<i>Perceived ease of use on visual learning application for mathematics using holography display for the topic on shape and space</i>

Khoo Shiang Tyng; Halimah Badioze Zaman; Ummul Hanan Mohamad; Azlina Ahmad

doi:10.12688/f1000research.133177.1

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Research Article

Perceived ease of use on visual learning application for mathematics using holography display for the topic on shape and space

[version 1; peer review: 1 approved with reservations, 1 not approved]

Khoo Shiang Tyng ¹, Halimah Badioze Zaman², Ummul Hanan Mohamad¹, Azlina Ahmad¹

PUBLISHED 09 Jun 2023

Author details Author details

¹ Institute of IR4.0 (IIR4.0) formerly known as Institute of Visual Informatics (IVI), Universiti Kebangsaan Malaysia, Bangi, Selangor, Malaysia
² Department Institute of Informatics and Computing in Energy (IICE), Universiti Tenaga Nasional, Kajang, Selangor, Malaysia

Khoo Shiang Tyng
Roles: Conceptualization, Data Curation, Methodology, Software, Visualization

Halimah Badioze Zaman
Roles: Conceptualization, Methodology, Supervision, Validation

Ummul Hanan Mohamad
Roles: Supervision, Validation

Azlina Ahmad
Roles: Supervision, Validation

OPEN PEER REVIEW

REVIEWER STATUS

This article is included in the Interface/Interfacing collection.

Abstract

Background: A person's life is built on a solid foundation of mathematics. Common causes of learning difficulties in mathematics include abstract ideas, a lack of imagination, and a lack of comprehension of the concepts being studied. Because 3D shapes are abstract concepts, the aim of this study is to better understand how to recognize them in primary school students.
Methods: The development of the Mathematics E-Learning Visual application MEL-VIS(MEL-VIS) application involves the design of the Visual Learning Application Iteration-Evolution Development Model, MEL-VIS (PIEMEL-VIS), the MEL-VIS ID Model, and the MEL-VIS Application Module. The development methodology and ID model are built based on the application of various components such as learning theory, a visualization approach, a play-while-learning approach based on scaffolding techniques, as well as interaction and interface based on various touch technologies using tablet computers. The study's contributions are: (i) an iterative-evolutionary development model of the Visual Learning Application, MEL-VIS (PIEMEL-VIS); (ii) a MEL-VIS ID model; (iii) a MEL-VIS application prototype; and (iv) a usability testing instrument for the ease of use of the MEL-VIS application.
Results: The usability testing of the MEL-VIS application was carried out through a case study involving 80 students at a primary school in Putrajaya. A task-based, semi-experimental approach was used to assess the ease-of-use construct. Research instruments such as questionnaires and observation checklists are used in this test. The results of the study found that MEL-VIS has a positive impact on students after using the application.
Conclusions: Based on the test conducted, primary school students have given positive feedback to the prototype of the E-Visual MEL-VIS application. Thus, it can be concluded that the prototype of the E-Visual MEL-VIS application as a whole is effective, easy to learn and easy to use for student use for primary school mathematics subjects.

Keywords

Tablet Technology, Visual-Electronic Application, Mathematic, Pyramid Holography, Visual Learning, Shape and Space, E-learning

Corresponding author: Khoo Shiang Tyng

Competing interests: No competing interests were disclosed.

Grant information: The author(s) declared that no grants were involved in supporting this work.

Copyright: © 2023 Shiang Tyng K et al. This is an open access article distributed under the terms of the Creative Commons Attribution License, which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited.

How to cite: Shiang Tyng K, Badioze Zaman H, Hanan Mohamad U and Ahmad A. Perceived ease of use on visual learning application for mathematics using holography display for the topic on shape and space [version 1; peer review: 1 approved with reservations, 1 not approved]. F1000Research 2023, 12:636 (https://doi.org/10.12688/f1000research.133177.1) First published: 09 Jun 2023, 12:636 (https://doi.org/10.12688/f1000research.133177.1) Latest published: 09 Jun 2023, 12:636 (https://doi.org/10.12688/f1000research.133177.1)

Introduction

Shape and space in mathematics are widely used in engineering, architecture, science, and technology. The most significant application of form and space can be found in building design and layout. Because of this clear demand, the theme of space and form has been adopted in the Malaysian national school curriculum from pre-school to higher education, particularly in the fields of design and architecture.¹

Learning about space and shape entails not only learning about the meaning or notions of geometric concepts, but also learning how to analyse two-dimensional (2D) and three-dimensional (3D) shape characteristics in geometric shapes.² Furthermore, students can debate geometric relationships to identify position and space in geometric relationships, then change and use symmetry, visualisation, spatial thinking, and geometric models to solve problems.³ Geometry is defined by Bassarear and Moss (2015) as “the study of shapes, relationships, and properties.” According to Aulia,⁴ geometry is the study of space and form, and better reasoning skills are required to understand these concepts well.

Among the difficulties encountered when learning and teaching the topic of shape and space are difficulty identifying and confusing the names of 2D and 3D shapes, difficulty referring to the figure’s location, difficulty understanding the figure’s characteristics, and difficulty imagining the layout of the 3D shape.⁵^–⁷

The development of the visual-electronic applications in this study was based on a multi-touch tablet, considering several factors that are suitable for students who prefer visual and auditory learning styles, such as the suitability of the navigation button position, the position of the menu and module interface, the level of interactivity, user-friendliness, assistance, and multimedia-fusion elements such as text, colour, and animation. Built electronic-visual, or E-visuals, applications use strategic teaching and learning processes based on the constructivist approach, the 5E learning approach, and the mastery learning method; they use the concept of scaffolding in the process of guiding students, the method of learning while playing, and active learning. All of this is intended to make primary school students’ learning more effective and enjoyable. All the implications of the teaching and learning strategies, approaches, methods, and concepts used in the built visual-electronic or E-visual applications have also been discussed, considering previous studies and reforms implemented in the studies.

