Design and Development of a Self-Diagnostic Mobile Application for Learning Progress in Non-Face-to-Face Practice Learning
Abstract
:1. Introduction
2. Related Works
2.1. Non-Face-to-Face (Non-F2F) Learning
2.2. Mobile Application Usability Evaluation
3. Research Process
3.1. Subjects of Research
3.2. Method of Research
3.2.1. ADDIE Model
3.2.2. Research Tools
4. Results of Research
4.1. Analysis
4.2. Design
4.2.1. Database Design
4.2.2. Menu Structure Design
4.3. Development
4.3.1. Learning Contents Development
4.3.2. Implementation of a Mobile Application for Self-Diagnosis of Learning Progress
4.4. Implement
4.5. Evaluation
5. Conclusions and Discussion
Author Contributions
Funding
Institutional Review Board Statement
Informed Consent Statement
Conflicts of Interest
References
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Wide Scope Unit | Detail Scope Unit | Number of Question Items |
---|---|---|
Contents | Accuracy | 2 |
Understanding | 3 | |
Objectivity | 4 | |
Total of Contents | 9 | |
Interface’s Design | Consistency | 3 |
Design suitability | 5 | |
Vocabulary accuracy | 3 | |
Total of Interface’s Design | 11 | |
Technology | Security | 2 |
Total | 22 |
Weeks | Wide Scope Unit | Detail Scope Unit |
---|---|---|
1 | Orientation and Arduino’s elements | |
2 | Output parts and circuits | Tinkercad, App Inventor and LED output |
3 | Bluetooth connect, aia project file, using components | |
4 | Common cathode, common anode, RGB LED output and mobile control | |
5 | Servo motor output and mobile control | |
6 | Resistance size, piezo speaker output and mobile control | |
7 | Motor driver, DC motor output and mobile control | |
8 | Middle test project maker and presentation | |
9 | Input parts and circuits | FND and LCD output and mobile control |
10 | Ultrasonic sensor input and mobile control | |
11 | Temperature and humidity sensor input and mobile control | |
12 | Variable resistance and joystick input and mobile control | |
13 | PIR sensor input and mobile control | |
14 | Photoresist sensor input and mobile control | |
15 | Final test project maker and presentation |
Table’s Name | Field’s Name | Data Type | Example |
---|---|---|---|
studentTBL | student_Number (primary key) | Integer | 20200001 |
student_Name | Text | Gildong Hong | |
student_Password | Text | hgd1234!! | |
questionTBL | student_Number (foreign key) | Integer | 20200001 |
question_Number | Integer | 1 | |
question_Text | Text | I understood the teacher’s explanation. | |
answer_YorN | Text | Y/N | |
complete_Percent | Integer | 100% | |
yes_Persons | Integer | 100 | |
no_Persons | Integer | 0 |
Wide Scope Unit | Detail Scope Unit | Contents | Mean | SD |
---|---|---|---|---|
Mobile contents | Accuracy | Learning-related information is reliable. | 4.22 | 0.93 |
Learning-related information is clear. | 4.28 | 0.74 | ||
Total of accuracy | 4.25 | 0.83 | ||
Understandability | Easy to understand learning-related information. | 4.25 | 0.77 | |
Learning-related terms are familiar to me. | 4.22 | 0.80 | ||
Learning-related information level is easy to understand even in the early stages of learning. | 4.11 | 0.78 | ||
Total of understandability | 4.19 | 0.78 | ||
Objectivity | Learning-related information has specialty. | 4.06 | 0.95 | |
Learning-related information is systematic and specific. | 3.97 | 0.97 | ||
Learning-related information is provided by an authoritative institution. | 3.94 | 0.98 | ||
Suitable for providing information with specialized knowledge of learning content. | 4.36 | 0.72 | ||
Total of objectivity | 4.08 | 0.92 | ||
Interface design | Consistency | There is consistency in color, arrangement, and expression method. | 4.19 | 0.86 |
The arrangement of icons in the mobile application is now unified with the overall design. | 4.19 | 0.89 | ||
The icons in the mobile application are grouped together for consistency. | 4.22 | 0.80 | ||
Total of consistency | 4.20 | 0.84 | ||
Design suitability | Arrange the content for gradually access and make it logically easy to understand. | 4.06 | 0.95 | |
The meaning of the icon was clearly expressed. | 4.14 | 0.83 | ||
The characters used in the mobile application are in a size and font that are easy for the viewer to read. | 4.42 | 0.81 | ||
The visual elements work comfortably on the user. | 4.03 | 0.74 | ||
You can grasp the structure of mobile applications at a glance. | 3.97 | 0.94 | ||
Total of design suitability | 4.12 | 0.86 | ||
Vocabulary accuracy | The phrases used in the mobile application are concise. | 4.06 | 0.83 | |
The phrase used in the mobile application is accurate. | 4.22 | 0.76 | ||
The phrase used in the mobile application is correct. | 4.19 | 0.79 | ||
Total of vocabulary accuracy | 4.16 | 0.79 | ||
Technology | Security | Information on personal information protection was presented. | 3.92 | 1.00 |
Presented a security policy for learning-related personal information. | 3.53 | 1.18 | ||
Total of security | 3.72 | 1.10 |
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Kim, S.; Mun, H.-J. Design and Development of a Self-Diagnostic Mobile Application for Learning Progress in Non-Face-to-Face Practice Learning. Appl. Sci. 2021, 11, 10816. https://doi.org/10.3390/app112210816
Kim S, Mun H-J. Design and Development of a Self-Diagnostic Mobile Application for Learning Progress in Non-Face-to-Face Practice Learning. Applied Sciences. 2021; 11(22):10816. https://doi.org/10.3390/app112210816
Chicago/Turabian StyleKim, Semin, and Hyung-Jin Mun. 2021. "Design and Development of a Self-Diagnostic Mobile Application for Learning Progress in Non-Face-to-Face Practice Learning" Applied Sciences 11, no. 22: 10816. https://doi.org/10.3390/app112210816
APA StyleKim, S., & Mun, H.-J. (2021). Design and Development of a Self-Diagnostic Mobile Application for Learning Progress in Non-Face-to-Face Practice Learning. Applied Sciences, 11(22), 10816. https://doi.org/10.3390/app112210816