Development of Kemahiran Hidup Tingkatan Satu (1) Courseware Prototype Using User Centered Design (UCD) Methodology Based on the Modality Principle
Many educational coursewares have been developed either from the government sector or private sectors. However, the coursewares only for core subjects such as Bahasa Malaysia, English, Mathematics, and Sciences. The rest is still under development. This is maybe because of low resources and need mo...
Saved in:
| 主要作者: | |
|---|---|
| 格式: | Thesis |
| 语言: | eng eng |
| 出版: |
2010
|
| 主题: | |
| 在线阅读: | https://etd.uum.edu.my/2139/1/Ahmad_Fadhil_Ishtiyaq_Ahmed.pdf https://etd.uum.edu.my/2139/2/1.Ahmad_Fadhil_Ishtiyaq_Ahmed.pdf |
| 标签: |
添加标签
没有标签, 成为第一个标记此记录!
|
| 总结: | Many educational coursewares have been developed either from the government sector or private sectors. However, the coursewares only for core subjects such as Bahasa Malaysia, English, Mathematics, and Sciences. The rest is still under
development. This is maybe because of low resources and need more multimedia learning theory applied. The objective of this study is to identify the user requirement and applied it to CDKH prototype. The methodology of this study is User Centered Design Methodology (UCD). Thereby this paper discuss about the problem faced by the students in learning Kemahiran Hidup. The limitations for developing a good courseware have been verified. The development of this
courseware is by involving the user as part of the development team and process. For a maximum effectiveness: the courseware will be developed by using Adobe Director with customize lingo script to make the interaction more effective. The respondents are most equally for the color to background and font color. The respondent are like to have the animation background, background music. The type
of exercise that the respondents like most is the drag and drop type. The respondents are also like the simple theme. Result that get from the evaluation is most of the respondent are like about the interfaces in the CDKH prototype. |
|---|