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E-SCHOOL SYLLABUS MOBILE APPLICATION
MUHAMMAD LOQMAN BIN SULONG
BACHELOR OF INFORMATION TECHNOLOGY
(INFORMATIC MEDIA) WITH HONOURS
UNIVERSITI SULTAN ZAINAL ABIDIN
2018
DECEMBER 2018 E-SCHOOL SYLLABUS
MUHAMMAD LOQMAN BIN SULONG
BACHELOR OF INFORMATION TECHNOLOGY (INFORMATIC MEDIA)
WITH HONOURS
Universiti Sultan Zainal Abidin, Terengganu, Malaysia
DECEMBER 2017
i
DECLARATION
I hereby declare that this report is based on my original work except for quotations
and citations, which have been duly acknowledged. I also declare that it has not been
previously or concurrently submitted for any other degree at Universiti Sultan Zainal
Abidin or other institutions.
___________________________
Name : Muhammad Loqman Bin Sulong
Date : 23 December 2018
ii
CONFIRMATION
This project the E-School Syllabus Application was prepared and submitted by
Muhammad Loqman Bin Sulong (Matric Number: 044590) and has been found
satisfactory in terms of scope, quality, and presentation as partial fulfillment of the
requirement for the Bachelor of Information Technology (Informatics Media) with
honors in University Sultan Zainal Abidin.
________________________________
Name : Dr Elissa Nadia Binti Madi
Tarikh : 23 December 2018
iii
DEDICATION
In the Name of Allah, the Most Gracious and the Most Merciful.
Alhamdulillah, I thank God for His grace and grace, I can prepare and
complete this report successfully.
First of all, I would like to thank my supervisor, Dr Elissa Nadia Binti Madi
because with guidance, the advice and the thoughtful ideas given g me the opportunity
to prepare this report successfully.
In addition, my gratitude is also to my colleagues who share ideas, opinions,
knowledge and reminders. They helped me answer every question that was important
to me in completing this report.
Thanks also to my beloved mother and father always encouraged me and
motivated me to prepare for this report.
I would like to take the opportunity to thank all lecturers of the Informatics and
Computing Faculty for their attention, guidance, and advice in helping and sharing
ideas and opinions in making this report successful.
May Allah SWT bless to all the efforts that have been given in completing this
report.
Thank you.
iv
ABSTRACT
Decades ago, education has experienced transformation and grown from learning
merely in the classroom to distance learning and the virtual classroom. Likewise,
knowledge acquisition is no longer limited to the classroom. Hence, the notion of
integrating technology in education is in line with the Ministry of Higher Education’s
(MOHE) aspirations to put forth information and communications technology (ICT)
as a central concept in transforming the educational system. In Higher Education
Malaysia (HEIs) in Malaysia, the delivery mechanism for a course is typically the
face-to-face classroom set-up as well as blended with standardized Learning
Management System (LMS) as a platform (Baharom & Hussain, 2013). To embrace
the potential of the mobile devices, there needs to be a study on the prospect of
providing another platform for higher education students to ensure that their learning
is supported outside the classroom. In the 21st century, exploration of the capabilities
and implications of Mobile Learning has increased as a result of mobile technology
advances, in which desktops are being replaced by tablets, software by apps, and
mobile phone by smartphones. E-School Syllabus (ESS) is application that helped the
student to improve their study where and whenever they are. This application will
follow the latest and exact syllabus of school. This application will help the student
because it is more diverse and interesting for students to understand and remember the
processes that occur in the subject as an example of the biological subject, the various
processes and the way the rules are needed, with the availability of moving graphics to
enable students to easily remember each animated animation.
