E-SCHOOL SYLLABUS MOBILE APPLICATION

MUHAMMAD LOQMAN BIN SULONG

BACHELOR OF INFORMATION TECHNOLOGY

(INFORMATIC MEDIA) WITH HONOURS

UNIVERSITI SULTAN ZAINAL ABIDIN

2018

DECEMBER 2018 E-SCHOOL SYLLABUS

MUHAMMAD LOQMAN BIN SULONG

BACHELOR OF INFORMATION TECHNOLOGY (INFORMATIC MEDIA)

WITH HONOURS

Universiti Sultan Zainal Abidin, Terengganu, Malaysia

DECEMBER 2017

i

DECLARATION

I hereby declare that this report is based on my original work except for quotations

and citations, which have been duly acknowledged. I also declare that it has not been

previously or concurrently submitted for any other degree at Universiti Sultan Zainal

Abidin or other institutions.

___________________________

Name : Muhammad Loqman Bin Sulong

Date : 23 December 2018

ii

CONFIRMATION

This project the E-School Syllabus Application was prepared and submitted by

Muhammad Loqman Bin Sulong (Matric Number: 044590) and has been found

satisfactory in terms of scope, quality, and presentation as partial fulfillment of the

requirement for the Bachelor of Information Technology (Informatics Media) with

honors in University Sultan Zainal Abidin.

________________________________

Name : Dr Elissa Nadia Binti Madi

Tarikh : 23 December 2018

iii

DEDICATION

In the Name of Allah, the Most Gracious and the Most Merciful.

Alhamdulillah, I thank God for His grace and grace, I can prepare and

complete this report successfully.

First of all, I would like to thank my supervisor, Dr Elissa Nadia Binti Madi

because with guidance, the advice and the thoughtful ideas given g me the opportunity

to prepare this report successfully.

In addition, my gratitude is also to my colleagues who share ideas, opinions,

knowledge and reminders. They helped me answer every question that was important

to me in completing this report.

Thanks also to my beloved mother and father always encouraged me and

motivated me to prepare for this report.

I would like to take the opportunity to thank all lecturers of the Informatics and

Computing Faculty for their attention, guidance, and advice in helping and sharing

ideas and opinions in making this report successful.

May Allah SWT bless to all the efforts that have been given in completing this

report.

Thank you.

iv

ABSTRACT

Decades ago, education has experienced transformation and grown from learning

merely in the classroom to distance learning and the virtual classroom. Likewise,

knowledge acquisition is no longer limited to the classroom. Hence, the notion of

integrating technology in education is in line with the Ministry of Higher Education’s

(MOHE) aspirations to put forth information and communications technology (ICT)

as a central concept in transforming the educational system. In Higher Education

Malaysia (HEIs) in Malaysia, the delivery mechanism for a course is typically the

face-to-face classroom set-up as well as blended with standardized Learning

Management System (LMS) as a platform (Baharom & Hussain, 2013). To embrace

the potential of the mobile devices, there needs to be a study on the prospect of

providing another platform for higher education students to ensure that their learning

is supported outside the classroom. In the 21st century, exploration of the capabilities

and implications of Mobile Learning has increased as a result of mobile technology

advances, in which desktops are being replaced by tablets, software by apps, and

mobile phone by smartphones. E-School Syllabus (ESS) is application that helped the

student to improve their study where and whenever they are. This application will

follow the latest and exact syllabus of school. This application will help the student

because it is more diverse and interesting for students to understand and remember the

processes that occur in the subject as an example of the biological subject, the various

processes and the way the rules are needed, with the availability of moving graphics to

enable students to easily remember each animated animation.

v

ABSTRAK

Berpuluh tahun yang lalu, pendidikan telah mengalami transformasi dan

berkembang dari pembelajaran semata-mata di dalam bilik darjah hingga

pembelajaran jarak jauh dan kelas maya. Begitu juga, pemerolehan pengetahuan

tidak lagi terhad kepada kelas. Oleh itu, tanggapan untuk mengintegrasikan

teknologi dalam pendidikan adalah selaras dengan aspirasi Kementerian Pengajian

Tinggi (KPT) untuk memperkenalkan teknologi maklumat dan komunikasi (ICT)

sebagai konsep utama dalam mengubah sistem pendidikan. Dalam Pengajian

Tinggi Malaysia (IPT) di Malaysia, mekanisme penyampaian kursus biasanya

merupakan kelas persekolahan tatap muka serta gabungan Sistem Pengurusan

Pembelajaran (LMS) yang standard sebagai platform (Baharom & Hussain, 2013)

