MOBILE APPLICATION

(easyScience : Matter)

NUR ATIRAH BINTI AGU SALIM

BACHELOR OF INFORMATION TECHNOLOGY

(INFORMATICS MEDIA) WITH HONOURS

UNIVERSITI SULTAN ZAINAL ABIDIN

2018

i

CONFIRMATION

This project report titled easyScience : Matter using Mobile Application was

prepared and submitted by Nur Atirah binti Agu Salim and has been found satisfactory in

terms of scope, quality and presentation as a part of fulfilment of the requirement for the

Bachelor of Information Technology (Informatics Media) with honors in University Sultan

Zainal Abidin.

Signature : ………………….............

Supervisor : Mr. Abd Rasid bin Mamat

Date : 23th December 2018

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DECLARATION

This dissertation is submit as a partial fulfilment for the award of a Bachelor of

Information Technology (Informatics Media) with honors at the Universiti Sultan Zainal

Abidin (UniSZA), Terengganu, Malaysia. This work is a result of my investigation. All

section of the texts and results, which have been obtaining from other sources, are fully

referenced. I understand and will be dealt with cheating and plagiarism constitutes a breach

of university regulation and will face accusingly.

Signature : ………………….............

Name : Nur Atirah binti Agu Salim

Date : 23th December 2018

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ACKNOWLEDGEMENT

In the name of God, Allah, the Most Gracious and the Most Merciful.

I would like to express my deepest appreciation to all who provided me the

possibility to complete my final year project entitled easyScience : Matter using Mobile

Application successfully. I am thankful for their aspiring guidance, invaluably constructive

criticism and friendly advice during this project work.

I express my gratitude to my supervisor, Mr. Abd Rasid bin Mamat, who help in

guiding me throughout y journey in finishing this project. Under his supervision with a lot

of advices, I was able to complete this final year project successfully. Then, an honorable

respect I present to my family especially my family for their understanding with my

conditions.

I would also love to thanks to all my fellow friends and my course mates for

supporting me and give me an aspiration to improve this project. I would like to thank all

the people for their help whether it was directly or indirectly to complete this project.

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ABSTRAK

Pada era globalisasi, teknologi berkembang dengan pesat membuatkan banyak

perisian kursus yang telah dinaiktaraf mengikut peredaran zaman. Daripada kajian yang

telah dibuat, ramai pelajar tidak menggemari subjek Sains dan tidak mempunyai cara yang

baik dalam mempelajari subjek tersebut. Hal ini kerana mereka tidak terdedah dengan cara

belajar yang interaktif dan hanya bergantung kepada guru dan buku teks, walhal, buku teks

yang mempunyai banyak tulisan adalah punca utama mereka susah untuk memahami

subjek ini. Walaupun terdapat segelintir pelajar yang mencuba untuk belajar subjek ini

dengan menggunakan perisian kursus yang sedia ada, namun perisian kursus yang sedia

ada masih kurang dari segi multimedia yang menyebabkan mereka masih sukar untuk

memahami subjek ini. Dengan itu, perisian kursus yang ingin dibangunkan bertajuk

easyScience : Matter adalah satu perisian kursus yang berobjektifkan ingin membentuk dan

membangunkan satu aplikasi untuk membantu pelajar Tingkatan Satu memahami subjek

Sains dalam tajuk Rijim dengan lebih berkesan dan efektif. Dalam aplikasi ini, pelajar

dapat belajar melalui penerangan untuk setiap sub topik tajuk Jirim dalam bentuk animasi,

audio dan elemen multimedia yang lain. Selain itu, terdapat kuiz dalam bentuk permainan

serta glosari. Aplikasi ini akan diuji keberkesanannya serta mengikut skop iaitu pelajar

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boleh mengetahui tahap kemahiran mereka tentang subjek Sains dalam tajuk Jirim dengan

skor dan tahap permainan daripada kuiz yang berbentuk permainan itu. Jadi, pelajar boleh

menetapkan semula skor permainan tersebut dan juga mencari perkataan pada glosari.

