Google Hangouts Research Articles

A Comparative Evaluation of Ad Hoc Team Performance, Effectiveness, and Interactions in Modern Collaborative Technology

The current study utilizes a mixed-method approach to investigate the efficacy and affordances of three modern collaborative technologies (Slack, Google Hangouts, and Microsoft Teams). Distributed teams of three participants collaborated to plan a simulated trip with various requirements using one of three modern collaborative technologies (Slack, Google Hangouts, Microsoft Teams). The study elicited team performance, perceived platform usability, and qualitative focus group data. Quantitative results show that Microsoft Teams resulted in significantly worse team performance than Slack and Google Hangouts; additionally, only Slack was positively associated with its usability and team members’ perceptions of team effectiveness. Two themes were identified regarding how these technologies afforded and shaped team practices and social interactions: (a) technology leads to a loosely defined (or no) leadership, and (b) technology promotes the sense of team and trust in ad hoc teams performing fast-paced and time-sensitive tasks.

Grammatical structures of emoji in Japanese-language text conversations

Emojis have become a ubiquitous part of everyday text communication worldwide. Cohn et al. (Cognit Res Princ Implic 4(1):1–18, 2019) studied the grammatical structure of emoji usage among English speakers and found a correlation between the sequence of emojis used and English word order, tending towards an subject–verb–object (SVO) sequence. However, it remains unclear whether emoji usage follows a universal grammar or whether it is influenced by native language grammar. Therefore, this study explored the potential influence of Japanese grammar on emoji usage by Japanese speakers. Twenty adults, all native Japanese speakers, participated in pairs. In Experiment 1, participants engaged in conversations through Google Hangouts on iPads. The experiment consisted of four conversation rounds of approximately 8 min each. The first two rounds involved one participant using only written Japanese and the other using only emojis and punctuation, with roles reversed in the second round. The third round required both participants to use only emojis and punctuation. The results indicated that participants preferred subject–object–verb (SOV) or object–verb (OV) sequences, with OV patterns being more common. This pattern reflects a distinctive attribute of Japanese grammatical structure, marked by the frequent omission of the subject. Experiment 2 substituted emojis for words, showing nouns were more commonly replaced than verbs due to the difficulty in conveying complex meanings. Reduced subject replacements again emphasised Japanese grammatical structure. In essence, emoji usage reflects native language structures, but complexities are challenging to convey, resulting in simplified sequences. This study offers insights for enhancing emoji-based communication and interface design, with implications for translation and broader communication.

Improving Critical Thinking by Using Technology in the Learning Process

Improving Critical Thinking by Using Technology in the Learning Process

Online Problem-Based Learning (PBL) during COVID-19 Pandemic: Trial at the Libyan International Medical University

Background Online courses that utilize problem-based learning (PBL) are widely recognized as an effective educational method that blends self-directed learning with collaborative problem-solving. Aim The aim of this study was to evaluate the satisfaction of students from the Faculty of Basic Medical Sciences (BMS) at Libyan International Medical University (LIMU) with an online PBL course during the coronavirus disease 2019 (COVID-19) pandemic in 2020. Method This is a cross-sectional study performed during the COVID-19 pandemic in 2020, involving a total of 293 students from four different classes of Faculty of BMS. Each online PBL session ran for 2 hours and was arranged independently for each year group. Students had access to a seven-closed-question questionnaire for a few hours after the end of the session. The questions were of three different categories. The first category was related to the online organization of the session, tutor control, and instructions provided in the applied Modular Object-Oriented Dynamic Learning Environment (Moodle). The second category involves questions related to online communication problems, the facility of the Google Hangouts application used, and the time allocated for the session. The third category was the cooperation of the PBL group. The student was asked to answer agree or disagree for each question. If the student did not choose one of the answers, his response was recorded as (no response). The scores of (agree), (disagree), or (no response) for each student were transferred to a Microsoft Office (2021) Excel file and were displayed as frequency and percentages. A two-way analysis of variance without replication was performed to analyze the differences in student responses across various groups using Excel statistics. The proportion test was utilized to determine whether the proportion of positive responses (agree) in any group significantly differed from a specified level of 0.75 (75%). The acceptable proportion of no response was set at 0.2 (20%). The significant level was set at p-value less than 0.05. Results For the first category, the highest level of student satisfaction (79.9%) was associated with Moodle instructions, followed by tutor control (79.5%), and online organization (72%). However, students in the third year of medicine demonstrated significantly lower satisfaction with online organizations compared with other groups (62.3%, p < 0.05). For the second category, all groups, except first-year medicine students, reported significantly low satisfaction with online access (58% p < 0.05). All groups expressed satisfaction with the time allotted for the session (74%) and the online Google Hangouts application used (71%), except for third-year medicine students, who exhibited a notable level of dissatisfaction with the use of online Google Hangouts application (7%, p < 0.05). Lastly, the third category focused on group cooperation and reflected an overall student satisfaction rate of 80%. Conclusion BMS students responded positively regarding their first online PBL session during the COVID-19 pandemic. The study displayed that the availability of online communication, the clarity of instructions, good session organization, and control are important factors that will determine the effectiveness of online PBL.