. Untuk merangkul potensi peranti mudah alih, perlu ada kajian tentang prospek

menyediakan platform lain untuk pelajar pendidikan tinggi untuk memastikan

pembelajaran mereka disokong di luar kelas. Pada abad ke-21, penerokaan

keupayaan dan implikasi Pembelajaran Mudah Alih telah meningkat hasil

daripada kemajuan teknologi mudah alih, di mana desktop digantikan oleh tablet,

perisian oleh aplikasi, dan telefon mudah alih oleh telefon pintar. E-School

Syllabus (ESS) adalah aplikasi yang membantu pelajar untuk meningkatkan

pengajian mereka di mana dan kapan saja. Permohonan ini akan mengikuti

sukatan pelajaran terkini dan tepat sekolah. Permohonan ini akan membantu

pelajar kerana ia adalah lebih pelbagai dan menarik untuk pelajar memahami dan

mengingati proses yang berlaku dalam subjek sebagai contoh subjek biologi,

pelbagai proses dan kaedah yang diperlukan, dengan adanya pemindahan grafik

untuk membolehkan pelajar mudah mengingat setiap animasi animasi.

vi

vii

viii

CONTENTS

PAGE

DECLARATION i

CONFIRMATION ii

DEDICATION iii

ABSTRACT iv

ABSTRAK v

CONTENTS vi

LIST OF TABLE vii

LIST OF FIGURES xvi

LIST OF ABBREVIATION xv

CHAPTER I INTRODUCTION

1.1 Introduction 1

1.2 Background 1

1.3 Problement Statement 2

1.4 Objectives 3

1.5 Scopes 3

1.6 Activities, Milestones (Gantt Chart) 5

1.7 Limitation of work 5

1.8 Expected Result 5

1.9 Report Structure 6

CHAPTER II LITERATURE REVIEW

2.1 Introduction 7

2.2 Literature Review 8

2.2.1 e-Learning 8

2.2.2 Mobile Application 8

2.3.2 Interactive Learning 10

2.3 Related Work 11

2.3.1 Related Research e-Learning 11

2.3.2 Related Biology Book and Application 11

CHAPTER III

METHODOLOGY

3.1 Introduction 13

ix

3.2 Methodology Model 13

3.2.1 Analysis phase 14

3.2.2 Design phase 14

3.3.3 Development phase 15

3.3.4 Implementation phase 17

3.3.5 Evaluation phase 18

3.4 Framework Design 28

3.5 Hardware and Software Requirement 28

3.5.1 Hardware requirement 29

3.5.2 Software requirement 30

3.6 Conclusion 31

REFERENCES 32

x

LIST OF TABLES

TABLE TITTLE

PAGE

1.1 Gantt Chart 4

2.1 Comparision table of existing product 13

2.2 Comparison table of the existing products with 5 element

of multimedia

14

xi

LIST OF FIGURES

FIGURE TITLE PAGE

2.1 Marker based 8

2.2 Markerless 9

2.3 Picture Dictionary 10

2.4 Kamus Bergambar Bestari AR 3D 10

2.5 E Book Ku 11

2.6 Discovery Kids Teach & Talk Exploration 12

2.7 The Internet Picture Dictionary 12

3.1 ADDIE Model 17

3.2 Analysis Phases 19

3.3 Storyboard book design 20

3.4 Storyboard appllication 21

3.5 Creater Marker 23

3.6 Modeling 3D 23

3.7 Texturing 3D 24

3.8 Rendering 24

3.9 Create marker use Vuforia 25

3.10 Building environment AR use 3D Unity 26

3.11 Framework Design 28

xii

LIST OF ABBREVIATIONS/TERMS/SYMBOLS

FYP Final year project

xiii

LIST OF APPENDICES

APPENDIX TITTLE PAGE

A Appendix -

B Appendix -

C Appendix -

D Appendix -

1

CHAPTER I

INTRODUCTION

1.1 Introduction

This section is the introduction to the report for developed system. It will

provide a basic overview of the whole system. This chapter presents about the project

background, problem statement objectives, scope and project planning. Background of

the system discuss about basic information about this system. Problem statements

discuss about related issues of the system. Objectives state all main goal of this

system. The scope shows who are using the system and what the user can do.