Aplikasi ini dicadangkan untuk pelajar Tingkatan Satu, namun sesiapa sahaja boleh

menggunakannya untuk menambah pengetahuan dan menguji pengetahuan tentang tajuk

Jirim. Seterusnya, pelajar dapat belajar pada bila-bila masa tanpa mengira tempat dan

waktu. Jadi, pembelajaran akan lebih efektif dan kondusif. Kesimpulannya, aplikasi ini

diharap akan memberi kemudahan kepada pelajar Tingkatan Satu dalam memahami Subjek

Sains tajuk Jirim dengan lebih mudah, sistematik, dan berkesan kepada pelajar.

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ABSTRACT

In the era of globalization, technology is expanding rapidly with many of the

courseware that has been upgraded to the era. From the research, many students do not like

Science subjects and do not have a better way to learn the subject. This is because they are

not exposed to interactive learning and rely solely on teachers and textbooks, though

textbooks consists of lots of writing are the main reasons for them to not understand this

subject. While there are a handful of students trying to learn this subject using existing

courseware, however, existing courseware is still lacking in multimedia that makes them

still difficult to understand the subject. With that, the courseware that I want to develop is

easyScience: Matter, a courseware which its objective is to design and develop a mobile

application that help Form One students to understand Science subject in chapter Matter in

an effective way. In this app, students can learn through the visualization for each sub topic

which it explains in a form of animation, audio and other multimedia elements. In addition,

there are quizzes in the form of games as well as glossaries. This app will be tested for its

effectiveness and in accordance with the scope that students will be able to know their skill

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level on Science subjects in chapter Matter with scores and game levels from the game-

form quiz. So, students may reset the scores for the game and search words in glossary.

This app is intended for Form One students, but anyone can use it to increase their

knowledge and test their knowledge in this chapter, Matter. Next, students can learn at any

time regardless of place and time. So, learning will be more effective and conducive. In

conclusion, this mobile app is expected to provide the convenience for Form One students

in understanding the Subject Science in chapter Matter easily, systematically and

effectively to students.

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TABLE OF CONTENTS

Contents

CONFIRMATION ............................................................................................................... i

DECLARATION ................................................................................................................ ii

ACKNOWLEDGEMENT ................................................................................................. iii

ABSTRAK ......................................................................................................................... iv

ABSTRACT ....................................................................................................................... vi

TABLE OF CONTENTS ................................................................................................. viii

LIST OF TABLES .............................................................................................................. x

LIST OF FIGURES ........................................................................................................... xi

CHAPTER 1 ....................................................................................................................... 1

INTRODUCTION .............................................................................................................. 1

1.1 Background .......................................................................................................... 1

1.2 Problem Statement ............................................................................................... 3

1.3 Objectives ............................................................................................................. 3

1.4 Scope .................................................................................................................... 4

1.5 Limitation work .................................................................................................... 4

1.6 Expected Result .................................................................................................... 4

CHAPTER 2 ....................................................................................................................... 5

Literature Review................................................................................................................ 5

2.1 Introduction .......................................................................................................... 5

2.2 Tools of learning .................................................................................................. 6

2.2.1 Courseware ................................................................................................... 6

2.2.2 Mobile Learning............................................................................................ 7

2.2.3 Learning via games ....................................................................................... 8

2.3 Existing learning tools .......................................................................................... 9

2.3.1 Mobile Application .................................................................................... 10

2.3.2 Website ...................................................................................................... 11

2.3.3 Science Textbook ....................................................................................... 12

2.4 Comparison between learning tools ................................................................... 13

2.5 Summary ............................................................................................................ 16

CHAPTER 3 ..................................................................................................................... 17

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METHODOLOGY ........................................................................................................... 17

3.1 Introduction ........................................................................................................ 17

3.2 ADDIE Model .................................................................................................... 17

3.3 Methodology Phase ............................................................................................ 19

3.3.1 Analysis....................................................................................................... 19

3.3.2 Design ......................................................................................................... 19

