programme & abstract book · programme & abstract book palace of the golden horses malaysia...

Series 2/2019

PROGRAMME & ABSTRACT BOOK

PALACE OF THE GOLDEN HORSES

3 NOVEMBER 2019

Organized by: Co-organized by:

'Leading Towards Creativity & Innovation'

INTERNATIONAL INVENTION, INNOVATIVE & CREATIVE (InIIC) CONFERENCE

2019International Invention & Innovative

Conference (InIIC)

Series 2/2019

PROGRAMME & ABSTRACT BOOK

PALACE OF THE GOLDEN HORSESMALAYSIA

3 NOVEMBER 2019

ContentsDIRECTOR MESSAGE---------------- 1

PLENARY SPEAKER ------------------ 2

TENTATIVE PROGRAMME ------- 4

PRESENTATION SCHEDULE------- 5

LIST OF ABSTRACTS----------------- 9

DIRECTOR MESSAGE

On behalf of the International Invention, Innovative & Creative (InIIC)Conference 2019 organizing committee, it is my great pleasure to welcome youto the International Invention, Innovative & Creative (InIIC) Conference, Series2/2019 at the Palace of the Golden Horses, Selangor. The theme for this year’sconference is “Leading Towards Innovation & Creativity”.

Taking a creative idea that "looks good on paper" and successfully implementingit is often the toughest part of innovating. One of the reasons why it's sodifficult is that new ideas often require people to take a risk and do somethingnew. Employees' resistance to such change often kills innovation. It takes aspecial kind of leader to bring about change.

I believe that InIIC Conference Series 2/2019 is a good platform that will bringtogether academics and researchers from various background of study toexchange and share their knowledge, experiences and research findings that iscrucial to our present and future society.

I would like to congratulate the organizing and technical committees who haveworked hard in making this event come together smoothly, and particularly to allthe conference participants for supporting the event. Thank you for being here,and I wish you every success in your deliberations and a very pleasant stay atMalacca .

Nadzri Salleh

1

International Invention, Innovative & Creative (InIIC) Conference, Series 2/2019

__________________________________________________________________________

PLENARY SPEAKER

Dr. Airil Haimi Mohd Adnan is the Head of Academic Centre and a senior lecturerat Universiti Teknologi MARA (UiTM) Perak Branch, Seri Iskandar Campus, Stateof Perak, Malaysia. Before becoming a full-time university lecturer in November2001 Airil lived in the UK for eight years, studying and working. He has workedextensively in an academic capacity at: (Malaysia) SM Teknik, Ipoh, Perak; Roy’sInstitute, Perak; Akademi InfoTech MARA, Perak; MRSM Taiping, Perak; MRSMBalik Pulau, Pulau Pinang; (overseas) Good Shepherd Primary School, Coventry,England; Myton Secondary School, Warwick, England; Rugby Public School,England; and University of Leicester, England. Most recently, he was the AdjunctAdviser for Languages and Learning Technologies (2010 to 2012) at the Centrefor Academic Development, University of Auckland, New Zealand where he livedfor four years whilst completing his doctoral thesis. He has over 600 academicarticles written for magazines and newspapers in Malaysia, Singapore, Bruneiand Indonesia (based on research focus areas) and he has made over 200appearances on television and radio in Malaysia and in Singapore on a multitudeof issues (based on academic research focus areas). On top of that he has wonnumerous awards like the Award for Best Speaker / Academic Orator, UniversitiTeknologi MARA Perak Branch, Malaysia in 2017 and 2016, the MalaysianUniversity Community Transformation Centre (UCTC) National Award forEntrepreneurial R&D, MoHE-NBOS in 2015 and several others.

DR. AIRIL HAIMI MOHD ADNAN

Head of Academic Centre & Senior Lecturer

Universiti Teknologi MARA

[email protected]


__________________________________________________________________________

2

‘Education 4.0 Technologies, Industry 4.0 Skills and the Critical Roles of Inventors, Innovators and Developers‘

Airil Haimi Mohd Adnan PhD, MAEd, MEd, MA, BEd (Hons), BSc, MRI (GB)

Universiti Teknologi MARA Perak Branch, 32610 Seri Iskandar,

email: [email protected]

Abstract

Never before in the history of humanity that we are witnessing rapidtechnological changes happening, seemingly at the blink of an eye. Such is theera of the Fourth Industrial Revolution or Industry 4.0. Widespread use of newtechnologies is supported by cheap and broad access to state-of-the-arttechnological tools, software and apps. Technical and technologicaldevelopments are taking place at such an accelerated pace that'change' is now measured in years (sometimes even months), notdecades or centuries. But changes are not just happening within businessesand industries, changes are also being felt within the sphere of education.Enter the futuristic ecosystem aptly called Education 4.0. Education 4.0 willbring momentous changes to both educators and learners: Education will bedriven by demand instead of supply; Skills will be based on real worldcompetencies relevant to Industry 4.0 needs and not merely focusing on theacquisition and memorisation of knowledge; Learning will take on boarddisruptive Industry 4.0 technologies and focus on training critical skillsets forthe future world of work; Learning will truly become lifelong and incorporateperiods of reskilling and upskilling, leading to eventual multiskilling of theIndustry 4.0 workforce; Tertiary education will become modular and open toall; The philosophy of education will focus on purposefulness and mindfulnessleading to happiness and the general wellbeing of individuals. In view of thefact that Education 4.0 demands radical changes, both in thought and action,that are in tandem with the requirements of Industry 4.0, it is hoped that theend product will be a more dynamic workforce of young people who possesscareer readiness. Within the Education 4.0 ecosystem where creativity andinnovation are placed at the core, 'learning specialists andtechnologists' made up of inventors, innovators and content developersmust play significant roles to make sure that young people are prepared for anuncertain and volatile future that will be full of disruptions. This plenarypresentation is based on an empirical inquiry that examines the critical roles oflearning specialists and technologists in the Malaysian setting based on theirfeelings, experiences and hopes for the future – all framed within the widercontexts of the Education 4.0 ecosystem and Industry 4.0 era.


