E-SCHOOL SYLLABUS MOBILE APPLICATION

MUHAMMAD LOQMAN BIN SULONG

BACHELOR OF INFORMATION TECHNOLOGY

(INFORMATIC MEDIA) WITH HONOURS

UNIVERSITI SULTAN ZAINAL ABIDIN

2018
 E-SCHOOL SYLLABUS

MUHAMMAD LOQMAN BIN SULONG

BACHELOR OF INFORMATION TECHNOLOGY

(INFORMATIC MEDIA) WITH HONOURS

FACULTY INFORMATIC AND COMPUTING

UNIVERSITI SULTAN ZAINAL ABIDIN

2017
 DECLARATION

I hereby declare that this report is based on my original work except for quotations

and citations, which have been duly acknowledged. I also declare that it has not been

previously or concurrently submitted for any other degree at Universiti Sultan Zainal

Abidin or other institutions.

___________________________

Name : Muhammad Loqman Bin Sulong

Date : 23 December 2018

i
 CONFIRMATION

This project the E-School Syllabus Application was prepared and submitted by

Muhammad Loqman Bin Sulong (Matric Number: 044590) and has been found

satisfactory in terms of scope, quality, and presentation as partial fulfillment of the

requirement for the Bachelor of Information Technology (Informatics Media) with

honors in University Sultan Zainal Abidin.

________________________________

Name : Dr Elissa Nadia Binti Madi

Tarikh : 23 December 2018

ii
 DEDICATION

In the Name of Allah, the Most Gracious and the Most Merciful.

Alhamdulillah, I thank God for His grace and grace, I can prepare and

complete this report successfully.

First of all, I would like to thank my supervisor, Dr Elissa Nadia Binti Madi

because with guidance, the advice and the thoughtful ideas given g me the opportunity

to prepare this report successfully.

In addition, my gratitude is also to my colleagues who share ideas, opinions,

knowledge and reminders. They helped me answer every question that was important

to me in completing this report.

Thanks also to my beloved mother and father always encouraged me and

motivated me to prepare for this report.

I would like to take the opportunity to thank all lecturers of the Informatics and

Computing Faculty for their attention, guidance, and advice in helping and sharing

ideas and opinions in making this report successful.

May Allah SWT bless to all the efforts that have been given in completing this

report.

Thank you.

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 ABSTRACT

Decades ago, education has experienced transformation and grown from learning

merely in the classroom to distance learning and the virtual classroom. Likewise,

knowledge acquisition is no longer limited to the classroom. Hence, the notion of

integrating technology in education is in line with the Ministry of Higher Education’s

(MOHE) aspirations to put forth information and communications technology (ICT)

as a central concept in transforming the educational system. In Higher Education

Malaysia (HEIs) in Malaysia, the delivery mechanism for a course is typically the

face-to-face classroom set-up as well as blended with standardized Learning

Management System (LMS) as a platform (Baharom & Hussain, 2013). To embrace

the potential of the mobile devices, there needs to be a study on the prospect of

providing another platform for higher education students to ensure that their learning

is supported outside the classroom. In the 21st century, exploration of the capabilities

and implications of Mobile Learning has increased as a result of mobile technology

advances, in which desktops are being replaced by tablets, software by apps, and

mobile phone by smartphones. E-School Syllabus (ESS) is application that helped the

student to improve their study where and whenever they are. This application will

follow the latest and exact syllabus of school. This application will help the student

because it is more diverse and interesting for students to understand and remember the
iv
processes that occur in the subject as an example of the biological subject, the various

processes and the way the rules are needed, with the availability of moving graphics to

enable students to easily remember each animated animation.

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 ABSTRAK

Berpuluh tahun yang lalu, pendidikan telah mengalami transformasi dan

berkembang dari pembelajaran semata-mata di dalam bilik darjah hingga

pembelajaran jarak jauh dan kelas maya. Begitu juga, pemerolehan pengetahuan

tidak lagi terhad kepada kelas. Oleh itu, tanggapan untuk mengintegrasikan

teknologi dalam pendidikan adalah selaras dengan aspirasi Kementerian Pengajian

Tinggi (KPT) untuk memperkenalkan teknologi maklumat dan komunikasi (ICT)

sebagai konsep utama dalam mengubah sistem pendidikan. Dalam Pengajian

Tinggi Malaysia (IPT) di Malaysia, mekanisme penyampaian kursus biasanya

merupakan kelas persekolahan tatap muka serta gabungan Sistem Pengurusan

Pembelajaran (LMS) yang standard sebagai platform (Baharom & Hussain, 2013)

