Design and Development of a Self-Diagnostic Mobile Application for Learning Progress in Non-Face-to-Face Practice Learning

Due to COVID-19, non-F2F (non-face-to-face) learning is being conducted in educational sites around the world. Unlike theoretical subjects, which have a variety of applicable non-F2F learning content, in practical subjects, learners may undergo many difficulties due to many learning activities. Ther...

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Autores principales:	Semin Kim, Hyung-Jin Mun
Formato:	article
Lenguaje:	EN
Publicado:	MDPI AG 2021
Materias:	non-face-to-face practice learning mobile application usability evaluation self-diagnostic learning progress programming learning Technology T Engineering (General). Civil engineering (General) TA1-2040 Biology (General) QH301-705.5 Physics QC1-999 Chemistry QD1-999
Acceso en línea:	https://doaj.org/article/ba32470b12834fcaa4d6dc1c05cd5e22
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spelling	oai:doaj.org-article:ba32470b12834fcaa4d6dc1c05cd5e222021-11-25T16:38:37ZDesign and Development of a Self-Diagnostic Mobile Application for Learning Progress in Non-Face-to-Face Practice Learning10.3390/app1122108162076-3417https://doaj.org/article/ba32470b12834fcaa4d6dc1c05cd5e222021-11-01T00:00:00Zhttps://www.mdpi.com/2076-3417/11/22/10816https://doaj.org/toc/2076-3417Due to COVID-19, non-F2F (non-face-to-face) learning is being conducted in educational sites around the world. Unlike theoretical subjects, which have a variety of applicable non-F2F learning content, in practical subjects, learners may undergo many difficulties due to many learning activities. Therefore, this research tries to design and develop a mobile application that allows learners to perform a self-diagnostic on their learning progress. In this research, we conducted a mobile application usability evaluation for 36 students who participated in non-F2F Arduino practice learning. To this end, we applied the ADDIE (Analysis, Design, Development, Implement, and Evaluation) model to develop a self-diagnostic mobile application for students’ learning progress according to the learning content. The research tool modified and distributed the question item appropriate for this subject’s study for the mobile usability evaluation that was used in the previous study. This research applied the ADDIE model to analyze the characteristics of students and learning contents, including designed learning contents, database, menu structure, developed learning contents, and mobile application. After using this in non-F2F practice learning for 15 weeks, a mobile application usability evaluation was conducted. As a result of the study, due to receiving usability scores between 3.53 and 4.42, it was found that the learning progress self-diagnostic in non-F2F practice learning was essential and that mobile applications were useful in non-F2F practice learning. Additionally, 33 out of 36 students responded that it would be useful for their learning if they actively used it in other subjects as well. We have found that leveraging self-diagnostic mobile applications through the mobile application usability evaluation tool can be useful for non-F2F practice learning. Additionally, it is expected to be useful for non-F2F practice learning if additional research is conducted on other factors as well such as teaching presence, online learning engagement, and learning flow in the future.Semin KimHyung-Jin MunMDPI AGarticlenon-face-to-face practice learningmobile application usability evaluationself-diagnosticlearning progressprogramming learningTechnologyTEngineering (General). Civil engineering (General)TA1-2040Biology (General)QH301-705.5PhysicsQC1-999ChemistryQD1-999ENApplied Sciences, Vol 11, Iss 10816, p 10816 (2021)
institution	DOAJ
collection	DOAJ
language	EN
topic	non-face-to-face practice learning mobile application usability evaluation self-diagnostic learning progress programming learning Technology T Engineering (General). Civil engineering (General) TA1-2040 Biology (General) QH301-705.5 Physics QC1-999 Chemistry QD1-999
spellingShingle	non-face-to-face practice learning mobile application usability evaluation self-diagnostic learning progress programming learning Technology T Engineering (General). Civil engineering (General) TA1-2040 Biology (General) QH301-705.5 Physics QC1-999 Chemistry QD1-999 Semin Kim Hyung-Jin Mun Design and Development of a Self-Diagnostic Mobile Application for Learning Progress in Non-Face-to-Face Practice Learning
description	Due to COVID-19, non-F2F (non-face-to-face) learning is being conducted in educational sites around the world. Unlike theoretical subjects, which have a variety of applicable non-F2F learning content, in practical subjects, learners may undergo many difficulties due to many learning activities. Therefore, this research tries to design and develop a mobile application that allows learners to perform a self-diagnostic on their learning progress. In this research, we conducted a mobile application usability evaluation for 36 students who participated in non-F2F Arduino practice learning. To this end, we applied the ADDIE (Analysis, Design, Development, Implement, and Evaluation) model to develop a self-diagnostic mobile application for students’ learning progress according to the learning content. The research tool modified and distributed the question item appropriate for this subject’s study for the mobile usability evaluation that was used in the previous study. This research applied the ADDIE model to analyze the characteristics of students and learning contents, including designed learning contents, database, menu structure, developed learning contents, and mobile application. After using this in non-F2F practice learning for 15 weeks, a mobile application usability evaluation was conducted. As a result of the study, due to receiving usability scores between 3.53 and 4.42, it was found that the learning progress self-diagnostic in non-F2F practice learning was essential and that mobile applications were useful in non-F2F practice learning. Additionally, 33 out of 36 students responded that it would be useful for their learning if they actively used it in other subjects as well. We have found that leveraging self-diagnostic mobile applications through the mobile application usability evaluation tool can be useful for non-F2F practice learning. Additionally, it is expected to be useful for non-F2F practice learning if additional research is conducted on other factors as well such as teaching presence, online learning engagement, and learning flow in the future.
format	article
author	Semin Kim Hyung-Jin Mun
author_facet	Semin Kim Hyung-Jin Mun
author_sort	Semin Kim
title	Design and Development of a Self-Diagnostic Mobile Application for Learning Progress in Non-Face-to-Face Practice Learning
title_short	Design and Development of a Self-Diagnostic Mobile Application for Learning Progress in Non-Face-to-Face Practice Learning
title_full	Design and Development of a Self-Diagnostic Mobile Application for Learning Progress in Non-Face-to-Face Practice Learning
title_fullStr	Design and Development of a Self-Diagnostic Mobile Application for Learning Progress in Non-Face-to-Face Practice Learning
title_full_unstemmed	Design and Development of a Self-Diagnostic Mobile Application for Learning Progress in Non-Face-to-Face Practice Learning
title_sort	design and development of a self-diagnostic mobile application for learning progress in non-face-to-face practice learning
publisher	MDPI AG
publishDate	2021
url	https://doaj.org/article/ba32470b12834fcaa4d6dc1c05cd5e22
work_keys_str_mv	AT seminkim designanddevelopmentofaselfdiagnosticmobileapplicationforlearningprogressinnonfacetofacepracticelearning AT hyungjinmun designanddevelopmentofaselfdiagnosticmobileapplicationforlearningprogressinnonfacetofacepracticelearning
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Design and Development of a Self-Diagnostic Mobile Application for Learning Progress in Non-Face-to-Face Practice Learning

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