__________________________________________________________________________

3

InIIC 2/2019

TENTATIVE PROGRAMMESunday, 3rd November 2019

TIME DETAIL

08:30- 09:00 Registration

09:00-10:30 Presentation Session I

10:30-11:30 Plenary Talk

11:30-12:30 Presentation Session II

12:30-14:00 Lunch & Break

14:00-15:30 Presentation Session II

15:30-16:30 Presentation Session IV (Poster)

16:30-17:00

Best Presenter Award Certificate


__________________________________________________________________________

4

PRESENTATION SESSION I: 09:00-10.30amSESSION CHAIR : HAZLINA MOHD PADIL

EDUCATION

Ref No Author(s) Title

2019S110

Muhamad Khairul Ahmad, Airil

Haimi Mohd Adnan, Nurul

Munirah Azamri, Khamizatul

Baizura Idris, Nor Najihah

Norafand, Nur Insyirah Ishak

Education 4.0 Technologies for

English Language Teaching and

Learning in the Malaysian

Context

2019S111

Muhammad Anwar Mohd Kamal,

Airil Haimi Mohd Adnan, Nurul

Munirah Azamri, Khamizatul

Baizura Idris, Nur' Ain Zuraimi,

Maizatul Nabihah Yusof

Video-based Learning as an

Education 4.0 Technique for

Blended Learning in Flipped

Classrooms

2019S103

Nur Atiqah Mohamed Toufid,

Noreen Izza Arshad*, Mazeyanti

M Ariffin, Siti Nor Hannan M

Johari, Naili Iliani Mokhtar

The Development of

ROBOTEACH: Teaching

Expressions to Improve Social

Interaction and Communication

Skills among Autistic Children

2019S113

Ainol Mardhiyah Rahmat, Airil

Haimi Mohd Adnan, Nor Marini

Mohtar

Industry 4.0 Skillsets and

‘Career Readiness’: Can

Malaysian University Students

face the Future of Work?

2019S114

Khairun Nisaa Mohd, Airil Haimi

Mohd Adnan, Ahmad Ariffuddin

Yusof, Muhamad Khairul Ahmad,

Muhammad Anwar Mohd Kamal

Teaching Arabic Language to

Malaysian University Students

using Education Technologies

based on Education 4.0 Principles

2019S115

Ahmad Arifuddin Yusof, Airil

Haimi Mohd Adnan, Nurul Nadiah

Mustafa Kamal, Muhammad

Anwar Mohd Kamal, Muhamad

Khairul Ahmad

Education 4.0 Immersive

Learning with Spherical Videos

(360°) and Virtual Reality (VR)

Experiences

PRESENTATION SCHEDULEVenue: Congress II


__________________________________________________________________________

5

PRESENTATION SESSION II: 11:30-12.30pmSESSION CHAIR : ASSOC PROF DR DIANNE CHEONG LEE MEI

EDUCATION



__________________________________________________________________________


2019S117

Karmila Rafiqah M. Rafiq,

Fetylyana Nor Pazilah, Melor Md

Yunus, Harwati Hashim,

Muhammad Hazmi M. Sabri

Gamified-Learning Brings Out the

Hero in You!

2019S119

Emily Lau Yen Yen, Aina Hartini

Mohamad Khair, Norsharina

Mohd Yusof, Assoc. Prof. Dr.

Melor Md Yunus

GoPic with QR Code for Mastery

of Vocabulary

2019S123

Nur Fadhlina Zainal Abedin,

Tuan Sarifah Aini Syed Ahmad,

Siti Sara Ibrahim

Gender, Personality and

Learning Styles of Selected

Primary School Students

2019S124

Nur Fadhlina Zainal Abedin,

Maziah Mohd Arif, Hafisah

Yaakob, Jamilah Mohd

Mohyideen

Do Content and Design ofInteractive Economics LearningWebsite Influence Students’Satisfaction?

6

PRESENTATION SESSION III: 14:00-15.30pmSESSION CHAIR : ASSOC PROF DR DIANNE CHEONG LEE MEI

LAW & OTHERS



__________________________________________________________________________


2019S104

Suria Fadhillah Md Pauzi,

Shamsinar Rahman, Naqiah

Awang, Nur Syafiqah Hussin,

Azniza Ahmad Zaini

The Dimension of Sexual

Harassment in Academic Setting:

An Exploratory Study

2019S116

Hazlina Mohd Padil, Anie Farahida

Omar, Mohd Syahril Ibrahim,

Amylia Fuziana Azmi and Nor Laila

Ahmad

Online Shopping: Analysis of

Students' Experience

2019S118

Azlina Mohd Hussain, Mohd

Syahril Ibrahim, Dr. Anie Farahida

Omar

The Common Labourer: Their

Relevance and Protection under

Malaysian Labour Laws

2019S121

Norsyazlin Mohd Rosli, Nur

Shaffiqa Muhammad Soffian,

Muhamad Azrul Azwan Azman and

Amelia Ahmad

DECORATIVE WALL ART:

