Conceptual framework of edutainment animated series for children: A pious story
| Format: | Restricted Document |
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| building | INTELEK Repository |
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| collectionurl | https://intelek.unisza.edu.my/intelek/pages/search.php?search=!collection407072 |
| date | 2015-03-16 10:29:37 |
| format | Restricted Document |
| id | 11615 |
| institution | UniSZA |
| internalnotes | Ardito C., Costabile M.F., De Marsico M., Lanzilotti R., Levialdi S., Roselli T. and Rossano V. (2006). An Approach to Usability Evaluation of e-Learning Applications. Universal Access in the Information Society International Journal, 4(3), pp. 270–283. Bandura A. (1986). Social foundations of thought and action: A social cognitive theory, Prentice-Hall, Englewood Cliffs, NJ. Brand S.T. and Donato J.M., (2001). Storytelling in Emergent Literacy: Fostering Multiple Intelligence, Delmar, New York, USA. Buckingham D. and Scanlon M. (2005). Selling. Learning: Towards a political economy of edutainment media. Media, Culture and Society. 27, 1, pp. 41-58. Egloff T.H. (2004) Edutainment: A case study of interactive CD-ROM play sets. Computers in entertainment.2, 1, pp.1. Frey N. and Fisher D. (2004) Using graphics novels, anime and the Internet in an urban high school. English Journal, 93,3, pp. 19. Gallego-Carrillo M., Gortazar-Bellas F., Urquiza-Fuentes J. and Velazquez- Iturbide J. A. (2005). SOTA: a visualization tool for symbol tables. ACM SIGCSE Bulletin, 3, pp. 385. Garde S., Heid J., Haag M., Bauch M., Weires T. and Leven F. J. (2007). Can design principles of traditional learning theories be fulfilled by computer-based training systems in medicine: the example of CAMPUS. International journal of medical informatics, 76(2), pp. 124-129. Hamidi F., Kharamideh Z. M. and Ghorbandordinejad F (2010). Comparison of the Training Effects of Interactive Multimedia (CDs) and Non-Interactive Media (films) on Increasing Learning Speed, Accuracy and Memorization in Biological Science Course. Procedia Computer Science, pp. 144-148. Hussain H., Embi Z.C., Hashim S. (2003). A conceptualized framework for edutainment. Informing Science. pp. 1077-1089. Heinecke A.M. (2002). Usability of edutainment applications. Proceedings of the 6th International Scientific Conference on Work with Display Units, pp. 128-130. Izani M. and Eshaq A. R. (2003, August). Keyframe animation and motion capture for creating animation: a survey and perception from industry people. Proceedings. Student Conference on Research and Development, 2003. (SCORED 2003). pp. 154-159. Koroghlanian C. and Klein D.J. (2004). The Effect of Audio and Animation in Multimedia Instruction. Journal of Educational Multimedia and Hypermedia, Vol. 13 No.1, pp. 23-46. Lee S. H. (1999). Usability testing for developing effective interactive multimedia software: Concepts, dimensions, and procedures. Educational Technology & Society, 2 (2). Masmuzidin M. Z., Jiang J. and Wan T. (2012). Learning moral values through virtual technology: the development and evaluation of Malaysian virtual folktales-Hikayat Land. Procedia-Social and Behavioral Sciences, 31, pp. 315-322. Mayer R. E. and Moreno R. (2002). Animation as an aid to multimedia learning. Educational psychology review, 14(1), pp. 87-99. Mohar D., (2003). Bringing the outside in: One teacher‟s ride on the Anime highway, Language Arts. 8, 2, pp.110-117. Nielsen J. (1993). Usability Engineering. Academic Press, Boston. Perpustakaan Negara Malaysia. Filem animasi: Silat Lagenda, (online, access on 5 April 2014), http://www.pnm.my/yangpertama/Seni_Filemanimasi.htm, 2001. Preece J., Rogers Y. and Sharp H. (2002). Interactions Design Beyond. Ratten V. and Ratten H. (2007). Social cognitive theory in technological innovations. European Journal of Innovation Management, 10(1), pp. 90-108. Rozaimee A., Isa W.M.W., Ahmad F., Safei S., Zainol F.A. (2011). Conceptual Framework for the Development of KAFA Courseware. 2011 International Conference on Future Information Technology, 13, pp 238-242. Schiffman L. and Kanuk L. (2006). Consumer behavior, Prentice Hall, New Jersey, ISBN 0131869604 Shelly G.B. and Vermaat M.E (2012). Discovering Computers: Your Interactive Guide to Digital World. Couse Technology. Thompson S. (1946). The Folktale. New York: Rinehart and Winston, Wiley & Sons. Urquiza-Fuentes J., Manso F., Velázquez-Iturbide J. Á. and Rubio-Sánchez M. (2011). Improving compilers education through symbol tables animations. In: Proceedings of the 16th Annual Joint Conference on Innovation and Technology in Computer Science Education, ACM, pp. 203-207. Veenstra B., van Geert P.L.C., van de Meulan B.F. (2009). Is edutainment software really educational? A feature analysis of Dutch edutainment software for young children. Netherlands Journal of Phsycology, pp. 50-67. Wang D., Li J. and Dai G. (2007, July). Usability evaluation of children edutainment software. In Proceedings of the 2nd International Conference on Usability and Internationalization, Springer-Verlag, .pp. 622-630. Yassin