. Untuk merangkul potensi peranti mudah alih, perlu ada kajian tentang prospek

menyediakan platform lain untuk pelajar pendidikan tinggi untuk memastikan

pembelajaran mereka disokong di luar kelas. Pada abad ke-21, penerokaan

keupayaan dan implikasi Pembelajaran Mudah Alih telah meningkat hasil

daripada kemajuan teknologi mudah alih, di mana desktop digantikan oleh tablet,

perisian oleh aplikasi, dan telefon mudah alih oleh telefon pintar. E-School

Syllabus (ESS) adalah aplikasi yang membantu pelajar untuk meningkatkan

pengajian mereka di mana dan kapan saja. Permohonan ini akan mengikuti

sukatan pelajaran terkini dan tepat sekolah. Permohonan ini akan membantu
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pelajar kerana ia adalah lebih pelbagai dan menarik untuk pelajar memahami dan

mengingati proses yang berlaku dalam subjek sebagai contoh subjek biologi,

pelbagai proses dan kaedah yang diperlukan, dengan adanya pemindahan grafik

untuk membolehkan pelajar mudah mengingat setiap animasi animasi.

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 CONTENTS

PAGE
DECLARATION i
CONFIRMATION ii
DEDICATION iii
ABSTRACT iv
ABSTRAK v
CONTENTS vi
LIST OF TABLE vii
LIST OF FIGURES xvi
LIST OF ABBREVIATION xv

CHAPTER I INTRODUCTION
1.1 Introduction 1
1.2 Background 1
1.3 Problement Statement 2
1.4 Objectives 3
1.5 Scopes 3
1.6 Activities, Milestones (Gantt Chart) 5
1.7 Limitation of work 5
1.8 Expected Result 5
1.9 Report Structure 6
CHAPTER II LITERATURE REVIEW
2.1 Introduction 7
2.2 Literature Review 8
2.2.1 e-Learning 8
2.2.2 Mobile Application 8
2.3.2 Interactive Learning 10
2.3 Related Work 11
2.3.1 Related Research e-Learning 11
2.3.2 Related Biology Book and Application 11

CHAPTER III METHODOLOGY

3.1 Introduction 13

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3.2 Methodology Model 13
3.2.1 Analysis phase 14
3.2.2 Design phase 14
3.3.3 Development phase 15
3.3.4 Implementation phase 17
3.3.5 Evaluation phase 18
3.4 Framework Design 28
3.5 Hardware and Software Requirement 28

3.5.1 Hardware requirement 29

3.5.2 Software requirement 30
3.6 Conclusion 31

REFERENCES 32

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 LIST OF FIGURES

FIGURE TITLE PAGE

1.1 Navigation Map of ESS
2.1 Relate Application
3.1 Storyboard of ESS
4.1 Loading Page
4.2 Login Page
4.3 Input Field
4.4 Button Go

x
 LIST OF TABLES

TABLE TITTLE PAGE

1.1 Gantt Chart

2.1 Related Research
2.2 Related Biology Book

xi
 LIST OF ABBREVIATIONS/TERMS/SYMBOLS

AR Argumented Reality
FYP1 Final year project 1
FYP2 Final year project 2
ESS e-School Syllabus

xii
 LIST OF APPENDICES

APPENDIX TITTLE PAGE

A Appendix -
B Appendix -
C Appendix -
D Appendix -

xiii
 CHAPTER I

INTRODUCTION

1.1 Introduction

This section is the introduction to the report for developed system. It will

provide a basic overview of the whole system. This chapter presents about the project

background, problem statement objectives, scope and project planning. Background of

the system discuss about basic information about this system. Problem statements

discuss about related issues of the system. Objectives state all main goal of this

system. The scope shows who are using the system and what the user can do.

1.2 Background

A learning system based on formalized teaching but with the help of electronic

resources is known as E-learning. While teaching can be based in or out of the

classrooms, the use of computers and the Internet forms the major component of E-

learning.

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 Mobile app is a software application developed specifically for use on small,

wireless computing devices, such as smartphones and tablets, rather than desktop or

laptop computers.