v
ABSTRAK
Berpuluh tahun yang lalu, pendidikan telah mengalami transformasi dan
berkembang dari pembelajaran semata-mata di dalam bilik darjah hingga
pembelajaran jarak jauh dan kelas maya. Begitu juga, pemerolehan pengetahuan
tidak lagi terhad kepada kelas. Oleh itu, tanggapan untuk mengintegrasikan
teknologi dalam pendidikan adalah selaras dengan aspirasi Kementerian Pengajian
Tinggi (KPT) untuk memperkenalkan teknologi maklumat dan komunikasi (ICT)
sebagai konsep utama dalam mengubah sistem pendidikan. Dalam Pengajian
Tinggi Malaysia (IPT) di Malaysia, mekanisme penyampaian kursus biasanya
merupakan kelas persekolahan tatap muka serta gabungan Sistem Pengurusan
Pembelajaran (LMS) yang standard sebagai platform (Baharom & Hussain, 2013)
. Untuk merangkul potensi peranti mudah alih, perlu ada kajian tentang prospek
menyediakan platform lain untuk pelajar pendidikan tinggi untuk memastikan
pembelajaran mereka disokong di luar kelas. Pada abad ke-21, penerokaan
keupayaan dan implikasi Pembelajaran Mudah Alih telah meningkat hasil
daripada kemajuan teknologi mudah alih, di mana desktop digantikan oleh tablet,
perisian oleh aplikasi, dan telefon mudah alih oleh telefon pintar. E-School
Syllabus (ESS) adalah aplikasi yang membantu pelajar untuk meningkatkan
pengajian mereka di mana dan kapan saja. Permohonan ini akan mengikuti
sukatan pelajaran terkini dan tepat sekolah. Permohonan ini akan membantu
pelajar kerana ia adalah lebih pelbagai dan menarik untuk pelajar memahami dan
mengingati proses yang berlaku dalam subjek sebagai contoh subjek biologi,
pelbagai proses dan kaedah yang diperlukan, dengan adanya pemindahan grafik
untuk membolehkan pelajar mudah mengingat setiap animasi animasi.
vi
vii
viii
CONTENTS
PAGE
DECLARATION i
CONFIRMATION ii
DEDICATION iii
ABSTRACT iv
ABSTRAK v
CONTENTS vi
LIST OF TABLE vii
LIST OF FIGURES xvi
LIST OF ABBREVIATION xv
CHAPTER I INTRODUCTION
1.1 Introduction 1
1.2 Background 1
1.3 Problement Statement 2
1.4 Objectives 3
1.5 Scopes 3
1.6 Activities, Milestones (Gantt Chart) 5
1.7 Limitation of work 5
1.8 Expected Result 5
1.9 Report Structure 6
CHAPTER II LITERATURE REVIEW
2.1 Introduction 7
2.2 Literature Review 8
2.2.1 e-Learning 8
2.2.2 Mobile Application 8
2.3.2 Interactive Learning 10
2.3 Related Work 11
2.3.1 Related Research e-Learning 11
2.3.2 Related Biology Book and Application 11
CHAPTER III
METHODOLOGY
3.1 Introduction 13
ix
3.2 Methodology Model 13
3.2.1 Analysis phase 14
3.2.2 Design phase 14
3.3.3 Development phase 15
3.3.4 Implementation phase 17
3.3.5 Evaluation phase 18
3.4 Framework Design 28
3.5 Hardware and Software Requirement 28
3.5.1 Hardware requirement 29
3.5.2 Software requirement 30
3.6 Conclusion 31
REFERENCES 32
x
LIST OF TABLES
TABLE TITTLE
PAGE
1.1 Gantt Chart 4
2.1 Comparision table of existing product 13
2.2 Comparison table of the existing products with 5 element
of multimedia
14
xi
LIST OF FIGURES
FIGURE TITLE PAGE
2.1 Marker based 8
2.2 Markerless 9
2.3 Picture Dictionary 10
2.4 Kamus Bergambar Bestari AR 3D 10
2.5 E Book Ku 11
2.6 Discovery Kids Teach & Talk Exploration 12
2.7 The Internet Picture Dictionary 12
3.1 ADDIE Model 17
3.2 Analysis Phases 19
3.3 Storyboard book design 20
3.4 Storyboard appllication 21
3.5 Creater Marker 23
3.6 Modeling 3D 23
3.7 Texturing 3D 24
3.8 Rendering 24
3.9 Create marker use Vuforia 25
3.10 Building environment AR use 3D Unity 26
3.11 Framework Design 28
xii
LIST OF ABBREVIATIONS/TERMS/SYMBOLS
FYP Final year project
xiii
LIST OF APPENDICES
APPENDIX TITTLE PAGE
A Appendix -
B Appendix -
C Appendix -
D Appendix -
1
CHAPTER I
INTRODUCTION
1.1 Introduction
This section is the introduction to the report for developed system. It will
provide a basic overview of the whole system. This chapter presents about the project
background, problem statement objectives, scope and project planning. Background of
the system discuss about basic information about this system. Problem statements
discuss about related issues of the system. Objectives state all main goal of this
system. The scope shows who are using the system and what the user can do.