1.2 Background

A learning system based on formalized teaching but with the help of electronic

resources is known as E-learning. While teaching can be based in or out of the

classrooms, the use of computers and the Internet forms the major component of E-

learning.

Mobile app is a software application developed specifically for use on small,

wireless computing devices, such as smartphones and tablets, rather than desktop or

laptop computers.

2

E-School Syllabus (ESS) is application that helped the student to improve their

study where and whenever they are. This application will follow the latest and exact

syllabus of school. This application will help the student because it is more diverse

and interesting for students to understand and remember the processes that occur in

the subject as an example of the biological subject, the various processes and the way

the rules are needed, with the availability of moving graphics to enable students to

easily remember each animated animation.

ESS also has the questions provided for each subtopic, which means that every

subtopic is spent, the user will be asked a few questions to make sure the user

understands the subtopic. Also questions are provided if the user spends the whole

topic in order to make sure the user can really master the topic.

1.3 Problem Statement

Applications involving learning are widely available in the AppStore, but to

find applications that are parallel to the syllabus that meet the criteria with learning

methods in Malaysia are still in critical levels and need improvement in terms of

exposure to students, appealing designs to stimulate students and learning methods are

less interesting.

Problems and views on existing applications can be stated as follows:

1. Design that is less attractive to students.

2. No animation shows the processing diagram.

3. Lack of question.

3

1.4 Objectives

Making the application more interesting with interactive design that will make student

excited to study and easier to understand though it is used for the first time and

provides students with a fun experience in understanding the subjects that are difficult

for them.

1. To identify the current mobile apps for developing this application.

2. To design an interactive e-learning mobile application for secondary school

students.

3. To test the mobile application and to show how it can beneficial for student.

1.5 Project Scopes

This mobile application is built to make learning activities more effective for students

by designing a more attractive design and interface. This will make the student not

easily satisfied with using this application.

I. Admin

a. Admin hold major role in this application.

b. Provide the information to the student based on services that demand

by them.

II. User

a. User need to log in into the application first to access the features.

b. Specific for Biology form 4 student and another student who want to

revision for SPM.

III. Device

a. All android smartphone.

b. Android operating system 4 and above.

IV. Contents scope

a. Interactive notes of chapter and subtopics

b. Quiz for each subtopics

c. This mobile application connect to database

4

Figure 1.1 The Navigation Map of ESS

Homepage

Login

Main Menu

Notes

Subtopic 1

Subtopic 2

Subtopic 3

Quizes

Quiz 1

Quiz 2

Quiz 3

Achivement

Sign Up

5

1.6 Activities, Milestones (Gantt Chart)

Task name

SEPTEMBER OCTOBER NOVEMBER DECEMBER

1 2 3 4 5 6 7 8 9 10 11 12 13 14 15

Topic Discussion and Determination

Project Title Proposal

Proposal writing

Proposal writing –Literature Review

Proposal Progress Presentation &

Evaluation

Discussion

Correction Proposal

Proposed Solution Methodology

Proof of Concept

Drafting Report of the Proposal

Submit draft of report to supervisor

Seminar Presentation

Correction Report

Final Report Submission

Table 1.1 Gantt Chart

1.7 Limitation of work

This application has a login that needs to be filled by the user to enter the main menu

in the E-School Syllabus. Just Android 7 Operating System (OS) and above can use

this application. Information for this application just depend on text and reference

book. This application has the database using the XAMPP software.

1.8 Expected Result

Collaborative learning ,This mobile app is something that modern students use on a

daily basis it is likely to better engage students and promote adoption.

6

When ESS Success to create user friendly and interactive e-learning mobile

application and user (student) enjoy while using this application.

