Assessing the Effectiveness of Mobile-Application Technology: A Project-Based Learning

Sariani, Sariani; Yaningsih, Yaningsih; Khairat, Mutia El

doi:10.21070/jees.v5i1.376

Cited by 6 publications

(6 citation statements)

References 14 publications

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“…Yet, there seems to be a lack of variety in applications for using them in class (Yoon, 2017), so teachers need to get effective and efficient teaching and learning applications. In this technological age, integrating multimedia technology and traditional teaching methods is considered a key promoter of creating an effective learning atmosphere across the globe (Mallick et al, 2020). On the other hand, teaching using traditional methods only could cause passiveness and boredom amongst students (Ubaedillah et al, 2020).…”

Section: Quizizzmentioning

confidence: 99%

Multiple E-Learning technologies on practicing TOEFL structure and written expression

Pratiwi¹,

Atmaja²,

Prasetya³

2021

jees

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The present study investigates how to implement multiple e-learning technologies on practicing TOEFL PBT Section 2, Structure and Written Expression, and its effectiveness. It is a case study at Indonesian Railway Polytechnic. The participants were 48 students of the Railway Mechanical Technology program observed during eight online TOEFL practising classes. The data were collected using observation note to describe the implementation of e-learning technologies, comparing each score to determine the effectiveness of the technologies and a questionnaire to identify students’ feedback. The findings identified how to implement multiple e-learning technologies on practicing TOEFL PBT Section 2 in which effective to increase students’ TOEFL score; those technologies were regarded as interesting media on practicing TOEFL structure and written expression and received more positive feedbacks than the drawback from the students of Railway Mechanical Technology program. These imply that implementing multiple e-learning technologies on practicing TOEFL structure and written expression enhances students’ learning outcomes. HIGHLIGHTS: Multiple e-learning technologies enhance students’ learning outcomes in TOEFL PBT Section 2, structure and written expression. Quizizz, Kahoot!, Socrative, and Google Forms are interesting media on practicing TOEFL Structure and Written Expression. The fourth e-learning technologies receive more positive feedbacks than the drawback from the students in on practicing TOEFL PBT section 2.

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Section: Quizizzmentioning

confidence: 99%

Multiple E-Learning technologies on practicing TOEFL structure and written expression

Pratiwi¹,

Atmaja²,

Prasetya³

2021

jees

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“…Based on the reviewed literature, it is evident that disaster-related policies in Indonesia provide an enabling system for the use and development of technologies toward achieving its DRR goals. However, it is important to assess the effectiveness of these technologies after deployment to study if the predefined outcomes have been achieved [23].…”

Section: Technology and Fire Disaster (Forest And Peatland Fire)mentioning

confidence: 99%

Utilizing information technology towards reducing forest and peatland fire risk in Riau Province, Indonesia

Eklou,

Widana,

Suwito

2023

IOP Conf. Ser.: Earth Environ. Sci.

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Forest and peatland fires have become a seasonal challenge experienced in Riau Province. This disaster causes huge economic and environmental losses, accompanied by its alarming impact on human health. The haze as a result of land burning in this province is known to disrupt activities in neighbouring countries causing political and diplomatic tensions. To reduce the risk of forest and peatland fire, the Riau Regional Police developed the Lancang Kuning Nusantara (LKN) digital application. This study examines the general role of the application in reducing forest and peatland fire risks. A qualitative descriptive approach is adopted in analysing the primary data obtained through focus group discussion. Data from secondary sources were also obtained. Results from this study indicate that the use of the LKN digital application in Riau Province has helped immensely in the area of disaster risk communication and logistics support.

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“…By shifting laborious or repetitive tasks to a computer, instructional technologies serve as tools that could benefit educators and students as well while they are actively participating in educational activities [45], [46]. Taken as the example is the use of online dictionaries while students are assigned to a task during their learning in the class [47].…”

Section: Technology and Self-directed Learningmentioning

confidence: 99%

Incorporating Mobile-based Artificial Intelligence to English Pronunciation Learning in Tertiary-level Students: Developing Autonomous Learning

Sariani

Miladiyenti²,

Rozi³

et al. 2022

ijasce

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EFL pronunciation learning is known to be teacher-centered, in which students are reliant on the feedback given by their teachers. Fortunately, the presence of technology-based learning tools is believed to be able to reduce students' dependency on teachers. A built-in Automatic Speech Recognition technology (ASR): ELSA Speak is a mobile-based application that could help students with pronunciation learning by providing prompt feedback and detailed evaluation of its users' pronunciation accuracy. The objective of this study was to examine the use of the mobile-based application, ELSA, in pronunciation learning and whether it could stimulate learners to become more autonomous. A mix-method approach was employed in this study. The quantitative data, in the forms of pre-test and post-test, was gathered through students' pronunciation recordings available in ELSA. This data was analyzed using the paired sample t-test. In addition, a Google Form questionnaire, in five-point Likert Scale, was used to support the quantitative findings. Meanwhile, a semi-structured interview with selected participants served as the qualitative one. These data were analyzed thematically based on the participants' responses. The result shows that incorporating mobile-based technology into English pronunciation learning could provide an opportunity for students to improve their pronunciation. Moreover, students could also broaden their repertoire of available practice strategies that might be useful to improve their autonomous learning ability.

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Assessing the Effectiveness of Mobile-Application Technology: A Project-Based Learning

Cited by 6 publications

References 14 publications

Multiple E-Learning technologies on practicing TOEFL structure and written expression

Multiple E-Learning technologies on practicing TOEFL structure and written expression

Utilizing information technology towards reducing forest and peatland fire risk in Riau Province, Indonesia

Incorporating Mobile-based Artificial Intelligence to English Pronunciation Learning in Tertiary-level Students: Developing Autonomous Learning

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