3.3.3 Development ............................................................................................... 25

3.3.4 Implementation ........................................................................................... 26

3.3.5 Evaluation ................................................................................................... 27

3.4 Hardware and Software Requirement ................................................................ 28

3.5 Navigation Map .................................................................................................. 30

References ......................................................................................................................... 31

APPENDIX (Gantt Chart) ................................................................................................ 33

x

LIST OF TABLES

Table 2. 1 Comparison between learning tools ................................................................. 13

Table 2. 2Comparison between learning tools based on existing learning tools .............. 15

Table 3. 1 Hardware Requirement .................................................................................... 28

Table 3. 2 Software Requirement ..................................................................................... 29

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LIST OF FIGURES

Figure 2. 1 Mobile Application ..........................................................................................10

Figure 2. 2 Website ............................................................................................................11

Figure 2. 3 Textbook ..........................................................................................................12

Figure 3. 1 ADDIE Method .............................................................................................. 18

Figure 3.2. 1 Storyboard ................................................................................................... 21

Figure 3.2. 2 Continued storyboard .................................................................................. 22

Figure 3.3. 1 Main Menu .................................................................................................. 23

Figure 3.3. 2 Sub-Menu Story ........................................................................................... 24

Figure 3.3. 3 Sub-Menu Play ............................................................................................ 24

Figure 3.3. 4 Sub-Menu Glossary ..................................................................................... 25

Figure 3.4. 1 Navigation Map ........................................................................................... 30

1

CHAPTER 1

INTRODUCTION

1.1 Background

easyScience : Matter is a mobile application that facilitate the form 1 students the

easier way to understand and learn Science in chapter Matter in a fun and interactive way

instead of spending plenty of time in a common way of studying which is reading the

textbook without gaining any input. For that point, this application will explain the chapter

in the form of animation which excites the students to see and learn more about this topic.

By using this application, students will not only understand the topic, but they would easily

remember the concept by imagining the animation that they have watched from the

application as human brain tends to remember things that they have seen visually rather

than a mere word from the old boring book. In fact, they would save much time by learning

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via this application as they learn in a smart and effective way even consume less time to

understand and remember what they need to remember.

Besides, this application is developed as a learning medium and a reference for

form 1 students which consists of glossary for them to know and garner their Science level

of knowledge. Furthermore, this application also consists of quiz in a form of game which

they need to answer a question correctly before going to a next level. This will not only

relieve their stress, but also exhilarate them to study more so that they could pass the game

level. With lots of interactive learning going on, it makes them eager to study willingly

without the force from their parents. For those who found this application late, or a last

minute study person and does not have much time to study as the examination is just around

the corner, therefore, this application is suitable for them to do a quick recap on the chapter

Matter as it requires only less time to master the chapter. Thus, by having this application

which can be reached at anytime and anywhere as what they need is just a click for this

application to function, boosts up their enthusiasm to explore Science more.

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1.2 Problem Statement

Nowadays, students are not so independent and are spoiled with spoon-feeding

learning. In addition, they mostly go to an extra class for a better understanding or even

use the reference books which consists more than 200 pages, and if there is a website of

some topic of a subject, which can be accessed from the Internet, it is more into a note or

a Power point slide which does not do them any favors. It is because they are less interested

with the reading method that is kind of lame and bored them. The most important thing is

they are not exposed to an interactive learning which makes it harder for them to understand

Science well.

1.3 Objectives

The main purposes for this easyScience : Matter mobile application to be developed are:

a) To design an interactive mobile application that facilitate the form 1 students

understand Science for chapter Matter easily

b) To develop a mobile application about Science chapter Matter using Adobe Flash

and other multimedia software

c) To evaluate the functionality of the mobile application for Science chapter Matter

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1.4 Scope

User :

Able to know their level of Science knowledge from the score and game level they

play

Able to reset scores for games

Able to search words in glossary

1.5 Limitation work

a) Only available for android

b) Self-learning as user not be able to connect with server (No community)

1.6 Expected Result

This application is expected to be used smoothly without any disruption based on the scope

that has been stated in the beginning of proposal.

