Learning Content Design Research Articles

The Effect of Game-Based Learning on Performance and Motivation of University Students: An Exploratory Study

This study explored the impact of Game-Based Learning (GBL) on undergraduate student performance and motivation in the Malaysian educational setting. It was hypothesized that GBL will lead to a significant difference in performance and motivation among University students compared to the traditional learning methods. The research employed an experimental design using a random sampling method to select participants from the selected university. The sample size consisted of 36 participants, and the data was collected through a pre-and post-test for the performance. A motivation scale was also employed to identify the increase in motivation before and after implementation. The study targeted undergraduate students because they are open to innovative learning methods compared to school students. The experiment attempted to incorporate GBL into the teaching by utilizing the "Escape Simulator," an interactive first-person puzzler available on Steam. A character named Alex with different Big Five Personality Traits was created using ChatGPT for this experiment. The result showed that there were no significant differences between the GBL among the control group. Individual time constraints, gender differences, game design, and learning styles were crucial factors influencing the educational effectiveness of GBL. It also contributed to the observed insignificance in performance outcomes. In terms of motivation, six of them proved that the positive impact of GBL on motivation was evident, which enhanced students' competence, autonomy, and relatedness. The findings contribute insights into the integration of GBL within diverse educational frameworks. Recognizing that not all students prefer GBL prompts future research to delve into the dynamics of student preferences within blended learning environments. Integrating game elements enhances learning effects thus studying the interaction between individual learning styles and GBL effectiveness can help to enhance personalized learning content design. Educators and curriculum developers are encouraged to integrate GBL elements into the teaching approach, leveraging the positive impact on student performance and motivation.

Ideas for the construction of the curriculum system of calligraphy education in higher education institutions oriented to the future technology

Abstract In view of the current situation that the curriculum construction of calligraphy education needs to be perfected, a more comprehensive and in-depth study is carried out for the curriculum setting and development of calligraphy education in higher teacher colleges and universities, starting from the core - curriculum system in calligraphy education. Based on information technology, this paper constructs a path of calligraphy education construction, from which the learning resources design, learning content design, learning activities design, and learning evaluation design of the practical calligraphy classroom are carried out. For the learning evaluation of the calligraphy education curriculum system, a calligraphy word evaluation model is proposed, which consists of three parts: overall structure, stroke form, and font layout. Ultimately, students can be scored according to the evaluation standard of calligraphy words. In the overall evaluation of the curriculum system constructed in this paper, 75%, 74%, and 72% of the students agreed strongly with the system in the cultivation of “knowledge”, “ability,” and “thinking and literacy,” respectively. The students indicated that they “strongly agree” with this system. With regard to the cultivation of “thinking and literacy”, this paper proposes corresponding improvement strategies to improve the calligraphy education program system.

HOW STUDENTS ARE LEARNING TO REASON IN MATHEMATICS LESSONS

The goal of mathematics teaching in primary school is not just to acquire knowledge of mathematical ideas and procedures, but also to learn mathematical reasoning. While this is common knowledge, the reality in everyday primary math classrooms in Latvia is an open question. The results from recent national diagnostics give reason to re-examine common teaching practices. The aim of this study is to clarify what is happening in primary math classrooms and to understand the needs and gaps in mathematics teaching. This will serve as the basis for designing appropriate professional development for teaching mathematical reasoning. In this study researchers observed and transcribed primary math lessons. Teacher performance was appraised using “Framework for teacher performance assessment to support teaching 21st century skills”. The criteria used to assess teacher techniques were lesson design and clarity of learning content as well as student cognitive activation. The results of this preliminary study show that separate elements of student reasoning are present in lessons.

An exploratory study of instructors' perceptions on inclusion of culturally responsive pedagogy in online education