APPRECIATION OF LAYOUT

DRAWING

2019S106 Ashutosh Deshwal

Dustmobin - A New Bin for

Smart Indoor Wastage

Management System

2019S125 Nur Fadhlina Zainal Abedin

Public Debt & Growth:

Heterogeneity of the Causality

in Malaysia

7



__________________________________________________________________________

PRESENTATION SESSION IV: 15:30-16.30pm (POSTER)

SCIENCE & AGROTECHNOLOGY


2019S105

Muhammad Amir Faiz, Che

Azurahanim Che Abdullah,

Raba'ah Syahidah Azis

Low Cost Reduction of Graphene

Oxide using Palm Oil Leaves

Extract

2019S112Rafidah binti Selaman and Newati

Wid

Recovery of Phoshorus by

Struvite Precipitation: Possible

Use as Alternative Phosphate

Fertilizer

2019S120

Nikmatul Choirun Nisa', Mar'atus

Sholihatul Amanah, Akromatus

Safitri, Faudina Nurin Nisa'

MOLEIS COATING (Moringa

oleifera and Elaeis guineensis for

Edible Coating): Edible Coating

Based on Oil Palm Empty Fruit

Bunches and Moringa Leaves to

Maintain The Quality of

Horticultural Products

8

LIST OF ABSTRACT

9

Education 4.0 Technologies for English Language Teaching and Learning in the Malaysian Context

Muhamad Khairul Ahmad, Airil Haimi Mohd Adnan, Nurul Munirah Azamri, Khamizatul Baizura Idris, Nor Najihah Norafand & Nur Insyirah Ishak

University of Malaya

Abstract - Education 4.0 is a global movement that encourages non-traditional thinking and practicewhen it comes to imparting education, based on the ‘disruptions’ and radical changes brought by the4th Industrial Revolution or Industry 4.0. Educators who subscribe to the notion of Education 4.0 relyon technology-based tools, resources and applications to drive teaching and learning in non-traditionalways within their classrooms. The rationale behind Education 4.0 is that our learners now were born‘into’ digital technologies and the way they learn are very much technology-based, compared toprevious generations of learners. Without a doubt, interactive and immersive educational contents areneeded to cater to the real needs and wants of ‘Generation Z’ (young people born between 1995 to2015) and now ‘Generation Alpha’ (children born between 2011, now, and into 2025). This researchcritically examines the use of new technologies, technological resources and digital applications toteach English to Malaysian students from Generation Z. Focusing on qualitative data collected fromeducational instructors at Malaysian tertiary institutions and informal classroom observation datafrom the same institutions, using the English language as a case in point, this study highlights some ofthe serious challenges faced by educational instructors (i.e., Malaysian tertiary lecturers) who aretrying very hard to enhance and support the teaching and learning process in their tertiary institutionsthrough the application of Education 4.0 tools and the use of Industry 4.0 technologies. Even thoughthe participants in this study report that they face tough challenges at every juncture, especially interms of limited financial resources and low technical knowledge, the resolve of these instructors topush ahead with the Education 4.0 agenda is highly commendable, given the fact that they appreciatehow essential new technologies are for their students who will live in the post Industry 4.0 era andbeyond.

Key Words: Education 4.0, Education technology, Language education, English language, Malaysia.


__________________________________________________________________________

Video-based Learning as an Education 4.0 Technique for Blended Learning in Flipped Classrooms

Muhammad Anwar Mohd Kamal, Airil Haimi Mohd Adnan, Nurul Munirah Azamri, Khamizatul BaizuraIdris, Nur' Ain Zuraimi, Maizatul Nabihah

Sultan Idris Education University

Abstract - Education 4.0 is a worldwide initiative in the teaching and learning process that ensures theteaching experiences of instructors are similar to the future working experiences of their student.Many radical changes are happening due to Industry 4.0, and so the process of teaching and learningmust also change in line with the demands that Industry 4.0 put on future workers. One way that thenature of ‘working’ is being changed is in how training is being done at this moment in time. Futureworkers and our young learners are increasingly exposed to learning technologies and technologicaltools that are endemic to Education 4.0, one of them is the concept of video learning or video-basedlearning (VBL). VBL has become an enabler of the ‘flipped classroom’ initiative and it allows for thedelivery of ‘blended learning’ lessons, particularly at colleges and universities. In Malaysia, VBL isempowering not just learners but also tertiary instructors who can now ensure that access to learningwill be open all the time, and that learners will be able to access knowledge whenever and whereverthey want to. Short, funny but engaging and illuminating videos are easily the future of learningthrough the Education 4.0 movement. The empirical study in this paper is based on our initiatives tocreate and share 60-seconds video clips, as a method to teach in a wider, more open and accessiblemanner focusing on key points and highlights that our learners need to expand based on their ownefforts. At the present time, VBL is not just a form of informal learning, it is quickly becoming acommon teaching and learning tool across the academic and even the corporate learning divide.Based on data collected from our students who were exposed to bits of VBL, this empirical studyshows how the dawn of the smartphones and tablets ‘age’ has become a momentous event in termsof knowledge sharing and transfer. We also examine our own experiences in instructional design withreference to VBL, to bring into light how VBL could be used to positively change academia from ourvantage points.

Key Words: Video-based learning, Education 4.0, Blended learning, Flipped classrooms, Learningtechnologies.