E-School Syllabus (ESS) is application that helped the student to improve their

study where and whenever they are. This application will follow the latest and exact

syllabus of school. This application will help the student because it is more diverse

and interesting for students to understand and remember the processes that occur in

the subject as an example of the biological subject, the various processes and the way

the rules are needed, with the availability of moving graphics to enable students to

easily remember each animated animation.

ESS also has the questions provided for each subtopic, which means that every

subtopic is spent, the user will be asked a few questions to make sure the user

understands the subtopic. Also questions are provided if the user spends the whole

topic in order to make sure the user can really master the topic.

1.3 Problem Statement

Applications involving learning are widely available in the AppStore, but to

find applications that are parallel to the syllabus that meet the criteria with learning

methods in Malaysia are still in critical levels and need improvement in terms of

exposure to students, appealing designs to stimulate students and learning methods are

less interesting.

2
 Problems and views on existing applications can be stated as follows:

1. Design that is less attractive to students.

2. No animation shows the processing diagram.

3. Lack of question.

1.4 Objectives

Making the application more interesting with interactive design that will make

student excited to study and easier to understand though it is used for the first time

and provides students with a fun experience in understanding the subjects that are

difficult for them.

1. To identify the current mobile apps for developing this application.

2. To design an interactive e-learning mobile application for secondary school

students.

3. To test the mobile application and to show how it can beneficial for student.

1.5 Project Scopes

This mobile application is built to make learning activities more effective for

students by designing a more attractive design and interface. This will make the

student not easily satisfied with using this application.

I. Admin

a. Admin hold major role in this application.

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 b. Provide the information to the student based on services that demand

by them.

II. User

a. User need to log in into the application first to access the features.

b. Specific for Biology form 4 student and another student who want to

revision for SPM.

III. Device

a. All android smartphone.

b. Android operating system 4 and above.

IV. Contents scope

a. Interactive notes of chapter and subtopics

b. Quiz for each subtopics

c. This mobile application connect to database

Homepage

Login Sign Up

Main Menu

Notes Quizes Achivement

Subtopic 1 Quiz 1

Subtopic 2 Quiz 2

Subtopic 3 Quiz 3

Figure 1.1 The Navigation Map of ESS

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5
 1.6 Activities, Milestones (Gantt Chart)

Table 1.1 Gantt Chart

Task name SEPTEMBER OCTOBER NOVEMBER DECEMBER

1 2 3 4 5 6 7 8 9 10 11 12 13 14 15

Topic Discussion and Determination

Project Title Proposal

Proposal writing

Proposal writing –Literature Review

Proposal Progress Presentation &

Evaluation

Discussion

Correction Proposal
Proposed Solution Methodology

Proof of Concept

Drafting Report of the Proposal

Submit draft of report to supervisor

Seminar Presentation

Correction Report

Final Report Submission

1.7 Limitation of work

This application has a login that needs to be filled by the user to enter the main

menu in the E-School Syllabus. Just Android 7 Operating System (OS) and above can

use this application. Information for this application just depend on text and reference

book. This application has the database using the XAMPP software.

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1.8 Expected Result

Collaborative learning ,This mobile app is something that modern students use

on a daily basis it is likely to better engage students and promote adoption.

When ESS Success to create user friendly and interactive e-learning mobile

application and user (student) enjoy while using this application.

1.9 Report Structure

Thesis structure is a summary of the whole project that divided into 6 chapters.

In Final Year Project 1 (FYP1), it include 3 Chapter, Chapter 1 will discuss the

introduction, problem statement, objective, scope, expected result and limitation.

Chapter 2 will discuss the existing system. In Chapter 3, design and modeling will

also be discussed. In Final Year Project 2 (FYP2), Also have 3 chaptern Start with

Chapter 4,Chapter 4 will show the implementation of the system. Chapter 5 will show

testing and result of the system. Lastly, Chapter 6 is the conclusion of the whole

project.

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 CHAPTER 2

LITERATURE REVIEW

2.1 Introduction

This chapter discuss about literature review for existing system or application;

evaluating and summarizing the existing body of a complete research that done by a

researcher. It can be guideline to develop a new product so that the new product can

provide a better functionality compared to the existing product such as Mobile

Application: SPM BIOLOGY FORM 4 Application. Besides, the research comparison

between the current product and the new developed product is done to overcome the

weakness of the current product.

2.2 LITERATURE REVIEW

2.2.1 E-Learning

Millennial, the current generation of students, were born between 1980 and 2000.