The rapid growth of diverse learners in online learning has made it imperative for online instructors to incorporate multicultural resource curricula and instructional activities. This research aimed to explore online instructors' perceptions of culturally responsive pedagogy in online education; examine how instructors integrate culturally responsive pedagogy strategies in the online learning environment; and explore the challenges in facilitating cross‐cultural collaborative learning for students from different cultural backgrounds. Data were collected following a qualitative multi‐site case study method with five academic disciplines (Education, Social Sciences, Engineering, Physical Sciences and Health Sciences) in 12 colleges and universities in the United States of America. In all, 60 in‐depth and semi‐structured interviews with instructors (26 females and 34 males) were obtained and analysed following a constant comparative analysis approach. Results reflected that the instructors used cross‐cultural interactions to facilitate students' engagement and incorporated culturally responsive teaching. Besides, the findings revealed that most of the instructors integrated diverse and internationalized learning content to support diverse students and addressed the impact of multicultural education in online learning. It was, however, noted, that instructors in the physical science disciplines struggled to incorporate culturally diverse contents in their online classes. The findings of this study foster discourse on how best instructors could be aided to engage diverse students online more meaningfully. Practitioner notesWhat is already known about this topic Since studies of this nature are mostly undertaken in teaching and learning environments that are diverse in terms of student populations, both students and instructors are exposed to cultural differences in teaching and learning in multicultural/diverse online learning environments. Studies on multicultural/diverse online learning environments abound and have been undertaken for several years but the emphasis has mainly been to explore issues from the perspectives of students. Most online instructors assume that online learning provides equal opportunities to all students regardless of their cultural backgrounds and cultural differences; hence, instructors have mostly not been able to recognize cultural implications for students' learning to design inclusive instructional strategies to meet the learning needs of diverse students in online education. What this paper adds This study, unlike earlier ones with a similar focus, explored online instructors' perceptions of culturally responsive pedagogy (CRP), specifically with regards to the design, preparation and integration of multicultural learning contents and resources in online education. This study employed Scott et al.'s (2015) culturally responsive computing theory as a lens to connect students' prior learning experiences, knowledge, interests, strengths and weaknesses as a way to draw instructors' attention to how best diverse students can be aided to be innovative and succeed in the face of cross‐cultural challenges they face studying online. The study also contributes to the instructors' understanding of culturally responsive pedagogical principles in online spaces that recognize global identities and cultural experiences to meet the needs of diverse students in an online learning environment. Implications for practice and/or policy Instructors must develop online courses with the focus to bridge students' geographical and cultural backgrounds so that students will have the opportunity to share and connect with peers in online classrooms for effective collaboration and communication. Institutions that offer online education must make concerted efforts to provide continuous professional development opportunities for instructors of online courses on impacts of culture/diversity in the online classroom, and strategies for creating conducive online learning environments that value cultural differences, and social/educational experiences in ways that support students' learning. Institutions and stakeholders, through policy initiatives, should make frantic efforts to afford instructors with comprehensive knowledge and understanding of CRP in online learning to avoid the assumption that students in online courses share similar learning characteristics and bring to the online learning the same experiences and cultural backgrounds.

ANALISIS RELEVANSI NILAI-NILAI MORAL RITUAL SEKUJANG SUKU SERAWAI DALAM PEMBELAJARAN PPKN TEMATIK TERPADU SISWA KELAS V SDN 81 SELUMA

This study discusses the moral values of the Sekujang ritual of Serawai Tribe integrated in learning civic education for fifth grade elementary school students of 81 Seluma. The goal to be achieved is to describe the moral values in the Serawai tribe's Sekujang ritual which can be internalized in learning civic education for fifth grade students of the 81 Seluma elementary school. This research is a qualitative descriptive study with an ethnographic approach. The results showed that the class V teachers in the 81 Seluma elementary school could understand and interpret the ritual of the Sekujang tribe of Serawai, the thematic learning design of the civic education learning content on Theme 8 Sub-theme 2 Learning 3, internalization of Sekujang moral values in the civic education learning design for fifth grade students of 81 Seluma elementary school, and the Sekujang moral values evaluation design in the learning of civic education for fifth grade students of the 81 Seluma elementary school which was made by the teacher was not fully optimal. There has been an internalization of moral values in the design of civic education learning, but it has not been programmed and there is the relevance of the Sekujang ritual moral values in civic education learning. Keywords : Moral Values, Sekujang Rituals and Civic Education Learning

Determinant Factors Driving Vocational Schools Students’ Intention to Use E-Learning

The involvement of e-learning in entrepreneurship education has invited the attention of scholars in developed and developing countries throughout the Covid-19 pandemic. This paper examines the determinant factors driving intention to adopt e-learning entrepreneurship among vocational school students in Indonesia. A quantitative research method employed a survey model to explain in detail how the effect of endogenous variables on exogenous variables either directly or through moderator variables. A total of 430 vocational students in Jakarta of Indonesia were involved in this study and collected using the convenience technique. We are adopting Structural Equation Modeling (SEM-PLS) to estimate the proposed model. The findings indicate that teacher characteristic, learning content, playfulness, students’ perceived usefulness, and ease of use have a strong impact on the intention to use e-learning in entrepreneurship. The study also notes that variables perceived usefulness and perceived ease of use successfully moderated the effect of teacher characteristics, design of learning contents, and playfulness on the intention to use e-learning entrepreneurship. The findings of this research are the first step in studying the enactment of e-learning in entrepreneurship education.