__________________________________________________________________________

The Development of ROBOTEACH: Teaching Expressions to Improve Social Interaction and Communication Skills among Autistic Children

Nur Atiqah Mohamed Toufid, Noreen Izza Arshad*, Mazeyanti M Ariffin, Siti Nor Hannan M Johari & Naili Iliani Mokhtar

Universiti Teknologi Petronas

Abstract - Autism children are known to have impairments in social interaction and communicationskills. Often autism children face challenges in leading independent lives causing many concernstoward teaching and learning for autism children. As a result, therapist and educators of autism arefacing distress when teaching autism children as it is harder to retain their intention. Therefore, manyresearchers suggest robotic approach as clinical tool to assist therapist especially teachers in teachingthe autism children. Therefore, this research is focusing on developing a robot that teach expressionsto improve social interaction and communication skills of the autism children. A robot is built using theLEGO Mindstorm EV3 and a module as instructors’ guide. It is hoped that the robot and module wouldbenefit autism children and teachers in teaching and learning. Further, as robotic approach is part ofthe advancing technology it is hoped that the project can help the autism children to get moreexposure towards robotics.

Key Words: Autism Spectrum Disorder (ASD); LEGO Mindstorm EV3, Robot (Roboteach), teaching,learning.


__________________________________________________________________________

Industry 4.0 Skillsets and ‘Career Readiness’: Can Malaysian University Students face the Future of Work?

Ainol Mardhiyah Rahmat, Airil Haimi Mohd Adnan & Nor Marini Mohtar

Universiti Teknologi MARA, Perak Branch

Abstract - The World Economic Forum (WEF) in its biennial 'Future of Jobs Report' lists ten critical skillsfor the Future of Work for year 2020 and beyond. Critical skillsets - complex problem solving, criticalthinking, creativity, people management, coordinating with others, emotional intelligence, judgmentand decision making, service orientation, negotiation, and cognitive flexibility - used to be viewed as'soft' skills in the past. For the post Industry 4.0 era, these skills are no more seen as soft or eveninferior to technical skills but as core skills that are required not just to survive but also to thrive in thefuture workplace. Without these critical core skills, not only will future workers fail to secure futurejobs, but they will also fail to contribute to the Industry 4.0 economy and society in a productivemanner. Without a doubt, these critical skills are challenging for the younger generation to acquirewithout sustained and directed effort. Furthermore, failure to acquire these skills will lower the careerreadiness level of the younger generation of future workers. Career readiness is the bridge orpreparatory stage that signals the crossing from ‘campus life’ into the world of work. It is highly likelythat university students who are not ready for future careers will be doomed to the lower rungs of thejob market of the future. In this empirical inquiry, we examine how much Malaysian universitystudents know about Industry 4.0 skillsets and how far they are ready to look for future careers basedon the critical skills that they have (or have not) acquired. Data were collected, firstly, through anonline survey questionnaire that sought demographical information and presented 44-items related toIndustry 4.0 skillsets; 190 respondents completed the online survey and chose one from six pre-setanswers on a Likert scale from 'Strongly Disagree' at one end to 'Strongly Agree' at the opposite end ofthe continuum. The 190 respondents represented students from five Malaysian public universities.Then, qualitative data were collected through focus group discussion sessions with a smaller numberof participants (from the main group). As expected, some skillsets were quite familiar to therespondents but, alarmingly, a number of the respondents indicated they were not familiar with manyof those skillsets we shared. This brings into question the actual career readiness level of Malaysianuniversity students with regards to the post Industry 4.0 era and the future World of Work.

Key Words: Career readiness, Industry 4.0, Job skills, University students, World of work.


__________________________________________________________________________

Teaching Arabic Language to Malaysian University Students using Education Technologies based on Education 4.0 Principles

Khairun Nisaa Mohd, Airil Haimi Mohd Adnan, Ahmad Ariffuddin Yusof, Muhamad Khairul Ahmad & Muhammad Anwar Mohd Kamal


Abstract - The Arabic language is usually ranked amongst the top of the world's major languages basedon its number of speakers. It is also the language of the Al-Quran, the holy book of Islam, thus thelanguage is similarly widely used throughout the Muslim world until today. The Arabic languagebelongs to the Semitic group of languages that includes Hebrew and Amharic. As with many otherlanguages, there are several Arabic dialects currently in use: Classical Arabic, Modern Standard Arabicand also localised dialects based on different geographical areas. At Malaysian universities, the Arabiclanguage is a popular third language course especially for the Malay-Muslim majority students. Theychoose this language due to its familiarity based on the Islamic religion, and also as a way to increasetheir religious piety by deepening their knowledge of Islam through the Al-Quran. Nonetheless,compared to the English language and indeed other third languages, the teaching and learning ofArabic seem to rely mainly on the traditional chalk and talk method, followed by endless languagedrills and the process of memorisation. This might be a serious issue given the fact that ‘Generation Z’(youngsters born between year 1995 to year 2015) and now ‘Generation Alpha’ (children bornbetween year 2011 into year 2025) are true ‘digital citizens’ who are familiar with, and prefer to betaught through, technology. This research effort examines the above issue based on data gleaned froma mass online survey involving nearly 250 respondents. The survey questionnaire contained bothLikert-scale closed statements and open questions that sought the feelings, perceptions and opinionsof respondents regarding the teaching of Arabic language using current state-of-the-art educationtechnology apps and tools. This is a timely question to ask, due to the fact that the teaching andlearning process is moving into the ‘Education 4.0’ era that marries the teaching and learning processwith learning technologies to prepare the younger generation to face the challenges and disruptions of‘Industry 4.0’.