1.2 Background
A learning system based on formalized teaching but with the help of electronic
resources is known as E-learning. While teaching can be based in or out of the
classrooms, the use of computers and the Internet forms the major component of E-
learning.
Mobile app is a software application developed specifically for use on small,
wireless computing devices, such as smartphones and tablets, rather than desktop or
laptop computers.
2
E-School Syllabus (ESS) is application that helped the student to improve their
study where and whenever they are. This application will follow the latest and exact
syllabus of school. This application will help the student because it is more diverse
and interesting for students to understand and remember the processes that occur in
the subject as an example of the biological subject, the various processes and the way
the rules are needed, with the availability of moving graphics to enable students to
easily remember each animated animation.
ESS also has the questions provided for each subtopic, which means that every
subtopic is spent, the user will be asked a few questions to make sure the user
understands the subtopic. Also questions are provided if the user spends the whole
topic in order to make sure the user can really master the topic.
1.3 Problem Statement
Applications involving learning are widely available in the AppStore, but to
find applications that are parallel to the syllabus that meet the criteria with learning
methods in Malaysia are still in critical levels and need improvement in terms of
exposure to students, appealing designs to stimulate students and learning methods are
less interesting.
Problems and views on existing applications can be stated as follows:
1. Design that is less attractive to students.
2. No animation shows the processing diagram.
3. Lack of question.
3
1.4 Objectives
Making the application more interesting with interactive design that will make student
excited to study and easier to understand though it is used for the first time and
provides students with a fun experience in understanding the subjects that are difficult
for them.
1. To identify the current mobile apps for developing this application.
2. To design an interactive e-learning mobile application for secondary school
students.
3. To test the mobile application and to show how it can beneficial for student.
1.5 Project Scopes
This mobile application is built to make learning activities more effective for students
by designing a more attractive design and interface. This will make the student not
easily satisfied with using this application.
I. Admin
a. Admin hold major role in this application.
b. Provide the information to the student based on services that demand
by them.
II. User
a. User need to log in into the application first to access the features.
b. Specific for Biology form 4 student and another student who want to
revision for SPM.
III. Device
a. All android smartphone.
b. Android operating system 4 and above.
IV. Contents scope
a. Interactive notes of chapter and subtopics
b. Quiz for each subtopics
c. This mobile application connect to database
4
Figure 1.1 The Navigation Map of ESS
Homepage
Login
Main Menu
Notes
Subtopic 1
Subtopic 2
Subtopic 3
Quizes
Quiz 1
Quiz 2
Quiz 3
Achivement
Sign Up
5
1.6 Activities, Milestones (Gantt Chart)
Task name
SEPTEMBER OCTOBER NOVEMBER DECEMBER
1 2 3 4 5 6 7 8 9 10 11 12 13 14 15
Topic Discussion and Determination
Project Title Proposal
Proposal writing
Proposal writing –Literature Review
Proposal Progress Presentation &
Evaluation
Discussion
Correction Proposal
Proposed Solution Methodology
Proof of Concept
Drafting Report of the Proposal
Submit draft of report to supervisor
Seminar Presentation
Correction Report
Final Report Submission
Table 1.1 Gantt Chart
1.7 Limitation of work
This application has a login that needs to be filled by the user to enter the main menu
in the E-School Syllabus. Just Android 7 Operating System (OS) and above can use
this application. Information for this application just depend on text and reference
book. This application has the database using the XAMPP software.
