To improve student performance on the subjects studied, the fields of education and technology cannot be separated. Although technology has been used in Third Language Subject Education for a long time, student performance has been seen to decline from 2020 to 2021. In fact, the use of augmented reality (AR) multimedia technology continues to remain uncommon, particularly in third-language subjects at Universiti Teknologi MARA (UiTM). Due to the paucity of studies on the impact of using AR technology in the third language on student performance, this needs to be investigated. The use of AR in education and training can speed up instruction, be lightweight and portable, have clear content, and cost less to print. The purpose of this research is to determine how the use of AR-oriented multimedia technology affects student performance in third-language learning methods and lecturer roles. Data from questionnaires is collected using quantitative methods. SmartPLS 3.0 was used to analyse the data. A total of 387 UiTM students who took a third language course participated in the study. The analysis revealed that the use of multimedia had a significant impact on student performance, with the exception of the teaching strategy factor, which had no effect on student performance. Future proposals to broaden AR research into other areas of social science.

This study focuses on technology acceptance during implementation of Online Distance Learning (ODL) in UiTM Melaka during Restricted Movement Order (MRO) due to Pandemic Covid-19. It is to identify how technology acceptance could affect the student understanding. This study collected survey from 370 students from three branches in UiTM Melaka. The study is descriptive and analytical which using quantitative method using SPSS analysis in order analyze the relationship between student understanding and technology acceptance. Result shows that it can be signified that there is a positive and strong relationship existed between technology acceptance and student understanding, with the correlation of 0.613. The p value that is lower than 0.01 represented that there is significant relationship between technology acceptance and student understanding. Therefore, the results implied that technology acceptance can positively influence student understanding about the content of learning activities that have been provided by their lecturer during ODL sessions. It can be concluded that the more students accept and understand how to use the technology, the more they could understand about the content of learning during ODL sessions.

The purpose of this study was to determine the impact of the Restricted Movement Order (RMO) due to COVID-19 to March -July 2020 semester students of Universiti Teknologi MARA (UiTM) Malacca. Through a confirmatory factor analysis, the student understanding scale was validated in three dimensions: technology acceptance, teaching approach and student readiness in the practice of Open and Distance Learning (ODL). The article also analysed the relationship between student understanding and the three variables. A total of 370 respondents had been selected using the purposive sampling method using SPSS analysis. The result showed that there is a weak relationship between the teaching approach and student understanding with the correlation of 0.355. It is followed by the moderate relationship between teaching approach and student understanding with the correlation of 0.613. Meanwhile, student readiness and student understanding have been identified as a very strong relationship with the correlations of 0.743. The findings also found that student readiness has the highest mean as compared to other factors. This result specified that the students of UiTM Melaka are not fully prepared mentally and physically for an inclusive ODL approach. They felt that ODL is very incumbering and difficult in understanding the content of learning sessions especially for the subjects related with calculations.

No abstract

No abstract