2, [email protected]3, [email protected]4, [email protected]5
Abstract—Courseware is always used in teaching and learning environment because of its function and attraction in helping student’s gaining more knowledge in learning. When users get a better result in academic while using courseware, the courseware can be categorized as excellent courseware. However, some of courseware is not fulfill the requirement by user as user using the courseware, but level of knowledge is not increased especially in engineering subject or more specific, physics. The discussion of this paper is to explain about implementation of 3D approach in developing courseware for engineering student and focus on Electromagnetic Theory subject. The product of this research is known as 3D-EmT courseware.
Keywords—Courseware, Electromagnetic Theory, 3D approach preliminary analyses that have been done before. Besides that student cannot imagine on their learning and they cannot imagine how to apply it in the future [ CITATION Mat08 \l 1033 ]. In the preliminary analysis, some questionnaires and quizzes have been given to students that already took the subject in all Malaysia Technical University Network (MTUN). This method was used to identify problems to students score this subject. Surprisingly, not only problem that have been identified, but it also shows the most difficult subtopic that makes them feel the hardness while learning this subject.
From the survey that has been done to lecturer and student, it shows that most of them need tools that can make easy to visualize and memorize formula for the subject. TABLE 1 shows that the most difficult topic in EmT by student, while TABLE 2 shows the most difficult topic in EmT by lecturer. Both of these results prove that this topic is the hardest topic in EmT. TABLE 3 shows that most of student cannot answer question in the vector calculus subtopic, so this data has been used in the
design process. For the Fig. 1, it shows that student most of students agree if 3D approach is implementing in their learning session.
This approach has been chosen which 3D environment because it will help students who are not interested in study through text which they can learn more on suing symbols, besides that the multisensory nature can be especially helpful to students who are less visual learners [ CITATION Nic03 \l 1033 ]. Because of that, the related of using 3D simulation with education is because it enables first person experience, which are natural, unreflected and personal, generating direct, subjective and gain personal knowledge.
TABLE 1
THE MOST DIFFICULT TOPICIN EMT FOR STUDENT
Most Difficult Topic Student (n = 176)
Coordinate system and
transformation 2.74
Wave equation in good conductor 2.71
Wave propagation in Lossy
Dielectrics 2.66
TABLE 2
THE MOST DIFFICULT TOPICIN EMT FOR LECTURER
Most Difficult Topic Lecturer (n = 8)
Transformer & Motional electromotive forces
Opinion on used multimedia on EMT subject 85
Student's view about the use of multimedia tools in learning
P
Another problem of physical education is the poor teaching effect. With the Computer Graphics, emulation technique, multimedia, artificial intelligence technology (AIT), computer networking technology (CNT), parallel processing and multi sensor technique, virtual reality with 3D based technique simulate human's sense organ function, such as vision, hearing and touch to create a human-based many-dimensions information space which can help the students to so that they feel the sports and real time interact with it through the natural way such as language and gesture [ CITATION Liu10 \l 1033 ].
Applying ICT in teaching and learning can be seen through some activities such as general software application usage for fetching documents, proposal making, and use of Internet to find information as references or downloading either freeware or shareware as information collaboration [ CITATION SMR10 \l 1033 ]. By using the ICT in teaching and learning, it can enhance on conquering ICT in people. So it should be implemented widely in higher institutions in line with developed country that required public as wake technology. It is hoped with the existence of this e-learning by using ICT concept, country's quality of education will be rising and also productivity for one organization are going to pick up through training [ CITATION ELe11 \l 1033 ]. Indirectly national vision in effort increase rate wakes as much as IT a little going to succeed in this nearest period.
II. OBJECTIVES
Based on the literature review and the preliminary analysis that have been done, there are three objectives was generated. First is the purpose of this research is to identify the effectiveness of 3D elements used in the 3D-EMT courseware to absorb the science process in EMT subject. It is to see does the 3D-EMT courseware will leave positive impact in science skills through the implementation of 3D approach in the courseware. It is not only for students but also for lecturers.
The second objective is exploration to 3D-EMT courseware is the most important purpose of this research because it will focus on the effectiveness of 3D environment to their study. The goal of this courseware is to make student understand about the electromagnetic theory.