Key Words: Arabic language, Education 4.0, Education technology, Language education, Teaching andlearning.


__________________________________________________________________________

Education 4.0 Immersive Learning with Spherical Videos (360°) and Virtual Reality (VR) Experiences

Ahmad Arifuddin Yusof, Airil Haimi Mohd Adnan, Nurul Nadiah Mustafa Kamal, Muhammad Anwar Mohd Kamal & Muhamad Khairul Ahmad


Abstract - Education 4.0' is a teaching and learning paradigm that is aligned to the challenges anddisruptions of the era of 'Industry 4.0'. Education 4.0 deals with the prevalence of technologies andthe problems created by information excess, it also espouses the notion that today's learners need tobe trained and not merely taught by rote and memorisation drills. Today is also a period where dataand information must be made accessible and open 24/7 so that learners can learn about how to findknowledge rather than to know things from their teacher's textbooks. Education 4.0 acknowledges theprecepts that our learners are not alike, they do not follow pre-set paths of growth and development,they acquire and absorb knowledge differently based on their personal focus points, and they wouldrather know about the skills to get access to knowledge rather than having knowledge spoon-fed tothem. To address these challenges and learner differences, Education 4.0 depends on the concept of'immersive learning'. Immersive learning provides learners with an environment that is highlyinteractive both at the physical and virtual levels. Hence, immersive learning ‘experiences’ shouldreplicate possible scenarios that learners will face in real life and to teach specific techniques or skillsto learners based on their academic syllabus. Another factor that leads to the effectiveness ofimmersive learning is that realistic and relevant learning settings can have a huge impact on the innerself of a learner, as these grab a learner’s attention and activate her or his learning action better thanother teaching methodologies like traditional chalk-and-talk classroom learning, and even modernones like e-Learning and MOOCs. Whereas the concept of immersive learning does not and might notreplace all existing teaching methodologies, it will enrich the learning experiences of our learners andincrease the efficiency of their training process. Taking onboard the notion of gamification and puttinggame-based elements in what we term as virtual reality (VR) learning experiences, we can stronglyargue that these experiences are the future of teaching and learning at Malaysian universities.However, there are obstacles to the wider implementation of immersive learning (educational)experiences, for instance, limited time for content development, limited technical knowledge, andparticularly limited monetary resources to acquire development software and state-of-the-arthardware for the actual development of immersive contents. Moreover, the definition of what countsas engaging and interactive is constantly shifting, to the point that all learning content developersmust be ready to stand at the cutting edge. That being said, the demands to create even moreimmersive learning experiences continue to grow, not just within the field of education but also inother professional areas and technical disciplines that need sustained exposure together withintensive training. We believe that new learning technologies and educational experiences are notmerely fads of the Education 4.0 era but, in reality, they are glimpses of tomorrow’s world, based onthe comments shared by end-users (university students) of a learning innovation project that we havebeen working on called ‘ELSA 360°-Videos’.

Key Words: Education 4.0, Educational experiences, Immersive learning, Spherical videos, Virtualreality.


__________________________________________________________________________

Gamified-Learning Brings Out the Hero in You!

Karmila Rafiqah M. Rafiq, Fetylyana Nor Pazilah, Melor Md Yunus, Harwati Hashim & Muhammad Hazmi M. Sabri

Universiti Kebangsaan Malaysia

Abstract - Technology has become a norm in this 21st-century era. Many industries see technology asa panacea to aid daily tasks. Classroom learning is now being modernised complementing therevolution. One in-trend tool in education nowadays is gamified-learning as it is hypothesised to beable to bring learning to another level and has made its way to assist language learning, especiallyEnglish as a second language (ESL). However, the issue of whether gamified-learning is suitable forteaching ESL vocabularies is still debatable, as games are mostly said to be for fun, which might inhibitlearning. With much importance on the need for modernising ESL classrooms, it is also vital to knowthe students’ thoughts on gamified-learning. The theory of gamified-learning emphasized theperceptions of users in terms of appealing game characteristics, easy to understand, positiveexperience and improve learning. Thus, this paper aimed to identify students’ perceptions of gamified-learning in enhancing their ESL vocabularies. A number of 37 secondary school students participated inthis empirical study by answering ten items on a questionnaire, which were later calculated usingpercentages. Based on the results, it can be seen that students’ perceived gamified-learning to beinteresting, encouraging, easy to use, provides a positive learning experience, improves their thinkingskills and allows them to explore their own learning. This paper implied that teachers shouldincorporate elements of gamified-learning into their teaching sessions to obtain the desired learningoutcome. Future research can focus on the students’ perceptions of the different types of gamesbased on gender. All in all, gamified-learning provides a fun learning platform in brightening the ESLclassroom.