Although some millennial have dropped out of or graduated from academia and

entered the workforce, most are still in our school systems. On average, millennial

8
spend 6.5 hours each day saturated in print, electronic, digital and broadcast news

media. They listen to and record music; view, create and publish Internet content; play

video games; watch television; talk on mobile phones and instant message every day.

Generally, these young people share the following characteristics:

• They like to be in control. Millennial do not want to be bound by traditional

schedules, and they do not necessarily want to sit in a classroom to learn or in an

office to work. Instead, they prefer to use technology to study at any time of the day or

night, telecommute from anywhere in the world and define “balance” in their own

individual ways.

• They are practiced users of digital technology. The Millennial generation is the

first to be surrounded by digital media. ICT has always been part of their lives, and

because of this access, Millennial naturally gravitate to it. They expect it to support

their learning and do what they need it to do. Indeed, Millennial can perform more

functions with mobile phones, handheld devices and other wireless equipment than

they can with traditional computers.

• They think differently. Technology itself is not amazing to Millennial. As

former generations first try to understand how a new technology works, this

generation does not marvel at it; Millennial simply accept technology, adapt to it and

use it. For example, when researching a topic, a Millennial simply “Google” it. What

Google is and how it works does not concern Millennial; they use the tool to find the

information they need.

E-learning can provide a well-balanced learning environment that meets the

current digital learners’ needs and supports learning experiences that are collaborative,

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portable, flexible and accessible, and can be integrated with the world globally,

beyond the traditional classroom.

2.2.2 Mobile Learning Application

The survey found that mobile learning typically occurs outside the classroom, with

only limited guidance from instructors.

To improve mobile learning effectiveness, students and instructors need help adopting

more effective learning and teaching practices across content areas

Current perspectives on mobile learning generally fall into the following four broad

categories:

• Techno centric. This perspective dominates the literature. Here mobile learning

is viewed as learning using a mobile device, such as a PDA, mobile phone, iPod,

PlayStation Portable etc.

• Relationship to e-learning. This perspective characterizes mobile learning as an

extension of eLearning. These definitions are often are all-inclusive and do not help in

characterizing the unique nature of mobile learning. What is needed is clarity: in

agreement with Traxler (2005), the techno centric e-learning based definitions only

seek to place “mobile learning somewhere on eLearning’s spectrum of portability”.

• Augmenting formal education. In the mobile learning literature, formal

education is often characterised as face-to-face teaching, or more specifically, as a

stereotypical lecture. However, it is not at all clear that this perspective is wholly

correct. Forms of distance education (for example, distance correspondence) have

existed for over 100 years (Peters, 1998), leading to the questions regarding the place

of mobile learning in relation to all forms of “traditional” learning, not only the

classroom.
10
• Learner-centered. A strong linage of research into conceptualising mobile

learning is traceable by reviewing the combined works of Sharples, Taylor, O’Malley

and their colleagues. In their early research, the concept of mobile learning was

strongly linked to the device (Sharples et al., 2002) and the potential for enabling

lifelong learning (Sharples, 2000). However, it soon became clear that rather than the

device, the focus should be on the mobility of the learner. This led to considering

mobile learning from the learner’s perspective, and to the definition that: “Any sort of

learning that happens when the learner is not at a fixed, predetermined location, or

learning that happens when the learner takes advantage of learning opportunities

offered by mobile technologies” (O’Malley et al., 2003). Current work (Sharples,

2005; Taylor et al., 2006) is exploring the notion of learning in the mobile age, to

develop a theory of mobile learning that builds on Engeström’s conceptualization of

Activity Theory and Laurillard’s (2002) Conversational Framework. The focus of

their work is on mobile learning as communication in context (Sharples, 2005).

2.2.3 Interactive Learning

For today's students, this advance translates to learning a more diverse range of

concepts, usually in less time, and without supporting resources. Students can benefit

from technology enhanced learning supplements that unify concepts and are delivered

on-demand over the Internet. Such supplements, like imaging informatics databases,

serve as innovative references for biomedical information, but could improve their

interaction interfaces to support learning. With information from these digital datasets,

multimedia learning tools can be designed to transform learning into an active process

11
where students can visualize relationships over time, interact with dynamic content,

and immediately test their knowledge.

This approach bridges knowledge gaps, fosters conceptual understanding, and

builds problem-solving and critical thinking skills all essential components to

informatics training for science and medicine. Additional benefits include cost-free

access and ease of dissemination over the Internet or CD-ROM. However, current

methods for the design of multimedia learning modules are not standardized and lack

strong instructional design.