Coming out, heteronormativity, and possibilities of intercultural learning in a Google Hangouts telecollaboration

ABSTRACT This study offers an account of the coming out by Amy, a 20-year-old student of Japanese in Boston who has ‘been out to most’ as a cisgender lesbian woman, to Yoko, a 19-year-old student of English in Tokyo who experiences culture shock with Amy's revelation. The data originated from an exchange on Google Hangouts that was part of a US–Japan telecollaboration project. Our goal is to examine the impact of this coming-out event on the students’ experience of the virtual exchange and on their long-term cross-cultural understandings of LGBTQ+ issues and sexual diversity. We first analyze how Amy and Yoko managed the critical event discursively. We then examine the participants’ retrospections collected at the end of the project and again about 5 years later. We find that the two students co-constructed the coming-out event as one of transforming culture shock into a mutual opportunity for interpersonal bonding and intercultural learning. Nevertheless, they also reproduced stereotypical constructions of the US as a country that is open to sexual diversity and Japan as a country where queer lives are invisible. We call for the inclusion of LGBTQ+ identities and gender and sexuality diversity in language pedagogy and research.

Influence of Library Marketing Strategies on the Utilization of Library Virtual Reference Service

Virtual reference services in the library needs to be more utilized during the pandemic era as library users had to go online. This research study determined the influence of library marketing strategies to the library users’ utilization of virtual reference service. The concurrent nested mixed method of research was used. Participants of the study were the 206 students at a state university in the province of Bukidnon during the school year, 2021-2022. Descriptive statistics and regression analysis were used to organize the data of the study. Findings reveal that the participants assessed as high all the library marketing strategies high, and it was also found out the utilization of library virtual reference services was rated to a high extent. Moreover, the combination of library marketing strategies significantly influenced the variability in the utilization of library virtual reference service. The study concludes that through social media, the library can encourage library users to avail of its varied information sources. Marketing strategies significantly influence the library users’ utilization. This confirms the theory of confirmation expectancy which suggests that perceptions are influenced by pre-use expectations (marketing strategies) and consequently directly impact confirmation (utilization of the library virtual services). Based from the findings, the university library may consider other forms of social media such as Google hangouts, Twitter, and YouTube to enhance its virtual services and to attract more patrons to use its services. 

Evaluation of in-service smartphone battery drainage profile for video calling feature in major apps

Video calling is one of the most energy-intensive features in apps requiring the simultaneous operation of the mobile camera, display screen, audio speaker, and internet services. This feature impacts a smartphone battery's runtime and lifetime. This paper is the first of its kind experimental study, which quantifies the operating profile (discharge current, temperature, and terminal voltage) of video call feature in multiple widely used social media apps, which include WhatsApp, Facebook Messenger, Zoom, Skype, WeChat, Google Hangouts, Imo and Viber. One smartphone each of Vivo and Motorola has been evaluated as the manufacturer-provided application programming interface (API) allowed real-time measurement of the operating profile. Results indicate that the video calling feature for Facebook Messenger and Imo is the most energy efficient. In contrast, Google Hangouts is up to 35% more energy-intensive for video calling than other apps. Measurements also show that Vivo's in-service battery temperature is lower than Motorola due to its efficient chipset. For instance, during active Google Hangouts operation for 1 h, Vivo temperature is limited to 46 °C, whereas Motorola temperature rises to 52 °C. Finally, the influence of app algorithms and codecs on energy efficiency is also discussed with regard to operating performance.

