IOP Conference Series: Materials Science and Engineering

PAPER • OPEN ACCESS Related content

- Calibrating Communication Competencies
Mobile Video Learning for Improving Programming Donna Surges Tatum

Competency - Industrial Internship and Entrepreneurship

Competencies on Vocational High School
Students
H F Wendi and I H Kusumah
To cite this article: G D P Maramis et al 2018 IOP Conf. Ser.: Mater. Sci. Eng. 384 012012
- Efforts to Improve Mathematics Teacher
Competency Through Training Program on
Design Olympiad Mathematics Problems
Based on Higher Order Thinking Skills in
The Junior High School
View the article online for updates and enhancements. A Arnellis, E Z Jamaan and N Amalita

This content was downloaded from IP address 36.85.217.192 on 16/05/2020 at 22:08

International Symposium on Materials and Electrical Engineering (ISMEE) 2017 IOP Publishing
IOP Conf. Series: Materials Science and Engineering 384 (2018) 012012 doi:10.1088/1757-899X/384/1/012012
1234567890‘’“”

Mobile Video Learning for Improving Programming

Competency

G D P Maramis*, V R Palilingan, and M Modeong

Universitas Negeri Manado, Tondano, 95618, Sulawesi Utara, Indonesia

*[email protected]

Abstract. Programming competency is a must competency that every student who are studying
computer science must have. Mostly of the student are struggling learning this skill especially
for those who do not have any computer background. The objective of this research is to design
and develop e-learning using videos and tutorial to provide content of programming skill that
needed by the student to increase their coding skill. Student can watch this video many times to
have a fully understanding about the topic. Research and Development method are used by this
research to design the video learning that can be accessed using mobile phone. As the result, the
programming skill of the student increased rapidly.

1. Introduction
Nowadays, learning concept using internet technology has been an alternative learning tools for lecturer
for making education becomes more interesting, effective and efficiency. This sort of teaching style
known as Electronic Learning (e-learning). E-learning it-self is a kind of schooling form that enables
students to study anytime and anywhere using internet technology [1]. On the other word, e-learning is
a learning method that uses internet [1]. In the scope of education, e-learning is said to be able to convert
the conventional learning process into digital, because the learning process using e-learning is an
innovation where students can get a material description of the lecturer in visual form with a more
dynamic and interactive packaging.
E-learning offers the ability to share material in different types of formats such as video, slideshows,
word documents [2], and easy access to lecture assignments. These facilities make e-learning interesting
among teachers and students, because students can easily get teaching materials, tutorials, and even tasks
with one access. Mobile video learning is one of the e-learning features that is expected to boost student
programming skills. Therefore, the existence of video learning can give the students an opportunity to
understand and analyze the complexity of the practice of an area of work which will increase student
competence in that field [3].
The existence of video learning becomes increasingly popular in the field of education because of its
ease in conveying learning and tends to be repetitive, thereby minimizing the possibility for students to
be unprofessional to their field. As learning programming that occurred in the Faculty of Engineering
UNIMA, lecturers have to repeat the lecture material when there are students who are not familiar with
the topics that have passed. This condition can be said to slow down the material that is supposed to go
forward. However, the existence of mobile video learning makes it easy for students to repeat past
learning by accessing a site via their mobile phone. Brecht [4] supports the existence of learning videos
because the existence of this medium can provide a model of evaluation and problem solving to students'
Content from this work may be used under the terms of the Creative Commons Attribution 3.0 licence. Any further distribution
of this work must maintain attribution to the author(s) and the title of the work, journal citation and DOI.
Published under licence by IOP Publishing Ltd 1
International Symposium on Materials and Electrical Engineering (ISMEE) 2017 IOP Publishing
IOP Conf. Series: Materials Science and Engineering 384 (2018) 012012 doi:10.1088/1757-899X/384/1/012012
1234567890‘’“”

understanding, thereby increasing the ability of students to their field of expertise, especially on
programming skills.
Another benefit that can be gained by implementing mobile-based learning videos is the space for
learning to be broad. Some of the most frequent conditions are student interaction with limited learning.
However, with this mobile video learning application enlarge the learning space and student
communication to the material being taught. Significantly, the use of mobile video learning is
revolutionary because it extends beyond the classroom structural boundaries and communication [5]. In
his research, Admiraal & Gielis [3] also stated the existence of video learning can provide five benefits
for its users, namely: (a) construction of knowledge, not reproduction; (b) conversations, not receipts;
(c) articulation, not repetition; (d) collaboration, not competition; and, (e) reflection, not a prescription.
Mobile video learning is developed with the aim to facilitate students to be able to access course
material easily and without being limited by lecture schedule. So that students can learn from anywhere
and whenever they want. Furthermore, mobile video learning is intended to improve the skills of
programming students majoring in Software Engineering (RPL).