Key Words: English as a second language (ESL), gamified-learning, motivation, vocabulary, technology-enhanced language learning


__________________________________________________________________________


__________________________________________________________________________

GoPic with QR Code forVocabulary Mastery

Emily Lau Yen Yen, Aina Hartini Mohamad Khair, Norsharina Mohd Yusof & Assoc. Prof. Dr. Melor Md Yunus

Universiti Kebangsaan Malaysia

Abstract - Vocabulary mastery is important in language learning yet becomes a struggle especially forMalaysian primary students. Prior to this, the evolution and integration of information andcommunication technology (ICT) in 21st-century learning is essential for students’ knowledge andteachers’ pedagogical skills. It becomes the precursor for student-centred strategies. This actionresearch of GoPic with QR Code investigates the importance of boosting students’ languageexperience in their mastery of vocabulary. The term ‘GoPic with QR Code’ is a product from thecombination of using ‘BINGO’ word game and a total of twenty-five picture cards to match the wordsusing QR code for the intervention. The correspondents for this research comprise of a total of thirtymixed-ability Year 1 primary school students. The instrument in data collection are the pre and post-test. The main intention of the research came from seeking the ‘correct’ strategy to suit the students’needs in their mastery of vocabulary. The component of vocabulary that is utilised and evaluated inthis intervention is concrete noun to assist students in their mastery of vocabulary from theconstructivist point of view. The concepts of 21st-century as well as game-based learning are beingemphasized; whereby procedures are simple; hoping to create fun, purposeful and active learning forstudents in the classroom. The findings concluded that the correspondents showed significantimprovement in their English language vocabulary after the intervention is conducted.

Key Words : GoPic, QR Code, vocabulary mastery, 21st-century learning, game-based learning.

Dimension of Sexual Harassment in Academic Settings

Suria Fadhillah Md Pauzi, Shamsinar Rahman, Naqiah Awang, Nur Syafiqah Hussin & Azniza Ahmad Zaini

Universti Teknologi MARA, Pahang Branch

Abstract - Over the last decade, Malaysia has been progressive in introducing various laws, by-lawsand regulations in combating criminal act of sexual nature. Unfortunately, an escalation of sexualharassment cases in academic setting are reported in Malaysia and also other countries such asTaiwan, Canada and Pakistan. An academic setting should be a sacred place for knowledge transferthat enable students to have a comfortable learning environment, safe access to education and let thestudents enjoy their campus life. Unfortunately, sexual harassment could give a destructive effect onthe victim, especially the psychological wellbeing of the victim and warrant a dismissal to therespective offender from office or expulsion from the institution if committed by the student. The lackof awareness on what constitutes the act of sexual harassment as well as the policies and regulationsimplemented by the respective institutions have become the major impediment in curbing thishorrendous act. The purpose of this paper is to determine the awareness level among students onwhat constitutes sexual harassment. The paper also aims to elucidate the rules, regulations andpolicies pertaining to this offence and to see how far students are conscious of its existence.

Key Words: Awareness, Institution, Misconduct, Sexual harassment, Student

Online Shopping: Analysis of Students' Experience

Hazlina Mohd Padil, Anie Farahida Omar, Mohd Syahril Ibrahim, Amylia Fuziana Azmi & Nor Laila Ahmad

Universiti Teknologi MARA, Negeri Sembilan Branch

Abstract - Online shopping is the latest trend in purchasing goods. Technological advances have seenthe rise of revenue in e-commerce market. This uptrend of online shopping has seen the growth ofonline malls such as Lazada, Shopee, and Alibaba which attract consumers including students topurchase goods via online without having to consider factors such as location or time since purchasecan be made at anywhere, any time. A study has been conducted among Universiti Teknologi MARA(UiTM) students to seek their experience in determining the factors influencing their interests in onlineshopping. Data has been collected using online questionnaires from the students who attended theseminar on consumers’ protection organised by the Department of Law, UiTM Negeri SembilanBranch, Seremban Campus. Findings shown that interactivity of the websites, product, service qualityand trust are the factors which influence the interest of students of UiTM to shop online. This studyrecommends that further test to be done to identify the types of products which attract the purchasefrom the students.

Key Words: e-commerce, online shopping, students’ experience.


__________________________________________________________________________

Informal Employee: Their Relevance and Protection under Malaysian Labour Laws

Azlina Mohd Hussain, Mohd Syahril Ibrahim & Dr. Anie Farahida Omar

Universiti Teknologi MARA

Abstract - This paper aims to address the issue of the informal employee in Malaysia. The informalemployee is the employee that works for wages in an informal and/ or formal employment setting.Most informal employees have no formal contracts, social benefits and basic employment legalprotection as enjoyed by formal employees. It is important that we identify and address the issues ofinformal employment as there seems to be an increasing trend towards this kind of employment inthe current market economy. The methodology that will be adopted in conducting this study would bea qualitative analysis of all local labour legislations that will provide an insight to the social and legalprotection afforded to these informal employees. The findings/ results so far show that none of thelocal labour legislation provides nor addresses specifically the issues of social and legal protection forthe informal employee. We hope to recommend through this paper either a specific legislation iscreated to address the social and legal protection for the informal employee or to proposeamendments to the current local labour legislations to incorporate the informal employee in theirprotection.

