The natural forest and natural laboratory of the UKM campus are a part of nature that could be made into attractions for tourists and visitors, as they are abundant with natural resources, including scenic views, topography, as well as water features, plants, and heritage. The university has undertaken various efforts to share this information through portals and web pages. However, the method of information deliverydisplay and delivery of static text and graphics is not that effective. As a consequence, users or visitor are unable to interact or appreciate the experience of being in an natural environment. Therefore, this study has developed a campus virtual tour design to enhance interaction experience in natural environment through a low-fidelity interface design method, brainstorming, and virtual tour prototype development. The result of this study is a campus virtual tour design that can enhance the experience of benign, and utilisation of a natural environment.

User experience (UX) towards designs of an application or product affects the way such user receives the product. UX also becomes increasingly crucial as users obtain a rating of downloaded app experience that may affect sales and improve the application performance expectations. This study aims to evaluate user experience in order to validate user needs on digital footprint awareness applications that have been developed through the triangulation technique that involves three user experience testing methods which are guessability, think aloud and observation to acquire feedback and suggestions from experts and end users for the application development. The findings indicate that an important aspect of user satisfaction within this app is the use of attractive colours, clear and appropriate texts and clear and systematic guidelines to reduce the user's cognitive strains. In addition, the emphasis is on enhancing the fun, entertaining and interface design based on using different perspectives of its use in fun, motivational challenges and skills to enhance the application usability and learning ability.

The industrial revolution creates a new era where everything can be accessed via the Internet. However, despite all the advantages, the new era of technology comes with disadvantages as well. Studies have shown that the youth category is the group that is a synonym to technology. Most of the youth nowadays enjoy using the features but lacked the information on the footprint of their Internet browsing history. When individuals engaged with the Internet, they generated a complex trail of these digital footprints that may include their various presentation of self, based on social profiles and comments, traces of their activities, interest, interaction and anything else they choose to share online. However, the extent to which netizens are aware that they are creating these tracks and traces and have some ability to manipulate and control them is unclear at present. Thus, the objective of this paper is to identify the level of awareness among youth about the digital footprint. The research started with a structured survey distributed to respondents as a data collection requirement for analysis. A quantitative research method is employed in this research. Survey was conducted to the three main areas namely urban, suburban and rural as a sample of the population. Results were presented in the form of description analysis with respondents demographic and perception of respondents based on digital footprint awareness.

Active learning allows students to control their learning style by relating it to their actual experiences. This learning model can increase student motivation and engagement in an interactive environment. However, mentoring has not been actively implemented even though mentoring is one of the important agendas for the next 20 years and in line with education 4.0, which encourages students towards active learning. The study's findings found that the gamification approach is an effective method to increase the level of involvement and motivation of students in active learning. However, gamification becomes less effective when in-depth learning is carried out, and the learning process cannot provide satisfaction to students with high levels of confidence. This group only participates for fun but does not want to socialize with other students because the core of gamification is competitive-oriented. Therefore, the objective of this study is to produce a mentoring-style gamification strategy that has collaborative and social mechanics in a soft skill learning environment to increase the participation level of less sociable students. The hypothesis of this study is to introduce learning as a more motivating experience for all levels, not just outstanding students. Student involvement in the play experience can be translated into an educational context to facilitate learning while influencing personality and behavior, including communication skills, problem-solving, self-motivation, decision-making, and time management. The methodology of this study is through exploratory research, namely, observation, activity development, and effectiveness testing to relate students' experiences in authentic learning situations. The result from this study is a mentoring-style gamification strategy that is a guide for mentors to carry out active learning mentoring activities that involve soft skills with students.

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