MEL-VIS visual-electronic application design

The development of an E-visual application for teaching and learning based on holographic displays. The development of the Mathematics E-learning visual application (MEL-VIS), is a prototype application for learning mathematics for primary school students. The prototype of the E-visual application can create a more effective learning environment where the instructor acts as a guide to the students. Instructors introduce how to use the MEL-VIS application to students, and students can conduct their learning independently based on the concept of self-pace and self-learning. The MEL-VIS Prototype application development process involves several phases based on an agile model called the MEL-VIS Application Iteration-Evolution Development Model (PIEMEL-VIS) which is systematic taking into account the SDLC-Waterfall Model, the Prototype Process Model⁸ and Content Prototype Iteration Model.⁹ Figure 1 shows the iterative-evolution development model of mathematical E-visual application (PIEMEL-VIS).

Figure 1. Iterative-evolution development model of mathematical E-visual application (PIEMEL-VIS).

The design of the E-visual MEL-VIS application was inspired by the skeuominimalist design. Skeuominimalismis a term that combines skeuomorphism and minimalism.¹⁰ A skeuominimalist design reduces app usage from human error and allows users to have more interactive experiences with apps.¹¹^–¹³

As shown in Figure 2, the MEL-VIS visual-electronic learning application is comprised of three (3) primary modules: the ‘Let’s Read Module’, the ‘Let’s Recognize Shapes Module’, and the ‘Let’s Learn Shapes Module’. Students must finish the ‘Let’s Practice’ submodule and the ‘Let’s Play’ submodule for each module indicated. Overall, the MEL-VIS modules’ learning method is founded on the 5E Approach, learning while playing, and digital exploration via serious games. According to few researchers,¹⁴^–¹⁶ learning via gaming increases learning interest.

Figure 2. Modules of E-visual MEL-VIS.

Introduction of visual-electronic application: MEL-VIS

To attract primary school students to the E-visual application, MEL-VIS, an introductory montage of the MEL-VIS application is broadcast when the application starts. The montage consists of form elements and the introduction of cartoon characters that appear in the application. The MEL-VIS montage was developed using Adobe Flash CS6 authoring software and loaded with 2D and 3D vector animation elements. The purpose of introducing the application through montage is to allow primary school students to better remember this application and stimulate their instinct for curiosity by revealing various basic forms of visual animation at the beginning of the E-visual application MEL-VIS for learning mathematics. Figure 3 shows the introductory montage interface of the E-visual application, MEL-VIS.

Figure 3. Montage introduction of the E-visual application prototype: MEL-VIS.

Various basic shapes and colourful numbers can be seen to create excitement for primary school students before they start learning. The 3D shape animation in the montage is relevant to the topic of shape and space. Through the montage display, students can recall what they learned in their long-term memory. Figure 4 shows the interface of the learning E-visual application, which is called E-visual application for primary school mathematics subjects, MEL-VIS. Animations of cartoon characters and objects are created to attract the attention of primary school students before starting mathematics subjects using the application. The application also introduces characters that appear to attract students’ attention. The screen is accompanied by music, animation, text, and colour combinations to attract students’ interest, create curiosity, and increase their willingness to continue learning. This is in line with pattern recognition-cognitive theory: a template based on pattern recognition theory introduced by Reed¹⁷ and a cognitive approach emphasising the use of curiosity and individual achievement as motivation in the learning process.¹⁸

Figure 4. E-visual application prototype title display screen: MEL-VIS.

Menu of the visual-electronic application: MEL-VIS

The main menu interface has three (3) main modules and two (2) sub-modules: the Let’s Read module, the Let’s Recognize Shapes module, the Let’s Learn Shapes module, the Let’s Practice sub-module, and the Let’s Play sub-module, as can be seen in Figure 5. In the main menu, soft and entertaining background music is played, aiming to attract primary school students to explore each module and sub-module available in the application. Graphic buttons with labels are used as navigation buttons for the E-visual MEL-VIS application prototype interface. According to few researchers,¹⁹^–²¹ the use of both graphic and text navigation icons makes it easier for novice users to explore new applications as compared to using only graphic navigation icons or text navigation only. Using interactive icons that function as elements, students can build knowledge through independent exploration (constructivist theory) and active learning (active learning).

Figure 5. Main menu screen of the E-visual application prototype: MEL-VIS.

Let’s Read module of visual-electronic application: MEL-VIS

The Let’s Read module of the prototype E-visual application, MEL-VIS, aims to teach primary school students to recognise 3D shapes, which is one of the important syllabuses in primary school mathematics subjects. Through the Let’s Read Module, students learn 3D shapes such as cones, spheres, cuboids, cubes, cylinders, and pyramids through reading poems and watching interesting animations. All the 3D shapes introduced in the poem are closely related to everyday life. Students can organise their thoughts about learning outcomes and make connections between the knowledge they have learned. This is in line with the 5E learning strategy, the engagement phase.

Some researchers think that the use of rhymes is an important technique to help students remember learning because the human brain easily connects with sounds for long-term memory.²²^–²⁵ Animated interactive objects that serve as aids and guides for students to remember (Cognitivism Theory). In teaching, poems or rhymes can help change the learning environment to be more interesting. Figure 6 is one of the Let’s Read Module screens.

Figure 6. Screen of the Let’s Read module of the E-visual application prototype: MEL-VIS.

