AN INNOVATIVE LEARNING ENVIRONMENT: G-MOOC 4D TO ENHANCE VISUAL IMPAIRMENTS LEARNING MOTIVATION
Abstract
The proliferation of visual impairment among school-age children in Indonesia has prompted the need for specialized online learning solutions. The G-MOOC 4D platform, a novel Learning Management System (LMS), is designed to address this need by leveraging gamification and artificial intelligence to enhance accessibility for visually impaired users. This study reports on the development and testing of two AI models within the G-MOOC 4D framework: a facial recognition model for secure user authentication and a voice command model for interactive learning. User Acceptance Testing (UAT), conducted with expert users, namely teachers at a special needs school, showed high approval rates for the platform's features. The results show that all metrics, accuracy, precision, and recall reach their optimal values at a distance of 40 cm for face detection. The respective metric scores at that distance, precision: 100%, accuracy: 98%, and recall: 97%. Additionally, the voice command functionality tested achieved a 100% recognition rate, reflecting the platform’s potential to significantly ease the learning process for visually impaired students. The findings underscore the importance of integrating assistive technologies into educational platforms to ensure all students have equal access to learning opportunities.
Downloads
References
B. P. Statistik, “Rekap Data Penyandang Masalah Kesejahteraan Sosial (PMKS) Provinsi Jawa Tengah 2021,” 2021. https://jateng.bps.go.id/statictable/2022/03/22/2607/rekap-data-penyandang-masalah-kesejahteraan-sosial-pmks-provinsi-jawa-tengah-2021.html (accessed Nov. 14, 2022).
L. E. Schimmelpfeng and V. R. Ulbricht, “Accessible Learning Management System (LMS) for Disabled People: Project Development Based on Accessibility Guidelines, Gamification, and Design Thinking Strategies,” in The Role of Gamification in Software Development Lifecycle, IntechOpen, 2021, pp. 1–21.
H. H. S. Ip et al., “Design and Evaluate Immersive Learning Experience for Massive Open Online Courses (MOOCs),” IEEE Trans. Learn. Technol., vol. 12, no. 4, pp. 503–515, 2019, doi: 10.1109/TLT.2018.2878700.
A. Ntourmas, Y. Dimitriadis, S. Daskalaki, and N. Avouris, “Assessing Learner Facilitation in MOOC Forums: A Mixed-Methods Evaluation Study,” IEEE Trans. Learn. Technol., vol. 15, no. 2, pp. 265–278, 2022, doi: 10.1109/TLT.2022.3166389.
Y. Tian, W. N. Huang, L. Zhang, and T. Wang, “Disclosing personal names in screen names predicts better final achievement levels in massive open online courses,” IEEE Access, vol. 9, pp. 50926–50938, 2021, doi: 10.1109/ACCESS.2021.3069451.
K. Veljanovska, N. Blazheska-Tabakovska, B. Ristevski, and S. Savoska, “User interface for e-learning platform for users with disability,” CEUR Workshop Proc., vol. 2656, pp. 68–81, 2020.
Inayatulloh and A. F. Fachrul, “E-learning model for People with Disabilities,” in Proceedings of the International Conference on Industrial Engineering and Operations Management, 2021, pp. 597–602.
D. Satria, N. R. Feta, and F. Fitria, “E-Learning Implementation Barrier in Indonesia: a Case Study,” J. Techno Nusa Mandiri, vol. 19, no. 2, pp. 87–95, 2022, doi: 10.33480/techno.v19i2.3034.
E. Brito and G. P. Dias, “LMS accessibility for students with disabilities: The experts’ opinions,” in Iberian Conference on Information Systems and Technologies, CISTI, 2020, pp. 24–27, doi: 10.23919/CISTI49556.2020.9141046.
A. Królak and P. Zając, “Analysis of the accessibility of selected massive open online courses (MOOCs) for users with disabilities,” Univers. Access Inf. Soc., no. 0123456789, 2022, doi: 10.1007/s10209-022-00927-2.
Królak, A., Zając, P. Analysis of the accessibility of selected massive open online courses (MOOCs) for users with disabilities. Univ Access Inf Soc (2022). https://doi.org/10.1007/s10209-022-00927-2
A. C. Sari, A. M. Fadillah, J. Jonathan, and M. R. D. Prabowo, “Interactive gamification learning media application for blind children using android smartphone in Indonesia,” Procedia Comput. Sci., vol. 157, pp. 589–595, 2019, doi: 10.1016/j.procs.2019.09.018.
L. R. Ramos Aguiar and F. J. Álvarez Rodríguez, “Methodology for designing systems based on tangible user interfaces and gamification techniques for blind people,” Appl. Sci., vol. 11, no. 12, pp. 1–25, 2021, doi: 10.3390/app11125676.
