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Nowadays, many games are made for educational or learning purposes. However, the unresolved challenge remains, and the perfect balance between the fun and learning aspects remains. This paper represents an effort toward such a challenge by way of game difficulty dynamization implementation in a game to improve preschoolers reading skills using Dynamic Difficulty Adjustment dan Procedural Content Generation. To measure the balance of fun and learning aspects in the game, experiments were conducted involving 32 preschoolers. The proposed game can generate 10.962 game content in various difficulties and balance the fun and learning aspects according to the enjoyment factor's average value. Students could enjoy the game while significantly gaining an increase in the average reading skill, based on the t-test value and NGain value of 0.551.

Technology continues to develop tools and applications to help students learning, especially in early childhood education. This innovation has an impact on children's learning behavior and activities since children are familiar with and enjoy playing with digital games. Previous research has attempted to combine the fun aspects of games with the learning aspects of games to create child-friendly activities. Gamification helps to create an effective educational environment in order to increase children's motivation, engagement, and learning performance. However, there are few studies that discuss the impact of gamification on children's learning, as well as the types of game elements and technology that are acceptable for them. This study presents a systematic literature review on gamification in order to identify the types of goals, game elements, and trends in gamification technology for the younger generation. In this study, 20 research articles were selected to be reviewed from four database sources (IEEE Xplore, ScienceDirect, Scopus and ACM) from 2017 to 2021. The results showed that the primary goal of gamification for children were to increase motivation and engagement. Several elements, such as points, levels, and leaderboards, were frequently used in the game. Finally, mobile applications were commonly used for gamification in the learning process of children.

— Teknologi virtual reality merupakan jenis teknologi yang relatif baru dan belum banyak beredar di pasaran. Akan tetapi, teknologi tersebut memiliki potensi kebermanfaatan yang sangat besar. Salah satu bidang yang saat ini sedang mengalami perkembangan dalam menggunakan teknologi ini adalah bidang industri properti atau real estate. Selain itu, penggunaan teknologi virtual reality pada kegiatan-kegiatan sosial juga masih sangat minim sehingga dibutuhkan sebuah inisiatif solusi yang dapat menjadi pionir dalam meningkatkan penggunaan teknologi tersebut. Sedang dalam waktu yang bersamaan dengan pembuatan tugas akhir, terdapat pembangunan sebuah fasilitas publik yaitu Masjid Salman Rasidi yang dalam proses pembangunannya menggunakan dana sosial yakni wakaf. Akibat dampak pandemi Covid-19, pembangunan Masjid Salman Rasidi menjadi terhambat dari berbagai sisi sehingga membutuhkan inisiatif metode pemasaran. Solusi Sistem Visualisasi Masjid Salman Rasidi Menggunakan Virtual Reality dirancang dan dibangun sebagai inisiator penggunaan teknologi tersebut pada kegiatan-kegiatan sosial serta memudahkan pihak pengelola wakaf, yaitu Wakaf Salman serta calon donatur wakaf untuk mengakses dan mengetahui rancangan bangunan masjid dengan lebih mudah. Sistem dibangun dengan menggunakan metodologi yang dibuat oleh Jiri Polcar. Dengan menggunakan teknologi virtual reality, calon donatur wakaf dapat merasakan bagaimana berada pada lingkungan Masjid Salman Rasidi ketika masjid tersebut selesai dibangun dengan pengalaman yang imersif. Berdasarkan hasil pengujian fitur dan minat wakaf, diketahui bahwa Sistem Visualisasi Masjid Salman Rasidi dapat meningkatkan minat wakaf dari pengguna. Keywords— Virtual reality, industri properti, masjid salman rasidi, minat wakaf

Intelligent Tutoring System (ITS) has been widely used in supporting personal learning. However, there is an aspects that have not become focus in ITS, namely immersive. This research proposes an Immersive Intelligent Tutoring (IIT) model based on Bayesian Knowledge Tracing (BKT) for determining the learner’s characteristics and learning content delivery strategies using genetic algorithms. The model uses remedial learning with a faded worked-out example. This study uses a 3-Dimensional Virtual Learning Environment (3DMUVLE) that implements immersive features to increase intrinsic motivation. This model was built using a client / server architecture. The server side component uses the MOODLE, the client side component uses OpenSim and its viewers, and the middleware component uses the Simulation Linked Object Oriented Dynamic Learning Environment (SLOODLE). Model testing is performed on user acceptance using a combination of Technology Acceptance Model (TAM) and Hedonic-Motivation System Adoption Model (HMSAM) and the impact of the model in learning using statistical test. The results showed 83% of the learners felt happy with the learning. Meanwhile, the evaluation of the impact on learning outcomes shows that the use of this model is significantly different from traditional learning.