M.F. (1991). Folktales as education tool: an analysis of ethics, in Mohd Taib Osman (ed.), Researhers of folktale literature, Kuala Lumpur: Dewan Bahasa dan Pustaka. pp. 150-165. Zin H. M. and Zain N. Z. M. (2010). The Effects Of Edutainment Towards Students Achievements. In Regional Conference on Knowledge Integration in ICT, Vol. 129, pp. 2865. Zin N. A. M., Nasir N. Y. M. and Ghazali M. (2010). Promoting Socio-Cultural Values Through Storytelling Using Animation and Game-Based Edutainment Software. Convergence & Hybrid Information Technologies, pp. 426. Zin N. A. M. and Nasir N. Y. M. (2007). Edutainment Animated Folk Tales Software to Motivate Socio-Cultural Awareness. In Computer Science Challenges: Proceedings of 7th WSEAS International Conference on Applied Computer Science, pp. 310-315. |
| originalfilename | 5874-01-FH02-FIK-15-02655.jpg |
| person | UniSZA Unisza unisza |
| recordtype | oai_dc |
| resourceurl | https://intelek.unisza.edu.my/intelek/pages/view.php?ref=11615 |
| spelling | 11615 https://intelek.unisza.edu.my/intelek/pages/view.php?ref=11615 https://intelek.unisza.edu.my/intelek/pages/search.php?search=!collection407072 Restricted Document Article Journal UniSZA Unisza unisza image/jpeg inches 96 96 787 1422 33 33 1422x787 2015-03-16 10:29:37 5874-01-FH02-FIK-15-02655.jpg UniSZA Private Access Conceptual framework of edutainment animated series for children: A pious story ARPN Journal of Engineering and Applied Sciences The objective of this study was to develop a conceptual framework for edutainment animated series for children taking into consideration a pious story. The conceptual framework has been designed and considered as the first step to ensure attainment of the edutainment animated series. Nowadays, multimedia technology plays an important role to deliver the desired information. Animation is one of the ways used to educate children. Most animations have been brought in which implicitly deliver negative values such as violence and aggressiveness. Due to this factor, local animated series is crucial to be produced to suit with the local moral values. The pious story has been selected and designed to provide the children with the good moral values to be practiced by a good Muslim. Expert review has been conducted with two experts to validate the component in the conceptual framework. The instrument used is questionnaire with 5.00 point Likert scale. The result shows the elements in the conceptual framework are successfully implemented with overall means are above 4.00 of Likert Scale score. The designed framework could be serving as a catalyst to promote good moral value for animated series which could be used worldwide to develop Islamic edutainment. 10 3 Asian Research Publishing Network Asian Research Publishing Network 1106-1113 Ardito C., Costabile M.F., De Marsico M., Lanzilotti R., Levialdi S., Roselli T. and Rossano V. (2006). An Approach to Usability Evaluation of e-Learning Applications. Universal Access in the Information Society International Journal, 4(3), pp. 270–283. Bandura A. (1986). Social foundations of thought and action: A social cognitive theory, Prentice-Hall, Englewood Cliffs, NJ. Brand S.T. and Donato J.M., (2001). Storytelling in Emergent Literacy: Fostering Multiple Intelligence, Delmar, New York, USA. Buckingham D. and Scanlon M. (2005). Selling. Learning: Towards a political economy of edutainment media. Media, Culture and Society. 27, 1, pp. 41-58. Egloff T.H. (2004) Edutainment: A case study of interactive CD-ROM play sets. Computers in entertainment.2, 1, pp.1. Frey N. and Fisher D. (2004) Using graphics novels, anime and the Internet in an urban high school. English Journal, 93,3, pp. 19. Gallego-Carrillo M., Gortazar-Bellas F., Urquiza-Fuentes J. and Velazquez- Iturbide J. A. (2005). SOTA: a visualization tool for symbol tables. ACM SIGCSE Bulletin, 3, pp. 385. Garde S., Heid J., Haag M., Bauch M., Weires T. and Leven F. J. (2007). Can design principles of traditional learning theories be fulfilled by computer-based training systems in medicine: the example of CAMPUS. International journal of medical informatics, 76(2), pp. 124-129. Hamidi F., Kharamideh Z. M. and Ghorbandordinejad F (2010). Comparison of the Training Effects of Interactive Multimedia (CDs) and Non-Interactive Media (films) on Increasing Learning Speed, Accuracy and Memorization in Biological Science Course. Procedia Computer Science, pp. 144-148. Hussain H., Embi Z.C., Hashim S. (2003). A conceptualized framework for edutainment. Informing Science. pp. 1077-1089. Heinecke A.M. (2002). Usability of edutainment applications. Proceedings of the 6th International Scientific Conference on Work with Display Units, pp. 128-130. Izani M. and Eshaq A. R. (2003, August). Keyframe animation and motion capture for creating animation: a survey and perception from industry people. Proceedings. Student Conference on Research and Development, 2003. (SCORED 2003). pp. 154-159. Koroghlanian C. and Klein D.J. (2004). The Effect of Audio and Animation in Multimedia Instruction. Journal of Educational Multimedia