Pressure from administrators at the top and students from the bottom are

pushing faculty to use modern technology to address the learning needs and

expectations of contemporary students. Yet, faculty lack adequate support and training

to adopt this new approach. The development of a multimedia module consists of five

phases:

• Understand the learning problem and the user needs

• Design the content to harness the enabling technologies

• Build multimedia materials with web style standards and human factors

principles

• User testing

• Evaluate and improve design

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 2.3 Related Work

The article of E-learning and mobile application needs to be focused on adding

more references to the biology in which it will be brought into the app. Besides that,

more information about e-learning and interactive design to make this application

more interactive and valuable. Text book, Article about biology can take in the article

to put in the application.

Table 2.1 Related Research E-Learning

Author/publisher/Organization Year Article

A Kaiser Family Foundation March 2005 Generation M: Media in the Lives of 8-18 Year
Study Olds

Bridge Ratings 22 August The Baby Boomer Media Consumption Study

2007 – 2007
Deborah Rothberg 24 August Generation Y for Dummies
2006

Table 2.2 Related Biology Book/Application

Author/publisher/Organization Publisher Year Title

Gan Wan Yeat, Oxford Fajar 2015 SUCCESS Biologi

Sdn. Bhd. SPM
Oxford Fajar 2017 SPM Biology Form 4
Sdn. Bhd.
Can Wan Yeat Bakaprep Sdn. 2006 Biology Form 4
Azmah Binti Rajion Bhd.
Dr. Iqubal Aziz National 2009 SECONDARY
Muttaqui Nasim Banu Curriculum BIOLOGY
and Textbook

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 Board

Figure 2.1 : Related Application

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 CHAPTER 3

METHODOLOGY

3.1 Introduction

In this chapter, it will explain the specific details on the methodology being

used in order to develop this project. In order to make sure the project is in the right

path, methodology plays an important role as a guide for the project to complete and

working well as plan. There is different type of methodology that is used for different

type of application. It is important to choose the right and suitable methodology for

the development of an application thus it is necessary to understand the application

functionality itself. In order to ensure the effective of the E-School Syllabus

application, good identification is required before the development process begins.

Furthermore, the ADDIE model have five phase involved.

3.2 Methodology Model

This study was conducted to develop an educational mobile application for

Biology form 4 students by eliciting learning content and evaluating learners’

satisfaction after the use an app. The design and development of an application

prototype in this study are based on the ADDIE instructional design model.

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 The ADDIE are ;

• Analysis

• Design

• Development

• Implementation

• Evaluation

The ADDIE framework is a cyclical process that evolves over time and

continues throughout the instructional planning and implementation process.

Development framework model of mobile learning application development. This

study was conducted to develop an educational mobile application for Biology student

by eliciting learning content and evaluating learners’ satisfaction after the use an app.

The design and development of an application prototype in this study are based on the

ADDIE instructional design model.

3.2.1 Analysis phase

This step is the description process of what is going to be taught and forms the

basis of all other steps. In this step, the designer determines the needs and the

difference between knowledge, skills, and behaviors, which the learners presently

have, and behaviors which they must have or they are expected to have. In other

words, needs analysis is conducted. The system is analyzed and the problem and the

roots of the problem are described. To outline the problem, the subject field and the

target group were determined in the Analysis phase of the mobile educational

application developed according to the ADDIE Design Model. The subject field was
16
Biology class and the target group was selected as Form 4 Secondary School. The

target group examined the features of design and development of a mobile application

including pre-learning, the degree of readiness concerning the subject and use of

technology. Examining the target group as for these features guided the determination

of the content and the design of the mobile educational application (presentation,

interactivity, visual, navigation and accessibility). By taking into consideration that

there are not many technologies based materials available, it was decided that the

prepared educational application can be used for different purposes to ensure that the

students can practice and review materials at their own learning pace as well as

compensate for insufficient learning which occurred during the course.

3.2.2 Design phase

In this step, the development strategy is determined in accordance with the

data obtained during the analysis phase and how the objectives will be reached is

clarified. In other words, it is the part where the instruction method, learning theories,

learning objectives and activities, lesson plans, instructional strategy, and media

selection become clear. During the design phase, it was discussed how to teach the

subject field by taking into consideration the features of the target group. Thus, the

acquisitions concerning the subject in the instruction program were determined.