1.9 Report Structure

Thesis structure is a summary of the whole project that divided into 6 chapters.

In Final Year Project 1 (FYP1), it include 3 Chapter, Chapter 1 will discuss the

introduction, problem statement, objective, scope, expected result and limitation.

Chapter 2 will discuss the existing system. In Chapter 3, design and modeling will

also be discussed. In Final Year Project 2 (FYP2), Also have 3 chaptern Start with

Chapter 4,Chapter 4 will show the implementation of the system. Chapter 5 will show

testing and result of the system. Lastly, Chapter 6 is the conclusion of the whole

project.

7

CHAPTER 2

LITERATURE REVIEW

2.1 Introduction

This chapter discuss about literature review for existing system or application;

evaluating and summarizing the existing body of a complete research that done by a

researcher. It can be guideline to develop a new product so that the new product can

provide a better functionality compared to the existing product such as Mobile

Application: SPM BIOLOGY FORM 4 Application. Besides, the research comparison

between the current product and the new developed product is done to overcome the

weakness of the current product.

2.2 LITERATURE REVIEW

2.2.1 E-Learning

Millennial, the current generation of students, were born between 1980 and 2000.

Although some millennial have dropped out of or graduated from academia and

entered the workforce, most are still in our school systems. On average, millennial

spend 6.5 hours each day saturated in print, electronic, digital and broadcast news

media. They listen to and record music; view, create and publish Internet content; play

video games; watch television; talk on mobile phones and instant message every day.

Generally, these young people share the following characteristics:

• They like to be in control. Millennial do not want to be bound by traditional

schedules, and they do not necessarily want to sit in a classroom to learn or in an

8

office to work. Instead, they prefer to use technology to study at any time of the day or

night, telecommute from anywhere in the world and define “balance” in their own

individual ways.

• They are practiced users of digital technology. The Millennial generation is the

first to be surrounded by digital media. ICT has always been part of their lives, and

because of this access, Millennial naturally gravitate to it. They expect it to support

their learning and do what they need it to do. Indeed, Millennial can perform more

functions with mobile phones, handheld devices and other wireless equipment than

they can with traditional computers.

• They think differently. Technology itself is not amazing to Millennial. As

former generations first try to understand how a new technology works, this

generation does not marvel at it; Millennial simply accept technology, adapt to it and

use it. For example, when researching a topic, a Millennial simply “Google” it. What

Google is and how it works does not concern Millennial; they use the tool to find the

information they need.

E-learning can provide a well-balanced learning environment that meets the current

digital learners’ needs and supports learning experiences that are collaborative,

portable, flexible and accessible, and can be integrated with the world globally,

beyond the traditional classroom.

2.2.2 Mobile Learning Application

The survey found that mobile learning typically occurs outside the classroom, with

only limited guidance from instructors.

To improve mobile learning effectiveness, students and instructors need help adopting

more effective learning and teaching practices across content areas

Current perspectives on mobile learning generally fall into the following four broad

categories:

• Techno centric. This perspective dominates the literature. Here mobile learning

is viewed as learning using a mobile device, such as a PDA, mobile phone, iPod,

PlayStation Portable etc.

• Relationship to e-learning. This perspective characterizes mobile learning as an

extension of eLearning. These definitions are often are all-inclusive and do not help in

characterizing the unique nature of mobile learning. What is needed is clarity: in

9

agreement with Traxler (2005), the techno centric e-learning based definitions only

seek to place “mobile learning somewhere on eLearning’s spectrum of portability”.

• Augmenting formal education. In the mobile learning literature, formal

education is often characterised as face-to-face teaching, or more specifically, as a

stereotypical lecture. However, it is not at all clear that this perspective is wholly

correct. Forms of distance education (for example, distance correspondence) have

existed for over 100 years (Peters, 1998), leading to the questions regarding the place

of mobile learning in relation to all forms of “traditional” learning, not only the

classroom.