1.8 Expected Result
Collaborative learning ,This mobile app is something that modern students use on a
daily basis it is likely to better engage students and promote adoption.
6
When ESS Success to create user friendly and interactive e-learning mobile
application and user (student) enjoy while using this application.
1.9 Report Structure
Thesis structure is a summary of the whole project that divided into 6 chapters.
In Final Year Project 1 (FYP1), it include 3 Chapter, Chapter 1 will discuss the
introduction, problem statement, objective, scope, expected result and limitation.
Chapter 2 will discuss the existing system. In Chapter 3, design and modeling will
also be discussed. In Final Year Project 2 (FYP2), Also have 3 chaptern Start with
Chapter 4,Chapter 4 will show the implementation of the system. Chapter 5 will show
testing and result of the system. Lastly, Chapter 6 is the conclusion of the whole
project.
7
CHAPTER 2
LITERATURE REVIEW
2.1 Introduction
This chapter discuss about literature review for existing system or application;
evaluating and summarizing the existing body of a complete research that done by a
researcher. It can be guideline to develop a new product so that the new product can
provide a better functionality compared to the existing product such as Mobile
Application: SPM BIOLOGY FORM 4 Application. Besides, the research comparison
between the current product and the new developed product is done to overcome the
weakness of the current product.
2.2 LITERATURE REVIEW
2.2.1 E-Learning
Millennial, the current generation of students, were born between 1980 and 2000.
Although some millennial have dropped out of or graduated from academia and
entered the workforce, most are still in our school systems. On average, millennial
spend 6.5 hours each day saturated in print, electronic, digital and broadcast news
media. They listen to and record music; view, create and publish Internet content; play
video games; watch television; talk on mobile phones and instant message every day.
Generally, these young people share the following characteristics:
• They like to be in control. Millennial do not want to be bound by traditional
schedules, and they do not necessarily want to sit in a classroom to learn or in an
8
office to work. Instead, they prefer to use technology to study at any time of the day or
night, telecommute from anywhere in the world and define “balance” in their own
individual ways.
• They are practiced users of digital technology. The Millennial generation is the
first to be surrounded by digital media. ICT has always been part of their lives, and
because of this access, Millennial naturally gravitate to it. They expect it to support
their learning and do what they need it to do. Indeed, Millennial can perform more
functions with mobile phones, handheld devices and other wireless equipment than
they can with traditional computers.
• They think differently. Technology itself is not amazing to Millennial. As
former generations first try to understand how a new technology works, this
generation does not marvel at it; Millennial simply accept technology, adapt to it and
use it. For example, when researching a topic, a Millennial simply “Google” it. What
Google is and how it works does not concern Millennial; they use the tool to find the
information they need.
E-learning can provide a well-balanced learning environment that meets the current
digital learners’ needs and supports learning experiences that are collaborative,
portable, flexible and accessible, and can be integrated with the world globally,
beyond the traditional classroom.
2.2.2 Mobile Learning Application
The survey found that mobile learning typically occurs outside the classroom, with
only limited guidance from instructors.
To improve mobile learning effectiveness, students and instructors need help adopting
more effective learning and teaching practices across content areas
Current perspectives on mobile learning generally fall into the following four broad
categories:
• Techno centric. This perspective dominates the literature. Here mobile learning
is viewed as learning using a mobile device, such as a PDA, mobile phone, iPod,
PlayStation Portable etc.
• Relationship to e-learning. This perspective characterizes mobile learning as an
extension of eLearning. These definitions are often are all-inclusive and do not help in
characterizing the unique nature of mobile learning. What is needed is clarity: in
9
agreement with Traxler (2005), the techno centric e-learning based definitions only
seek to place “mobile learning somewhere on eLearning’s spectrum of portability”.