Design of Mobile Learning Content with a Mobile-Based Live Multimedia System

With the rise of world progress, information technology and telecommunications to the Internet have become a top priority. These advancements mark a watershed moment in mobile learning, or "mobile learning," as it is known (m-learning). M Learning has some extra learning capacity that can be accessed by anybody, at any time, from anywhere. The issues still exist in m-learning, including a shortage of hardware and platforms required by the system architecture and accessibility. In order to become comfortable for the user, a thorough examination of each component dealing with existing m-learning is also required. This research aims to address the problem by employing multimedia as a material that can provide more precise and detailed information. Multimedia m-learning services necessitate an internet connection, excellent access, and adequate hardware to benefit from the overall bias with good services provided by phones that offer mobile multimedia facilities. The study's primary goal is to create m-learning with multimedia services, and the expected results are a software-based content provider.

키워드 네트워크 분석을 통한 국내 메타버스 연구동향과 교육적 제안

The purpose of this study is to identify research trends, suggest directions and implications for future education through content and keyword network analyses for 105 research articles related to metaverse in Korea. The research procedure was conducted in the stages of 'data collection', 'content analysis', and 'keyword network analysis'. As a result of the analysis, the main contents are as follows. First, the distribution of papers published in academic journals was high in the field of art with the themes of design, content, media, etc. but low in the field of education. Secondly, the most frequent research types were in the order of qualitative, theoretical, quantitative, practical, and mixed research. To add on, research related to metaverse was most actively conducted in the field of social science. Next, as a result of keyword network analysis, metaverse, VR, virtual world, COVID-19, AR, immersion, and storytelling showed high results in both frequency and degree centrality analyses, confirming that they are the main and recent research topics of the metaverse. Finally, digital human, ZEPETO, and motion capture show relatively high results in betweenness centrality compared to degree centrality, confirming the potential for expansion of future research topics. Through the research results, big data that can be used in the future education field must be accumulated, and various experiments are required to prove the effectiveness of education. In addition, the need for expanding research on learning content design strategies that can effectively deliver a sense of immersion through experiential situation of learners was derived. For the pedagogical application of metaverse, collaboration between education and interdisciplinary fields should be conducted, and strategies and methods for future education should be presented through case studies on various metaverse platforms. Finally, it was suggested that continuous user education be required for instructors to alleviate the gap between the understanding and application of metaverse technology in the educational field.

VR and MR technology for safety management education: An authentic learning approach

Effective safety management education is essential for improving safety within the architecture, engineering, and construction (AEC) industry. While new information technologies such as Virtual Reality (VR) and Mixed Reality (MR) are increasingly explored to improve safety management education and training, they are currently limited by the lack of pedagogies to guide the design and development of learning content. This paper aims to address this issue by utilising the authentic learning framework to guide the design of a VR/MR lesson for safety management education. The study developed an immersive VR/MR simulation-based activity based on the authentic learning framework. The effectiveness of the safety management lesson using an immersive VR/MR simulation is compared to a recorded video lesson. The results showed that the VR/MR simulation is more beneficial to the participants’ motivation than the video lesson, but not for knowledge improvement and perceived lesson effectiveness. The results can be attributed to the difficulties in operationalising the guidance factor in the authentic learning framework. The key contributions of this study are threefold: (1) the study demonstrates that the authentic learning framework can be used for guiding the development of VR/MR simulation and recorded video lessons for safety management education; (2) the analysis finds that the VR/MR simulation improves motivation for learning, but not knowledge and perceived effectiveness of the lesson; and (3) three guidelines are suggested to improve the design of VR/MR educational applications.