Let’s Recognize Shapes in visual-electronic applications module: MEL-VIS

The Let’s Recognize Shapes module is a learning module for recognising 3D shapes. Figure 7 is the start screen of the Let’s Recognize Shapes module of the prototype E-visual application, MEL-VIS. The concept of scaffolding is applied in this section; guidance in the form of animation and audio is displayed for students as a guide to exploring this module. Figure 8 shows that the students can touch the 3D shape to hear the pronunciation of the shape, and the animation will also be displayed. In addition, the selected 3D shape changes the display with brighter and more attractive colours. This may pique the interest of elementary school students in observing the learned forms. The 5E method (engagement phase and exploration phase) has been applied in the design of the Let’s Recognize Shapes Module.

Figure 7. Start Screen of the Let’s Recognize Shapes module prototype E-visual application: MEL-VIS.

Figure 8. Let’s Recognize Shapes module screen of the E-visual application prototype: MEL-VIS.

The Let’s Recognize Shapes module is built using the flash card concept. The use of flash cards is often recommended as an effective learning method for students.²⁶^–²⁸ The use of this concept in the Let’s Recognize Shapes Module can effectively help students recognise 3D shapes in long-term memory. Students can relate the 3D shapes they have learned to real 3D objects they can see around them using flash cards, as shown in Figure 9, which helps them understand what they are learning. The movement of the human eye moves according to the location of the object on the screen. On the Let’s Recognize Shapes Module screen, all animated objects are placed symmetrically. Through that method, primary school students have the understanding to distinguish 3D shapes with different characteristics.

Figure 9. Let’s Recognize Shapes Module Screen E-visual application prototype flash card: MEL-VIS.

Module Let’s Learn Visual-Electronic Application Shapes: MEL-VIS

The Figure 10 and Figure 11 show the initial interfaces of the Let’s Learn Shapes Module. At the beginning of this module, there is an exploration guidance animation (Scaffolding Concepts). In addition, the concept of scaffolding is also applied to the help button (Figure 12) to guide students on how to use pyramid holography. This module is a mathematics learning module that explores the topic of 3D shapes in more depth with a holographic display that can be seen in Figure 13.

Figure 10. The start screen of the Let’s Learn Shapes module of the prototype E-visual application: MEL-VIS.

Figure 11. Screen of the Let’s Learn Shapes module prototype of the E-visual application: MEL-VIS.

Figure 12. Let’s Learn Shapes module screen holographic display of the E-visual application prototype: MEL-VIS.

Figure 13. Let’s Learn Shapes module screen with pyramid hologram of the E-visual application prototype: MEL-VIS.

The students can choose the shape they want to learn for a more thorough and in-depth description of the shape. For example, students choose a pyramid shape. Aa description of the characteristics (vertices, surfaces, and sides) of the pyramid shape in animation and audio will be displayed. Animated learning functions as an element that activates sensory memory, namely short-term memory and long-term memory (Cognitivism Theory), which aims to interest and encourage students to ask questions (Constructivism Theory). The 5E learning strategy (engagement (engagement), exploration (exploration), explanation (explanation) and further explanation (elaboration) is applied in the design of the Let’s Learn Shapes module. The students get involved, explore 3D shapes and in addition, can add knowledge through explanation and further explanation of 3D shapes through holographic displays. This can help students with the processes of short-term memory and long-term memory (concept of constructivism).

Sub-Module Let’s Practice of visual-electronic application: MEL-VIS

There are three categories of questions out of a total of twelve questions in the Let’s Practice sub-module. In the first category (i), basic questions differentiate 3D shapes; in the second category (ii), questions consist of the characteristics of 3D shapes; and the third category (iii) is related to 3D shapes in daily life. The questions in the E-visual application prototype (MEL-VIS) are randomly generated every time. The questions provided in the module involved are according to the syllabus for the primary school mathematics subject and have been confirmed by three (3) experienced mathematics teachers. Also, the 5E learning strategy (Evaluation Phase) is applied in this sub-module. Figure 14 to Figure 16 are examples of questions in the Let’s Practice sub-module of the prototype E-visual application: MEL-VIS.

Figure 14. Example of Question Category (i) in the Let’s Practice sub-module of the E-visual application prototype: MEL-VIS.

Figure 15. Example of Question Category (ii) in the Let’s Practice sub-module of the E-visual application prototype: MEL-VIS.

Figure 16. Example of Question Category (iii) in the Let’s Practice sub-module of the E-visual application prototype: MEL-VIS.

Sub-Module Let’s Play of visual-electronic application: MEL-VIS

In the Let’s Play sub-module, primary school student complete tasks in stages through storytelling exploration. Based on this sub-module, students need to master each step to proceed to the next step. This is in line with active learning and mastery, or basic learning. The concept of serious games is also applied in the Let’s Play sub-module, where learning objectives are achieved after completing the sub-module tasks. Through the Let’s Play sub-module, two-dimensional (2D) and three-dimensional (3D) animation forms are used to narrate throughout the exploration of Iqa. Iqa is the main character in this story. Students are asked to help Iqa until she reaches home. The assignment given to students is related to the topic of basic 3D shapes in mathematics subjects. Figure 17 to Figure 20 are examples of the display screen of the Let’s Play sub-module prototype of the E-visual application, MEL-VIS.

Figure 17. Example of the Let’s Play sub-module screen 1 of the E-visual application prototype: MEL-VIS.

Figure 18. Example of the Let’s Play sub-module screen 2 of the E-visual application prototype: MEL-VIS.

Figure 19. Example of the Let’s Play sub-module screen 3 of the E-visual application prototype: MEL-VIS.