The final objective is to expose the subject and the users of the courseware to the knowledge that based on the ICT usage especially in 3D world.
III. LITERATURE REVIEW
A. Multimedia Elements Fig. 1. Students view on using multimedia tool in
learning Electromagnetic Theory EMT subject Question
There are five elements included in multimedia elements; there is text, graphic, sound, video, and animation. The concept of each element can be described as below:
Text:
The used of text in multimedia is to perform the information provided by multimedia, it is one way to communicate with the user while using multimedia application. The chosen of the text type should be appropriate such as its font so that user can read any text easily, it is because text is the most predominant medium of communication. In a system or multimedia application, text plays important role in delivering information to user. It is important of using text because it is the easiest way on delivering information to user if other elements cannot be implemented [ CITATION Jam \l 1033 ]. Besides that, text is widely used for menu navigation and interaction button. Button here means objects such block of text, a pretty blue triangle, or a photograph, that make happen when clicked by user. According to Vaughan, 2004 text also shows in symbol and icon.
Animation:
Animation is used to show changes in state over time, or to present information slowly to students so they have time to assimilate it in smaller chunks. Animations, when combined with user input, enable students to view different versions of change over time depending on different variables. Animations are primarily used to demonstrate an idea or illustrate a concept [ CITATION Mul \l 1033 ]. Graphics that contain movement are often referred to as animation. Digital animation can be media communication on producing positive and fun learning environment, besides it can deliver a complex concept visually and dynamically plus it can attract user attention [ CITATION Jam03 \l 1033 ].
Audio:
Audio is also as sound is used to provide emphasis or highlight a transition from one page to another. Sound synchronized to screen display, enables teachers to present lots of information at once. The effect of sounds is it can be user attraction, in multimedia it can be variety of audio such as voice recording, background music, music, and audio special effect[ CITATION Jam03 \l 1033 ]. According to Moreno and Mayer, research on auditory adjuncts in multimedia presentation provides useful; venue for testing an important aspect of
dual-processing model of multimedia learning [ CITATION Rox00 \l 1033 ].
Video:
Video it just like a sound, it was recorded and play as analog signal. Analog video must be digitized in order for it to put into a multimedia file. Using video in multimedia project is excellent method on delivering information to user as it can effectively present a message and story, viewers tend to retain more of what they see [ CITATION TVa04 \l 1033 ]. Even video will make a system become heavy with its file size; however it still can be prevented by using a few methods on resizing the video with proper way.
Graphic:
In the early of the century, graphics or pictures were play most important role in human-human communication. Then, after the used of text is presented, it took place as the main communication among human. However, in the early days, text only means to human and Graphic can be refereed as a static visual view such as pictures, illustration, paint and sketches. It is used to explain about information that hardly explains through text [ CITATION Jam00 \l 1033 ]. An example of information graphic is as graph; usually graph is easily interpreting information just on one picture. The use of graphics instead of text is also recommended when possible [ CITATION STE97 \l 1033 ]. Graphic design of object depicted in the animation follow the conventional graphic representation in the domain [ CITATION Bet07 \l 1033 ]. However a still image is still cannot be the best deliverable method to user as it lack of interaction and movement for user understanding. Figure below shows the use of graphic in multimedia.
B. Multimedia in Education
results will be get by user and it is more attractive rather than using only single multimedia elements in a system especially in learning. According to [ CITATION Jam03 \l 1033 ], multimedia elements also can build visualization rather that just attractive and here are few factors on developing multimedia in learning such as
i) Enhance user interesting for learning as multimedia can be attractive information research for study.
ii) Decreased in time to power the application of study as it can make a hard application become easier by using multimedia.
iii) Low on development cost because a school can buy computers that can be used by all of students in many years rather than buying books for each students and computer hardware nowadays is much cheaper than years before. iv) Gaining understanding and memory while
learning using multimedia method as it is dynamic so it can make some people understand it more faster and can memorize what that they had learn for long term (long-term memory).