Towards a Sustainable Adoption of E-Learning Systems: The Role of Self-Directed Learning

Aim/Purpose: This study seeks to investigate the factors that influence online students’ continued usage intention toward e-learning systems by presenting an extended model that is based on the Delone and McLean (2003) IS success model (D&M ISS model). Background: The use of e-learning systems in this era has become a vital element of delivering higher education. Learning via e-learning systems has significant benefits that support conventional learning. Thus, it is crucial to measure the success of e-learning systems’ implementation. Methodology: This study was conducted with 590 undergraduate and postgraduate students from three private universities in Jordan, and data was gathered via an online self-report questionnaire. Contribution: Theoretically, this study advances the literature and empirically examines a modified version of the D&M ISS model by including context-specific factors that are drivers of successful implementations of e-learning systems. Findings: The path analysis with structural equation modelling confirms that students’ satisfaction and their continued usage intention regarding the e-learning system are positively related to service quality, system quality, and information quality. Self-directed learning, however, has a negative effect on satisfaction and continued usage intention. Furthermore, the findings reveal that both satisfaction and continued usage intention positively influence students’ perceptions of perceived academic performance. Recommendations for Practitioners: The quality of learning content format and design are recognized as fundamental factors for e-learning success. Thus, both instructors and e-learning developers should provide reliable, accurate, and up-to-date learning materials. This directs e-learning developers toward designing systems with simple and useful functionalities that embrace the essential features that enable students to perform the required tasks effectively and to access and share learning materials flexibly. Furthermore, the current study reveals that self-directed learning (SDL) is a key barrier to successful e-learning system employment. It has a negative impact on satisfaction (SAT) and continued usage intention (CUI). Thus, developing students’ skills related to SDL is deemed a necessity. This could be attained by designing contemporary pedagogical curricula that are based on student-centered learning. This approach to learning encourages students to acquire self-regulatory skills and be accountable for their learning. This environment has to be supported by pedagogical tools (e.g., synchronous/asynchronous communication channels and multimedia tools) to enable effective interaction between instructors and students. Recommendation for Researchers: The current study does not investigate the role of potential moderators that might influence the research model’s relationships. Future studies might tackle such limitation by examining the moderating effect of computer self-efficacy and culture. Impact on Society: This study reveals that the success of e-learning systems depends not only on the quality of the information, system, and service but also on student self-directed learning. Future Research: The sample employed for this study was selected from three private universities in Jordan; consequently, the results cannot be generalized to the entire student population of Jordan. Further research, therefore, should focus on targeting a larger scope by including public universities, which in turn would enhance the generalizability of the findings. In addition, this cross-sectional study was conducted using a quantitative method based on the use of self-reported online survey to gather data. Thus, future research should consider longitudinal study that employs a mixed methods approach to reveal additional constructs and insights regarding e-learning system adoption by students.

Effectiveness of Using Micro Learning Through Web 2.0 Tools in Developing Skills of Multimedia Designing and Production Among 12th Grade Students in Palestine: فاعلية استخدام التعلُّم المصغر عبر أدوات الجيل الثاني للويب (Web 2.0) في تنمية مهارات تصميم الوسائط المتعددة وإنتاجها لدى طلبة الصف الثاني الثانوي في فلسطين

This research aimed to investigate effectiveness of using micro learning through Web 2.0 tools in developing skills of multimedia designing and production among 12th grade students in Palestine. The study used a one-group pretest-posttest experimental design, while the research sample consisted of (11) second secondary grade students / technology stream in one of Qabatia Directorate of Education schools, in the academic year 2020/2021. A practical performance measurement and a note card were also prepared. After Applying procedures and tools of the research, the results showed a statistically significant difference between the two average degrees of the pretest and the posttest, in favor of the posttest with great influence. In addition, using micro learning through Web 2.0 tools achieved effectiveness (according to Black equation) in developing students’ skills of multimedia designing and production. In light of these results, the researcher suggested a number of recommendations, including: Employing micro learning through Web 2.0 tools in information technology and applied sciences in general, and programming and automation in particular; training teachers and educational supervisors on micro learning content design through digital applications in order to develop different skills among students.

A Study on the Relations among Work Pressure, Emotional Intelligence, and Subjective Well-Being of Kindergarten Teachers

The globalization development of the world allows the economic development presenting knowledge. Talent cultivation is similar to long-term investment that the importance cannot be neglected. Moreover, low birth rate in current society has each child being the treasure of the parents, who spoil the children with permissive parenting and do not realize the immaturity and low self-control of children in the preschool stage to result in children's deviant behaviors and teachers’ increasing workload and pressure. Aiming at kindergarten teachers in Jiangsu as the research objects, total 380 copies of questionnaire are distributed, and 277 valid copies are retrieved, with the retrieval rate 72%. The research results are summarized as below: Kindergarten teachers are general people who have emotion and cannot exercise forbearance for everything. For this reason, school organizations should be considerate of kindergarten teachers’ emotional labor problems, parents and the mass society should treat teachers’ work with objective perspective and putting themselves in the place. Using individual emotional intelligence to achieve personal emotional accommodation in the process is an important strategy for kindergarten teachers; In the cultivation process, kindergarten teachers stress on evaluating children's level, strength, and weakness for individualized instruction. Step-by-step design of learning content aims to emphasize the importance of rational evaluation. In this case, special education teachers with better emotional intelligence performance could well apply rational evaluation and emotional accommodation strategies, reduce working pressure, and enhance subjective well-being; Kindergarten organizations could properly support teachers with time flexibility to reduce kindergarten teachers dealing with class affairs or other problems with extra time. Cooperation among people would help deal with problems and promote individual positive affect. According to the research results, suggestions are eventually proposed, expecting to help kindergarten teachers present higher commitment and better effectiveness on the teaching performance to promote the overall education quality.