Key Words: informal employee, social and legal protection, legislations

Decorative Wall Art: Appreciation of Layout Drawing

Norsyazlin Mohd Rosli, Nur Shaffiqa Muhammad Soffian, Muhamad Azrul Azwan Azman & Amelia Ahmad

Universiti Teknologi MARA, Perak Branch, Seri Iskandar Campus

Abstract - In the urban planning field, producing layout drawings are compulsory in order to visualizethe ideas on how people will move and live in specific areas. The preparation of layout plans ordrawings involve several basic stages including problem identification, goal and objectives setting, datacollection, analysing and proposal stage. In reality, the layout drawings are part of the necessarydocuments to be submitted to the local planning authorities. This is to ensure that the futuredevelopment that meets the needs of the present generation without compromising the ability offuture generations to meet their own needs. However, the students’ works and progress in making thelayout plans or drawings during their period of study are not appreciated, other than being evaluatedfor coursework mark. In additional, the town planning students also face the challenge ofcommercializing their works compared to other undergraduate students who found it easier in makingbenefits from their own artworks. The main objective of this invention is to develop innovativeartwork for wall decoration by transferring layout drawings. Therefore, the visual analysis will be usedto produce this invention. The new artwork invention is hoped to enhance clever decoratingintervention in order to create a sense of space. In addition, the artwork is expected to generatepassive income for students and the education institutions from the students’ creativity. It will alsofurther improve the current syllabus for urban planning as well as become a platform for lecturers andcurrent students to participate in creative artwork. It will directly help the ambition of government tobecome a high-income country.

Key Words: Layout Drawing, Artwork, Home Decoration, Commercializing, Innovation


__________________________________________________________________________

Dustmobin - A New Bin for Smart Indoor Wastage Management System

Ashutosh Deshwal

Thapar Institute of Engineering and Technology, Patiala, Punjab, India

Abstract - One of the major concerns with the territory is domestic refuse regulation which influencesthe health and surroundings of a locality. In the fresh decennium, urbanization has expandedtremendously. At the same instant there is an increment in refuse production. Managing waste hasbeen a pivotal concept to be pondered. As the citizenry is enlarging day by day, the habitat should beclean and hygienic. Bins are containers used for collecting waste all around the corners. In our day-to-day life, we dispose variety of refuse materials. Indoor bins are used to accumulate garbage fromapartments, which are then disposed into the outdoor dustbins maintained by the Corporation orMunicipality. Indoor bins are quite compact in extent, whereas outdoor bins are so larger in extentsince it has to accumulate all the wastes from many household users in that area. Hence our focus ison the dustbins placed indoors of all the homes, offices, universities, schools and others to firstkeeping the interior surrounding clean. Everyone now a day knows that we have to throw waste intothe dustbins but at most of the places we can’t find dustbins near to us. Second main reason arepeople's mentality that they do not want to give any stress to themselves, due to this they either leftthe garbage where they gathered or throw it near around. This is common seen in canteens, grounds,parks, streets and other places. Priory we have to fix this issue so that our interior environment shouldstay neat and clean. For this a dustbin was developed which is fully automatic and consists a manyfeatures like controlling via mobile phone, auto detection and display of space over the dustbin, autoopen lid to throw waste after detecting it, self-visiting to cabins, giving notifications via SMS andalerting nearby people after getting filled fully. This dustbin will help the interior environment toremain hygiene. It is also mentality the humans that if they get something new they feel a tickle to useit further. The only aim beyond the designing of this kind of dustbin is only that persons use it moreand more, and if they used it definitely they will throw waste into it. Usage of Internet of things andmachine learning make this bin more autonomous in terms of technology. Its control via mobile meanspeople can call it near to themselves by their mobile phones, which will be easy for people to throwwaste into it. Now they don't have to go near to dustbin they may now call dustbin to near to them. Bythe usage of machine learning the dustbin will visits to cabins at a floor that may help the authoritiesof universities, hospitals, offices etc to throw waste into it. At last using such a dustbin will going to bemore beneficial to solve the problem of garbage from interior environment.

Key Words: autonomous, dustbin, intelligent, refuse production, urbanization.


__________________________________________________________________________

Low Cost Reduction of Graphene Oxide using Palm Oil Leaves Extract

Muhammad Amir Faiz, Che Azurahanim Che Abdullah & Raba'ah Syahidah Azis

Universiti Putra Malaysia

Abstract - Graphene is unique and versatile material which having worldwide reputation due to itsunique properties such as very good electrical conductor, tunable band gap, and offers highmechanical strength. The process to derived graphitized carbon into graphene oxide (GO) is a bigchallenge and chemical method is proven as a good choice to synthesis in the big amount and shortenthe time taken. However, the usage of hazardous, toxic and corrosive chemical as reducing agent suchas hydrazine to form the sheet layer of graphene will limit the applications due to safety issue. As analternative, in this research we propose the usage of palm oil leaves extract to replace the chemicaluse as reducing agent. The as synthesized green approach GO material were characterized using X-raydiffraction, Raman spectroscopy (XRD), Fourier transform infrared spectroscopy (FTIR), field emissionscanning electron microscope (FESEM), and energy dispersive X-ray (EDX). The results revealed thatthe interspace distance between layer of carbon increase as graphite fully exfoliated and functionalgroup inserted in between. The interspace distance calculated using Bragg's Law equation increasedfrom 1.72 nm to 4.27 nm. The reduction of GO using palm oil leave extract have successfullyeliminated the hydroxyl group and improved in conductivity from the electrochemical study. Theprepared GO have high potential for various potential biomedical and industrial applications such drugdelivery, photocatalyst, and supercapacitor.