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CHAPTER 2

Literature Review

2.1 Introduction

This chapter is to discuss literature review for the courseware. Literature review is

important to understanding and get more information about the courseware. Hence, the

literature review is carried out to be used as references in developing the proposed

courseware and the references are from the research that have been made by other

people about interactive learning using courseware. All references are recorded clearly

stated in text and reference list.

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2.2 Tools of learning

This section shows the tools of learning used based on the research analyzed:

2.2.1 Courseware

In the paper [1], researcher have made an evaluation by teachers in using

courseware for Science curriculum for high school. There are three packages used which

firstly, drill and practice program, second is a simulation while the third one is a tutorial.

There are three elements seem to be motivating for students, that is curiosity (packages B

and C), goal-directedness (package A) and activating students (packages A and C). In quite

a number of evaluations “dull” (package A) is mentioned as an element not motivating

students. For most teachers all three packages satisfied the necessary conditions for the use

of courseware in the classroom. So it can be concluded that the courseware used in this

study was-from the teacher’s point of view-valid and friendly in its operation. From this

evidence no design specifications can be derived.

Researchers [2] have made a research about teaching and learning Form 1

Mathematics and Science using courseware and evaluation by the teachers have been made.

He emphasized, as a professional, the teacher must always ensure that any instructional

tool, software included, is the best way to teach a particular concept to a particular student

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or group of students. From the analysis, it has been cleared that most teachers have agreed

that the courseware used is an effective way of teaching and learning. They also believed

that the courseware could facilitate them in performing their duties and helping the students

in the learning process. They believe the users would be able to understand the content

easily as the lessons were presented in context and related to their prior knowledge.

Meanwhile, they felt that the contents were concise and well-grouped. Furthermore, they

noted that the main points of the topics were emphasized to enhance student understanding,

apart from they also noticed the use of variety in displays, sound and colour in the

courseware. They also felt that the students were able understand the learning topics better,

promotes confidence and enhances visualization and thinking skills among students with

the use of the courseware. But, they thought that certain aspects and components of the

courseware need to be improved for a better learning.

2.2.2 Mobile Learning

Researcher [3] found that students are able to learn via mobile devices without

being limited by space and time, which means that the students can be situated in a real-

world scenario associated with the learning content. The experiment has been done and the

proposed approach not only promotes the students’ learning interest and attitude, but also

improves their learning achievement.

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In the paper [4], researcher concluded that with the help of mobile devices, a rapid

learning environment can easily be constructed to support the goals of learning anywhere,

anytime, and any form which are not possible to achieve in conventional classroom

learning, that is mobile apps. In addition, the researcher [5] found that the potential benefits

of using mobile technologies with the help of visualizations, increases students'

engagement, enabling them to conduct scientific inquiries and analyses in new ways.

2.2.3 Learning via games

Researcher [6] concluded that students should have both a sufficient context for the

learning and motivation to perform the task which will help them to learn for any learning

task to be meaningful to them. He also found that, students exposed to lectures or textbook

readings might remember the appealing elements but not the intended educational content.

Thus, the effective way is to put the educational content at the heart of engaging game play,

so that they utilize the targeted academic skills and knowledge as an essential part of

playing the game.

The result [7] of analysis was that, those using interactive simulations or games report

higher cognitive skills and have better attitudes toward learning in comparison with those

using traditional teaching methods. This result agrees with the current overall theory stating

9

that interactive experiential activities that increase motivation also show increased learning

outcomes. Other than that, researcher [8] have found that learning in "mindful" ways let

students get the knowledge that is considered meaningful and useful, as compared to the

"inert" knowledge that they get from decontextualized learning strategies.

2.3 Existing learning tools

This section shows three existing learning tools that has been analyzed to differentiate and

make a comparison between them to improve the intended mobile application that is going

to be developed.