• Augmenting formal education. In the mobile learning literature, formal
education is often characterised as face-to-face teaching, or more specifically, as a
stereotypical lecture. However, it is not at all clear that this perspective is wholly
correct. Forms of distance education (for example, distance correspondence) have
existed for over 100 years (Peters, 1998), leading to the questions regarding the place
of mobile learning in relation to all forms of “traditional” learning, not only the
classroom.
• Learner-centered. A strong linage of research into conceptualising mobile
learning is traceable by reviewing the combined works of Sharples, Taylor, O’Malley
and their colleagues. In their early research, the concept of mobile learning was
strongly linked to the device (Sharples et al., 2002) and the potential for enabling
lifelong learning (Sharples, 2000). However, it soon became clear that rather than the
device, the focus should be on the mobility of the learner. This led to considering
mobile learning from the learner’s perspective, and to the definition that: “Any sort of
learning that happens when the learner is not at a fixed, predetermined location, or
learning that happens when the learner takes advantage of learning opportunities
offered by mobile technologies” (O’Malley et al., 2003). Current work (Sharples,
2005; Taylor et al., 2006) is exploring the notion of learning in the mobile age, to
develop a theory of mobile learning that builds on Engeström’s conceptualization of
Activity Theory and Laurillard’s (2002) Conversational Framework. The focus of
their work is on mobile learning as communication in context (Sharples, 2005).
10
2.2.3 Interactive Learning
For today's students, this advance translates to learning a more diverse range of
concepts, usually in less time, and without supporting resources. Students can benefit
from technology enhanced learning supplements that unify concepts and are delivered
on-demand over the Internet. Such supplements, like imaging informatics databases,
serve as innovative references for biomedical information, but could improve their
interaction interfaces to support learning. With information from these digital datasets,
multimedia learning tools can be designed to transform learning into an active process
where students can visualize relationships over time, interact with dynamic content,
and immediately test their knowledge.
This approach bridges knowledge gaps, fosters conceptual understanding, and builds
problem-solving and critical thinking skills all essential components to informatics
training for science and medicine. Additional benefits include cost-free access and
ease of dissemination over the Internet or CD-ROM. However, current methods for
the design of multimedia learning modules are not standardized and lack strong
instructional design.
Pressure from administrators at the top and students from the bottom are pushing
faculty to use modern technology to address the learning needs and expectations of
contemporary students. Yet, faculty lack adequate support and training to adopt this
new approach. The development of a multimedia module consists of five phases:
• Understand the learning problem and the user needs
• Design the content to harness the enabling technologies
• Build multimedia materials with web style standards and human factors
principles
• User testing
• Evaluate and improve design
11
2.3 Related Work
The article of E-learning and mobile application needs to be focused on adding more
references to the biology in which it will be brought into the app. Besides that, more
information about e-learning and interactive design to make this application more
interactive and valuable. Text book, Article about biology can take in the article to put
in the application.
2.3.1 Related Research E-Learning
Author/publisher/Organization Year Article
A Kaiser Family Foundation
Study
March 2005 Generation M: Media in the Lives of 8-18 Year
Olds
Bridge Ratings 22 August
2007
The Baby Boomer Media Consumption Study
– 2007
Deborah Rothberg 24 August
2006
Generation Y for Dummies
2.3.2 Related Biology Book/Application
Author/publisher/Organization Publisher Year Title
Gan Wan Yeat, Oxford Fajar
Sdn. Bhd.
2015 SUCCESS Biologi
SPM
Oxford Fajar
Sdn. Bhd.
2017 SPM Biology Form 4
Can Wan Yeat
Azmah Binti Rajion
Bakaprep Sdn.
Bhd.