STRENGTHENING ONLINE COUNSELLING IN THE ERA OF THE FOURTH INDUSTRIAL REVOLUTION

This paper seeks to draw the educational institutions and the International counsellors' association's attention to the changes and benefits that the Fourth Industrial Revolution have brought to the counselling profession. The Fourth Industrial Revolution (4IR) is the fusion of digital, biological, and physical worlds. It is transforming institutions through new technologies such as cloud computing, artificial intelligence, the internet, robotics, 3D printing, and advanced wireless technologies. Counselling is a mature relationship in which a professionally trained counsellor meets with clients to help them solve problems that have to do with their mental, personal, social, educational, and development. It is performed in two ways, thus, face-to-face and online. Online counselling is a more modern-day approach in which counselling is done via the internet. Online counselling is one of the technological ways of delivering counselling to clients through technologies such as desktop computers, laptops, tablets, smartphones, etc. This counselling path uses platforms such as Google Hangouts, Microsoft Teams, FaceTime, WhatsApp, Skype and zoom. The paper covers the Fourth Industrial Revolution (4IR), online counselling, the benefits of online counselling and the limitations of online counselling. The paper further highlighted the suggestions for strengthening online counselling in the Fourth Industrial Revolution era.

Contributions of telesimulation to the knowledge of mothers about foreign body airway obstruction.

To analyze the contributions of telesimulation to the knowledge of mothers faced with foreign body airway obstruction in children under 1 year of age and identify the related factors. A quasi-experimental study of the pre- and post-test design carried out between April and September 2021 with 49 mothers from a city in São Paulo. It was organized into four stages: pre-test, telesimulation, immediate and late post-test (60 days later). All steps were carried out remotely via the free online platform Google Hangouts® and Google Forms®. Data analyzed by descriptive and analytical statistics. There was a significant difference in the knowledge score between the assessments (p<0.001). Statistically significant relationships were identified between pre-test knowledge and choking experience (p=0.012), promotion of immediate knowledge and another child's choking (p=0.040) and schooling (p=0.006) and promotion of late knowledge with occupation (p=0.012) and choking of another child (p=0.011). There was a significant improvement in knowledge after telesimulation, especially among those who had never experienced a choking situation and had a higher level of education.

Implementasi Sistem Otomasi Order Mentoring Pada Marketplace Mentoring Platform Nusademy

The COVID-19 pandemic has caused the acceleration of digitalization to occur throughout the world in various aspects of life, one of which is in the world of education. The openness of access to learning resources has not been the right solution for humans to learn independently. There are details in the learning process that require the guidance of a teacher called a mentor. In line with this, PT Nusademy Solusi Indonesia (Nusademy) built a marketplace mentoring platform that allows learning to take place in a network between users and mentors. Nusademy provides an opportunity for users to able to choose learning topics and mentors according to their needs. In it, there are steps for mentoring orders, which are currently still being processed manually by the admin every time there is a transaction. So, we need a system that can bridge users with mentors to share benefits without having to depend on admin availability. Python is a programming language that has characteristics suitable for autonomous system development and integration with third-party services. This study aims to create, implement, and test an automated order mentoring system on the Nusademy Web Application which is integrated with the Xendit payment application, the Google Calendar scheduling application, and the Google Hangouts video-conferencing application. The automation system provides automatic services in billing, checking payment status, communication processes between users and admins, communication processes between admins and mentors, creating virtual mentoring rooms, and notification of mentoring agenda reminders. The system is launched on a cloud computing-based server which can enable automatic capacity scaling based on user requests using Google Cloud Run. Testing of the order mentoring automation system is carried out by considering aspects of system capability, system reliability, level of effectiveness, user experience, and business analysis.