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2.3.1 Mobile Application

This application is developed so that the form 1 students can study at anywhere and anytime

they like, but it only has quizzes, so it is more like an exercise book but the difference is

they can do it by using mobile phone and the answer of the questions can be obtained right

after answering the questions. [9]

Title : KS3 Science Review

Concept : Mobile Application

Scope : Middle school student

Figure 2. 1 Mobile Application

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2.3.2 Website

This website is developed to facilitate students in learning but it does not do much of a help

because it contains so much text. [10]

Title : biology4kids.com

Concept : website

Scope : Middle school students

Figure 2. 2 Website

12

2.3.3 Science Textbook

This textbook is a medium for form 1 students to learn Science at school. It contains a lot

of text for them to read and make it difficult for them to perceive the information. [11]

Title : Sains Tingkatan 1

Concept : Textbook

Scope : Form1 students

Figure 2. 3 Textbook

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2.4 Comparison between learning tools

These tables below show the comparison between learning tools from the research and

from the existing learning tools analyzed:

Table 2. 1 Comparison between learning tools

Number Author Description of Paper

1 Joke Voogt Using courseware, have 3 packages; A)Practice,

B)Simulation, C)Tutorial . In quite a number of

evaluations (package A) is mentioned as an element not

motivating students. The courseware used in this study

was-from the teacher’s point of view-valid and friendly

in its operation.

2 Rahimi Md

Saad,

Noraini Idris,

Loh Sau

Cheong,

Ahmad Zabidi

Abdul Razak,

Norjoharuddeen

Mohd Nor

A research about teaching and learning Form 1

Mathematics and Science using courseware and

evaluation by the teachers have been made and the

outcome are students were able to understand the

learning topics better, promotes confidence and

enhances visualization and thinking skills.

14

3 Gwo-Jen

Hwang,

Hsun-Fang

Chang

Researcher found that students are able to learn via

mobile devices without being limited by space and

time. The experiment has been done and the proposed

approach not only promotes the students’ learning

interest and attitude, but also improves their learning

achievement.

4 Tan-Hsu Tan,

Tsung-Yu Liu

With the help of mobile devices, a rapid learning

environment can easily be constructed to support the

goals of learning anywhere, anytime, and any form

which are not possible to achieve in conventional

classroom learning, that is mobile apps.

5 Bahtijar Vogel,

Daniel Spikol,

Arianit Kurti,

Marcelo Milrad

The potential benefits of using mobile technologies

with the help of visualizations, increases students'

engagement, enabling them to conduct scientific

inquiries and analyses in new ways.

6 Mary Jo

Dondlinger

Students exposed to lectures or textbook readings

might remember the appealing elements but not the

intended educational content. Thus, the effective way is

to put the educational content at the heart of engaging

game play, so that they utilize the targeted academic

skills and knowledge as an essential part of playing the

game.

15

7 Jennifer J.

Vogel,

David S. Vogel,

Jan Cannon-

Bowers,

Clint A.

Bowers,

Kathryn Muse,

Michelle

Wright

Those using interactive simulations or games report

higher cognitive skills and have better attitudes toward

learning in comparison with those using traditional

teaching methods. This result agrees with the current

overall theory stating that interactive experiential

activities that increase motivation also show increased

learning outcomes.

Table 2. 2Comparison between learning tools based on existing learning tools

No. Title Year Animation Graphic Text Audio Video

1 KS3 Science

Review

2015 NONE NONE NONE

2 biology4kids.com 1997 NONE NONE NONE

3 Sains Tingkatan

Satu

2016 NONE NONE NONE

Type of Multimedia

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2.5 Summary

From my point of view, to develop a good and effective courseware, one must be

convenient to students such as a courseware using mobile application as they can learn at

anytime and anywhere. Next, it should have a medium that can attract students in learning

using courseware. For instance, develop a courseware that consist a game. From that, we

knows that with the combination of mobile learning and game-form quiz is a better way in

developing a learning tool with the addition of multimedia elements such as audio, video,

animation and others.