Massive Open Online Courses (MOOCs) adalah model alternatif pembelajaran jarak jauh. MOOCs memberikan cara baru yang akan mengubah caranya pendidikan disampaikan dan dikonsumsi. Untuk melaksanakan MOOCs di Indonesia, diperlukan pedoman untuk menemukan desain sistem yang sesuai. Makalah ini menawarkan a kerangka kerja untuk merancang sistem MOOCs untuk universitas di Indonesia. Framework tersebut dirancang dengan menggunakan Design Science Research Methodology (DSRM) dan menggunakan model ADDIE sebagai dasar pengembangannya. Terakhir, framework yang telah dikembangkan akan menjadi acuan dasar merancang sistem MOOCs untuk universitas di Indonesia.

Mentoring adalah bentuk hubungan antara mentor dan mentee yang bertujuan untuk menghasilkan perkembangan positif dan sehat pada mentee lewat bimbingan dari mentor. Terbatasnya sumber daya menjadi masalah dalam pengelolaan mentoring di Indonesia karena lembaga pengelola mentoring merupakan lembaga nirlaba. SI (sistem informasi) dengan konsep SaaS (Software as a Service) dirancang untuk mengatasi kendala keterbatasan sumber daya yang dimiliki oleh pengelola mentoring. Perancangan SI didasarkan pada analisis masalah yang dilakukan di mentoring Bidikmisi 2016/2017. Perancangan yang dilakukan terdiri dari perancangan arsitektur sistem, basis data, antarmuka, dan ketersediaan. Rancangan SI kemudian diimplementasikan dalam bentuk purwarupa web app dan mengalami pengujian fungsional dan pengujian penerimaan pengguna. Hasil pengujian fungsional menunjukkan semua kebutuhan fungsional berhasil dijawab melalui purwarupa dan rancangan sistem. Hasil pengujian penerimaan pengguna yang dilakukan kepada 46 pengguna dari pengelola, mentor, dan mentee menunjukkan bahwa SI berguna bagi pengelolaan mentoring (85%) dan mudah digunakan (57%).

Purpose The purpose of this study is to evaluate the gamification impact on surveyors learning engagement in a case study carried out at Statistics Indonesia. Design/methodology/approach This study adopted the design research methodology (DRM) research framework. The problem to be solved was analyzed and structured into a DRM’s impact model. A proposed solution was hypothesized and implemented as a Web-based online learning system. Evaluative data of users were collected and analyzed in the forms of logs, questionnaires, pre-test and post-test. Further, a quantitative statistical evaluation was performed to measure the engagement and knowledge gain of surveyors after using the gamified online learning system prototype. Findings This research showed a positive effect on the engagement of surveyors when using the proposed gamified system. In this case study, the gamified system performed better in enhancing surveyors’ knowledge and engagement, compared to the conventional method. Research limitations/implications This research was based on Statistics Indonesia's case study. For future research, other case studies can be performed to generalize the gamification impacts in other organizations and other learning subjects. Practical implications Based on the results study, an organization such as Statistics Indonesia is recommended to involve gamification in their online learning activities because it enhances significantly surveyors' engagement and knowledge gain. Social implications One important implication of the research is that the proposed solution is relatively easy and inexpensive to be introduced and appended into the existing online learning system at Statistics Indonesia. If all surveyors are well equipped with proper knowledge and skill, all surveys conducted by any national statistical organization will have an accurate description and condition about any subject being surveyed in the nation. This information is important for the ruling government in deciding what the best policy and strategy are to improve the nation's condition regarding the subject. Originality/value The proposed gamification system showed a better online training process and learning outcome. Statistical valuation indicated that there was an increased surveyors’ academic performance in terms of engagement and knowledge gain.