Figure 20. Example of the Let’s Play sub-module screen 4 of the E-visual application prototype: MEL-VIS.

This Let’s Play sub-module is also used to test the understanding and memory of primary school students about the 3D shapes that have been learned. The action that primary school students need to take for this sub-module is to drag the 3D shape label and place it on the correct 3D shape. The use of 3D shape labels instead of 3D shape images in the task is because six experienced teachers think matching labels with images is more effective in learning. This can help students achieve “higher mental function.” In addition, encouraging students to seek answers and think critically (Constructivism Theory).

To increase students’ level of understanding in learning sessions, scaffolding plays an important role. Scaffolding enables primary school students to master their learning level step by step and also provides assistance through animation. Through this sub-module, step-by-step help is presented through animation to give students ideas on how to complete the given task. Scaffolding is adapted into some of the Let’s Play sub-module activities, as shown in Figure 21.

Figure 21. Example of the Let’s Play sub-module screen 5 of the E-visual application prototype: MEL-VIS.

Table 1: Scaffolding Strategies in the Let’s Play Story Plot shows the scaffolding strategies found in the Let’s Play sub-module’s story plot, as well as where the concepts of learning while playing and serious games have been applied in the application. This strategy can arouse curiosity, attract the will to be involved, cultivate the will to think, and apply knowledge. The Let’s Play sub-module is built based on the MEL-VIS Human and Computer Interaction Model (HCI: MEL-VIS Model), as can be seen in Figure 22.

Table 1. Scaffolding strategy in the Let’s Play module story plot.

Scaffolding strategy	Implementation
Arousing curiosity	The beginning of the story has interesting elements, one of which is the arrival of the main character in a spaceship flying through the air.
Attracts the will to engage	The next storyline attracts students to get involved as the main character asks for help in exploring the way back home.
Cultivate the will to think	In the exploration with the main character, the storyline is composed with a logical sequence that encourages the will to think among the students. 2D and 3D illustrations and animations encourage students to think and focus on the situation raised during exploration.
Apply knowledge	The students can apply the knowledge that has been gained from the application to their daily lives. For example, understanding 3D shapes that have been learned and relating them to everyday life objects.

Figure 22. MEL-VIS Human-Computer Interaction Model (HCI: MEL-VIS Model).

Methods

Summative testing through usability testing was carried out at a primary school in Putrajaya, involving a total of 80 students aged nine years during the COVID-19 pandemic lockdown. During this period physical distancing was enforced. Therefore, an oral information-giving and consent-seeking process had been conducted by school authorities. During the testing, a briefing was given to all students involved in usability testing. The post-test is administered to all students who participated in the pre-test. Students are given a ten-minute trial session using the E-visual, MEL-VIS application. After that, they were asked to complete the list of assignments given. Student performance in completing each task is recorded for analytical purposes. After finishing using the E-visual application, MEL-VIS, students were asked to complete a questionnaire about the application. Questionnaire: A set of questionnaires was constructed and administered to students after they used the prototype of the MEL-VIS application with the help of the teacher. The questionnaire has four questions and aims to test the constructs of ease of use and ease of learning. Task list: The task list is intended to put the construct of usability to the test. All the tasks that the students must do are stated in the list. Students are required to complete a list of assignments totalling 20 steps using MEL-VIS. A total of eight steps concentrates on the main menu, six on the use of the holographic display, three on the training sub-module, and three on the Let’s Play module. Testing for usability constructs is based on observation. Observations are recorded through performance indicators. When the students used the E-visual MEL-VIS application prototype for the first time, the researcher himself observed the procedures. All these tasks are the main interactions in the E-visual MEL-VIS application. The results of observation are recorded through student performance indicators, as shown in Table 2.

Table 2. Student performance indicator for usability task list.

Guidance	Description
1	Failed: Unable to complete the task even with help.
2	Almost succeeded: Able to complete tasks after being helped.
3	Successful: Able to perform tasks without assistance

Results and discussion

The following research findings are based on the research question: Is a visual electronic application, developed using a holographic display based on multi-touch technology, easy to use by primary school students for mathematics lessons? The ease-of-use construct process is based on the ease-of-use construct data analysis model, which can be seen in Figure 23. Table 3 shows the mean average success of students in implementing each type of instruction given according to the Steps. The study found that 89.00% of students successfully implemented the researcher’s instructions in the main menu, 91.33% of the students successfully implemented the researcher’s instructions in displaying the 3D holographic display, and 95.67% of the students successfully completed the instructions given by the researcher in the Let’s Practice sub-module. The highest success by students is in implementing the instructions in the Let’s Play sub-module, which is 96.67%. Table 4 shows the average mean student performance for each task step given. Based on Table 3, the increase in the mean average success rate of students successfully executing the given instructions increases from the main menu to the Let’s Play sub-module. This shows that the students can adapt easily when using the E-visual MEL-VIS application.

Figure 23. Ease of use construct data analysis model.

Table 3. Mean average student performance according to task focus.

	N	Min.	Max.	Mean	Standard Deviation
Main menu	80	1.88	3.00	2.67	.360
Holographic display	80	2.00	3.00	2.74	.307
Let’s Practice sub-module	80	2.00	3.00	2.87	.338
Let’s Play sub-module	80	2.33	3.00	2.90	.186

Table 4. Average mean student performance for each task step given.

Steps	Average Min
Main menu
1	2.84
2	2.70
3	2.58
4	2.69
5	2.74
6	2.60
7	2.58
8	2.57
Holographic display
9	2.85
10	2.73
11	2.66
12	2.61
13	2.79
14	2.84
Let’s Practice sub-module
15	2.88
16	2.85
17	2.88
Let’s Play sub-module
18	2.98
19	2.96
20	2.78

Based on each test conducted, primary school students have given positive feedback to the prototype of the E-Visual MEL-VIS application. Thus, it can be concluded that the prototype of the E-visual MEL-VIS application is effective, easy to learn, and easy to use for student use in primary school mathematics subjects.