Research done by [ CITATION How00 \l 1033 ], shows that students will remember 10 % of what that they had read, 20% by listen, 30% by look, 50% by listen and look, 70% by what they are spoken to, and 90% if they do their learning by them self. To make their learning became easier, multimedia learning have to be implemented in their study. This is because by using interactive multimedia, students are affordable to control their learning style by their own self without affected by other party. Integration of interactive multimedia thru web can brought to changes in learning and teaching session. While it proven on integration of elements in multimedia enhance students performance in essay writing, and it also beneficial to students as it can increase students interested [ CITATION Ism08 \l 1033 ]. Learning tends to be strongest when pictures supply redundant information, supplement information that is unclear or incomplete, or supply additional coding stimuli. Information presented in text is often better recalled and retained when supplemented with pictures [ CITATION STE97 \l 1033 ]. When presenting a multimedia explanation, only include complementary stimuli that relevant to the content of lesson. It shows that the adding sound to learning should not be too much, as it should be proper added as it can harm the learning process [ CITATION Rox00 \l 1033 ].
IV. METHODOLOGY
A. Development Tools
Some of special tools have been used in the development process of 3D-EmT courseware. There are Adobe Flash Professional Cs5.5, 3D Max 2010, Adobe Photoshop CS3 and Adobe Soundbooth CS3.
B. 3D-EmT Courseware Development Methodology
The development of 3D-EmT courseware is based on ADDIE model. There are many good models that can be customized to meet specific needs, but ADDIE is a commonly used approach that can be effective in almost every situation [ CITATION She05 \l 1033 ]. There are five phases involved in the model which are: analysis, design, development, implementation and evaluation. Fig. 2 show the ADDIE model that has been implementing while doing this project. For the first phase, which is analysis, preliminary analysis have been done, and as a result hardest subtopic and suitable method have been identified. For the second phase, which is Design, Instructional model (IDM) and conceptual model been created and developed. Interface of the courseware also determined, on the next phase is development. In this the integration of interface development and content development, then prototype is done.
The most important part on this report is implementation which is the fourth phase in ADDIE model. In this phase Formative evaluation will be done to gather feedback or responses from the subject matter expert and users, then some modification will be done on the prototype. Last phase is Evaluation, which to measure objectives of the research have been achieved. To determine the result, summative evaluation is taking part in this phase.
A n alyse
D esig n
D evelop m en t
Im p lem en tation
V. RESULTS AND DISCUSSION
A. Instructional Design Model
ID model for the development of 3D-EmT courseware in educational for the EmT subject based on technology integration. The core of teaching and learning process based on teaching theory and pedagogy. The purpose of the model to increase the knowledge of Constant Coordinate and Transformation high level thinking skills and scientific skills within the student of the Physics science. The ID model for 3D-EmT courseware is attached in Appendix 1.
The development of the model based on educational environment such as:
a. Physics approach for this subject.
b. Learning modules includes in the courseware. c. Learning sequence.
d. Teaching and learning through multimedia as delivery.
e. Learning approach
B. The Prototype
The prototype applied the media usages namely images, sound and text in all screen. The audio instruction guide users to use the courseware besides text provided. The images, animation and video will support for the visual explanation so that use can be more understand about the topic. Fig. 3 show the Note Interface in the 3D-EmT courseware, it is the main interface of the courseware. Fig. 4 show example of some content in the Note Module. Meanwhile, Fig. 5 is Tutorial Interface for the first level of question, while the second level question is a structure question, and Fig. 6 show the end result after doing some exercises. Fig. 7 is showing the 3D part of the courseware which is the main research of the project.
The note interface consists of three parts of note which locating notes content for Pre-Calculus subtopic, Coordinate System & Transformation subtopic, and Calculus in Electromagnetic Application subtopic in the courseware. Besides that, on the left of screen, it provide static button which means it will appear in all screen so that navigation will become much better and easier.
Fig. 2. ADDIE Model Fig. 3. Note Interface
Fig. 4. Note Content for Animation
For the exercises, it provide tutorial with 2 level, if user can past score limit, then they might proceed to second stage. The question is based on the lesson in the note. Sound provided is to entertain user while doing the exercise, however they still can mute the sound with clicking on the speaker icon below the questions.
Fig. 7 shows 3D model being implemented in this courseware. This 3D model can be
rotated and dragged while user clicks on the mouse and keyboard key.