Hariharan, R.S., Abdul Gaffar, H., Manikandan, K. (2023). The Third Eye: An AI Mobile Assistant for Visually Impaired People. In: Sharma, N., Goje, A., Chakrabarti, A., Bruckstein, A.M. (eds) Data Management, Analytics and Innovation. ICDMAI 2023. Lecture Notes in Networks and Systems, vol 662. Springer, Singapore. https://doi.org/10.1007/978-981-99-1414-2_67.
R. E. Saputro, S. Salam, M. H. Zakaria, and T. Anwar, “A gamification framework to enhance students’ intrinsic motivation on MOOC,” Telkomnika (Telecommunication Comput. Electron. Control., vol. 17, no. 1, pp. 170–178, 2019, doi: 10.12928/TELKOMNIKA.v17i1.10090.
A. R. Djamarullah and W. A. Kusuma, “Elicitation of Needs Using User Personas to Improve Software User Experience,” Ultim. J. Tek. Inform., vol. 14, no. 1, pp. 28–35, 2022, doi: 10.31937/ti.v14i1.2633.
S. Dalal, K. Solanki, Sudhir, and Diksha, “Exploring the Essentials and Principles of Software Development,” Int. J. Adv. Trends Comput. Sci. Eng., vol. 8, no. 6, pp. 3504–3510, 2019, doi: 10.30534/ijatcse/2019/129862019.
M. Gheisari et al., “An Optimization Model for Software Quality Prediction with Case Study Analysis Using MATLAB,” IEEE Access, vol. 7, pp. 85123–85138, 2019, doi: 10.1109/ACCESS.2019.2920879.
W. Cram, M. Templier, and G. Paré, “(re)considering the concept of literature review reproducibility,” J. Assoc. Inf. Syst., vol. 21, no. 5, pp. 1103–1114, 2020, doi: 10.17705/1jais.00630.
J. Vos, “Cardiovascular disease and meaning in life: A systematic literature review and conceptual model,” Palliat. Support. Care, vol. 19, no. 3, pp. 367–376, 2021, doi: 10.1017/S1478951520001261.
J. Alcantara, R. Whetten, E. Emmanuel, S. Grace, and S. Myers, “The chiropractic care of pregnant women: a scoping review of the literature,” Rheumatic.Theclinics.Com, 2023, doi: 10.21203/rs.3.rs-2454751/v1 License:
A. van der Wath and N. van Wyk, “A hermeneutic literature review to conceptualise altruism as a value in nursing,” Scand. J. Caring Sci., vol. 34, no. 3, pp. 575–584, 2020, doi: 10.1111/scs.12771.
K. Kistler and D. E. Tyndall, “Application of the threshold concept framework in nursing,” Nurse Educ., vol. 47, no. 2, pp. 91–95, 2021, doi: 10.1097/nne.0000000000001041.
F. Peck, R. Johnson, D. Briggs, and J. Alzen, “Toward learning trajectory-based instruction: A framework of conceptions of learning and assessment,” Sch. Sci. Math., vol. 121, no. 6, pp. 357–368, 2021, doi: 10.1111/ssm.12489.
H. Herfandi, Y. Yuliadi, M. T. A. Zaen, F. Hamdani, and A. M. Safira, “Penerapan Metode Design Thinking Dalam Pengembangan UI dan UX,” Build. Informatics, Technol. Sci., vol. 4, no. 1, pp. 337–344, 2022, doi: 10.47065/bits.v4i1.1716.
B. Suratno and J. Shafira, “Development of User Interface/User Experience using Design Thinking Approach for GMS Service Company,” J. Inf. Syst. Informatics, vol. 4, no. 2, pp. 469–494, 2022, doi: 10.51519/journalisi.v4i2.344.
A. S. Sanchez-Moreno, J. Olivares-Mercado, A. Hernandez-Suarez, K. Toscano-Medina, G. Sanchez-Perez, and G. Benitez-Garcia, “Efficient face recognition system for operating in unconstrained environments,” J. Imaging, vol. 7, no. 9, pp. 1–21, 2021, doi: 10.3390/jimaging7090161.
F. S. Utomo, N. Suryana, and M. S. Azmi, “Stemming impact analysis on Indonesian Quran translation and their exegesis classification for ontology instances,” IIUM Eng. J., vol. 21, no. 1, pp. 33–50, 2020, doi: 10.31436/iiumej.v21i1.1170.
Copyright (c) 2024 Rujianto Eko Saputro, Berlilana Berlilana, Wiga Maulana Baihaqi, Sarmini Sarmini, Yuli Purwati, Fandy Setyo Utomo
This work is licensed under a Creative Commons Attribution-NonCommercial 4.0 International License.
-a.jpg)
-b.jpg)