Conclusions

This study has produced research findings involving the development of an E-visual application prototype using a holographic display based on multi-touch technology and the evaluation of the MEL-VIS E-Visual application prototype for primary school students. An agile or agile methodology specially designed for the development of prototype E-visual MEL-VIS applications was built, which is the MEL-VIS Application Iteration-Evolution Development Model (PIEMEL-VIS), which involves five phases, namely: analysis, design, development, implications, and evaluation. The model is both a theoretical and practical contribution to the application development process for primary school mathematics learning. Based on this study, the application was designed and developed using the MEL-VIS E-Visual Application Prototype ID model that takes the needs of primary school students into account. The ID model is used in the application design and development process based on the content of the user requirement specification (URS) and system requirement specification (SRS). This study also produced a scaffolding model that was used as guidance for primary school students to use the E-visual application prototype more effectively.

This study on usability testing received a positive response. This shows that the development methodology and the built-in ID model successfully improve the usability of the E-Visual MEL-VIS application prototype. However, there is still room to refine the development of the application from a technical point of view and further diversify the content of the application. Overall, the research findings show that the prototype E-visual MEL-VIS application is effective in improving students’ understanding and achievement and is easy-to-use.

Data availability

OPEN DANS: PERCEIVED EASE OF USE ON VISUAL LEARNING APPLICATION FOR MATHEMATICS USING HOLOGRAPHY DISPLAY FOR THE TOPIC ON SHAPE AND SPACE, https://doi.org/10.17026/dans-zta-5svh.

This project contains the following underlying data:

• Data file 1-4 (Task List Data in.dat and.sav format).
• Data file 5 (MEL-VIS E-visual application task list: usability test in pdf format).
• Data file 6 (Letter request permission to conduct testing in.pdf format).
• Data file 7-8 (Confirmation of study approval in.pdf format).
• Data file 9 (Questionnaire_MEL-VIS in.pdf format).

Data are available under the terms of the Creative Commons Zero “No rights reserved” data waiver (CC0 1.0 Public domain dedication).

Software availability

• Software available form: https://zenodo.org/record/7839357#.ZEFGMHbMI2w
• Source code available from: from https://github.com/hazekhoo/MEL-VIS.git

Data are available under the terms of an MIT License.

Ethical approval

Ethical approval Reference Number from The National University of Malaysia (approved by Institute of IR 4.0 (IIR4.0)): UKM.IIR.800/1/3. Informed consent was gained prior to data collection.

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25. Powell N: The Poetry of Early Childhood.2021.
26. Dahniarti C, Siti M, Fajar A: Flashcard for Enriching and Developing the Child Vocabulary with Speech Delay to Improve Lingual Skill. Din. J. Ilm. Pendidik. Dasar. 2019; 11(2): 100–104. Publisher Full Text
27. Hung H-T: Intentional vocabulary learning using digital flashcards. Engl. Lang. Teach. 2015; 8(10): 107–112. Publisher Full Text
28. Wissman KT, Rawson KA, Pyc MA: How and when do students use flashcards? Memory. 2012; 20(6): 568–579. Publisher Full Text

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VERSION 1 PUBLISHED 09 Jun 2023

Author details Author details

¹ Institute of IR4.0 (IIR4.0) formerly known as Institute of Visual Informatics (IVI), Universiti Kebangsaan Malaysia, Bangi, Selangor, Malaysia
² Department Institute of Informatics and Computing in Energy (IICE), Universiti Tenaga Nasional, Kajang, Selangor, Malaysia

Khoo Shiang Tyng
Roles: Conceptualization, Data Curation, Methodology, Software, Visualization

Halimah Badioze Zaman
Roles: Conceptualization, Methodology, Supervision, Validation

Ummul Hanan Mohamad
Roles: Supervision, Validation

Azlina Ahmad
Roles: Supervision, Validation

Competing interests

No competing interests were disclosed.

Grant information

The author(s) declared that no grants were involved in supporting this work.

Article Versions (1)

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Published: 09 Jun 2023, 12:636

https://doi.org/10.12688/f1000research.133177.1

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Shiang Tyng K, Badioze Zaman H, Hanan Mohamad U and Ahmad A. Perceived ease of use on visual learning application for mathematics using holography display for the topic on shape and space [version 1; peer review: 1 approved with reservations, 1 not approved]. F1000Research 2023, 12:636 (https://doi.org/10.12688/f1000research.133177.1)

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Reviewer Report 11 May 2024

Niroj Dahal, Kathmandu University School of Education, Lalitpur, Nepal

Approved with Reservations

https://doi.org/10.5256/f1000research.146154.r225641

The title of the paper must be revisited and made more catchy for the readers.

The research contributions of the paper should be articulated more clearly. The abstract does not seem to properly convey the rigor of ... Continue reading

The title of the paper must be revisited and made more catchy for the readers.

The research contributions of the paper should be articulated more clearly. The abstract does not seem to properly convey the rigor of the research. The abstract could become much better if rewritten to state clearly the contribution of this study to the field as well as the gap this study intends to address in the field. The abstract could be much better if it properly introduced the study from a research standpoint. Also, the main findings could be stated more clearly in the abstract.