VI. CONCLUSION
Implementing 3D approach in the courseware for learning is one of the key to achieve a usable ad well accepted system. The use of the 3D is to help student on visualizing their learning and they will easier on memorizing any topic covered. The variety of 3D object while learning will make learning session become more interesting and attractive. To prove this, evaluation should be done on testing the effectiveness of the courseware so that it can be accepted. Hence, the contribution of this project is to suggest the usage of 3D approach can be as one of the visualization tools.
VII. REFERENCES
Periodicals:
1. Sadiku, Matthew N. O. Elements of Electromagnetics. 4th Edition. 2008.
2. Nicole Strangman, Tracey Hall. Virtual Reality/Computer Simulation. 2003. NS.9-13-03.VR.1.
3. Liu Daduo, Li Rongwei, Sun Zhanfeng, Liu Ji'an, Chen Chao. The application of Virtual Reality in the practice course of physical education. 2010. 978-1-4244-8751-6.
4. Razali, S.M. Visualisasi dan Animasi dalam Pengajaran dan Pembelajaran Teknologi Elektrik on Pembangunan dan Penilaian Perisian Kursus Multimedia. 2010.
5. E-Learning kaedah pembelajaran yang berkesan. Majalah PC. Malaysia : s.n., 2011.
6. Jamaluddin Harun, Zaidatun Tasir. Multimedia: Konsep & Praktis. s.l. : Venton Publication, 2005.
7. Astana, Abhaya. Multimedia in Education - Introduction, The Elements of, Educational Requirements, Classroom Architecture and Resources, Concerns. 2006.
Fig. 6. Tutorial Result
3D-EMT COURSEWARE
PHYSICS APPROACH LEARNING MODULES LEARNING
SEQUENCE LEARNING VIA TEACHING &
MULTIMEDIA
LEARNING APPROACH
Inquiry Simulation Technology Exploration Problem solving Observation
Revision module Simulation module Glossary module Help module Past year module Tutorial module
Scaffolding
Increasing difficulty level
Adding variety
Graphics Explanation Exercises Examples Topic test Self learning
3D approach Simulation Animation Text and audio
8. Jamaluddin Harun, Zaidatun Tasir. Multimedia Dalam Pendidikan. s.l. : PTS Publication: Bentong, 2003.
9. Roxana Moreno, Richard E. Mayer.A Coherence Effect in Multimedia Learning: The case for Minimizing Irrelevant Sounds in the Design of Multimedia Instructional Messages. 1, s.l. : Journal of Educational Psycology 2000, 2000, Vol. 92.
10. T., Vaughan. Multimedia: Making It Work. California : Osborne McGraw-Hill, 2004.
11. Banerji, Ashok and Ghosh, Ananda Mohan. Multimedia Technologies. New Delhi, India : Tata McGraw Hill Education Private Limited, 2010. p. 23.
12. Jamlludin Harun, Zaidatun Tasir. Pengenalan kepada Multimedia. Kuala Lumpur : Venton Publishing, 2000. 9832031230.
13. Stemler, Luann K. Educational Characteristics of Multimedia:A Literature Review. 3/4, USA : Jl. of Educational Multimedia and Hypermedia, 1997, Vol. 6. 339 359.
14. Betrancourt. Animation and Interactivity Principles in Multimedia Learning. wordpress. [Online] November 4, 2007. http://interarchdesign.wordpress.com.
15. How, Giam Kah.Gaya Pembelajaran dan penggunaan Multimedia dalam Pengajaran dan Pembelajaran. 3, s.l. : Jurnal Pendidikan TigaENF 1999/2000, 2000, Vol. 2.
16. Ismail, Khuzainey. Teknolohi Internet dalam Penddidkan: Ciri, Penggunaan, Aplikasi dan Mulrimedia Interatif. s.l. : scribd.com, 2008.
17. Shen-Tzay Huang, Yi-Pei Cho, Yu-Jen Lin. ADDIE Instruction Design and Cognitive Apprenticeship for Project-based. s.l. : IEEE, 2005. 0-7695-2465-6/05.
APPENDIX 1