The technological trend of using the Internet of Things (IoT) and case studies in the education field has become a solution to improve the efficiency of the laboratory learning process and improve STEM (science, technology, engineering and mathematics) educational knowledge. At present, the Internet of Things technology and mobile application technology are used to monitor the overall activities of the laboratory, including virtual laboratory activities (Vlab), which monitor the laboratory environment through sensors, thereby providing an energy-efficient intelligent environment for information and communication technology (ICT). And convenience. The proposed Vlab conceptual framework based on the Internet of Things is used to develop Vlab-IoT prototypes and can be used as a guide for developing educational software (such as Vlab-IoT).

Gamified microlearning, as an approach that collaborates microlearning and gamification theory is widely adopted nowadays. Users report positive feedbacks on its utilization in various sectors. This paper provides a review of previous and current research to synthesize theory about gamified microlearning, including features, framework, and gamified microlearning benefits by using Systematic Literature Review (SLR) as a method. Reputable journal databases included ACM Digital Library, IEEE Xplore, ScienceDirect, ProQuest, and Scopus were discovered to conduct the SLR. As many as 24.689 articles were found by specific keyword and filtered to 20 eligible articles with good quality and high relevance with gamified microlearning research. This study found 15 main features of gamified microlearning in four main categories, seven frameworks used to develop gamified microlearning platforms, and seven interesting benefits of using gamified microlearning in several various sectors. From the SLR conducted, the use of a gamified microlearning platform in the learning process has increased the motivation and engage students to learn. It also motivates students to voluntarily contribute to learning and supporting gamified microlearning because of its fun environment.

Recently, the use of digital education such as three-dimensional virtual reality (3D VR) technology has become a promising system to aid learning and training in learning anatomy. In the medical sciences, it is important to understand the main concepts of anatomy before interacting with or performing procedures on patients. This technology helps the user to enhance their learning experience, as well as improving immersion, concentration, interest, enjoyment, and knowledge. While there are numerous articles on specific applications of VR in medicine, there are only a small number of systematic works currently exists on how researchers have applied the VR, especially in studies of anatomy. This study presents a Systematic Literature Review (SLR) on the use of VR and the type of VR technologies used in anatomy education. It is based on articles published on PubMed digital libraries from 1999 to 2020 and aims to describe the landscape and trajectory of development for the use of VR technology in anatomy education.

Classroom Response System (CRS) is a learning technology that supports face-to-face learning sessions by gathering responses to questions given by teachers in classroom which provides feedback to teacher during learning process using electronic devices. This paper described the definition of CRS and also its features and technologies with Systematic Literature Review (SLR) method. SLR was conducted to trace related studies trough three reputable journal database; IEEE Xplore, ACM Digital Library, and Sciencedirect. From 17,809 articles gathered, only 20 articles are eligible for synthesizing. The results are: CRS can be defined as a system used to support interaction and engagement between teachers and students in the classroom. CRS adopts an electronic voting system where the teacher displays questions via projector screen and students respond to them by answering through input device; the types of questions that can be accommodated by CRS can be grouped into three features, namely simple type interaction, text based interaction, and freeform based interaction; CRS takes the advantages of existing hardware and no longer used proprietary hardware.

Group development is the first and most important step for the success of collaborative problem solving (CPS) learning in the digital learning environment (DLE). A literacy study is needed for studies in the intelligent agent domain for group development of collaborative learning in DLE. This paper is a systematic literature review (SLR) of intelligent agents for group formation from 2001 to 2019. This paper aims to find answers to 4 (four) research questions, namely: 1) What components to develop intelligent agents for group development; 2) What is the intelligent agent model for group development; 3) How are the metrics for measuring intelligent agent performance; and 4) How is the Framework for developing intelligent agent. The components of the intelligent agent model consist of: member attributes, group attributes (group constraints), and intelligent techniques. This research refers to Srba and Bielikova's group development model. The stages of the model are formation, performing and closing. An intelligent agent model at the formation stage. A performance metric for the intelligent agent at the performance stage. The framework for developing an intelligent agent is a reference to the stages of development, component selection techniques, and performance measurement of an intelligent agent.