• Learner-centered. A strong linage of research into conceptualising mobile

learning is traceable by reviewing the combined works of Sharples, Taylor, O’Malley

and their colleagues. In their early research, the concept of mobile learning was

strongly linked to the device (Sharples et al., 2002) and the potential for enabling

lifelong learning (Sharples, 2000). However, it soon became clear that rather than the

device, the focus should be on the mobility of the learner. This led to considering

mobile learning from the learner’s perspective, and to the definition that: “Any sort of

learning that happens when the learner is not at a fixed, predetermined location, or

learning that happens when the learner takes advantage of learning opportunities

offered by mobile technologies” (O’Malley et al., 2003). Current work (Sharples,

2005; Taylor et al., 2006) is exploring the notion of learning in the mobile age, to

develop a theory of mobile learning that builds on Engeström’s conceptualization of

Activity Theory and Laurillard’s (2002) Conversational Framework. The focus of

their work is on mobile learning as communication in context (Sharples, 2005).

10

2.2.3 Interactive Learning

For today's students, this advance translates to learning a more diverse range of

concepts, usually in less time, and without supporting resources. Students can benefit

from technology enhanced learning supplements that unify concepts and are delivered

on-demand over the Internet. Such supplements, like imaging informatics databases,

serve as innovative references for biomedical information, but could improve their

interaction interfaces to support learning. With information from these digital datasets,

multimedia learning tools can be designed to transform learning into an active process

where students can visualize relationships over time, interact with dynamic content,

and immediately test their knowledge.

This approach bridges knowledge gaps, fosters conceptual understanding, and builds

problem-solving and critical thinking skills all essential components to informatics

training for science and medicine. Additional benefits include cost-free access and

ease of dissemination over the Internet or CD-ROM. However, current methods for

the design of multimedia learning modules are not standardized and lack strong

instructional design.

Pressure from administrators at the top and students from the bottom are pushing

faculty to use modern technology to address the learning needs and expectations of

contemporary students. Yet, faculty lack adequate support and training to adopt this

new approach. The development of a multimedia module consists of five phases:

• Understand the learning problem and the user needs

• Design the content to harness the enabling technologies

• Build multimedia materials with web style standards and human factors

principles

• User testing

• Evaluate and improve design

11

2.3 Related Work

The article of E-learning and mobile application needs to be focused on adding more

references to the biology in which it will be brought into the app. Besides that, more

information about e-learning and interactive design to make this application more

interactive and valuable. Text book, Article about biology can take in the article to put

in the application.

2.3.1 Related Research E-Learning

Author/publisher/Organization Year Article

A Kaiser Family Foundation

Study

March 2005 Generation M: Media in the Lives of 8-18 Year

Olds

Bridge Ratings 22 August

2007

The Baby Boomer Media Consumption Study

– 2007

Deborah Rothberg 24 August

2006

Generation Y for Dummies

2.3.2 Related Biology Book/Application

Author/publisher/Organization Publisher Year Title

Gan Wan Yeat, Oxford Fajar

Sdn. Bhd.

2015 SUCCESS Biologi

SPM

Oxford Fajar

Sdn. Bhd.

2017 SPM Biology Form 4

Can Wan Yeat

Azmah Binti Rajion

Bakaprep Sdn.

Bhd.

2006 Biology Form 4

Dr. Iqubal Aziz

Muttaqui Nasim Banu

National

Curriculum

and Textbook

Board

2009 SECONDARY

BIOLOGY

12

Figure 2 Related Application

13

CHAPTER 3

METHODOLOGY

3.1 Introduction

In this chapter, it will explain the specific details on the methodology being

used in order to develop this project. In order to make sure the project is in the right

path, methodology plays an important role as a guide for the project to complete and

working well as plan. There is different type of methodology that is used for different

type of application. It is important to choose the right and suitable methodology for

the development of an application thus it is necessary to understand the application

functionality itself. In order to ensure the effective of the E-School Syllabus

application, good identification is required before the development process begins.

Furthermore, the ADDIE model have five phase involved.

3.2 Methodology Model

This study was conducted to develop an educational mobile application for

Biology form 4 students by eliciting learning content and evaluating learners’

satisfaction after the use an app. The design and development of an application

prototype in this study are based on the ADDIE instructional design model.

The ADDIE are ;

14

• Analysis

• Design

• Development

• Implementation

• Evaluation

The ADDIE framework is a cyclical process that evolves over time and

continues throughout the instructional planning and implementation process.