FEATURES OF THE PROFESSIONAL VOCALIST TRAINING IN THE CONDITIONS OF DISTANCE EDUCATION

We study the use of information technologies in the course of vocalist training under the conditions of distance learning. It is noted that the aim of all educational services is to create a unified educational environment with the association of teachers and students. Attention is paid to the fact that distance learning in music education facilitates the learning process, provides quick access to information, and encourages the vocalist to prepare and engage in creative activities in the classroom and independently.&#x0D; The article analyzes the platforms for conducting online classes and organizing video and audio conferences at music education institutions in Ukraine, which, in particular, are used by teachers during vocal classes at the Department of Music of the Yuri Fedkovych National University of Chernivtsi. The method of using them is described in the example of such platforms as Zoom, Schoology, and Google Drive.&#x0D; We consider information technologies of vocalist training in distance learning conditions. They can be divided into online (real-time data exchange) and offline (storage and transmission of information on any electronic device of the addressee, for example, e-mail, video lecture recordings - Gmail, iCloud Mail, I.UA, UKR.NET, Outlook.com, Yahoo! Mail, Zoho Mail, AIM Mail, Inbox.com, ProtonMail, etc.). Offline technologies are effective for organizing consultations, conducting routine monitoring, and checking homework.&#x0D; It is noted that the COVID-19 pandemic and the outbreak of war by the Russian Federation on the territory of Ukraine have changed the educational process in music education institutions – classes have largely moved from classrooms to online forms. In particular, the most common form of distance learning is a video conferencing platform that provides online communication in the classroom, screen demonstration with sound, video, and audio communication between vocalists and teachers, recordings of the video conference, interactive whiteboard, and administration. The purpose of online services is to provide communication and feedback to all participants in the educational process. The following services and applications are available for collective calls and conferences: Zoom, Google Meet, Google Classroom, Google Hangouts, Moodle, Discord, Skype, Viber, Telegram, etc.&#x0D; It is established that a high level of information competence of a teacher ensures the effective use of information technologies in the course of vocalist training. Therefore, it is a necessary prerequisite for further improvement of their professional competence and one of the most important indicators of the success of activities. It determines the prospect of further research.

A Medevac Maverick's Personal Ukraine Mission to Save Lives

In late March of 2022, a mate of Caleb Carr's reached out to him about the Vita Rescue System (VRS; Vita Inclinata, Broomfield, CA). He e-mailed the following: “I was scrolling LinkedIn, and I saw the VRS right next to a bombing of Kyiv. Can you help?” Carr found out later that the head of Ukraine's emergency service was right next to his friend when he realized the impact that the VRS could have on the country's fight. There wasn't a question in Carr's mind about what he should do once he spoke with the Ukrainian military directly. First, he had to use a hot spot on Google Hangouts (Google, Mountain View, CA) because they had lost all connectivity via normal means. Then, through the spotty connection with them in a bomb shelter, the Ukrainian ministry explained the importance of the system and the impact it could have. It was all he could do not to be distracted by their bravery and the unmistakable face of exhaustion on all of their faces. Within 10 minutes, Vita cofounder Derek Sikora and Carr decided to divert all of the company's resources to ensure that they could deliver the VRS to Ukraine as fast as possible. Within 3 weeks, they were successful.

The Use of Social-Media and IT Application Tools for Teaching in Ghanaian Universities: Case of University of Cape Coast, Ghana

The use of social media and IT application tools as an alternative pedagogical approach in higher educational institutions of learning cannot be compromised. Considering their incalculable advantages especially, in these times of the COVID-19 pandemic where closure of schools characterised some of the mitigating factors which wedged pedagogy. Nonetheless, quite a few institutions have taken advantage of these technologically inclined resources to facilitate teaching and learning. Therefore, this study explores the perceived usage of social media outlets and IT application tools in the University of Cape Coast (UCC) as a means of pedagogy by the Academic Staff. The study employed a cross-sectional survey as result of which 102 Academic Staff were sampled. The findings disclosed that the use of social media (i.e., Twitter), online collaborative tool (i.e., Google Hangouts) as a means of pedagogy is conspicuously absent among the teaching staff. Whiles some IT application tools (i.e., Dropbox, Google Drive, OneDrive) were hardly used in the classroom context, although the participants revealed possessing the skills in the use of such social media outlets and the IT application tools at their individual level. However, the use of Presentation tools (i.e., Microsoft PowerPoint), Spreadsheets (i.e., Microsoft Excel) and Word Processing (i.e., Microsoft Word) were mostly used to facilitate teaching and learning. The study recommends the adoption and enforcement of these resources by the management of the university. Taking into cognizance, the numerical strength of the yearly enrollment of students into the University vis a viz its limited infrastructure.