Pembelajaran pemrograman komputer dapat melatih anak-anak untuk berpikir kritis berorientasi pada penyelesaian masalah, kreatif dan imajinatif, komunikatif, dan kolaboratif. Kecakapan ini merupakan empat kecakapan pertama yang amat penting pada abad XXI ini ( 21 st century skills ), khususnya dalam menyelesaikan permasalahan yang terkait dengan Teknologi Informasi dan Komunikasi (TIK). Bagi anak-anak, belajar pemrograman komputer dapat menjadi media kreativitas dan inovasi untuk mengekspresikan ide-ide alamiah mereka. Penelitian ini membangun sebuah framework blended learning dengan mengkombinsasikan framework analysis-design-development-implementation-evaluation (ADDIE) dan framework Information Technology Infrastructure Library (IT-IL). Framework ini digunakan untuk membangun purwarupa sistem layanan pembelajaran pemrograman komputer yang sesuai dengan kebutuhan murid sekolah dasar, sekaligus mengelola layanan tersebut agar berkesinambungan dan berkembang terus. Pengujian dilakukan dengan membagikan kuesioner kepada 20 murid sekolah dasar kelas 1 dan 2 di akhir periode percobaan pembelajaran. Hasil kuesioner menunjukkan bahwa belajar pemrograman komputer dapat meningkatkan kreativitas (85%), melatih berpikir rasional (95%), melatih berpikir kritis (85%), meningkatkan komunikasi aktif (80%), meningkatkan kolaborasi (80%), dan meningkatkan keterampilan murid sekolah dasar dalam menggunakan TIK (100%).

Mobile Learning adalah proses pembelajaran yang menggunakan teknologi perangkat mobile dan jaringan nirkabel, Ada banyak media yang bisa digunakan untuk membuat proses belajar lebih mudah dan menyenangkan, salah satunya adalah dengan menggunakan perangkat mobile seperti telepon seluler, tablet dan komputer desktop, dengan Teknologi ini setiap materi pembelajaran dapat hadir dalam banyak format seperti yang video, suara dll. Kombinasi antara teknologi perangkat mobile dan jaringan nirkabel dapat memecahkan masalah dalam proses belajar, banyak pelajar merasa sulit untuk mengelola materi pembelajaran yang sesuai dengan kebutuhan mereka dan bagaimana belajar dengan efektif dan efisien. Jadi penelitian ini mencoba untuk mengembangkan sistem yang berupa kombinasi antara teknologi perangkat mobile dan jaringan nirkabel yang disebut Mobile Collaboration Learning System (MCLs). Dalam pengembangan MCLs menggunakan kerangka pendekatan Zachman untuk mengidentifikasi kegiatan dan proses dalam pembelajaran yang dapat membantu studi pelajar dengan mudah dan interaktif dan berkolaborasi. Dengan kerangka pendekatan Zachman membuat MCLs menyelaraskan dengan kebutuhan peserta didik dan dosen di sekolah. Pendekatan ini menghasilkan sistem persyaratan yang dianalisis menggunakan kerangka DICE untuk mengetahui bagaimana risiko pengembangan sistem ini untuk direalisasikan.

The presence of multimedia and distance education is expected to have a great impact on the improvement of students’ knowledge. Microlecture mobile learning (mm-learning) is a multimedia learning technique that can be accessed via mobile devices such as laptops, smartphones, and tablet computers. Developing mm-learning system that can be accessed anywhere and anytime is aimed to increase the knowledge, add new insights, and provide a different learning experience to the students without being limited by time and place. Mm-learning development design is based on the concepts of microlecture and mobile learning. Dick & Carey instructional design model with ADDIE stages (Analysis, Design, Development, Implementation and Evaluation) is adopted in development a system prototype. The prototype is then evaluated in an computing polytechnic by way of questionnaires and exam scores. The overall students’ perception scores from using the prototype is 4.28, whereas that from the traditional learning is 3.29 (out of 5). Further, the overall results of students’ test scores significantly differ with a value of sig. equals 0,000.