КОМУНІКАТИВНО-МОВЛЕННЄВА ДІЯЛЬНІСТЬ ЯК ОПТИМІЗАЦІЯ РОЗВИТКУ КУЛЬТУРИ МОВЛЕННЯ МОЛОДШИХ ШКОЛЯРІВ

The article considers the main aspects of the development of correct speech, pedagogical and linguistic conditions for the formation of speech culture and mastery of speech tools of primary school students; outlines ways and means to improve their communicative activity and enhance the practical readiness of teachers to work with children, important areas of speech education of primary school children, the essence of the methodological approach to language education of students and their speech development. The latest research and publications on the organization of communicative and speech activities of primary school students are analyzed, the purpose and objectives of the article, research methods are determined. The article outlines a number of issues reviewing the state of research of the problem of development of communication culture of junior schoolchildren, which gives grounds to create an appropriate system for the formation of speech culture, to improve the methods and means of learning. The organization of communicative and speech activities of students depends on the purposeful search for ways to improve the organization of native language education, conscious design of learning content based on the optimal combination of traditional and innovative pedagogical technologies, didactic methods, techniques, forms and means of learning. The main focus is on the work aimed at forming the culture of Ukrainian speech, starting from the primary level of secondary school, as acquired in early school age linguistic knowledge and speech skills become the basis of communicative perfection and normative speech. In order to master language knowledge, to optimize the development of communication culture of junior schoolchildren, their communicative capabilities within the method of observation of language material, conclusions are made and possible prospects for further research in this area are described.

Multimedia in instructional design: implication for effective instructional process

Instructional Design is a key process for planning learning content to achieve effective learning. Incorporating multimedia in learning content planning and delivery is a necessity to this effect. This paper therefore looks at what Instructional Design is, how it can be carried out using the ADDIE model. It also looks at how multimedia can be incorporated into learning content design; the tools needed and the responsibility of the Instructional Designs to achieve this goal. The benefits of using multimedia for Instructional Design were also discussed hence its support for application in learning content planning and delivery. This paper concludes that the use of multimedia in Instructional Design is very necessary to meet the need of the diverse learners in the present day learning environment. This paper recommends that education providers should provide the needed multimedia facilities, content developers should be regularly sent on fresher courses to be current in lesson design using multimedia, school environment should be made multimedia compliant to meet the needs of the technology driven era.

A literature review of augmented reality, virtual reality, and mixed reality in language learning

Technological advances in augmented reality (AR), virtual reality (VR) and mixed reality (MR) have been increasingly used for supporting language learning. They provide learners with an enhanced or simulated environment for exposure to a target language. This paper reviews the studies on AR/VR/MR-based language learning and surveys their major patterns and trends, covering 111 studies published between 2004 and 2018. The results show an increasing number of related studies at a wide range of educational levels. Speaking is the most frequent area for training; and vocabulary learning has become more prevalent. The mainstream technology has evolved from VR environments in early studies into AR applications in recent ones; and the devices for accessing learning contents have become more portable. It is recognised that the use of technology alone will not suffice for improving learners' language proficiency, but the design of curricular and learning contents also plays an important role.

