Age is typically affiliated with the decline of cognitive function and the probability to be diagnosed with neurodegenerative disease, namely dementia. Of all dementia-related deficits, the paper highlights on the decline of wayfinding ability, since it is interrelated with mobility, autonomy, caregiving burden and eventually institutionalization. The sense of directions in elderly is also affected by the sensory changes, while the most obvious sensory declines are both vision and hearing. Hence navigation systems that support mainly on visual and auditory may not be the best option for them. A concept of wearable navigational assistance that is non-intrusive and uses haptic stimuli instead of visual and/or audio signals is presented in this paper. A Usability Test (UT) was performed towards the elderly with dementia at a selected nursing home to investigate how they perceive haptic-feedback as a modality of navigation. The assessments involved three phases: (1) orientation or training, (2) navigation test and (3) further navigation test. Results indicate the potential efficacy of haptic modality as a navigation signal. Improvement on subjects’ navigational performance was shown especially during the further navigation test, signifying the familiarization of the intervention. Employing the haptic modality could be a beneficial substitute for navigational purpose when vision and audio are less appropriate. Nevertheless, as much as the encouraging outcomes from the results and analysis of the assessments are valuable, the constructive reviews attained are indeed important for the future development of the device system.

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A student's perception of teacher effective communication influences the learning atmosphere. The measurement of perception indicates how students view the quality of learning. As few studies have explored the development of an appropriate measurement tool of students' perception of learning to read the Qur'an, this study aims to develop such a tool. Conceptual analysis and a survey using open-ended questions resulted in dimensions and items. Six experts and three instructors evaluated the content validity. The questionnaire was then administered to 421 participants -201 for Exploratory Factor Analysis (EFA) and 220 for Confirmatory Factor Analysis (CFA). The results successfully identified four dimensions that explained 64.6% of the variation. The instrument consisted of 13 items with satisfactory reliability and validity. The dimension with the highest coefficient path was 'understanding and friendliness' (UF), while the dimension of 'learning media' (LM) was the lowest. There was a significant influence of gender on the dimension of UF, as well as verbal (V) and non-verbal (NV) communication, while there were no differences in the dimension of LM. The questionnaire can be effectively used as a measurement device of dimensions related to students' perception of teacher effective communication in Qur'an learning.

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