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GAME BASED 3D VLE EXTENDED ABSTRACT - NURUL HUDA AHMAD THALHAH PUO

3D VLE ABSTRACT

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GAME BASED 3D VLE EXTENDED ABSTRACT - NURUL HUDA AHMAD THALHAH PUO

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  1. GAME-BASED 3D VIRTUAL LEARNING ENVIRONMENT (3D VLE): AN EFFECTIVE TOOL TO IMPROVE DEAF STUDENTS’ ’ ENGLISH VOCABULARY Nurul Huda Ahmad Thalhah Politeknik Ungku Omar (PUO), Ipoh, Malaysia nurul_huda@puo.edu.my Siti Noraini Hassin @ Mohd Noor, Nor Haslinda Yusuff, Hariprisa Mohanasunthar Politeknik Ungku Omar (PUO), Ipoh, Malaysia snoraini@puo.edu.my, nor_haslinda@puo.edu.my, hariprisa@puo.edu.my Highlights: The current COVID- 19 pandemic has forced many countries to halt the spread of the virus by closing schools, colleges and universities. Educators, parents and students continue to struggle adapting new ways of going out about their lives. With the shift from face-to-face instruction to online education, developing and designing online learning platforms, tools and materials have certainly been a challenge for special education teachers in providing engaging learning experience to their students. In the context of English language learning, the deaf and hard of hearing students at Politeknik Ungku Omar (PUO) need a variety of approaches and support in terms of appropriate adaptations, modifications and accommodations made to the online instruction and learning activities. This innovative research aims to evaluate the effectiveness of 3D Virtual Learning Environment (3D VLE) Vocab-Game that is designed not only to improve deaf students’ English Vocabulary but to better engage them in fun virtual classroom activities. Key words: Game-based learning, 3D VLE, English Vocabulary, Deaf students Introduction Various studies have shown that deaf or non-hearing students face challenges in reading comprehension mostly because they cannot develop a fluent system of communication required to become proficient readers. This can affect their communication skills, leading to an overall depressed academic achievement and social seclusion (Soogund & Joseph, 2019). Hence, it is understood that vocabulary acquisition and reading ability are mutually dependent. Without rich vocabulary, deaf students may fail to develop reading skills appropriately and as a result of poor reading ability, they may not be able to build rich vocabulary. With the increasing number of Covid- 19 cases in Malaysia, educational practice for Special Education has been one of the most affected issues at PUO. The absence of one-to-one interaction together with the struggles faced by English instructors in making deaf students participate in online class activities, have led them to come up with effective platforms and tools to ensure students achieve the learning outcomes as well as to engage them in virtual classroom activities. Thus, by using CoSpaces Edu AR/VR application, a game-based 3D VLE entitled ‘Vocab- Game’ was developed for deaf students to enrich their English vocabulary and engage themselves in a fun virtual learning experience. Findings At the time of development of this game, academic semester had already ended. However, to investigate the effectiveness of ‘Vocab-game’ before making it available for usage, nine English instructors were asked to download the application voluntarily on their mobile device for evaluation. After a brief instruction presented, they were then asked to play and complete the game. After completion, they were given a questionnaire to evaluate their game-based learning experience. The questionnaire items cover several aspects from game content, layout and interface, visualisation and navigation, instructions and language use to engagement and learning experience. From the findings, it can be seen that, ‘Vocab-Game’ has the potential to help deaf students in enriching their English vocabulary. It is much needed for English instructors to engage deaf students in a fun learning environment for online class activities in order to ensure they do not lose motivation to learn and are not left behind. 1

  2. Table 1: English Instructors’ Evaluation on 3D VLE ‘Vocab-Game’ Strongly Disagree - Clear Instructions & Language Use Attractive Layout &Interface Appropriate Visualisation & User-friendliness Effective Engagement & Fun Learning Experience Overall Evaluation Item Disagree Neutral Agree Strongly Agree 100% 66.7% 77.8% 22.2% 100% 100% Appropriate Content - - - - - - - - - - - - - - - - - - 33.3% 22.2% 77.8% - - Figure 1: User Interface on Mobile Device Acknowledgement We would like to take this opportunity to applaud and show support to all Special Education students and teachers all around the world who are doing their best to cope with this pandemic crisis. Reference Soogund, N & Joseph, M.H. (2019). SignAR: A Sign Language Translator Application with Augmented Reality using Text and Image Recognition. 1-5. 10.1109/INCOS45849.2019.8951322. 2

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