Introduction and literature review
The introduction section would read better if the following were better stated and explained:

(1) focus of research conceptual/theoretical framework, including relevant literature review studies that were used to conduct this research study

(2) The introduction section must explain without any ambiguity why there was a need for this research, what research gap(s) it addresses, and how it contributes to the body of knowledge. In addition, it could explain the benefits of the study to the research and how and why the research advances knowledge in the field. In short, the importance and justification for the study need to be better articulated.

Literature Review

Sources are out of date. More recent studies should be included. Also, it should lead up to the research questions in a logical manner. Adding additional sources/references that could speak to the importance of the study will help to strengthen this section. The literature review is deficient in its addressal of the research gap and research model. It needs to be rewritten with a focus on the quality of the content. The theoretical background presentation could be improved by incorporating clarity and additional evidence regarding recent studies. The vague nature should be eliminated. It could be extended and expanded by including additional theoretical and empirical literature that supports the importance of the study. The literature review section could be improved by adding references to the theoretical framework underpinning the study and including a discussion of theories pertaining to learning and knowledge assimilation. There are not enough studies from around the world.

Please take the support of the theoretical framework for your study.

Methodology

The methodology section needs more details, several clarifications, and, overall, a complete revision. Please consider rewriting using the feedback provided below.

The description of the methodology is not clearly presented and is scattered throughout the article. To make this section stronger, the methodology should be grounded in a theoretical or conceptual framework.

This section could be improved if the research questions are presented clearly and without ambiguity, and then the methods used for the collection and analysis of data are explained with respect to the research questions.

The methodology section should recognize and discuss aspects pertaining to the generalizability of the results in the phenomenum. Though the submission covers an interesting topic, the research questions and almost all the sections need to be revised to conform to the standards of rigorous research.

The methodology section could be improved by incorporating greater rigor into the results and discussion.

Results and Discussion

This section needs to be rewritten, keeping in mind the research questions. The value of the research to the academician and the practitioner should be expressed in an unambiguous manner. Based on the concerns expressed on the manuscript, it is recommended that the authors conduct further data analysis. This will improve the paper and may result in more findings. Making the findings less contextualized and more informative for the readers is recommended.

Likewise, improve the discussion to better ascertain what is unique / novel about your findings. This section could be improved by explaining in detail how the article contributes to new knowledge in the domain. Evidence from published research studies should be tied into the new contributions in the discussion section. This section could be improved by discussing the findings with reference to the theoretical framework used. To improve readability, it is recommended that the discussion section be separated into paragraphs with themes based on the paper research questions and preceding suggestions.

Conclusion

The conclusion section is currently a repeat or rehash of the preceding sections and needs to be rewritten to improve it, keeping in mind the following suggestions:.

Update the conclusion to include the newly formulated theoretical contributions

Mention the limitations of the study in greater way and prospects for future research.

Summarize the key results in compact form and re-emphasize their significance.

Summarize how the article contributes to new knowledge in the domain.

This conclusion could be worded in such a manner as to emphatically motivate the academic community to get down to actionable, practical, engaged scholarship.

References and Citation

Support your arguments with the most relevant literature.

Is the work clearly and accurately presented and does it cite the current literature?

Partly
Is the study design appropriate and is the work technically sound?

Partly
Are sufficient details of methods and analysis provided to allow replication by others?

Partly
If applicable, is the statistical analysis and its interpretation appropriate?

Partly
Are all the source data underlying the results available to ensure full reproducibility?

Partly
Are the conclusions drawn adequately supported by the results?

Partly

Competing Interests: No competing interests were disclosed.

Reviewer Expertise: --

I confirm that I have read this submission and believe that I have an appropriate level of expertise to confirm that it is of an acceptable scientific standard, however I have significant reservations, as outlined above.

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Reviewer Report 21 Dec 2023

Rahmi Ramadhani, Universitas Potensi Utama, Medan, North Sumatra, Indonesia

Not Approved

https://doi.org/10.5256/f1000research.146154.r225663

The article does not provide clear information about the research procedures used. The author does not clearly explain what the novelty of the research is. This can be seen from the results of previous studies that are not well presented, ... Continue reading

The article does not provide clear information about the research procedures used. The author does not clearly explain what the novelty of the research is. This can be seen from the results of previous studies that are not well presented, so gap analysis and gap research are not found in this article.
This article also does not explain the position of the research conducted. It appears in the article that this research is the result of a prototype test of the developed application. However, the author did not provide any preliminary information about the previous application development process. This is clearly due to the author not clearly describing the development research process. What developmental research was used? The author does not explain this in the research methods section, so this article does not provide clear information.
This study used a questionnaire instrument to see students' responses after using the application. However, the author does not present the instrument analysis technique, what kind of instrument was used, whether it was self-developed or not, then whether it went through the validation process or not. Furthermore, no clear data collection and data analysis techniques are presented. The author only describes the table of indicators. The statistical analysis used is also not clearly described. I see that the author uses descriptive statistical analysis, but in the conclusion, the author states that student responses are positive and effective in improving student understanding. How does the author demonstrate this? The author uses only descriptive analysis with no qualified statistical test. I feel that this research has not found a clear direction due to the very brief interpretation of the research results,
I feel that this article is more dominant in describing application development procedures rather than user testing of applications. It would be better if the author would reconsider where this research is actually reported.

Is the work clearly and accurately presented and does it cite the current literature?

Partly
Is the study design appropriate and is the work technically sound?

No
Are sufficient details of methods and analysis provided to allow replication by others?

No
If applicable, is the statistical analysis and its interpretation appropriate?

Not applicable
Are all the source data underlying the results available to ensure full reproducibility?

Yes
Are the conclusions drawn adequately supported by the results?

Yes

Competing Interests: No competing interests were disclosed.