Furthermore, discussion and interaction environments would be created to encourage

the students to exchange ideas; to ensure communication between students; to give the

control to students and; to give a guiding role to the teacher during the process. The

content was formed as well as the general framework of the design (for example the

screen design, interface, navigation, and accessibility) was developed. The references,

where the subjects chosen for the content design are included, were reviewed and the

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content concerning one main topic and all subtopic for Biology subject was

determined.

Mobile application design also incorporated the tutorial elements such as

introduction, concepts, examples, exercises, and a summary to achieve deeper learning

objectives. Activities design to be carried out to achieve the objectives of ESS should

be able compelling students, provide relevant knowledge, help students to understand

clearly with the objective of learning, organize content, explain the concept, present

the concept in many ways, provide a meaningful Quiz and Test, provide sufficient

exercise, make sure the example is relevant to the context, create a closure and able to

promote discussion.

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3.3.3 Development phase

This is the process of producing the instruction materials, all the tools which

will be used during instruction and any kind of support materials. The product is

created during this phase and an evaluation, which is mostly for correction, is made

and modifications are carried out if necessary. The detailed plan prepared during the

phases of analysis and the design is implemented and all the components of the

learning environment are developed and the environment is prepared for the test.

Based on the learning objectives and structure determined in the analysis and design

phase, an education application was developed. Development of mobile applications

requiring hardware and selection of the right authoring tools. Authoring tool refers to

the essential components required in the development of software applications such as

audio, video software, graphics, animation and mobile application development

software such as Android developer tools (ADB) or through the online based software

3.3.4 Implementation phases

The implementation phase is the actual use of the learning experience.

Regardless of whether the end user will be in the classroom or outside of the class

hour, it is necessary to put the design into practice with the actual learners. The

purpose of this part is to introduce the designed instruction in a way that it will be

effective and efficient. During this phase, the students should be supported to ensure

that they understand the material and they are aware of the objectives and there should

be no doubt that the information is being transferred to the learner.

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 The use of prototyping can be used in the classroom or outside the classroom

by exploring activities that are available in prototypes such as access to the notes

section, quizzes, discussion material, and reflection. The first prototype of ESS is an

Androidbased operating system application. As described in the design phase, the

entire system consists of the clients (Android supported mobile device), system

administrator, database and the server. After developing the application, the prototype

tested severally on the emulator and actual devices to check the functionality of the

different devices. Then, the prototype (ESS apps) installed on the real mobile device

for debugging. The testing was done on 5.5inches Mi A2.

After the pre-implementation, according to the feedback of students, lecturers,

and expert, the problematic or missing parts of the mobile educational application

were reviewed and as a result of all the modifications, the mobile application was

prepared for the real implementation. The results collected from the pre and post-test,

such as the right or wrong answers that the students gave, guided the review of the

mobile instructional application.

3.3.5 Evaluation phases

The last major step in the process is the evaluation phase. Evaluation can

happen at any stage of the instructional design process. There are two types of

evaluation carried out to applications, namely formative and summative assessment.

The formative evaluation aims to increase and improve the effectiveness of

instructional materials that have been designed. Therefore, the formative evaluation

occurs at every level stage starting from the need analysis stage to the implementation
20
stage to ensure the effectiveness of mobile learning applications. At the stage of

development, when the prototype has started distributed, the Alpha and Beta test

conducted. The Alpha test involves a group of experts engaged to obtain feedback

concerning the prototype while Beta test involves the use of prototype among the

students who use the application.

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3.4 Framework/ Storyboard

Figure 3.1 : Storyboard of ESS

22
3.5 Hardware and Software Requirement

Minimum hardware requirements needed in the development of this application

are:

i. Laptop : ASUS GL335V

 Processor : Intel Core i5-2.5GHz, 3M Cache

 Memory : 4GB DDR4 RAM

 Storage : 1TB SATA HDD

 Operating system : Window 10 Pro

ii. Android Mobile Phone : XIOMI A2

 Used to run, deploy and testing the application.

 Android version 9 (Pie) Android One.

iii. Bufflo 1TB USB 3.0 Hard Disk

 Used to backup the project of application.

 Storage 1TB.

