Augmented Reality (AR) in the classroom is becoming a new trend, which incorporates technology in the teaching of topics in a particular course. An instance of the technology used in the classroom is an AR board game which is designed to aid in learning through games. This study is a continuation of a preliminary work, which will concentrate in the designing, developing, and testing phases of REV-OPOLY, a board game with AR intervention in the area of the emerging technology revolution. This study employs a quantitative method of quasi-experimental design using pre-test and post-test, and test assessment. It was conducted within one semester on 100 undergraduate students who enrolled in the Computer Application in Management subject in Universiti Utara Malaysia. Findings show significant improvements in students' scores in all tests preceding the use of REV-OPOLY.

The Covid-19 pandemic which began in March 2020 can be construed as the biggest change of the century, in terms of the adjustments in quality of life, economic, social, and education factors. The biggest change was seen in terms of interaction due to the lockdown, where physical interaction is no longer allowed during the early phase of the pandemic. Subsequently, all educational sectors were forced to close, and remote or online learning was the new norm. The sudden change affected all teachers and instructors from around the world, but this study is particularly interesting to know the effect towards language instructors in their online teaching and assessments. In particular, this study aims to investigate the challenges faced by language instructors during online learning and assessment amid the Covid-19 pandemic, and to provide recommendations for remote or online learning if faced by future crises. This study employs a qualitative method approach through focus group interviews. The focus group interviews were analysed using thematic analysis. The findings demonstrate that the main challenges in online teaching include technological issues, creativity, interactions, class duration, inaccessibility issues and student emotional support, whereas the challenges in conducting online assessments are in terms of the different evaluation platforms, the issue of plagiarism and authenticity, marking or grading online assessments and assessing non-verbal cues.

The use of technology in education is believed to enhance students’ learning experience. Technology such as Augmented Reality (AR) is increasingly used in the classroom through the use of gamification. This study aims to examine students' experience in using a board game with web-based Augmented Reality named REV-OPOLY in their learning. REV-OPOLY’s theme is on the emerging technology revolution concepts where in this board game, players can buy, rent and sell technologies through question cards to gain the opportunity to own the technology. AR is implemented into the game as the play pieces and part of the play cards. The respondents are the undergraduate students enrolled in Computer Application in Management course in Universiti Utara Malaysia. In this qualitative study, respondents will be tested through pre-test and post-test to compare the effectiveness and efficacy of REV-OPOLY compared to traditional methods of self-revision. The findings showed that 98.8% of the respondents are interest-ed in using REV-OPOLY in learning and 86.1% of them are satisfied with the structure of the game, mainly the multiplayer aspects of it (95.3%) which enforce interaction and discussion among the players (89.5%) and 93.0% agreed that they can learn better through the game as an informal learning medium. In this study, REV-OPOLY has shown to have received positive feedback from the respondents. Further research is required to assess the students’ learning outcomes and experience of REV-OPOLY.   Keywords: Augmented reality, Board game, Educational game, Gamification, Student-based learning

<p align="center"><strong>ABSTRACT</strong></p><p align="center"><strong> </strong></p><p>A language classroom must have the right environment for learning and cannot be classified as every other subject as it is a subject which assesses students' abilities in speaking, listening, reading, and writing. As language educators are obliged to use online platforms to teach and assess their students due the pandemic, there are many challenges that they face. Thus, the purpose of this study is to look into the issues that language instructors have when it comes to online learning and assessment. All language instructors at the School of Languages, Civilization, and Philosophy, Universiti Utara Malaysia's were given Google Form questionnaires to answer. The data was analysed using SPSS statistic version 26 and Smart PLS-SEM 3.2.8 with a sample volume of 40 (56 percent) (Ringle, Wende, &amp; Becker, 2015). The descriptive statistics of the respondent's demographic profile were conducted using the SPSS statistics tool. Following that, the PLS statistical tool was used to examine the study's measurement and structural model. The measurement model test was undertaken to ensure that the constructs of this study had reached their reliability and validity. The findings show multiple applications and platforms, online marking, nonverbal evaluation, and plagiarism pose the greatest problem for language instructors in terms of technology and assessments. In terms of teaching, the issues are creativity, rapport, heavy workload, as well as lack of communication and participation from students.</p><p><strong> </strong></p><strong>Keywords</strong>: Online teaching, Online assessment, Language instructors, Pandemic