Reviewer Expertise: Mathematics Education, ICT in Teaching and Learning, Fliiped Classroom, Ethnomathematics, Rasch Measurement

I confirm that I have read this submission and believe that I have an appropriate level of expertise to state that I do not consider it to be of an acceptable scientific standard, for reasons outlined above.

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VERSION 1 PUBLISHED 09 Jun 2023

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Version 1 09 Jun 23	read	read

Rahmi Ramadhani, Universitas Potensi Utama, Medan, Indonesia
Niroj Dahal, Kathmandu University School of Education, Lalitpur, Nepal

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Reviewer Report

3 Views

11 May 2024 | for Version 1

Niroj Dahal, Kathmandu University School of Education, Lalitpur, Nepal

3 Views Cite this report Responses(0)

Approved With Reservations

The title of the paper must be revisited and made more catchy for the readers.

The research contributions of the paper should be articulated more clearly. The abstract does not seem to properly convey the rigor of the research. The abstract could become much better if rewritten to state clearly the contribution of this study to the field as well as the gap this study intends to address in the field. The abstract could be much better if it properly introduced the study from a research standpoint. Also, the main findings could be stated more clearly in the abstract.

Introduction and literature review
The introduction section would read better if the following were better stated and explained:

(1) focus of research conceptual/theoretical framework, including relevant literature review studies that were used to conduct this research study

(2) The introduction section must explain without any ambiguity why there was a need for this research, what research gap(s) it addresses, and how it contributes to the body of knowledge. In addition, it could explain the benefits of the study to the research and how and why the research advances knowledge in the field. In short, the importance and justification for the study need to be better articulated.

Literature Review

Sources are out of date. More recent studies should be included. Also, it should lead up to the research questions in a logical manner. Adding additional sources/references that could speak to the importance of the study will help to strengthen this section. The literature review is deficient in its addressal of the research gap and research model. It needs to be rewritten with a focus on the quality of the content. The theoretical background presentation could be improved by incorporating clarity and additional evidence regarding recent studies. The vague nature should be eliminated. It could be extended and expanded by including additional theoretical and empirical literature that supports the importance of the study. The literature review section could be improved by adding references to the theoretical framework underpinning the study and including a discussion of theories pertaining to learning and knowledge assimilation. There are not enough studies from around the world.

Please take the support of the theoretical framework for your study.

Methodology

The methodology section needs more details, several clarifications, and, overall, a complete revision. Please consider rewriting using the feedback provided below.

The description of the methodology is not clearly presented and is scattered throughout the article. To make this section stronger, the methodology should be grounded in a theoretical or conceptual framework.

This section could be improved if the research questions are presented clearly and without ambiguity, and then the methods used for the collection and analysis of data are explained with respect to the research questions.

The methodology section should recognize and discuss aspects pertaining to the generalizability of the results in the phenomenum. Though the submission covers an interesting topic, the research questions and almost all the sections need to be revised to conform to the standards of rigorous research.

The methodology section could be improved by incorporating greater rigor into the results and discussion.

Results and Discussion

This section needs to be rewritten, keeping in mind the research questions. The value of the research to the academician and the practitioner should be expressed in an unambiguous manner. Based on the concerns expressed on the manuscript, it is recommended that the authors conduct further data analysis. This will improve the paper and may result in more findings. Making the findings less contextualized and more informative for the readers is recommended.

Likewise, improve the discussion to better ascertain what is unique / novel about your findings. This section could be improved by explaining in detail how the article contributes to new knowledge in the domain. Evidence from published research studies should be tied into the new contributions in the discussion section. This section could be improved by discussing the findings with reference to the theoretical framework used. To improve readability, it is recommended that the discussion section be separated into paragraphs with themes based on the paper research questions and preceding suggestions.

Conclusion

The conclusion section is currently a repeat or rehash of the preceding sections and needs to be rewritten to improve it, keeping in mind the following suggestions:.

Update the conclusion to include the newly formulated theoretical contributions

Mention the limitations of the study in greater way and prospects for future research.

Summarize the key results in compact form and re-emphasize their significance.

Summarize how the article contributes to new knowledge in the domain.

This conclusion could be worded in such a manner as to emphatically motivate the academic community to get down to actionable, practical, engaged scholarship.

References and Citation

Support your arguments with the most relevant literature.

Is the work clearly and accurately presented and does it cite the current literature?

Partly
Is the study design appropriate and is the work technically sound?

Partly
Are sufficient details of methods and analysis provided to allow replication by others?

Partly
If applicable, is the statistical analysis and its interpretation appropriate?

Partly
Are all the source data underlying the results available to ensure full reproducibility?

Partly
Are the conclusions drawn adequately supported by the results?

Partly

Competing Interests

No competing interests were disclosed.

Reviewer Expertise

--

I confirm that I have read this submission and believe that I have an appropriate level of expertise to confirm that it is of an acceptable scientific standard, however I have significant reservations, as outlined above.

Respond to this report

Responses (0)

Back to all reports

Reviewer Report

5 Views

21 Dec 2023 | for Version 1

Rahmi Ramadhani, Universitas Potensi Utama, Medan, North Sumatra, Indonesia

5 Views Cite this report Responses(0)

Not Approved

The article does not provide clear information about the research procedures used. The author does not clearly explain what the novelty of the research is. This can be seen from the results of previous studies that are not well presented, so gap analysis and gap research are not found in this article.
This article also does not explain the position of the research conducted. It appears in the article that this research is the result of a prototype test of the developed application. However, the author did not provide any preliminary information about the previous application development process. This is clearly due to the author not clearly describing the development research process. What developmental research was used? The author does not explain this in the research methods section, so this article does not provide clear information.
This study used a questionnaire instrument to see students' responses after using the application. However, the author does not present the instrument analysis technique, what kind of instrument was used, whether it was self-developed or not, then whether it went through the validation process or not. Furthermore, no clear data collection and data analysis techniques are presented. The author only describes the table of indicators. The statistical analysis used is also not clearly described. I see that the author uses descriptive statistical analysis, but in the conclusion, the author states that student responses are positive and effective in improving student understanding. How does the author demonstrate this? The author uses only descriptive analysis with no qualified statistical test. I feel that this research has not found a clear direction due to the very brief interpretation of the research results,
I feel that this article is more dominant in describing application development procedures rather than user testing of applications. It would be better if the author would reconsider where this research is actually reported.