Development framework model of mobile learning application development. This

study was conducted to develop an educational mobile application for Biology student

by eliciting learning content and evaluating learners’ satisfaction after the use an app.

The design and development of an application prototype in this study are based on the

ADDIE instructional design model.

3.2.1 Analysis phase

This step is the description process of what is going to be taught and forms the

basis of all other steps. In this step, the designer determines the needs and the

difference between knowledge, skills, and behaviors, which the learners presently

have, and behaviors which they must have or they are expected to have. In other

words, needs analysis is conducted. The system is analyzed and the problem and the

roots of the problem are described. To outline the problem, the subject field and the

target group were determined in the Analysis phase of the mobile educational

application developed according to the ADDIE Design Model. The subject field was

Biology class and the target group was selected as Form 4 Secondary School. The

15

target group examined the features of design and development of a mobile application

including pre-learning, the degree of readiness concerning the subject and use of

technology. Examining the target group as for these features guided the determination

of the content and the design of the mobile educational application (presentation,

interactivity, visual, navigation and accessibility). By taking into consideration that

there are not many technologies based materials available, it was decided that the

prepared educational application can be used for different purposes to ensure that the

students can practice and review materials at their own learning pace as well as

compensate for insufficient learning which occurred during the course.

3.2.2 Design phase

In this step, the development strategy is determined in accordance with the data

obtained during the analysis phase and how the objectives will be reached is clarified.

In other words, it is the part where the instruction method, learning theories, learning

objectives and activities, lesson plans, instructional strategy, and media selection

become clear. During the design phase, it was discussed how to teach the subject field

by taking into consideration the features of the target group. Thus, the acquisitions

concerning the subject in the instruction program were determined.

Furthermore, discussion and interaction environments would be created to encourage

the students to exchange ideas; to ensure communication between students; to give the

control to students and; to give a guiding role to the teacher during the process. The

content was formed as well as the general framework of the design (for example the

screen design, interface, navigation, and accessibility) was developed. The references,

where the subjects chosen for the content design are included, were reviewed and the

16

content concerning one main topic and all subtopic for Biology subject was

determined.

Mobile application design also incorporated the tutorial elements such as introduction,

concepts, examples, exercises, and a summary to achieve deeper learning objectives.

Activities design to be carried out to achieve the objectives of ESS should be able

compelling students, provide relevant knowledge, help students to understand clearly

with the objective of learning, organize content, explain the concept, present the

concept in many ways, provide a meaningful Quiz and Test, provide sufficient

exercise, make sure the example is relevant to the context, create a closure and able to

promote discussion.

17

3.3.3 Development phase

This is the process of producing the instruction materials, all the tools which will be

used during instruction and any kind of support materials. The product is created

during this phase and an evaluation, which is mostly for correction, is made and

modifications are carried out if necessary. The detailed plan prepared during the

phases of analysis and the design is implemented and all the components of the

learning environment are developed and the environment is prepared for the test.

Based on the learning objectives and structure determined in the analysis and design

phase, an education application was developed. Development of mobile applications

requiring hardware and selection of the right authoring tools. Authoring tool refers to

the essential components required in the development of software applications such as

audio, video software, graphics, animation and mobile application development

software such as Android developer tools (ADB) or through the online based software

3.3.4 Implementation phases

The implementation phase is the actual use of the learning experience. Regardless of

whether the end user will be in the classroom or outside of the class hour, it is

necessary to put the design into practice with the actual learners. The purpose of this

part is to introduce the designed instruction in a way that it will be effective and

efficient. During this phase, the students should be supported to ensure that they

understand the material and they are aware of the objectives and there should be no

doubt that the information is being transferred to the learner.

The use of prototyping can be used in the classroom or outside the classroom by

exploring activities that are available in prototypes such as access to the notes section,

18

quizzes, discussion material, and reflection. The first prototype of ESS is an

Androidbased operating system application. As described in the design phase, the

entire system consists of the clients (Android supported mobile device), system

administrator, database and the server. After developing the application, the prototype

tested severally on the emulator and actual devices to check the functionality of the

different devices. Then, the prototype (ESS apps) installed on the real mobile device

for debugging. The testing was done on 5.5inches Mi A2.

