Dayang Rohaya Awang Rambli

Bio: Dayang Rohaya Awang Rambli is an academic researcher from Universiti Teknologi Petronas. The author has contributed to research in topics: Augmented reality & User experience design. The author has an hindex of 14, co-authored 99 publications receiving 760 citations. Previous affiliations of Dayang Rohaya Awang Rambli include Petronas.

Preliminary Evaluation on User Acceptance of the Augmented Reality Use for Education

Abstract: Augmented reality is a technology that enables user to interact with 3D virtual object and real world in real time application The use of Augmented Reality (AR) in education shows a potential to enhance traditional learning method The purpose of this study is to observe the familiarity of AR application especially its implementation in learning environment, and to determine the usefulness of AR application in education The study was conducted during Malaysia Technology Expo 2009 in small scale participants consists of students, teachers, and industrial people The result showed that most of the participants never been experienced with AR application before, but the idea to implement AR for education are well accepted with a very positive feedback Based on the findings, some issues and user expectation for further development of AR application in learning environment are being discussed

A low-cost game framework for a home-based stroke rehabilitation system

Abstract: Stroke is a major cause of severe physical disability, leading into a variety of impairments. In general, stroke rehabilitation is a process which requires intensive direct physical therapy and is usually guided by physiotherapists. The long and intensive therapy sessions often results in patients losing the motivation to continue with the therapy, and as a result patients do not recover to their prospective. With increasing occurrence of stroke incidence, therapists are under pressure for time. At present most of the rehabilitation programmes are highly human intensive. Thus an innovative game technology that supports stroke rehabilitation may provide new opportunities. The main objective of this paper is to present a new low cost game framework for stroke rehabilitation programme that would increase patients' motivation for therapy, and also to study the feasibility and effect of a new game based technology to support hand and leg rehabilitation. In this paper, some important new game design principles for hand and leg rehabilitation with a standard angle based representation of the full body motion during exercise, for improving the accuracy of stroke exercise are presented. The design of serious games, with important game design principle frequently linked with worthy user engagement, may offer perceptions into how more effective systems can be developed for stroke rehabilitation. The additional bio-signal and online database will enable evaluation of patient s movement performance.

教育中的建构主义 = Constructivism in Education

Abstract: Contents: J. Gale, Preface. Part I:Radical Constructivism and Social Constructionism. E. von Glasersfeld, A Constructivist Approach to Teaching. K.J. Gergen, Social Construction and the Educational Process. J. Shotter, In Dialogue: Social Constructionism and Radical Constructivism. J. Richards, Construct[ion/iv]ism: Pick One of the Above. Part II:Information-Processing Constructivism and Cybernetic Systems. F. Steier, From Universing to Conversing: An Ecological Constructionist Approach to Learning and Multiple Description. R.J. Spiro, P.J. Feltovich, M.J. Jacobson, R.L. Coulson, Cognitive Flexibility, Constructivism, and Hypertext: Random Access Instruction for Advanced Knowledge Acquisition in Ill-Structured Domains. K. Tomm, Response to Chapters by Spiro et al. and Steier. P.W. Thompson, Constructivism, Cybernetics, and Information Processing: Implications for Technologies of Research on Learning. Part III:Social Constructivism and Sociocultural Approaches. H. Bauersfeld, The Structuring of the Structures: Development and Function of Mathematizing as a Social Practice. J.V. Wertsch, C. Toma, Discourse and Learning in the Classroom: A Sociocultural Approach. C. Konold, Social and Cultural Dimensions of Knowledge and Classroom Teaching. J. Confrey, How Compatible Are Radical Constructivism, Sociocultural Approaches, and Social Constructivism? Analysis and Synthesis I: Alternative Epistemologies. M.H. Bickhard, World Mirroring Versus World Making: There's Gotta Be a Better Way. Part IV:Alternative Epistemologies in Language, Mathematics, and Science Education. R. Duit, The Constructivist View: A Fashionable and Fruitful Paradigm for Science Education Research and Practice. G.B. Saxe, From the Field to the Classroom: Studies in Mathematical Understanding. N.N. Spivey, Written Discourse: A Constructivist Perspective. T. Wood, From Alternative Epistemologies to Practice in Education: Rethinking What It Means to Teach and Learn. E. Ackermann, Construction and Transference of Meaning Through Form. D. Rubin, Constructivism, Sexual Harassment, and Presupposition: A (Very) Loose Response to Duit, Saxe, and Spivey. Part V:Alternative Epistemologies in Clinical, Mathematics, and Science Education. E. von Glasersfeld, Sensory Experience, Abstraction, and Teaching. R. Driver, Constructivist Approaches to Science Teaching. T. Wood, P. Cobb, E. Yackel, Reflections on Learning and Teaching Mathematics in Elementary School. P. Lewin, The Social Already Inhabits the Epistemic: A Discussion of Driver Wood, Cobb, and Yackel and von Glasersfeld. J. Becker, M. Varelas, Assisting Construction: The Role of the Teacher in Assisting the Learner's Construction of Preexisting Cultural Knowledge. E.H. Auerswald, Shifting Paradigms: A Self-Reflective Critique. Analysis and Synthesis II: Epsitemologies in Education. P. Ernest, The One and the Many. Analysis and Synthesis III: Retrospective Comments and Future Prospects. L.P. Steffe, Alternative Epistemologies: An Educator's Perspective. J. Gale, Epilogue.

Impact of an augmented reality system on students' motivation for a visual art course

Abstract: In this paper, the authors show that augmented reality technology has a positive impact on the motivation of middle-school students. The Instructional Materials Motivation Survey (IMMS) (Keller, 2010) based on the ARCS motivation model (Keller, 1987a) was used to gather information; it considers four motivational factors: attention, relevance, confidence, and satisfaction. Motivational factors of attention and satisfaction in an augmented-reality-based learning environment were better rated than those obtained in a slides-based learning environment. When the impact of the augmented reality system was analyzed in isolation, the attention and confidence factors were the best rated. The usability study showed that although this technology is not mature enough to be used massively in education, enthusiasm of middle-school students diminished most of the barriers found.