Is the work clearly and accurately presented and does it cite the current literature?

Partly
Is the study design appropriate and is the work technically sound?

No
Are sufficient details of methods and analysis provided to allow replication by others?

No
If applicable, is the statistical analysis and its interpretation appropriate?

Not applicable
Are all the source data underlying the results available to ensure full reproducibility?

Yes
Are the conclusions drawn adequately supported by the results?

Yes

Competing Interests

No competing interests were disclosed.

Reviewer Expertise

Mathematics Education, ICT in Teaching and Learning, Fliiped Classroom, Ethnomathematics, Rasch Measurement

I confirm that I have read this submission and believe that I have an appropriate level of expertise to state that I do not consider it to be of an acceptable scientific standard, for reasons outlined above.

Respond to this report

Responses (0)

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[10] 10. Urbano ICVP, Guerreiro JPV, Nicolau HMAA: From skeuomorphism to flat design: age-related differences in performance and aesthetic perceptions. Behav. Inf. Technol. 2022; 41(3): 452–467. Publisher Full Text

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[26] 26. Dahniarti C, Siti M, Fajar A: Flashcard for Enriching and Developing the Child Vocabulary with Speech Delay to Improve Lingual Skill. Din. J. Ilm. Pendidik. Dasar. 2019; 11(2): 100–104. Publisher Full Text

[27] 27. Hung H-T: Intentional vocabulary learning using digital flashcards. Engl. Lang. Teach. 2015; 8(10): 107–112. Publisher Full Text

[28] 28. Wissman KT, Rawson KA, Pyc MA: How and when do students use flashcards? Memory. 2012; 20(6): 568–579. Publisher Full Text

Perceived ease of use on visual learning application for mathematics using holography display for the topic on shape and space

Abstract

Keywords

Introduction

MEL-VIS visual-electronic application design

Figure 1. Iterative-evolution development model of mathematical E-visual application (PIEMEL-VIS).

Figure 2. Modules of E-visual MEL-VIS.

Introduction of visual-electronic application: MEL-VIS

Figure 3. Montage introduction of the E-visual application prototype: MEL-VIS.

Figure 4. E-visual application prototype title display screen: MEL-VIS.

Menu of the visual-electronic application: MEL-VIS

Figure 5. Main menu screen of the E-visual application prototype: MEL-VIS.

Let’s Read module of visual-electronic application: MEL-VIS

Figure 6. Screen of the Let’s Read module of the E-visual application prototype: MEL-VIS.

Let’s Recognize Shapes in visual-electronic applications module: MEL-VIS

Figure 7. Start Screen of the Let’s Recognize Shapes module prototype E-visual application: MEL-VIS.

Figure 8. Let’s Recognize Shapes module screen of the E-visual application prototype: MEL-VIS.

Figure 9. Let’s Recognize Shapes Module Screen E-visual application prototype flash card: MEL-VIS.

Module Let’s Learn Visual-Electronic Application Shapes: MEL-VIS

Figure 10. The start screen of the Let’s Learn Shapes module of the prototype E-visual application: MEL-VIS.

Figure 11. Screen of the Let’s Learn Shapes module prototype of the E-visual application: MEL-VIS.

Figure 12. Let’s Learn Shapes module screen holographic display of the E-visual application prototype: MEL-VIS.

Figure 13. Let’s Learn Shapes module screen with pyramid hologram of the E-visual application prototype: MEL-VIS.

Sub-Module Let’s Practice of visual-electronic application: MEL-VIS

Figure 14. Example of Question Category (i) in the Let’s Practice sub-module of the E-visual application prototype: MEL-VIS.

Figure 15. Example of Question Category (ii) in the Let’s Practice sub-module of the E-visual application prototype: MEL-VIS.

Figure 16. Example of Question Category (iii) in the Let’s Practice sub-module of the E-visual application prototype: MEL-VIS.

Sub-Module Let’s Play of visual-electronic application: MEL-VIS

Figure 17. Example of the Let’s Play sub-module screen 1 of the E-visual application prototype: MEL-VIS.

Figure 18. Example of the Let’s Play sub-module screen 2 of the E-visual application prototype: MEL-VIS.

Figure 19. Example of the Let’s Play sub-module screen 3 of the E-visual application prototype: MEL-VIS.

Figure 20. Example of the Let’s Play sub-module screen 4 of the E-visual application prototype: MEL-VIS.

Figure 21. Example of the Let’s Play sub-module screen 5 of the E-visual application prototype: MEL-VIS.

Table 1. Scaffolding strategy in the Let’s Play module story plot.

Figure 22. MEL-VIS Human-Computer Interaction Model (HCI: MEL-VIS Model).

Methods

Table 2. Student performance indicator for usability task list.

Results and discussion

Figure 23. Ease of use construct data analysis model.

Table 3. Mean average student performance according to task focus.

Table 4. Average mean student performance for each task step given.

Conclusions

Data availability

Software availability

Ethical approval

References

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