WRITING FROM THE _________________

ABSTRACT This is a collaborative trans-atlantic meandering around our respective research fields, interjected with archival traces of our performances. Alongside us are The GUIDE, and #Sergina. The GUIDE is a survival praxis of how the Black identity performs in anticipation of being trapped in the gaze of being processed as other; a pedagogical deployment of research and critical theory from Black studies, Post-Colonial studies, and Black Feminist studies. #Sergina is a multi-bodied multi-locational drag queen who sings songs about love, lust, and loneliness in the digital age, alone and with others, performing on readymade platforms of Google Hangout, Skype, Zoom, Instagram and so on. What follows is a trans -racial -temporal -geographical edit of our side by side evaluation of where we are - or not. We are calling this our Mixtape/ Shuffle Play.

Generative Dissensus in a Youth-Led Coalition-Building Enterprise

Context: Rooted in the principles of Youth Participatory Action Research (YPAR), this article explores how a team of youth community activists extended their coalition virtually to produce a bill of demands for structural social change in their city and its surrounding county. Focus of Study: Our inquiry focuses on how the youth’s dialectic goal of arriving at consensus (through debate fiercely, and intentionally, tied to the country’s own internal reckonings) loomed, uncomfortably at times, over the dialogic process of inviting youth from across the city to share experiences, exchange ideas, and build relationships. Setting: The youth’s coalitional work extended outward from the Yamacraw Center, a community literacy center and social justice organization based in a historic coastal city in the southern United States. Participants: The primary team, reported on here, was made up of eight youth researchers and two adult allies/co-researchers responsible for supporting youth as they engaged in YPAR. Research Design: Our study is a reflexive thematic analysis of the interplay between youth during 11 planning and organizing sessions. Data Collection: The data collected for this study are video digital Google Hangout meetings recorded over a five-month period. Findings: Our findings consider key strategies youth exhibited in coming together to hear one another, triage priorities, and carefully attend to the ways they needed to craft their arguments to be taken seriously. Conclusions: We highlight the importance of process in building youth capacity, detail discursive moves youth made to maintain critical momentum, and situate the project within a larger ethos that recognizes the immanent value of cultivating youth capacity to engage in fierce and humanizing exchanges with their peers in pursuit of collective progress.

Social media as new effervescent tool for higher education post Covid-19

All Industries and Business People are running behind social media as today’s customers, their suppliers, all prospective employees, and all stakeholders also found on these media platforms. Popular Social media platforms, such as Google Hangout, Twitter, Instagram, Facebook, and LinkedIn, are internet-based applications that build on the societal needs with strong technological foundations for Group communications and exchanges seamlessly. New generation technology-based eLearning platforms are incorporating these social media applications into learning environments also. Thus, they are challenging the status quo of traditional learning modes by using the latest technology innovations, including Social media.cSocial media is about building relationships with improved 24 x 7 communications and more interactively and excitingly learning from others. Hence, it can be used in the learning process to build and grow peer-to-peer interactions and improve peer learning, 24 x 7 Student support and help. “Peer to Peer learning” is a very imperative factor in any teaching and learning process. Information and awareness collected using social media by people can provide useful perceptions about various matters more than the traditional pedagogy with brick-andmortar structure. It can also be used for peer evaluations and determine one’s performance in the group study. The usage of social media has been growing in everybody’s life, and learning should not be an exception for the same. Some years back, it was considered bad to use social media, but today everybody is looking from another side. Universities and Institutions with their vibrant faculty/staff teams are adapting these changing needs of the new paradigm shift in Learning Settings and becoming primary adopters. Initial adopters have the early lead and reasonable advantage also. Today’s most prevalent social networks are Facebook, Twitter, and LinkedIn, used by the majority of people when you consider social media. The true social media experience is much larger than it is explored by many. These platforms can involve and engage students using Smartphone apps by developing interactive Android Apps, which can be used anytime and anywhere by the students. This research provides a comprehensive literature review of such tech-savvy University and Institution approaches and their value proposition for being competitive in this Digital Era using these Online and Social Media Platforms successfully to find out attractions and capabilities available in these media platforms.

Resource Possibilities of Cloud Technologies in Training the Preschool Education Specialists

The article presents cloud-based learning support systems used in the training of teachers of professional disciplines of preschool education. In particular, it describes on-line services and applications based on Google’s cloud technologies (G-mail, Google Calendar, Google Groups, Google Docs, Google Arts &amp; Culture, Google Sites, Google Video, Google Drive, Google Hangouts, Google Scholar, Google Classroom, Google Translate, YouTube, Google Presentations, Google Spreadsheets). The role and resource possibilities of cloud-oriented learning support systems in the formation of the future teacher of preschool disciplines, the development of his competencies to organize the educational process in a cloud-oriented educational environment are revealed.&#x0D; The authors, based on their own experience, propose to use cloud-based learning support systems to organize a single Internet space in higher education institutions, including educational online environment, educational planning, development, design, placement, storage and exchange of educational, scientific, informational -reference material, web-events of educational and scientific nature, corporate communication, individual and group work.

