Abstract
This paper explores from the teachers’ point of view how new interactive technology for teaching the Islamic Prayer in Primary Schools can enhance engagement and interaction in the classroom. An interesting aspect of the research in Human Computer Interaction (HCI) is that it focuses on both the human and computer perspectives. From the technological side, the focus is on how the computer hardware can improve the quality of HCI. Computer graphics for example, aims to ensure the graphics of a game is of a good standard so users will enjoy their game play, whilst operating systems are also considered in order to ensure good multiprocessing and to tune system response times to human interaction times. From the human side, HCI is primarily focused on the cognitive relationship with computers by ensuring the design is suitable for humans to operate successfully. The interactive Islamic Prayer (iIP) system designed for Xbox 360 Kinect with this specific goal in mind, and as an alternative to traditional learning methods. The participants for the research are Saudi Arabian primary school teachers in Jeddah, who currently teach the prayer using a traditional method. The teachers were experienced in all methods of learning (the controlled traditional method, and the iIP software) before making an informed decision on which method they prefer through a qualitative analysis of the participants teaching experiences. In addition, observations of each teaching session were organized to see how the methods engage the learners. The results show that learning by doing is extremely effective in helping the pupil’ practice, interact and remember the prayer movements.
Highlights
With the continuous improvement made in IT and computers, D'Angelo et al, (2007: 462) state that, “technology has evolved and become more central to teaching and learning”
Designers spend a great deal of time ensuring the game is designed with the user in mind (Dyck et al, 2003) User satisfaction, novelty and user performance are important for a game if it is to become commercially successful and the Human Computer Interaction (HCI) features are carefully considered
All the teachers stated they had been teaching this curriculum for over five years, indicating they had the same level of experience. When asked how they would normally teach the Islamic prayer to their pupils, they provided similar answers. Whilst they all stated they predominantly adhered to the official Saudi curriculum to teach the prayer, which meant they were obliged by the school to teach the theoretical aspects from the Islamic curriculum book, two of them stated they incorporated discussion into the lesson, whilst they all stated they would try to include some level of practical examples; it was noted that this was seen very much as a supplementary part of the lesson due to the strict rules that stated they should follow the Book
Summary
With the continuous improvement made in IT and computers, D'Angelo et al, (2007: 462) state that, “technology has evolved and become more central to teaching and learning”. A great deal of effort and research has been conducted in terms of assessing how well technology can provide new opportunities for learning across all levels and areas of education (Boling, 2003; Poland, La Velle and Nichol, 2003; Repenning, Rausch, Phillips and Ioannidou, 1998; Resnick, 1995, 1998; Wilensky and Stroup, 1999) (Brill and Galloway, 2007). Designers spend a great deal of time ensuring the game is designed with the user in mind (Dyck et al, 2003) User satisfaction, novelty and user performance are important for a game if it is to become commercially successful and the Human Computer Interaction (HCI) features are carefully considered. Dyck et al (2003:1) further state, “games have both become Designers spend a great deal of time ensuring the game is designed with the user in mind (Dyck et al, 2003) User satisfaction, novelty and user performance are important for a game if it is to become commercially successful and the Human Computer Interaction (HCI) features are carefully considered. Dyck et al (2003:1) further state, “games have both become
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