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3.6 Software

Software requirement of this project are :

i. Xampp
 This software used to manage the connection between
Apache and MySQL for this project.

ii. Adobe Animate CC 2018

This software used to create the movement of graphics
animation.

iii. Ionic Framework

 Ionic Framework will be used to develop the interface and
function of the application.

iv. Google Chrome

 Google Chrome is used as a platform for this application to
run the Xampp Server.

v. Microsoft Word 2010

 Microsoft Word 2010 used to write the proposal and report.

vi. Adobe Photoshop CC 2018

 This software used to make an icon, logo and adjust the
coloring image that will be used in the application.

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3.7 Application Design and Modeling Application

A storyboard is a graphic organizer in the form of illustrations or images

displayed in sequence for the purpose of pre-visualizing a motion picture, animation,
motion graphic or interactive media sequence. For the application, the E-School
Syllabus Apps also have a storyboard that will give an example of design and
modeling for this project. The E-School Syllabus Apps have a standard function of the
button like as Notes, Quiz and Test .

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 CHAPTER 4

IMPLEMENTATION AND RESULT

4.1 Introduction

This chapter will discuss about implementation of the methodology discuss us

previous chapter and testing to obtain result of each implementation. Implementation

are executed to ensure the system is developing according to the main objectives of

the application and fulfill the user requirement. Testing will be executed the developer

will recognize the detects as soon as possible and repair it immediately. A successful

test is one that can uncover errors.

This application is implemented as an android application by Unity. This will

help developer design, code, test, debug and execute the main process of the project.

This project also used C# language for writing a script.

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4.2 Implementation

4.2.1 Loading Page

Figure 4.1 : Loading Page

Figure 4.2.1 Show the loading page. It takes a few second to go home page.

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4.2.2 Key-in Name Page

Figure 4.2 : Key-in Name Page

Figure 4.2.2 : Show the input field for input the name. This name will use to record

the total score to Firebase Database. If user just using for notes and glossary, just click

button “Go” without key-in name.

Figure 4.3 : Input field for enter the name

Figure 4.4 : Button "Go" to enter the

application

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4.2.3 Home Page

Figure 4.5 : Home Page

Figure 4.2.3 : Home Page section have 4 button, Button to go to Note Page (1), Quiz

Page (2) , Glossary Page (3) and for Close the Application (4) .

Figure 4.6 : Chapter 2 Notes Button

Figure 4.7 : Quiz Button

Figure 4.8 : Glossary Button

Figure 4.9 : Exit Button

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4.2.4 Chapter 2 Subtopic Selection

Figure 4.2.4 : Subtopic

Selection Page

Figure 4.2.4 : Subtopic selection page have 4 button, Note 2.1 (1), Note 2.2 (2), Note

2.3 (3) and Back (4) to return to Menu Page.

Figure 4.2.4.1 : Button to subtopic one

Figure 4.2.4.2 : Button to subtopic two

Figure 4.2.4.2 : Button to subtopic three

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4.2.5 Note Page

Figure 4.2.5 : Note Page

Figure 4.2.5 : In Note Page have 3 type of button, Play and Pause sound and Back .

This sound button explain about model and diagram of the notes.This page also have

3D model that can rotate 360 degree to left and right.

Figure 4.2.5.1 : 3D Model can rotate 360 degree

Figure 4.2.5.2 : Play and Pause Sound Button

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4.2.6 Quiz Menu Page

Figure 4.2.5 : Quiz Menu

Page

Figure 4.2.4 : Quiz Menu Page have 3 Button, Play Button (1), Achievement (2), Back

Button (3) . Play Button will bring user to Quiz Page that have 3 level of Quiz. First,

Drag and Drop , Change Letter to Correct Words and Last , Multiple Choice Question.

Achievement Button will go to Achievement Page that show Top User Score.

Figure 4.2.6.1 : Button to Start the quiz

Figure 4.2.6.2 : Button to view the Top score

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4.2.7 Quiz Page

Figure 4.2.7.2 : Quiz level Figure 4.2.7.3 : Quiz level

Figure 4.2.7.1 : Quiz
1, Drag and Drop. 2, Change letter.
Instruction Page for
every level.

Figure 4.2.7.4 : Quiz

Level 3, Multiple choice.

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Figure 4.2.7.5 : Quiz level
2 when answer is correct.

Figure 4.2.7.5 : Quiz level

3 when answer is wrong.

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4.2.8 Achievement Page

Figure 4.2.8 : Show the Leader Board or Top Score Board. The highest Score will be

on first place on this Leader Board. Name taken from input field that key-in from user

at first page appear after loading page.