After the pre-implementation, according to the feedback of students, lecturers, and

expert, the problematic or missing parts of the mobile educational application were

reviewed and as a result of all the modifications, the mobile application was prepared

for the real implementation. The results collected from the pre and post-test, such as

the right or wrong answers that the students gave, guided the review of the mobile

instructional application.

3.3.5 Evaluation phases

The last major step in the process is the evaluation phase. Evaluation can happen at

any stage of the instructional design process. There are two types of evaluation carried

out to applications, namely formative and summative assessment. The formative

evaluation aims to increase and improve the effectiveness of instructional materials

that have been designed. Therefore, the formative evaluation occurs at every level

stage starting from the need analysis stage to the implementation stage to ensure the

effectiveness of mobile learning applications. At the stage of development, when the

prototype has started distributed, the Alpha and Beta test conducted. The Alpha test

involves a group of experts engaged to obtain feedback concerning the prototype

19

while Beta test involves the use of prototype among the students who use the

application.

20

3.4 Framework/ Storyboard

21

3.5 Hardware and Software Requirement

Minimum hardware requirements needed in the development of this application are:

i. Laptop : ASUS GL335V

Processor : Intel Core i5-2.5GHz, 3M Cache

Memory : 4GB DDR4 RAM

Storage : 1TB SATA HDD

Operating system : Window 10 Pro

ii. Android Mobile Phone : XIOMI A2

Used to run, deploy and testing the application.

Android version 9 (Pie) Android One.

iii. Bufflo 1TB USB 3.0 Hard Disk

Used to backup the project of application.

Storage 1TB.

3.6 Software

Software requirement of this project are :

i. Xampp

22

This software used to manage the connection between

Apache and MySQL for this project.

ii. Adobe Animate CC 2018

This software used to create the movement of graphics

animation.

iii. Ionic Framework

Ionic Framework will be used to develop the interface and

function of the application.

iv. Google Chrome

Google Chrome is used as a platform for this application to

run the Xampp Server.

v. Microsoft Word 2010

Microsoft Word 2010 used to write the proposal and report.

vi. Adobe Photoshop CC 2018

This software used to make an icon, logo and adjust the

coloring image that will be used in the application.

23

3.7 Application Design and Modeling Application

A storyboard is a graphic organizer in the form of illustrations or images

displayed in sequence for the purpose of pre-visualizing a motion picture, animation,

motion graphic or interactive media sequence. For the application, the E-School

Syllabus Apps also have a storyboard that will give an example of design and

modeling for this project. The E-School Syllabus Apps have a standard function of the

button like as Notes, Quiz and Test .

24

Reference

1. Azemi, A. (1997). Developing an active learning environment with courseware

approach. Proceedings Frontiers in Education 1997 27th Annual Conference.,

3(i), 1179–1184. http://doi. org/10.1109/FIE.1997.632627

2. Baharom, S., & Hussain, R. M. R. (2013). An exploration of the mobile

learning environment to support teacher training. In Mohamed Amin Embi &

N. M. Nordin (Eds.), Mobile Learning : Malaysian initiatives & research

findings (pp. 103–110). Bangi: Centre For Academic Advancement, Universiti

Kebangsaan Malaysia.

3. Bidin, S., & Abu, A. (2013). Adoption and application of mobile learning in

the education industry. Procedia - Social and Behavioral Sciences, 90(InCULT

2012), 720–729. http://doi. org/10.1016/j.sbspro.2013.07.145

4. Branch, R. M. (2010). Instructional design: The ADDIE approach.

Instructional design: The ADDIE approach. http://doi. org/10.1007/978-0-387-

09506-6

5. Fetaji, M. (2008). Designing usable M-learning application : Mobileview case

study. In World Conference on Educational Multimedia, Hypermedia and

Telecommunications (EDMEDIA) (pp. 3–8)

6. Alessi, S.M., & Trollip, S.R. (1991).Computer-based instruction: Methods

and development. (2nd ed.). Englewood Cliffs, NJ: Prentice-Hall.