2. Methods
Delivering high-quality and reliable software in modern software industry is a must, therefore, choosing
the right method for developing software should be carefully planned. By selected wrong models will
cost low-quality and high-cost software products [7]. Extreme programming (XP) is a developing
software models. XP is a methodology that emerged as a counter-reaction to the ever increasing focus
on processes [6]. XP model is an agile software development methodology founded by Kent Beck in
1996. This kind of methodology is a lightweight method that considered suitable for small and medium
sized teams between 3 and 10 engineers [12], small project [8] and used for developing mobile
application [9]. Five core values of this method namely simplicity, communication, feedback, courage
and respect [10] [11]. Every software development methodology has its own life cycle. Thus, developing
mobile video learning employ XP methodology has its life cycle which can be described into five phases,
which are exploration phase, planning phase, Iteration to release phase, Production phase, maintenance
phase, and finally death phase [8]. These phases are drawn in figure 1.

Figure 1. Life cycle of Extreme Programming

2
International Symposium on Materials and Electrical Engineering (ISMEE) 2017 IOP Publishing
IOP Conf. Series: Materials Science and Engineering 384 (2018) 012012 doi:10.1088/1757-899X/384/1/012012
1234567890‘’“”

2.1. Exploration phase

This phase, is the first phase, in which deals with the requirement, architecture, tools and technologies
This phase produced user story cards which is comprises of short name, priority of story and small
paragraph without technical details. User story should be detailed enough to help developers have a fully
perception of system requirement and time estimation [8].

2.2. Planning phase

Once the exploration phase passed, planning phase should take a place. In this step, priority is set for
the user stories, estimation of effort and schedule for each story is decided [12]. Therefore, it is very
important to have a full picture about the software that is being developed before move to the next phase.

2.3. Iteration to release phase

Iteration to release phase is the phase taken once the developer has a fully understand about the software
requirement. In this stage, some basic development activities like designing, coding, testing and
integration takes place. The result of planning phase will break down into number of stages, in which
every single stage will take one to four weeks to implement [12]. Finally, the system is ready to be
produced.

2.4. Productionizing phase

XP method produces software in small releases. A release is a small part of proposed software that need
to implemented in order to fulfill the business process of the project. This phase is about developing
software in small releases to check whether the application is ready for production, testing the
acceptance rate of the software by the customer, and also testing the performance of the software is
taken place. This phase takes an important role as this phase decides whether the system should be
revised or not. [12]

2.5. Maintenance phase

Maintenance is a natural process for system software. In this phase, when the functionality is developed,
the old system must keep running to ensure that the entirely system will perform well and the new
features that has been released are suitable for the old system to satisfied the customer needs [12].

2.6. Death phase

Death phase is the final phase where the customer satisfied with the software and the software is ready
to be released and used by the user. As the result, a document paper about five to ten pages is created.
This paper describes the future use of the software [8].

3. Results and Discussion

While this e-learning can be accessed properly with the mobile phone, it also can be viewed best through
web browser. It is designed and made to be accessed through those kind of technologies so the students
can choose which one is suitable for them. When the user first to come to the system, they must sign in
into the system before have page that will alow the user to choose subject that he wants to study. If the
student has already had an account than he can use the account to access all of the materials offered by
the e-learning system. Once the system authenticates the account, student will redirect to the page
contains programming subject, in which every subject has a specific title for this lesson. User can choose
which title he wants to learn by clicking on that title and the video explains the title will show up to the
screen. For convenience, user can download the video so the user will not need the internet if he wants
to replay again the video. If the user feels unsatisfied with the video, the user can choose to read from
the written tutorial for better explanation. Figure 2 shows the flowchart diagram of this e-learning
system.