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4.2.9 Glossary Page

Figure 4.2.9 : Glossary

Page

Figure 4.2.9 : This Glossary Page need user input for search the words. When user key

in the input and click the search button (Figure 4.2.9.1) , output will be appear (Figure

4.2.9.2.).

Figure 4.2.9. : Input Field for search word and Search Button.

Figure 4.2.9. : Output will appear after search Button clicked.

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4.2.10 Firebase Database

Firebase Database giving users the ability to log in and save and retrieve user

data can collect score and player data. Firstly, setup Firebase Authentication and

Realtime Database modules and the Firebase SDK. After that, we must to script some

basic functionality for key-in name in Login Page (Figure 4.2.2 & 4.2.2.1) for user

key-in name and progresses to more complex functions like saving and fetching data

(Score) , waiting for responses while providing good visual feedback, and displaying

real-time data in the Unity GUI in Achievement Page (Figure 4.2.8) .

Figure 4.2.10.1 : Example Data on Firebase Console.

4.2.11 3D Model

3D model is a combination of 2D objects or 3D objects in real 3D environment

and present them into notes that can be rotate 360 degree. This project created 3D

model using Autodesk Maya (Figure 4.2.11.2) included with the animation and

texture. Furthermore, some object also downloads from website page name

3dwarehouse.com as seen in (figure4.2.11.1). The 3D model was built with texture

and animation.
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 Figure 4.2.11.1 : Website for searching model of skeleton

Figure 4.2.11.2 : Maya 3d software for add labelling the skeleton

4.3 Testing and Result

System testing is a technique to evaluate the performance measures of this

application whether it satisfies the requirements or not. The system testing is to

investigate the testing phase where the test of the design and set requirement. Testing

is needed to test system full function and free error. There are three type testing in

application. Those are unit testing, integrate testing and system testing. Unit testing is

38
carried out to verify the functionality or specific section code. Integration testing

works to exposed defects in the interfaces and interaction between modules. End-to-

testing or system tests a complete integrated system to verify that it meets its

requirements.

4.3.1 User Usability

A user usability is a set condition or variables under which tester will

determine if a requirement if a requirement upon an application is partially or fully

satisfied. User usability can be define as a sequence of steps to test the correct

behavior of functionality or feature of an application. There is a graph from the

questionnaire would be stated in a user usability.

4.4 Summary

In this chapter, it shows how this application process is done. Part

implementation in this chapter that have been describe and show all the set interface in

the application. It can act as guide for new user to use this application. Testing also

have been done to ensure that all the function run smoothly. Furthermore, it also

describes the test case that has been done during the development processes.

39
 CHAPTER 5

CONCLUSION

5.1 Introduction

In this chapter, the result of the project is discussed and concluded. The content of this

chapter will summarize the overall contribution.

5.2 Project Achievement and Contribution

E-School Syllabus is a more application for learning for Form 5 Biology and

focuses on Chapter 2: Locomotion. In this application, it is divided into three

sections;

First, Notes section, various effective learning methods that have 3d models,

audio, picture and Mindmap.

Second, Quiz part have three level quiz;

1)Drag and Drop

2)Scramble Word

3)Multiple Question

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 Last, Glossary to find the term not understood.. It has achieved the objectives

and scope of this project. Below is the list of the achievement on this project:

1. To identify the current mobile apps for developing this application.

2. To design an interactive e-learning mobile application for secondary

school students.

3. To test the mobile application and to show how it can beneficial for

student.

5.3 Problem and Limitation

There are a few problems and limitations that occur throughout the development of

this project. This problems and limitation during project development is when playing

audio, the audio must manually pause (click to stop sound symbol) for scroll further.

3D model cannot zoom and not compatible if zoom method insert to this model.

5.4 Future Work

E-School Syllabus still has to be improved. There is some suggestion that can be made

in order to upgrade the application to be more efficient in the future. The suggestion is

adding more caption or audio that explain about the figure , model or process. For

more attractive for this application, this application can put function like Argumented

Reality (AR) for make this application more fun for learning. I hope this application

might be a sell in the market so that teacher and parent teaching with their student

more efficient.

5.5 Conclusion

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 As a conclusion, E-School Syllabus is the application that focuses of

recommendation for learning and study Biology Subject to teach for the student.

ADDIE model has been used in this system to analysis, design, development,

implementation and evaluation the suitable category or type of mobile devices for

user’s daily life. The storyboard interface design that included in this report can also

act as a guideline for user to user this system.

42
43
Reference

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