__________________________________________________________________________

Recovery of Phosphorus by Struvite Precipitation: Possible Use as Alternative Phosphate Fertilizer

Rafidah binti Selaman & Newati Wid

Universiti Malaysia Sabah

Abstract - Struvite is known as magnesium ammonium phosphate (MAP) which precipitated fromwastes as an alternative phosphorus (P) fertilizer. A continuous batch mesophilic reactor was used forenhancing the P removal from acidogenic fermentation of Protein-rich food waste (PRFW) and palm oilmill effluent (POME) sludge. During the process, various parameters were fixed, such as substrate toinoculum ratio= 1.0 : 2.0, pH= 6.0, temperature = 35 0 C (± 1), organic loading rate (OLR)= 4.0 g/VS/L,hydraulic retention time (HRT)= 3 and digestion time=10 days. The result shows the percentage ofstruvite recovery from PRFW liquor was about 65% with 4.18 mg struvite/ g PRFW. Different struviteconcentration (Pot A= 7.0 mg/Kg, Pot B = 14.0 mg/Kg, and Pot C=21.0 mg/Kg) were applied in ladyfinger (Abelmoschus esculentus) plant. The present study was an attempt to identify the effect ofdifferent concentration of struvite produced towards lady finger height, leaf counts, leaf size andavailability of fruits. The results showed that pot C with high struvite concentration (21.0 mg/Kg) haveachieved the better height= 122.00 ± 3.61 cm, leaf count average = 13.33 ± 0.67 cm, leaf size average=19.46 ± 1.96 cm and having fruits compared to other post. This study is very significant in resourcesrecovery from wastes as it provides information on a new approaches for phosphorus recovery and atthe same time it can be used as an alternative source of P-based fertilizer.

Key Words: Phosphorus recovery, Struvite, Protein-rich Food Waste, POME Sludge.

MOLEIS COATING (Moringa oleifera and Elaeis guineensis for Edible Coating): Edible Coating Based on Oil Palm Empty Fruit Bunches and Moringa Leaves to Maintain The

Quality of Horticultural Products

Nikmatul Choirun Nisa', Mar'atus Sholihatul Amanah, Akromatus Safitri & Faudina Nurin Nisa'

Brawijaya University

Abstract - Demand for fruit and vegetable products both domestically and abroad continues toincrease. However, the obstacle in fulfilling the demand and export process of horticultural products isthe low quality of fruits and vegetables. This relates to the short shelf life of product and productsusceptibility to microbial attack. A new technology that can be applied to solve this problem is anedible coating. An edible coating used in this research is based on oil palm empty fruit bunches withthe addition of moringa leaves as anti-microbial. Oil palm empty fruit bunches have a high cellulosecontent as the main ingredient for edible coating. On the other hand, moringa leaves contain highvitamins (A and C) and proteins. Moringa leaves also have an antioxidant function that is beneficial toour health. The purpose of using oil palm empty fruit bunches is to utilize abundant oil palm waste inIndonesia. This is expected to increase the use-value of oil palm empty fruit bunches waste andprovide the added value to edible coating in the form of antioxidants. According to GAPKI (2019), palmoil production in 2018 reached 46 million tons, which 23% of total production is oil palm empty fruitbunches that have not been used optimally. The tools used in this research are evaporator, magneticstirrer, measuring glass, test tube, petri dish, blender, autoclave, laminar air flow cabinet (LAFC), anddrop pipette. The materials needed for this research are a cellulose extract from oil palm empty fruitbunches, Moringa extract, glycerol, aquades, and starch sources. The steps to make Moleis Coating areextracting oil palm empty fruit bunches and moringa leaves, producing Moleis Coating, applying andtesting Moleis Coating on horticultural products. Data will be analyzed using a completely randomizeddesign with different concentrations of Moleis Coating (30%, 40%, and 50%) and three replications.The parameters used in this research are physical quality (weight loss/gravimetry), chemical quality(vitamin C), microbial quality (total plate count), and organoleptic quality (texture, aroma, color, andtaste). Observation of horticultural products will be carried out for 15 days. The results of this researchare expected to overcome the problem of decreasing the quality of horticultural products and benefitthe environment in reducing waste of oil palm empty fruit bunches. Moleis Coating has the potentialto be commercialized because it has a more affordable price and an easy way of application (dyeing orspraying) compared to other edible coating products. It is because the main raw material used forMoleis Coating comes from the utilization of waste that is mostly produced by oil palm productioncenters.


__________________________________________________________________________

Do Content and Design of Interactive Economics Learning Website Influence Students’ Satisfaction?

Nur Fadhlina Zainal Abedin, Nooraza Tukiran & Nurhanani Aflizan Mohamad Rusli

Faculty of Business Management, Universiti Teknologi MARA, Seremban, Negeri Sembilan, Malaysia

Abstract - Passive learning only relies on listening to teacher’s lecture or rote memorizationof information. However, with interactive learning, students can participate in theconversation, through technology and other activities. Interactive learning with videos andaudios can keep students interested and reinforce skills. Therefore, Interactive EconomicsLearning Website was developed. The website is exciting, challenging, and fun to use thatencourages students to learn. In order for students to get good experience in using thiswebsite, their satisfaction should be taken into consideration. The students in UniversitiTeknologi MARA Seremban have been guided to use the website and were given a set ofquestionnaire regarding their satisfaction of the website. The analyses were conducted usingStructural Equation Modelling (SEM) with 209 valid samples. The objective of the study wasto investigate the influence of the content and design of the website to students’ satisfaction.The results show that the content and design had significant influence on students’satisfaction. The standardized regression coefficient for the content and design of thewebsite to satisfaction were 0.26 and 0.83 respectively. Coefficient of determination linkingcontent and design to satisfaction was 0.99.

Keywords: Interactive Learning, Games, Website Satisfaction, Structural Equation Modelling.


__________________________________________________________________________

9

Thank you for your participation!

programme & abstract book · programme & abstract book palace of the golden horses malaysia...

Documents