The field of e-commerce is currently on the rise, but it has not been able to be enjoyed by the majority of SME tailors and confection in Indonesia. On the contrary, fashion is one of the most purchased items via e-commerce. Inability of SME human resources to adopt e-commerce makes ordering erratic and causes their living far from prosperity. Customers also feel some dilemma when buying clothing online, for example, the items purchased are not as good those at picture gallery. Another problem the customer is often confusion in determining the tailor or confection when making clothing directly. Doing it in the city is expensive, whereas doing it in the village leading to poor quality. To overcome this, the need to develop a system of e-marketplace specifically for SMEs of tailor and confection. The development of this system is based on the analysis of problems and needs. This analysis is obtained by directly interviewing the twenty-four SMEs tailors and confection. The developed system has been tested using functional testing and UAT (User Acceptance Test).

Rapid development of technology generates innovations and improvements in various fields of daily human life. It causes human life change including children change. Children like playing and technology provides a digital game for them. However, playing a game can interfere with their learning. The researchers try to combine the elements of fun and learning into an activity that makes children interested. They propose serious games to create an effective learning environment and increase student's motivation and concentration. This paper presents a systematic literature review for serious games for children. This study aims to identify the features and technology of serious games for children. This research was conducted through a literature study on research articles published from 2015 to 2019. Based on the purpose of this study, research articles search was conducted in database sources. Several steps are taken to get the final study articles. There are 17 research articles as final study that is related to research questions. It can be concluded that enjoyment was the most important purpose of serious games for children. The 3D virtual learning environment was the most popular technology in serious games for children. It supports interactive and visualization features that make children enjoy and engage with the game. The features and technology can increase children's motivation to gain their knowledge and achieve their learning outcomes.

This paper discusses a dedicated online learning evaluation device, based on Android smartphone, which is able to offer an instant learning evaluation result while preventing cheating during the evaluation process. Before learning activities begin in a classroom, ideally the instructor knows the participants' knowledge about a learning topic. This requires a learning evaluation system that can measure the participants' knowledge instantly. Using this system, the instructor can focus on teaching a specific topic that has not been understood by the participants. This research proposes a solution for online learning evaluation process, using a customized smartphone called SmartEdu device, which can give instant results of the participants' knowledge. The SmartEdu devices, owned by the educational institution, are distributed to participants before the learning process begins and returned after the learning process finished. Using the SmartEdu device, a participant login to the SmartEdu application that runs on a server in the cloud or local data center. The SmartEdu devices connect to the server wirelessly through a specific access point that connected with the server. The SmartEdu devices are stored on a special mobile box (container) that has dockings to keep the devices secured during traveling, and recharged while the devices on the dock. Moreover, the devices will be automatically memory cleared while on the dock. This will prevent the device to be personalized by participants, and reduce the possibility of cheating.

Information technology applications have been carried out as learning objectives to improve the quality of education in schools and universities. From year to another year, new problems will arise which are related to learning methods for students. Learning systems with traditional methods carried out by the instructors are felt to be not too effective to increase learning motivation from students. This can affect understanding, increasing knowledge and values of some students. Active learning methods have now begun to be designed and carried out to replace traditional learning methods. Students are expected to actively participate in learning by being supervised by the instructor. One active learning is problem-based learning. Problem-based learning uses problems as a context for students to think critically and problem solving skills. In the problem-based learning method can be included elements of the game so that students are invited to learn while playing. The game can foster students' interest and pleasure in learning. The study was conducted in a literature study on previous research articles that had been published from 2014 to 2019. Previous research articles were obtained from several journal databases e.g. Science Direct, IEEE Xplore, Springer Link, ACM Digital Library, and Scopus. Objective of this study is to find affordances, technology and learning outcomes of PBL using gamification.

Emerging technologies support shifting from traditional learning into a new learning paradigm, allowing flexibility in distance and time. This paper presents how to understand the better serious mobile games that support learning outcomes based on a review of current and previous research. This study describes mobile serious games features, technologies and frameworks with a systematic literature review (SLR) method. Determining the research question (RQ) is an important step. By using related keywords, Searching was performed on popular database journals. The study concluded that they were 4 features on the serious games that potentially influenced learning outcomes. They are visualization, enjoyment, immersion, and interactivity. Virtual Learning Environment (VLE) with the 3D game, 2D game, WebApps, Augmented and Virtual Reality games are the technologies that should be implemented on mobile learning.