and Hypermedia, Vol. 13 No.1, pp. 23-46. Lee S. H. (1999). Usability testing for developing effective interactive multimedia software: Concepts, dimensions, and procedures. Educational Technology & Society, 2 (2). Masmuzidin M. Z., Jiang J. and Wan T. (2012). Learning moral values through virtual technology: the development and evaluation of Malaysian virtual folktales-Hikayat Land. Procedia-Social and Behavioral Sciences, 31, pp. 315-322. Mayer R. E. and Moreno R. (2002). Animation as an aid to multimedia learning. Educational psychology review, 14(1), pp. 87-99. Mohar D., (2003). Bringing the outside in: One teacher‟s ride on the Anime highway, Language Arts. 8, 2, pp.110-117. Nielsen J. (1993). Usability Engineering. Academic Press, Boston. Perpustakaan Negara Malaysia. Filem animasi: Silat Lagenda, (online, access on 5 April 2014), http://www.pnm.my/yangpertama/Seni_Filemanimasi.htm, 2001. Preece J., Rogers Y. and Sharp H. (2002). Interactions Design Beyond. Ratten V. and Ratten H. (2007). Social cognitive theory in technological innovations. European Journal of Innovation Management, 10(1), pp. 90-108. Rozaimee A., Isa W.M.W., Ahmad F., Safei S., Zainol F.A. (2011). Conceptual Framework for the Development of KAFA Courseware. 2011 International Conference on Future Information Technology, 13, pp 238-242. Schiffman L. and Kanuk L. (2006). Consumer behavior, Prentice Hall, New Jersey, ISBN 0131869604 Shelly G.B. and Vermaat M.E (2012). Discovering Computers: Your Interactive Guide to Digital World. Couse Technology. Thompson S. (1946). The Folktale. New York: Rinehart and Winston, Wiley & Sons. Urquiza-Fuentes J., Manso F., Velázquez-Iturbide J. Á. and Rubio-Sánchez M. (2011). Improving compilers education through symbol tables animations. In: Proceedings of the 16th Annual Joint Conference on Innovation and Technology in Computer Science Education, ACM, pp. 203-207. Veenstra B., van Geert P.L.C., van de Meulan B.F. (2009). Is edutainment software really educational? A feature analysis of Dutch edutainment software for young children. Netherlands Journal of Phsycology, pp. 50-67. Wang D., Li J. and Dai G. (2007, July). Usability evaluation of children edutainment software. In Proceedings of the 2nd International Conference on Usability and Internationalization, Springer-Verlag, .pp. 622-630. Yassin M.F. (1991). Folktales as education tool: an analysis of ethics, in Mohd Taib Osman (ed.), Researhers of folktale literature, Kuala Lumpur: Dewan Bahasa dan Pustaka. pp. 150-165. Zin H. M. and Zain N. Z. M. (2010). The Effects Of Edutainment Towards Students Achievements. In Regional Conference on Knowledge Integration in ICT, Vol. 129, pp. 2865. Zin N. A. M., Nasir N. Y. M. and Ghazali M. (2010). Promoting Socio-Cultural Values Through Storytelling Using Animation and Game-Based Edutainment Software. Convergence & Hybrid Information Technologies, pp. 426. Zin N. A. M. and Nasir N. Y. M. (2007). Edutainment Animated Folk Tales Software to Motivate Socio-Cultural Awareness. In Computer Science Challenges: Proceedings of 7th WSEAS International Conference on Applied Computer Science, pp. 310-315. |
| spellingShingle | Conceptual framework of edutainment animated series for children: A pious story |
| summary | The objective of this study was to develop a conceptual framework for edutainment animated series for children taking into consideration a pious story. The conceptual framework has been designed and considered as the first step to ensure attainment of the edutainment animated series. Nowadays, multimedia technology plays an important role to deliver the desired information. Animation is one of the ways used to educate children. Most animations have been brought in which implicitly deliver negative values such as violence and aggressiveness. Due to this factor, local animated series is crucial to be produced to suit with the local moral values. The pious story has been selected and designed to provide the children with the good moral values to be practiced by a good Muslim. Expert review has been conducted with two experts to validate the component in the conceptual framework. The instrument used is questionnaire with 5.00 point Likert scale. The result shows the elements in the conceptual framework are successfully implemented with overall means are above 4.00 of Likert Scale score. The designed framework could be serving as a catalyst to promote good moral value for animated series which could be used worldwide to develop Islamic edutainment. |
| title | Conceptual framework of edutainment animated series for children: A pious story |
| title_full | Conceptual framework of edutainment animated series for children: A pious story |
| title_fullStr | Conceptual framework of edutainment animated series for children: A pious story |
| title_full_unstemmed | Conceptual framework of edutainment animated series for children: A pious story |
| title_short | Conceptual framework of edutainment animated series for children: A pious story |
| title_sort | conceptual framework of edutainment animated series for children: a pious story |