2006 Biology Form 4
Dr. Iqubal Aziz
Muttaqui Nasim Banu
National
Curriculum
and Textbook
Board
2009 SECONDARY
BIOLOGY
12
Figure 2 Related Application
13
CHAPTER 3
METHODOLOGY
3.1 Introduction
In this chapter, it will explain the specific details on the methodology being
used in order to develop this project. In order to make sure the project is in the right
path, methodology plays an important role as a guide for the project to complete and
working well as plan. There is different type of methodology that is used for different
type of application. It is important to choose the right and suitable methodology for
the development of an application thus it is necessary to understand the application
functionality itself. In order to ensure the effective of the E-School Syllabus
application, good identification is required before the development process begins.
Furthermore, the ADDIE model have five phase involved.
3.2 Methodology Model
This study was conducted to develop an educational mobile application for
Biology form 4 students by eliciting learning content and evaluating learners’
satisfaction after the use an app. The design and development of an application
prototype in this study are based on the ADDIE instructional design model.
The ADDIE are ;
14
• Analysis
• Design
• Development
• Implementation
• Evaluation
The ADDIE framework is a cyclical process that evolves over time and
continues throughout the instructional planning and implementation process.
Development framework model of mobile learning application development. This
study was conducted to develop an educational mobile application for Biology student
by eliciting learning content and evaluating learners’ satisfaction after the use an app.
The design and development of an application prototype in this study are based on the
ADDIE instructional design model.
3.2.1 Analysis phase
This step is the description process of what is going to be taught and forms the
basis of all other steps. In this step, the designer determines the needs and the
difference between knowledge, skills, and behaviors, which the learners presently
have, and behaviors which they must have or they are expected to have. In other
words, needs analysis is conducted. The system is analyzed and the problem and the
roots of the problem are described. To outline the problem, the subject field and the
target group were determined in the Analysis phase of the mobile educational
application developed according to the ADDIE Design Model. The subject field was
Biology class and the target group was selected as Form 4 Secondary School. The
15
target group examined the features of design and development of a mobile application
including pre-learning, the degree of readiness concerning the subject and use of
technology. Examining the target group as for these features guided the determination
of the content and the design of the mobile educational application (presentation,
interactivity, visual, navigation and accessibility). By taking into consideration that
there are not many technologies based materials available, it was decided that the
prepared educational application can be used for different purposes to ensure that the
students can practice and review materials at their own learning pace as well as
compensate for insufficient learning which occurred during the course.
3.2.2 Design phase
In this step, the development strategy is determined in accordance with the data
obtained during the analysis phase and how the objectives will be reached is clarified.
In other words, it is the part where the instruction method, learning theories, learning
objectives and activities, lesson plans, instructional strategy, and media selection
become clear. During the design phase, it was discussed how to teach the subject field
by taking into consideration the features of the target group. Thus, the acquisitions
concerning the subject in the instruction program were determined.
Furthermore, discussion and interaction environments would be created to encourage
the students to exchange ideas; to ensure communication between students; to give the
control to students and; to give a guiding role to the teacher during the process. The
content was formed as well as the general framework of the design (for example the
screen design, interface, navigation, and accessibility) was developed. The references,
where the subjects chosen for the content design are included, were reviewed and the
16
content concerning one main topic and all subtopic for Biology subject was
determined.
Mobile application design also incorporated the tutorial elements such as introduction,
concepts, examples, exercises, and a summary to achieve deeper learning objectives.
Activities design to be carried out to achieve the objectives of ESS should be able
compelling students, provide relevant knowledge, help students to understand clearly
with the objective of learning, organize content, explain the concept, present the
concept in many ways, provide a meaningful Quiz and Test, provide sufficient
exercise, make sure the example is relevant to the context, create a closure and able to
promote discussion.
17
3.3.3 Development phase
This is the process of producing the instruction materials, all the tools which will be
used during instruction and any kind of support materials. The product is created
during this phase and an evaluation, which is mostly for correction, is made and
modifications are carried out if necessary. The detailed plan prepared during the
phases of analysis and the design is implemented and all the components of the
learning environment are developed and the environment is prepared for the test.