Nowadays, learning technologies have solved problems of distance, time, and cost in learning. However, another problem with e-learning, which is lack of student motivation, still remains. Some researchers must apply gamification in e-learning with the aim of giving participation and increasing student motivation. Characteristics of different users, the same learning content, and static gamification elements do not increase the expected motivation. To overcome this problem, gamification must be adapted to the characteristics of the learners. This study uses a Systematic Literature Review (SLR) to analyze research components, methods, and framework used in adaptive gamification. The first step is to determine the research question (RQ) and then to search on several kinds of literature published in popular journal databases, namely IEEE Xplore, Science Direct, Scopus, Springerlink and ACM from 2011 – 2019. As a result of a review of 25 selected articles, there are four components of adaptive gamification, namely, player/learner profiles, learning style, behavior, and skill/knowledge. Meanwhile, there are eleven types of methods used in adaptive gamification. The most popular method is scoring and Felder-Silverman Learning Style Model (FSLSM). Generally, the proposed framework consists of three elements namely adaptive gamification engine, adaptive component, and gamification display.

Learning can be performed in various ways and can utilize different technologies. This paper presents a review of current and previous research to understand the use of virtual reality technology for learning. This paper used a systematic literature review (SLR) as a method. Research question (RQ) was determined in the first step. The query for searching the previous research on popular database journals was generated from previously created RQ. Popular journals included IEEE Xplore, ScienceDirect, SpringerLink, Scopus, and ACM Digital Library. Thirty-two related articles were produced from the search, then reviewed. The study concluded that there were four purposes of using virtual reality for learning, two types of devices used, and two types of user experiences.

Increased interest in memorization of the Koran in Indonesia is not yet supported by appropriate educational services. A number of tahfidz schools and communities provide solutions by opening memorization and learning services through telephone communications. However, this solution is not very effective. In addition to high cost, the level of flexibility of teaching-learning is still not good considering the diversity of backgrounds, activities, and ages of the learners. This solution is also very prone to dropouts (learners quitting the program), because there is no commitment to study face to face so that learners are less motivated. This research aims to develop a framework and a software system of blended mobile learning that is able to accommodate the needs of learners in order to obtain an efficient memorization process. ADDIE and context aware framework are adopted as methods for prototype development. Evaluations are performed on the prototype through formative and summative tests. The summative testing uses statistical tests (independent t-test) and formative testing uses UAT (user acceptance test). Statistical test results obtained the significance value of 0.007 (

Despite the popularity of the Massive Open Online Courses, smallscale research has been done to understand the factors that influence the teaching-learning process through the massive online platform. Using topic modeling approach, our results show terms with prior knowledge to understand e.g.: Chuck as the instructor name. So, we proposed the topic modeling approach on helpful subjective reviews. The results show five influential factors: “learn easy excellent class program”, “python learn class easy lot”, “Program learn easy python time game”, and “learn class python time game”. Also, research results showed that the proposed method improved the perplexity score on the LDA model.

Smart learning environment (SLE) is a continuation of digital learning environment (DLE). SLE is an innovation to develop learning environments based on intelligent technology, methods and evaluation of learning. The meaning of SMART is self-control (learning attitude), learning motivation, adaptive, various learning resources, and the use of intelligent technology-based learning environment. The need for intelligent technology in SLE is based on 3 functional learning namely: group formation, individual learning or collaboration, and measurement of learning outcomes. This study focuses on the need for intelligent technology for group formation. The purpose of this study is to make a systematic Literature review (SLR) of the need for intelligent technology for group formation in a smart learning environment. Analysis of literature studies based on 22 research papers the need for intelligent technology for the group formation on smart learning from 2001 to 2018. The results of the literature study concluded that there were 3 (three) components of group formation, namely: member attribute (group member population), attribute group, and intelligence technique for group formation.