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CHAPTER 3

METHODOLOGY

3.1 Introduction

This section describes the methodology used to develop the project easyScience :

Matter and the model used is Analysis, Design, Development, Implementation, and

Evaluation (ADDIE model) that divided the work into several phases of activity. It will

explain more about every phase that involve on this project development.

3.2 ADDIE Model

This model is the instructional design that aim for a learner-centered rather than the

traditional teacher-centered approach to instruction, so that effective learning can take

place. This means that every component of the instruction is governed by the learning

outcomes, which have been determined after a thorough analysis of the learners’ needs and

18

each step has an outcome that feeds into the subsequent step. Lee [12] conducted a study

and applied ADDIE model for multimedia development based on project-based learning.

He presented his instruction based on the stages of the presented model and found that

ADDIE model is effective as instructional design model for this instructional unit and

framework of this model facilitates these projects for learners. While Peterson [13] said

that ADDIE is an instructional design model, which is valid for any kind of education and

even though ADDIE comprises the components of all other design models it is a relatively

simple model. Lastly, Khalil & Elkhider [14] said that ADDIE model helps the

instructional designer with simple and easy to use framework during the design of the

instruction.

Figure 3. 1 ADDIE Method

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3.3 Methodology Phase

The explanation of each phase involved to develop easyScience : Matter are as

below:

3.3.1 Analysis

During this phase, the problems needed to be solved will be determined as a whole.

So, analysis is carried out to analyze the problems that will be discussed in this project,

“easyScience : Matter”. The problems are determined by doing the analysis based on the

form 1 Science textbook, Science form 1 reference books, website and the existing

applications about Science form 1. Apart from that, there are also other analysis need to be

done from other aspects which are the analysis on study environment and users to ensure

the application to be developed is designed based on users’ needs. For instance, an

interview has been made with form 1 students to get the analysis done. Hence, the mobile

application needed to be developed must consists less words and more interactive based on

the user requirements done.

3.3.2 Design

In this phase, it is detailing on the full sketch of the storyboard, design and

technology involved. This phase is more on design that is created using a storyboard that

20

illustrate the whole design, structure, graphics, text, content and technology involved as it

is used for a guide for graphic position and based on the content used. Besides, the design

developed must suits the learning objective presented and must be understood by the

targeted users. In addition, the game-form quiz is developed so that they really understand

the subject. In this case, the mobile application consists a menu which students need to

click enter icon for entering to another page. Basically, every page except the title page has

back function. Then, there are main menu icon that students can choose which are Story,

Play and Glossary. For story, it has a sub-menu icon for sub-topic Matter with home icon

and these section consists audio, animation and text. For Play, it consists a sub-menu of 3

games which is Crossword Puzzle, Guess and Walking Home which each of them consists

of another sub-menu which is level 1, level 2, and level 3 with home icon and it has text

and animation while for glossary, it has a sub-menu for by name, and my favorites with

home icon and it has only text but it has a search function for them to search words.

3.3.2.1 Storyboard

Figure 3.2.1 shows main menu, settings and sub-menu of Story and Play while Figure 3.2.2

shows game in Play and sub-menu of Glossary.

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Figure 3.2. 1 Storyboard

22

Figure 3.2. 2 Continued storyboard

23

3.3.2.2 Pre-prototype

Figure 3.3.1 shows main menu icon (Story, Play, Glossary) and settings, Figure 3.3.2

shows sub-menu of Story (Matter Has Mass & Occupy Space, The Three States of Matter,

The Concept of Density) while figure 3.3.3 shows sub-menu for Play (Crossword Puzzle,

Guess, Walking Home) and Figure 3.3.4 shows sub-menu for Glossary (By Name, My

Favourites).