ДИСТАНЦІЙНЕ НАВЧАННЯ: ПРИНЦИПИ ТА ОСОБЛИВОСТІ

Despite the fact that distance education developed in the 90s of the XX century in most countries, now this type of learning is very relevant because of the events taking place in Ukraine. The aim of this paper is to analyze distance learning with its all peculiarities and features, to compare it with online and virtual learning as it is often associated with online and virtual learning. However, these are different concepts. Distance learning has a more detailed design of the lesson and has a relatively clear structure, such as: setting the lesson, goals, assessment of students’ understanding of the lesson material, the content of the lesson, assessment of mastery of the lesson, time frame of the lesson. Tasks should be clear, useful, and understandable. Distance learning, unlike online one, which has emerged as a result of the spread of the coronavirus pandemic, is more thoughtful and active. It is flexible, teaches independence, and expands the capabilities of both teachers and students. The main difference between distance learning and other types of learning is that online learning is the acquisition of knowledge and skills through gadgets connected to the Internet in the “here and now” mode and this format is a continuation of distance learning. Apps like Face Time, Google Hangouts, Skype, Microsoft Teams, Zoom or What’s App can be used to provide these synchronous connections. Among the advantages of distance learning are individualization of learning topics, accessibility, individual consultation with the teacher, effective feedback, ease of viewing and processing the lesson material and others. Distance learning is a multifaceted concept, because it can be understood as anything – sending tasks, tests and independent work. It can be both synchronous and asynchronous, completely independent, or with the support of the teacher at certain stages. Keywords: distant learning, virtual learning, online learning, synchronous and asynchronous learning, independent work.

ANALYSIS OFMODERN CYBERSECURITY THREAT TECHNIQUES ANDAVAILABLE MITIGATING METHODS

Modern means of communication have improved the way of life of humans around the world. Never has there been a time of unprecedented innovation in the way we humans communicate and share information with one another. Modern Technology has made it conceivable to keep in contact with our family, companions, and colleagues. Modern applications like Zoom, Google Hangout and Microsoft Teams have seen a geometric increase in new users and this growth has reflected the company’s share price. However, the use of modern technology has brought with it issues and concerns in terms of cyberthreats. This study helps to identify modern cybersecurity threats and how to effectively mitigate against them. The methodology used for this study was based on literature search and analysis, we also used model adaptation from generic ones. Our finding show that Organizations now need to grapple with these unprecedented threats and find effective solutions to protect their data, applications, and people from the risk of cyber-attacks and at the same time ensure they adhere strictly to regulatory requirements. This paper sheds light on the modern cyber security threat and identifies methods of mitigating against these threats. This paper can also be used as a Cyber security survival guide to investigate information and protect against cybersecurity threats in an organization. In conclusion, the aim of this paper review is to explore the more recent Cybersecurity threats and recommend effective method that can be adopted at an organizational level to guards against these persistent threats.

The implementation of TPS (think pair share) cooperative learning model aided by Google hangouts in literary expression course

This study aims to determine how the application of the TPS (Think-Pair-Share) type of cooperative learning model assisted by Google Hangout can improve the quality of learning in seventh semester students of the Indonesian Language Education Study Program, FKIP UNIB, in the Literary Expression course. The data analysis technique used in this study was a descriptive method that produced an overview of the extent to which the quality of learning has improved by using the TPS (Think-Pair-Share) type of cooperative learning model assisted by Google Hangouts for students who were the research samples. This classroom action research was carried out in two cycles, and each cycle used the main digital learning room, namely the Google Hangout application. Data collection techniques were carried out through non-test techniques at the beginning and end of cycles I and II using questionnaires and observation sheets. In the first cycle, the results obtained had not reached the expected target. The target required was reached in the second cycle. The learning outcomes of the second cycle of students obtained an A score of 13 people (36%), a B value of 18 people (50%), a C value of 5 people (14%), and a D value of 0 people (0%). These results indicate that the target achievement of 30% had been successfully achieved by applying the TPS learning model assisted by the Google Hangouts.