Based on the learning objectives and structure determined in the analysis and design
phase, an education application was developed. Development of mobile applications
requiring hardware and selection of the right authoring tools. Authoring tool refers to
the essential components required in the development of software applications such as
audio, video software, graphics, animation and mobile application development
software such as Android developer tools (ADB) or through the online based software
3.3.4 Implementation phases
The implementation phase is the actual use of the learning experience. Regardless of
whether the end user will be in the classroom or outside of the class hour, it is
necessary to put the design into practice with the actual learners. The purpose of this
part is to introduce the designed instruction in a way that it will be effective and
efficient. During this phase, the students should be supported to ensure that they
understand the material and they are aware of the objectives and there should be no
doubt that the information is being transferred to the learner.
The use of prototyping can be used in the classroom or outside the classroom by
exploring activities that are available in prototypes such as access to the notes section,
18
quizzes, discussion material, and reflection. The first prototype of ESS is an
Androidbased operating system application. As described in the design phase, the
entire system consists of the clients (Android supported mobile device), system
administrator, database and the server. After developing the application, the prototype
tested severally on the emulator and actual devices to check the functionality of the
different devices. Then, the prototype (ESS apps) installed on the real mobile device
for debugging. The testing was done on 5.5inches Mi A2.
After the pre-implementation, according to the feedback of students, lecturers, and
expert, the problematic or missing parts of the mobile educational application were
reviewed and as a result of all the modifications, the mobile application was prepared
for the real implementation. The results collected from the pre and post-test, such as
the right or wrong answers that the students gave, guided the review of the mobile
instructional application.
3.3.5 Evaluation phases
The last major step in the process is the evaluation phase. Evaluation can happen at
any stage of the instructional design process. There are two types of evaluation carried
out to applications, namely formative and summative assessment. The formative
evaluation aims to increase and improve the effectiveness of instructional materials
that have been designed. Therefore, the formative evaluation occurs at every level
stage starting from the need analysis stage to the implementation stage to ensure the
effectiveness of mobile learning applications. At the stage of development, when the
prototype has started distributed, the Alpha and Beta test conducted. The Alpha test
involves a group of experts engaged to obtain feedback concerning the prototype
19
while Beta test involves the use of prototype among the students who use the
application.
20
3.4 Framework/ Storyboard
21
3.5 Hardware and Software Requirement
Minimum hardware requirements needed in the development of this application are:
i. Laptop : ASUS GL335V
Processor : Intel Core i5-2.5GHz, 3M Cache
Memory : 4GB DDR4 RAM
Storage : 1TB SATA HDD
Operating system : Window 10 Pro
ii. Android Mobile Phone : XIOMI A2
Used to run, deploy and testing the application.
Android version 9 (Pie) Android One.
iii. Bufflo 1TB USB 3.0 Hard Disk
Used to backup the project of application.
Storage 1TB.
3.6 Software
Software requirement of this project are :
i. Xampp
22
This software used to manage the connection between
Apache and MySQL for this project.
ii. Adobe Animate CC 2018
This software used to create the movement of graphics
animation.
iii. Ionic Framework
Ionic Framework will be used to develop the interface and
function of the application.
iv. Google Chrome
Google Chrome is used as a platform for this application to
run the Xampp Server.
v. Microsoft Word 2010
Microsoft Word 2010 used to write the proposal and report.
vi. Adobe Photoshop CC 2018
This software used to make an icon, logo and adjust the
coloring image that will be used in the application.
23
3.7 Application Design and Modeling Application
A storyboard is a graphic organizer in the form of illustrations or images
displayed in sequence for the purpose of pre-visualizing a motion picture, animation,
motion graphic or interactive media sequence. For the application, the E-School
Syllabus Apps also have a storyboard that will give an example of design and
modeling for this project. The E-School Syllabus Apps have a standard function of the
button like as Notes, Quiz and Test .
24
Reference
1. Azemi, A. (1997). Developing an active learning environment with courseware
approach. Proceedings Frontiers in Education 1997 27th Annual Conference.,
3(i), 1179–1184. http://doi. org/10.1109/FIE.1997.632627
2. Baharom, S., & Hussain, R. M. R. (2013). An exploration of the mobile
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