Figure 3.3. 1 Main Menu

Settings

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Figure 3.3. 2 Sub-Menu Story

Figure 3.3. 3 Sub-Menu Play

Play Guess Play Crossword Puzzle

Play Walking Home

Play

Story Story Matter Has

Mass and Occupy

Space

25

Figure 3.3. 4 Sub-Menu Glossary

3.3.3 Development

During this phase, the full design will be developed that consists text, graphic,

audio, video, animation, and others. In this phase, Adobe Flash CS6 will be used as a main

application in designing and illustrating the animation for movement in menu Story and

Play. MySQL will be used for database of the application, Adobe Photoshop and Adobe

Glossary By Name

Glossary My Favourites Glossary By Name Apparatus

Glossary

26

Illustrator are used for editing or manipulating a picture for background and interface, and

to design a suitable graphic for button and icon such as home icon, back icon and other

icon and also other supported application to design a multimedia element such as text,

graphics, audio, video and animation. All of these will be combined to develop a systematic

and successful courseware and is developed based on the courseware scope and goals.

Besides, pre-implementation (pilot test) is needed to be done from a limited form 1 students

to get a feedback for the designed prototype while another evaluation will be made by

expert user to give feedback based on how to incorporate multimedia elements such as the

use of learning video, graphics and navigation. Direct feedback from users is a major

advantage that help tests the product in real time environment. From the testing, they will

comment and give out opinion of the mobile application to test the smoothness of the

development and the application supervision.

3.3.4 Implementation

After the pre-implementation phase, the feedback from form 1 students and expert

user will be taken and the result is that the problematic or missing parts of the mobile

application were reviewed and after the modification, the mobile application will be

prepared for real implementation. What has been developed will be presented to test the

effectiveness and the improvement whether from design or development aspects that may

exist before the real application is released or officially used.

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3.3.5 Evaluation

During this final phase, the developed mobile application, easyScience : Matter will

be evaluated by supervisors based on the content, graphics, audio, animation, interface and

others in the application to see whether it suits the user scope. It uses the formative and

evaluation assessment. For formative assessment, it occurs at every stage from users’ needs

till implementation phase to increase and improve the effectiveness of materials that will

be design. During development, Alpha test and Beta test will be done which give out the

prototype to expert and teachers (Alpha test) while give out the prototype to a limited form

1 students (Beta test). Meanwhile, the summative evaluation is the evaluation that is going

to be done at the end of stage.

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3.4 Hardware and Software Requirement

This requirement plays a big role that consists of hardware and software to build up

a successful courseware. Thus, this courseware deployed several hardware and software as

listed below:

Table 3. 1 Hardware Requirement

Hardware Type

Lenovo Windows Edition: Windows 10

Processor: Intel® Core™ i3-5005U

CPU @ 2.00GHz

Installed Memory (RAM): 8.00 GB

System type: 64-bit Operating

System

29

Table 3. 2 Software Requirement

Software Description

Microsoft Office Word 2016 Prepare documentation of the report

Adobe Flash CS6 To design, and illustrate the animation of

the project

Adobe Photoshop CS6 To edit and manipulate multimedia

elements

Adobe Illustrator CS6 To edit and manipulate multimedia

elements

MySQL (phpMyAdmin) To run a database of the application

Xampp Server A localhost to run phpMyAdmin

Mozilla Firefox A browser to run the localhost

Notepad ++ Used to create code program

Dropbox A place to store all the documents

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3.5 Navigation Map

Navigation map for easyScience Matter is designed so that it is easier for the next step

which is designing for storyboard and proof of concept to develop the mobile application.

Figure 3.4. 1 Navigation Map

31

References

1. Voogt, J. (1990). Courseware evaluation by teachers: An implementation

perspective. Computers & education, 14(4), 299-307.

2. Saad, R. M., Idris, N., Cheong, L. S., Razak, A. Z. A., & Nor, N. M. (2007).

Evaluation of Courseware for Teaching and Learning of Form One

Mathematics and Science. Malaysian Education Deans’ Council, 1, 47-56.

3. Hwang, G. J., & Chang, H. F. (2011). A formative assessment-based mobile

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APPENDIX (Gantt Chart)

Activity 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15

Discussion

and selection

of title

Registration

of project title

Proposal

Writing–

Introduction

Proposal

Writing-

Literature

Review

Proposal

Progress

Presentation

and

Evaluation

Discussion

and

Correction of

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

Week