On the practice of inquiry learning method in museum children's education

<p>There are outdated ideas in the education of museum children in China<span style="font-family: 宋体;">、</span><span style="font-family: 'Times New Roman';">Preaching indoctrination</span><span style="font-family: 宋体;">、</span><span style="font-family: 'Times New Roman';">Similar content</span><span style="font-family: 宋体;">、</span><span style="font-family: 'Times New Roman';">Lazy in innovation and so on Problem</span>,Difficult to attract children to enter the museum to explore and study.So,This paper puts forward the introduction of inquiry learning method into museums. Advice on child education,Introduce the concept and characteristics of inquiry learning method,The necessity and key of analyzing and practicing inquiry-type learning method Point,Some ideas on the design of inquiry learning content.</p>

E-learning design and entrepreneurship in three European universities

PurposeAccording to Fee (2009), e-learning systems have three components: technology, learning content and e-learning design. Few studies have examined e-learning design as an educational process, although universities are increasingly using e-learning as they become more entrepreneurial. This article aimed to investigate how universities approach e-learning design.Design/methodology/approachThe study used a mixed methods approach. First, the authors carried out a quantitative analysis of the websites of the top 100 European universities in the Quacquarelli Symonds Ranking. The authors then moved to a qualitative approach, analyzing a pilot case and three case studies. Semistructured interviews were conducted with managers of e-learning services at the chosen European universities.FindingsThe 100 best European universities in the Quacquarelli Symonds Rankings all use e-learning methods. The case study universities were selected from this list. The semistructured interviews with managers of e-learning services highlighted the importance of the design of e-learning courses. However, most focused on the professional figures involved, rather than the process for e-learning and the overall design of the course.Originality/valueThe article provides a detailed study of e-learning design in an educational context. The analysis of multiple case studies allowed the authors to identify how the selected universities carry out didactic design activity through the use of technology. It therefore contributes to knowledge of cases of digital academic entrepreneurship.

Psyhophysiological Approaches to Instructional Design for Immersive Environments

As part of the Digital Learning Environment federal project, school education programs in Russia are expected to implement modern technology, including virtual and augmented reality. The integration of immersive technology in education should be based on research findings about the influence of virtual environments on learning effectiveness. Specific aspects of immersive technology include the sense of presence, interactivity and social interaction opportunities, and multisensory stimulation, which cumulatively exert quite a controversial influence on learning experience and outcomes. Since little data is available, decision making in the design of effective learning content is often based on practical or economic considerations. Therefore, it is vitally important to come up with objective methods of evaluating the learning content in order to understand its effects on learners’ cognitive processes and emotions immediately involved in the perception and digestion of learning material. Evaluation of virtual learning content in the process of its design and integration is suggested to be based on the level of presence and cognitive load, emotional perception of content, social interaction, and the likelihood of cyber sickness. Analysis of literature and the resulting structured set of methodological tools will aid further studies in the field based on physiological research methods to design effective learning content in virtual environments.

Designing an Online Quranic Recitation (<i>Qirā’āt</i>) Framework Using Massive Open Online Courses

Understanding variations in Quranic recitations is essential in ensuring that the recitations convey the actual meaning of Quranic verses. Traditionally, in increasing the levels of accuracy and precision of the verses, extensive practice sessions are conducted with instructors via individual face-to-face session. Yet, this is problematic with large groups of learners, as individualized learning sessions cannot be conducted. Moreover, there is also the issue of pace of learning in which some learners require higher levels of learning times that are compared to others. Previous studies have indicated that integration of technology via massive open online courses could potentially solve these problems. As such, this study proposes a Design Framework to develop MOOCs for Quranic recitation. This design was based on findings gathered from experts’ judgement and consensus. Various approaches and different learning activities have resulted in the failure of correct pronunciation in Quranic recitation. Therefore, Focus Group Discussion (FGD) was used to determine suitable elements for MOOC learning content design with regards to Quranic recitation learning. 15 experts from different fields of study were involved as experts in the FGD session. The findings were analyzed using a thematic analysis. This study concludes by highlighting the proposed framework by verifying Quranic recitation (Qirā’āt) constructs needed for the development of MOOC.

Design of a Digital Art Teaching Platform Based on Automatic Recording Technology

Digital media art is a brand-new course combining technology and art under the background of streaming media. Since digital art is based on computer technology, the course is required to keep up with the frontiers of science and technology, and the speed of knowledge update should keep pace with the development of the times. Traditional teaching methods are inflexible and outdated, so that students’ knowledge is lagging far behind market demands. In addition, the courseware produced by teachers themselves is not well-targeted and the production cost is high. With this regard, a micro-lesson teaching platform for Digital Art was designed based on the five-star teaching theory and the automatic micro-lesson recording system. The design follows the principles of driving learners’ interest with tasks and using learning activities to support services and deepen skills, covering design of micro-lesson learning content, design of learning activities to support services, design of application, and design of evaluation. The results show that the micro-lesson teaching platform can improve learners’ interest, achievement and self-confidence in learning; at the same time, it can improve the quality of teachers’ micro-lesson resources and reduce the workload of teachers in producing micro-lesson.