3
International Symposium on Materials and Electrical Engineering (ISMEE) 2017 IOP Publishing
IOP Conf. Series: Materials Science and Engineering 384 (2018) 012012 doi:10.1088/1757-899X/384/1/012012
1234567890‘’“”

Start

Registered
Create Account
User
No

Yes

No
Choose
Subject

Yes

No
Choose
Unit

Yes

Learning Process

Yes Yes
Study other
unit/subject
Subject Unit

Stop

Figure 2. Flowchart diagram

4
International Symposium on Materials and Electrical Engineering (ISMEE) 2017 IOP Publishing
IOP Conf. Series: Materials Science and Engineering 384 (2018) 012012 doi:10.1088/1757-899X/384/1/012012
1234567890‘’“”

Figure 3. User Interface and Login Screen

As can be seen figure 3 shows the user interface of the e-learning system that will show up for the
first time. In this page, user must enter their valid account for accessing the material, otherwise, they
must sign up for creating a valid account. The next page will come up is the welcome page. This
page show number of programming subjects user may select. Figure 4 shows the welcome page
where the student may choose the subject. Every subject contains number of meeting in which every
meeting contains different subject that can be taught through video tutorial or written tutorial. This
page is shown by the figure 5. As the result, the students can have a better understanding of
programming as the material can be accessed many times anywhere and anytime as long as the user
has an internet connection to download the materials. The reason why the skill of the student has
been increased because the student can watch the video many times until they have a good
understanding. When the user seems to struggle with one material, students can ask to the lecturer
when they have an off-line class. Therefore, an off-line class also still needed by the students and the
lecturer.

5
International Symposium on Materials and Electrical Engineering (ISMEE) 2017 IOP Publishing
IOP Conf. Series: Materials Science and Engineering 384 (2018) 012012 doi:10.1088/1757-899X/384/1/012012
1234567890‘’“”

Figure 4. Welcome Page

Figure 5. Learning Material

When the user clicked on video link, the video related to the material will shows on the screen. This
video is taken and embed in the system. This screenshot video is shown by the figure 5.

6
International Symposium on Materials and Electrical Engineering (ISMEE) 2017 IOP Publishing
IOP Conf. Series: Materials Science and Engineering 384 (2018) 012012 doi:10.1088/1757-899X/384/1/012012
1234567890‘’“”

Figure 6. Screenshot Video

4. Conclusions
To sum up, mobile video learning has been improved the knowledge and programming skill of the
students. When the material can be accessed through the e-learning system, students can learn any time
they wants and when they forgot the passed material, the material is still available on the internet and
can be accessed anytime and anywhere. For the further research, the e-learning system may be added
with chat feature so the user can have a chat with the tutor instantly when the student has a problem.

References
[1] Masrom, M 2007 Technology acceptance model and e-learning. Article of 12 International
Conference on Education. Sultan Hassanal Bolkiah Institute of Education, Universiti Brunei
Darussalam
[2] Epignosis LLC 2014 E-learning: concepts, trends, applications. California: Epignosis LLC.
[3] Admiraal, W., Janssen, J., Pijls, M. & Gielis, A 2008 Transfer between Learning and Practice:
The Use of Web-based Video in Higher Education in Proceedings of the Annual Conference
on Human Resource Development 2008, Lille, France.
[4] Brecht, H D 2012. Learning from Online Video Lectures. Journal of Information Technology
Education: Innovations in Practice. 11, p 227-250.
[5] El-Hussein, M. O. M., & Cronje, J. C. 2010. Defining Mobile Learning in the Higher Education
Landscape. Educational Technology & Society, 13 (3), p 12–21.
[6] Blom, M 2012 Is Scrum and XP suitable for CSE Development? Elsevier: Procedia Computer
Science 1, p 1511–1517.
[7] Matharu G, Singh H, Mishra A, Upadhyay P 2015 Empirical Study of Agile Software
Development Methodologies: A Comparative Analysis ACM SIGSOFT Software Engineering
Notes, p 1-6.

7
International Symposium on Materials and Electrical Engineering (ISMEE) 2017 IOP Publishing
IOP Conf. Series: Materials Science and Engineering 384 (2018) 012012 doi:10.1088/1757-899X/384/1/012012
1234567890‘’“”

[8] Anwer F, Aftab S, Muhammad Shah S, Waheed U 2017 Comparative Analysis of Two Popular
Agile Process Models: Extreme Programming and Scrum. Internasional Journal of Computer
Science and Telecomunications, p 1-8.
[9] Flora H, Chande S, Wang X 2014 Adopting an Agile Approach for the Development of Mobile
Applications Internasional Journal of Computer Applications, p 43-50.
[10] Beck K 2000 Extreme programming explained: embrace change. Addison-wesley professional.
[11] Juric R 2000 Extreme programming and its development practices Internasional Conferences
Information Technology Interfaces, p. 97-104.
[12] Kumar G, Bhatia P 2014 Comparative Analysis of Software Engineering Models from Traditional
to Modern Methodologies.